Eureka Math Homework Helper 2015-2016 Grade 8 Module 2
Eureka Math Homework Helper2015–2016Grade 8Module 2Lessons 1–16Eureka Math, A Story of Ratios Published by the non-profit Great Minds.Copyright 2015 Great Minds. No part of this work may be reproduced, distributed, modified, sold, orcommercialized, in whole or in part, without consent of the copyright holder. Please see our User Agreement formore information. “Great Minds” and “Eureka Math” are registered trademarks of Great Minds.
208 2-16A Story of Ratios15Homework HelperG8-M2-Lesson 1: Why Move Things Around?Lesson NotesTransformations of the plane (i.e., translations, reflections, and rotations) are introduced. Transformationsare distance preserving.ExampleUsing as much of the new vocabulary as you can, try to describe what you see in the diagram below.𝐹𝐹 represents thetransformation, so𝐹𝐹(𝐴𝐴) means point 𝐴𝐴was mapped to itsimage at point 𝐹𝐹(𝐴𝐴).There was a transformation, 𝑭𝑭, that moved point 𝑨𝑨 to its image 𝑭𝑭(𝑨𝑨) and point 𝑩𝑩 to its image 𝑭𝑭(𝑩𝑩). Sincea transformation preserves distance, the distance between points 𝑨𝑨 and 𝑩𝑩 is the same as the distancebetween points 𝑭𝑭(𝑨𝑨) and 𝑭𝑭(𝑩𝑩).Lesson 1: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Why Move Things Around?1
208 2-16A Story of Ratios15Homework HelperG8-M2-Lesson 2: Definition of Translation and Three BasicPropertiesLesson NotesTranslations move figures along a vector. The vector has a starting point and an endpoint. Translations maplines to lines, rays to rays, segments to segments, and angles to angles. Translations preserve lengths ofsegments and degrees of angles.Examples1. Use your transparency to translate the angle of 32 degrees, a segment with length 1.5 in., a point, and acircle with radius 2 cm along vector ⃗𝐴𝐴𝐴𝐴. Label points and measures (measurements do not need to beprecise, but your figure must be labeled correctly). Sketch the images of the translated figures, andlabel them.Note: The figures below have not been drawn to scale.I need to tracethe vector andthe otherfigures onto mytransparency. Ineed to slide mytransparencyalong the vectorfrom point 𝐴𝐴 topoint 𝐵𝐵.Lesson 2: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Definition of Translation and Three Basic Properties2
208 2-16A Story of Ratios15Homework HelperUse your drawing from Problem 1 to answer the questions below.2. What is the length of the translated segment? How does this length compare to the length of the originalsegment? Explain.𝟏𝟏. 𝟓𝟓 inches. The length is the same as the original because translations preserve the lengths ofsegments.3. What is the length of the radius in the translated circle? How does this radius length compare to theradius of the original circle? Explain.𝟐𝟐 centimeters. The length is the same as the original because translations preserve the lengths ofsegments.4. What is the degree of the translated angle? How does this degree compare to the degree of the originalangle? Explain.𝟑𝟑𝟑𝟑 degrees. The angles will have the same measure because translations preserve degrees of angles.Lesson 2: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Definition of Translation and Three Basic Properties3
208 2-16A Story of Ratios15Homework HelperG8-M2-Lesson 3: Translating LinesLesson NotesWhen lines are translated, they are either parallel to the given line, or they coincide. Translations mapparallel lines to parallel lines.Examples ⃗ . Sketch the images, and label1. Translate 𝐽𝐽𝐽𝐽𝐽𝐽, segment 𝐷𝐷𝐷𝐷, point 𝐻𝐻, and square 𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 along vector 𝐺𝐺𝐺𝐺all points using prime notation.I can use a transparencyto translate the images.2. What is the measure of the translated image of 𝐽𝐽𝐽𝐽𝐽𝐽? How do you know?The measure is 𝟒𝟒𝟒𝟒 . Translations preserve angle measure.Lesson 3: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Translating Lines4
