OwlSheets
Aquarium Feeding Template Trials worksheet preview

Worksheet

Aquarium Feeding Template Trials

Students use tracing, measurement, and coordinate diagrams to test angle preservation in aquarium feeding-card designs.

Grade 8MathInteractive · Printable

Aligned to8.G.A.1.b

Play onlinePlay as a game
PrintLetter-size worksheetAnswer keyPrintable answers
Assign to classAssign to your classes, or get a join code

What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
Math
Question types
Fill in the blank, Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

  • Students experimentally check that translations, rotations, and reflections preserve angle measure.
  • Students compare corresponding angles and evaluate evidence from transformation experiments.

How to use

Provide a protractor and tracing paper. Have students perform the template trials before completing the evidence and application questions.

Curriculum

Common Core standard covered

8.G.A.1.b

Check by experiment that rotations, reflections, and translations move angles to angles with the same measure.

Preview

OwlSheets.com

Name Date

Aquarium Feeding Template Trials

Test what happens to angles when feeding-card templates move.

Template trials

An aquarium uses angle-shaped markers on its fish-tank feeding cards. Use a protractor and tracing paper to test the moves. Compare the smaller angle between the rays unless told otherwise.

1.
Trace this marker for the morning feeding card. Slide your tracing to another place on the page without turning it. Measure the angle on your moved tracing.

What is the angle measure after the slide?  °

2.
Trace this afternoon feeding marker. Rotate the tracing 90° counterclockwise about its vertex. Which diagram matches the rotated tracing? Keep the vertex in the same place when comparing.
  • A.
  • B.
  • C.
  • D.
3.
The evening feeding marker is shown below. Trace it, then flip the tracing across the horizontal line through its vertex. Which statement describes the result?
  • A. The slanted ray points down-right, and the angle measures 135°.
  • B. The slanted ray points up-left, and the angle measures 135°.
  • C. The slanted ray points up-left, and the angle measures 45°.
  • D. The slanted ray points down-right, and the angle measures 45°.
4.
Which actions provide a valid experimental comparison of an original marker and its image? Select all that apply.

Measure both openings with a correctly centered protractor.Compare only how far apart the ray endpoints are.Move or flip a tracing so the vertices and both rays can be compared.Compare only whether both markers point upward.

Feeding-card layout tests

The connected points in each diagram form an angle, not a triangle. Trace or measure each diagram to check the corresponding angles.

5.
A marker on one tank's feeding card has vertex B. Its image is translated 3 units left and 4 units up. First measure ∠ABC, then slide a tracing to check the image.−5−4−3−2−1123450−5−4−3−2−112345ABC

What is the measure of the image angle?  °

6.
This marker is rotated 180° about the origin. Trace the angle and turn your tracing to test the move. Which statement correctly compares the angles?−5−4−3−2−1123450−5−4−3−2−112345DEF
  • A. The original is 90°, and the image is 90°.
  • B. The original is 45°, and the image is 135°.
  • C. The original is 45°, and the image is 45°.
  • D. The original is 45°, and the image is 225°.
7.
To make a feeding card for the opposite side of a tank, reflect this marker across the y-axis. Flip a tracing to check the image of ∠HJK.−5−4−3−2−1123450−5−4−3−2−112345HJK

What is the measure of the reflected angle?  °

8.
A keeper checks the reflected marker in question 7. Which observation is the strongest evidence that the reflection preserved its angle measure?
  • A. The image has the same number of labeled points.
  • B. The flipped tracing aligns with both rays at the image vertex.
  • C. The image fits within the same coordinate grid.
  • D. The image vertex is on the other side of the y-axis.

Care-team evidence

Use the experiments to evaluate feeding-card designs. Moves apply to the whole marker without stretching or bending it.

9.
A keeper is checking a marker that separates two feeding times. Which test record is consistent with the stated move?
Marker Test Records
RecordMoveBeforeAfter
MorningRotation82°98°
MiddayReflection124°56°
EveningTranslation106°106°
NightRotation39°129°
  • A. The evening record is consistent.
  • B. The midday record is consistent.
  • C. The morning record is consistent.
  • D. The night record is consistent.
10.
A feeding-card marker measures 117°. To reuse it on three tank cards, a keeper first rotates it 30° clockwise, then reflects it, then translates it 8 cm. What is the difference between the final angle measure and the original angle measure?

Difference:  °

11.
A tank's feeding-card marker measures 68°. A replacement must be made from that marker using only rotations, reflections, and translations. Which replacement could meet this requirement?
  • A. A marker measuring 136° and pointing up could qualify.
  • B. A marker measuring 68° and pointing left could qualify.
  • C. A marker measuring 112° and pointing right could qualify.
  • D. A marker measuring 34° and pointing down could qualify.
12.
The care team wants evidence for all three kinds of moves, using both acute and obtuse markers. They have already tested an acute marker with a translation and an obtuse marker with a rotation. Which additional trials are needed to test every combination? Select all that apply.

Test an acute marker with a rotation.Test an obtuse marker with a translation.Test an acute marker with a reflection.Test another acute marker with a translation.Test an obtuse marker with a reflection.

13.
Luis traces a feeding-card marker, slides the tracing, and correctly aligns the two vertices. He turns the tracing until one pair of rays overlaps, but the other pair does not. He concludes that translations change angle measure. Explain why his test does not support that conclusion. Describe what he should check or redo.

Related worksheets