Eastside High School

1300 Brushy Creek Road, Phone 864-355-2800

Taylors, SC 29687 Fax 864-355-2859

Engaging Minds, Engaging Community

2018-19 Eastside High School Course Syllabus

Instructor: Mr. Smith

Course: Geometry

Room #: 209

Phone: 864 – 355 – 2859

Email address: briansmith@greenville.k12.sc.us

Extra-Help (Days/Time): Tuesday – Thursday 8:15-8:45

General Course Description and Objectives:

Geometry CP Overview

About this Course

Taking the basic distance and angle-preserving properties of rigid motions and similarity transformations as axiomatic, students establish triangle congruence and similarity criteria, then use them to prove a wide variety of theorems and solve problems involving, for example, triangles, other polygons, and circles.

Unit 1.1: Transformations - Coordinate Plane

Traditional Schedule 20 days

In this initial part of the unit, students build on their prior work with figures and the coordinate plane to use coordinates to verify simple geometric theorems algebraically. Students begin to develop informal proofs to verify statements. Building on their work with the Pythagorean theorem in 8th grade to find distances, students use a rectangular coordinate system to verify geometric relationships, including properties of special triangles and quadrilaterals and slopes of parallel and perpendicular lines.

Students apply their understanding of transformations in Grade 8 to experiment with transformations in the coordinate plane. Students compare transformation types in order to distinguish between rigid motions and non-rigid motions. Students use transformations to prove theorems informally and solve problems about triangles, quadrilaterals, and other polygons. Students apply reasoning to complete geometric constructions and explain why they work. Students begin to focus on the validity of the underlying reasoning while exploring a variety of formats for expressing that reasoning.

Unit 1.2: Transformations - Similarity

Traditional Schedule 10 days

In this section of the unit, students apply their earliest experience with dilations and proportional reasoning to build a formal understanding of similarity. Students recognize the power of dilations to effect size change in geometric figures. Students determine if two figures are similar, essentially a dilation of each other, by comparing their angles for congruence and their sides for proportionality. Students discover that the other transformations (reflections, rotations, shifts, translations) produce a similarity in a 1:1 ratio and thus are a special subset of similarity transformations, namely transformations that produce congruent figures.

Unit 1.3: Transformations - Congruence

Traditional Schedule 15 days

In the final part of this unit, students build on their prior experience with rigid motions, including translations, reflections and rotations, in order to deepen their understanding of congruence. Students recognize that congruence is based on rigid motions that preserve distance and angle. Students continue to reinforce their understanding that congruence is a special case of similarity with a 1:1 ratio. Students experiment with rigid motions in the coordinate plane in order to carry given polygons onto themselves, to verify major properties of parallelograms, and to determine the congruence of given polygons. Students use a variety of tools, such as protractors, compasses, MIRAs, patty paper, graph paper, and dynamic geometry software to transform given figures to prove congruence. In addition, students use a variety of methods to verify conjectures and begin to formalize their proofs. Finally, students apply their understanding of congruence to copy segments and angles using a variety of tools and construction methods.

Unit 2.1: Triangles, Congruence & Proof: Triangle Relationships

Traditional Schedule 40 days

In this first part of the unit, students use their knowledge of similarity and congruence to build an understanding of similar and congruent triangles. Students use similarity transformations to establish the AA triangle similarity theorems and apply rigid motions to establish the SSS, SAS, and ASA triangle congruence theorems. Students develop an understanding of congruence as a special case of similarity, where the ratio of side lengths is 1:1. They begin to formalize their proofs in order to prove theorems about triangles, including theorems involving congruence, midsegments, and medians.

Unit 2.2: Right Triangle Trigonometry

Traditional Schedule 15 days

In this final part of the unit, students use their knowledge of similarity of right triangles to establish an understanding of the trigonometric ratios of angles in these triangles. Students develop an understanding of the interrelationships between the trigonometric functions. Students use the ratios and the Pythagorean theorem to find missing angles and side lengths in right triangles.

Unit 3: Circles, Proof & Construction

Traditional Schedule 25 days

In this unit, students build on their understanding of similarity to investigate relationships among circles. Students explore and prove relationships between parts of circles (radii, tangents, secants, and chords), segment lengths, and angle measures. Students will justify the formulas for circumference and area of a circle, and these these formulas to explore arc length, radians, and area of a sector. Using their understanding of the Cartesian coordinate system, students apply the distance formula to write equations of circles given a radius and center. Students then justify whether or not a given point lies on a given circle.

Unit 4: Extending to Three Dimensions

Traditional Schedule 20 days

In this unit, students build on their experiences with two-dimensional and three-dimensional objects to include informal explanations of circumference, area, and volume formulas. Students model real-world problems with three-dimensional figures and consider the shapes of two-dimensional cross sections of those figures. Students also consider figures created by rotation of two-dimensional figures about a line.

Unit 5: Describing Data

Traditional Schedule 10 days

Students find and interpret summary information representing a univariate data set, including measures of central tendency and spread. Students develop values of spread, building on the conceptual foundations of mean absolute deviation from middle grades content and calculated using technology such as calculators, computer software designed for student learning, and/or tables. Students may find relationships between the mean and median of a data set and may also describe when each is appropriate for use based on characteristics of the distribution. In addition, students justify placement of means and median based on spread measurements, distributional shape, and extreme values in the data set. Teachers should emphasize the connection of the mean and standard deviation for symmetric distributions and the median and interquartile range for non-symmetric distributions or distributions with outliers.

Text: Geometry, Holt

Materials Needed:

• Paper and Pencil daily
• Graphing calculator (optional)
• 3-ring binder with tabs provided
• Textbook

Grading Policy and Assessments:

Major: Summative Assessment (Tests/Projects)

60%

These categories count as 80% of your grade

Minor: Bell Ringer, T.O.D, Classwork, Homework

40%

Exams: Midterm and Final

20%

Grading Scale

A= 93-100

B= 85-92

C= 77-84

D= 70-76

F= 0-69

Attendance Policy: To receive credit for a course, students must not miss more than five (5) days for a semester course (1/2 unit course), and not miss more than ten (10) days for a yearlong course (1 unit course), as well as meet all minimum requirements for the course. Please review the Student Handbook for details.

What to do if you miss a class:

Excused Absence: If you have an excused absence, you will be allowed to make up work, tests, quizzes, and projects with no penalty, if you have an excused note. Provisions for make-up of schoolwork missed is the student’s responsibility and shall be worked out with the teacher(s) at the earliest time possible, but the time by which the work is completed and turned in should not exceed five (5) consecutive school days after you return to school.

Unexcused Absence: Teachers are not required to accept makeup work or provided testing for students with unexcused absences.

Academic and Behavioral Expectations:

An atmosphere of mutual respect between students and teachers is expected. Each teacher has the authority to enforce discipline. Student cooperation and self-discipline are expected.

Any student found guilty of academic dishonesty will be given a zero on the work. The parents will be notified by the teacher. Academic dishonesty includes “giving help” on a test or assignment as well as “receiving help.” Plagiarism is a form of academic dishonesty.

Rules and Consequences:

Rules

1. Be respectful to all around you.

2. Come to class on time and prepared.

3. No food or drink in the classroom.

4. Cell phones must be out of sight.

5. All school rules apply (agenda).

Consequences

1. Verbal Warning

2. Parent Contact

3. Discipline Referral

**Consequences may not follow this order depending on severity of situation