HSG.CO.A.5: Drawing Transformed Figures and Sequences of Transformations
In plain English: HSG.CO.A.5 is the Common Core geometry standard that asks students to draw the image of a figure under a given rotation, reflection or translation, using graph paper, tracing paper or geometry software. Students also specify a sequence of transformations that carries one figure onto another. It is usually taught in the transformations unit of high school Geometry.
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
Common Core State Standards for Mathematics · Domain: Congruence (CO) · Cluster: Experiment with transformations in the plane Also written as HSG-CO.A.5 or G-CO.5 · Official standard
Students draw the image of a figure under a rotation, a reflection and a translation, first on graph paper, then with tracing paper, and optionally in dynamic geometry software. They learn to transform a figure vertex by vertex: find each image point from the description of the transformation, then connect the images in the same order.
In the second half, the task is reversed. Students are given a figure and its image and must specify a sequence of transformations that carries one onto the other. They learn to read clues from the pair of figures (orientation, which way a side points, which vertex matches which), to test a proposed sequence on every vertex, and to see that different sequences can produce the same result while changing the order of two steps can change it.
Learning Objectives
By the end of this lesson, students will be able to:
Draw the image of a polygon under a given translation, reflection or rotation on graph paper, and check it with tracing paper
Rotate a figure about a center that is not the origin by turning each vertex along a circle centered at that point
Use orientation and corresponding sides to decide which kinds of transformations a sequence needs
Specify a sequence of transformations that carries a given figure onto another, and verify it on every vertex
Explain why the order of transformations in a sequence can change the final image
Prior Knowledge Required
Students should already be comfortable with:
Definitions of rotations, reflections and translations HSG.CO.A.4
Transformations as functions of points in the plane HSG.CO.A.2
Describing the effect of transformations on figures using coordinates 8.G.A.3
Plotting points and reading coordinates in all four quadrants
Students plot the point (3, 1) on graph paper and find its image three separate times, each time starting again from (3, 1).
Warm-Up Prompt
"Where does (3, 1) land if you (a) translate it 2 units left and 4 units up, (b) reflect it across the y-axis, (c) rotate it 180° about the origin? Two of your answers have the same x-coordinate. Is that a coincidence?"
Answers: (1, 5), (-3, 1) and (-3, -1). The reflection and the rotation both send x to -3, but the rotation also changes the sign of y. Ask students to describe the move from (-3, 1) to (-3, -1) (a reflection across the x-axis). This previews the idea that a sequence of two transformations can equal a single one: a reflection across the y-axis followed by a reflection across the x-axis gives the 180° rotation.
Direct Instruction20 minutes
Part 1: Drawing images. Model the vertex-by-vertex method and show each case with both graph paper and tracing paper:
Label the vertices of the figure in order.
Transform one vertex at a time: count the slide for a translation, measure perpendicular distance to the line for a reflection, or turn along a circle about the center for a rotation.
Label each image with a prime (A → A′), and connect the images in the same order as the original.
Check with tracing paper: trace the figure, then slide, flip or pin and turn the paper. The traced figure should cover the drawn image exactly.
Translation
Translate △ABC with A(-4, 1), B(-1, 1), C(-3, 4) 5 units right and 3 units down.
Equation: A′(1, -2), B′(4, -2), C′(2, 1)
Reflection across a vertical line
Reflect △DEF with D(1, 2), E(3, -1), F(2, 4) across the line x = -1.
Equation: D′(-3, 2), E′(-5, -1), F′(-4, 4): each vertex keeps its y-coordinate and lands the same distance on the other side of x = -1
Rotation
Rotate △GHJ with G(1, 1), H(4, 1), J(1, 3) 90° clockwise about the origin (Diagram 1).
Equation: G′(1, -1), H′(1, -4), J′(3, -1)
Sequence: reflection, then translation
Find a sequence that carries △PQR with P(1, 1), Q(3, 1), R(1, 4) onto △P″Q″R″ with P″(-4, -1), Q″(-2, -1), R″(-4, -4) (Diagram 2).
Equation: Reflect across the x-axis, then translate 5 units left
Sequence: rotation, then translation
Find a sequence that carries △STU with S(1, 0), T(4, 0), U(1, 2) onto △S″T″U″ with S″(3, -1), T″(3, 2), U″(1, -1).
