Math g8 m2 Topic B Lesson 10 Teacher PDF

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 8•2
Lesson 10: Sequences of Rigid Motions
Student Outcomes
 Students describe a sequence of rigid motions that maps one figure onto another.
Classwork
Example 1 (8 minutes)
So far, we have seen how to sequence translations, sequence reflections, sequence translations and reflections, and
sequence translations and rotations. Now that we know about rotation, we can move geometric figures around the
plane by sequencing a combination of translations, reflections, and rotations.
Let’s examine the following sequence:
 Let 𝐸 denote the ellipse in the coordinate plane as shown.
 Let 𝑇𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑖𝑜𝑛1 be the translation along the vector 𝑣⃗ from (1,0) to (−1,1), let 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛2 be the 90-degree
rotation around (−1,1), and let 𝑅𝑒𝑓𝑙𝑒𝑐𝑡𝑖𝑜𝑛3 be the reflection across line 𝐿 joining (−3,0) and (0,3). What is
the 𝑇𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑖𝑜𝑛1 (𝐸) followed by the 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛2 (𝐸) followed by the 𝑅𝑒𝑓𝑙𝑒𝑐𝑡𝑖𝑜𝑛3 (𝐸)?

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 Which transformation do we perform first, the translation, the reflection, or the rotation? How do you know?
Does it make a difference?
 The order in which transformations are performed makes a difference. Therefore, we perform the
translation first. So now, we let 𝐸1 be 𝑇𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑖𝑜𝑛1 (𝐸).
 Which transformation do we perform next?

 The rotation is next. So now, we let 𝐸2 be the image of 𝐸 after the 𝑇𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑖𝑜𝑛1 (𝐸) followed by the
𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛2 (𝐸).

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 Now, the only transformation left is 𝑅𝑒𝑓𝑙𝑒𝑐𝑡𝑖𝑜𝑛3 . So now, we let 𝐸3 be the image of 𝐸 after the
𝑇𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑖𝑜𝑛1 (𝐸) followed by the 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛2 (𝐸) followed by the 𝑅𝑒𝑓𝑙𝑒𝑐𝑡𝑖𝑜𝑛3 (𝐸).
Video Presentation (2 minutes)

1
Students have seen this video in an earlier lesson, but now that they know about rotation, it is worthwhile to watch it
again.
http://youtu.be/O2XPy3ZLU7Y
Exercises 1–5 (25 minutes)

Give students one minute or less to work independently on Exercise 1. Then have the discussion with them that follows
the likely student response. Repeat this process for Exercises 2 and 3. For Exercise 4, have students work in pairs. One
student can work on Scenario 1 and the other on Scenario 2, or each student can do both scenarios and then compare
with a partner.
1
The video was developed by Larry Francis.

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Exercises
1. In the following picture, triangle 𝑨𝑩𝑪 can be traced onto a transparency and mapped onto triangle 𝑨′ 𝑩′ 𝑪′.
Which basic rigid motion, or sequence of, would map one triangle onto the other?
Solution provided below with likely student responses.
Reflection
Elicit more information from students by asking the following:

 Reflection requires some information about which line to reflect over; can you provide a clearer answer?
 Reflect over line 𝐿𝐵𝐶
Expand on their answer: Let there be a reflection across the line 𝐿𝐵𝐶 . We claim that the reflection maps △ 𝐴𝐵𝐶 onto
△ 𝐴′ 𝐵′ 𝐶 ′ . We can trace △ 𝐴′ 𝐵′ 𝐶 ′ on the transparency and see that when we reflect across line 𝐿𝐵𝐶 , △ 𝐴′ 𝐵′ 𝐶 ′ maps
onto △ 𝐴𝐵𝐶. The reason is because ∠𝐵 and ∠𝐵′ are equal in measure, and the ray ⃗⃗⃗⃗⃗⃗⃗⃗⃗ 𝐵′ 𝐴′ on the transparency falls on the
ray ⃗⃗⃗⃗⃗⃗
𝐵𝐴. Similarly, the ray ⃗⃗⃗⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗. By the picture, it is obvious that 𝐴′ on the transparency falls exactly
𝐶 ′ 𝐴′ falls on the ray 𝐶𝐴
on 𝐴, so the reflection of △ 𝐴′ 𝐵′ 𝐶 ′ across 𝐿𝐵𝐶 is exactly △ 𝐴𝐵𝐶.
Note to Teacher: Here is the precise reasoning without appealing to a transparency. Since a reflection does not move
any point on 𝐿𝐵𝐶 , we already know that 𝑅𝑒𝑓𝑙𝑒𝑐𝑡𝑖𝑜𝑛(𝐵′ ) = 𝐵 and 𝑅𝑒𝑓𝑙𝑒𝑐𝑡𝑖𝑜𝑛(𝐶 ′ ) = 𝐶. It remains to show that the
reflection maps 𝐴′ to 𝐴. The hypothesis says ∠𝐴′ 𝐵𝐶 is equal to ∠𝐴𝐵𝐶 in measure; therefore, the ray 𝐵𝐶 ⃗⃗⃗⃗⃗⃗ is the angle
bisector (∠ bisector) of ∠𝐴𝐵𝐴 . The reflection maps the ray 𝐵𝐴′ to the ray 𝐵𝐴. Similarly, the reflection maps the ray ⃗⃗⃗⃗⃗⃗⃗
′ ⃗⃗⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗ 𝐶𝐴′
⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗⃗ ′
to the ray 𝐶𝐴. Therefore, the reflection maps the intersection of the rays 𝐵𝐴′ and 𝐶𝐴′, which is of course just 𝐴 , to the
intersection of rays ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗, which is, of course, just 𝐴. So, 𝑅𝑒𝑓𝑙𝑒𝑐𝑡𝑖𝑜𝑛(𝐴′ ) = 𝐴; therefore,
𝐵𝐴 and 𝐶𝐴
′ ′ ′)
𝑅𝑒𝑓𝑙𝑒𝑐𝑡𝑖𝑜𝑛(△ 𝐴 𝐵 𝐶 =△ 𝐴𝐵𝐶.
Rotation

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Elicit more information from students by asking:

 Rotation requires some information about what point to rotate around (the center) and how many degrees. If
we say we need to rotate 𝑑 degrees, can you provide a clearer answer?
 Rotate around point 𝐵 as the center, 𝑑 degrees
Expand on their answer: Let there be the (counterclockwise) rotation of 𝑑 degrees around 𝐵, where 𝑑 is the (positive)
degree of the ∠𝐶𝐵𝐶 ′ . We claim that the rotation maps △ 𝐴′ 𝐵′ 𝐶 ′ to △ 𝐴𝐵𝐶. We can trace △ 𝐴′ 𝐵′ 𝐶 ′ on the transparency
and see that when we pin the transparency at 𝐵′ (same point as 𝐵) and perform a counterclockwise rotation of 𝑑
degrees, the segment 𝐵′ 𝐶 ′ on the transparency maps onto segment 𝐵𝐶 (both are equal in length because we can trace
one on the transparency and show it is the same length as the other). The point 𝐴′ on the transparency and 𝐴 are on the
same side (half-plane) of line 𝐿𝐵𝐶 . Now, we are at the same point we were in the end of Exercise 1; therefore, △ 𝐴′ 𝐵′ 𝐶 ′
and △ 𝐴𝐵𝐶 completely coincide.
Note to Teacher: Here is the precise reasoning without appealing to a transparency. By definition of rotation, rotation
maps the ray ⃗⃗⃗⃗⃗⃗⃗
𝐵𝐶′ to the ray ⃗⃗⃗⃗⃗⃗
𝐵𝐶 . However, by hypothesis, 𝐵𝐶 = 𝐵𝐶 ′, so 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛(𝐶 ′ ) = 𝐶. Now, the picture implies
that after the rotation, 𝐴 and 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛(𝐴) lie on the same side of line 𝐿𝐵𝐶 . If we compare the triangles 𝐴𝐵𝐶 and
𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛(𝐴′ 𝐵′ 𝐶 ′ ), we are back to the situation at the end of Exercise 1; therefore, the reasoning given here shows that
the two triangles coincide.
Rotation and reflection
Elicit more information from students. Prompt students to think back to what was needed in the last two examples.
 What additional information do we need to provide?
 Rotate around point 𝐵 as the center 𝑑 degrees; then, reflect across line 𝐿𝐵𝐶 .
Expand on their answer: We need a sequence this time. Let there be the (counterclockwise) rotation of 𝑑 degrees
around 𝐵, where 𝑑 is the (positive) degree of the ∠𝐶𝐵𝐶 ′ , and let there be the reflection across the line 𝐿𝐵𝐶 . We claim
that the sequence rotation and then reflection maps △ 𝐴′ 𝐵′ 𝐶 ′ to △ 𝐴𝐵𝐶. We can trace △ 𝐴′ 𝐵′ 𝐶 ′ on the transparency
and see that when we pin the transparency at 𝐵′ (same point as 𝐵) and perform a counterclockwise rotation of
𝑑 degrees, that the segment 𝐵′ 𝐶 ′ on the transparency maps onto segment 𝐵𝐶. Now, △ 𝐴𝐵𝐶 and △ 𝐴′ 𝐵′ 𝐶 ′ are in the
exact position as they were in the beginning of Example 2 (Exercise 1); therefore, the reflection across 𝐿𝐵𝐶 would map
△ 𝐴′ 𝐵′ 𝐶 ′ on the transparency to △ 𝐴𝐵𝐶.

