NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1

GEOMETRY

Name Date

1. State precise definitions of angle, circle, perpendicular, parallel, and line segment based on the undefined
notions of point, line, distance along a line, and distance around a circular arc.

Angle:

Circle:

Perpendicular:

Parallel:

Line segment:

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

2. A rigid motion, J , of the plane takes a point, A , as input and gives C as output (i.e., J ( A )=C ). Similarly,
J ( B )=D for input point B and output point D .

Jerry claims that knowing nothing else about J , we can be sure that AC
´ ≅ BD
´ because rigid motions
preserve distance.

a. Show that Jerry’s claim is incorrect by giving a counterexample (hint: a counterexample would be a
specific rigid motion and four points A , B, C , and D in the plane such that the motion takes A to C
and B to D , yet AC´ ≇ BD
´ ).

b. There is a type of rigid motion for which Jerry’s claim is always true. Which type below is it?

Rotation Reflection Translation

c. Suppose Jerry claimed that AB ´ ≅ CD´ . Would this be true for any rigid motion that satisfies the
conditions described in the first paragraph? Why or why not?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

3.
a. In the diagram below, l is a line, A is a point on the line, and B is a point not on the line. C is the
midpoint of AB´ . Show how to create a line parallel to l that passes through B by using a rotation
about C .

b. Suppose that four lines in a given plane, l 1, l 2, m 1, and m 2 are given, with the conditions (also given)
that l 1 ∥l 2, m 1 ∥ m 2, and l 1 is neither parallel nor perpendicular to m 1.

i. Sketch (freehand) a diagram of l 1, l 2, m 1, and m 2to illustrate the given conditions.

ii. In any diagram that illustrates the given conditions, how many distinct angles are formed?
Count only angles that measure less than 180 ° , and count two angles as the same only if they
have the same vertex and the same edges. Among these angles, how many different angle
measures are formed? Justify your answer.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

4. In the figure below, there is a reflection that transforms △ ABC to △ A ' B ' C ' .

Use a straightedge and compass to construct the line of reflection, and list the steps of the construction.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

5. Precisely define each of the three rigid motion transformations identified.

a. T⃗
AB ( P ) ___________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

b. r l ( P )______________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

c. RC , 30° ( P )_________________________________________________________________________________
__

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

6. Given in the figure below, line l is the perpendicular bisector of AB

´ and of CD
´ .

a. ´ ≅ BD
Show AC ´ using rigid motions.

b. Show ∠ ACD ≅ ∠ BDC .

c. ´ CD
Show AB∥ ´ .

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

A Progression Toward Mastery

STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or A correct answer A correct answer
Task Item incorrect answer incorrect answer with some supported by
and little evidence but evidence of evidence of substantial
of reasoning or some reasoning or reasoning or evidence of solid
application of application of application of reasoning or
mathematics to mathematics to mathematics to application of
solve the problem. solve the problem. solve the problem, mathematics to
OR solve the problem.
an incorrect
answer with
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 G-CO.A.1 Student accurately and Student accurately and Student accurately and Student accurately and
precisely articulates the precisely articulates the precisely articulates the precisely articulates the
definitions of two or definitions of at least definitions of at least definitions of all five
fewer of the five terms. three of the five terms. four of the five terms. terms.

2 a–c Student circles Student provides a Student provides a Student provides a

“translation” in part (b) response that includes a counterexample in part correctly reasoned
but does not provide a counterexample in part (a) and presents an idea counterexample in part
G-CO.A.2 correct response in (a) to prove that (a), circles “translation”
parts (a) and (b) or OR ´ ≅ CD
AB ´ in part (c), in part (b), and justifies
provides a response presents an idea to but both are less than the claim that
that does not show prove that AB ´ ≅ CD ´ perfectly clear in stating ´ ≅ CD
AB ´ for any rigid
clear understanding of in part (c). However, the solutions. Student motion in part (c).
the application of rigid whichever is presented circles “translation” in
motions. is less than perfectly part (b).
clear in stating the
solutions. Student
circles “translation” in
part (b).

