Final

MTED 601
Erin Gilliam

Part II: Final Problem Selection with Modifications

A Line of Reflection [Problem #3063]
Original Directions
In the picture below, yellow triangle ABC is reflected
over a line to create yellow triangle A'B'C'. All of the
labeled points have integer coordinates.

Your task is to find the equation of the line of reflection
used in the picture.
The line of reflection is a "mirror" over which the original
object is reflected to create an image. Reflections are
transformations that don't change the size or shape of
the object (this is also known as a "rigid motion").
Given the line of reflection you found in the first part,
find the coordinates of the vertices of the triangle
formed when triangle DEF is reflected over that same
line.

Modified Directions (No diagram provided)
Triangle ABC, A (3,2) B(6,8) C(6,3), is reflected over a line to form the image, triangle ABC, A(-3,0) B(-9,3)
C (-6,-1).
Your two tasks are described below.
1. Find the line of reflection used to form the image. Write a summary of the strategy you used to find the
line.
2. Given the line of reflection you found in the first part, find the coordinates of the vertices of the triangle
formed when triangle DEF, D(3, -3), E(5, 1), F(8, -3), is reflected over that same line. Write a summary of the
strategy you used to find to coordinates.

Reflection
I imagine students working independently on the task, applying their knowledge of the properties of
reflections and prior knowledge of equations of lines to successfully complete the problem. The problem is
doing mathematics because there is no diagram provided, no solution strategy suggested, students are
required to call on and apply prior knowledge as well as utilize knowledge of current course curriculum. The
task elicits higher order thinking and requires a developed understanding of properties of a reflection.

Part III: My Solution

1) I began by plotting the triangle and its image.

I know the line of reflection will be the perpendicular bisector
of each segment that connects a vertex on the triangle and its
corresponding vertex on the image. An example of such a
segment is, AA'. I will use this segment to find the line of
reflection.

Because the line of reflection bisects AA, I will find the
midpoint of AA' using the midpoint formula M = ((x1 + x2)/2,
(y1 + y2)/2).
M = ((3+-3)/2, (2+0)/2)=(0, 1). The line of reflection goes
through (0,1), so the y-intercept of the line is 1.

In order to complete the equation of the line of reflection, I
will find the slope of AA': m=1/3. Since the line of reflection
is perpendicular to AA, the slope of the line of reflection is =-
3.

The equation of the line of reflection is y= -3x + 1

2) First I plotted triangle DEF. I am going to think about this
problem as the reverse process as the first problem. In the
first problem I am given the pre-image and image and asked
to find the line. Now I am given the line and the pre-image
and asked to find the image.

I know DD', EE' and FF' will be perpendicular to the line of
refection, so I plotted rays beginning at each D, E and F with
a slope of 1/3, toward the opposite side of the line (yellow).

I need to figure out how long each yellow segment should
be, where it should end, so that it is bisected by the line of
reflection. I know the line intersects the segment its
midpoint, so given an endpoint and a midpoint, I can find the point that is equidistant to the line, the other
endpoint.

Using F and the point of intersection of FF' and y=-3x + 1, I solve for the other endpoint of FF'.
F(8, -3) M(2, -5)
2 =(8+x)/2 -5=(-3+y)/2
x= -4 y = -7 so F'=(-4, -7)

I complete a similar process for E' and D'. E' = (-4, -2); D' = (0, -4); F' = (-4, -7)

Part IV: Mathematical Analysis

As the high school I teach at prepares for the first PARCC exam this spring, the math teachers are relying
heavily on the common core standards, New Jerseys adopted state standards.

Relevant Common Core Standards
CCSSI.HS.G-CO.2 Represent transformations in the plane using, e.g., transparencies and geometry
software; describe transformations as functions that take points in the plane as inputs and give other
points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g.,
translation versus horizontal stretch).

CCSSI.HS.G-CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments.

