9

Mathematics
Quarter II - Module II:
Geometric Transformation
Mathematics - Grade 9
Quarter II – Module II- Geometric Transformation
First Edition, 2021

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 9
Mathematics
Quarter II - Module II:
Geometric
Transformation
 Table of Contents

What This Module is about ............................................................................... .i

How to Learn from this Module ........................................................................ ..i

Icons of this Module ........................................................................................ ..i

Introductory Message ...................................................................................... .ii

Lesson 1:

What I Need to Know ............................................................................ .1

What I know………………………………………………………………………….2-4

What’s In………………………………………………………………………….…. 5-6

What’s New……………………………………………………………………………..7

What Is It…………………………………………………………………………….8-10

What’s More ........................................................................................ 11

What I Have Learned..…………………………………………………………..….12

What I Can Do..………………………………………………………………………13

Assessment: (Post-Test) ……………………………………………………………….14-19

Key to Answers…………………………………………………………………………...20-21

References………………………………………………………………………………………22
What this module is all About?

After going through this module, you should be able to visualize and
illustrate geometric transformation specifically translation, reflection, rotation, and
dilation.

How to learn from this module

To achieve the objectives sited above, you are to do the following:

 Take your time reading the lessons carefully

 Follow the directions and/or instructions in the activities and exercises
diligently.
 Answer all the given test and exercises.

Icons on this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I Know This is an assessment as to your level of

knowledge to the subject matter at hand.
Meant specially to gauge prior related
knowledge.

What’s In This part connects previous lesson with

that of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be
presented to you.

What is it These are discussions of the activities as a

way to deepen your discovery and
understanding of the concept.

What’s More These are follow-up activities that are

intended for you to practice further in
order to master the competencies.

i
 What I have Learned Activities designed to process what you
have learned from the lesson.

What I can do There are task that are designed to

showcase your skills and knowledge
gained, and applied into real-life concerns
and situations.

Introductory Message
For the facilitator:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on

Geometric Transformation specifically translation, reflection, rotation and dilation.

This module was collaboratively designed, developed and reviewed by educators

from public school teacher and facilitator in helping the learners meet the
standards set by the K to 12 Curriculum Special Science Program while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on

Geometric Transformation specifically translation, reflection, rotation and dilation.

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

ii
Lesson

1 Geometric Transformation

Wh a t I Need t o K now

In this module you will be able to visualize and illustrate geometric

transformation specifically translation, rotation, reflection and dilation.
Series of activities are provided for you for better understanding of the
topic. If you find it difficult in answering the given exercises/activities
seek the assistance of your teacher or peers or refer to the module you
have undergone earlier.

Notes to the Teacher

This contains strategies that will help you in guiding the learners.

1
 Wh a t I Kn o w

PRE-ASSESSMENT

Let’s find out how will are you about this topic. On a separate sheet of paper, write
only the letter from the given choices which you think best answer the question.
Please answer all items. During the checking, take note of the items that you were
not able to answer correctly and look for the right answers as you go through this
module.

1. Which transformation is shown in the accompanying diagram?

a. Reflection
b. Rotation
c. Translation
d. Dilation

2. A translation maps (x,y) to (x-5, y+3). In which quadrant does the point
(-3,-2) lie under same translation?
a. I
b. II
c. III
d. IV
3. A translation moves point B (-5,3) to point B’ (2,1). What is the image of (x, y)
under this translation?
a. (x+7, y-2)
b. (x+7, y+2)
c. (x-3, y-2)
d. (x-3, y+2)
4. Which transformation for ∆RST is shown in the diagram below?
a. Line reflection T
b. Translation
c. Rotation
d. Dilation S S
R1 S1
l

T1
5. What is the image of (1, -3) when reflected about the y-axis?
a. (-1,3)
b. (3,-1)
c. (-3,-1)
d. (-1,-3)