Equation: Rotate 90° counterclockwise about the origin, then translate 3 units right and 2 units down
Part 2: Reading clues for a sequence. Use Diagram 2. Before proposing moves, students compare the two figures: (1) Is the orientation the same (both vertex orders counterclockwise) or reversed? Reversed orientation means the sequence needs an odd number of reflections. (2) Which way does a matching side point? In the last example, side ST points right but S″T″ points up, which suggests a 90° counterclockwise turn. (3) After the turn, how far is each vertex from its target? That distance is the translation. Every proposed sequence must be tested on all three vertices, not only one.
Guided Practice15 minutes
Pairs work on quadrilateral WXYZ with W(-3, 1), X(-1, 1), Y(-1, 3), Z(-4, 2), with one partner drawing and the other checking with tracing paper, then switching roles:
Reflect WXYZ across the line y = x. (W′(1, -3), X′(1, -1), Y′(3, -1), Z′(2, -4))
Rotate WXYZ 90° counterclockwise about the origin. (W′(-1, -3), X′(-1, -1), Y′(-3, -1), Z′(-2, -4))
Ask pairs to compare the two images: they have the same shape and size but a different orientation. Then give △KLM with K(2, 1), L(5, 1), M(5, 3) and its image K″(-2, -1), L″(-5, -1), M″(-5, -3). Pairs find two different sequences that work: a 180° rotation about the origin, or a reflection across the x-axis followed by a reflection across the y-axis. Discuss why both give the same image.
Independent Practice15 minutes
Students complete four tasks on graph paper and check each with tracing paper:
Translate the triangle with vertices (-2, -3), (0, -1), (1, -4) 3 units right and 5 units up. ((1, 2), (3, 4), (4, 1))
Reflect the segment with endpoints (2, -1) and (5, 3) across the line y = 1. ((2, 3) and (5, -1))
Rotate the triangle with vertices (2, 0), (4, 0), (4, 3) 90° counterclockwise about (2, 0). ((2, 0), (2, 2), (-1, 2))
Specify a sequence that carries the triangle with vertices (1, 2), (4, 2), (1, 4) onto the triangle with vertices (-2, -1), (-2, -4), (-4, -1), matched in that order. (One answer: rotate 90° clockwise about the origin, then reflect across the y-axis. A single reflection across the line y = -x also works.)
Closure5-10 minutes
Exit ticket: (1) Rotate the point (1, 0) 90° counterclockwise about the origin, then translate it 3 units right. (2) Now translate (1, 0) 3 units right first, then rotate it 90° counterclockwise about the origin. (3) Compare your answers and write one sentence about the order of steps in a sequence. (Answers: (3, 1) and (0, 4). The order matters.)
Differentiation Strategies
For Struggling Students
Start with translations and reflections across the axes before rotations, and let students keep tracing paper on every problem
Give a vertex table (original, step 1, step 2) so students record each vertex after each step of a sequence
Color-code matching vertices (A red, B blue, C green) in the figure and its image so the correspondence is visible
For Advanced Students
Show that the rotation-then-translation sequence in the last worked example equals a single 90° counterclockwise rotation, and find its center, (5/2, 1/2)
Ask for the shortest possible sequence for each puzzle in Activity 2 and a reason why no shorter one exists
Ask students to predict what one reflection followed by a second reflection across a parallel line does, then test it with tracing paper
Assessment Guidance
What to Look For
When students draw images, check that every vertex is transformed and labeled, and that images are connected in the original order. For rotations about a point other than the origin, look for students who rotate about the origin by habit. For sequences, a correct answer names each transformation completely (center, angle and direction; line of reflection; distance and direction of a slide), states the order, and has been tested on every vertex. Accept any correct sequence: there is rarely only one.
02
Classroom Activities
3 Activities
1
Tracing Paper Turns and Folds
20 minPairs
Pairs use tracing paper to carry out a rotation about a point that is not on the figure and a reflection across a slanted line, then compare the traced images with images drawn on graph paper.
Procedure
On graph paper, draw the triangle with vertices (2, 1), (5, 1), (3, 4) and mark the point (1, -1)
Rotation: trace the triangle and the point. Hold a pencil point on (1, -1), turn the tracing paper a quarter turn counterclockwise, and press through each traced vertex. Record the images: (-1, 0), (-1, 3), (-4, 1)
Reflection: draw the line y = x - 2 on the same grid. Trace the triangle and the line, flip the tracing paper over and line up the traced line with the drawn line. Record the images: (3, 0), (3, 3), (6, 1)
Partners check one vertex of each image by the definition: equal distance from the center, or the line as the perpendicular bisector
Discussion Questions
For the rotation, why must the pencil stay exactly on the center while the paper turns?
