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Integrated Math 1 Honors

Module 6 Honors
Transformations, Congruence, and Constructions

Adapted from

The Mathematics Vision Project:

Scott Hendrickson, Joleigh Honey, Barbara Kuehl,
Travis Lemon, Janet Sutorius
© 2012 Mathematics Vision Project | MVP
In partnership with the Utah State Office of Education
Licensed under the Creative Commons Attribution‐NonCommercial‐ShareAlike 3.0 Unported license
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Module 6 Honors Overview

Prerequisite Concepts & Skills:
 Apply Pythagorean theorem
 Graph linear and exponential functions
 Identify/solve for slope and -and -intercepts of linear functions
 Solve multi-step equations
 Identify basic geometric shapes and characteristics
 Solving systems of equations

Summary of the Concepts & Skills in Module 6H:

 Develop definitions of rigid-motion transformations: translations, rotations, and reflections
 Examine slope of perpendicular and parallel lines
 Examine which rigid motion transformation carry one image onto another congruent image
 Write and apply formal definitions of the rigid-motion transformations
 Find rotational symmetry and lines of symmetry in quadrilaterals
 Examine characteristics of regular polygons that emerge from rotational symmetry and lines of
symmetry
 Make and justify properties of quadrilaterals using symmetry transformations
 Describe a sequence of transformations that will carry congruent images onto each other
 Establish the ASA, SAS, and SSS criteria for congruent triangles
 Explore compass and straight edge constructions
 Write procedures for compass and straight edge constructions and why it creates the desired
object(s)

Content Standards and Standards of Mathematical Practice Covered:

 Content Standards: G.CO.1, G.CO.2, G.CO.3, G.CO.4, G.CO.5, G.CO.6, G.CO.7, G.CO.8, G.CO.12, G.CO.13,
G.GPE.5
 Standards of Mathematical Practice:
1. Make sense of problems & persevere in solving them
2. Attend to precision
3. Reason abstractly & quantitatively
4. Construct viable arguments & critique the reasoning of others
5. Model with mathematics
6. Use appropriate tools strategically
7. Look for & make use of structure
8. Look for & express regularity in repeated reasoning

Module 6H Vocabulary:
 Pythagorean Theorem  Construction
 Proof  Quadrilateral
 Rhombus  Equilateral
 Parallelogram  Square
 Trapezoid  Polygon
 Diagonal  Rotation
 Reflection  Transformation
 Translation  Line of symmetry
 Line of reflection  Rotational symmetry
 Triangle  Pentagon
 Hexagon  Heptagon
 Octagon  Congruent
 Similar  Inscribed

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Concepts Used in the Next Module:
 Use coordinates to find distances and determine the perimeter of geometric shapes
 Prove slope criteria for parallel and perpendicular lines
 Use coordinates to algebraically prove geometric theorems
 Write the equation by comparing parallel lines and finding
 Determine the transformation from one function to another
 Translate linear and exponential functions using multiple representations
 The arithmetic of vectors and solving problems involving quantities that can be represented by
vectors
 Matrices – properties of addition, multiplication, identity and inverse properties, finding the
determinant, and solving a system using the multiplicative inverse matrix
 Using matrix multiplication to reflect and rotate vectors and images

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Module 6 Honors – Transformations, Congruence, and Constructions

Part 1: Transformations and Congruence

6.1H Developing the definitions of the rigid‐motion transformations: translations, reflections and rotations and
Examining the slope of perpendicular lines (G.CO.1, G.CO.4, G.CO.5)
Classroom Task:
 Leaping Lizards! ‐ A Develop Understanding Task
 Is It Right? ‐ A Solidify Understanding Task
Ready, Set, Go Homework: Transformations and Congruence 6.1H

6.2H Determining which rigid‐motion transformations carry one image onto another congruent image and
Writing and applying formal definitions of the rigid‐motion transformations: translations, reflections and
rotations (G.CO.1, G.CO.2, G.CO.4, G.GPE.5)
Classroom Task:
 Leap Frog– A Solidify Understanding Task
 Leap Year – A Practice Understanding Task
Ready, Set, Go Homework: Transformations and Congruence 6.2H

6.3H Finding rotational symmetry and lines of symmetry in special types of quadrilaterals and Examining
characteristics of regular polygons that emerge from rotational symmetry and lines of symmetry (G.CO.3,
G.CO.6)
Classroom Task:
 Symmetries of Quadrilaterals – A Develop Understanding Task
 Symmetries of Regular Polygons – A Solidify Understanding Task
Ready, Set, Go Homework: Transformations and Congruence 6.3H