2
6. If the point (5,1) is reflected in the x-axis, the image is:
a. (-5,1)
b. (-5,-1)
c. (5,1)
d. (5,-1)
7. What are the coordinates of P’, the image of P(-1,4) after a reflection in the
line x=2?
a. (4,1)
b. (-1,1)
c. (0,4)
d. (5,4)
8. In the accompanying diagram of right triangle ABC with the right angle C,
line l is drawn through C and is parallel to AB.
A

B
C

If ∆ABC is reflected in line l, forming the image ∆A’B’C’, which statement is

not true?
a. C and C’ are the same point
b. in<ABC=m<A’B’C’
c. The area of ∆A’B’C’ is twice the area of ∆ABC.
d. Line l is equidistant from A and A’.
9. Point P’ (-6,-4) is the image of point P(-2,3) under translation T. What is the
image of (5,-1) under the same translation?
a. (9,6)
b. (1,-8)
c. (-1,-5)
d. (3,2)
10. What are the coordinates of the image (2,-5) after a counter clockwise
rotation of 90˚ about the origin?
a. (-2,5)
b. (2,5)
c. (-5,-2)
d. (5,2)
11. The enlargement of a photograph is an example of a:
a. Line reflection
b. Translation
c. Dilation
d. Rotation
12. Which transformation is represented by the illustration?
a. Reflection
b. Dilation
c. Translation
d. Rotation
A A
3
13. What is the image of point (4,-2) after a dilation of 3?
a. (4/3,-2/3)
b. (12,-6)
c. (7,1)
d. (1,-5)
14. The image of P (6,-9) after dilation with respect to the origin is (4,-6). What is
the constant o: dilation?
1
a.
b.
c.
d. -2
15. In which quadrant will the image of A (4,-2) lie after dilation ?
a. I
b. II
c. III
d. IV

4
 Wh at ’s I n

Your previous knowledge and skills about radicals can be utilized particularly in
this activity. Let us see if you still remember your past lessons. Are you ready?
Let’s begin!

1. What is the equivalent of √ + √ using exponential notation?

1 1
a. + c.
1
b. + d.
2. Which of the following radical equations will have x=6 as the solution?
a. √ - 2x+7=0 c. √ =9
b. √ = x-3 d. √ = 5
3. What is the result after simplifying √ + √ - √
a. √ c. √
b. √ d. √
4. Which of the following is the result when we simplify ( √ + √ )
(6√ + √ )?
a. √ + √ + √ + √ c. √
b. √ + √ + √ d. √
√
5. What is the result when we simplify ?
√
a. 5 c. √
b. √ d. √
√
6. What is the simplified form of ?
√
a. √ c. √
b. √ d. √
7. Luis walks 5 km. due east and 8 km, due north. How far is he from the
starting point?
a. √ km. c. √ km.
b. √ km. d. √ km.
8. What is the result when we simplify √ + √ - √ + √
a. √ c. √
b. √ d. √
9. What is the result when you combine √ - √ + √ - √ ?
a. √ - √ c. √ - √
b. √ - √ d. √ - √

10. What is the simplified form of √ +√

√
a. √ c.
1 √
b. √ d.

5
11. What is the product of √ and√ ?
a. √ c. √
b. d. √
12. What is the result when you simplify( √ )(√ )?
a. √ c. √
b. √ d. √
13. What is the product of √ and √ ?
a. √ c. √
b. √ d. √
√
14. What is the quotient of ?
√
√ √
a. c.
b. √ d. √
√
15. What is the result if is simplified?
√
√ √
a. c.
√ √
b. d.

6
 Wh a t ’s New

Transformation – of a geometric figure is a change in its position, shape, or size.