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Students may say that they want to reflect first and then rotate. The sequence can be completed in that order, but point
out that we need to state which line to reflect across. In that case, we would have to find the appropriate line of
reflection. For that reason, it makes more sense to bring a pair of sides together first, that is, segment 𝐵𝐶 and segment
𝐵𝐶 ′ , by a rotation, and then reflect across the common side of the two triangles. When the rotation is performed first,
we can use what we know about Exercise 1.
Note to Teacher: Without appealing to a transparency, the reasoning is as follows. By definition of rotation, rotation
maps the ray ⃗⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗ . However, by hypothesis, 𝐵𝐶 = 𝐵𝐶 ′, so 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛(𝐶 ′ ) = 𝐶. Now, when comparing the
𝐵𝐶′ to the ray 𝐵𝐶
triangles 𝐴𝐵𝐶 and 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛(𝐴′ 𝐵′ 𝐶 ′ ), we see that we are back to the situation in Exercise 1; therefore, the reflection
maps the 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛(△ 𝐴′ 𝐵′ 𝐶 ′ ) to △ 𝐴𝐵𝐶. This means that rotation then reflection maps △ 𝐴′ 𝐵′ 𝐶 ′ to
△ 𝐴𝐵𝐶.
4. In the following picture, we have two pairs of triangles. In each pair, triangle 𝑨𝑩𝑪 can be traced onto a
transparency and mapped onto triangle 𝑨′ 𝑩′ 𝑪′.
Scenario 1:
Scenario 2:
In Scenario 1, a translation and a rotation; in Scenario 2, a translation, a reflection, and then a rotation
Elicit more information from students by asking the following:

 What additional information is needed for a translation?
 We need to translate along a vector.
 Since there is no obvious vector in our picture, which vector should we draw and then use to translate along?
When they do not respond, prompt them to select a vector that would map a point from △ 𝐴′ 𝐵′ 𝐶 ′ to a corresponding
point in △ 𝐴𝐵𝐶. Students will likely respond,
 𝐵′ 𝐵 (or ⃗⃗⃗⃗⃗⃗⃗⃗
Draw vector ⃗⃗⃗⃗⃗⃗⃗⃗ 𝐴′ 𝐴 or ⃗⃗⃗⃗⃗⃗⃗
𝐶 ′ 𝐶 ).