6.4H Making and justifying properties of quadrilaterals using symmetry transformations (G.CO.3, G.CO.4,
G.CO.6)
Classroom Task: Quadrilaterals‐Beyond Definition – A Practice Understanding Task
Ready, Set, Go Homework: Transformations and Congruence 6.4H

6.5H Describing a sequence of transformations that will carry congruent images onto each other and
Establishing the ASA, SAS and SSS criteria for congruent triangles (G.CO.5, G.CO.6, G.CO.7, G.CO.8)
Warm Up: Share solutions to 6.4H Ready Set Go question #28
Classroom Task: Congruent Triangles – A Solidify Understanding Task
Ready, Set, Go Homework: Transformations and Congruence 6.5H

6.6H Using ASA, SAS, or SSS to determine if two triangles embedded in another geometric figure are congruent.
(G.CO.7, G.CO.8)
Warm Up: Defining bisectors of angles and perpendicular bisectors
Classroom Task: Congruent Triangles to the Rescue – A Practice Understanding Task
Ready, Set, Go Homework: Transformations and Congruence 6.6H

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Part 2 – Constructions

6.7H Exploring compass and straightedge constructions to construct rhombuses and squares (G.CO.12,
G.CO.13)
Classroom Task: Under Construction – A Develop Understanding Task
Ready, Set, Go Homework: Constructions 6.7H

6.8H Exploring compass and straightedge constructions to construct parallelograms, equilateral triangles and
inscribed hexagons and Exploring compass and straightedge constructions to construct parallelograms,
equilateral triangles and inscribed hexagons (G.CO.12, G.CO.13)
Warm-Up: Geometric constructions using compass and straight edge and constructing transformations
Classroom Task: Construction Basics – A Solidify Understanding Task
Ready, Set, Go Homework: Constructions 6.8H

6.9H Writing procedures for compass and straightedge constructions (G.CO.12, G.CO.13)
Warm Up: Construction Blueprints – A Practice Understanding Task
Module 6 Review Classroom Task: Carousel Activity
Module 6 Review Homework

*Module 6 Test
Intro to Module 7 Honors

Module 6 Honors Challenge Problems

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©2012 http://www.clker.com/clipart‐green‐gecko
6.1H Leaping Lizards!
A Develop Understanding Task
Animated films and cartoons are now usually produced using computer technology,
rather than the hand‐drawn images of the past. Computer animation requires both
artistic talent and mathematical knowledge.

Sometimes animators want to move an image around the computer screen without distorting the size and
shape of the image in any way. This is done using geometric transformations such as translations (slides),
reflections (flips), and rotations (turns) or perhaps some combination of these. These transformations
need to be precisely defined, so there is no doubt about where the final image will end up on the screen.

So where do you think the lizard, shown on the grids on the following pages, will end up using the following
transformations? (The original lizard was created by plotting the following anchor points on the coordinate
grid and then letting a computer program draw the lizard. The anchor points are always listed in this order:
tip of nose, center of left front foot, belly, center of left rear foot, point of tail, center of rear right foot, back,
center of front right foot.)

Original lizard anchor points:

Each statement below describes a transformation of the original lizard. For each of the statements:
 Plot the anchor points for the lizard in its new location.
 Connect the pre-image and image anchor points with line segments, or circular arcs, whichever best
illustrates the relationship between them.

Lazy Lizard
Translate the original lizard so the point at the tip of its nose is located at , making the lizard appear
to be sunbathing on the rock.

Lunging Lizard
Rotate the lizard 90° (counter clockwise) about point A so it looks like the lizard is diving into the
puddle of mud.

Leaping Lizard
Reflect the lizard about given line so it looks like the lizard is doing a back flip over the cactus.

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Lazy Lizard (Translation)

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Lunging Lizard (Rotation)

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Leaping Lizard (Reflection)

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2012 www.flickr.com/photos/juggernautco/
6.1H Is It Right?
A Solidify Understanding Task
In Leaping Lizards, you probably thought a lot about perpendicular lines, particularly when
rotating the lizard about a 90° angle or reflecting the lizard across a line.

In previous tasks, we have made the observation that parallel lines have the same slope. In this task, we
will make observations about the slopes of perpendicular lines. Perhaps in Leaping Lizards you used a
protractor or some other tool or strategy to help you make a right angle. In this task we consider how to
create a right angle by attending to slopes on the coordinate grid.

