Math g8 m2 Mid Module Assessment

NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task 8•2
Name Date
1.
a. Translate △ 𝑋𝑌𝑍 along ⃗⃗⃗⃗⃗

𝐴𝐵 . Label the image of the triangle with 𝑋′, 𝑌′, and 𝑍′.
Y Z
b. Reflect △ 𝑋𝑌𝑍 across the line of reflection, 𝑙. Label the image of the triangle with 𝑋′, 𝑌′, and 𝑍′.
𝑙 Y Z
Module 2: The Concept of Congruence

117
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c. Rotate △ 𝑋𝑌𝑍 around the point (1,0) clockwise 90°. Label the image of the triangle with 𝑋′, 𝑌′, and
𝑍′.

118
2. Use the picture below to answer the questions.
Figure 𝐴 has been transformed to Figure 𝐵.
F igur eA
F igur eB
a. Can Figure 𝐴 be mapped onto Figure 𝐵 using only translation? Explain. Use drawings as needed in
your explanation.
b. Can Figure 𝐴 be mapped onto Figure 𝐵 using only reflection? Explain. Use drawings as needed in
your explanation.

119
3. Use the graphs below to answer parts (a) and (b).
a. Reflect △ 𝑋𝑌𝑍 over the horizontal line (parallel to the 𝑥-axis) through point (0,1). Label the
reflected image with 𝑋′𝑌′𝑍′.
Y Z

120
b. One triangle in the diagram below can be mapped onto the other using two reflections. Identify the
lines of reflection that would map one onto the other. Can you map one triangle onto the other
using just one basic rigid motion? If so, explain.

121
A Progression Toward Mastery

STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or incorrect A correct answer A correct answer
Task Item incorrect answer answer but with some evidence supported by
and little evidence evidence of some of reasoning or substantial
of reasoning or reasoning or application of evidence of solid
application of application of mathematics to reasoning or
mathematics to mathematics to solve the problem, application of
solve the problem. solve the problem. OR an incorrect mathematics to
answer with solve the problem.
substantial evidence
of solid reasoning or
application of
mathematics to
solve the problem.
1 a Student is unable to Student translates along Student translates Student translates
respond to the question a vector. Student uses a correctly along vector. correctly along vector
or leaves item blank. different vector than Student does not label and labels image
8.G.A.1 Student enlarges or what was given. Student image or labels image correctly.
shrinks image. Student shortens or lengthens incorrectly.
reflects or rotates given vector.
image. Student does not label
image or labels image
incorrectly.
b Student is unable to Student reflects across Student reflects correctly Student reflects
respond to the question line but may reflect across line. Student does correctly across line
or leaves item blank. across a different line not label image or labels and labels image
8.G.A.1 Student enlarges or than what is given. image incorrectly. correctly.
shrinks image. Student Student does not label
translates or rotates the image or labels image
image. incorrectly. The
orientation of the image
may be incorrect.
c Student is unable to Student rotates about Student rotates about Student rotates about
respond to the question the point (1,0). Student the point (1,0) clockwise the point (1,0) clockwise
8.G.A.1 or leaves item blank. rotates the triangle 90°. Student does not 90° and labels image
Student translates the counterclockwise 90°. label image or labels correctly.
triangle to the correct Student rotates more or image incorrectly.
quadrant. Student less than 90°. Student
reflects the triangle to does not label image or
the correct quadrant. labels image incorrectly.