208 2-16A Story of Ratios15Homework Helper3. Connect 𝐷𝐷 to 𝐷𝐷′. What do you know about the line that contains the segment formed by connecting ⃗ ?points 𝐷𝐷 and 𝐷𝐷′ and the line containing the vector 𝐺𝐺𝐺𝐺⃖ ⃗⃖ ⃗𝑫𝑫𝑫𝑫′ 𝑮𝑮𝑮𝑮4. Connect 𝐻𝐻 to 𝐻𝐻′. What do you know about the line that contains the segment formed by connecting ⃗ ?points 𝐻𝐻 and 𝐻𝐻′ and the line containing the vector 𝐺𝐺𝐺𝐺⃖ ⃗ coincide.⃖ ⃗ and 𝑮𝑮𝑮𝑮𝑯𝑯𝑯𝑯5. Given that figure 𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 is a square, what do you know about lines 𝑁𝑁𝑁𝑁 and 𝑀𝑀𝑀𝑀 and their translatedimages? Explain.⃖ ⃗. SinceBy definition of a square, I know that ⃖ ⃗𝑵𝑵𝑵𝑵 𝑴𝑴𝑴𝑴′ 𝑷𝑷′ 𝑴𝑴′𝑸𝑸′⃖ ⃗.⃖ ⃗translations map parallel lines to parallel lines, then 𝑵𝑵Lesson 3: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Translating LinesI remember that asquare has oppositesides that are parallel.5
208 2-16A Story of Ratios15Homework HelperG8-M2-Lesson 4: Definition of Reflection and Basic PropertiesLesson NotesReflections are a basic rigid motion that maps lines to lines, rays to rays, segments to segments, and angles toangles. Basic rigid motions preserve lengths of segments and degrees of measures of angles. Reflectionsoccur across a line called the line of reflection.Examples1. In the diagram below, 𝐴𝐴𝐴𝐴𝐴𝐴 112 , 𝐴𝐴𝐴𝐴 6.3 cm, 𝐸𝐸𝐸𝐸 0.8 cm, point 𝐻𝐻 is on line 𝐿𝐿, and point 𝐺𝐺 is offof line 𝐿𝐿. Let there be a reflection across line 𝐿𝐿. Reflect and label each of the figures, and answer thequestions that follow.I need to trace line 𝐿𝐿onto my transparency.When I flip over mytransparency, I needto place line 𝐿𝐿 ontoitself and make surethat point 𝐻𝐻 reflectsonto itself.Note: Diagram not to scale.Lesson 4: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Definition of Reflection and Basic Properties6
208 2-16A Story of Ratios15Homework Helper2. What is the measure of ��𝑅𝑅𝑅𝑅𝑅𝑅𝑅( 𝐴𝐴𝐴𝐴𝐴𝐴)? Explain.The measure of ��𝑹𝑹𝑹𝑹𝑹𝑹𝑹( 𝑨𝑨𝑨𝑨𝑨𝑨) is 𝟏𝟏𝟏𝟏𝟏𝟏 . Reflections preserve degrees of angles.3. What is the length of ��𝑅𝑅𝑅𝑅𝑅𝑅𝑅(𝐸𝐸𝐸𝐸)? Explain.The length of ��𝑹𝑹𝑹𝑹𝑹𝑹𝑹(𝑬𝑬𝑬𝑬) is 𝟎𝟎. 𝟖𝟖 𝐜𝐜𝐜𝐜. Reflections preserve lengths of segments.4. What is the length of he length of ��𝑹𝑹𝑹𝑹𝑹𝑹𝑹(𝑨𝑨𝑨𝑨) is 𝟔𝟔. 𝟑𝟑 𝐜𝐜𝐜𝐜.5. Three figures in the picture were not moved under the reflection.Name the three figures, and explain why they were not moved.Point 𝑩𝑩, point 𝑯𝑯, and line 𝑳𝑳 were not moved. All of the pointsthat make up the line of reflection remain in the same locationwhen reflected. Since points 𝑩𝑩 and 𝑯𝑯 are on the line of reflection,they were not moved.I remember my teachertelling me that the lineof reflection is reflected,but it isn’t moved to anew location.6. Connect points 𝐺𝐺 and 𝐺𝐺′. Name the point of intersection of the segment with the line ofreflection point 𝑄𝑄. What do you know about the lengths of segments 𝑄𝑄𝑄𝑄 and 𝑄𝑄𝑄𝑄′?Segments 𝑸𝑸𝑸𝑸 and 𝑸𝑸𝑸𝑸′ are equal in length. The segment 𝑮𝑮𝑮𝑮′ connects point 𝑮𝑮 to itsimage, 𝑮𝑮′. The line of reflection will go through the midpoint of, or bisect, the segmentcreated when you connect a point to its image.Lesson 4: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Definition of Reflection and Basic Properties7
208 2-16A Story of Ratios15Homework HelperG8-M2-Lesson 5: Definition of Rotation and Basic PropertiesLesson NotesRotations are a basic rigid motion that maps lines to lines, rays to rays, segments to segments, and angles toangles. Rotations preserve lengths of segments and degrees of measures of angles. Rotations requireinformation about the center of rotation and the degree in which to rotate. Positive degrees of rotationmove the figure in a counterclockwise direction. Negative degrees of rotation move the figure in a clockwisedirection.Examples1. Let there be a rotation by 90 around the center 𝑂𝑂.I can use my transparency tohelp me rotate the figures. Ineed to remember thatrotations by a positivenumber means to move thefigure in thecounterclockwise direction.This is the original triangularfigure, and the image of it isjust above. I know thisbecause the degree ofrotation is positive (sofigures will movecounterclockwise).Lesson 5: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Definition of Rotation and Basic Properties8