We begin by stating a fundamental idea for our work: Horizontal

and vertical lines are perpendicular. For example, on a
coordinate grid, the horizontal line and the vertical line
intersect to form four right angles.

But what if a line or line segment is not horizontal or vertical? How do we determine the slope of a line, or
line segment, that will be perpendicular to it?

Experiment 1

1. Consider the points and and the line

segment, ̅̅̅̅, between them. What is the slope of this line
segment?

2. Locate a third point on the coordinate grid, so the

points , and form the vertices of a
right triangle, with ̅̅̅̅ as its hypotenuse.

3. Explain how you know that the triangle you formed

contains a right angle?

4. Now rotate this right triangle counter clockwise

about the vertex point . Explain how you know that
you have rotated the triangle .

5. Compare the slope of the hypotenuse of this rotated right triangle with the slope of the hypotenuse of the
pre-image. What do you notice?

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Experiment 2

Repeat steps 1-5 from experiment 1 for the points

and

1. Slope of ̅̅̅̅?

2. ?

3. How do you know that the triangle you formed contains

a right angle?

4. Rotate this right triangle about the vertex point

. Explain how you know that you have rotated the
triangle .

5. Compare the slope of the hypotenuse of this rotated right triangle with the slope of the hypotenuse of the
pre-image. What do you notice?

Experiment 3

Repeat steps 1-5 for the points and

1. Slope of ̅̅̅̅?

2. ?

3. How do you know that the triangle you formed contains

a right angle?

4. Rotate this right triangle about the vertex point

. Explain how you know that you have rotated the
triangle .

5. Compare the slope of the hypotenuse of this rotated

right triangle with the slope of the hypotenuse of the
pre-image. What do you notice?

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Experiment 4

Repeat steps 1-5 for the points and

1. Slope of ̅̅̅̅?

2. ?

3. How do you know that the triangle you formed

contains a right angle?

4. Rotate this right triangle about the vertex point

. Explain how you know that you have rotated
the triangle .

5. Compare the slope of the hypotenuse of this rotated

right triangle with the slope of the hypotenuse of the
pre-image. What do you notice?

Based on experiments 1‐4, state an observation about the slopes of perpendicular lines.

While this observation is based on a few specific examples, can you create an argument or justification for
why this is always true? (Note: You will examine a formal proof of this observation in the next module.)

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6.2H Leap Frog

2012http://openclipart.org/detail/33781/architetto
A Solidify Understanding Task
Josh is animating a scene where a troupe of frogs is auditioning for the Animal Channel
reality show, "The Bayou's Got Talent". In this scene, the frogs are demonstrating their "leap
frog" acrobatics act. Josh has completed a few key images in this segment, and now needs to
describe the transformations that connect various images in the scene.

For each pre‐image/image combination listed below, describe the transformation that moves the pre‐image
to the final image.

 If you decide the transformation is a rotation, you will need to give the center of rotation, the
direction of the rotation (clockwise or counterclockwise), and the measure of the angle of rotation.

 If you decide the transformation is a reflection, you will need to give the equation of the line of
reflection.

 If you decide the transformation is a translation, you will need to describe the "rise" and "run"
between pre‐image points and their corresponding image points or write a translation rule.

 If you decide it takes a combination of transformations to get from the pre‐image to the final image,
describe each transformation in the order they would be completed.

Pre-image Final Image Description

1. image 1 image 2

2. image 2 image 3

3. image 3 image 4

4. image 1 image 5

5. image 2 image 4

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6.2H Leap Year

2012 www.flickr.com/photos/suendercafe
A Practice Understanding Task
Carlos and Clarita are discussing their latest business venture with their friend
Juanita. They have created a daily planner that is both educational and entertaining.
The planner consists of a pad of 365 pages bound together, one page for each day of
the year. The planner is entertaining since images along the bottom of the pages form a flip‐book animation
when thumbed through rapidly. The planner is educational since each page contains some interesting facts.
Each month has a different theme, and the facts for the month have been written to fit the theme. For
example, the theme for January is astronomy, the theme for February is mathematics, and the theme for
March is ancient civilizations. Carlos and Clarita have learned a lot from researching the facts they have
included, and they have enjoyed creating the flip‐book animation.

The twins are excited to share the prototype of their planner with Juanita before sending it to printing.
Juanita, however, has a major concern. "Next year is leap year," she explains, "you need 366 pages."

So now Carlos and Clarita have the dilemma of having to create an extra page to insert between February 28
and March 1. Here are the planner pages they have already designed.

