Figure ABCDEFG  below is to be reflected over line to form figure A'B'C'D'E'F'. Complete the following on a piece of paper and/or in the answer box below: Draw the reflection of the figure over line .   Explain the steps you used to draw the reflection of the figure.   Explain the relationship of the distance between line and point D to the distance between line and point D'.

The following 16 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 3

Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation of the reflection is correct. A complete explanation of an appropriate strategy used to draw the reflection is given. ("…took my compass and measured the distance of the point off of the line ….rotated the compass over the line and made little dashes…to show me the distance of the point to be reflected.") A complete explanation is provided for the relationship of the perpendicular distances between line and points D and D´ ("…is the same units"). Compare to Anchor Paper #6.

Score for Sample Student Response #2: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. In the representation of the reflection, three (C´, E´, and G´) of seven points are incorrectly plotted, and the reflected points lack identification. The student's explanation of an appropriate strategy, employing patty paper to draw the reflection, is incomplete. ("I used patty paper to trace the original figure. Then I reflect it over the line .) "The distance are the same" attempts to explain the relationship between line and points D and D´. Compare to Anchor Paper #4.

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The representation of the reflection is correct; however, the explanation of an appropriate strategy is unclear and not fully developed. "To reflect the figure D…you find the distance from one point to another" fails to clarify what distance or points are being considered. Additionally, "there oppisites…point D was on the line at –10, -1 then point D´ would be at –11.11" fails to explain the relationship of the distances between line and points D and D´. Compare to Anchor Paper #3.

Score for Sample Student Response #4: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The representation of the reflection resembles the shape, indicating that the student has attempted to reflect the original shape, but no points are correctly plotted. The student's explanation of the strategy used to draw the reflection "…count the number of spaces of the image to move the preimage…A is one unit from line then you plot that point on the line and call it A´ or B´" contains several errors (e.g., A´ is ½ unit from the line rather than 1 unit as stated, and A´ should be plotted the same number of perpendicular spaces over the line, not on the line). In addition, no explanation is provided for the relationship of the distances between line and points D and D´. Compare to Anchor Paper #2.

Score for Sample Student Response #5: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The representation of the reflection is correct and fully labeled. The explanation of an appropriate strategy used to draw the reflection is not fully developed. ("Use the same grid numbers…used to draw the first figure.") The representation indicates that the grid was divided into four quadrants, but the student explains neither this division nor how the same grid numbers will be used to draw the reflection. No explanation is provided for the relationship of the distances between line and points D and D´. Compare to Anchor Paper #3.

Score for Sample Student Response #6: Rubric Score 3

Annotation: This response demonstrates a complete understanding and analysis of the problem. In the representation of the reflection, all points of the figure, except point C´ (a minor error), are correctly plotted. "Looked at how far A and G were from and did it the same way on the other side…counted the squares from A and G to find other points and drew them on the other side" provides a complete explanation of an appropriate strategy. A complete explanation is also offered for the relationship of the distances between line and points D and D´. ("Distance from line to D is the same as from to D´.") Compare to Anchor Paper #5.

Score for Sample Student Response #7: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The representation of the reflection resembles the shape, has two (E´ and F´) of the seven points incorrectly plotted, and lacks identification of all the reflected points, except A´. The student's explanation of an appropriate strategy used to draw the reflection is not fully developed. ("I flipped my paper and used rise over run.") The student does not indicate how, after flipping the paper, the reflected figure was positioned to match up with line . The explanation of the relationship of the distances between line and points D and D´ is incorrect (11, -1) and fails to address distance. Compare to Anchor Paper #2.

Score for Sample Student Response #8: Rubric Score 3

Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation of the reflection is correct. A complete explanation of an appropriate strategy used to draw the reflection is given. ("Counted how many squares away each point was from the line and then counted that many squares on the other side of the line…") A complete explanation also is provided for the relationship of the distances between the line and points D and D´. ("The distance…is equal.") Compare to Anchor Paper #6.

Score for Sample Student Response #9: Rubric Score 3

Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation of the reflection is correctly plotted, but lacks point identification (a minor error). The student's explanation of an appropriate strategy used to draw the reflection is complete. ("Counted the same # of spaces from line to A, and then I just counted those same number of units the other way.") A complete explanation for the relationship of the distances between line and points D and D´ is given. ("Same number of units apart.") Compare to Anchor Paper #5.

Score for Sample Student Response #10: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The representation of the reflection is correct, including all labeled points. While the response lacks any written explanation either of the student's strategy for drawing the reflection or of the relationship of the distances between line and points D and D´, a correctly drawn representation indicates the application of an appropriate strategy. Compare to Anchor Paper #3.

Score for Sample Student Response #11: Rubric Score 3

Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation of the reflection is correct. A complete explanation of an appropriate strategy used to draw the reflection is present ("Counted how many half or whole spaces the original point was from the line, then counted that same amount to reflect the points across the line.") A complete explanation is provided for the relationship of the distances between line and points D and D´. ("Point D is 5 spaces from line , as well as point D´.") Compare to Anchor Paper #6.

Score for Sample Student Response #12: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The representation of the reflection resembles the original shape to be reflected. Two (B´ and C´) of the seven points are incorrectly plotted. The response lacks both an explanation of the strategy used to draw the reflection and an explanation of the relationship of the distances between line and points D and D´. With the errors present in the representation and the lack of any written explanation, no application of an appropriate strategy can be determined. Compare to Anchor Paper #1.

Score for Sample Student Response #13: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The representation of the reflection resembles the original shape to be reflected, and three (A´, C´, and D´) of the seven points are incorrectly plotted. The student's explanation of an appropriate strategy used to draw the reflection is complete. ("I measured from line to the original point and …measured the same amount the other way.") A complete explanation of the relationship of the distances between line and points D and D´ also is provided. ("Both the same distance.") Compare to Anchor Paper #4.

Score for Sample Student Response #14: Rubric Score 3

Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation of the reflection is correct, and all points are labeled. A complete explanation of an appropriate strategy used to draw the reflection is given. ("I found the distance between the pre-image and line …and mapped the point of the image on the opposite side of the line.") "Point D is 5 blocks diagonal away from line just like D prime" provides a complete understanding of the perpendicular distance of the original point D and reflected point D´ from the line . Compare to Anchor Paper #6.

Score for Sample Student Response #15: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The representation of the reflection resembles the original shape, two (C´ and E´) of the seven points are incorrectly plotted, and the student omits segment AG. A nearly complete explanation of an appropriate strategy used to draw the reflection is given. ("Traced it on transparent paper along the line . I simply flipped the paper over and line the paper with line . Then I graphed each letter…C´ is two units up from B´.") However, C´ should be three units up from B´. No explanation is provided for the relationship of the distances between line and points D and D´. With several errors present in the representation, an error made in the explanation of the strategy, and no explanation for the relationship of the distances between line and points D and D´, this response demonstrates a minimal understanding. Compare to Anchor Paper #2.

Score for Sample Student Response #16: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The representation of the reflection is correct, but lacks point identification of three points (E´, F´, and G´). The student's explanation of an appropriate strategy used to draw the reflection is nearly complete. ("Put the points A´ and G´ on the graph…"the other points I just counted over however many points that the pre-image had. After that…connected the dots.") This explanation lacks clarification as to how the student first reflected points A´ and G´ over the line , and no explanation is provided for the relationship of the distances between line and points D and D´. Compare to Anchor Paper #3.

Anchor Papers used in scoring