I have four congruent angles. Students first eliminate all the models that are not quadrilaterals. Then they eliminate all the quadrilaterals that do not have four right angles. Students then try to think of any Counterexamples to their definition that are not in their original set of shapes and solids. The student models transformations.
Students then draw a picture of their choice representing the transformation on their card.
Students should discuss which properties stay the same, e.g., shape, lengths of line segments, sizes of angles, and parallelism. Clarifying Activity Students use translations, reflections, and rotations to create tessellations with geometry software or paper patterns. The student models transformations. Students identify the transformation represented in each picture. Clarifying Activity Students analyze examples of tessellations such as fabric or wallpaper designs, bricklaying patterns, works of art, and patterns in nature and discuss which transformations appear in these tessellations.