RIGID MOTION & SIMILARITY

TRANSFORMATIONS
SECTION 11.1 PROBLEMS 47 & 48
BY: CAMILLE MORAND
 PROBLEM # 47
COMMON CORE: INTRODUCES IT IN 7TH GRADE. OUR BOOKS SAYS 8TH GRADE.
CCSS.MATH.CONTENT.8.G.A.3
EFFECTS OF DILATIONS, TRANSLATIONS, ROTATIONS AND REFLECTIONS ON TWO-DIMENSIONAL FIGURES USING
COORDINATES.
AFTER TRANSLATING FIGURE PQRST. WHAT ARE THE
COORDINATES OF POINT T1
SOLUTIONS

Method 1:
Translations moves Right or Left, Up or Down or Both. Doesnt change the object. Object just
moves from one point to another point and the dimensions stay the same.
Starting at point T, move 3 units to the left and 5 units up. The coordinates of the new point
T1 are (-2, 2).

Method 2:
Solve (x-3, y+5) starting from point T.
Point T moves to the left 3 units and then up 5 units. Point T now becomes T 1 with
coordinates (x,y) are now (-2,2).

ACTIVITIES:

#1: https://www.ixl.com/math/grade-8/rotations-graph-the-image

#2: Set up a grid pattern on the floor before the students come to class. Have the
students form a shape (triangle, square or a rectangle). Point out the students the
vertices they are currently standing on, name them PQRST note there coordinates. As a
solid shape have them translate (move) 3 units to the left and 5 units up. Ask them the
coordinates of the vertices now. Some students may find this confusing but I think most
will be able to understand what translations are so much better.
CONNECTIONS:

In architecture this will be used. Especially when someone decides to change around
where they want things to go. They might want the master bedroom just a few feet to the
left and a few feet down from where it currently is on the blueprints.
PROBLEM # 48
COMMON CORE: INTRODUCES IT IN 7TH GRADE. OUR BOOKS SAYS 7TH GRADE.
CCSS.MATH.CONTENT.8.G.A.2

UNDERSTAND SIMILARITY IN TERMS OF SIMILARITY TRANSFORMATIONS AND SEQUENCES OF ROTATIONS, REFLECTIONS

AND TRANSLATIONS.
WHAT TRANSFORMATION HAS BEEN USED?
SOLUTIONS:

Method 1:

Method 2:

ACTIVITIES:

#1: https://www.ixl.com/math/grade-8/rotations-graph-the-image
#2: Have students take turns being the point of rotation
CONNECTIONS: