Dilations. Essential Question What does it mean to dilate a figure?
|
|
- Reginald Norton
- 6 years ago
- Views:
Transcription
1 OMMON OE Learning Standards HSG-O.. HSG-ST..a HSG-ST..b LOOKING FO STUTUE.5 To be proficient in math, ou need to look closel to discern a pattern or structure. Dilations Essential Question What does it mean to dilate a figure? Dilating a Triangle in a oordinate lane Work with a partner. Use dnamic geometr software to draw an triangle and label it B. a. Dilate B using a scale factor of and a center of dilation at the origin to form B. ompare the coordinates, side lengths, and angle measures of B and B. Sample B 6 oints 5 (, ) B B(, ) (, ) Segments B =. B =. =. ngles 0 D m = 7.57 m B = 6.87 m = 7.57 b. epeat part (a) using a scale factor of. c. What do the results of parts (a) and (b) suggest about the coordinates, side lengths, and angle measures of the image of B after a dilation with a scale factor of k? Dilating Lines in a oordinate lane Work with a partner. Use dnamic geometr software to draw B that passes through the origin and that does not pass through the origin. a. Dilate B using a scale factor of and a center of dilation at the origin. Describe the image. b. Dilate using a scale factor of and a center of dilation at 0 the origin. Describe the image. B c. epeat parts (a) and (b) using a scale factor of. d. What do ou notice about dilations of lines passing through the center of dilation and dilations of lines not passing through the center of dilation? ommunicate Your nswer. What does it mean to dilate a figure? Sample. epeat Eploration using a center of dilation at a point other than the origin. oints (, ) B(0, 0) (, 0) 0 Lines + = 0 + = Section.5 Dilations 07
2 .5 Lesson What You Will Learn ore Vocabular dilation, p. 08 center of dilation, p. 08 scale factor, p. 08 enlargement, p. 08 reduction, p. 08 Identif and perform dilations. Solve real-life problems involving scale factors and dilations. Identifing and erforming Dilations ore oncept Dilations dilation is a transformation in which a figure is enlarged or reduced with respect to a fied point called the center of dilation and a scale factor k, which is the ratio of the lengths of the corresponding sides of the image and the preimage. dilation with center of dilation and scale factor k maps ever point in a figure to a point so that the following are true. If is the center point, then =. If is not the center point, then the image Q point lies on. The scale factor k is a positive number such that k =. Q ngle measures are preserved. dilation does not change an line that passes through the center of dilation. dilation maps a line that does not pass through the center of dilation to a parallel line. In the figure above,, Q Q, and Q Q. When the scale factor k >, a dilation is an enlargement. When 0 < k <, a dilation is a reduction. Identifing Dilations EDING The scale factor of a dilation can be written as a fraction, decimal, or percent. Find the scale factor of the dilation. Then tell whether the dilation is a reduction or an enlargement. a. b a. Because = 8, the scale factor is k =. So, the dilation is an enlargement. b. Because = 8 0, the scale factor is k =. So, the dilation is a reduction. 5 Monitoring rogress Help in English and Spanish at BigIdeasMath.com. In a dilation, = and =. Find the scale factor. Then tell whether the dilation is a reduction or an enlargement. 08 hapter Transformations
3 EDING DIGMS In this chapter, for all of the dilations in the coordinate plane, the center of dilation is the origin unless otherwise noted. ore oncept oordinate ule for Dilations If (, ) is the preimage of a point, then its image after a dilation centered at the origin (0, 0) with scale factor k is the point (k, k). Dilating a Figure in the oordinate lane (, ) (k, k) (, ) (k, k) Graph B with vertices (, ), B(, ), and (, ) and its image after a dilation with a scale factor of. Use the coordinate rule for a dilation with k = to find the coordinates of the vertices of the image. Then graph B and its image. (, ) (, ) (, ) (, ) B(, ) B (8, ) (, ) (8, ) B 6 B Notice the relationships between the lengths and slopes of the sides of the triangles in Eample. Each side length of B is longer than its corresponding side b the scale factor. The corresponding sides are parallel because their slopes are the same. Dilating a Figure in the oordinate lane Graph quadrilateral KLMN with vertices K(, 6), L(0, 6), M(, ), and N(, ) and its image after a dilation with a scale factor of. Use the coordinate rule for a dilation with k = to find the coordinates of the vertices of the image. Then graph quadrilateral KLMN and its image. (, ) (, ) K(, 6) K (, ) L(0, 6) L (0, ) M(, ) M (, ) N(, ) N (, ) K N L K L M N M Monitoring rogress Help in English and Spanish at BigIdeasMath.com Graph Q and its image after a dilation with scale factor k.. (, ), Q(, 0), (0, ); k =. (5, 5), Q(0, 5), (0, 5); k = 0. Section.5 Dilations 09
4 onstructing a Dilation Use a compass and straightedge to construct a dilation of Q with a scale factor of. Use a point outside the triangle as the center of dilation. Step Step Step Q Q Q Q Q Draw a triangle Draw Q and choose the center of the dilation outside the triangle. Draw ras from through the vertices of the triangle. Use a compass Use a compass to locate on so that = (). Locate Q and using the same method. onnect points onnect points, Q, and to form Q. scale factor k center of dilation preimage In the coordinate plane, ou can have scale factors that are negative numbers. When this occurs, the figure rotates 80. So, when k > 0, a dilation with a scale factor of k is the same as the composition of a dilation with a scale factor of k followed b a rotation of 80 about the center of dilation. Using the coordinate rules for a dilation and a rotation of 80, ou can think of the notation as (, ) (k, k) ( k, k). Using a Negative Scale Factor scale factor k Graph FGH with vertices F(, ), G(, ), and H(, ) and its image after a dilation with a scale factor of. Use the coordinate rule for a dilation with k = to find the coordinates of the vertices of the image. Then graph FGH and its image. (, ) (, ) F(, ) F (, ) G(, ) G (, ) H(, ) H (, ) G H F F H G 0 hapter Transformations Monitoring rogress Help in English and Spanish at BigIdeasMath.com. Graph Q with vertices (, ), Q(, ), and (, ) and its image after a dilation with a scale factor of. 5. Suppose a figure containing the origin is dilated. Eplain wh the corresponding point in the image of the figure is also the origin.
5 EDING Scale factors are written so that the units in the numerator and denominator divide out. Solving eal-life roblems Finding a Scale Factor You are making our own photo stickers. Your photo is inches b inches. The image on the stickers is. inches b. inches. What is the scale factor of this dilation? The scale factor is the ratio of a side length of the sticker image to a side. in. length of the original photo, or in.. So, in simplest form, the scale factor is 0. Finding the Length of an Image You are using a magnifing glass that shows the image of an object that is si times the object s actual size. Determine the length of the image of the spider seen through the magnifing glass. image length actual length = k.5 = 6 = 9. in. in..5 cm So, the image length through the magnifing glass is 9 centimeters..6 cm Monitoring rogress Help in English and Spanish at BigIdeasMath.com 6. n optometrist dilates the pupils of a patient s ees to get a better look at the back of the ees. pupil dilates from.5 millimeters to 8 millimeters. What is the scale factor of this dilation? 7. The image of a spider seen through the magnifing glass in Eample 6 is shown at the left. Find the actual length of the spider. When a transformation, such as a dilation, changes the shape or size of a figure, the transformation is nonrigid. In addition to dilations, there are man possible nonrigid transformations. Two eamples are shown below. It is important to pa close attention to whether a nonrigid transformation preserves lengths and angle measures. Horizontal Stretch Vertical Stretch B B B Section.5 Dilations
6 .5 Eercises Dnamic Solutions available at BigIdeasMath.com Vocabular and ore oncept heck. OMLETE THE SENTENE If (, ) is the preimage of a point, then its image after a dilation centered at the origin (0, 0) with scale factor k is the point.. WHIH ONE DOESN T BELONG? Which scale factor does not belong with the other three? Eplain our reasoning. 5 60% 5% Monitoring rogress and Modeling with Mathematics In Eercises 6, find the scale factor of the dilation. Then tell whether the dilation is a reduction or an enlargement. (See Eample.) ONSTUTION In Eercises, cop the diagram. Then use a compass and straightedge to construct a dilation of quadrilateral STU with the given center and scale factor k. S U. enter, k =. enter, k =. enter, k = 0.5. enter, k = 75% T ONSTUTION In Eercises 7 0, cop the diagram. Then use a compass and straightedge to construct a dilation of LMN with the given center and scale factor k. L In Eercises 5 8, graph the polgon and its image after a dilation with scale factor k. (See Eamples and.) 5. X(6, ), Y(, ), Z(, ); k = 6. (0, 5), B( 0, 5), (5, 5); k = 0% 7. T(9, ), U(6, 0), V(, 9), W(0, 0); k = M 8. J(, 0), K( 8, ), L(0, ), M(, 8); k = enter, k = 8. enter, k = 9. enter M, k = 0. enter, k = 5% hapter Transformations N In Eercises 9, graph the polgon and its image after a dilation with scale factor k. (See Eample.) 9. B( 5, 0), ( 0, 5), D(0, 5); k = 5 0. L(0, 0), M(, ), N(, 6); k =. ( 7, ), S(, 5), T(, ), U(, ); k =. W(8, ), X(6, 0), Y( 6, ), Z(, ); k = 0.5
7 EO NLYSIS In Eercises and, describe and correct the error in finding the scale factor of the dilation.. k = = In Eercises, ou are using a magnifing glass. Use the length of the insect and the magnification level to determine the length of the image seen through the magnifing glass. (See Eample 6.). emperor moth. ladbug Magnification: 5 Magnification: 0. k = = In Eercises 5 8, the red figure is the image of the blue figure after a dilation with center. Find the scale factor of the dilation. Then find the value of the variable (, ) (, ) n 8 60 mm.5 mm. dragonfl. carpenter ant Magnification: 0 Magnification: 5 7 mm mm 5. NLYZING ELTIONSHIS Use the given actual and magnified lengths to determine which of the following insects were looked at using the same magnifing glass. Eplain our reasoning. grasshopper black beetle ctual: in. ctual: 0.6 in. Magnified: 5 in. Magnified:. in m 7 8 honebee monarch butterfl ctual: 5 in. 8 ctual:.9 in. Magnified: 75 in. 6 Magnified: 9.5 in. 9. FINDING SLE FTO You receive wallet-sized photos of our school picture. The photo is.5 inches b.5 inches. You decide to dilate the photo to 5 inches b 7 inches at the store. What is the scale factor of this dilation? (See Eample 5.) 0. FINDING SLE FTO Your visuall impaired friend asked ou to enlarge our notes from class so he can stud. You took notes on 8.5-inch b -inch paper. The enlarged cop has a smaller side with a length of 0 inches. What is the scale factor of this dilation? (See Eample 5.) 6. THOUGHT OVOKING Draw B and B so that B is a dilation of B. Find the center of dilation and eplain how ou found it. 7. ESONING Your friend prints a -inch b 6-inch photo for ou from the school dance. ll ou have is an 8-inch b 0-inch frame. an ou dilate the photo to fit the frame? Eplain our reasoning. Section.5 Dilations
