Line Reflections Videos - Free Educational Videos for Students in K - 12

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This page provides a list of educational videos related to Line Reflections. You can also use this page to find sample questions, apps, worksheets, lessons , infographics and presentations related to Line Reflections.


Geometry: Reflections


By Educator

This video demonstrates a reflection in the line y=x.

Find the reflection that maps a given figure to another


By Khan Academy

Sal is given two line segments on the coordinate plane, and determines the reflection that maps one of them into the other.

Find the reflection that maps a given figure to another


By Khan Academy

Sal is given two line segments on the coordinate plane, and determines the reflection that maps one of them into the other.

Advanced reflections


By Khan Academy

Sal is given two line segments on the coordinate plane, and determines the reflection that maps one of them into the other.

Advanced reflections


By Khan Academy

Sal is given two line segments on the coordinate plane and the definition of a translation, and he draws the image of the segments under that reflection.

Draw the image of a reflection


By Khan Academy

Sal is given two line segments on the coordinate plane and the definition of a translation, and he draws the image of the segments under that reflection.

Math Reflections - MathHelp.com - Pre Algebra Help


By yourteachermathhelp

Students learn that when a figure is flipped over a line to create a mirror image, the transformation is called a reflection Students are then asked to identify the figure that represents a reflection of a given figure in the x-axis, the y-axis, or a given line on a coordinate system.

Inverse Functions | MathHelp.com


By MathHelp.com

In this example, we’re given a relation in the form of a chart, and we’re asked to find the inverse of the relation, then graph the relation and its inverse. To find the inverse of a relation, we simply switch the x and y values in each point. In other words, the point (1, -4) becomes (-4, 1), the point (2, 0) becomes (0, 2), the point (3, 1) becomes (1, 3), and the point (6, -1) becomes (-1, 6). Next, we’re asked to graph the relation and its inverse, so let’s first graph the relation. Notice that the relation contains the points (1, -4,), (2, 0), (3, 1), and (6, -1). And the inverse of the relation contains the points (-4, 1), (0, 2), (1, 3), and (-1, 6). Finally, it’s important to understand the following relationship between the graph of a relation and its inverse. If we draw a diagonal line through the coordinate system, which is the line that has the equation y = x, notice that the relation and its inverse are mirror images of each other in this line. In other words, the inverse of a relation is the reflection of the original relation in the line y = x.

Symmetry of two-dimensional shapes


By Khan Academy

Sal solves the following problem: Two of the points that define a certain quadrilateral are (0,9) and (3,4). The quadrilateral has reflective symmetry over the line y=3-x. Draw and classify the quadrilateral.

[8.G.1a-1.0] Line Transformations - Common Core Standard


By Freckle by Renaissance

Verify that through rotations, translations, and reflections, lines are taken to lines, and line segments to line segments of the same length Front Row is a free, adaptive, Common Core aligned math program for teachers and students in kindergarten through eighth grade. Front Row allows students to practice math at their own pace - learning advanced concepts when they're ready and receiving remediation when they struggle. Front Row provides teachers with access to a detailed data dashboard and weekly email reports that show which standards are causing students difficulty, what small groups can be formed for interventions, and how their students are progressing in math.

[8.G.1a-1.0] Line Transformations - Common Core Standard


By Freckle by Renaissance

Verify that through rotations, translations, and reflections, lines are taken to lines, and line segments to line segments of the same length Front Row is a free, adaptive, Common Core aligned math program for teachers and students in kindergarten through eighth grade. Front Row allows students to practice math at their own pace - learning advanced concepts when they're ready and receiving remediation when they struggle. Front Row provides teachers with access to a detailed data dashboard and weekly email reports that show which standards are causing students difficulty, what small groups can be formed for interventions, and how their students are progressing in math.

[8.G.1c-1.2] Parallel Line Transformations - Common Core Standard


By Freckle by Renaissance

Determine that rotated, reflected and translated parallel lines are moved to parallel lines Front Row is a free, adaptive, Common Core aligned math program for teachers and students in kindergarten through eighth grade. Front Row allows students to practice math at their own pace - learning advanced concepts when they're ready and receiving remediation when they struggle. Front Row provides teachers with access to a detailed data dashboard and weekly email reports that show which standards are causing students difficulty, what small groups can be formed for interventions, and how their students are progressing in math.