Image – is the resulting point or set of points under a transformation
Isometry – a transformation that preserves length.
Mapping - an operation that matches each element of a set with another element,
its image, in the same set.
Orientation – refers to the arrangement of points, relative to one another after a
transformation has occurred.
Reflection – (or flip) in an isometry in which a figure and its image have opposite
orientations.

https://www.onlinemath4all.com/reflection-transformation.html

Translation – is a transformation of the plane that slides every point of a figure the
same distance in the same direction. Ta,b (x,y) = (x+a,y+b)
Rotation – is when we rotate a figure a certain degree and a point
Dilation – is used to create an image larger than the original is called an
enlargement. A dilation used to create an image smaller than the original is called
reduction. A figure and its dilation are similar figures

Activity 1: DO ME LOGICALLY!

1. Triangle A, B, C has the following coordinates: A (2,2), B (3, -5), C (-1,10) what is
its reflection across x-axis?
A. ( __, __)
B. ( __, __)
C. ( __, __)
Rule: (x, y) = (__, __)

2. Triangle A, B, C has the following coordinates: A (1,3), B (-2,6), C (0,0). What is

its reflection over y-axis?
A. ( __, __)
B. ( __, __)
C. ( __, __)
Rule: (x, y) = (__, __)

7
 3. Triangle BCD has the following coordinates: B (0,0), C (5,2), D (4,4), what is its
reflection over line y=x?
A. ( __, __)
B. ( __, __)
C. ( __, __)
Rule: (x, y) = (__, __)
4. Under a reflection in the x-axis, what is the image of (x, y)? ____________
5. Using the translation (x, y) → (x-5, y+8), what is the image of B (4,2)?
6. Triangle XYZ has the following coordinates: X (2,2), Y (4,3) and Z (3,0), what is
its 90˚ rotation?
7. In the ABC, A (1,3), B (4,4), C (4,0), what is its 180˚ rotation?
8. Find the image of a point (3,4) under dilation of
9. What is the image of (6,9) under a dilation of ?
10. Give the image of (x,) under a dilation of ?

Wh a t i s It

Reflections:
- is an isometry in which a figure and its image have opposite orientations.
Thus, a reflected image in a mirror appears “backwards”.

Take Note!
1. Every period is the same direction from the central line!
2. The reflection has the same size as the original image

REFLECTING OVER THE X-axis: (the axis as the line of reflection)

*The reflection of the point (x, y) or (x, y) = (x, -y)

Questions:
1. What is the reflection of the point (x, y) across the x-axis?
2. What have you notice on the size of the image in the reflection?

REFLECTING OVER THE y-axis: (the y-axis as the line of reflection)

*The reflection of the point (x, y) across the y-axis is the point (-x, y)
P (x, y) → 1 (-x, y) or (x, y) = (-x, y)

Questions:
1. What have you observed on the reflection of the point (x, y) across the
y-axis?
2. What is the reflection of the point (x, y) across the y-axis?

8
REFLECTING OVER THE LINE y=x or y=-x (the lines y=x or y=-x as the lines of
reflection)
*The reflection of the point (x, y) across the line y=x is the point (y,x)
P (x, y) → 1 (y,x) or =x (x,y)=(y,x)
*The reflection of the point (x, y) across the line y=-x is the point (-y, -x)
P (x, y) → 1 (-y, -x) or =x (x, y) = (-y, -x)
Questions:
1. What is the reflection of the point (x, y) across the line y=x?
2. What is the reflection of the point (x, y) across the line y=-x
3. What have you observed on the reflection of the point (x, y) across the line
y=x?
4. What have you noticed on the reflection of the point (x, y) across the line
y=-x?

TRANSLATION – is the transformation of the plane that slides every point of a

figure the same distance in the same direction

Key Concept!

Words: To translate a point along vector (a, b), add a to the x-coordinate and b to
the y-coordinate.

1. How are we going to translate a point?

2. What operation is applied?

Symbols:
(x, y) → (x+a, y+b)
1. Is this the appropriate symbol?
2. Where did we get a and b?

Example: The image of P (-2, 3) translated along vector (7, 4) is 1 (5, 7)

Given
P (-2, 3)
Vector: (7, 4)

Solution:
1 = (x=a, y+b)

= (-2, 7, 3+4)
= (5, 7)

Questions:
1. How to solve for 1 or the translation of the given point (-2,3) and a vector of
(7,4)?
2. What mathematical operation is used in translation?

