Students practice enlarging an image in the 'Art in Proportion' activity by copying a small grid into a larger grid where each small square corresponds to a 2× larger square, explicitly instructing them to keep proportions when scaling. The Scaling student activity and the optional 'Scale City' video ask students to apply consistent ratios to enlarge or shrink images, so students perform numeric scaling (dilation) tasks and record scaled measurements.

Students graph sets of lines with the same slope and different y-intercepts (Activity 2) and explicitly observe that changing b moves the line up or down without changing steepness. Students graph lines with different slopes while keeping the y-intercept constant (Activity 1) and compare steepness and parallelism. Students also plot horizontal (zero slope) and vertical (undefined slope) lines and compare directionality (Day 2).

Students plot and translate individual points, line segments, and triangles on coordinate grids (e.g., P(2,1) translated 5 left and 3 up; triangle X(0,0),Y(2,0),Z(1,2) translated 4 left and 1 up). Students apply and use the algebraic translation rule (x, y) → (x + a, y + b) and write translation notation Ta,b to compute images (several examples and problems require computing new coordinates). Students determine the translation that maps an original figure to its image (problems asking for T given original and translated coordinates and a checkers activity requiring recording start, rule, and end coordinates).

Students practice rotating points, line segments, and shapes about the origin using coordinate rules for 90°, 180°, and 270° (e.g., (x,y)→(−y,x), (x,y)→(−x,−y), (x,y)→(y,−x)). Students apply these rules in worked examples and multiple activity pages where they compute and plot images, name the rotation (direction and degree), and write image coordinates with prime notation. Students also experiment with rotations in visual tasks (turning graph paper, identifying quadrant shifts) and use answer keys to check correct coordinate outputs.

Students are given figures with vertex coordinates and apply translation rules (for example T_{1,-1} and T_{2,-1}) to move points on the coordinate grid. Students perform reflections over the x- and y-axes and note the change in signs of coordinates, and they carry out rotations (90° and 180° about the origin) with accompanying before-and-after coordinates. Students draw each resulting image, label vertices with primes, and write sequences of moves that map one congruent figure onto another using coordinates.

The lesson gives an explicit coordinate rule for dilations: "For a dilation centered at the origin, every x and y coordinate must be multiplied by the same scale factor," and demonstrates this with multiple worked examples (e.g., A(1,2) → A'(2,4); X(6,4) → X'(3,2)). Student activities require calculating new coordinates by multiplying x and y by a scale factor, plotting the results, and checking whether corresponding coordinates are proportional. Several activity pages and answer keys ask students to determine scale factor from coordinates, compute new side lengths, and graph dilated figures centered at the origin.

Students perform dilations, translations, rotations, and reflections on coordinate pairs in worked examples (Example 1 dilates by 2 then translates by (3,1); Example 2 dilates by 2 then applies the 90° clockwise rule (x,y) → (y,−x)). Multiple student activity problems explicitly require plotting shapes and computing new coordinates after sequences (rotate 90°, reflect across an axis, translate by specified units, dilate by given scale factors). The "What Happened?" activity asks students to compare coordinates of an object and image to identify whether a reflection (sign change), rotation (coordinate swap/sign change), translation (adding/subtracting), or dilation (multiplying) occurred.

Students compute and record coordinates after dilations and reflections (e.g., problems that ask students to dilate a triangle by a factor of 2 and reflect it across an axis, with answer key showing D(3,1) → (6,2) and then reflect to (6,-2)). Students perform translations on coordinates (example: reflecting (2,2) across the y-axis to (-2,2) and then translating up 2 to (-2,4)). The unit quiz and problems require students to find final coordinates after sequences of transformations and to identify scale factors from one triangle to another, so students practice using coordinates to describe dilation, reflection, and translation effects.

Students practice reflections (across the y-axis and the line y = x) by plotting original and image coordinates and by using answer-key mappings. Students use rotation rules and apply them to rotate triangles 90°, 180°, and 270° (a rotation rules chart and multiple rotation problems are provided). Students perform and identify dilations (determine scale factor, dilate coordinates by factors like 2 and 0.5) and perform translations using rules T_{a,b} (several problems ask for translated image coordinates and translation rules). Several problems combine transformations (e.g., dilate then translate, dilate then reflect), requiring students to compute new coordinates after each step.

Students draw an x- and y-axis on graph paper and place shapes on the coordinate grid, then reflect a polygon across the x- or y-axis, rotate a polygon 90° clockwise around the origin, and translate a polygon using a rule such as "move right 4 units and up 2 units." Students dilate a figure about the origin by a factor of 3, plot the enlarged image, and are instructed to calculate and plot the dilated figure. The Parent Plan repeatedly instructs students to perform these transformations on the coordinate plane and to transfer the pre- and post-transformation shapes onto tracing paper.

Students plot and dilate Triangle LMN with given vertices L(2,1), M(4,1), N(3,3) and compute the dilated coordinates L'(6,3), M'(12,3), N'(9,9), showing use of coordinates for dilations. Students reflect a point A(-3,4) across the y-axis and describe how x and y values change, reflect triangle DEF across y = x and list D', E', F', and translate triangle ABC using the rule (x,y) → (x+3,y-2) writing new vertex coordinates. Students rotate point P(1,-9) 90° counterclockwise about the origin and explain the rule (x,y) → (-y,x), and complete additional problems rotating triangles 180° and identifying translation rules from coordinate changes.

Students are asked to perform translations with explicit coordinate rules (e.g., #11 Translate the square using T_{1,-3} and #14 Translate triangle ABC with given coordinates A(6,1), B(10,3), C(8,6)). Students are asked to reflect and rotate specific points using coordinates (e.g., #12 Reflect A(5,10) across the y-axis with answer A'(-5,10); #13 Rotate B(-3,4) 90° clockwise about the origin with answer B'(4,3)). The materials include grids and plotted figures for students to draw transformed shapes and compare original and image coordinates.