Teacher: Tony Slayton e-mail: tslayton@viewparkprep.org COURSE OUTLINE According to the California Mathematics Framework the curriculum for Geometry students develop a geometric sense, logical reasoning, beginning proofs and recognizing relationships among polygons. Aside from learning these skills and concepts, students will develop their ability to construct formal, logical arguments and proofs in geometric settings and problems. We will cover the following topics and lessons in the textbook, Saxon Geometry. Additional support materials will be used at the teachers discretion. The goal is to provide instruction that will develop students towards a level of mastery as demonstrated on multiple forms of assessment. i.e. (CAHSEE, CST, SAT, ACT, and AP) SEMESTER ONE / Geometry A Section 1: Lessons 1-10, Investigation 1 Lesson 1-Points, Lines, and Planes (CA Geometry Standards # 6.0, 7.0, 8.0, 9.0, 10.0, 11.0, 12.0, 13.0, 21.0) Lesson 2-Segments (CA Geometry Standards # 1.0, 6.0, 7.0, 8.0, 9.0, 10.0, 11.0, 13.0) Lesson 3-Angles (CA Geometry Standards # 6.0, 7.0, 8.0, 9.0, 10.0, 11.0, 13.0, Lesson 4-Postulates and Theorems About Points, Lines, and Angles (CA Geometry Standards # 6.0, 7.0, 8.0, 9.0, 10.0, 11.0, 13.0, 21.0) Lesson 5-More Theorems About Lines and Planes (CA Geometry Standards # 6.0, 7.0, 8.0, 9.0, 10.0, 11.0, 12.0, 13.0) Lesson 6-Identifying Pairs of Angles (CA Geometry Standards # 6.0, 7.0, 8.0, 9.0, 10.0, 11.0, 12.0, 13.0) Lesson 7-Using Inductive Reasoning (CA Geometry Standards # 6.0, 7.0, 12.0, 13.0) Lesson 8-Using Formulas in Geometry (CA Geometry Standards # 6.0, 8.0, 9.0, 10.0, 11.0, 12.0, 13.0) Lesson 9-Finding Length: Distance Formula (CA Geometry Standards # 6.0, 8.0, 9.0, 10.0, 11.0, 12.0, 13.0) Lesson 10-Using Conditional Statements (CA Geometry Standards # 6.0, 8.0, 9.0, 10.0, 11.0, 12.0, Page 1 of 8
Page 2 of 8 Section 2: Lessons 11-20, Investigation 2 Lesson 11-Finding Midpoints (CA Geometry Standards # 1.0, 6.0, 8.0, 9.0, 10.0, 11.0, 15.0) Lesson 12-Proving Lines Parallel (CA Geometry Standards # 1.0, 8.0, 9.0, 10.0, 11.0, 15.00 Lesson 13-Introdutcion to Triangles (CA Geometry Standards # 15.0, 17.0) Lesson 14-Disproving Conjectures with Counterexamples (CA Geometry Standards # 17.0) Lesson 15-Introduction to Polygons (CA Geometry Standards # 17.0) Lesson 16-Finding Slopes and Equations of Lines (CA Geometry Standards # 17.0) Lesson 17-More Conditional Statements (CA Geometry Standards # 1.0, 2.0, 17.0) Lesson 18-Triangle Theorems (CA Geometry Standards # 1.0, 2.0, 17.0) Lesson 19-Introduction to Quadrilaterals (CA Geometry Standards # 1.0, 2.0, 17.0) Lesson 20-Interpreting Truth Tables (CA Geometry Standards # 1.0, 2.0, 3.0) Section 3: Lessons 21-30, Investigation 3 Lesson 21-Laws of Detachment and Syllogism (CA Geometry Standards # 1.0, 2.0, 3.0, 4.0) Lesson 22-Finding Areas of Quadrilaterals (CA Geometry Standards # 4.0, 5.0) Lesson 23-Introduction to Cirlces (CA Geometry Standards # 1.0, 8.0) Lesson 24-Algebraic Proofs (CA Geometry Standards # 1.0, 2.0, 3.0, 4.0) Lesson 25-Triangle Congruence: SSS (CA Geometry Standards # 4.0, 5.0) Lesson 26-Central Angles and Arc Measure (CA Geometry Standards # 1.0, 8.0, 21.0) Lesson 27-Two Column Proofs (CA Geometry Standards # 1.0, 2.0, 15.0) Lesson 28-Triangle Congruence: SAS (CA Geometry Standards # 4.0, 5.0) Lesson 29-Using the Pythagorean Theorem (CA Geometry Standards # 15.0) Lesson 30-Triangle Congruence: ASA and AAS (CA Geometry Standards # 1.0, 3.0, 7.0) Section 4: Lessons 31-40, Investigation 4 Lesson 31-Flowchart and Paragraph Proofs (CA Geometry Standards # 1.0, 3.0, 7.0) Lesson 32-Altitudes and Medians of Triangles