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Make it clear to students that we can use any of the vectors they just stated, but using ⃗⃗⃗⃗⃗⃗⃗⃗
𝐵′ 𝐵 makes the most sense
because we can use the reasoning given in the previous exercises rather than constructing the reasoning from the
beginning. (For example, in Exercises 1–3, 𝐵 = 𝐵′.)
Expand on their answer: Let there be the translation along vector ⃗⃗⃗⃗⃗⃗⃗⃗
𝐵′ 𝐵 . In Scenario 1, the triangles 𝐴𝐵𝐶 and
′ ′ ′
𝑇𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑖𝑜𝑛(𝐴 𝐵 𝐶 ) would be similar to the situation of Exercise 2. In Scenario 2, the triangles 𝐴𝐵𝐶 and
𝑇𝑟𝑎𝑛𝑠𝑙𝑎𝑡𝑖𝑜𝑛(𝐴′ 𝐵′ 𝐶 ′ ) would be similar to the situation of Exercise 3. Based on the work done in Exercises 2 and 3, we
can conclude the following: In Scenario 1, the sequence of a translation along ⃗⃗⃗⃗⃗⃗⃗⃗
𝐵′ 𝐵 followed by a rotation around 𝐵
would map △ 𝐴 𝐵 𝐶 to △ 𝐴𝐵𝐶, and in Scenario 2, the sequence of a translation along ⃗⃗⃗⃗⃗⃗⃗⃗
′ ′ ′
𝐵′ 𝐵 followed by a rotation
′ ′ ′
around 𝐵 and finally followed by the reflection across line 𝐿𝐵𝐶 would map △ 𝐴 𝐵 𝐶 to △ 𝐴𝐵𝐶.
Students complete Exercise 5 independently or in pairs.
5. Let two figures 𝑨𝑩𝑪 and 𝑨′ 𝑩′ 𝑪′ be given so that the length of curved segment 𝑨𝑪 equals the length of curved
segment 𝑨′ 𝑪′ , |∠𝑩| = |∠𝑩′ | = 𝟖𝟎°, and |𝑨𝑩| = |𝑨′ 𝑩′ | = 𝟓. With clarity and precision, describe a sequence of rigid
motions that would map figure 𝑨𝑩𝑪 onto figure 𝑨′ 𝑩′ 𝑪′ .
Let there be the translation along vector ⃗⃗⃗⃗⃗⃗⃗⃗

𝑨𝑨′ , let
there be the rotation around point 𝑨 𝒅 degrees, and
let there be the reflection across line 𝑳𝑨𝑩 . Translate
so that 𝑻𝒓𝒂𝒏𝒔𝒍𝒂𝒕𝒊𝒐𝒏(𝑨′ ) = 𝑨. Rotate so that
𝑹𝒐𝒕𝒂𝒕𝒊𝒐𝒏(𝑩′ ) = 𝑩, and 𝑹𝒐𝒕𝒂𝒕𝒊𝒐𝒏(𝑨 ̅̅̅̅̅̅
′ 𝑩′ ) coincides
̅̅̅̅ (by hypothesis, they are the same length, so

with 𝑨𝑩
we know they will coincide). Reflect across 𝑳𝑨𝑩 so
that 𝑹𝒆𝒇𝒍𝒆𝒄𝒕𝒊𝒐𝒏(𝑪′ ) = 𝑪 and 𝑹𝒆𝒇𝒍𝒆𝒄𝒕𝒊𝒐𝒏(𝑪 ̅̅̅̅̅̅
′ 𝑩′ )
coincides with 𝑪𝑩̅̅̅̅̅(by hypothesis, |∠𝑩| = |∠𝑩′ | =

𝟖𝟎°, so we know that segment 𝑪′ 𝑩′ will coincide
with segment 𝑪𝑩). By hypothesis, the length of the
curved segment 𝑨′ 𝑪′ is the same as the length of the
curved segment 𝑨𝑪, so they will coincide. Therefore,
a sequence of translation, then rotation, and then
reflection will map figure 𝑨′ 𝑩′ 𝑪′ onto figure 𝑨𝑩𝑪.
Closing (5 minutes)
Summarize, or have students summarize, the lesson and what they know of rigid motions to this point:
 We can now describe, using precise language, how to sequence rigid motions so that one figure maps onto
another.
Exit Ticket (5 minutes)

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Name Date
Exit Ticket
Triangle 𝐴𝐵𝐶 has been moved according to the following sequence: a translation followed by a rotation followed by a
reflection. With precision, describe each rigid motion that would map △ 𝐴𝐵𝐶 onto △ 𝐴′ 𝐵′ 𝐶 ′ . Use your transparency
and add to the diagram if needed.