February 28 March 1

A circle is the set of all points in a plane that Why are there in a circle?
are equidistant from a fixed point called the
center of the circle. One theory is that ancient astronomers
established that a year was approximately 360
An angle is the union of two rays that share a days, so the sun would advance in its path
common endpoint. relative to the early approximately of a
turn, or one degree, each day. (The 5 extra
An angle of rotation is formed when a ray is
days in a year were considered unlucky days.)
rotated about its endpoint. The ray that marks
the pre-image of the rotation is referred to as
Another theory is that the Babylonians first
the “initial ray” and the ray that marks the
divided a circle into parts by inscribing a
image of the rotation is referred to as the
hexagon consisting of 6 equilateral triangles
“terminal ray.”
inside a circle. The angles of the equilateral
triangle located the center of the circle were
Angle of rotation can also refer to the number
further divided into 60 equal parts, since the
of degrees a figure has been rotated about a
Babylonian number system was base-60
fixed point, with a counterclockwise rotation
(instead of base-10 like our number system).
being considered a positive direction of
rotation. Another reason for in a circle may be the
fact that 360 has 24 divisors, so a circle can
easily be divided into many smaller, equal-
sized parts.

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Part 1

Since the theme for the facts for February is mathematics, Clarita suggests that they write formal definitions
of the three rigid‐motion transformations they have been using to create the images for the flip‐book
animation.

How would you complete each of the following definitions? Use the following words and phrases in your
definitions: perpendicular bisector, center of rotation, equidistant, angle of rotation, concentric circles,
parallel, image, pre‐image, preserves distance and angle measures.

1. A translation of a set of points in a plane . . .

2. A rotation of a set of points in a plane . . .

3. A reflection of a set of points in a plane . . .

4. Translations, rotations and reflections are rigid motion transformations because . . .

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Part 2

In addition to writing new facts for February 29, the twins also need to add another image in the middle of
their flip‐book animation. The animation sequence is of Dorothy's house spinning from the Wizard of Oz as
it is being carried over the rainbow by a tornado. The house in the February 28 drawing has been rotated to
create the house in the March 1 drawing. Carlos believes that he can get from the February 28 drawing to
the March 1 drawing by reflecting the February 28 drawing, and then reflecting it again.

Using the resource page, verify that the image Carlos inserted between the two images that appeared on
February 28 and March 1 works as he intended. For example,

5. What convinces you that the February 29 image is a reflection of the February 28 image about the given
line of reflection?

6. What convinces you that the March 1 image is a reflection of the February 29 image about the given line
of reflection?

7. What convinces you that the two reflections together complete a rotation between the February 28 and
March 1 images?

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6.2H Leap Year Resource Page

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2012 www.flickr.com/photos/temaki/
6.3H Symmetries of Quadrilaterals
A Develop Understanding Task
A line that reflects a figure onto itself is called a line of symmetry.

A figure that can be carried onto itself by a rotation is said to have rotational symmetry.

Every four‐sided polygon is a quadrilateral. Some quadrilaterals have additional properties and are given
special names like squares, parallelograms, and rhombuses.

A diagonal of a quadrilateral is formed when opposite vertices are connected by a line segment.

In this task, you will use rigid‐motion transformations to explore line symmetry and rotational symmetry
in various types of quadrilaterals.

1. A parallelogram is a quadrilateral in which both pairs of opposite sides are parallel. Is it possible to
reflect or rotate a parallelogram onto itself?

For the parallelogram shown at right, find

 any lines of reflection, or

 any centers and angles of rotation

Describe the rotations and/or reflections that carry a parallelogram onto itself. Be as specific as possible
in your descriptions.

2. A rectangle is a parallelogram that contains four right angles. Is it possible to reflect or rotate a
rectangle onto itself?

For the rectangle shown at right, find

 any lines of reflection, or

 any centers and angles of rotation

Describe the rotations and/or reflections that carry a rectangle onto itself. Be as specific as possible in
your descriptions.

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3. A rhombus is a parallelogram in which all sides are congruent. Is it possible to reflect or rotate a
rhombus onto itself?

For the rhombus shown at right, find

 any lines of reflection, or

 any centers and angles of rotation

Describe the rotations and/or reflections that carry a rhombus onto itself. Be as specific as possible in
your descriptions.

4. A square is a parallelogram with all sides congruent and all angles congruent. Is it possible to reflect or
rotate a square onto itself?