Page 3 of 8 (CA Geometry Standards # 3.0, 4.0, 5.0) Lesson 33-Converse of the Pythagorean Theorem (CA Geometry Standards # 3.0, 4.0, 5.0, 17.0) Lesson 34-Properties of Parallelograms (CA Geometry Standards # 4.0, 5.0, 17.0) Lesson 35-Finding Arc Lengths and Areas of Sectors (CA Geometry Standards # 3.0, 4.0, 5.0, 7.0) Lesson 36-Right Triangle Congruence Theorems (CA Geometry Standards # 3.0, 21.0) Lesson 37-Writing Equations of Parallel and Perpendicular Lines (CA Geometry Standards # 3.0, 21.0) Lesson 38-Perpendicular and Angle Bisectors of Triangles (CA Geometry Standards # 16.0) Lesson 39-Inequalities in a Triangle (CA Geometry Standards # 2.0, 21.0) Lesson 40-Finding Perimeters and Areas of Composite Figures (CA Geometry Standards # 1.0, 2.0, 3.0) Section 5: Lessons 41-50, Investigation 5 Lesson 41-Ratios, Proportions, and Similarity (CA Geometry Standards # 2.0, 3.0) Lesson 42-Finding Distance from a Point to a Line (CA Geometry Standards # 2.0) Lesson 43-Chords, Secants, and Tangents (CA Geometry Standards # 2.0, 18.0) Lesson 44-Applying Similarity (CA Geometry Standards # 18.0 19.0) Lesson 45-Introduction to Coordinate Proofs (CA Geometry Standards # 18.0, 19.0) Lesson 46-Triangle Similarity: AA, SSS, SAS (CA Geometry Standards # 18.0, 19.0) Lesson 47-Circles and Inscribed Angles (CA Geometry Standards # 18.0, 19.0) Lesson 48-Indirect Proofs (CA Geometry Standards # 18.0, 19.0) Lesson 49-Introduction to Solids (CA Geometry Standards # 7.0) Lesson 50-Geometric Mean (CA Geometry Standards # 7.0) Section 6: Lessons 51-60, Investigation 6 Lesson 51-Properties of Isosceles and Equilateral Triangles (CA Geometry Standards # 7.0) Lesson 52-Properties of Rectangles, Rhombuses, and Squares (CA Geometry Standards # 7.0) Lesson 53-45:45:90 Right Triangles (CA Geometry Standards # 20.0) Lesson 54-Representing Solids
(CA Geometry Standards # 9.0, 11.0) Lesson 55-Triangle Midsegment Theorem (CA Geometry Standards # 5.0) Lesson 56-30:60:90 Right Triangles (CA Geometry Standards # 2.0, 20.0, 21.0) Lesson 57-Finding Perimeter and Area with Coordinates (CA Geometry Standards # 1.0, 2.0) Lesson 58-Tangents and Circles, Part 1 (CA Geometry Standards # 2.0, 7.0, 21.0) Lesson 59-Finding Surface Areas and Volumes of Prisms (CA Geometry Standards # 15.0) Lesson 60-Proportionality Theorems (CA Geometry Standards # 15.0) CLASS RULES AND EXPECTATIONS Be on time for class. Unexcused tardiness is not permitted. Always be polite. Extend courtesy and aid to those around you. Do not make sarcastic, demeaning, hurtful remarks. Offer constructive criticism in a respectful manner. It is your responsibility to make up work after an absence. I will not go to you it is your responsibility to get your work from the school website or from me. Expect daily homework. Take advantage of the time saved on short assignments by reviewing old material. There will be of several forms of assessment: quizzes, tests, and projects. Extra help will be available to anyone who wishes it. Please see me during office hours, or we can arrange a convenient time. CLASSWORK/HOMEWORK Assigned every day! Assignments will be written on the board, students are expected to write this in their daily agenda. Assignments will also be posted on the school website. Usually, it is due the next day of class, unless otherwise stated. Students must SHOW WORK for every problem. Each assignment will be graded on a ten point rubric. You will need an APPROPRIATE HEADING and labels. Pencil only!!! Include your first and last name Include the Lesson number, the date and page number Show all work neatly and clearly. Box your answers. Classwork is due at the END of the period. Homework is due the next day at the BEGINNING of the period LATE HOMEWORK IS NOT ACCEPTED!!! Page 4 of 8
