Dilations, Similarity, and Introducing Slope

Assessment : End-of-Unit Assessment

Problem 1
Students selecting A may be thinking only of dilations with scale factor greater than one.
Students failing to select B might not realize that “perpendicular lines to perpendicular
lines” is a special case of dilations preserving angles. Students failing to select F have
forgotten that similar figures are defined as figures which can be matched by a sequence
of dilations and rigid transformations.

Statement
Select all the true statements.

A. Dilations always increase the length of line segments.

B. Dilations take perpendicular lines to perpendicular lines.

C. Dilations of an angle are congruent to the original angle.

D. Dilations increase the measure of angles.

E. Dilations of a triangle are congruent to the original triangle.

F. Dilations of a triangle are similar to the original triangle.

Solution
["B", "C", "F"]
Aligned Standards
8.G.A

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 Problem 2
This problem’s focus is the angle-angle criterion for similarity.

Students selecting A may believe that triangles that share only one pair of congruent
angles must be similar. Students selecting B might know the angle-angle criterion, but are
making a subtler mistake. If the angles are both vertex angles or both base angles of
their respective isosceles triangles, then the remaining angle pairs across the triangles
must be the same. However, if one is a vertex angle and the other is a base angle, this
reasoning falls apart. Students selecting C may have made a calculation mistake, thinking
that a remaining angle in one of the triangles is a match for an angle in the other. This type
of reasoning works for choice D: using the fact that the angle measures of a triangle add
up to , the remaining angle in Triangle 7 is and the remaining angle in Triangle 8
is .

Statement
Which pair of triangles must be similar?

A. Triangles 1 and 2 each have a angle.

B. Triangles 3 and 4 are both isosceles. They each have a angle.

C. Triangle 5 has a angle and a angle. Triangle 6 has a angle and a

angle.

D. Triangle 7 has a angle and a angle. Triangle 8 has a angle and a

angle.

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 Solution
D
Aligned Standards
8.G.A.5

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 Problem 3
Students selecting B have either miscounted the vertical length of the slope triangle or are
simply eyeballing—this line has slope 2. Students selecting C or D (and not selecting A or E)
are dividing horizontal length by vertical length rather than the other way around.

Statement
Select all the lines that have a slope of .

A. A

B. B

C. C

D. D

E. E

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 Solution
["A", "E"]
Aligned Standards
8.EE.B.6
Problem 4
Students identify which polygons are similar to a given polygon on a grid. For each similar
polygon, they describe similarity transformations that take one figure to another. Watch
for students who do not say Polygon E is similar; they likely believe that similar polygons
cannot be congruent.

Statement
Here are some polygons:

1. Which of
Polygons B, C,
D, E, and F are
similar to
Polygon A?

2. Choose one of
the polygons
that are similar
to Polygon A,
and describe a
sequence of
transformations
that take
Polygon A to
the selected
polygon.

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 Solution
1. Polygons B, C, and E

2. Answers vary. For B, dilate with center and a scale factor of 2, then translate 6
squares down. For C, dilate using scale factor of and center , and then reflect over
line and translate 3 squares down and squares to the right. For E, rotate 90
degrees counterclockwise around , and then translate 2 squares down and 11
squares to the right.

Minimal Tier 1 response:

• Work is complete and correct.

• Acceptable errors: work does not specify which polygon they are working with in part
b, but the chosen polygon is clear from a correct response; use of language like
“move” or “shift” instead of “translate.”

• Sample:
1. B, C, E

2. (for polygon B) Dilate with scale factor 2 from point P. Then move 6 units down.

Tier 2 response:

• Work shows general conceptual understanding and mastery, with some errors.
• Sample errors: centers of rotations/dilations, scale factors of dilations, or lines of
reflection are omitted but the meaning is clear because of intermediate drawings;
one incorrect (or missing) answer in part a; instructions for the sequence of rigid
motions and dilations contain a small, easily identifiable error (such as saying to
translate 7 units instead of 6 units).

Tier 3 response:

• Significant errors in work demonstrate lack of conceptual understanding or mastery.

• Sample errors: response to part b is based on an incorrect choice in part a, the
sequence of rigid motions and dilations does not take Polygon A to the chosen
polygon (and is not close), incorrect answer to part a.

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 Aligned Standards
8.G.A.4
Problem 5
When two shapes are similar, a scale factor relates lengths in one figure to the
corresponding lengths in the other. At the same time, ratios of lengths in one figure (e.g.,
length to width) are the same as in the other figure. In this problem, it is simpler to use this
second idea when calculating side lengths of the triangles.

Statement
Triangles and are similar.

1. Find the length of segment .

2. Find the length of segment .

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 Solution
1. 2.68 units (twice as long as segment )

2. 2.01 units ( as long as segment )

Aligned Standards
8.G.A.4
Problem 6
This problem has students use slope triangles to write an equation for a line. This equation
can be used to find the unknown values later in the problem. However, students can just
as easily reason about slope to find these values.

Statement
All of the points in the picture are on the same line.

1. Find the slope of the

line. Explain or show
your reasoning.

2. Write an equation for

the line.

3. Find the values for

and . Explain or show
your reasoning.

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 Solution
1. 2, because .

2. or equivalent

3. , . These can be found by counting “over 1, up 2” from known points or by

using the equation from part b.

Minimal Tier 1 response:

• Work is complete and correct.

• Sample:
1.

2.

3. When you go over one unit, you go up two to stay on the line. That means it goes
, , , .... So , .

Tier 2 response:

• Work shows general conceptual understanding and mastery, with some errors.
• Sample errors: incorrect answers to parts c based on small algebra errors in using
the equation of the line or on miscounting when finding intermediate points; finding
that the slope is or the equation for the line is or ; correct
answers to two problem parts with badly incorrect answer to one problem part.

Tier 3 response:

• Significant errors in work demonstrate lack of conceptual understanding or mastery.

• Sample errors: work does not involve slope beyond part a; student answers some
problems correctly by “eyeballing” but reasoning does not appeal to slope (or related
concepts like, “two up, one over”); more than one incorrect answer without
explanation.

Aligned Standards
8.EE.B.6

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 Problem 7
Students apply dilations to a polygon off of a grid. They then reason about similarity.
Because of the way the two polygons are constructed, there is a natural sequence of
dilations that takes one polygon to the other, making them similar.

Statement
Here is a polygon:

1. Draw the dilation of using center and scale factor . Label the
dilation .

2. Draw the dilation of with center and scale factor . Label the dilation
.

3. Show that and are similar.

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 Solution
1.

2.

3. If is dilated with center and a scale factor of 2, the result is . If

is dilated with center and a scale factor of , the result is .

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 Minimal Tier 1 response:

• Work is complete and correct, with complete explanation or justification.

• Sample:
1. See diagram

2. See diagram

3. and are both dilations of the same polygon.

Tier 2 response:

• Work shows good conceptual understanding and mastery, with either minor errors
or correct work with insufficient explanation or justification.

• Sample errors: scale is correct in the dilations, but the center is incorrect; work
involves a minor mistake dilating one point; response to part c is something like
“ and are dilations of each other” without a justification such as
referencing .

Tier 3 response:

• Work shows a developing but incomplete conceptual understanding, with significant

errors.

• Sample errors: correct work for parts a and b but very weak or missing explanation in
part c; work shows general understanding of dilations but a few points are placed
incorrectly, dilations are performed using scale factors of 2 or 3 rather than or .

Tier 4 response:

• Work includes major errors or omissions that demonstrate a lack of conceptual

understanding and mastery.

• Sample errors: work for parts a and b does not result in anything
resembling dilations.

Aligned Standards
8.G.A.4

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