For the square shown at right, find

 any lines of reflection, or

 any centers and angles of rotation

Describe the rotations and/or reflections that carry a square onto itself. Be as specific as possible in your
descriptions.

5. A trapezoid is a quadrilateral with only one pair of opposite sides parallel. Is it possible to reflect or
rotate a trapezoid onto itself?

Draw a trapezoid based on this definition. Then see if you can find

 any lines of symmetry, or

 any centers of rotational symmetry

If you were unable to find a line of symmetry or a center of rotational symmetry for your trapezoid, see if
you can sketch a different trapezoid that might possess some type of symmetry.

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2012 www.flickr.com/photos/tamburix
6.3H Symmetries of Regular Polygons
A Solidify Understanding Task
A line that reflects a figure onto itself is called a line of symmetry.

A figure that can be carried onto itself by a rotation is said to have rotational symmetry.

A diagonal of a polygon is any line segment that connects non‐consecutive vertices of the polygon.

For each of the following regular polygons, describe the rotations and reflections that carry it onto itself. Be
as specific as possible in your descriptions, such as specifying the angle of rotation.

1. An equilateral triangle Rotations Reflections

2. A square Rotations Reflections

3. A regular pentagon Rotations Reflections

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4. A regular hexagon Rotations Reflections

5. A regular octagon Rotations Reflections

6. A regular nonagon Rotations Reflections

7. What patterns do you notice in terms of the number and characteristics of the lines of symmetry in a
regular polygon?

8. What patterns do you notice in terms of the angles of rotation when describing the rotational
symmetry in a regular polygon?

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2012 www.flickr.com/photos/gabby‐girl
6.4H Quadrilaterals—Beyond Definition
A Practice Understanding Task
We have found that many different quadrilaterals possess line and/or rotational
symmetry.

1. In the following chart, write the names of the quadrilaterals that are being described in
terms of their symmetries.

2. What do you notice about the relationships between quadrilaterals based on their symmetries and
highlighted in the structure of the above chart?

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Based on the symmetries we have observed in various types of quadrilaterals, we can make claims about
other features and properties that the quadrilaterals may possess.

3. A parallelogram is a quadrilateral in which opposite sides are parallel.

Based on what you know about transformations, what else can we say about parallelograms besides the
defining property that opposite sides of a parallelogram are parallel? Make a list of additional properties of
parallelograms that seem to be true based on the transformation(s) of the parallelogram onto itself. You
will want to consider properties of the sides, angles and the diagonals.

4. A rectangle is a parallelogram that contains four right angles.

Based on what you know about transformations, what else can we say about rectangles besides the
defining property that all four angles are right angles? Make a list of additional properties of rectangles
that seem to be true based on the transformation(s) of the rectangle onto itself. You will want to
consider properties of the sides, the angles, and the diagonals.

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5. A rhombus is a parallelogram in which all four sides are congruent.

Based on what you know about transformations, what else can we say about a rhombus besides the
defining property that all sides are congruent? Make a list of additional properties of rhombuses that
seem to be true based on the transformation(s) of the rhombus onto itself. You will want to consider
properties of the sides, angles and the diagonals.

6. A square is a parallelogram with all sides congruent and all angles congruent.

Based on what you know about transformations, what can we say about a square? Make a list of
properties of squares that seem to be true based on the transformation(s) of the squares onto itself. You
will want to consider properties of the sides, angles and the diagonals.

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7. In the following chart, write the names of the quadrilaterals that are being described in terms of their
features and properties, and then record any additional features or properties of that type of
quadrilateral you may have observed. Be prepared to share reasons for your observations.

8. What do you notice about the relationships between quadrilaterals based on their characteristics and
highlighted in the structure of the above chart?

9. How are the charts at the beginning and end of this task related? What do they suggest?

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6.5H Congruent Triangles

2012 www.flickr.com/photos/ shaireproductions

A Solidify Understanding Task
Part I:

Draw Specific Triangles – For each category listed below, draw a triangle that matches
the description. Each triangle should be drawn on a separate piece of patty paper. Label
each characteristic on the patty paper.

A. Three sides –
Draw a segment 4 cm long.
Use the compass to make to intersecting arcs of 5 cm and 6 cm from opposite endpoints.
Connect point of intersection to endpoints of the segment to form a triangle.

B. Three angles –
Draw an angle of 35° and extend the rays (these will become sides of the triangle).
Draw a 65° angle on one of the rays and extend to intersect the other ray of the 35° angle.
What is the measure of the third angle? Label this on the triangle.

