## Reflection: Developing a Conceptual Understanding Reflections on the Coordinate Grid - Section 1: Think About It

I spend time in this lesson developing a conceptual understanding of reflections, which is why there are many opportunities to talk about absolute value and distance.

In 6th grade, students will only be asked to reflect around one of the axes.  It'd be easy enough for me to teach them to simply change the sign of one of the coordinates to represent a reflection.  This wouldn't give my students a deep understanding of the content, though, and they would have difficulties in later years.  Reflections can happen over any central line, and in later grades students will reflect over central lines other than an axis.  When students reflect over x=3, for example, they won't be able to simply change the sign of the x-coordinate to get the answer.  They'll have to understand that the original point and the reflected point must both be the same distance away from x=3.

More than Just Changing One Sign
Developing a Conceptual Understanding: More than Just Changing One Sign

# Reflections on the Coordinate Grid

Unit 4: Coordinate Plane
Lesson 3 of 6

## Big Idea: A point is considered to be a reflection of another point when the absolute values of the coordinates are the same but the signs of one of the values are opposites.

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Standards:
Subject(s):
Math, coordinate systems (Spatial Relationships), Geometry, coordinate plane, coordinates, reflection, ordered pairs, absolute value, transformation
62 minutes

### Carla Seeger

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