General Classroom Procedures

GeometryCourse Syllabus2013-2014

Welcome to my 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 36 weeks.

This ‘syllabus’ is an explanation to you about what I expect of you in terms of behavior, classroom procedures, and academic performance. You will find out quickly that this course is one of the more challenging ones that you will face in high school. Your willingness to take the course seriously will determine how successful you are in it. As your instructor, I will place a lot of emphasis on ‘personal responsibility’ with all of my students. This means that I will expect you to strive towards making decisions that are more in line with what a responsible adult would make, being that are you edging closer to being young adults with each passing day. I will also go to great lengths to be very specific with what I expect you to learn each day and what I expect you to accomplish along the way in this journey that we are about to embark.

SUPPLIES NEEDED FOR: Geometry
Required:
A 3 ring binder that is at least 1 ½ inches wide
A significant amount of loose leaf notebook paper
A graphing calculator (TI-83 or TI-84)
A pack of at least 100 index cards (5”x 8” OR larger…) (smaller sized cards will not be large enough for our purposes.)
A sizeable stash of pencils.
A protractor
A straight edge ruler
A compass

General Classroom Procedures

Student Behavior Policies and Expectations:

BE IN CLASS ON TIME EACH DAY.
NO FOOD OR DRINKS IN CLASSROOM, EXCEPT WATER.
NO DESK VANDALISM/GRAFFITI.
SHOW RESPECT TO OTHERS.
RESTRICTION OF CERTAIN ELECTRONIC DEVICES (Cell Phones)…

Classroom & Academic Policies & Expectations

COME TO CLASS PREPARED.
ALL WORK IS TO BE DONE IN PENCIL
KEEP COURSE ASSIGNMENTS ORGANIZED: I expect my students to keep the course assignments organized by properly labeling all assignments withthe following minimum information:

Name; Date; Class Period

Assignment Title: (Chapter # & Day # or Test/Quiz Title)

‘HONESTY IS THE BEST POLICY’. (No Cheating)
DO YOUR HOMEWORK EACH AND EVERY NIGHT
TAKE OWNERSHIP OF YOUR OWN ACADEMIC FUTURE:

Grading Policy for the NINE weeks grades:

90-----100A

80-----90B

70-----80C

60-----70D

Below 60F

(In cases, where the letter grade is affected I will round up. Ex: 89.5% = A)

Grading Breakdown:

There are several components to what makes up each nine weeks grade in Geometry. Here is a breakdown of those components:

80% of final gradeTests

20% of final gradeNotecards (Bellwork, HW checks, Exit Slips)

Bonus Points – will be assigned from time to time.

Grading Components:

TESTS:

TESTS: These will be announced several days in advance, so that students are well aware of when a test will be given. A complete and comprehensive review sheet will be worked the day before the test to ensure preparedness. It is CRITICAL that students utilize this review time to the best of their ability.

MAKE-UP WORK POLICY FOR TESTS/QUIZZES:

When tests are missed in my classes, they must be made up before or after school in my classroom. Tests and quizzes that are missed are automatically recorded as a 'ZERO', until the student elects to make-up that activity in the stated time frame.

NOTECARDS: Bellwork/ HW Checks/ Exit Slips:

At the start of each class session, there will be varying number problems on the board for all students to complete. These problems should be completed promptly upon entering the classroom. These problems are usually collected from students on a daily basis. Typically, these are completed on the ‘note card’ along with homework answers and are graded by the instructor. These problems, along with the home work account for the student’s ‘daily’ grade in Algebra II.

HOMEWORK & CLASSWORK ASSIGNMENTS:

GRADING OF HOMEWORK ASSIGNMENTS:

Homework is graded is through the ‘note card’ method, which will be the most common way for me to handle it.

MAKE-UP WORK POLICY FOR HOMEWORK ASSIGNMENTS:

We move at a very fast pace in this course. If you must miss my class for any reason, it is solely YOUR responsibility to find out make-up work and obtain class notes from a fellow student

BONUS POINTS:

Bonus points are offered in a variety of different ways throughout the course.