C. Two sides and an included angle –

Draw a triangle such that two sides have lengths of 4 cm and 7 cm and the angle between is 70°.

D. Two sides and a non-included angle –

Draw a triangle such that two sides have lengths 6 cm and 7 cm and the angle NOT between is 55°.

E. Two angles and an included side –

Draw a triangle such that two angles have measures 75° and 40° and the side between them has
length 5cm.

Rotate groups (1 moves up, 1 moves down so that no original partners are together). Partner with someone
from a different group.

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Part II

Compare Triangles from the Same Category – Determine which categories (A through E) produce
triangles that are congruent. Recalculate any measurements of non-congruent triangles to verify.
List the descriptions of the types of congruent triangles:

Part III

Proving Congruence Through Rigid-Motion Transformations – Each person chooses one pair of
congruent triangles listed in Part II.
A. Fold the graph paper in half to make Q1 and Q2. Draw in the x-axis along the bottom and the y-axis
along the fold.
B. Transfer both images from the patty paper onto the graph paper by placing one corner of the patty
paper at the origin in Q1 and the other patty paper at the origin in Q2.
C. Label and confirm the measurements using a ruler and protractor.
D. Label the vertices of one of the triangles as A, B, and C.
E. Write a sequence of transformations to carry ∆ABC onto the other triangle. Use colored pencils to
show each individual transformation in the sequence.
F. Exchange papers to verify that your partner’s sequence of transformations accurately demonstrate
the congruence of the triangles.

Part IV

Reflection – Reflect on what you did in Part III. How were transformations used to verify congruence? Will
this hold true for all triangles within the same category? Explain.

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6.6H Warm Up
Defining bisectors of angles and perpendicular bisectors
1. Based on the meaning of “bisect”, which means to split into two equal parts, what would it mean to bisect
an angle? Describe in words and also provide visuals to communicate the meaning of angle bisector.

2. What does it mean if you have a perpendicular bisector of a line segment? Provide both written
explanation and visual sketches to communicate the meaning of perpendicular bisector.

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6.6H Congruent Triangles to the Rescue

2012 www.flickr.com/ photos/arenamontanus

A Practice Understanding Task
Part 1
Zac and Sione are exploring isosceles triangles—triangles in which two sides are
congruent.

Zac: I think every isosceles triangle has a line of symmetry that passes through the vertex point of the angle
made up of the two congruent sides, and the midpoint of the third side.

Sione: That’s a pretty big claim—to say you know something about every isosceles triangle. Maybe you just
haven’t thought about the ones for which it isn’t true.

Zac: But I’ve folded lots of isosceles triangles in half, and it always seems to work.

Sione: Lots of isosceles triangles are not all isosceles triangles, so I’m still not sure.

1. What do you think about Zac’s claim? Do you think every isosceles triangle has a line of symmetry? If so,
what convinces you this is true? If not, what concerns do you have about his statement?

2. What else would Zac need to know about the line through the vertex point of the angle made up of the
two congruent sides and the midpoint of the third side in order to know that it is a line of symmetry?
(Hint: Think about the definition of a line of reflection.)

3. Sione thinks Zac’s “crease line” (the line formed by folding the isosceles triangle in half) creates two
congruent triangles inside the isosceles triangle. Which criteria—ASA, SAS or SSS—could she use to
support this claim? Describe the sides and/or angles you think are congruent, and explain how you
know they are congruent.

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4. If the two triangles created by folding an isosceles triangle in half are congruent, what does that imply
about the “base angles” of an isosceles triangle (the two angles that are not formed by the two congruent
sides)?

5. If the two triangles created by folding an isosceles triangle in half are congruent, what does that imply
about the “crease line”? (You might be able to make a couple of claims about this line—one claim comes
from focusing on the line where it meets the third, non‐congruent side of the triangle; a second claim
comes from focusing on where the line intersects the vertex angle formed by the two congruent sides.)

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Part 2

Like Zac, you have done some experimenting with lines of symmetry, as well as rotational symmetry. In the
tasks Symmetries of Quadrilaterals and Quadrilaterals—Beyond Definition, you made some observations
about sides, angles and diagonals of various types of quadrilaterals based on your experiments and
knowledge about transformations. Many of these observations can be further justified based on looking for
congruent triangles and their corresponding parts, just as Zac and Sione did in their work with isosceles
triangles.

Pick one of the following quadrilaterals to explore:

 A rectangle is a parallelogram that contains four right angles.