ROTATION – is when we rotate a certain degree around a point.

9
Key Concept:
A rotation about a fixed point, called the center of rotation, through an angle
of xº maps a point to each image such that:

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%2Fpng-
pghwf&psig=AOvVaw137aCjQ9CajT9Psk14rond&ust=1630457744613000&source=
images&cd=vfe&ved=0CA0Q3YkBahcKEwjwh8jPhtryAhUAAAAAHQAAAAAQBQ

 If the point is the center of rotation, then the image and preimage are the
same point or
 If the point is not the center of rotation, then the image and preimage are the
same distance from the center of rotation, and the measure of the angle of
rotation formed by the preimage, center of rotation, and image points is x.

Example:
1. If the letter P is rotated 180˚, which is the resulting figure?

a. c.
p
P

b. b d.
P

DILATION – is used to create an image larger than the original is

 A dilation called an enlargement.
 A dilation is used to create an image smaller than the original is called a
reduction.

 Reduction – a dilation with 0<K<1

 Enlargment – a dilation with K>1

https://byjus.com/maths/dilation/

10
Examples:
1. Find the dilation of (x, y)?
(x, y)(4x, $y)
1
2. Dilate (x, y) by factor of
1 1
(x, y) = (

Questions:
1. How are you going to dilate a figure?
2. How are you going to find the image of a point under a dilation.
3. What mathematical operation is used in dilation?

Wh a t ’s Mo r e

Activity 2:

1. Dilate the triangle below by a factor of 4.

2. Find the image of the following under a dilation

a. (3, 4)
b. (4, 8)
3. In which quadrant would the image of point (3, -2) lie after a dilation using a
factor of -2?

11
 4. What is the image of (2, -5) when reflected in the y-axis?
5. What are the coordinates of the image of point (3, 5) after a reflection in the
line x=-2?
6. What is the image of the point (-6, -2) under the translation at (-7, 4)?
7. What is the image of the point (-6, -2) under the translation at (-6, 4)?
8. Find the coordinates of 1 , the image of P (-5, 6) under the translation
9. What are the coordinates of 1 , the image of A (1, 2), after a counter
clockwise rotation of 90º about the origin at (-1, 3)?
10. Find the image of a point (2, 3) under a dilation of factor 3.

Wh a t I Have L ea r ned

COMPLETE THE STATEMENTS BELOW:

1. A reflection is an isometry in which a figure and its image have

______________ orientations.
2. In reflection, every point is the distance from the central line.
3. The reflection has the ______________ size as the original image.
4. The original object and its translation have ______________ shape and size.
5. The angle measures in translation are _________________.
6. In translation all the points of a figure are moved on the same distance and
in the same ________________.
7. The direction of rotation can either be ______________ or ________________.
8. A dilation used to create an image larger than the original is called _________.
9. A dilation used to create an image smaller than the original is called _______.
10. A dilation of scalar factor K whose center of dilation is the origin can be
written as ______________.

12
 TRANSFORMATION SUMMARY TABLE

Point
Line Reflection Translation Rotations Dilations
Reflection
NOT an
Opposite isometry.
Direct isometry Direct isometry Direct isometry
isometry Figures are
similar.
Properties Properties Properties Properties Properties
preserved: preserved: preserved: preserved: preserved:
distance distance distance distance angle measure
angle measure angle measure angle measure angle measure parallelism
parallelism parallelism parallelism parallelism collinearity
collinearity collinearity collinearity collinearity midpoint
midpoint midpoint midpoint midpoint Lengths not
same
Reverse Same Same Same
Same Orientation
Orientation Orientation Orientation Orientation
(letter order the
(letter order (letter order the (letter order the (letter order
same)
changed) same) same) the same)
Notation: Notation: Notation: Notation: Notation
(x,y)=(x,-y) (x,y)=(-x,-y) (x,y)=(x+h, y+k) (x,y)=(-y,x) (x,y) =(kx,ky)
(x,y)=(-x,y) 1 (x,y)=(-x,-y)
(x,y)=(y,x) (x,y)=(y,-x)
(x,y)=(-x,-y)

Wh a t I Ca n Do

𝑟𝑦 𝑎𝑥𝑖𝑠
1. Complete (3, 5) ?

