# Unit 2, Activity 2, One-half Inch Grid

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1 Unit 2, Activity 2, One-half Inch Grid Blackline Masters, Mathematics, Grade 8 Page 2-1

2 Unit 2, Activity 2, Shapes Cut these yellow shapes out for each pair of students prior to class. The labels for each vertex are important to the activity. B C A D F E G L M K N H J R Blackline Masters, Mathematics, Grade 8 Page 2-2

3 Unit 2, Activity 2, Transformations Name Date Hour Give the coordinates of the vertices of the figure in its original position, and then give the coordinates of the new vertices based on stated transformation. The rotation 90 clockwe about the origin. The reflection across the y-ax. Shape Original Position Translate Rotate Reflect across y-ax Rectangle A (2, 3) B (2, 6) C (, ) D (, ) A (, ) B (2,-4) C (, ) D (, ) A (, ) B (, ) C (, ) D (, ) A (, ) B (, ) C (, ) D (, ) Right Triangle H (0, 3) R (0, 0) J (, ) H (, ) R (2, -4) J (, ) H (, ) R (, ) J (, ) H (, ) R (, ) J (, ) Isosceles Triangle E (4, -3.5) F (, ) G (-1, -5) E (, ) F (, ) G (-1, -3) E (, ) F (, ) G (, ) E (, ) F (, ) G (, ) Trapezoid K (, ) L (3, -1) M (5, -1) N (, ) K (, ) L (, ) M (, ) N (-1, -1) K (, ) L (, ) M (, ) N (, ) K (, ) L (, ) M (, ) N (, ) Blackline Masters, Mathematics, Grade 8 Page 2-3

4 Unit 2, Activity 2, Transformation Word Grid Reflection Change in length Change in orientation Change in angles measures Translation Rotation Dilation Blackline Masters, Mathematics, Grade 8 Page 2-4

5 Unit 2, Activity 2, Transformations with Answers Shape Original Position Translate Rotate Reflect across y-ax Rectangle A (2, 3) B (2, 6) C (7, 6) D (7, 3) A (2, -7) B (2, -4) C (7,-4) D (7, -7 ) A (3, -2) B (6, -2) C (6, -7) D (3, -7) A (-2, 3) B (-2, 6) C (-7, 6) D (-7, 3) Right Triangle H (0, 3) R (0, 0) J (-3, 0) H (2, -1) R (2, -4) J (-1,-4 ) H (3, 0) R (0, 0) J (0, 3) H (0, 3) R (0, 0) J (3, 0) Isosceles Triangle E (4, -3.5) F (-1, -2) G (-1, -5) E (4,-1.5) F (-1, 0) G (-1, -3) E (-3.5,-4) F (-2, 1) G (-5, 1) E (-4, -3.5) F (1, -2) G (1,-5) Trapezoid K (1, -4) L (3, -1) M (5, -1) N (6, -4) K (-6, -1) L (-4, 2) M (-2, 2) N (-1, -1) K (-4,-1) L (-1, -3) M (-1,-5) N (-4, -6) K (-1,-4) L (-3, -1) M (-5, -1) N (-6, -4) Blackline Masters, Mathematics, Grade 8 Page 2-5

6 Unit 2, Activity 2, Transformation Word Grid with Answers Reflection Translation Change in length Change in orientation Change in angles measures Rotation Dilation Blackline Masters, Mathematics, Grade 8 Page 2-6

7 Unit 2, Activity 2, Transformations Review Name Date Hour Transformation Review Fill in the bridge maps below to illustrate ing changes in the coordinates of polygons in the transformation explained. Example A polygon reflected across y ax 1. a polygon reflection across the x ax 2. (x, y) becomes (-y, x) 3. with a translation down 2 and to the right 1 4. a polygon in quadrant 4 A reflection across the x-ax of a triangle with point A located at (-1, 3) Blackline Masters, Mathematics, Grade 8 Page 2-7

8 Unit 2, Activity 2, Transformations Review with Answers Fill in the bridge maps below to illustrate ing changes in the coordinates of polygons in the transformation explained. Example: A polygon reflected across y ax The opposite x value and the same y value 1. a polygon reflection across the x ax The same x value and the opposite y value. 2. With a 90 clockwe rotation about the origin (x, y) becomes (y, -x) 3. with a translation down 2 and to the right 1 The x value increases by 1 The y value decreases by 2 4. The answer below only one possible solution. For example, a polygon in quadrant 1 might have been reflected across the x-ax and end up in quadrant 1. A polygon rotated 180 about the origin from quadrant 2 a polygon in quadrant 4 5. A reflection across the x- ax of a triangle with point A located at (-1, 3) The new coordinates will be (-1, -3) Blackline Masters, Mathematics, Grade 8 Page 2-8

9 Unit 2, Activity 2, Transformations Dilations Name Date Hour 1. Plot the following points on the grid paper showing only quadrant I. A(4,16), B(8,16), C(12, 14), D(10,10) and E(6,10). 2. Find the measure of each of the angles. a) m A b) m B c) m C d) m D e) m E 3. Use a ruler and find the length of each side of the polygon. a) Length of AB b) Length of BC c) Length of CD d) Length of DE e) Length of EA 4. Draw a dotted line from the origin through each of the five vertices of the polygon (i.e., you will have five dotted lines extending from the origin of the graph through the vertices of your polygon). 5. Plot a new polygon on your grid by doubling the length of each side of the original polygon. To do th, double the coordinates for x and y and plot the new point. How does the placement of the new point relate to the dotted lines you drew in step 4? 6. Connect the points to form your new polygon. Measure the angle lengths. a) m A b) m B c) m C d) m D e) m E 7. Measure the side lengths of your dilation (enlargement). a) Length of A ' B' b) Length of B 'C' c) Length of C ' D' d) Length of D ' E' e) Length of E ' A' 8. Dilate the original polygon by a scale factor of ½. Name points A, B, C, D, E 9. How are the angles of a figure affected by a dilation? What the relationship between the scale used for the dilation and the length of corresponding sides of an original to the figure created by using dilation? 10. Using the lines and the conjectures that you have developed, determine the new coordinates of ABCDE if it were dilated by a scale factor of 1 ½ without graphing the points. Will it fit on the grid? Why or why not? Blackline Masters, Mathematics, Grade 8 Page 2-9

10 Unit 2, Activity 3, Quadrant 1 Grid Name Date Hour y x Blackline Masters, Mathematics, Grade 8 Page 2-10

11 Unit 2, Activity 3, Quadrant 1 grid with Answers A 64 B C E D A'' B'' polygon #8 E'' D'' C'' 9. angles measure the same as in the original, angles are not affected by a dilation. The length of the sides are decreased by the scale factor used. 10. A"' (6, 24); B'"(10, 24); C'"(18, 21); D"'(15,15); E'"(9, 15) 11. It will fit on the grid because the greatest dtance horizontally 18 units and the greatest dtance vertically 24 units. Blackline Masters, Mathematics, Grade 8 Page 2-11

12 Unit 2, Activity 3, Similarity Name Date Hour 1. Draw an x and y ax on the grid below so that you can plot ABC with vertices A(3, 3); B(3, -1); and C(1, -1). Translate the triangle 2 units left and 3 units up. Sketch the translation. 2. Justify which of the charactertics are true of the two figures. a. Similarity b. Congruency 3. Reflect the translated figure over the y ax. Justify similarity and/or congruence of the three figures. 4. Suppose you rotate the reflected figure 90 around the origin, does the shape of the figure change? Does the size of the figure change? Do the measures of the angles change? 5. Dilate the rotation by a factor of 2. Does the size of the figure change? Do the measures of the angles change? 6. Using a new sheet of grid paper, draw a triangle and write the coordinates. Use a series of transformations (at least 4) to relocate the triangle on the grid. Write a conjecture explaining the effect of translations, reflections, dilations and rotations on the area and angle measurements of two-dimensional shapes. Blackline Masters, Mathematics, Grade 8 Page 2-12