 A rhombus is a parallelogram in which all sides are congruent.
 A square is a parallelogram with four right angles and all sides are congruent

1. Draw an example of your selected quadrilateral, with its diagonals. Label the vertices of the quadrilateral
A, B, C, and D, and label the point of intersection of the two diagonals as point N.

2. Based on (a) your drawing, (b) the given definition of your quadrilateral, and (c) information about sides
and angles that you can gather based on lines of reflection and rotational symmetry, list as many pairs of
congruent triangles as you can find in the table on the next page.

For each pair of congruent triangles you list, state the criteria you used (ASA, SAS or SSS) to determine
that the two triangles are congruent, and explain how you know that the angles and/or sides required by
the criteria are congruent.

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Criteria Used
Congruent Triangles Reasons the sides and/or angles are congruent.
(ASA, SAS, SSS)

3. Now that you have identified some congruent triangles in your diagram, can you use the congruent
triangles to justify something else about the quadrilateral, such as:

 the diagonals are congruent

 the diagonals are perpendicular to each other
 the diagonals bisect the angles of the quadrilateral

Pick one of the bulleted statements you think is true about your quadrilateral and write an argument that
would convince Zac and Sione that the statement is true.

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2012 www.flickr.com/ photos/subflux

6.7H Under Construction
A Develop Understanding Task
In ancient times, one of the only tools builders and surveyors had for laying out a plot of
land or the foundation of a building was a piece of rope.

There are two geometric figures you can create with a piece of rope: you can pull it tight to create a line
segment, or you can fix one end, and while extending the rope to its full length trace out a circle with the
other end. Geometric constructions have traditionally mimicked these two processes using an unmarked
straightedge to create a line segment and a compass to trace out a circle (or sometimes a portion of a circle
called an arc). Using only these two tools you can construct a variety of geometric shapes.

Suppose you want to construct a rhombus using only a compass and straightedge. You might begin by
drawing a line segment to define the length of a side, and drawing another ray from one of the endpoints of
the line segment to define an angle, as in the following sketch.

Now the hard work begins. We can’t just keep drawing line segments, because we have to be sure that all
four sides of the rhombus are the same length. This is when our construction tools come in handy.

Constructing a rhombus

Knowing what you know about circles and line segments, how might you locate point C on the ray in the
diagram above so the distance from B to C is the same as the distance from B to A?

1. Describe how you will locate point C and how you know ̅̅̅̅ ̅̅̅̅ , then construct point C on the diagram
above.

Now that we have three of the four vertices of the rhombus, we need to locate point D, the fourth vertex.

2. Describe how you will locate point D and how you know ̅̅̅̅ ̅̅̅̅ ̅̅̅̅, then construct point D on the
diagram above.

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Constructing a Square (A rhombus with right angles)

The only difference between constructing a rhombus and constructing a square is that a square contains
right angles. Therefore, we need a way to construct perpendicular lines using only a compass and
straightedge.

We will begin by inventing a way to “construct” a perpendicular bisector of a line segment.

3. Given ̅̅̅̅ below, fold and crease the paper so that point R is reflected onto point S. Based on the
definition of reflection, what do you know about this “crease line”?

You have “constructed” a perpendicular bisector of ̅̅̅̅ by using a paper‐folding strategy. Is there a way to
construct this line using a compass and straightedge?

4. Experiment with the compass to see if you can develop a strategy to locate points on the “crease line”.
When you have located at least two points on the “crease line” use the straightedge to finish your
construction of the perpendicular bisector. Describe your strategy for locating points on the
perpendicular bisector of ̅̅̅̅ .

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Now that you have created a line perpendicular to ̅̅̅̅ we will use the right angle formed to construct a
square.

5. Label the midpoint of ̅̅̅̅ on the diagram above as point M. Using segment ̅̅̅̅̅ as one side of the square,
and the right angle formed by segment ̅̅̅̅̅ and the perpendicular line drawn through point M as the
beginning of a square. Finish constructing this square on the diagram above. (Hint: Remember that a
square is also a rhombus, and you have already constructed a rhombus in the first part of this task.)

6. Like a rhombus, an equilateral triangle has three congruent sides. Show and describe how you would
locate the third vertex point on an equilateral triangle, given ̅̅̅̅ below as one side of the equilateral
triangle.

