Warm-Up

1. Translate the figure up 3.

2. Translate the figure right 4.

3. Translate the figure left 2, down 3.

Warm-Up

Essential Question

What was the “slide” or translation for this figure?

A

BC

A’

B’C’

Translations

Unit 1, Day 3:

Common Core GPSMCC8.G.1: Verify experimentally the properties of rotations, reflections, and

translations:a. Lines are taken to lines, and line segments to line segments of the same

length.b. Angles are taken to angles of the same measure.c. Parallel lines are taken to parallel lines.

MCC8. G. 2: Understand that a two-dimensional figure is congruent toanother if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

MCC8. G. 3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Language of the Standards

What is a transformation?Translation?

Discussion

• If we translate a figure “up” or “down” then it affects the ___ axis.

• A translation “left” or “right” affects the ___ axis.

For example:Translate 2 units left.

Given the figure:

If you were asked to “shift” (translate) this figure as (x + 6), (y - 5) what would that mean? Show the translation.

Same Figure

Now, using the same figure, what quadrant was the original figure located in? What quadrant is the translated figure located in?

Coordinates

Using the translated figure below, write the coordinates showing this shift.

On your own:

Give me the coordinate shift from blue to red and also the quadrant of the red figure.

Work Session:

Name the new quadrant.Given point P, use the translations to name the

quadrant that the translated point will appear in.

1. (x – 2), (y + 6)2. (x + 1), (y – 2)3. (x + 3), (y + 7)

Work Session:

4. Using one of the above translations, explain how you know which quadrant the shifted point would fall.

Use the following polygon for 5 – 9. Given the translations name the quadrant the shifted polygon will appear in.

5. (x – 4), (y + 6)6. (x + 2), (y + 8)7. (x – 6), (y + 1)

8. If you make a new figure by adding 2 units to the length of each side of your shape, will the two figures be congruent? Why or why not?

9. If you make a new figure by adding 2 units to the length of each side of your shape, will the two figures be similar? Why or why not?

10. Using the figure below, write the coordinates for how to translate the original figure to the new figure.

11. Use your coordinate plane to plot a polygon and then translate your figure. Remember to use the apostrophes to indicate which figure is the translated figure. When directed by the teacher, you will trade your polygon with another student. You will list the translated coordinates for the figure.

ClosingDiscuss the task and how it relates to the standards.MCC8.G.1: Verify experimentally the properties of rotations, reflections,

and translations:a. Lines are taken to lines, and line segments to line segments of the

same length.b. Angles are taken to angles of the same measure.c. Parallel lines are taken to parallel lines.

MCC8. G. 2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

MCC8. G. 3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.