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Big Ideas
Formative Assessment Lesson
End of Unit Assessments
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Big Ideas
Formative Assessment Lesson
End of Unit Assessments
Big Idea:

### Corresponding parts of congruent polygons are congruent.

1 week

Evidence of Understanding

• describe qualities that make two polygons congruent or incongruent
• identify corresponding parts (angles and sides) of polygons by annotating or redrawing
• use tools (patty paper, paper folding, etc. to informally translate, reflect and/ or rotate) to map congruent polygons and place them “on top of” each other
• use notation to signify congruence
• use examples and non-examples to justifythat corresponding parts of congruent polygons and triangles are congruent (abbreviated as CPCTC for triangles)
• explore whether equal perimeters or areas mean figures are congruent (or vice versa: if figures are congruent then decide if their perimeters or areas are equal)

• justify two polygons are congruent using rigid motion transformations
• justify, using tools, how congruent parts match after a rigid motion transformation
• use notations to show corresponding parts between the pre-image to the image
• use coordinate notation with the plane to describe rigid motion transformations
• identify and use thecenter, degree, and direction of rotation to map a pre-image with its corresponding image
• identify and use the line of reflection to map a pre-image with its corresponding image
• generate or apply the equation of the line of reflection in the coordinate plane
• use perpendicular bisectors to draw the line of reflection between a pre-image and its image, or draw the reflected image from a given pre-image and the line of reflection
• translate an image and justify the preservation of distance and orientation
• translate an angle by constructing parallel lines
• determine the translation vector between an image and pre-image (in space or the coordinate plane)

• prove two figures are congruent using a sequence of transformations
• describe the transformations that carry one figure onto another figure
• draw transformed images given a sequence of transformations performed on a pre-image

Develop conceptual understanding:

corresponding parts, rigid motion transformations, center of rotation, perpendicular bisectors, pre-image, image, line of reflection, translation vector, parallel lines, sequence of transformations

Supporting terms to communicate:

polygon, translate, reflect, rotate, clockwise, counter-clockwise, congruent, map, carry, construct, function notation, input, output, preserve, orientation
Core Resource

A core resource supports multiple days of instruction.

• Transforming Polygons
This incomplete Core Resource supports students in extending what they know about transformations to transform general polygons.
Resource:
Transforming Polygons

This incomplete Core Resource supports students in extending what they know about transformations to transform general polygons.

All Resources From:
• Unit 1

#### Tools of Geometry

Instructional Routine: Connecting Representations
These tasks are embedded within the instructional routine called Connecting Representations.
• Reflections, Translations, Graphs, and Sentences
Use visual structure of transformations for triangles to connect with sentence descriptions of transformations.
Resource:
Reflections, Translations, Graphs, and Sentences

Use visual structure of transformations for triangles to connect with sentence descriptions of transformations.

All Resources From:
• Unit 1