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Constructing a Parallelogram

7. To construct a parallelogram we will need to be able to construct a line parallel to a given line through a
given point. For example, suppose we want to construct a line parallel to segment ̅̅̅̅ through point C on
the diagram below. Since we have observed that parallel lines have the same slope, a line through point
C will be parallel to ̅̅̅̅ only if the angle formed by ⃗⃗⃗⃗⃗ and the line we construct is congruent to .
Can you describe and illustrate a strategy that will construct an angle with vertex at point C and a side
parallel to ̅̅̅̅ ? (Hint: We know that corresponding parts of congruent triangles are congruent, so
perhaps we can begin by constructing some congruent triangles.)

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Constructing a Hexagon Inscribed in a Circle

Because regular polygons have rotational symmetry, they can be inscribed in a circle. The circumscribed
circle has its center at the center of rotation and passes through all of the vertices of the regular polygon.

We might begin constructing a hexagon by noticing that a hexagon can be decomposed into six congruent
equilateral triangles, formed by three of its lines of symmetry.

8. Sketch a diagram of such a decomposition.

9. Based on your sketch, where is the center of the circle that would circumscribe the hexagon?

10. The six vertices of the hexagon lie on the circle in which the regular hexagon is inscribed. The six sides of
the hexagon are chords of the circle. How are the lengths of these chords related to the lengths of the
radii from the center of the circle to the vertices of the hexagon? Be able to justify how you know this is
so.

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11. Based on this analysis of the regular hexagon and its circumscribed circle, construct and describe your
process for a hexagon inscribed in the circle given below.

12. Modify your work with the hexagon to construct an equilateral triangle inscribed in the circle given
below.

13. Describe how you might construct a square inscribed in a circle.

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6.8H Warm Up
Geometric constructions using compass and straight edge and constructing
transformations
1. Construct a parallelogram given sides ̅̅̅̅ and ̅̅̅̅ 2. Construct a line parallel to ̅̅̅̅ through point R.
and .

In each problem below use compass and straight edge to construct the transformation that is
described.

3. Construct so that it is a translation of . (Hint: parallel lines may be useful.)

4. Construct so that it is a reflection of over line m. (Hint: perpendicular lines may be useful.)

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6.8H Construction Basics

© Elenathewise #4322186
A Solidify Understanding Task
1. Using your compass draw several concentric circles that have point A as a center and then
draw those same sized concentric circles that have B as a center. What do you notice about
where all the circles with center A intersect all the corresponding circles with center B?

2. In the problem above you have demonstrated one way to find the midpoint of a line segment. Explain
another way that a line segment can be bisected without the use of circles.

3. Bisect the angle below first with paper folding, then with compass and straight edge.

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4. Copy the segment below using construction tools of compass and straight edge, label the image D’E’.

5. Copy the angle below using construction tool of compass and straight edge.

6. Construct a rhombus with side ̅̅̅̅ that is not a square. Be sure to check that your final figure is a
rhombus.

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7. Construct a square with side length ̅̅̅̅. Be sure to check that your final figure is a square.

8. Given segment ̅̅̅̅ show all points C such that is an isosceles triangle, with ̅̅̅̅ as the base

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9. Given segment ̅̅̅̅ show all points C such that is a right triangle.

10. Given the equilateral triangle below, find the center of rotation of the triangle using compass and
straight edge.

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6.9H Construction Blueprints

A Practice Understanding Task
For each of the following straightedge and compass constructions, illustrate or list the steps for completing the
construction and give an explanation for why the construction works. Your explanations may be based on rigid‐motion
transformations, congruent triangles, or properties of quadrilaterals.

Illustration and/or steps for Justification of why this

Purpose of the construction Perform the construction
completing the construction construction works
1. Set the span of the compass to The given segment and the
match the distance between the constructed segment are radii
two endpoints of the segment. of congruent circles.

2. Without changing the span of the

compass, draw an arc on a ray
Copying a segment
centered at the endpoint of the
ray. The second endpoint of the
segment is where the arc
intersects the ray.

Copying an angle

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Illustration and/or steps for Justification of why this

Purpose of the construction Perform the construction
completing the construction construction works

Bisecting a segment

Bisecting an angle

Constructing a perpendicular
bisector of a line segment

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Illustration and/or steps for Justification of why this

Purpose of the construction Perform the construction
completing the construction construction works

Constructing a perpendicular to a
line through a given point

Constructing a line parallel to a

given line through a given point

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Illustration and/or steps for Justification of why this

Purpose of the construction Perform the construction
completing the construction construction works

Constructing an equilateral triangle

Constructing a regular hexagon

inscribed in a circle

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