AFNORTH INTERNATIONAL SCHOOL

Course Overview  (2004-2005)

 

Geometry (MAG 401)                                                                                       Mrs. K. Benke

Room B 2.14                                                                                      kim_benke@eu.odedodea.edu

 

Course Description

The standards for geometry are designed to develop and promote student reasoning and problem solving involving geometric concepts and properties. Students apply deductive reasoning using points, lines, planes, segments, angles, triangles, quadrilaterals, polygons, and three-dimensional figures. Algebraic concepts are integrated with the geometric concepts throughout the standards. Students will be encouraged to talk and write about geometry, to use the language and symbols of mathematics to communicate, and to discuss problems and methods of problem solving.

 

This course is usually taken in  10th grade.  It is assumed that students are competent in all areas of Algebra I, as techniques in Algebra are used to solve problems in Geometry.

For most students this is the 2nd of 3 math courses required for high school graduation.

This course is designed to prepare students for further studies in Algebra, Geometry and Calculus leading to university programs that are focused on mathematics, such as engineering, computer science, mathematics, and physical science.

 

Course Goals/Objectives/Standards:

Upon successful completion of this course, the student should be able to:

-         Use appropriate symbols to express points, lines, segments, rays, angles, triangles, congruence, similarity, and other geometric notations

-         Utilize algebraic methods to find missing information about sides, segments and angles in geometric figures.

-         Prove properties of segments, triangles, and quadrilaterals using their coordinate representations

-         Apply coordinate representations, rotations, and reflections

-         Recognize reflections, translations, and rotations of functions

-         Apply congruence theorems to compare angles and triangles.

-         Apply properties of general and special right triangles to solve problems

-         Collect data, organize and graph information collected from geometric figures

-         Use axioms to develop deductive reasoning in proofs

-         Apply deductive and inductive reasoning with respect to geometric figures, patterns, and mathematical structures

-         Construct hypotheses about lines, planes, angles, arcs and tangents through investigations outside the classroom

-         Compare the attributes of two and three dimensional shapes in architecture and the real world

-         Describe in writing the relationship among the area, perimeter and volume of various two and three dimensional figures or geometric models in real life

 

Graphing calculators and geometry software will also be used.  Information will be gathered from various print sources including the Internet.

 

Scope and Sequence:

Fall Semester

Definitions                            Ch 1-2,3,4,5,6,7       Ch 7-1,3                10 days

Geometric Figures           Ch 2-1,2,4,5   Ch 9-1,3,4                     9 days

Coordinate Geometry              Ch 1-8, 2-3, GSP                                 4 days

Transformations                    Ch 2-6       Ch 3-1,2,3,4,5,7, GSP               8 days

Area, Perimeter                      Ch 5-1,2,3,4,5,6,7,8                             10 days

 

Spring Semester

Volume, Surface Area         Ch 6-1,2,3,4,5,6,7                        9 days

Triangles                       Ch 4-2,4,6,8                                        6 days

Congruent Triangles        Ch 8-1,2,3,4,5                              7 days

Similarity & Proportion       Ch 10-1,3,4                                           4 days

Trigonometry & Vectors      Ch 11-1,2,3,4,5,6                                    10 days

Reasoning & Proof             Ch 1-1,7   Ch 4-1,3,5   Ch 7-2           6 days

 

Continuous School Progress:

AFNORTH International High School’s Continuous School Progress  (CSP) goal is,

“All students will improve their written communication skills across the curriculum.”

The 6 + 1 TraitsTM is the model selected to improve school-wide writing in all subject areas. The 6 + 1 TraitTM writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what strong writing looks like. Teachers and students will use the 6 + 1 TraitTM model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 + 1 TraitTM become a consistent and integral component of each course taught at AFNORTH  International High School.

 

The 6+1 TraitsTM   will be used in the Geometry course, as appropriate, to convey understanding of the concepts.  Chapter tests will also contain at least one problem in which the student will be required to write, detailing how they would solve and check the problem.  The traits will be adapted to the technical writing style required for communication of mathematics with emphasis on conventions (symbols), organization and voice (as applicable).  Students will receive instruction and they will practise writing paragraphs.

 

Course Grading /Assessment:

The breakdown of marks for each semester will be as follows:

       Tests                                                          40%      

       Assignments & Quizzes                         20%

         Homework                                                 10%      

       Class work                                                   10%

       Final exam                                                   20%

 

Marks are cumulative for the semester since there is no guarantee of equal weighting between the quarters.  Students receive one-half credit for each semester.  But due to the cumulative nature of the course material, a student who fails the first semester but passes the second semester and final exam, will be awarded a full credit.

 

Tests will be scheduled at the end of each unit, usually with more than 1 week notice.

 

Assignments will include a project in each semester.  Students will create a poster, Powerpoint or other display showing applications of geometry in far ranging fields such as architecture, sport or art.  In second semester they will make a paper model of a building and calculate its surface area and volume.  Alternate projects may be possible.