For the reflection, why do you flip the paper over instead of sliding it?
Which vertex was easiest to find by counting grid squares, and which needed the tracing paper?
Modification for Distance Learning
Use free dynamic geometry software: students plot the triangle, apply the rotation and reflection tools, and paste a screenshot with the image coordinates next to their hand-drawn answers.
2
Transformation Golf
25 minGroups of 3
Every puzzle card shows the same "flag" triangle, with pole AB and tip C at A(1, 1), B(1, 4), C(3, 3), and a target position. Groups find a sequence of transformations that carries the flag onto the target, trying to use as few moves as possible. Each move is one rotation, reflection or translation.
The 6 Puzzle Cards (targets for A, B, C, with a shortest answer)
Card 1: (4, -2), (4, 1), (6, 0). One move: translate 3 right and 3 down
Card 2: (-1, 1), (-1, 4), (-3, 3). One move: reflect across the y-axis
Card 3: (-1, 1), (-4, 1), (-3, 3). One move: rotate 90° counterclockwise about the origin
Card 4: (-1, -1), (-1, -4), (-3, -3). One move: rotate 180° about the origin
Card 5: (5, -1), (5, -4), (7, -3). Two moves: reflect across the x-axis, then translate 4 right
Card 6: (1, 1), (4, 1), (3, -1). One move: rotate 90° clockwise about A(1, 1); a common two-move answer is a 90° clockwise rotation about the origin followed by a translation 2 units up
Procedure
Groups draw the flag and the target on graph paper for each card
One student proposes a move, one draws it, and one checks all three vertices against the target; roles rotate for each card
Score one point per move. Groups compare scores and share any sequence shorter than another group's
Challenge Variation
Groups design their own target for another group, using exactly two moves, and record the answer on the back of the card. The receiving group tries to find a one-move answer.
3
Does Order Matter?
15 minPairs
Pairs test whether swapping the two steps of a sequence changes the result. They use graph paper or dynamic geometry software and record the results in a table.
Test Pairs
Reflect across the x-axis and translate 4 units right (order does not matter: the slide is parallel to the line)
Reflect across the x-axis and translate 4 units up (order matters)
Rotate 90° counterclockwise about the origin and translate 4 units right (order matters)
Translate 2 units right and translate 3 units down (order does not matter)
Procedure
Choose one triangle and apply each pair in both orders, recording the final vertices in a table
Mark each pair "same" or "different" and write a conjecture about when order does not matter
Discussion Questions
Why does a slide parallel to the line of reflection give the same result in either order?
If a sequence is written as a list of steps, why must the list say which step comes first?
03
Diagrams & Visual Aids
2 diagrams
Diagram 1: Rotating a Triangle 90° Clockwise
Drawn to scale. △GHJ rotated 90° clockwise about the origin O. Each vertex travels along a circle centered at O; the dashed arc shows vertex H, with OH = OH′ = √17 and a right angle at O.
Diagram 2: A Sequence of Two Transformations
Drawn to scale. Reflecting △PQR across the x-axis gives the dashed triangle; translating that image 5 units left gives △P″Q″R″. The vertex order reverses from counterclockwise to clockwise, which shows that the sequence must contain a reflection.
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Homework Assignment
~30 min
HSG.CO.A.5 Homework: Drawing Transformations and Specifying Sequences
Directions: Use graph paper. Draw and label every figure and image, list the image coordinates, and check each image with tracing paper. For sequences, name each transformation completely and give the order of the steps.
Part 1: Drawing Images (Problems 1-3)
Draw quadrilateral ABCD with A(-5, 2), B(-2, 2), C(-1, 4), D(-4, 5). Translate it 6 units right and 4 units down, and label the image A′B′C′D′.
Draw △EFG with E(1, 3), F(4, 5), G(2, 6) and the line y = x. Reflect △EFG across the line y = x and give the image coordinates.
Draw △HJK with H(-1, 2), J(-1, 5), K(1, 5). Rotate it 180° about the point (1, 1) and give the image coordinates. Describe how you used tracing paper or a circle to check.