20The rotated segment will be 𝟏𝟏𝟏𝟏 𝐢𝐢𝐢𝐢. in length. (Rotation 2) states thatrotations preserve lengths of segments, so the length of the rotatedsegment will remain the same as the original.3. An angle of size 52 has been rotated 𝑑𝑑 degrees around a center 𝑂𝑂.What is the size of the rotated angle? How do you know?The rotated angle will be 𝟓𝟓𝟓𝟓 . (Rotation 3) states that rotationspreserve the degrees of angles, so the rotated angle will be the samesize as the original.Lesson 5: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Definition of Rotation and Basic Properties62. A segment of length 18 in. has been rotated 𝑑𝑑 degrees around a center 𝑂𝑂.What is the length of the rotated segment? How do you know?8 2-1A Story of Ratios15Homework HelperI need to rememberthat it doesn’t matterhow many degrees Irotate, the basicproperties will betrue. I can find thenumbered BasicProperties ofRotation in myLesson Summarybox.9
20G8-M2-Lesson 6: Rotations of 180 DegreesLesson NotesWhen a line is rotated 180 around a point not on the line, it maps to a line parallel to the given line. Apoint 𝑃𝑃 with a rotation of 180 around a center 𝑂𝑂 produces a point 𝑃𝑃′ so that 𝑃𝑃, 𝑂𝑂, and 𝑃𝑃′are collinear.When we rotate coordinates 180 around 𝑂𝑂, the point with coordinates (𝑎𝑎, 𝑏𝑏) is moved to the point withcoordinates ( 𝑎𝑎, 𝑏𝑏).ExampleUse the following diagram for Problems 1–5. Use your transparency as needed.Lesson 6: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Rotations of 180 Degrees1068 2-1A Story of Ratios15Homework Helper
20It is possible because the segments are parallel.2. Looking only at segment 𝐴𝐴𝐴𝐴, is it possible that a 180 rotationwould map segment 𝐴𝐴𝐴𝐴 onto segment 𝐴𝐴′𝐵𝐵′? Why or why not?It is possible because the segments are parallel.I will use mytransparency toverify that thesegments areparallel. I think thecenter of rotationis the point (2, 6).3. Looking only at segment 𝐴𝐴𝐴𝐴, is it possible that a 180 rotation would map segment 𝐴𝐴𝐴𝐴 onto segment𝐴𝐴′𝐶𝐶′? Why or why not?It is possible because the segments are parallel.4. Connect point 𝐵𝐵 to point 𝐵𝐵′, point 𝐶𝐶 to point 𝐶𝐶′, and point 𝐴𝐴 topoint 𝐴𝐴′. What do you notice? What do you think that point is?All of the lines intersect at one point. The point is the center ofrotation. I checked by using my transparency.5. Would a rotation map 𝐴𝐴𝐴𝐴𝐴𝐴 onto 𝐴𝐴′𝐵𝐵′𝐶𝐶′? If so, define therotation (i.e., degree and center). If not, explain why not.Let there be a rotation of 𝟏𝟏𝟏𝟏𝟏𝟏 around point (𝟐𝟐, 𝟔𝟔). ���𝑹𝑹𝑹𝑹( 𝑨𝑨𝑨𝑨𝑨𝑨) 𝑨𝑨′𝑩𝑩′𝑪𝑪′.Lesson 6: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Rotations of 180 DegreesI checked eachsegment and itsrotated segment tosee if they wereparallel. I found thecenter of rotation,so I can say there isa rotation of 180 about a center.1161. Looking only at segment 𝐵𝐵𝐵𝐵, is it possible that a 180 rotationwould map segment 𝐵𝐵𝐵𝐵 onto segment 𝐵𝐵′𝐶𝐶′? Why or why not?8 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 7: Sequencing TranslationsLesson NotesSequences of translations have the same properties of a single translation (i.e., map lines to lines, rays to rays,segments to segments, and angles to angles). Sequences of translations preserve lengths of segments anddegrees of measures of angles. If a figure