8 8. HOW DO YOU SEE IT? oint is the center of dilation of the images. The scale factor is. Which figure is the original figure? Which figure is the dilated figure? Eplain our reasoning. 9. MTHEMTIL ONNETIONS The larger triangle is a dilation of the smaller triangle. Find the values of and. ( ) 5. NLYZING ELTIONSHIS Dilate the line through O(0, 0) and (, ) using a scale factor of. a. What do ou notice about the lengths of O and O? b. What do ou notice about O and O? 6. NLYZING ELTIONSHIS Dilate the line through (0, ) and B(, ) using a scale factor of. a. What do ou notice about the lengths of B and B? b. What do ou notice about B and B? 7. TTENDING TO EISION You are making a blueprint of our house. You measure the lengths of the walls of our room to be feet b feet. When ou draw our room on the blueprint, the lengths of the walls are 8.5 inches b 9 inches. What scale factor dilates our room to the blueprint? ( + 6) MKING N GUMENT Your friend claims that dilating a figure b is the same as dilating a figure b because the original figure will not be enlarged or reduced. Is our friend correct? Eplain our reasoning WITING Eplain wh a scale factor of is the same as 00%. In Eercises, determine whether the dilated figure or the original figure is closer to the center of dilation. Use the given location of the center of dilation and scale factor k.. enter of dilation: inside the figure; k =. enter of dilation: inside the figure; k = 9. USING STUTUE ectangle WXYZ has vertices W(, ), X(, ), Y(5, ), and Z(5, ). a. Find the perimeter and area of the rectangle. b. Dilate the rectangle using a scale factor of. Find the perimeter and area of the dilated rectangle. ompare with the original rectangle. What do ou notice? c. epeat part (b) using a scale factor of. d. Make a conjecture for how the perimeter and area change when a figure is dilated. 50. ESONING You put a reduction of a page on the original page. Eplain wh there is a point that is in the same place on both pages.. enter of dilation: outside the figure; k = 0%. enter of dilation: outside the figure; k = 0. Maintaining Mathematical roficienc 5. ESONING B has vertices (, ), B(, 6), and (7, ). Find the coordinates of the vertices of the image after a dilation with center (, 0) and a scale factor of. eviewing what ou learned in previous grades and lessons The vertices of B are (, ), B(0, ), and (, 5). Find the coordinates of the vertices of the image after the translation. (Section.) 5. (, ) (, ) 5. (, ) (, + ) 5. (, ) ( +, ) 55. (, ) (, ) 56. (, ) ( +, ) 57. (, ) (, + ) hapter Transformations
Essential Question How can you describe the graph of the equation y = mx + b?
.5 Graphing Linear Equations in Slope-Intercept Form COMMON CORE Learning Standards HSA-CED.A. HSF-IF.B. HSF-IF.C.7a HSF-LE.B.5 Essential Question How can ou describe the graph of the equation = m + b?
More informationInvestigating Properties of Dilations
Name lass Date 1.1 Dilations Essential Question: How does a dilation transform a figure? Eplore 1 Investigating Properties of Dilations dilation is a transformation that can change the size of a polgon
More informationDilations. New Vocabulary dilation enlargement reduction. The image of C is itself (that ) For any point R, R9 is on CR and CR9 = n? CR.
9-5. lan bjectives o locate dilation images of figures Eamples Finding a Scale Factor eal-world onnection raphing ilation Images 9-5 What You ll Learn o locate dilation images of figures... nd Wh o find
More informationACTIVITY: Finding the Slope of a Line
. Slope of a Line describe the line? How can ou use the slope of a line to Slope is the rate of change between an two points on a line. It is the measure of the steepness of the line. To find the slope
More informationFair Game Review. Chapter 4. Name Date. Find the area of the square or rectangle Find the area of the patio.