3 a–b Student provides an Student provides an Student provides an Student provides a

incomplete or irrelevant incomplete description incomplete description correct description of
response in parts (a) of the rotation of line l of the rotation of line l the rotation of line l
G-CO.A.1 and (b.ii) but provides about C in part (a) or about C in part (a), an about C in part (a), an
G-CO.C.9 an appropriate, clearly an incomplete sketch appropriate, clearly appropriate, clearly
G- labeled sketch in part for part (b.i), and an labeled sketch for part labeled sketch for part
CO.D.12 (b.i), or student incorrect number of (b.i), and a justification (b.i), and a justification
provides correct angles formed or an for why there are 16 for why there are 16
responses in parts (a) incorrect set of angle relevant angles and 2 relevant angles and 2

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

and (b.ii) but includes measures in part (b.ii). different angle different angle
incomplete sketch or no measures in part (b.ii). measures in part (b.ii).
sketch in part (b.i).

4 G-CO.A.5 Student provides a Student provides Student provides Student draws a correct
G- drawing that is not an appropriate appropriate construction showing all
appropriate construction marks but construction marks but appropriate marks,
CO.D.12 construction and an makes more than one makes one error in the including the line of
underdeveloped list of error in the construction construction or the reflection, and the
steps. or the steps; the line of steps; the line of accompanying list of
reflection is drawn. reflection is drawn. steps is also correct.

5 a–c Student provides Student provides Student provides Student provides

inaccurate definitions definitions that lack the definitions that lack the precise definitions for
for the three rigid precise language of an precise language of an each rigid motion with
G-CO.A.4 motions. exemplary response and exemplary response. correct usage of
does not address the notation.
points that are
unchanged (i.e., does
not mention that the
rotation of the center
remains fixed).

6 a–c Student provides an Student provides an Student provides a Student provides a

incorrect response or a incorrect response, but response that lacks the correct response for
response that shows the response shows precision of an each of the three parts
G-CO.B.6 little evidence of evidence of the exemplary response, that demonstrates a
G-CO.C.9 understanding the beginning of but the response shows clear understanding of
properties of understanding of the an understanding of the the properties of
reflections. properties of properties of reflections.
reflections. reflections.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

Module 1: Congruence, Proof, and Constructions

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

Name Date

1. State precise definitions of angle, circle, perpendicular, parallel, and line segment based on the undefined
notions of point, line, distance along a line, and distance around a circular arc.

Angle:

Circle:

Perpendicular:

Parallel:

Line segment:

Module 1: Congruence, Proof, and Constructions

184
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This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This file derived from GEO-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

7. A rigid motion, J , of the plane takes a point, A , as input and gives C as output (i.e., J ( A )=C ). Similarly,
J ( B )=D for input point B and output point D .

Jerry claims that knowing nothing else about J , we can be sure that AC
´ ≅ BD
´ because rigid motions
preserve distance.

a. Show that Jerry’s claim is incorrect by giving a counterexample (hint: a counterexample would be a
specific rigid motion and four points A , B, C , and D in the plane such that the motion takes A to C
and B to D , yet AC´ ≇ BD
´ ).

b. There is a type of rigid motion for which Jerry’s claim is always true. Which type below is it?

c. Suppose Jerry claimed that AB ´ ≅ CD´ . Would this be true for any rigid motion that satisfies the
conditions described in the first paragraph? Why or why not?

Module 1: Congruence, Proof, and Constructions

185
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

8.
a. In the diagram below, l is a line, A is a point on the line, and B is a point not on the line. C is the
midpoint of AB´ . Show how to create a line parallel to l that passes through B by using a rotation
about C .

b. Suppose that four lines in a given plane, l 1, l 2, m 1, and m 2 are given, with the conditions (also given)
that l 1 ∥l 2, m 1 ∥ m 2, and l 1 is neither parallel nor perpendicular to m 1.

i. Sketch (freehand) a diagram of l 1, l 2, m 1, and m 2to illustrate the given conditions.

ii. In any diagram that illustrates the given conditions, how many distinct angles are formed?
Count only angles that measure less than 180 °, and count two angles as the same only if they
have the same vertex and the same edges. Among these angles, how many different angle
measures are formed? Justify your answer.

Module 1: Congruence, Proof, and Constructions

186
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

9. In the figure below, there is a reflection that transforms △ ABC to △ A ' B ' C ' .

Use a straightedge and compass to construct the line of reflection and list the steps of the construction.

Module 1: Congruence, Proof, and Constructions

187
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

10. Precisely define each of the three rigid motion transformations identified.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

11. Given in the figure below, line l is the perpendicular bisector of AB

´ and of CD
´ .

a. ´ ≅ BD
Show AC ´ using rigid motions.

b. Show ∠ ACD ≅ ∠ BDC .

c. ´ CD
Show AB∥ ´ .

Module 1: Congruence, Proof, and Constructions

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M1
GEOMETRY

12.

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