undergoes two transformations and is in the same place as it wasoriginally, then the figure has been mapped onto itself.Examples1. Sequence translations of rectangle 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 (a quadrilateral in which both pairs of opposite sides are ⃗. Label the translated images.parallel) along vectors ⃗𝐸𝐸𝐸𝐸 and 𝐺𝐺𝐺𝐺 and 𝐵𝐵′𝐶𝐶′ ? Explain. compared with 𝐴𝐴′𝐷𝐷′2. What do you know about 𝐴𝐴𝐴𝐴 and 𝐵𝐵𝐵𝐵 . Since translations map 𝑩𝑩𝑩𝑩By the definition of a rectangle, 𝑨𝑨𝑨𝑨 𝑩𝑩′𝑪𝑪′ .parallel lines to parallel lines, I know that 𝑨𝑨′𝑫𝑫′I will trace therectangle and thevector ⃗𝐸𝐸𝐸𝐸 ontomy transparencyfirst. Then I willnote the image as𝐴𝐴′ 𝐵𝐵′ 𝐶𝐶 ′ 𝐷𝐷 ′ . After Ihave translatedthe rectanglealong vector ⃗𝐸𝐸𝐸𝐸 , Iwill trace vector ⃗ and translate𝐺𝐺𝐺𝐺the ′, resultingin the final �𝐷′′.I remember thisfrom Lesson 3.3. Are the segments 𝐴𝐴′𝐵𝐵′ and 𝐴𝐴′′𝐵𝐵′′ equal in length? How do you know?Yes, 𝑨𝑨′ 𝑩𝑩′ 𝑨𝑨′′ 𝑩𝑩′ . Translations preserve lengths of segments.Lesson 7: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Sequencing Translations1268 2-1A Story of Ratios15Homework Helper
204. Translate the shape 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 along the given vector. Label the image.I will trace theshape and the ⃗ ontovector 𝐸𝐸𝐸𝐸my transparencyand then note theimage as𝐴𝐴′ 𝐵𝐵′ 𝐶𝐶 ′ 𝐷𝐷 ′ .5. What vector would map the shape 𝐴𝐴′𝐵𝐵′𝐶𝐶′𝐷𝐷′ back onto shape 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴?Translating the image along vector ⃗𝑭𝑭𝑭𝑭 would map the image back onto its original position.Using the sametransparency forProblem 4, I willtranslate along ⃗ tothe vector 𝐹𝐹𝐹𝐹′ ′ ′ ′map 𝐴𝐴 𝐵𝐵 𝐶𝐶 𝐷𝐷back to the shape𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴.Lesson 7: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Sequencing Translations1368 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 8: Sequencing Reflections and Translations1. Let there be a reflection across line 𝐿𝐿, and let there be a translation along vector ⃗𝐻𝐻𝐻𝐻. Compare thetranslation of Figure 𝑆𝑆 followed by the reflection of Figure 𝑆𝑆 with the reflection of Figure 𝑆𝑆 followed bythe translation of Figure 𝑆𝑆. What do you notice?Lesson 8: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Sequencing Reflections and Translations1468 2-1A Story of Ratios15Homework Helper
20Sample student response.I remember myteacher saying theorder in which therigid motions areperformed matters.Translation of Figure𝑆𝑆 followed by thereflection of Figure𝑆𝑆 maps to Figure 𝑆𝑆′.Reflection of Figure𝑆𝑆 followed by thetranslation of Figure𝑆𝑆 maps to Figure 𝑆𝑆″.Students should notice that the two sequences place Figure 𝑺𝑺 in different locations in the plane.2. Let 𝐿𝐿1 and 𝐿𝐿2 be parallel lines, and let ��𝑅𝑅𝑅𝑅𝑅𝑅𝑅1 and ��𝑅𝑅𝑅𝑅𝑅𝑅𝑅2 be the reflections across 𝐿𝐿1 and 𝐿𝐿2 ,respectively (in that order). Can you guess what ��𝑅𝑅𝑅𝑅𝑅𝑅𝑅1 followed by ��𝑓𝑓𝑓𝑓𝑓𝑓𝑓2 is? Give aspersuasive an argument as you can. ⃗, asThe sequence ��𝑹𝑹𝑹𝑹𝑹𝑹𝑹𝟏𝟏 followed by ��𝑹𝑹𝑹𝑹𝑹𝑹𝑹𝟐𝟐 is just like the translation along a vector 𝑬𝑬𝑬𝑬 is equal to twice the distanceshown below, where ⃗𝑬𝑬𝑬𝑬 is perpendicular to 𝑳𝑳𝟏𝟏 . The length of 𝑬𝑬𝑬𝑬between 𝑳𝑳𝟏𝟏 and 𝑳𝑳𝟐𝟐 .I’m going to draw a diagram to help meexplain. I will pick a point 𝐷𝐷 on 𝐿𝐿1 andreflect it across line 𝐿𝐿1 first, and thenI’ll reflect across line 𝐿𝐿2 . When I didthe first reflection, point 𝐷𝐷 stayed on𝐿𝐿1 since it is on the line of reflection.When I did the second reflection, Inoticed that the point 𝐷𝐷′ looked like ithad been translated along a vector. Ichecked with my transparency.Lesson 8: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Sequencing Reflections and Translations1568 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 9: Sequencing RotationsRefer to the figure below to answer