CCSSI.HS.G-CO.5 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 Mathematical Practices
Make sense of problems and persevere in solving them: This task requires students to make sense of
the problem and persevere in solving, as there is no suggested or simple pathway to a solution, nor is
there a suggested representation of the solution. For many students, the task will require starting and
revising and ultimately for all communicating a solving method.
Use appropriate tools strategically: This task presents an opportunity for students to use tools,
including graph paper or a compass and straightedge.

Task Analysis & Categorization
The task of finding a line has doing mathematics nature, as opposed to a more specific task, such as find
the equation of the line in slope intercept form. (Thanks for pointing this out Val!) By taking away the
diagram, I think you open the opportunity for more student choice in solving. Some students may begin by
plotting the points, but a more advanced student, an abstract thinker, might jump to using the coordinate
points to find the information needed. The visual representation in the coordinate plane is not necessary
for solving, and without prompting students with the diagram the types of responses might vary more
widely. More representations of the situation contribute to more opportunities for discussion and different
types of understanding, all bettering the classroom and learners.

Asking students to write a summary strategy of the solution process requires reflecting on their work and
communicating their understanding. Drawing a line or writing the equation of the line are tasks supported
by reasoning in this problem.

This task meets the doing mathematics standards. The type of thinking required to develop a line of
reflection is critical, non-algorithmic thinking. There are standard sets of information often presented to
students in order to develop lines. This information (a pre-image and image) is not one of them. From the
pre-image and image, students cannot easily gather the information that is usually presented (two points, a
slope, an intercept, linear data). In order to set the foundation for solving for the equation of the line, the
students must think critically about the properties of a reflection, and how those properties can be
analyzed in the coordinate plane.

The big mathematical ideas include properties of reflections, reflections in the coordinate plane, midpoint
of a segment, perpendicular lines, and writing equations of lines in the coordinate plane.

My solutions, questions and sorting of student work focus on the first question in the task, finding the
equation of the line of reflection.

Part V: Student Responses

Response I Using Midpoints
The line of reflection creates a mirror image so I knew it would go through the middle of AA, BB and CC. I
knew I could just calculate the midpoints of the segments to find the middles. The midpoint of AA is (0, 1),
the midpoint of BB is (-1.5, 5.5) and the midpoint of CC is (0, 1). Since the line of reflection goes through (-
1.5, 5.5) and (0, 1), the slope must be (5.5-1)/(-1.5-0), which simplifies to -3. The y-intercept is the midpoint
of AA and CC, since the x-value for those midpoints is 0. The equation of the line is y = -3x + 1.

Response II Using Tools
I started by plotting the triangle and its image on graph paper. I just folded the paper in half so that the
triangle matched up with the other triangle, and I created the line of reflection. It wasnt really exact
looking so I double-checked using a compass and straightedge. Because the line of reflection is the
perpendicular bisector of AA, BB and CC I constructed the perpendicular bisector of one of these
segments and to get the line of reflection. (To construct the perpendicular bisector of a segment, for
example AA, put your pointer on A and create an semi circle that intersects the segment more than
halfway from A. Use the same compass opening, put your pointer on A and create another arc, again,
intersecting the segment more than halfway from A. Use a straightedge to connect the intersections of the
arc. This is the line of reflection. )

Once I had the line draw on the graph paper, from folding and constructing it, find the slope by checking
the rise over run on the graph paper and the y-intercept. The equation of the line of reflection is y = -3x + 1.

Response III Equation of the Wrong Line
I started by drawing triangle ABC and triangle ABC on graph paper. I could see the line of reflection was
at the bottom of the triangles, so I used a ruler to draw the entire line. I counted the slope of the line, up
one, over three, so I knew the slope was 1/3. I saw the y-intercept was 1, so I knew the equation was
y = (1/3)x + 1.

I choose to include this as the response that contains a mistake because I experienced this type of mistake in
the classroom. When I asked students to draw in the line of reflection (for a figure and its image on graph or
dot paper) I noticed some students were tempted to draw in any line that they saw, usually that wasnt a
part of the pre-image or image. I think some students might think this is the correct strategy because it is a
line that connects the figures and forms a part of each.

