NY Next Generation Math GEO-G.CO.6
The Standard
Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure. Given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use descriptions of translations, rotations, and reflections to transform figures and predict their images. They decide whether two figures are congruent by finding a sequence of rigid motions.
What Mastery Looks Like
- The student maps every vertex under a stated motion and preserves distance and angle. For two figures, the student gives a valid rigid-motion sequence or explains why none can establish congruence.
Common Misconceptions
- Students may change orientation or coordinates inconsistently during a motion. They may call figures congruent because they look alike without giving a rigid-motion mapping.
How to Assess It
- Give two coordinate polygons. Ask students to map one onto the other with named rigid motions or provide a measurement proving they are not congruent.
Lesson moves
Ways to Teach It
Move a transparency figure by a vector, directed rotation, or line reflection and record every image point.
Ask why a successful rigid-motion mapping proves congruence.
Play congruence pathway by arranging motion cards that map one coordinate figure to another.
Analyze repeated floor-tile motifs as translations, rotations, or reflections of one congruent tile.
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Printable GEO-G.CO.6 Worksheet
A ready-to-print activity worksheet aligned to GEO-G.CO.6, with an answer key for the teacher on its own page. No account needed.
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