Name Date Chapter Fair Game Review Find the area of the square or rectangle... ft cm 0 ft cm.. in. d in. d. Find the area of the patio. ft 0 ft Copright Big Ideas Learning, LLC Big Ideas Math Green Name
More informationLesson 1: Investigating Properties of Dilations
Lesson 1: Investigating Properties of Dilations Common Core Georgia Performance Standards MCC9 12.G.SRT.1a MCC9 12.G.SRT.1b Essential Questions 1. How are the preimage and image similar in dilations? 2.
More informationSimilar Figures 2.5. ACTIVITY: Reducing Photographs. How can you use proportions to help make decisions in art, design, and magazine layouts?
.5 Similar Figures How can you use proportions to help make decisions in art, design, and magazine layouts? In a computer art program, when you click and drag on a side of a photograph, you distort it.
More informationSlope The slope m of a line is a ratio of the change in y (the rise) to the change in x (the run) between any two points, ), on the line.
. Lesson Lesson Tutorials Ke Vocabular slope, p. 0 rise, p. 0 run, p. 0 Reading In the slope formula, is read as sub one, and is read as sub two. The numbers and in and are called subscripts. Slope The
More informationBefore How does the painting compare to the original figure? What do you expect will be true of the painted figure if it is painted to scale?
Dilations LAUNCH (7 MIN) Before How does the painting compare to the original figure? What do you expect will be true of the painted figure if it is painted to scale? During What is the relationship between
More information3.3. You wouldn t think that grasshoppers could be dangerous. But they can damage
Grasshoppers Everywhere! Area and Perimeter of Parallelograms on the Coordinate Plane. LEARNING GOALS In this lesson, you will: Determine the perimeter of parallelograms on a coordinate plane. Determine
More informationRepresentations of Dilations 8.3.C
? LESSN 1. lgebraic Representations of Dilations ESSENTIL QUESTIN Proportionalit.. Use an algebraic representation to eplain the effect of a given positive rational scale factor applied to two-dimensional
More informationInvestigating Intercepts
Unit: 0 Lesson: 01 1. Can more than one line have the same slope? If more than one line has the same slope, what makes the lines different? a. Graph the following set of equations on the same set of aes.
More information4.5 Equations of Parallel and Perpendicular Lines
Name Class Date.5 Equations of Parallel and Perpendicular Lines Essential Question: How can ou find the equation of a line that is parallel or perpendicular to a given line? Resource Locker Eplore Eploring
More information3.2 Exercises. rise y (ft) run x (ft) Section 3.2 Slope Suppose you are riding a bicycle up a hill as shown below.
Section 3.2 Slope 261 3.2 Eercises 1. Suppose ou are riding a biccle up a hill as shown below. Figure 1. Riding a biccle up a hill. a) If the hill is straight as shown, consider the slant, or steepness,
More informationPlot the points. Then connect the vertices, X', Y', and Z' to form the reflected image.
Graph each figure and its image under the given reflection. 11. rectangle ABCD with A(2, 4), B(4, 6), C(7, 3), and D(5, 1) in the x-axis. To reflect over the x-axis, multiply the y-coordinate of each vertex
More informationConstruct Triangles and Rectangles
SS MG 2.1 G7.G.2Measure, Draw identify, (freehand, and with draw ruler angles, and protractor, perpendicular and with technology) and parallel geometric shapes with given conditions. Focus on constructing
More informationProperties of Special Parallelograms
LESSON 5.5 You must know a great deal about a subject to know how little is known about it. LEO ROSTEN Properties of Special Parallelograms The legs of the lifting platform shown at right form rhombuses.
More informationGraphing Linear Nonproportional Relationships Using Slope and y-intercept
L E S S O N. Florida Standards The student is epected to: Functions.F.. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the
More informationThe Pythagorean Theorem
6 6 What You ll Learn You ll learn to use the and its converse. Wh It s Important Carpentr Carpenters use the to determine the length of roof rafters when the frame a house. See Eample 3. The The stamp
More informationGraphing and Writing Linear Equations
Graphing and Writing Linear Equations. Graphing Linear Equations. Slope of a Line. Graphing Proportional Relationships. Graphing Linear Equations in Slope-Intercept Form. Graphing Linear Equations in Standard
More informationEquations of Parallel and Perpendicular Lines
COMMON CORE AB is rise - - 1 - - 0 - - 8 6 Locker LESSON. Equations of Parallel and Perpendicular Lines Name Class Date. Equations of Parallel and Perpendicular Lines Essential Question: How can ou find
More informationRhombi and Squares. Recognize and apply the properties of rhombi. Recognize and apply the properties of squares.