Problems 1–3. Note: Figure is not drawn to scale.1. Rotate 𝐶𝐶𝐶𝐶𝐶𝐶 and segment 𝐴𝐴𝐴𝐴 𝑑𝑑 degrees around center 𝐹𝐹 and then𝑑𝑑 degrees around center 𝐺𝐺. Label the final location of the images as 𝐶𝐶′𝐷𝐷′𝐸𝐸′ and segment 𝐴𝐴′𝐵𝐵′.Drawings will vary based on students’ choice of degree to rotate.Shown below is a rotation around point 𝑭𝑭 of 𝟒𝟒𝟒𝟒 followed by a rotationaround point 𝑮𝑮 of 𝟖𝟖𝟖𝟖 .Lesson 8: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Sequencing RotationsThe order inwhich I rotatematters becauseI am using twodifferent centers.1668 2-1A Story of Ratios15Homework Helper
202. What is the measure of 𝐶𝐶𝐶𝐶𝐶𝐶, and how does it compare to the measure of 𝐶𝐶′𝐷𝐷′𝐸𝐸′? Explain.The measure of 𝑪𝑪𝑪𝑪𝑪𝑪 is 𝟑𝟑𝟑𝟑 . The measure of 𝑪𝑪′𝑫𝑫′𝑬𝑬′ is 𝟑𝟑𝟑𝟑 . The angles are equal in measurebecause a sequence of rotations preserves the degrees of an angle.3. What is the length of segment 𝐴𝐴𝐴𝐴, and how does it compare to the length of segment 𝐴𝐴′𝐵𝐵′? Explain.The length of segment 𝑨𝑨𝑨𝑨 is 𝟐𝟐 𝐢𝐢𝐢𝐢. The length of segment 𝑨𝑨′𝑩𝑩′ is also 𝟐𝟐 𝐢𝐢𝐢𝐢. The segments are equal inlength because a sequence of rotations preserves the length of a segment.Refer to the figure below to answer Problem 4.When I rotate in thepositive direction, Irotate counterclockwise.When I rotate in thenegative direction, Irotate clockwise.4. Let ��𝑅𝑛𝑛1 be a rotation of 45 around the center 𝑂𝑂. Let ��𝑅𝑅𝑅2 be a rotation of 90 aroundthe same center 𝑂𝑂. Determine the approximate location of ��𝑅𝑅𝑅1 ( 𝐴𝐴𝐴𝐴𝐴𝐴) followed 𝑅𝑅𝑅𝑅2 ( 𝐴𝐴𝐴𝐴𝐴𝐴). Label the image of 𝐴𝐴𝐴𝐴𝐴𝐴 as 𝐴𝐴′𝐵𝐵′𝐶𝐶′.The image of 𝑨𝑨𝑨𝑨𝑨𝑨 is shown above and labeled 𝑨𝑨′𝑩𝑩′𝑪𝑪′.Lesson 8: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Sequencing Rotations1768 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 10: Sequences of Rigid Motions1. Let there be a reflection across the 𝑦𝑦-axis, let there be a translation along vector 𝑢𝑢 ⃗, and let there be arotation around point 𝐴𝐴, 90 (counterclockwise). Let 𝑆𝑆 be the figure as shown below. Show the locationof 𝑆𝑆 after performing the following sequence: a reflection followed by a translation followed by arotation. Label the image as Figure 𝑆𝑆 ′ .I remember myteacher saying theorder matters. I canuse my transparencyto perform thesequence.2. Would the location of the image of 𝑆𝑆 in the previous problem be the same if the translation wasperformed last instead of second; that is, does the sequence, reflection followed by a rotation followedby a translation, equal a reflection followed by a translation followed by a rotation? Explain.No, the order of the transformations matters. If the translation was performed last, the location of theimage of 𝑺𝑺, after the sequence, would be in a different location than if the translation was performedsecond.Lesson 10: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Sequences of Rigid Motions1868 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 11: Definition of Congruence and Some BasicPropertiesAre the two parallelograms shown below congruent? If so, describe a congruence that would map oneparallelogram onto the other.I remember my teachersaying it makes moresense to translate thefigure along a vectorfirst to get a commonpoint and then rotatethe figure about thepoint to get a commonside that I can then useas the line of reflection.To prove two figuresare congruent, I haveto show that one figurewill map onto anotherusing a sequence ofrigid motions. I couldtry it first with mytransparency.Sample student response: Yes, they are congruent. Let there be atranslation along vector ⃗𝑵𝑵𝑵𝑵. Let there be a rotation around point 𝑴𝑴,𝒅𝒅 degrees. Let there be a reflection across line 𝑴𝑴𝑴𝑴. Then, thetranslation followed by the rotation followed by the reflection will mapthe parallelogram on the right to the parallelogram on the