Part VI: Questions & Tasks
Student I
How did you calculate the midpoint of a segment?
AA and CC have the same midpoint, but A and C and A and C are all at different locations? Why do
you think they have the same midpoint?

These tasks are appropriate for student I because this student clearly has an understanding of what a
midpoint is, probably algebraically, since they just calculated the midpoint without showing any work, but
the second questions will require the student to think more conceptually about the idea of a midpoint,
perhaps graph two of the segments and think more critically about the given scenario.

Student II
Is there a way to find the line of reflection without folding the paper or drawing anything?

This student used an approached that was very visual/ hands on. The question proposed to this individual is
appropriate because it will challenge them to think in a more abstract, algebraic way. They have the
appropriate knowledge (for example, that the line of reflection is the perpendicular bisector of the segment
connecting a vertex and its corresponding vertex on the image) and this question will prompt them to
explore their understanding in a new manner.

Student III
What relationship does a line of reflection have with the original figure and the image?
Can you draw an estimate of the line and find a way to check that it works?

I choose a question for student three that intends to redirect the thinking towards what a line of reflection
should look like. If students can conclude that a line of reflection should act as a line that creates a mirror
image, they can perhaps see that their line is not correct. If they can check their line by folding the paper
over that line, they might be able to see why their response is incorrect, or why a new response is more
appropriate.

Part VIII: Sorting Student Work

I sorted the solutions into four main groups. The knowledge used in solving and the solution strategies
were similar for students in each group.

Group 1: Using Midpoints
This group represents the majority of responses. Students in this group solved for the line of reflection by
identifying the midpoints of AA and BB and finding the equation of the line thought these points. Most
students in this group began with an explanation that a vertex and the vertex after it is reflected should be
equidistant from the line. From here, students used the midpoint to gain that equidistant quality. Some
students included a coordinate plane to illustrate this and others just showed written support. Other
variation within this group included the methods for finding the midpoints and equation of the line, as
some students just stated the solutions, some used formulas and other used less formal explanation
language.

Group 2: Perpendicular Bisector
This group represents the second largest group of responses. Students in this group identified the slope and
midpoint of a segment connecting a vertex and its corresponding vertex on the image, and used the fact
that the line of reflection is the perpendicular bisector of this segment, to write the equation of the line of
reflection. I noticed most students that presented this solution method did not include an image of the
coordinate plane, but a few did. There was variation in solving for the line once the slope and midpoint
(point on the line) were obtained, but this variation was minor. This group seemed to contain the least
variation within it.

Group 3: Misconceptions about Properties of Reflections

Several solutions contained misconceptions about a line of reflection. These students lack the
understanding that a line of reflection is like a mirror image, that vertices and corresponding vertices
should be equidistant from the line of reflection. Students in this group drew lines that connected the
figures Triangle ABC and Triangle ABC. Their explanations included language such as straight line from
one corner to one corner or put a line in between the two reflections. These solutions may have also
contained mistakes in creating the equation of a line, however the solutions were grouped based on their
understandings of reflections.

Group 4: Manual Methods
Students in this last group found the line of reflection by either manually folding the paper so that Triangle
ABC and Triangle ABC matched up or by using a compass. Students that used a compass did not elaborate
on the process (like the sample student work I generated), but stated, using a compass, construct Like
the other groups, this group contained correct and incorrect responses, but the solutions were grouped
based on the similarity in interpreting a reflection and solving.

Part IX
Group 1: Using Midpoints
In order to develop more sophisticated mathematical understandings and practices, I would challenge this
group to: find the equation of the line of reflection ONLY given A and A. This challenge will force students
to use the perpendicular relationship, along with the midpoint idea that they already applied.

Group 2: Perpendicular Bisector
In order to develop more sophisticated mathematical understandings and practices, I would challenge this
group to: find the equation of the line of reflection for ABC so that the transformation from ABC to
ABC is a translation of 10 units left and 4 units down. As this group of students has demonstrated
mastery of the properties of a reflection, they are challenge to consider a composition of two reflections
that results in a translation. The knowledge required to solve this, analysis of slope and midpoints, has been
demonstrated and will now be applied in a different, more challenging situation.