𝑟𝑥 𝑎𝑥𝑖𝑠
2. Complete (2, 7) ?
𝑟𝑦 𝑎𝑥𝑖𝑠
3. Complete (-2, 4) ?
𝑟𝑥 𝑎𝑥𝑖𝑠
4. Complete (-1,-3) ?

5. Use the rule (x, y)  (x-1, y+5) to find the image of each point.
a. (5, 1) b. (3, 0) c. (-3, 1) d. (-9, -1) e. (0, -8)

6. Complete 1 (
7. Complete (

13
 8. Locate and label A; the image of A under (quarter-turn counter
clockwise about the origin)
y

A (2, 2)

9. Locate and label A; the image of A under (quarter-turn counter

clockwise about the origin)
y

A (1, 3)

10. Use the give DILATION rule (x, y)  (3x, 3y) to find the image of each.
a. (4, 6) b. (0, 5) c. (-1, -3) d. (9, -5) e. (-6, 0)

Assessm en t

Post Assessment
1. Figure B was rotated about the center shown by 180˚.

Center B

Which figure is the image B?

a.

A B
 14

b. B B

c.
C B

d.
D B

2. ∆A¹B¹C¹ is the image of ∆ABC under a rotation about the origin (0, 0). Determine
the angles of rotation.

a. 90˚ clockwise b. 90˚ counter clockwise

c. 180˚ d. 270˚ clockwise

3. ∆A¹B¹C¹ is the image of ∆ABC under a rotation about point M.

C¹

A¹

B¹

a. 90˚ clockwise c. 180˚

b. 90˚ counter clockwise d. 270˚ clockwise

4. Point Q¹ is the image of Q (-7, -6) under the translation (x, y)(x+12, y+8)

a. (5, 2) c. (-5, -2)

b. (-5, 2) d. (5, -2)

15
5. What single transformation was applied to quadrilateral A to get quadrilateral
B?

a. translation c. reflection
b. rotation d. dilation

6. Rectangle ABCD is graphed on the coordinate grid below.

A B

D C

Reflect Triangle ABCD over the y-axis. What is the x- coordinates of C?

a. 2 b. -2 c. 3 d. -3

7. The coordinates of a point and its image are given. Is the reflection in the x-axis
or y-axis?
(7, -7)  (7, 7)

a. z-axis
b. x-axis
c. m-axis
d. y-axis

16
8. Rotate 180˚ about the origin

V W

T X

a. T¹ (-3, 4), V¹ (-5, 5), W¹ (-5, 2), X¹ (-3, 1)

b. T¹ (-3, 4), V¹ (5, 5), W¹ (5, 2), X¹ (3, 1)
c. T¹ (4, -3), V¹ (5, -5), W¹ (-5, -2), X¹ (-3, -1)
d. T¹ (-3, -4), V¹ (-5, -5), W¹ (-5, -2), X¹ (-3, -1)

9. Translate 5 units left and 3 units down.

C E

a. C¹ (-1, -4), D¹ (-2, -1), E¹ (1, -4)

b. C¹ (7, -2), D¹ (6, 1), E¹ (9, -2)
c. C¹ (-3, 4), D¹ (-4, 7), E¹ (-1, 4)
d. C¹ (-3, -2), D¹ (-4, 1), E¹ (-1, -2)

17
10. Described the translation from the shaded figure to the unshaded figure.

a. 6 units right 4 units up

b. 4 units right 2 units down
c. 8 units right 4 units up
d. 2 units left 6 units down