left.Lesson 11: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Definition of Congruence and Some Basic PropertiesThe diagram doesn’thave any points noted.If I’m going to beprecise, I’ll have to addthe points 𝑁𝑁, 𝑀𝑀, and 𝑃𝑃to the drawing.1968 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 12: Angles Associated with Parallel LinesUse the diagram below to complete Problems 1–2.Even though lines𝐿𝐿1 and 𝐿𝐿2 mightlook parallel, Ican’t assume thatthey are. Sinceline 𝑚𝑚 crosseslines 𝐿𝐿1 and 𝐿𝐿2 ,then line 𝑚𝑚 is thetransversal.1. Identify all pairs of corresponding angles. Are the pairs of corresponding angles equal in measure? Howdo you know? 𝟏𝟏 and 𝟑𝟑, 𝟐𝟐 and 𝟒𝟒, 𝟖𝟖 and 𝟔𝟔, 𝟕𝟕 and 𝟓𝟓Corresponding angles are onthe same side of the transversalin corresponding positions.There is no information provided about the lines in the diagrambeing parallel. For that reason, we do not know if the pairs ofcorresponding angles are equal in measure. If we knew the lineswere parallel, we could use a translation to map one angle onto another.2. Identify all pairs of alternate interior angles. Are the pairs of alternate interior angles equal in measure?How do you know? 𝟐𝟐 and 𝟔𝟔, 𝟑𝟑 and 𝟕𝟕Alternate interior angles are on opposite sidesof the transversal in between 𝐿𝐿1 and 𝐿𝐿2 .There is no information provided about the linesin the diagram being parallel. For that reason, wedo not know if the pairs of alternate interior angles are equal in measure. If the lines were parallel, wecould use a rotation to show that the pairs of angles would map onto one another, proving they areequal in measure.Lesson 12: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Angles Associated with Parallel Lines2068 2-1A Story of Ratios15Homework Helper
20When parallel linesare cut by atransversal, pairs ofcorrespondingangles, alternateinterior angles, andalternate exteriorangles are equal.3. Use an informal argument to describe why 1 and 8 are equal in measure.The reason that 𝟏𝟏 and 𝟖𝟖 are equal in measure when thelines are parallel is because you can rotate around themidpoint of the segment between the parallel lines.A rotation would then map 𝟏𝟏 onto 𝟖𝟖, showing that theyare congruent and equal in measure.I remember my teacher marking themidpoint between 𝐿𝐿1 and 𝐿𝐿2 on line𝑚𝑚 and demonstrating the rotation. Iremember from Lesson 5 thatrotation preserves degrees of angles.4. Use an informal argument to describe why 1 and 5 are equal in measure.The reason that 𝟏𝟏 and 𝟓𝟓 are equal in measure whenthe lines are parallel is because you can translate along avector equal in length of the segment between theparallel lines; then, 𝟏𝟏 would map onto 𝟓𝟓.Lesson 12: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Angles Associated with Parallel LinesI remember from Lesson 2 thattranslations along a vector preservedegrees of angles. My teacherdemonstrated this in class bytranslating along a vector on line 𝑚𝑚the exact distance between 𝐿𝐿1 and 𝐿𝐿2 .216Use the diagram below to complete Problems 3–4. In the diagram, 𝐿𝐿1 𝐿𝐿2 .8 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 13: Angle Sum of a Triangle𝐸𝐸1. In the diagram below, line 𝐴𝐴𝐴𝐴 is parallel to line 𝐸𝐸𝐸𝐸; that is, 𝐿𝐿𝐴𝐴𝐴𝐴 𝐿𝐿𝐸𝐸𝐸𝐸 . The measure of 𝐵𝐵𝐵𝐵𝐵𝐵 is 21 , andthe measure of 𝐹𝐹𝐹𝐹𝐹𝐹 is 36 . Find the measure of 𝐴𝐴𝐴𝐴𝐴𝐴. Explain why you are correct by presenting aninformal argument that uses the angle sum of a triangle. (Hint: Extend the segment 𝐸𝐸𝐸𝐸 so that itintersects line 𝐴𝐴𝐴𝐴.)Since 𝐿𝐿𝐴𝐴𝐴𝐴 𝐿𝐿𝐸𝐸𝐸𝐸 , then 𝐹𝐹𝐹𝐹𝐹𝐹and 𝐴𝐴𝐺𝐺𝐻𝐻 are alternateinterior angles and have thesame measure.I extended segment𝐸𝐸 so that it intersectsline 𝐴𝐴𝐴𝐴. I labeled theintersection point 𝐺𝐺.This creates straightangle 𝐸𝐸𝐸𝐸𝐸𝐸, and themeasure of a straightangle is 180 . This alsocreates triangle 𝐴𝐴𝐴𝐴𝐴𝐴,and