hombi and quares ecognize and apply the properties of rhombi. ecognize and apply the properties of squares. Vocabulary rhombus square can you ride a bicycle with square wheels? rofessor tan Wagon at Macalester
More informationLesson 1: Introductions to Dilations
: Introductions to Dilations Learning Target I can create scale drawings of polygonal figures I can write scale factor as a ratio of two sides and determine its numerical value A dilation is a transformation
More informationLesson 16: The Computation of the Slope of a Non Vertical Line
++ Lesson 16: The Computation of the Slope of a Non Vertical Line Student Outcomes Students use similar triangles to explain why the slope is the same between any two distinct points on a non vertical
More informationGraphing and Describing Reflections
Lesson: Graphing and Describing Reflections Day 4 Supplement Lesson Graphing and Describing Reflections Teacher Lesson Plan CC Standards 8.G.3 Describe the effect of dilations, translations, rotations,
More information, ; Obtain a Lesson Resource Page from your teacher. On it, find the quadrilateral shown in Diagram # 1 at right. Diagram #1
3-2. Stretching a figure as ou did in problem 3-1 is another transformation called a dilation. When a figure is dilated from a point, the result is a similar figure. How are dilated figures related to
More informationGrade 8 Module 3 Lessons 1 14
Eureka Math 2015 2016 Grade 8 Module 3 Lessons 1 14 Eureka Math, A Story of R a t i o s Published by the non-profit Great Minds. Copyright 2015 Great Minds. No part of this work may be reproduced, distributed,
More informationLesson 1 Area of Parallelograms
NAME DATE PERIOD Lesson 1 Area of Parallelograms Words Formula The area A of a parallelogram is the product of any b and its h. Model Step 1: Write the Step 2: Replace letters with information from picture
More informationVGLA COE Organizer Mathematics 4
4.1 The Student will identify the place value for each digit in a whole number expressed through millions a) orally and in writing; b) compare two whole numbers expressed through millions, using symbols
More informationMath + 4 (Red) SEMESTER 1. { Pg. 1 } Unit 1: Whole Number Sense. Unit 2: Whole Number Operations. Unit 3: Applications of Operations
Math + 4 (Red) This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive
More information11.2 Areas of Trapezoids and Kites
Investigating g Geometry ACTIVITY Use before Lesson 11.2 11.2 Areas of Trapezoids and Kites MATERIALS grap paper straigtedge scissors tape Q U E S T I O N How can you use a parallelogram to find oter areas?
More informationSlope. Domain 2 Lesson 11. Getting the Idea
Domain Lesson Slope Common Core Standard: 8.EE. Getting the Idea The graph of a linear equation is a straight line. The steepness of the line is called its slope. The slope shows the rate at which two
More informationHANDS-ON TRANSFORMATIONS: RIGID MOTIONS AND CONGRUENCE (Poll Code 39934)
HANDS-ON TRANSFORMATIONS: RIGID MOTIONS AND CONGRUENCE (Poll Code 39934) Presented by Shelley Kriegler President, Center for Mathematics and Teaching shelley@mathandteaching.org Fall 2014 8.F.1 8.G.1a
More informationML # 1: Similar Figures and Scale Drawings (Unit 7 Math 7 PLUS) SCALE FACTOR: SIMILAR FIGURES:
ML # 1: Similar Figures and Scale Drawings (Unit 7 Math 7 PLUS) SCALE FACTOR: SIMILAR FIGURES: Corresponding Sides and Angles Corresponding Sides and Angles: Sides or angles that lie in the same location
More informationEureka Math. Grade, Module. Student _B Contains Sprint and Fluency, Exit Ticket, and Assessment Materials
A Story of Eureka Math Grade, Module Student _B Contains Sprint and Fluency,, and Assessment Materials Published by the non-profit Great Minds. Copyright 2015 Great Minds. All rights reserved. No part
More informationWork with a partner. Compare the graph of the function. to the graph of the parent function. the graph of the function
USING TOOLS STRATEGICALLY To be proicient in math, ou need to use technoloical tools to visualize results and eplore consequences. 1. Transormations o Linear and Absolute Value Functions Essential Question
More informationUnderstanding Similarity
Understanding Similarity Student Probe In Quadrilateral ABCD, m A 90, m B 140, andm C 60. In Quadrilateral WXYZ, m W 90, m X 140, andm Y 60. Is Quadrilateral ABCD similar to Quadrilateral WXYZ? Explain
More information1.2 Lines in the Plane
71_1.qd 1/7/6 1:1 AM Page 88 88 Chapter 1 Functions and Their Graphs 1. Lines in the Plane The Slope of a Line In this section, ou will stud lines and their equations. The slope of a nonvertical line represents
More informationLesson 5: Identifying Proportional and Non-Proportional Relationships in Graphs
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Lesson : Identifing Proportional and Non-Proportional Relationships in Graphs Student Outcomes Students decide whether two quantities are proportional to each
More informationChapter 9: Transformations and Symmetry. MULTIPLE CHOICE Example 1: Which shows the reflected image of quadrilateral ABCD in line n? A. B. C. D.
Lesson 9-1: Reflections Date: MULTIPLE CHOICE Example 1: Which shows the reflected image of quadrilateral ABCD in line n? A. B. C. D. MULTIPLE CHOICE Example 2: Omar is playing miniature golf at a local
More informationAre You Ready? Find Perimeter
SKILL 3 Find Perimeter Teaching Skill 3 Objective Find the perimeter of figures. Instruct students to read the definition at the top of the page. Stress that the shape of the figure does not matter the
More information3. Suppose you divide a rectangle into 25 smaller rectangles such that each rectangle is similar to the original rectangle.
