Berrien Springs High School. Geometry. Course Syllabus

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Berrien Springs High School Geometry Course Syllabus Together, inspiring students to think, learn, achieve and care in a global community." Teacher: Best Time to Contact: Ms.

1 Berrien Springs High School Geometry Course Syllabus Together, inspiring students to think, learn, achieve and care in a global community." Teacher: Best Time to Contact: Ms. Dyksterhouse M- F 8:38-9:26 Telephone: (work) ext: 0505 E- mail Address: Web page: Course Textbook: kdyksterhouse@homeoftheshamrocks.org Carnegie Learning: Geometry COURSE DESCRIPTION: During high school, students begin to formalize their geometry experiences from elementary and middle school, using more precise definitions and developing careful proofs. Although there are many types of geometry, school mathematics is devoted primarily to plane Euclidean geometry. Carnegie Learning Geometry, the curriculum we use, incorporates the van Hiele model of Geometric thought, a theory that describes how students learn geometry, and enables students to develop a deep understanding of Geometry. The course builds on prior knowledge and supports a variety of ability and grade levels; it does a great job of setting students up for success in the workforce or college. The curriculum is aligned to the Common Core State Standards. It is designed to be taken after an algebra course, so number fluency and basic algebraic skills such as solving an equation are assumed. COURSE FORMAT: This course is part of the Carnegie series that involves using a blended curriculum. It integrates research- based software and classroom activities to ensure student success. This class will be focused on students actively engaging in mathematics, explaining their thinking, justifying their work, using multiple representations, making connections, and using appropriate technology. Students will have opportunities to work individually, in pairs, and in groups three days each week as they explore the collaborative learning activities in the textbook. The other two days will be spent working individually on laptops using the cognitive tutor software that corresponds with the textbook. The online portion of this curriculum will be included in the grading process. 1

2 COURSE COMPONENTS: The blended approach we are using, which is a combination of collaborative classroom activities and an adaptive math tutoring software, focuses on how students think, learn, and apply new knowledge in mathematics and empowers them to take ownership of their learning. The instructional materials used in this course help students gain a deep understanding of the mathematics that they will need to succeed in school and in life. Student Text: Geometry Second Edition, Carnegie Learning Textbook. The student text is the primary classroom resource. It is consumable, so it works as a record of the students thinking, reasoning, and problem solving. The student lessons interleave questions, instruction, and worked examples to engage students as they develop their own mathematical understanding. The lessons are structured to provide students with various opportunities to reason, to model, and to explain mathematical ideas. Cognitive Tutor Software. Twice a week we will be using math software solutions powered by Cognitive Tutor. This software features the most precise method of differentiated instruction available. The adaptive solutions individualize instruction based on how students learn. The engagement features, such as interest areas, characters, and choice options, help hold students interest while they are using it. Cognitive Tutor can be accessed at home if a student falls behind ( In order to login the student will need the school code and their personal login. Student Skills Practice. The skills practice worksheets are a supplemental resource to provide targeted practice of discrete skills within each student lesson. Each skills practice worksheet contains two sections vocabulary and problem sets. The vocabulary section provides additional practice with the key terminology of the lesson through a variety of tasks such as matching, fill- in- the- blank, and identifying similarities and differences. The problem sets should be assigned as needed based on formative assessment. The solution for the first question in each problem set is provided as a worked example to help students. The answers for the odd questions are provided in the back of their workbook. Student Resource Center. The textbook, assignment book, and skills practice worksheets are available to students and parents online for viewing and printing. If any of the materials are misplaced, students will be required to print them from the website ( or purchase the entire set for approximately $70. COURSE MATERIALS: Writing Utensils (pencil or pens). I will not provide writing utensils. It is expected that students will come prepared with something to write with each day. 3- Ring Binder. Used only for Geometry class and at least 1 wide. It should include the following: o o Lose Leaf Paper or a Spiral Notebook. For notes and/or assignments. Tabs for Binder. Used to separated the binder into the following sections: Notes, Homework, Assessments, Reflection/Grades, Other INSTRUCTIONAL PHILOSOPHY: Students will be expected to complete individual assignments, quizzes, tests, and projects. They will also be expected to participate within a cooperative group setting in the classroom. Students are required to take notes and complete work in their textbook throughout the year as well as complete the assigned cognitive tutor modules. To receive credit for the semester, each student is required to average a minimum of 60% between the two quarters and semester exam. Furthermore, they must pass a combination of two of the three grades regardless of the overall percentage. Course work will be completed in both cooperative groups and individual assignments. Student instruction will utilize both direct and inductive lessons as well as cooperative learning. 2