Statement on the issue of class attendance:

It is critical in this course that the student is in the class every day. It has been my experience that students, who are absent from school frequently, find it difficult to be successful in this course. Many times students are on school-related trips, but it still their responsibility to get the assignment and teach themselves from the class handouts/notes/ and examples.

Statement on the issue of Math Anxiety:

Often students tell teachers and parents that they do not test well in math. I believe that math is 98% mind over matter. A student must believe that he/she can do math in order to be successful. But I also believe that math can be studied and that math anxiety can be overcome. With completion of homework assignments, review sheets for quizzes and tests, listening in class, and perfect attendance a student can be successful in math!

Recommendations on ‘How To Study for Math’:

Do homework by yourself each night. If a student chooses to copy from a fellow classmate, they are NOT going to learn the material. I encourage students to work together, but not so much that it affects how much they truly learn.
Do the study guide for quizzes and tests at least 2 times the night before the quiz or test.

Statement on the Issue of Calculators

The instructor will NOT be providing calculators for students. I may have a small supply of 3-4 calculators, which are distributed on a first come, first serve basis based on availability. It is expected that ALL students must have a calculator for the course and are expected to bring it to class each day.

Due to the difficulties that students have in learning how to use a calculator, it is suggested that students use the same calculator for the entire school year. Different models and brands are used quite differently and the instructor may or may not have any knowledge on the type/brand of calculator your student is using.

Students are NOT allowed to share calculators during tests.

In summary: A few things parents and students should remember.

Personal responsibility is a major theme in any class that Mr. Spillman teaches.
Students who plan to ‘cheat’ their way through this course will NOT be successful in the end.
One school supply that is required for this course that may be unique from other teachers is the pack of or 5” x 8” (or larger) note cards. (We will use these everyday)
Students are expected to use the same calculator each day for the entire school year. It is important to remain ‘faithful’ to the same calculator.
Poor classroom attendance nearly always results in a failing grade in this course.
Only students who complete homework and classwork assignments consistently ON THEIR OWN and who study the review guides on the night before tests and quizzes can expect to make A’s or B’s in this course.
Parents should feel free to contact me regarding any questions you may have.

Geometry Course Sequence

Chapter 1 – Points, Lines, & Planes (Intro to Geometry)
Day # / Standards/Goals
Pre-Req Skills /

A.1.b.: I can solve single & multi-step equations & inequalities in one variable.

1 /

C.1.b.: I can identify and write conditional statements and use these statements to form conclusions.

2 / C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to solve problems.
D.1.a.: I can identify and model plane figures, including collinear and non collinear points, lines, segments, rays, and angles using appropriate mathematical symbols.
3 / C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to solve problems.
G.CO.1.:

I can understand the undefined terms: point, line, and distance along a line in a plane

4 / G.1.b.: I can apply the midpoint and distance formulas to points and segments to find midpoints, distances, and missing information.
G.CO.1.:

I can understand the undefined terms: point, line, and distance along a line in a plane

5 / C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to solve problems.
D.1.a.: I can identify and model plane figures, including collinear and non collinear points, lines, segments, rays, and angles using appropriate mathematical symbols.
6 / D.1.b.: I can identify vertical, adjacent, complementary, and supplementary angle pairs and use them to solve problems.
7 / D.1.b.: I can identify vertical, adjacent, complementary, and supplementary angle pairs and use them to solve problems.
8 / D.1.d.: I can use construction techniques, including straightedge and compass, to bisect and trisect segments and to create parallel and perpendicular lines, perpendicular bisectors, and angle bisectors.
9 / D.2.h.: I can identify and classify regular and non-regular polygons based on the number of sides, the angle measures, and the side lengths.
10 / Review
11 / Test
Chapter 2 – Proofs & Reasoning
Day # / Standards/Goals
1 /

C.1.b.: I can identify and write conditional statements and use these statements to form conclusions.
A.1.a.: I can apply properties such as: commutative, associative, identity, inverse, and substitution to simplify algebraic expressions.