A C E Applications Connections Extensions Applications 1. Look for rep-tile patterns in the designs below. For each design, Decide whether the small quadrilaterals are similar to the large quadrilateral.
More information3.4 The Slope of a Line
CHAPTER Graphs and Functions. The Slope of a Line S Find the Slope of a Line Given Two Points on the Line. Find the Slope of a Line Given the Equation of a Line. Interpret the Slope Intercept Form in an
More informationNSCAS - Math Table of Specifications
NSCAS - Math Table of Specifications MA 3. MA 3.. NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics
More information2.1 Slope and Parallel Lines
Name Class ate.1 Slope and Parallel Lines Essential Question: How can ou use slope to solve problems involving parallel lines? Eplore Proving the Slope Criteria for Parallel Lines Resource Locker The following
More informationUnit 1 Introduction to Precalculus Linear Equations in Two Variables (Unit 1.3)
Unit 1 Introduction to Precalculus Linear Equations in Two Variables (Unit 1.3) William (Bill) Finch Mathematics Department Denton High School Lesson Goals When ou have completed this lesson ou will: Find
More informationUsing Tables of Equivalent Ratios
LESSON Using Tables of Equivalent Ratios A table can be used to show the relationship between two quantities. You can use equivalent ratios to find a missing value in a table. EXAMPLE A The table shows
More informationLesson 3A. Opening Exercise. Identify which dilation figures were created using r = 1, using r > 1, and using 0 < r < 1.
: Properties of Dilations and Equations of lines Opening Exercise Identify which dilation figures were created using r = 1, using r > 1, and using 0 < r < 1. : Properties of Dilations and Equations of
More informationLesson 5: Identifying Proportional and Non-Proportional Relationships in Graphs
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Lesson : Identifing Proportional and Non-Proportional Relationships in Graphs Student Outcomes Students decide whether two quantities are proportional to each
More informationThe Magic Circle Basic Lesson. Developed by The Alexandria Seaport Foundation
The Magic Circle Basic Lesson Developed by The Alexandria Seaport Foundation The Tools Needed Compass Straightedge Pencil Paper (not graph paper, 8.5 x 11 is fine) Your Brain (the most important tool!)
More informationFind and Use Slopes of Lines
3.4 Find and Use Slopes of Lines Before You used properties of parallel lines to find angle measures. Now You will find and compare slopes of lines. Wh So ou can compare rates of speed, as in Eample 4.
More informationMath 7 Notes - Unit 08B (Chapter 5B) Proportions in Geometry
Math 7 Notes - Unit 8B (Chapter B) Proportions in Geometr Sllabus Objective: (6.23) The student will use the coordinate plane to represent slope, midpoint and distance. Nevada State Standards (NSS) limits
More information1 Version 2.0. Related Below-Grade and Above-Grade Standards for Purposes of Planning for Vertical Scaling:
Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Content Domain: Geometry Target E [a]: Draw, construct,
More informationWriting Equations of Parallel and Perpendicular Lines 4.3. Essential Question How can you recognize lines that are parallel or perpendicular?
. Writing Equations of Parallel and Perpendiular Lines Essential Question How an ou reognize lines that are parallel or perpendiular? Reognizing Parallel Lines Work with a partner. Write eah linear equation
More informationWhat You ll Learn. Why It s Important
Many artists use geometric concepts in their work. Think about what you have learned in geometry. How do these examples of First Nations art and architecture show geometry ideas? What You ll Learn Identify
More informationSimilar Polygons
7. 2 7. 2 imilar olgons oal Identif similar polgons. e Words similar polgons scale factor In geometr, two figures that have the same shape are called similar. wo polgons are similar polgons if corresponding
More informationSUGGESTED LEARNING STRATEGIES:
Learning Targets: Show that a linear function has a constant rate of change. Understand when the slope of a line is positive, negative, zero, or undefined. Identif functions that do not have a constant
More information*Unit 1 Constructions and Transformations
*Unit 1 Constructions and Transformations Content Area: Mathematics Course(s): Geometry CP, Geometry Honors Time Period: September Length: 10 blocks Status: Published Transfer Skills Previous coursework:
More informationLesson 3.1 Duplicating Segments and Angles
Lesson 3.1 Duplicating Segments and ngles Name eriod Date In Exercises 1 3, use the segments and angles below. omplete the constructions on a separate piece of paper. S 1. Using only a compass and straightedge,
More informationConnected Mathematics 2, 6 th and 7th Grade Units 2009 Correlated to: Washington Mathematics Standards for Grade 5
Grade 5 5.1. Core Content: Multi-digit division (Operations, Algebra) 5.1.A Represent multi-digit division using place value models and connect the representation to the related equation. 5.1.B Determine
More informationPerpendiculars and Distance
erpendiculars and Distance Vocabular equidistant Find the distance between a point and a line. Find the distance between parallel lines. does the distance between parallel lines relate to hanging new shelves?
More informationS B. 10 ft. 5 ft. PearsonTEXAS.com. Property Line STEM. Property Line
In each diagram, the blue figure is an image of the black figure. (a) hoose an angle or point from the preimage and name its image. (b) List all pairs of corresponding sides. 6. 7.. G W X. In the diagram
More informationName Date. and y = 5.