Part 2: Specifying Sequences (Problems 4-6)
△LMN has vertices L(1, 1), M(3, 1), N(3, 2). Its image △L″M″N″ has vertices L″(-1, -4), M″(-3, -4), N″(-3, -5). Specify a sequence of transformations that carries △LMN onto △L″M″N″ and verify it on all three vertices.
The triangle with vertices (0, 0), (2, 0), (0, 1) is rotated 90° counterclockwise about the origin and then translated 4 units right. (a) Give the final vertices. (b) Do the two steps in the opposite order and give the final vertices. (c) Are the results the same?
A sign designer has a triangular logo with vertices (2, 1), (4, 1), (2, 5) and wants it at (-4, -2), (-6, -2), (-4, 2), matched in that order. Specify a sequence of transformations that moves the logo into place. Explain, using the order of the vertices, why your sequence must include a reflection.
Rubric
Criterion
Full Credit (2 pts)
Partial Credit (1 pt)
No Credit (0 pts)
Accurate Drawings
All images drawn and labeled with correct coordinates
One vertex or label wrong
Images missing or several errors
Complete Descriptions
Every transformation fully named (center, angle, direction, line or slide)
One detail missing
Descriptions vague
Sequences Verified
Each sequence tested on every vertex and correct
Correct sequence, not fully verified
Sequence does not work
Reasoning
Clear explanation of order and orientation
Explanation partly correct
No explanation
05
Quiz: 20 Questions
Interactive, with answers
Instructions
Work through the questions in order. Your score updates as you answer, and Reset quiz clears everything so you or your students can try again.
Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.
0 of 20 answered · 0 correct
Question 1 of 20 · Multiple Choice
Translate the point (-3, 5) 4 units right and 6 units down. Where is the image?
Answer: C
-3 + 4 = 1 and 5 - 6 = -1, so the image is (1, -1). Choice A moves left and up, the opposite of both directions. Choice B moves right but up instead of down.
Question 2 of 20 · Multiple Choice
Reflect the point (2, -5) across the y-axis. Where is the image?
Answer: A
A reflection across the y-axis keeps y and changes the sign of x: (-2, -5). Choice B is the reflection across the x-axis. Choice C is the 180° rotation about the origin. Choice D swaps the coordinates, which is the reflection across the line y = x.
Question 3 of 20 · Multiple Choice
Rotate the point (3, -2) 90° counterclockwise about the origin. Where is the image?
Answer: B
A 90° counterclockwise turn about the origin sends (3, -2) to (2, 3): both points are √13 from the origin, and the radii are perpendicular. Choice A is the 90° clockwise image. Choice C is the 180° image. Choice D is the reflection across the line y = x.
Question 4 of 20 · Multiple Choice
Reflect the point (4, 1) across the horizontal line y = -2. Where is the image?
Answer: D
The point is 3 units above y = -2, so its image is 3 units below: y = -5, and x stays 4. Choice B reflects across the x-axis instead. Choice A goes only 1 unit below the line.
Question 5 of 20 · Multiple Choice
Rotate the point (5, 3) 180° about the point (2, 2). Where is the image?
Answer: B
The center (2, 2) must be the midpoint of the point and its image: the point is 3 right and 1 up from the center, so the image is 3 left and 1 down: (-1, 1). Choice A rotates about the origin instead of (2, 2).
Question 6 of 20 · Multiple Choice
△ABC has A(1, 2), B(3, 2), C(1, 5). Its image has A′(-1, 2), B′(-3, 2), C′(-1, 5). Which single transformation carries △ABC onto △A′B′C′?
Answer: C
Every y-coordinate stays the same and every x-coordinate changes sign, which is the reflection across the y-axis. Choice B would send B to (1, 2), not (-3, 2). Choice D would also change the signs of the y-coordinates.
Question 7 of 20 · Multiple Choice
Which sequence carries the triangle with vertices (1, 1), (4, 1), (1, 3) onto the triangle with vertices (-2, -1), (1, -1), (-2, -3), in that order?
Answer: A
Reflecting across the x-axis gives (1, -1), (4, -1), (1, -3), and moving 3 left gives (-2, -1), (1, -1), (-2, -3). Choice B sends (4, 1) to (-7, -1). Choice D sends (1, 3) to (-2, 1), not (-2, -3).