122
2 a Student answers with Student answers with yes Student answers Student answers
yes or no only. Student or no. Student shows correctly with no. correctly with no and
is unable to give any some reasoning Student uses a pictorial uses mathematical
8.G.A.1 explanation (pictorially (pictorially or written) to explanation only as vocabulary in
or written). solve the problem. evidence of reasoning. explanation. Student
Student shows no Some evidence of may use pictorial
application of mathematical reasoning explanation to enhance
mathematics to solve the is evident in explanation. mathematical
problem. Student does not use explanation.
mathematical vocabulary
in explanation.
b Student answers with Student answers with yes Student answers Student answers
yes or no only. Student or no. Student shows correctly with no. correctly with no and
is unable to give any some reasoning Student uses a pictorial uses mathematical
8.G.A.1 explanation (pictorially (pictorially or written) to explanation only as vocabulary in
or written). solve the problem. evidence of reasoning. explanation. Student
Student shows no Some evidence of may use pictorial
application of mathematical reasoning explanation to enhance
mathematics to solve the is evident in explanation. mathematical
problem. Student does not use explanation.
mathematical vocabulary
in explanation.
3 a Student is unable to Student reflects triangle Student reflects triangle Student reflects triangle
respond to the question across any line other across the line 𝑦 = 1. across the line 𝑦 = 1,
or leaves item blank. than the line 𝑦 = 1. The orientation of the and the orientation of
8.G.A.1 Student shows no The orientation of the triangle is correct. the triangle is correct.
reasoning or application triangle may or may not Student may or may not Student labels the
of mathematics to solve be correct. Student may label the triangle triangle correctly.
the problem. or may not label the correctly.
triangle correctly.
b Student is unable to Student answers with yes Student answers Student answers
respond to the question or no. Student may or correctly with yes. correctly with yes.
or leaves item blank. may not identify the lines Student identifies the Student correctly
8.G.A.1 Student answers with of reflection. Student lines of reflection. identifies the lines of
yes or no only. Student identifies a rotation as Student identifies a reflection as 𝑦 = 0 and
may or may not identify the rigid motion. Student rotation as the rigid 𝑥 = 0.
the lines of reflection. may or may not identify motion. Student Student identifies a
No evidence of the degree of rotation or identifies the degree of rotation as the rigid
mathematical reasoning the center of rotation. rotation. Student may or motion.
is used in written Some evidence of may not identify the Student identifies the
explanation. mathematical reasoning center of rotation. Some degree of rotation as
is used in written evidence of 180.
explanation. mathematical reasoning Student identifies the
is used in written center of rotation as the
explanation. origin and substantial
evidence of
mathematical reasoning
is used in written
explanation.

123
Name Date
1.
a. Translate △ 𝑋𝑌𝑍 along ⃗⃗⃗⃗⃗

𝐴𝐵 . Label the image of the triangle with 𝑋′, 𝑌′, and 𝑍′.
b. Reflect △ 𝑋𝑌𝑍 across the line of reflection, 𝑙. Label the image of the triangle with 𝑋′, 𝑌′, and 𝑍′.

124
c. Rotate △ 𝑋𝑌𝑍 around the point (1,0) clockwise 90°. Label the image of the triangle with 𝑋′, 𝑌′,
and 𝑍′.

125
2. Use the picture below to answer the questions.
a. Can Figure 𝐴 be mapped onto Figure 𝐵 using only translation? Explain. Use drawings as needed in
your explanation.
b. Can Figure 𝐴 be mapped onto Figure 𝐵 using only reflection? Explain. Use drawings as needed in
your explanation.

126
3. Use the graphs below to answer parts (a) and (b).
a. Reflect △ 𝑋𝑌𝑍 over the horizontal line (parallel to the 𝑥-axis) through point (0,1). Label the
reflected image with 𝑋′𝑌′𝑍′.

127
b. One triangle in the diagram below can be mapped onto the other using two reflections. Identify the
lines of reflection that would map one onto the other. Can you map one triangle onto the other
using just one basic rigid motion? If so, explain.

128

Math g8 m2 Mid Module Assessment

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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task 8•2

a. Translate △ 𝑋𝑌𝑍 along ⃗⃗⃗⃗⃗

Module 2: The Concept of Congruence

Module 2: The Concept of Congruence

2. Use the picture below to answer the questions.

Figure 𝐴 has been transformed to Figure 𝐵.

Module 2: The Concept of Congruence

3. Use the graphs below to answer parts (a) and (b).

Module 2: The Concept of Congruence

Module 2: The Concept of Congruence

A Progression Toward Mastery

Module 2: The Concept of Congruence

Module 2: The Concept of Congruence

a. Translate △ 𝑋𝑌𝑍 along ⃗⃗⃗⃗⃗

Module 2: The Concept of Congruence

Module 2: The Concept of Congruence

2. Use the picture below to answer the questions.

Module 2: The Concept of Congruence

3. Use the graphs below to answer parts (a) and (b).

Module 2: The Concept of Congruence

Module 2: The Concept of Congruence

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