Name Date Chapter Fair Game Review Evaluate the epression when = and =.... 0 +. 8( ) Evaluate the epression when a = 9 and b =.. ab. a ( b + ) 7. b b 7 8. 7b + ( ab ) 9. You go to the movies with five
More informationGRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: Read (in standard form) whole numbers. whole numbers Equivalent Whole Numbers
CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION 1 GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: 2019 2020 GRADING PERIOD: QUARTER 1 MASTER COPY 1 20 19 NUMBER SENSE Whole Numbers 4.NS.1: Read and write whole
More informationEveryday Math Assessment Opportunities Grade 4 MMR = Mental Math Reflex, TLG = Teacher s Lesson Guide, SL = Study Link. Unit 1
= Mental Math Reflex, TLG = Teacher s Lesson Guide, SL = Study Link Unit 1 1a B Use a compass and straightedge to 1.8 1.8 p. 12 & 13 construct geometric figures. p. 22 & 23 p. 8 #2 & 3 1b Identify properties
More informationSemester 1 Final Exam Review
Target 1: Vocabulary and notation Semester 1 Final Exam Review Name 1. Find the intersection of MN and LO. 2. 3) Vocabulary: Define the following terms and draw a diagram to match: a) Point b) Line c)
More informationUniversity of Houston High School Mathematics Contest Geometry Exam Spring 2016
University of Houston High School Mathematics ontest Geometry Exam Spring 016 nswer the following. Note that diagrams may not be drawn to scale. 1. In the figure below, E, =, = 4 and E = 0. Find the length
More informationGRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts.
GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as
More informationChapter 6: Linear Relations
Chapter 6: Linear Relations Section 6. Chapter 6: Linear Relations Section 6.: Slope of a Line Terminolog: Slope: The steepness of a line. Also known as the Rate of Change. Slope = Rise: The change in
More informationProblem of the Month: Between the Lines
Problem of the Month: Between the Lines Overview: In the Problem of the Month Between the Lines, students use polygons to solve problems involving area. The mathematical topics that underlie this POM are
More informationThe Slope of a Line. units corresponds to a horizontal change of. m y x y 2 y 1. x 1 x 2. Slope is not defined for vertical lines.
0_0P0.qd //0 : PM Page 0 0 CHAPTER P Preparation for Calculus Section P. (, ) = (, ) = change in change in Figure P. Linear Models and Rates of Change Find the slope of a line passing through two points.
More informationFind and Draw Lines. How do you find lines of symmetry? STEP 2
? Name 13.6 Essential Question Find and raw Lines of Symmetry How do you find lines of symmetry? Geometry and Measurement 4.6. MTHEMTIL PROESSES 4.1., 4.1.F, 4.1.G Unlock the Problem How many lines of
More informationMrs. Ambre s Math Notebook
Mrs. Ambre s Math Notebook Almost everything you need to know for 7 th grade math Plus a little about 6 th grade math And a little about 8 th grade math 1 Table of Contents by Outcome Outcome Topic Page
More informationExploring Periodic Data. Objectives To identify cycles and periods of periodic functions To find the amplitude of periodic functions
CC-3 Eploring Periodic Data Common Core State Standards MACC.9.F-IF.. For a function that models a relationship between two quantities, interpret ke features of graphs... and sketch graphs... Also Prepares
More informationBig Ideas Math: A Common Core Curriculum Geometry 2015 Correlated to Common Core State Standards for High School Geometry
Common Core State s for High School Geometry Conceptual Category: Geometry Domain: The Number System G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,
More informationObjective. Materials. Find the lengths of diagonal geoboard segments. Find the perimeter of squares, rectangles, triangles, and other polygons.
. Objective To find the perimeter of a variety of shapes (polygons) Activity 6 Materials TI-73 Student Activity pages (pp. 68 71) Walking the Fence Line In this activity you will Find the lengths of diagonal
More information8.2 Slippery Slopes. A Solidify Understanding Task
7 8.2 Slippery Slopes A Solidify Understanding Task CC BY https://flic.kr/p/kfus4x While working on Is It Right? in the previous module you looked at several examples that lead to the conclusion that the
More information9.1 Properties of Parallelograms
Name lass ate 9.1 Properties of Parallelograms Essential Question: What can you conclude about the sides, angles, and diagonals of a parallelogram? Explore Investigating Parallelograms quadrilateral is
More information16.1 Segment Length and Midpoints
Name lass ate 16.1 Segment Length and Midpoints Essential Question: How do you draw a segment and measure its length? Explore Exploring asic Geometric Terms In geometry, some of the names of figures and
More information2016 Summer Break Packet for Students Entering Geometry Common Core
2016 Summer Break Packet for Students Entering Geometry Common Core Name: Note to the Student: In middle school, you worked with a variety of geometric measures, such as: length, area, volume, angle, surface
More information6.1 Ratios, Proportions, and the Geometric Mean
6.1 Ratios, Proportions, and the Geometric Mean VOCABULARY Ratio of a to b Proportion Means and Extremes Geometric Mean EX1: Simplify Ratios Simplify the ratio. (See Table of Measures, p. 921) a. 76 cm:
More informationAdditional Practice. Name Date Class
Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved. Name Date Class Additional Practice Investigation For Eercises 1 4, write an equation and sketch a graph for the line
More informationEssential Question: How can you represent a linear function in a way that reveals its slope and y-intercept?