Question 8 of 20 · Multiple Choice
A triangle has its vertices labeled counterclockwise, and in its image the matching vertices run clockwise. What must be true of any sequence of rigid transformations that carries the triangle onto its image?
Answer: B
Each reflection reverses orientation, while rotations and translations keep it. Reversing the orientation needs an odd number of reflections. Choice A is backward. Choice C is not required: a single reflection can reverse orientation.
Question 9 of 20 · Multiple Choice
Rotate (2, 0) 90° counterclockwise about the origin, then translate the result 3 units right. Where does the point end up?
Answer: D
The rotation sends (2, 0) to (0, 2), and the translation sends (0, 2) to (3, 2). Choice A does the steps in the opposite order: (2, 0) → (5, 0) → (0, 5). Changing the order changes the answer.
Question 10 of 20 · Multiple Choice
The triangle with vertices (2, 1), (5, 1), (2, 3) maps to the triangle with vertices (1, 2), (1, 5), (3, 2), in that order. Which single transformation does this?
Answer: A
Each image swaps the coordinates of its vertex, (a, b) → (b, a), which is the reflection across y = x. Choice B would give (-1, 2), (-1, 5), (-3, 2). Choice D moves (5, 1) to (4, 2), not (1, 5).
Question 11 of 20 · Multiple Choice
You use tracing paper to rotate a figure 90° clockwise about point P. What do you do?
Answer: C
A rotation keeps the center fixed, so the paper is pinned at P while it turns. Choice B is a reflection across a line through P. Choice D includes a flip, which reverses orientation, so it cannot be a rotation.
Question 12 of 20 · Multiple Choice
A translation moves the endpoint (-1, 3) of a segment to (4, 0). Where does the other endpoint (2, 5) go?
Answer: D
The translation moves every point 5 right and 3 down, so (2, 5) goes to (7, 2). Choice A moves in the opposite direction. Choice B moves right but up. Choice C moves 4 right, using the image coordinate instead of the change.
Question 13 of 20 · Multiple Choice
Rotate the point (3, 2) 90° clockwise about the point (1, 0). Where is the image?
Answer: B
Relative to the center, the point is 2 right and 2 up. A 90° clockwise turn makes that 2 right and 2 down, so the image is (1 + 2, 0 - 2) = (3, -2). Choice A rotates about the origin. Choice C turns counterclockwise.
Question 14 of 20 · Multiple Choice
A figure is reflected across the line x = 1 and then across the line x = 4. Which single transformation has the same effect?
Answer: D
Follow the origin: it reflects to (2, 0) across x = 1, then to (6, 0) across x = 4. Every point moves 6 units right, twice the distance between the parallel lines. Choice A uses the distance between the lines without doubling it. Choice B cannot be right: two reflections keep the orientation.
Question 15 of 20 · Short Answer
Reflect △ABC with A(-2, 1), B(0, 4), C(1, 2) across the x-axis. Give the image coordinates.
A′(-2, -1), B′(0, -4), C′(1, -2). Each x-coordinate stays the same and each y-coordinate changes sign, because the x-axis must be the perpendicular bisector of each segment from a vertex to its image.
Question 16 of 20 · Short Answer
Rotate △DEF with D(1, 2), E(3, 2), F(3, 5) 90° counterclockwise about the origin. Give the image coordinates.
D′(-2, 1), E′(-2, 3), F′(-5, 3). For a 90° counterclockwise rotation about the origin, (a, b) goes to (-b, a). Check one vertex with the definition: E and E′ are both √13 from the origin, and the slopes 2/3 and -3/2 multiply to -1.
Question 17 of 20 · Short Answer
Specify a sequence of transformations that carries the triangle with vertices (0, 0), (3, 0), (0, 2) onto the triangle with vertices (5, 1), (5, 4), (3, 1), in that order.
One answer: rotate 90° counterclockwise about the origin, then translate 5 units right and 1 unit up. The rotation gives (0, 0), (0, 3), (-2, 0), and the translation gives (5, 1), (5, 4), (3, 1). The side along the x-axis ends up pointing up, which is the clue for the 90° counterclockwise turn. Other correct sequences are possible.
Question 18 of 20 · Short Answer
Translate the point (3, -4) 2 units up, then reflect the result across the y-axis. Where does the point end up?