ASSESSMENTS Quizzes may be announced or spontaneous (pop quizzes). They will be an indicator of how well you are doing in your daily preparation, listening, reading, and studying. Tests will cover a unit of lessons and will be announced in advance. Tests are designed to show how well you have mastered the material. The best way to prepare for any assessment is by frequently reviewing your notes, participating in class, and consistently completing your homework. Pencil only!!! Include your first and last name Show all work neatly and clearly. Box your answers. Must show work (including all steps) neatly and clearly to receive all points on assessments. TECHNOLOGY Technology is integrated in the course throughout the year. Students and teachers will utilize: Internet, World Wide Web (Assignments and Grades, Research, Downloading/Uploading, and e-mail) Microsoft Office (Word, Excel, Power Point) TI-83+ or TI-84+ Graphing calculator BINDER You are required to keep a neatly organized three-ring binder for this course. You must bring the binder to class every day. The first page of your binder must contain this course outline and syllabus. The binder will be used to keep all notes, class work and homework assignments for this course. SUPPLIES You must bring the following to class EVERY DAY Pencils SAXON Geometry text book Eraser Calculator, TI-83+, or TI-84+ 3-ring binder Ruler Line paper Protractor Compass Graph paper GRADE DISTIBUTION Page 5 of 8
Students will receive weekly progress reports. Grades are based on cumulative points earned on assignments, assessments, and projects. Please take the time to review all grades earned via Power School. Students who pass both semesters of Geometry with the grade of C or better fulfill one of the A-G college admission requirements. If you have questions, please contact the teacher through the school website: http://vpphs.icefla.org GRADE SCALE 100 90% A 89 80% B 79 70% C 69 60% D 59 0% FAIL http://vpphs.icefla.org Page 6 of 8
Teacher: Dr. Tony Slayton e-mail: tslayton@viewparkprep.org Student Name (print): Geometry Period I read the course outline and syllabus for this class, including the grading policy, class procedures, and supplies needed for class: Parent/Guardian Signature and Date Phone Contact (home or mobile) Student Signature and Date Parent e-mail Parents, please write any comments or questions that may help me teach your child more effectively below: Page 7 of 8
Guidelines for Math Homework Assignments Following these guidelines will allow you to get the most from your assignments. Your work will be more organized and readable. You ll be able to practice the attention to detail and depth that we require on tests. Finally, you ll be interacting with problems more deeply. Assignment Section and Date should head every assignment. Each problem includes a problem number. Each problem includes a statement of the original question (this can be in brief or abbreviated form) Write down what you KNOW - in words, equations or pictures. State what you NEED - what s the goal? In clear logical steps, answer the question completely. If it asks for an explanation, give an explanation! Paths to correct answers are ALWAYS expected. Variables should ALWAYS be defined (via words or a clear picture). Final answers should ALWAYS be in context of the question. Give units, translate equations back into English, etc. Check your answers. Are you showing a clear path? Check the path to your solution with the answer key at school or with hotmath.com. Do you show sufficient detail? When you are stuck on a problem, you should STILL include o What s given in the problem. (via words, equation or diagram) o The goal of the problem o An attempt, a SPECIFIC reason why you are stuck. I don t know where to go from here is not a specific reason. Point to the confusing phrase or task. In other words, a blank response is never appropriate. Page 8 of 8