3 COURSE CURRICULUM: Chapter 1: Tools of Geometry This chapter is the introduction to segments, points, lines, and angles. It will lay the foundations for constructions that will be used throughout the text. Distance, midpoint, and slope are used to examine segments and lines in the coordinate plane. Patty paper and constructions are used to duplicate segments and angles, bisect segments and angles, create parallel and perpendicular lines, and create triangles and quadrilaterals. Chapter 2: Introduction to Proof This chapter focuses on different forms of proof. It introduces formal and informal forms of proof such as paragraph proof, proof by construction, two- column proof, and flow chart proof. Students prove theorems about angles associated with parallel lines and derive the formula for a parabola given the focus and directrix. Chapter 3: Perimeter and Area of Geometric Figures on the Coordinate Plane This chapter focuses on calculating perimeter and area of figures represented on the coordinate plane, through the use of distance, midpoint, and slope. Chapter 4: Three- Dimensional Figures This chapter focuses on volume and surface area. Students examine relationships between volumes of various shapes. Includes nets and cross- sections. Chapter 5: Properties of Triangles In this chapter you will establish properties and theorems related to triangles. Students explore the Pythagorean Theorem, its Converse, special right triangles, and the Triangle Inequality Theorem. Chapter 6: Similarity Through Transformations This chapter establishes similarity postulates. Students connect similarity with the Angle Bisector Theorem, the geometric mean, and indirect measurement. Chapter 7: Congruence Through Transformations This chapter addresses transformations of figures on the coordinate plane, focusing on congruence, and the effects of transformation on coordinates. Introduces congruence as a special case of similarity. Conditions for triangle congruence are explored and congruent triangles are constructed using these conditions. Chapter 8: Using Congruence Theorems This chapter introduces congruence as a special case of similarity. Students make conjectures and prove theorems; and are introduced to indirect proof. Chapter 9: Trigonometry This chapter focuses on right triangle trigonometry. Students use trigonometry ratios and their inverses. Chapter 10: Properties of Quadrilaterals In this chapter you will prove theorems about the properties of quadrilaterals. Chapter 11: Circles, Chapter 12: Arcs and Sectors of Circles, & Chapter 13: Circles and Parabolas These chapters explore circles. Students determine relationships between arcs, chords, angles, tangents, points of concurrency, inscribed and circumscribed polygons, arch length, and areas of parts of circles. Given a subset of vertices and a set of conditions, the remaining possible vertices are determined. Chapter 14: Probability In this chapter you will learn how to understand and interpret independent events and conditional probability. Chapter 15: More Probability, and Counting In this chapter you will use probability rules to compute probabilities of compound events in a uniform model. 3

