Mathematics 116

Supplementary
Materials
Isometric Transformations

Student Worksheets
Prepared by:
Olga Courtois............................ Massey Vanier High School, 1998
John Lou...................................Chateauguay Valley Regional High
School, 1998
Andre Del Castilho.....................Centennial Regional High School,
1997 - 1998
Tony Rosciano........................... Penfield Academy, 1997 - 1998
Kevin Harvey..............................Macdonald Cartier High School, 1998

Resource Personnel:
Carolyn Gould.................. MEQ, 1998
South Shore School Board, 1997
Peter Balyta...................... South Shore School Board, 1998

Secretary:
Heather Hopkins...............South Shore School Board, 1998

Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
 Isometric Transformations

Translations

Objective: The student should find the minimum requirements that define a
translation.

1. Find the image of each figure given the translation shown by the arrow.

• • • • • • • • • • • • • •
(a) (b) • • • • • • • (c)
• • • • • • • • • • • • • • • • • • • • •
A
• • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • •

2. From point C, draw the translation arrow which maps figure A onto its
image A/.

A C• • • • • • • •
• • • • • • • • • • • • •
(a) C (b) A• (c) • • • • • • •
• • • • • • • • • • • • •
A C
• • • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • • •

• •
A/
• • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • • •
A/ A/
• • • • • • • • • • • • • • • • • • • • •

From your observations:

A translation is ______________________________________________________________
____________________________________________________________________________ .

A translation can be defined by

(a) ______________________________________________________________________ .
(b) ______________________________________________________________________ .

Ð1Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
 Translations

Objective: The student will:

¥ construct the image of a figure given a translation.
¥ discover the properties of a translation.

A Method of Construction
t (using a ruler, set square & compass)

1. Label the vertices.

C

B
2. Extend the translation arrow.

3. Using the set square and ruler,

A through each vertex draw dotted
t lines that are parallel to the
translation arrow.

C 4. With compass, measure the length of

the translation arrow.
B

A
5. Place compass at each vertex and
t mark off that distance on the dotted
A| lines, in the direction of the
translation arrow.
C
6. Label the image points.
B | C|
B
7. Join the image points.

8. Leave all construction lines.

Ð2Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Construct the image of each figure. (Remember to label each figure and its
image and to show your construction lines.)
1. 2.

Compare the orientation of the Measure the angles in the initial

initial figure and its image. figure and its image. Compare
What do you notice? corresponding angles. What do
________________________________ you notice? _____________________
________________________________ _________________________________

3. 4.

Are any sides in the initial figure Are there any right angles in the
parallel? _______________________ initial figure? ___________________

What do you notice about the What do you notice about the
corresponding sides in the corresponding angle(s) in the
image?__________________________ image figure? ____________________

Ð3Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
5. 6.

Compare one side of the initial
figure with its corresponding side
in the image. What do you notice
about these segments?
_________________________________
Measure the sides of the initial
figure and its image. Compare
corresponding sides. What do you
notice? _________________________

7. a) Draw the translation arrow that maps figure A onto its image A/.

b) From point C draw the transformation arrow that maps the image
A/ back onto the initial figure A.

A
A

C
C
A/ /
A

Ð4Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
 Reflections

Objective: The student should find the minimum requirements that define a
reflection.

1. Draw the image of each figure.

s s
• • • • • • • • • • • • • • • • • •
(a) (b)
• • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •
• •
A• • • • • • •
A
• • • • • • • • •
• • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •

s
• • • •A • • • • • • • • • • • • • •
(c) • • • • • • • • •
(d) • • • • • • • • •

• • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •
A
s • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •

s
• • • • • • • • • • • • • • • • • •
(e) (f) • • • • • • • • •
• • • • • • • • •
• • • • • • • • • • • • • • • • • •
• • •A • • • • • • • • • • • • • • •
s • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •
A
• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • •

Ð5Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
2. In each of the following cases draw the axes of reflection.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
A
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
A
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
A/ A A/
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • •/ • • • • • • • • • • • • • • • • • • • • • • • • • • •
A
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

From your observations:

A reflection is __________________________________________________________
________________________________________________________________________
______________________________________________________________________ .

A reflection can be defined by:

(a) ________________________________________________________________ .

(b) ________________________________________________________________ .

Ð6Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
 Reflection
Objective: The student will:

¥ construct the image of a figure given a reflection.

¥ discover the properties of a reflection.

Method of Construction
(using a ruler, set square & compass)
A

1. Label the vertices.

B
C 2. Extend the reflection line, if
necessary.

A 3. Using the set square and ruler, draw

dotted lines through each vertex
perpendicular to the reflection line
and extend beyond it.
C
B
4. With compass or ruler, measure the
perpendicular distance from the
A reflection line to each vertex. Mark
off that distance to locate the image
point on the other side of the
C
reflection line.
B
5. Label the image points.
A
A|
6. Join the image points.

Remember: Leave all construction lines.

C C|
B B|

Ð7Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Construct the image of each figure. (Remember to label the image and to
show all construction lines.)

1.
s
A

Compare the orientation of the initial figure and its image. What do you
notice?________________________________________________________________

2.
s

D G

E F

(a) Are there any right angles in the initial figure? ___________________
_________________________________________________________________

(b) What do you notice about the corresponding angles in the image?
_________________________________________________________________
Ð8Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
3. 4.