the sum of theinterior angles of atriangle is always 180 .Since 𝑭𝑭𝑭𝑭𝑭𝑭 and 𝑨𝑨𝑨𝑨𝑨𝑨 are alternate interior angles of parallel lines, the angles are congruent andhave the same measure. Since the angle sum of a triangle is 𝟏𝟏𝟏𝟏𝟏𝟏 , the measure of 𝑨𝑨𝑨𝑨𝑨𝑨 is 𝟏𝟏𝟏𝟏𝟏𝟏 (𝟑𝟑𝟑𝟑 𝟐𝟐𝟐𝟐 ) which is equal to 𝟏𝟏𝟏𝟏𝟏𝟏 . The straight angle 𝑬𝑬𝑬𝑬𝑬𝑬 is made up of 𝑨𝑨𝑨𝑨𝑨𝑨and 𝑬𝑬𝑬𝑬𝑬𝑬. Since straight angles measure 𝟏𝟏𝟏𝟏𝟏𝟏 and the measure of 𝑨𝑨𝑨𝑨𝑨𝑨 is 𝟏𝟏𝟐𝟐𝟑𝟑 , then the measureof 𝑨𝑨𝑨𝑨𝑨𝑨 is 𝟓𝟓𝟓𝟓 .Lesson 13: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Angle Sum of a Triangle2268 2-1A Story of Ratios15Homework Helper
202. What is the measure of 𝐶𝐶𝐶𝐶𝐶𝐶?I know if I add up all the interior anglesof a triangle, they will equal 180 .The measure of 𝑪𝑪𝑪𝑪𝑪𝑪 is 𝟏𝟏𝟏𝟏𝟏𝟏 (𝟖𝟖𝟖𝟖 𝟓𝟓𝟓𝟓 ), which is equal to 𝟑𝟑𝟑𝟑 .Lesson 13: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Angle Sum of a Triangle2368 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 14: More on the Angles of a Triangle1. Find the measure of angle 𝑥𝑥. Present an informal argument showing that your answer is correct.The sum of the remoteinterior angles is equalto the measure of theexterior angle. Angle 𝑥𝑥is an exterior angle, soif I add the measures of 𝐶𝐶𝐶𝐶𝐶𝐶 and 𝐴𝐴𝐴𝐴𝐴𝐴, itwill equal the measureof angle 𝑥𝑥.Since 𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏, the measure of angle 𝒙𝒙 is 𝟏𝟏𝟏𝟏𝟏𝟏 . We know that triangles have a sum of interiorangles that is equal to 𝟏𝟏𝟏𝟏𝟏𝟏 . We also know that straight angles are 𝟏𝟏𝟏𝟏𝟏𝟏 . The measure of 𝑨𝑨𝑨𝑨𝑨𝑨 mustbe 𝟒𝟒𝟒𝟒 , which means that the measure of 𝒙𝒙 is 𝟏𝟏𝟏𝟏𝟏𝟏 .There is a straight angle comprised of 𝐴𝐴𝐴𝐴𝐴𝐴 and 𝑥𝑥 that will equal 180 .Lesson 14: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015More on the Angles of a Triangle2468 2-1A Story of Ratios15Homework Helper
202. Write an equation that would allow you to find the measure of 𝑦𝑦. Present an informal argumentshowing that your answer is correct.I know the sum of the remoteinterior angles, 48 𝑥𝑥, is equalto the exterior angle, 𝑦𝑦.Since 𝟒𝟒𝟒𝟒 𝒙𝒙 𝒚𝒚, the measure of 𝒚𝒚 is 𝟒𝟒𝟒𝟒 𝒙𝒙.We know that triangles have a sum of interior angles that isequal to 𝟏𝟏𝟏𝟏𝟏𝟏 . We also know that straight angles are 𝟏𝟏𝟏𝟏𝟏𝟏 .The measure of theinterior angles is𝑥𝑥 48 𝐴𝐴𝐴𝐴𝐴𝐴.The sum of interiorangles of a triangle is180 , and the straightangle is 180 . I canwrite an equationusing these two facts.The measure ofthe straight angleis 𝑦𝑦 𝐴𝐴𝐴𝐴𝐴𝐴.Then, 𝒙𝒙 𝟒𝟒𝟒𝟒 𝑨𝑨𝑨𝑨𝑨𝑨 𝟏𝟏𝟏𝟏𝟏𝟏 , and 𝒚𝒚 𝑨𝑨𝑨𝑨𝑨𝑨 𝟏𝟏𝟏𝟏𝟏𝟏 . Since both equations are equal to 𝟏𝟏𝟏𝟏𝟏𝟏 , then𝒙𝒙 𝟒𝟒𝟒𝟒 𝑨𝑨𝑨𝑨𝑨𝑨 𝒚𝒚 𝑨𝑨𝑨𝑨𝑨𝑨. Subtracting 𝑨𝑨𝑨𝑨𝑨𝑨 from each side of the equation yields𝒙𝒙 𝟒𝟒𝟒𝟒 𝒚𝒚.Lesson 14: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015More on the Angles of a Triangle2568 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 15: Informal Proof of the Pythagorean TheoremFor each of the problems below, determine the length of the hypotenuse of the right triangle shown. Note:Figures are not drawn to scale.1.I know that 2 and 4 are the legs ofthe triangle. I know this becausethe hypotenuse is across from the90 angle. Since the hypotenuse isside 𝑐𝑐 in my formula, I substitutethe 2 and 4 for 𝑎𝑎 and 𝑏𝑏.𝒂𝒂𝟐𝟐 𝒃𝒃𝟐𝟐 𝒄𝒄𝟐𝟐𝟐𝟐𝟐𝟐 𝟒𝟒𝟐𝟐 𝒄𝒄𝟐𝟐𝟒𝟒 𝟏𝟏𝟏𝟏 𝒄𝒄𝟐𝟐Since I do not know whatnumber times itself produces20, for now I can leave myanswer as 20 𝑐𝑐 2 .𝟐𝟐𝟐𝟐𝟐𝟐 𝒄𝒄2.𝒂𝒂𝟐𝟐 𝒃𝒃𝟐𝟐 𝒄𝒄𝟐𝟐𝟏𝟏𝟐𝟐𝟐𝟐 𝟓𝟓𝟐𝟐 𝒄𝒄𝟐𝟐𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐 𝒄𝒄𝟐𝟐Since I know that 13 13 169,then I know that 𝑐𝑐 13.𝟏𝟏𝟏𝟏𝟏𝟏 𝒄𝒄𝟐𝟐𝟏𝟏𝟏𝟏 𝒄𝒄Lesson 15: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Informal Proof of the Pythagorean Theorem2668 2-1A Story of Ratios15Homework Helper
