Multiple
Choice Items:
- Which of the following figures has no line
symmetry?
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- A
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- B
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- C
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- D
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- How many lines of symmetry does the figure
below have?
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- A 0
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B 1
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C 3
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D 5
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- Which figure below has a line of symmetry
marked that is not
correct?
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- 4. Which
figure below has 90° rotation
(turn) symmetry?
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- 5. Select the figure below that has both
reflection (flip) symmetry and
rotational (turn) symmetry.
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- 6. What types of transformations are
taking place in the figure below?
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- A Rotation (turn)
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B Translation (slide)
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C Rotation and reflection (turn and flip)
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D Reflection, rotation, and translation
(flip, turn, and slide)
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- 7. Select the figure which shows the use
of translations (slides).
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- 8. Use the
figure below to answer the question.
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- Which transformation is shown?
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A reflection
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B reflection and translation
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C rotation
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D translation
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- 9. Which game board below (ignore
game pieces) is not
using translation (slide) as the main design element?
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Multiple-Choice
Answer Key
1. D
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2. D
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3. B
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4. A
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5. C
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6. D
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7. B
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8. D
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9. A
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Short
Answer Items:
- 10. Draw the reflection (flip) of the
figure below over the center vertical line.
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- 11.
Define how a translation
(slide) changes a figure. Use an example to help explain.
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- ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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- 12. Rotate
(turn) the figure below 90° about the origin.
Short-Answer
Scoring Rubrics:
10.
- 11. A
translation is when a figure stays the same shape and size and faces
the same direction, but it slides up, down, left, or right on the
paper. Examples will vary. This example shows a translation of up
one and right 7 spaces.
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- 12.
Use the
following rubric for short answers 10–12.
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Points
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Description
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2
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- Written explanation and/or drawing is
complete and detailed.
- Demonstrates thorough understanding of
the concept.
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Answer is correct (and in proper form when
applicable).
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1
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- Written explanation and/or drawing is
correct but brief or simplistic.
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Demonstrates partial understanding of the
concept.
- Answer is partially correct, a minor
error in process is evident, or answer may not be in proper form.
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0
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- Written explanation and/or drawing is
incorrect or missing.
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Demonstrates no understanding of the
concept.
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Answer is incorrect, incomplete, or
missing.
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- Performance
Assessment:
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CLASSROOM QUILT SQUARES
- Each student will create a quilt square.
The individual quilt squares of all of the students in the class
will be combined to create a symmetry display.
Directions to Student
“Design a quilt square using symmetry
and transformations. Use dot or grid paper that is 8 x 8 inches.
Begin by drawing both a vertical and horizontal line through the
center of your square and two diagonal lines through the center. Your
design should be started in one quadrant (corner section) of the
grid. You may choose to use pattern blocks or to create your own
figures. You may also choose to use translations (slides),
reflections (flips), and rotations (turns) within the first quadrant
design or wait until the next step. Continue your quilt square by
using translations, reflections, and rotations to fill the remaining
sections of the quilt square with the same design as in the first
section. You should use each of the three types of symmetry somewhere
in your quilt square. Each shape used in your design should be shown
four times, once in each of the four quadrants. Use color to decorate
the quilt square and emphasize the elements within the design.
Prepare a brief summary of your design
describing the symmetry and transformations used. Describe them in
detail including the color of each part. This description will be
included in a class book about the quilt square display. Write neatly
and be prepared to read your description to the class to introduce
your design to the class.”
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Sample starting square:
- Performance
Assessment Scoring Rubric:
Points
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Description
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4
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- Completed a detailed design within
four quadrants of the quilt square.
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The design in any quadrant is repeated
accurately in each of the other quadrants using the concepts of
symmetry and transformation.
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Quilt square design incorporates
reflection, translation, and
rotation, each multiple times.
- Demonstrates advanced understanding
of the mathematical ideas and processes related to
transformation and symmetry.
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Written summary of design is neat,
thorough, and detailed.
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Worked beyond the problem requirements,
possibly by using extra steps of rotation and/or incorporating
technology or exceptional amount of detail in design.
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3
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- Completed a design within four
quadrants of the quilt square.
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The design in each quadrant is repeated
in each of the other quadrants using the concepts of symmetry
and transformation with very few errors (1 or 2).
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Quilt square design incorporates
reflection, translation, and
rotation at least once each.
- Demonstrates solid understanding of
the mathematical ideas and processes related to transformation
and symmetry.
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Written report is neat and thorough.
- Meets all of the problem
requirements.
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2
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- Completed a design within the quilt
square but divided it into something other than quadrants.
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The design in any section is repeated in
each of the other sections using the concepts of symmetry and
transformation with but with 3 or more errors.
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Quilt square design incorporates 2 of 3
elements, reflection, translation, or
rotation, at least once.
- Demonstrates some understanding of
the mathematical ideas and processes related to transformation
and symmetry.
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Written report is too brief, lacking
detail on several components of symmetry.
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Partially meets the problem requirements.
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1
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- Completed a design within the quilt
square, but it is not divided into quadrants or sections of any
recognizable size.
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Major errors in redrawn sections of the
design and/or missing parts in the repetitions.
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Quilt square design incorporates 1 of 3
elements, reflection, translation, or
rotation, at least once.
- Demonstrates substantial lack of
understanding of portions of the problem related to
transformation and symmetry.
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Written report is significantly incomplete
or has inaccuracies throughout.
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Does not meet several of the problem
requirements.
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0
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- Incomplete design within the quilt
square, with or without divisions.
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Major portions of the repeated design
sections missing or not drawn with symmetry to match other
design parts.
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Quilt square design incorporates none of
the elements; reflection, translation, or
rotation, or incorporates 1 partially.
- Demonstrates a complete lack of
understanding of the problem.
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Written report is missing.
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Does not meet any of the problem
requirements.
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