COMMON CORE 5 Locker LESSON Slope-Intercept Form Common Core Math Standards The student is epected to: COMMON CORE F-IF.C.7a Graph linear... functions and show intercepts... Also A-CED.A., A-REI.D. Mathematical
More informationJune 2016 Regents GEOMETRY COMMON CORE
1 A student has a rectangular postcard that he folds in half lengthwise. Next, he rotates it continuously about the folded edge. Which three-dimensional object below is generated by this rotation? 4) 2
More informationTrapezoids. are the bases. TP. / are the legs.
8 5 What You ll Learn You ll learn to identify and use the properties of trapezoids and isosceles trapezoids. rapezoids any state flags use geometric shapes in their designs. an you find a quadrilateral
More informationAngle Measures and Angle Bisectors
OON OE U T Z Y U T Locker LEON ommon ore ath tandards The student is expected to: OON OE G-O..1 Know precise definitions of angle... based on the undefined notions of distance around a circular arc. lso
More informationLINEAR EQUATIONS IN TWO VARIABLES
LINEAR EQUATIONS IN TWO VARIABLES What You Should Learn Use slope to graph linear equations in two " variables. Find the slope of a line given two points on the line. Write linear equations in two variables.
More informationK-PREP. Kentucky Performance Rating For Educational Progress
GRADE 8 K-PREP Kentucky Performance Rating For Educational Progress EVERY CHILD MATH SAMPLE ITEMS PROFICIENT & PREPARED FOR S U C C E S S Spring 2012 Developed for the Kentucky Department of Education
More informationGrade 7, Unit 1 Practice Problems - Open Up Resources
Grade 7, Unit 1 Practice Problems - Open Up Resources Scale Drawings Lesson 1 Here is a gure that looks like the letter A, along with several other gures. Which gures are scaled copies of the original
More informationUNIT 6: CONJECTURE AND JUSTIFICATION WEEK 24: Student Packet
Name Period Date UNIT 6: CONJECTURE AND JUSTIFICATION WEEK 24: Student Packet 24.1 The Pythagorean Theorem Explore the Pythagorean theorem numerically, algebraically, and geometrically. Understand a proof
More informationHonors Geometry Summer Math Packet
Honors Geometry Summer Math Packet Dear students, The problems in this packet will give you a chance to practice geometry-related skills from Grades 6 and 7. Do your best to complete each problem so that
More informationThe study of conic sections provides
Planning the Unit Unit The stud of conic sections provides students with the opportunit to make man connections between algebra and geometr. Students are engaged in creating conic sections based on their
More informationYou may recall from previous work with solving quadratic functions, the discriminant is the value
8.0 Introduction to Conic Sections PreCalculus INTRODUCTION TO CONIC SECTIONS Lesson Targets for Intro: 1. Know and be able to eplain the definition of a conic section.. Identif the general form of a quadratic
More informationConnected Mathematics 2, 6th Grade Units (c) 2006 Correlated to: Utah Core Curriculum for Math (Grade 6)
Core Standards of the Course Standard I Students will acquire number sense and perform operations with rational numbers. Objective 1 Represent whole numbers and decimals in a variety of ways. A. Change
More informationPark Forest Math Team. Meet #2. Geometry. Self-study Packet
Park Forest Math Team Meet #2 Self-study Packet Problem Categories for this Meet: 1. Mystery: Problem solving 2. : ngle measures in plane figures including supplements and complements 3. Number Theory:
More informationPearson's Ramp-Up Mathematics
Introducing Slope L E S S O N CONCEPT BOOK See pages 7 8 in the Concept Book. PURPOSE To introduce slope as a graphical form of the constant of proportionality, k. The lesson identifies k as the ratio
More informationPerpendicular and Parallel Line Segments
Name: hapter ate: Perpendicular and Parallel Line Segments Practice 1 rawing Perpendicular Line Segments Use a protractor to draw perpendicular line segments. Example raw a line segment perpendicular to
More informationEssential Question How can you transform the graph of a polynomial function? Work with a partner. The graph of the cubic function
3.7 Transormations o Polnomial Functions Essential Question How can ou transorm the raph o a polnomial unction? Transormin the Graph o a Cubic Function Work with a partner. The raph o the cubic unction
More informationUnderstanding Angles. Estimate and determine benchmarks for angle measure.
8.1 Understanding ngles YOU WILL NEED compass pipe cleaners protractor EXPLORE Devise a method to estimate the measure of any central angle in a circle without using a protractor. Explain how your method
More informationAREA See the Math Notes box in Lesson for more information about area.
AREA..1.. After measuring various angles, students look at measurement in more familiar situations, those of length and area on a flat surface. Students develop methods and formulas for calculating the
More information