 

Homework involves completing the daily assignment, correcting it in the following class, and being prepared to submit it for grade in any subsequent class.  Homework checks may not be announced, but will not occur less than 4 calendar days after the work is assigned.  Students who are absent when the work is assigned are responsible for it.  Students who are absent when the homework check is collected may hand it in when they return – before class.

Students are required to copy each question or diagram and provide a full solution.  The homework should be a record of problem solving to be referred to when studying for tests and exam.  Neatness is not important – but intermediate steps are.  Solutions and work must be shown together.  For answers to odd numbered questions ask BOB.

As on all tests, part marks are awarded for part solutions – part marks are lost for missing formulas, diagrams, steps, units, statements.

 

Class work involves arriving on time with textbook, calculator, paper and a writing instrument;   taking notes during the lecture, copying the sample problems, asking questions and participating in the discussion; and then, working productively on the homework assignment for the rest of the period. It also includes having a positive attitude (although we know that math phobia & test anxiety are real conditions that trouble some students).

 

Extra help:

It is expected that students (or parents) will ask for help when needed.  There should always be ample time during class to ask questions.  But students may also make arrangements for extra help almost any day before or after school, or of course during Seminar . 

 

A Geometry support course (lab) is also offered.  It is designed to provide extra coaching for students who are weak in math/geometry.  It counts as an elective course.

 

And, there are  teachers available during Academic Coaching, after school in the library, from 1545-1730 every Tuesday and Wednesday (when the activity buses run).

 

Classroom Expectations / Consequences:

 It is expected that students will come to class with a willingness to learn. Behavior should never interfere with the learning of others. Gum chewing must be discrete (no cracking or bubbles). No personal music devices, cell phones, computer games, laser pointers or other items not directly supporting the educational environment are allowed.  No food or drink except water is allowed.  Hats should be removed while in class. Students may use the restroom during the very generous 10-minute passing period.   

 

Consequences will be in accordance with the Parent / Student Handbook.  Confiscated items may be retrieved from the high school office.

 

Textbook:   GEOMETRY: Tools for a Changing World.  Prentice Hall,  New Jersey © 1998.

 

Supplies Required:

It is expected that students will provide and become proficient in the use of a scientific calculator with buttons for exponents and trigonometry.  The TI-30, for example, is available at Schinnen for under $10.  Students also need a geometry set with compass, protractor and ruler.  Binder paper, graph paper and a writing instrument are required. A three ring binder with dividers is recommended.  (It could be combined with other subjects.)

 

Homework Policy:                   

See details under Course Grading / Assessment.

 

 

Make-up Work Policy:

For homework procedures see Course Grading / Assessment.

Assignment due dates will be agreed upon by students and teacher in advance, and so,

late assignments will not be accepted. 

Tests will be written only on the date announced unless previous arrangements have been made.

Tests missed due to legitimate absence will be written in class immediately upon return, unless the

solutions have already been posted.  Alternately, the exam grade may count in place of the test.

 

Communication:

Email:     Parent or student may contact Mrs Benke at school:       kim_benke@eu.odedodea.edu

Parents should ensure their own contact information is updated in the high school office.

 

Absence

In accordance with school policy, parents will validate all student absences for illness, etc by providing a note for the teacher, or otherwise notifying the appropriate high school office so that the computerized attendance record is accurate.  If the attendance record says “Absent no reason” it will be interpreted as “Truant” and test or assignment marks may be forfeited.  Absence due to sleeping in and working on assignments is not acceptable. 

Students should make arrangements immediately upon their return from any absence (before 9am) to make up missed tests and/or hand in assignments.

 

Report Cards

The US office will send progress reports by email 3 times per semester and produce a transcript with final grades at the end of each semester.

 

The final report will contain percent and letter grades.  A passing grade of  D- represents 60%.  It indicates the student has limited knowledge of the course material and may not be successful in the next math course.  A grade of B (80-89%) means a credit is granted with high knowledge and skills.  It indicates the student is well prepared for work in the next course, having learned how to answer all questions studied in class.  A grade of A (90-100%) indicates very high to outstanding knowledge and skills.  It indicates the student has mastered geometry at the level of the course textbook, and is consistently able to use newly learned concepts to solve unfamiliar questions. 

 

Awards

Grade Point Average and Honour Roll status will be calculated quarterly.  The class award will be given to the student with the highest mark at the end of 2nd quarter and at the last progress report.

 

Athletic Eligibility

In accordance with school policy, athletic eligibility is reported weekly, but determined on a quarterly basis.  Each quarter the slate is wiped clean, so to speak.  Note that a student who is passing the course, may be failing the quarter and so be ineligible; while a student who is failing the course, may be passing the quarter, and so be eligible to play.