Writing Standard 3.2 Using narrative techniques to develop experiences, events and/or characters


By OnDemandInstruction

This video shows how to use narrative techniques to develop experiences, events and/or characters. It presents examples of narrative techniques: dialogue, pacing, description, reflection, and multiple plot lines. It includes an application example and practice problems. It answers the questions: Why are these techniques important? Who uses these techniques? How can I use what I learned here? It concludes with student expectations.

Symmetry of two-dimensional shapes


By Khan Academy

Sal solves the following problem: Two of the points that define a certain quadrilateral are (-4,-2) and (0,5). The quadrilateral has a������������reflective symmetry over the lines y=x/2 and������������y=-2x + 5.������������Draw and classify the quadrilateral.

Writing Standard 3.2 Using narrative techniques to develop experiences, events and/or characters.


By OnDemandInstruction

This video shows how to use narrative techniques to develop experiences, events and/or characters. It presents examples of narrative techniques: dialogue, pacing, description, reflection, and multiple plot lines. It includes an application example and practice problems. It answers the questions: Why are these techniques important? Who uses these techniques? How can I use what I learned here? It concludes with student expectations.

Writing Standard 3.2 Using narrative techniques to develop experiences, events and/or characters.


By OnDemandInstruction

This video shows how to use narrative techniques to develop experiences, events and/or characters. It presents examples of narrative techniques: dialogue, pacing, description, reflection, and multiple plot lines. It includes an application example and practice problems. It answers the questions: Why are these techniques important? Who uses these techniques? How can I use what I learned here? It concludes with student expectations.

Inverse Relations | MathHelp.com


By MathHelp.com

Here we’re asked to solve for x in the equation: log base x of 144 = 2. Notice that we have a logarithmic equation, so let’s first convert the equation to exponential form. Remember that the base of the log represents the base of the power, the right side of the equation represents the exponent, and the number inside the log represents the result, so we have x…squared…= 144. Now, to solve for x, since x is squared, we simply take the square root of both sides of the equation to get x = plus or minus 12. Remember to always use plus or minus when taking the square root of both sides of an equation. However, notice that x represents the base of the logarithm in the original problem, and the base of a logarithm cannot be negative. Therefore, x cannot be equal to negative 12. So our final answer is x = 12.

[8.G.1c-1.1] Parallel Line Transformations - Common Core Standard


By Freckle by Renaissance

Identify rotated, reflected and translated parallel lines Front Row is a free, adaptive, Common Core aligned math program for teachers and students in kindergarten through eighth grade. Front Row allows students to practice math at their own pace - learning advanced concepts when they're ready and receiving remediation when they struggle. Front Row provides teachers with access to a detailed data dashboard and weekly email reports that show which standards are causing students difficulty, what small groups can be formed for interventions, and how their students are progressing in math.

Systems of Three Equations | MathHelp.com


By MathHelp.com

Here we’re asked to graph the following function and use the horizontal line test to determine if it has an inverse. And if so, find the inverse function and graph it. So let’s start by graphing the given function, f(x) = 2x – 4, and remember that f(x) is the same as y, so we can rewrite the function as y = 2x – 4. Now, we simply graph the line y = 2x – 4, which has a y-intercept of -4, and a slope of 2, or 2/1, so we go up 2 and over 1, plot a second point and graph our line, which we’ll call f(x). Next, we’re asked to use the horizontal line test to determine if the function has an inverse. Since there’s no way to draw a horizontal line that intersects more than one point on the function, the function does have an inverse. So we need to find the inverse and graph it. To find the inverse, we switch the x and the y in original function, y = 2x – 4, to get x = 2y – 4. Next, we solve for y, so we add 4 to both sides to get x + 4 = 2y, and divide both sides by 2 to get 1/2x + 2 = y. Next, let’s flip our equation so that y is on the left side, and we have y = 1/2x + 2. Finally, we replace y with the notation that we use for the inverse function of f, as shown here. And remember that we’re asked to graph the inverse as well, so we graph y = ½ x + 2. Our y-intercept is positive 2, and our slope is ½, so we go up one and over 2, plot a second point, graph the line, and label it as the inverse function of f. Notice that the graph of the inverse function is a reflection of the original function in the line y = x.