M
N
H

s
L
I

J s

Which sides in the initial figure

are parallel? ___________________ Compare one side of the initial
Are the corresponding sides figure with its corresponding side
within the image parallel to each in the image. Are these two lines
other? _________________________ parallel? _______________________

5.
s
A

E
B

Compare the measures of the line segments of polygon ABCDE with

the measures of the corresponding line segments of its image. What
conjecture can you make? _________________________________________
___________________________________________________________________

Ð9Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
6.

X
T
s

V W

Compare the measures of the angles of polygon TUVWX with the

measures of the corresponding angles on its image. What conjecture can
you make?

Ð 10 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
7. Draw the reflection line for each pair of triangles.

A/

B/

Ð 11 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
8. Do the following figures have one or more axes of symmetry? If yes, draw
the axes.

(a) (b) (c) (d)

B
9. Draw the axes of symmetry for each of the following figures (if one or
more exists).

Ð 12 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
 Rotations

Objective: The student should find the minimum requirements that define a
rotation.

1. Draw the image of the given figure under the rotation indicated by the
arrow.

(a) (b)

2. What is the angle and direction of rotation in each of the

transformations in #1 above? (Can you determine the angle of rotation
without using a protractor?)

(a) ____________ (b) ____________

3. Draw the image of the given figure under a rotation of 90° clockwise.

(a) (b)

Ð 13 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
From your observations:

A rotation is a _______________________________________________________________
______________________________________________________________________________
____________________________________________________________________________ .

A rotation can be defined by _________________________________________________

_____________________________________________________________________________
____________________________________________________________________________ .

Ð 14 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
 Rotations
Objective: The student will:

¥ construct the image of a figure given a rotation.

¥ discover the properties of a rotation.

Method of Construction
(using a ruler, set square & compass)

1. Label the vertices.

2. Extend the arms of the angle.

3. With centre O, draw a circle passing

A
through vertex B and intersecting both
arms of the angle at points D and E.

4. (a) With the compass, measure the

arc between the two arms of the
B angle of rotation, as illustrated.
C O
(b) Place the compass point at the
A
original vertex B and use this
measurement to locate its image
along the circle or arc of rotation.

B 5. Repeat steps 3 and 4 to find the images

C O of the other points. Label the vertices
of the image.
A
Remember: Leave all construction marks.

B
C O
A

B
C
O

Ð 15 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
Construct the image of each figure. (Remember to label each figure and its
image and to show your construction lines.)

1.

Measure the lengths of the sides of both triangles. How do the lengths of
the sides of the initial triangle compare to the corresponding lengths of
the image? _____________________________________________________________
________________________________________________________________________

Ð 16 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
2.

Draw the rotation arrow which maps the image onto the initial figure.

Ð 17 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
3.

If the initial figure has parallel sides, what observation can you make
about the corresponding sides of the image? ____________________________
________________________________________________________________________

4.

Q
T

c
R
S

What do you notice about vertex S? ___________________________________

_______________________________________________________________________
Ð 18 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
5.

D c

Which sides in the initial image are perpendicular? _____________________

Are the corresponding sides within the image perpendicular to each

other? __________________

6.

Q S

Compare the orientation of the initial figure and its image. What do you
notice? ________________________________________________________________
________________________________________________________________________
Ð 19 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
7.
D

B C

Measure the angles in the initial figure and the image. How do the
measures of the corresponding angles compare? ________________________
________________________________________________________________________

8.

c
H

Compare one side of the initial figure to its corresponding side in the
image. Are these two sides parallel? ____________________________________
________________________________________________________________________

Ð 20 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
9. Draw a rotation arrow corresponding to the rotation which maps Figure
A onto Figure B. Find the angle of rotation and its direction.

(a) m ∠a = ________________ (b) m ∠b = ________________

a b

(c) m ∠c = ________________ (d) m ∠d = ________________

Measure the distance from the centre of rotation to the vertices of the
initial figure and then from the centre to the corresponding images in (c)
and (d).

What conclusion can you draw about the distances you have just
measured?

Ð 21 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
 Enrichment
Find the centre of rotation which maps Figure A onto Figure B.

(a)

(b)

(c)

(d)

Ð 22 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
 Properties of Isometries

Summary

Indicate with a check (√) which properties pertain to which transformation.

Properties Translation Rotation Reflection

Preserves the orientation of the

figure.

Maps a line onto a parallel line.

Preserves parallelism
(within a figure).

Preserves perpendicularity
(within a figure).

Preserves angle measures.

Preserves lengths.

Ð 23 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
 Generating Polygons
1. Given the following square, describe at least 3 ways to generate the
rectangle below applying a transformation or a series of the same
transformations.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Given the following equilateral triangles, construct three different

polygons using a single transformation or a series of the same
transformations.

(a)

(c)

(b)

Ð 24 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
3. Given each of the following isosceles triangles, reflect them along one of
their congruent sides.

Repeat this same transformation as many times as possible.

What figure has been generated in each case?

(a)

72°

(b)

45°

Describe another way to generate the final figures applying a different

series of similar transformations to the same isosceles triangles.

________________________________________________________________________

________________________________________________________________________

Ð 25 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
4. What polygon will be generated by the initial figure and its image?

(a)
t

(b)
r

(c)

(d)

(e)

Ð 26 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.
5. What series of similar transformations can be applied to ∆ABC in order
to obtain the following trapezoid?

A A E

B C B C D

Ð 27 Ð
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.