Another challenge for this group could entail writing a formal proof that the line of reflection in this
problem supports the property that a line of reflection is a perpendicular bisector of a segment connecting
a point and its image after a reflection. Since a component of geometry is writing proofs, this situation is a
great way to incorporate the practice into transformations.

Group 3: Misconceptions about Properties of Reflections
In order to develop more sophisticated mathematical understandings and practices, I would challenge this
group to: draw an estimate of the line and find a way to check that it works. This challenge is appropriate
for the group because they need to identify the basic properties of a reflection in order to find the
equation. Students will be able to guess and refine by drawing lines and folding the paper. Once the line is
identified, the properties will be observed.

Group 4: Manual Methods
In order to develop more sophisticated mathematical understandings and practices, I would challenge this
group to: find the line of reflection without folding the paper or drawing anything. This group has
demonstrated the concrete mastery of a reflection, but by utilizing properties of a reflection and algebra,
they can obtain understanding in a more abstract realm. As a starting point, the group could be presented

with two lines, of which they must determine the correct line of reflection. Here, the group will have a
chance to think about the properties of a line of reflection, as they are not asked to form one but
distinguish between two. Once the properties have been identified, the next step can be identifying the line
without choices.

Working Together & Sharing
In the feedback I received about my first draft, I had some interesting prompts about having the groups
work together and share work. Ultimately, it would be great if all students could see and understand each
type of representation of the solution. Assuming a student only is paired with one other student, I would
choose to pair students from groups 1 and 2 and pair students from groups 3 and 4. I would pair students
from 3 and 4 because together, they could create a fully developed algebraic solution. The group 4 students
understand what a line of reflection is, and the group 3 students understand how to work with lines in a
coordinate plane. Group 3 would help group 4 with the algebraic component and group 4 would help group
3 with the geometric transformations component. Groups 1 and 2 had a similar approach, have comparable
levels of understanding and understand coordinate geometry. I think group 2 will go ohhhh, thats easier
and group 1 will have a better understanding of the properties of a line of reflection after seeing the group
2 solution methods.

If I were to have students from each group share their method in larger setting or a jigsaw setting, the
order that I would want to have the students present would be group 3, group 4, group 1, group 2. I think
group three should go first because this group contains the most errors, but does demonstrate satisfactory
understanding with linear equations. If the members of this group do not go first, I am afraid they would
hesitate to share their work, which would clearly be wrong with any other group starting. I think group 4 is
the next group to go because they show a method that would most simply show group one what a line of
reflection should look like, and because this solution can act as a method to check the algebraic work.
Group 1 is next because I think this is the most appropriately leveled algebraic method for high school
geometry students. The majority of students will be able to follow the concepts and algebraic methods and
the solution will highlight an important quality of the line of reflection. Lastly, the most solution method
that best highlights the properties of the line of reflection. Group 1 will be a good introduction to group 2,
as the only new component of this fully developed solution is the idea of perpendicular lines. (I say group
two is the most developed solution, because these students are the only students that demonstrated
algebraically that the line of reflection is the perpendicular bisector of the segment connecting a point and
its image. I think this is the only group that would be able to algebraically find a line of reflection given a
single point and its image.)

Part X
The student work was more thorough and accurate than I anticipated seeing. The solutions posted were
likely from students with a higher level of understanding than the students in my classroom. The
explanations of the methods used to solve were (mostly) very detailed, providing complete insight into the
student understanding. I cannot imagine my students writing that much work for a problem. Although not
all solutions were detailed, many were, and these details depicted the type of learner and the level of
understanding of the author.

Reading through the sample solutions was a reminder that students thinking varies widely. If that problem
were a lesson example, I would likely prompt students through the questions and parts, guiding them
toward the solution I thought was best/ easiest for them to understand. My method (perpendicular
bisector) was not the most commonly used or simplest method. I think this observation is evidence that

independent/ small group investigations/ tasks provide better opportunities for students to cultivate fully
developed understandings and multiple representations as opposed to learning an algorithmic solution
strategy.