(-3, -2). The translation gives (3, -2), and the reflection across the y-axis changes the sign of x, giving (-3, -2).
Question 19 of 20 · Short Answer
Explain how to use tracing paper to draw the reflection of a triangle across a slanted line ℓ.
Sample answer: trace the triangle and the line ℓ, flip the tracing paper over, and line up the traced copy of ℓ with ℓ itself so that it lies exactly on top. Press through each traced vertex to mark the images, then connect them in the same order. Check one vertex: ℓ should be the perpendicular bisector of the segment from that vertex to its image.
Question 20 of 20 · Short Answer
Give two different sequences that carry the triangle with vertices (1, 1), (2, 3), (4, 1) onto the triangle with vertices (-1, 1), (-3, 2), (-1, 4), in that order.
Two answers: (1) rotate 90° counterclockwise about the origin; (2) reflect across the line y = x, then reflect across the y-axis. Both send each (a, b) to (-b, a): for example, (4, 1) → (1, 4) → (-1, 4). The orientation is the same in both triangles, so a sequence with no reflections or with two reflections can work. Other pairs of reflections also work, such as across the x-axis and then across y = x.
0 of 20 answered · 0 correct
06
Frequently Asked Questions
10 Questions
What does HSG.CO.A.5 mean?
It means students can draw the image of a figure after a given rotation, reflection or translation, and can describe a sequence of those transformations that moves one figure exactly onto another. The standard names graph paper, tracing paper and geometry software as tools, so students are expected to use hands-on methods, not only coordinate rules.
What grade or course is HSG.CO.A.5?
It is a high school Geometry standard, usually taught in the first unit on transformations, after the definitions in HSG.CO.A.4 and before congruence in HSG.CO.B.6. It builds on the grade 8 work with transformations on the coordinate plane (8.G.A.3).
Is there only one correct sequence of transformations?
No. Many pairs of figures can be matched by several different sequences. A 180° rotation about the origin, for example, gives the same result as a reflection across the x-axis followed by a reflection across the y-axis. Any sequence is correct if it carries every vertex to its matching vertex.
Does the order of the transformations matter?
Often it does. Rotating (1, 0) 90° counterclockwise about the origin and then translating 3 right gives (3, 1), but translating first gives (0, 4). Some pairs do give the same result in either order, such as a reflection and a slide parallel to the line of reflection, but students should never assume it.
How can students tell whether a sequence needs a reflection?
They compare orientation. Label the vertices of the figure and follow them around: if they run counterclockwise in the figure and clockwise in the image, the orientation is reversed, and any sequence must include an odd number of reflections. Rotations and translations never reverse orientation.
How do you rotate a figure about a point that is not the origin?
Work relative to the center. For each vertex, find how far it is right or left and up or down from the center, turn that offset (for 90° counterclockwise, an offset of (a, b) becomes (-b, a)), and add the turned offset back to the center. With tracing paper, pin the paper at the center and turn it.
Why use tracing paper if coordinate rules are faster?
Tracing paper works for any center, any line and any angle, including slanted lines and centers off the grid, where coordinate rules are harder to apply. It also shows physically that the figure keeps its size and shape, which prepares students for the idea of congruence in HSG.CO.B.6.
What mistakes do students make when drawing transformed figures?
Common errors include rotating about the origin when a different center is given, turning the wrong direction, measuring a reflection distance horizontally instead of perpendicular to a slanted line, and connecting image vertices in a different order from the original. Students also sometimes test a sequence on one vertex and assume it works for all of them.
How is HSG.CO.A.5 assessed?
Typical tasks ask students to draw or give the coordinates of an image under a stated transformation, to choose the sequence that carries one figure onto another, and to write their own sequence with each step fully described. Written tasks may also ask whether changing the order of two steps changes the result.
How does this standard connect to congruence?
In high school geometry, two figures are congruent when a sequence of rigid transformations carries one onto the other (HSG.CO.B.6). The sequences students write in HSG.CO.A.5 are exactly the evidence used to show that two figures are congruent, and later to explain the triangle congruence criteria (HSG.CO.B.7 and HSG.CO.B.8).
07
Related Standards
5 standards
These standards connect to HSG.CO.A.5: prerequisites to review first, parallel standards at the same level, and next steps that build on it.
Before this lesson
8.G.A.3Prerequisite
Describe the effect of dilations, translations, rotations and reflections using coordinates
