Question 1: Plot the point (3, 5) on the grid. Then, rotate it 180° about the origin and plot the new position. What are the coordinates of the new point?

Answer: (-3, -5)

Question 2: A recipe requires ingredients at points (−2, 4) and (3, −1) on a kitchen grid. If you rotate the ingredients 180° about the origin, where will they be located?

Answer: (2, -4) and (−3, 1)

Question 3: Calculate the image of the point (−6, 2) after a 180° rotation about the origin.

Answer: (6, -2)

Question 4: If a chef places a utensil at (−4, -3) and then rotates it 180° about the origin, where does it end up?

Answer: (4, 3)

Question 5: A baking tray is positioned at (2, −5) on a kitchen grid. After rotating it 180° about the origin, what are the new coordinates?

Answer: (-2, 5)

Question 6: Construct the point (−1, 6) on the grid and then rotate it 180° about the origin. Mark the new position and note the coordinates.

Answer: (1, -6)

Question 7: A chef's utensils are at (3, -2). After a 180° rotation about the origin, they are moved to:

Answer: (-3, 2)

Question 8: A recipe calls for ingredients at points (−3, 7) and (4, -5). Rotate these points 180° around the origin and determine their new locations.

Answer: (3, -7) and (-4, 5)

Question 9: Identify and correct the mistake in this rotation: A point at (2, −3) was rotated 180° about the origin, and the result was given as (−2, 3).

Answer: The correct image is (−2, 3). The mistake is in the initial statement; the rotation is correct. Alternatively, if the student writes the answer or mistake, guide them to verify the calculation.

Question 10: A recipe requires a cup at (−1, 4). After rotating it 180° about the origin, where will the cup be placed on the grid?

Answer: (1, -4)