2 / C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to write proofs.
3 / D.1.b.: I can identify vertical, adjacent, complementary, and supplementary angle pairs and use them to solve problems.
4 / C.1.c.: I can identify and write conditional and biconditional statements along with the converse, inverse, and contrapositive of a conditional statement and use these statements to form conclusions.
5 / C.1.b.: I can use inductive reasoning to make conjectures and deductive reasoning to arrive at valid conclusions.
6 / C.1.e.: I can read and write different types and formats of proofs including two-column, flowchart, and paragraph proofs.
C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to write proofs.
7 / C.1.e.: I can read and write different types and formats of proofs including two-column, flowchart, and paragraph proofs.
C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to write proofs.
8 / C.1.e.: I can read and write different types and formats of proofs including two-column, flowchart, and paragraph proofs.
C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to write proofs.
9 / C.1.e.: I can read and write different types and formats of proofs including two-column, flowchart, and paragraph proofs.
C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to write proofs.
10 / C.1.e.: I can read and write different types and formats of proofs including two-column, flowchart, and paragraph proofs.
C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to write proofs.
11 / Review
12 / Test Part I (Free Response)
13 / Test Part II (Multiple Choice)
Chapter 3 – Lines (Parallel, Perpendicular & Slope)
Day # / Standards/Goals
1 /

D.1.c.: I can identify corresponding, same-side interior, same-side exterior, alternate interior, and alternate exterior angle pairs formed by a pair of parallel lines and a transversal and use these special angle pairs to solve problems.

2 / D.1.c.: I can identify corresponding, same-side interior, same-side exterior, alternate interior, and alternate exterior angle pairs formed by a pair of parallel lines and a transversal and use these special angle pairs to solve problems.
D.1.f.: I can apply properties and theorems of parallel and perpendicular lines to solve problems.
3 / D.1.c.: I can identify corresponding, same-side interior, same-side exterior, alternate interior, and alternate exterior angle pairs formed by a pair of parallel lines and a transversal and use these special angle pairs to solve problems.
 D.1.f.: I can apply properties and theorems of parallel and perpendicular lines to solve problems.
4 / C.1.d.: I can use various methods to prove that two lines are parallel or perpendicular by using coordinates or angle measures.
D.1.c.: I can identify corresponding, same-side interior, same-side exterior, alternate interior, and alternate exterior angle pairs formed by a pair of parallel lines and a transversal and use these special angle pairs to solve problems.
 D.1.f.: I can apply properties and theorems of parallel and perpendicular lines to solve problems.
5 / A.1.d.: I can recognize the concept of slope as a rate of change, and can determine the slope when given the equation of a line in standard form or slope-intercept form, the graph of a line, two points or a verbal description.
G.1.a.: I can use slope to distinguish between and write equations for parallel and perpendicular lines.
G.GPE.5.: I can prove that two lines are parallel or perpendicular based on the slope of the lines.
A.1.e.: I can graph a linear equation using a table of values, x & y intercepts, or slope-intercept form
6 / A.1.c.: I can write linear equations in standard form and slope-intercept form when given two points, a point and the slope, or the graph of the equation.
G.1.a.: I can use slope to distinguish between and write equations for parallel and perpendicular lines.
7 / Review
8 / Test
Chapter 4 – Transformations & Intro to Quadratics
Day # / Standards/Goals
1 /

G.CO.4./ E.1.e.: I can identify and draw images of transformations and use their properties to solve problems.
I can understand the image, pre-image, scale factor, center, and similar figures as how they relate to transformations.
G.CO.4./ E.1.e.: I can identify and draw images of transformations and use their properties to solve problems.
G.CO.5.: I can draw a transformed figure and describe the sequence of transformations that were used to carry the given figure onto the other.
G.CO.2./ G.1.e.: I can determine the effect of reflections and their compositions on the coordinate plane.
G.CO.7.: I can understand the definition of congruence and how it relates to a transformation that is a ‘rigid motion’.