13 Unit 2, Activity 3, Similarity with Answers 1. The translation figure congruent to the original. 2. The original figure the same size and shape as the other. 3. The reflection and the translation are also congruent. It can be seen that angle B a right angle and side AC matches if the paper folded on the x- ax. The angles are equal and will lay on top of each other if the paper if folded on the x-ax 4. The rotation also congruent and similar. Th can be proved by tracing the reflection and placing it on top of the rotation; angles and side lengths are congruent. 5. The dilation has equal angles because they can be compared by folding the paper or tracing the angles and placing the angle over the angle of the dilation. The dilation has an area larger than the original (4 times the area). Length twice as long and height twice as long. 2 x 2 gives an area 4 times the original. 6.Sketches vary Blackline Masters, Mathematics, Grade 8 Page 2-13

14 Unit 2, Activity 6, The Theorem Name Date Hour Work with your partner to complete these problems. Make scale drawings of the figures in problems 1 3, and label sides of the right triangle that are being used to solve the problem. Give the scale factor used for each. Problem 4 has a diagram already drawn for you. 1. James has a circular trampoline with a diameter of 16 feet. Will th trampoline fit through a doorway that 10 feet high and 6 feet wide? Explain your answer. 2. A carpenter measured the length of a rectangular table top he was building to be 26 inches, the width to be 12 inches, and the diagonal to be 30 inches. Explain whether the carpenter can use th information to determine if the corners of the tabletop are right angles. 3. For safety reasons, the base of a ladder that 24 feet tall should be at least 8 feet from the wall. What the highest dtance that the 24 foot ladder can safely rest on the wall? Explain your thinking. 4. The wall of a closet in a new house braced with a corner brace. The height of the wall 8 feet. The wall of the closet has three boards placed 16 inches apart, and th corner brace becomes the diagonal of the rectangle formed. How long will the brace need to be for the frame at the right? boards are 4 inches wide Blackline Masters, Mathematics, Grade 8 Page 2-14

16 Unit 2, Activity 7, Squares Cut Outs Blackline Masters, Mathematics, Grade 8 Page 2-16

17 Unit 2, Activity 7, Converse of Pythagorean Theorem Name Date Hour Use the converse of the Pythagorean Theorem to answer each of the following. 1. Which of the following could be the lengths of the sides of a right triangle? Explain your answer. a. 2 cm, 4 cm, 7 cm b. 6 cm, 8 cm, 10 cm c. 4 cm, 9 cm, 12 cm d. 5 cm, 10 cm, 15 cm 2. Planning a trip from Leewood to Pinewood and then to Redwood, my dad wondered if the three towns were located in a triangle that would form a right triangle. The map showed the dtances of the cities from each other. Determine whether the town locations form a right angle, and write an explanation to justify th to your dad miles Redwood Pinewood 49.6 miles 58.6 miles Leewood 3. Which of the following could NOT be the lengths of the sides of a right triangle? Justify your answers. 3 1 a., 1, b.,, c.,, Blackline Masters, Mathematics, Grade 8 Page 2-17