4 STUDENT ASSESSMENT: Students will receive unit learning goals that specifically outline what they are expected to know and be able to do. There will also be two forms of assessment: formative and summative. Formative assessments will be used to monitor student learning in progress and will include homework, classroom activities, textbook work, and quizzes. Textbooks must be brought to class each day. Students will need a binder or folder for their syllabus, progress sheet, warm ups, handouts, and any tear outs from the book. Summative assessments will be used to assess learning at the conclusion of a unit. These assessments will include chapter tests, projects, marking period exams, midterm, and final exam. It is critically important to note that formative assessment is critical to student learning. All formative assessments will align to the learning goals, and with active student engagement and a constant focus on the learning targets, the likelihood of success on the summative assessments will increase dramatically. Please understand that if you do not focus on these activities and reflect upon your learning, you will head into the summative assessments unprepared. Lastly, behavior, effort, and attitude will never be factored into a student s grade. Responsibility, respect, hard work, and a positive attitude are expected. And while students will be held accountable for these issues, their grades will only reflect their understanding of the learning targets. REASSESSMENT POLICY: You may have an opportunity to be reassessed. Remember, a reassessment is a privilege and not a right. If you did not engage in the formative work during the unit, you may not be given a reassessment. When a reassessment is given, it will be a completely new assessment and the old grade will be replaced. To be eligible for reassessment, you must fill out an Applying for Reassessment sheet and 1. Analyze your mistakes, determine what learning target(s) you need to work on, and create a strategy for improvement. 2. Participate in some sort of corrective learning before re- taking the section(s) of the assessment. 3. Complete the reassessment within one week of the initial assessment, unless I have granted an extension. Also, if you miss a summative assessment, you must make it up within a week, or you forfeit your right to a reassessment. Reassessment is not allowed on the marking period exam, midterm exam, or final exam. Learning is ultimately YOUR responsibility. Reassessment should be rare. COURSE GRADING: 20% Homework/Performance Tasks 15% Quizzes 25% Assessment Online Assessment Marking Period Assessment Chapter Tests Projects 40% Cognitive Tutor 100% Total Quarterly (40% Q1 + 40% Q2 + 20% = 100% Semester) GRADING SCALE: 100% A+ 95% - 99% A 90% - 94% A- 87% - 89% B+ 83% - 86% B 80% - 82% B- 77% - 79% C+ 73% - 76% C 70% - 72% C- 67% - 69% D+ 63% - 66% D 60% - 62% D- 59% or Less F 4

5 LAB EXPECTATIONS: 1. Begin working on the Cognitive Tutor immediately upon entering the room. 2. Work quietly on your own. 3. Do not type on the keyboard of other students. 4. Cognitive Tutor should be the only window open on your computer. 5. Do not bring food or drink on lab days (including water). 6. Notify the teacher if you are planning to take a quiz or test and sit in the designated area. CLASSROOM EXPECTATIONS: Students are expected to: 1. Make up absent work within the same number of class days as the number of days absent. It is your responsibility to get notes, homework, etc. when you are absent. You can look on my website, ask a classmate, or come early before school/stay after school and speak with me. 2. Not copy other students test, quiz, project, or assignment. Ø 1 st Offense: Collection of work/no credit/parent notification/3 detentions Ø 2 nd Offense: Collection of work/no credit/parent notification/1 day OSS Ø 3 rd Offense: Collection of work/no credit/parent notification/3 days OSS/fail course 3. Be in the classroom prior to the bell ringing. If tardy, go to the office to get a pass. 4. Take your seat as soon as you arrive to class and start working on the warm up. 5. Come prepared to learn. Bring your textbook, writing utensils, and a three ring binder with dividers and labels. 6. Label homework with your name, date, section, page, and problem numbers. 7. Turn your work in on time; it will not be accepted late. 8. Do not bring food, drinks (other than water), gum, bags, or coats in class. 9. Turn off your cell phone (and all other electronic equipment) and keep it out of sight. Ø 1 st time: Warning/confiscation/parent notification Ø 2 nd time: 1 detention/confiscation/parent notification Ø 3 rd time: 3 detentions/confiscation/parent notification Ø 4 th time: 1 day OSS/confiscation/parent notification Ø 5 th time: 2 days OSS/confiscation/parent notification 10. Follow all handbook policies. 11. Bring a positive attitude. 12. Remain in your seat until you are dismissed at the end of the period. 5

6 To the Parent: Please read and discuss this material with your son/daughter. It is very important to me, as the instructor, that you and your child understand the expectations and requirements of this course. Please feel free to contact me via or school phone if you have any questions or concerns. I appreciate your support and look forward to a very productive year! To acknowledge that you and your child read and understood the requirements and expectations on the Geometry syllabus above, please sign below and return only his page to me by the end of the second week of school. Again, if there are any questions, please feel free to contact me. I look forward to getting to know you and your child this school year! Sincerely, Kristen Dyksterhouse I have read and reviewed with my child the information regarding Geometry expectations and content. Student Name (please print): Student Signature: Date: Parent/Guardian Name (please print): Parent/Guardian Signature: Date: Parent Parent Phone: 6

Pre-AP Geometry Course Syllabus Page 1

Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next