2 / G.CO.4./ E.1.e.: I can identify and draw images of transformations and use their properties to solve problems.

I can understand the image, pre-image, scale factor, center, and similar figures as how they relate to transformations.

G.CO.4./ E.1.e.: I can identify and draw images of transformations and use their properties to solve problems.
G.CO.5.: I can draw a transformed figure and describe the sequence of transformations that were used to carry the given figure onto the other.
G.CO.2./ G.1.e.: I can determine the effect of reflections and their compositions on the coordinate plane.
G.CO.7.: I can understand the definition of congruence and how it relates to a transformation that is a ‘rigid motion’.
3 / G.CO.2./ G.1.e.: I can determine the effect of reflections and their compositions on the coordinate plane.
G.CO.7.: I can understand the definition of congruence and how it relates to a transformation that is a ‘rigid motion’.
4 / G.CO.2./ G.1.e.: I can determine the effect of rotations and their compositions on the coordinate plane.
G.CO.7.: I can understand the definition of congruence and how it relates to a transformation that is a ‘rigid motion’.
5 / G.CO.2./ G.1.e.: I can determine the effect of rotations and their compositions on the coordinate plane.
G.CO.7.: I can understand the definition of congruence and how it relates to a transformation that is a ‘rigid motion’.
6 / G.SRT.1a: I can understand the idea of a dilation in the context of transformations.

I can identify the scale factor from a dilation.
I can understand the image, pre-image, scale factor, center, and similar figures as how they relate to transformations.

G.SRT.1b: I can explain how a scale factor shows how much larger or smaller a figure becomes after a dilation.
7 / E.1.a.: I can determine points or lines of symmetry and apply the properties of symmetry to figures.
8 / From Algebra II standards:
I can identify the shape of a graph of a quadratic function.
I can identify both the standard & vertex form of a quadratic function.
I can determine whether a quadratic function has a maximum or minimum value.
E.2.a.: I can determine the domain and range of a quadratic function; graph the function with and without technology.
I can determine the translations that may occur with a quadratic function and decide whether it is a reflection, stretch, compression, or a shift and in what direction and by how many units.
9 / From Algebra II standards:
I can identify the shape of a graph of a quadratic function.
I can identify both the standard & vertex form of a quadratic function.
I can determine whether a quadratic function has a maximum or minimum value.
E.2.a.: I can determine the domain and range of a quadratic function; graph the function with and without technology.
I can determine the translations that may occur with a quadratic function and decide whether it is a reflection, stretch, compression, or a shift and in what direction and by how many units.
*10 (optional) / G.GPE.2.: I can derive the equation of a parabola based on a given focus or directrix.
11 / Review
12 / Test
Chapter 5 – Triangles Part I
Day # / Standards/Goals
1 /

D.2.a.: I can identify and classify triangles by their sides and angles.

2 / I can understand angle relationships in triangles.
3 / D.2.j. I can apply the Isosceles Triangle Theorem and its converse to triangles to solve mathematical and real-world problems.
4 / C.1.g. I can use the principle that corresponding parts of congruent triangles are congruent to solve problems.
5 / C.1.f.: I can prove that two triangles are congruent by applying the SSS, SAS, ASA, and AAS congruence statements.
C.1.g. I can use the principle that corresponding parts of congruent triangles are congruent to solve problems.
6 / G.CO.10: I can prove theorems about triangles.
C.1.f.: I can prove that two triangles are congruent by applying the SSS, SAS, ASA, and AAS congruence statements.
C.1.g. I can use the principle that corresponding parts of congruent triangles are congruent to solve problems.
7 / G.CO.10: I can prove theorems about triangles.