18 Unit 2, Activity 7, Converse of Pythagorean Theorem with Answers Use the converse of the Pythagorean Theorem to answer each of the following. 1. Which of the following could be the lengths of the sides of a right triangle? Explain your answer. a. 2 cm, 4 cm, 7 cm not right triangle b. 6 cm, 8 cm, 10 cm = 100 th a right triangle c. 4 cm, 9 cm, 12 cm th not a right triangle d. 5 cm, 10 cm, 15 cm th not a right triangle 2. Planning a trip from Leewood to Pinewood and then to Redwood, my dad wondered if the three towns were located in a triangle that would form a right triangle. The map showed the dtances of the cities from each other. Determine whether the town locations form a right angle, and write an explanation to justify th to your dad. (34.5)(34.5) + (49.6)(49.6) (58.6)(58.6) miles Redwood Pinewood 49.6 miles 58.6 miles Leewood No, they do not form a right angle. 3. Which of the following could NOT be the lengths of the sides of a right triangle? Justify your answers. 3 1 a., 1, 1 9/16 + 1= 25/15 which 1 9/16 Yes, th could be a right triangle b.,, 1 1/9 + 4/9 1 Th cannot be a right triangle c.,, 9/49 +16/49 = 25/49 Th can be a right triangle Blackline Masters, Mathematics, Grade 8 Page 2-18

19 Unit 2, Activity 9, Dtance Name Date Hour y A 1. Use what you have learned about the Pythagorean Theorem to find the dtance between points A and B on the graph at the left. x B y 2. On the grid below, plot the points (-3, 8) and (-8, -4). Find the dtance between the two points. x 3. If you subtract the dtance of the x coordinates and the y coordinates of the given points in #1 and 2, do you get the same lengths as you do when you form the right triangle? Why does th happen? 4. Find the dtance between the points (-2, 5) and (- ½, 3). Blackline Masters, Mathematics, Grade 8 Page 2-19

20 Unit 2, Activity 9, Dtance with Answers 1. a = 3 (-5) a = 8 units (3, 5) b = 5- (-1) b = 6 units (- 5, - 1) (3, - 1) d 2 = a 2 + b 2 d 2 = d 2 = d 2 =100 d = 100 d = 10 2) a = -3 (-8) a = 5 units b = 8 (-4) b = 12 units d b d 2 = a 2 + b 2 d 2 = d 2 = 169 d = 169 y a x d = 13 units 3) Yes, th happens because when forming the right triangle; the x value stays on the horizontal line of the y value, and the y value stays on the vertical line of the x value to show where they will cross. 4) a = -- ½ - (-2) b = 3-5 d 2 = a 2 + b 2 a = 3/2 b = -2 d 2 = 9/4+ 4 d 2 = 9/4+ 16/4 d 2 = 25 4 = 5/2 Blackline Masters, Mathematics, Grade 8 Page 2-20

21 Unit 2, Activity 10, Building In Louiana, one builder has decided to prevent dangerous hurricane winds from damaging homes. He predicts that it would be best to build homes that have a triangular shape as shown below. The inside walls should be 14 feet high but the overall design must be built with the extreme angle of the roof approximately 60 from the ground as the base. a) The home buyer wants at least 2000 square feet of living area. Determine the length of the house to the nearest foot. b) Determine the length of the roof from the top of the house to the ground. Record your answer to the nearest tenth of a foot. c) Make a sketch and label the dimensions of the roof on each side of the house. d) If roofing costs are \$5/square foot, how much will the roof cost? Blackline Masters, Mathematics, Grade 8 Page 2-21

22 Unit 2, Activity 10, Building with Answers In Louiana, one builder has decided that to prevent dangerous hurricane winds from damaging homes. He predicts that it would be best to build homes that have a triangular shape as shown below. The inside walls should be 14 feet high but the overall design must be built with the extreme angle of the roof approximately 60 from the ground as the base. a) The home buyer wants at least 2000 square feet of living area. Determine the length of the house to the nearest foot. (to the nearest whole foot, 143 feet) b) Determine the length of the roof from the top of the house to the ground. (Record your answer to the nearest tenth of a foot). (31.8 feet) 31.8 feet c) Make a sketch and label the dimensions of the roof on each side of the house. (4547.4)(2) = square feet d) If roofing costs are \$5/square foot, how much will the roof cost? (9094.8x5 = \$ 45, feet Blackline Masters, Mathematics, Grade 8 Page 2-22

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