113
Exit Ticket Sample Solutions
Triangle 𝑨𝑩𝑪 has been moved according to the following sequence: a translation followed by a rotation followed by a
reflection. With precision, describe each rigid motion that would map △ 𝑨𝑩𝑪 onto △ 𝑨′ 𝑩′ 𝑪′ . Use your transparency and
add to the diagram if needed.
Let there be the translation along vector ⃗⃗⃗⃗⃗⃗⃗⃗

𝑨𝑨′ so that 𝑨 is mapped to 𝑨′ . Let there be the clockwise rotation by 𝒅 degrees
around point 𝑨′ so that 𝑪 is mapped to 𝑪′ and 𝑨𝑪 = 𝑨′ 𝑪′ . Let there be the reflection across 𝑳𝑨′𝑪′ so that 𝑩 is mapped to
𝑩′ .

114
Problem Set Sample Solutions
1. Let there be the translation along vector 𝒗⃗⃗, let there be the rotation around point 𝑨, −𝟗𝟎 degrees (clockwise), and
let there be the reflection across line 𝑳. Let 𝑺 be the figure as shown below. Show the location of 𝑺 after
performing the following sequence: a translation followed by a rotation followed by a reflection.
Solution is shown in red.
2. Would the location of the image of 𝑺 in the previous problem be the same if the translation was performed last
instead of first; that is, does the sequence, translation followed by a rotation followed by a reflection, equal a
rotation followed by a reflection followed by a translation? Explain.
No, the order of the transformation matters. If the translation was performed last, the location of the image of 𝑺,
after the sequence, would be in a different location than if the translation was performed first.

115
3. Use the same coordinate grid to complete parts (a)–(c).

a. Reflect triangle 𝑨𝑩𝑪 across the vertical line, parallel to the 𝒚-axis, going through point (𝟏, 𝟎). Label the
transformed points 𝑨, 𝑩, 𝑪 as 𝑨′, 𝑩′, 𝑪′, respectively.
b. Reflect triangle 𝑨′𝑩′𝑪′ across the horizontal line, parallel to the 𝒙-axis going through point (𝟎, −𝟏). Label the
transformed points of 𝑨′, 𝑩′, 𝑪′ as 𝑨′′ , 𝑩′′ , 𝑪′′, respectively.
c. Is there a single rigid motion that would map triangle 𝑨𝑩𝑪 to triangle 𝑨′′ 𝑩′′ 𝑪′′ ?
Yes, a 𝟏𝟖𝟎° rotation around center (𝟏, −𝟏). The coordinate (𝟏, −𝟏) happens to be the intersection of the two
lines of reflection.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 8•2

Lesson 10: Sequences of Rigid Motions

Lesson 10: Sequences of Rigid Motions

 Which transformation do we perform next?

Lesson 10: Sequences of Rigid Motions

Video Presentation (2 minutes)

Exercises 1–5 (25 minutes)

Lesson 10: Sequences of Rigid Motions

Solution provided below with likely student responses.

Elicit more information from students by asking the following:

Lesson 10: Sequences of Rigid Motions

Elicit more information from students by asking:

Rotation and reflection

Lesson 10: Sequences of Rigid Motions

Elicit more information from students by asking the following:

Lesson 10: Sequences of Rigid Motions

Let there be the translation along vector ⃗⃗⃗⃗⃗⃗⃗⃗

̅̅̅̅ (by hypothesis, they are the same length, so

coincides with 𝑪𝑩̅̅̅̅̅(by hypothesis, |∠𝑩| = |∠𝑩′ | =

Exit Ticket (5 minutes)

Lesson 10: Sequences of Rigid Motions

Lesson 10: Sequences of Rigid Motions

Lesson 10: Sequences of Rigid Motions

Exit Ticket Sample Solutions

Let there be the translation along vector ⃗⃗⃗⃗⃗⃗⃗⃗

Lesson 10: Sequences of Rigid Motions

Problem Set Sample Solutions

Solution is shown in red.

Lesson 10: Sequences of Rigid Motions

3. Use the same coordinate grid to complete parts (a)–(c).

Lesson 10: Sequences of Rigid Motions

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