11. Rotate 90˚ clockwise about the origin

J
M K
L
19

a. J¹ (-3, 4), K¹ (-6, -4), L¹ (-4, -3), M¹ (-1, -3)

b. J¹ (-4, -3), K¹ (-4, -6), L¹ (-3, -4), M¹ (-3, -1)
c. J¹ (-4, 3), K¹ (-4, 6), L¹ (-3, 4), M¹ (-3, 1)
d. J¹ (4, -3), K¹ (4, -6), L¹ (3, -4), M¹ (3, -1)

18
12. Reflect in the y-axis

A B

D C

a. A¹ (3, 3), B¹ (6, 3), C¹ (5, 6), D¹ (0, 6)

b. A¹ (-3, 3), B¹ (-6, 3), C¹ (-5, 6), D¹ (0, 6)
c. A¹ (3, -3), B¹ (6, -3), C¹ (5, -6), D¹ (0, -6)
d. A¹ (-3, -3), B¹ (-6, -3), C¹ (-5, -6), D¹ (0, -6)

13. Translate 6 units right and 3 units up.

D
E
G
F

a. D¹ (2, 1), E¹ (4, 0), F¹ (3, -2), G¹ (1, -1)

b. D¹ (2, -5), E¹ (4, -6), F¹ (3, -8), G¹ (1, -7)
c. D¹ (-1, 4), E¹ (1, 3), F¹ (0, 1), G¹ (-2, 2)
d. D¹ (-10, 1), E¹ (-8, 0), F¹ (-9, -2), G¹ (-11, -1)

14. Point A¹ is the image of A (-5, 1) under a translation of 6 units to the right and
2 units down. What are the coordinates of A¹?
a. (1, -1)
b. (-1, 1)
c. (-1, -2)
d. (-1, 2)
15. Point M¹ is the image of M (3, 2) under translation 5 units to the right and 3
units down. What are the coordinates of M¹?
a. (-2, -1)
b. (2, -1)
c. (-2, 1)
d. (2, 1)
 20
Activity 1
1. A (-1, 3) What’s In
B (2, 6) 1. A
C (0, 0) 2. B
Rule: (-x, y) 3. B
2. A (-1, 3) 4. C
B (2, 6) 5. B
C (0, 0) 6. B
Rule (-x, y) 7. B
3. A ( ) 8. B
B( ) 9. C
C( ) 10. C
Rule: (y, x) or (-y, -x) 11. D
4. (x, -y) 12. A
5. (-1, 10) 13. C
6. x (-2, 2) 14. A
y (-3, 4) 15. D
z (0, 3) Pre-Assessment
7. A (-1, -3) 1. C
B (-4, -4) 2. B
C ( -4, 0 ) 3. A
8. (6, 8) 4. A
9. (2, 3) 5. D
𝑥 6. D
10. (
7. D
8. C
9. C
10. D
11. C
12. B
13. B
14. B
15. B
An swer K ey
19
What’s More 21
1.
2. a. 𝐷 ( (
3. b. 𝐷1 ( (
4. (-2, -5)
5. (2, -1)
6. (-3,1)
What I have Learned
11. Opposite
12. Same
13. Same
14. Same
15. The same
16. Direction
17. Clockwise/Counter clockwise
18. Enlargement
19. Reduction
20. 𝐷𝑘 (𝑥 𝑦 (𝑘𝑥 𝑘𝑦
Post Test
1. A
2. B
3. C
4. A
5. D
6. A
7. B
8. C
9. D
10. C
11. D
12. D
13. A
14. A
15. B
References

Orlando A. Oronce, Marilyn O. Mendoza, Exploring Mathematics III First Edition,

2003
Merden L. Bryant, Leonides E. Bulalayao, Mehin M. Collarta, Jenry D. Cruz,
Richard F. De Vera, Gilda T. Garcia, Sonia E. Javier, Roselle A. Lazaro, Bernadeth
J. Mesterio, Rommel Hero A. Saladino, Grade 9 Learner’s Material First Edition,
2014
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22
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