20G8-M2-Lesson 16: Applications of the Pythagorean Theorem1. Find the length of the segment 𝐴𝐴𝐴𝐴 shown below, if possible.I know that the grid lines on thecoordinate plane meet at a rightangle. I can make my righttriangle using a horizontal linethrough point 𝐴𝐴 and a vertical linethrough point 𝐵𝐵.𝒂𝒂𝟐𝟐 𝒃𝒃𝟐𝟐 𝒄𝒄𝟐𝟐𝟏𝟏𝟐𝟐 𝟒𝟒𝟐𝟐 𝒄𝒄𝟐𝟐𝟏𝟏 𝟏𝟏𝟏𝟏 𝒄𝒄𝟐𝟐𝟏𝟏𝟏𝟏 𝒄𝒄𝟐𝟐2. A rectangle has dimensions 6 cm by 8 cm. What is the length of the diagonal of the rectangle?𝒂𝒂𝟐𝟐 𝒃𝒃𝟐𝟐 𝒄𝒄𝟐𝟐𝟔𝟔𝟐𝟐 𝟖𝟖𝟐𝟐 𝒄𝒄𝟐𝟐𝟑𝟑𝟑𝟑 𝟔𝟔𝟔𝟔 𝒄𝒄𝟐𝟐𝟏𝟏𝟏𝟏𝟏𝟏 𝒄𝒄𝟐𝟐𝟏𝟏𝟏𝟏 𝒄𝒄I should draw the rectangle so Ican see the right triangle.The length of the diagonal is 𝟏𝟏𝟏𝟏 𝐜𝐜𝐜𝐜.Lesson 16: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Applications of the Pythagorean Theorem2768 2-1A Story of Ratios15Homework Helper
203. Determine the length of the unknown side, if possible.I know that the hypotenuse is 17 andthat the hypotenuse is representedby 𝑐𝑐 in my formula. This time, I needto substitute for 𝑏𝑏 and 𝑐𝑐 and thensolve the equation to find the lengthof the missing leg.𝒂𝒂𝟐𝟐 𝒃𝒃𝟐𝟐 𝒄𝒄𝟐𝟐𝒂𝒂𝟐𝟐 𝟏𝟏𝟏𝟏𝟐𝟐 𝟏𝟏𝟏𝟏𝟐𝟐𝒂𝒂𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐𝒂𝒂𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐𝒂𝒂𝟐𝟐 𝟔𝟔𝟔𝟔𝒂𝒂 𝟖𝟖Lesson 16: 2015 Great Minds eureka-math.orgG8-M2-HWH-1.3.0-09.2015Applications of the Pythagorean Theorem2868 2-1A Story of Ratios15Homework Helper
8 2 G8-M2-Lesson 2: Definition of Translation and Three Basic Properties Lesson Notes Translations move figures along a vector. The vector has a starting point and an endpoint. Translations map lines to lines, rays to rays, segments to segments, and angles to angles. Translations preserve lengths of segments and degrees of angles. Examples 1.
10 9 8 7 6 5 4 3 2 1 Eureka Math Grade K, Module 4 Student File_A Contains copy-ready classwork and homework as well as templates (including cut outs) . 2 3 1 This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org A
10 9 8 7 6 5 4 3 2 1 Eureka Math Algebra II, Module 1 Student File_B Contains Exit Ticket, and Assessment Materials Published by the non-profit Great Minds. . This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka- math.org ALG II-M1-ETP-1.3.-05.2015 1. Lesson 2 M1 ALGEBRA II
2015-16 Lesson 1 : Solve word problems with three addends, two of which make ten. 1 2 Homework Helper G1-M2-Lesson 1 Read the math story. Make a simple math drawing with labels. Circle 10 and solve. Maddy goes
Grade 2 Eureka Math, A Story of Units Module 1 Read on to learn a little bit about Eureka Math, the creators of A Story of Units: Eureka Math is a complete, PreK–12 curriculum and professional development platform. It follows the focus and coherence of the Common Core State Standards (CCSS) and carefully sequences the
LEAP 2025 Algebra I State Assessment, Review for Algebra I Exam, and Algebra I Final Exam Eureka Module Eureka Module 2 Topics A and B Eureka Module 2 Topic C and D Eureka Module 5 Topic A and B Eureka Modules 1-4 Topics A- D or E Suggested # of Days 8 days 11/5/19- 11/15/19 5 days 11/18/19-11/22/19 5 days 12/2/19 -12/6/19 10 days
10 9 8 7 6 5 4 3 2 1 Eureka Math Grade 1, Module 4 Student File_A Contains copy-ready classwork and homework as well as templates (including cut outs) . This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org . A STORY OF UNITS. 1. G1-M4-SE-1.3.0-05.2015. . bond and place value chart. 23 .
Grade 4 Module 2 Lessons 1–5 Eureka Math . A Story of Units 4 2 Lesson 1 : Express metric length measurements in terms of a smaller unit; . Know and relate metric units to place value units in order to express measurements in different units. G4-M2-HWH-1.3.0-09.2015. 2015-16
10 9 8 7 6 5 4 3 2 1 Eureka Math Algebra II, Module 2 Student_A Contains copy-ready classwork and homework as well as templates (including cut outs) Published by the non-profit Great Minds. . This work is derived from Eureka Math and licensed by Great Minds. A STORY OF FUNCTIONS 2015 Great Minds. eureka- math.org. ALG II-M2-SE-1.3. .
