Geometry Honors

Course Overview

This Honors Common-Core aligned course is designed to formalize and extend students' understanding of Geometry concepts and to be as rigorous as a high school geometry honors course. The Units of Study listed below are the topics covered. Deductive reasoning is emphasized throughout with formal proofs. Students are expected to be highly motivated and have excellent algebra skills.

Course Syllabus

Units of Study  

• Transformations

• Lines and Angles

• Triangles

• Quadrilaterals

• Similarity

• Trigonometry

• Circles

• Volume and Surface Area

• Probability

Textbooks

• Geometry HMH (primary) is built on the 5E instructional model – Engage, Explore, Explain, Elaborate, Evaluate – that is consistent with inquiry-based learning to develop strong conceptual understanding and mastery of key mathematical standards. 

• Geometry for Enjoyment and Challenge (secondary)

Supplies

• A thin (1/2 or 1 inch) 3 ring binder to save warm ups, quizzes and handouts to review for Unit Tests. An example of a 3 ring 1 inch binder (soft cover) can be found here.

• Pencils. Students should come to class prepared with at least two sharpened pencils and a working eraser. 

• Scientific Calculator. A graphing calculator is NOT necessary. A basic scientific calculator that has trigonometric functions is sufficient.

• Correcting pens.  Red, green, purple, or orange (not black or blue). These are to be used to self-correct their assignments.

• Geometry HMH Workbooks, Volumes 1 and 2 (supplied by school). Volume 1 contains the first 4 Units of Study listed above and Volume 2 contains the last 5 Units of Study. Students are responsible for bringing the HMH workbook to class AND home every day because in-class work and homework are done in the workbook. 

Assignments

• Assigned every day in class, including Fridays. Typically due the next class.

• Must show work on problems to be considered complete. Writing down only answers will not be accepted.

• Before coming to class, you should self-correct your answers using a colored pen and the answer key in order to do well in this class.

• Should typically take 45 to 60 minutes of uninterrupted time per assignment.

• Posted on the whiteboard in the classroom and in Google Classroom.

• You are responsible for completing assignments that are assigned on days you were absent.

Math Warm Ups

• Given most days, warm ups typically consist of a handful of problems on a sheet that you immediately pick up when entering the classroom before going to your desk.

• You have ~10 minutes to complete.

• Problems are typically on material that was covered on the last assignment.

• Math Warms Up sheets include answers to the problems on the sheet so that you can self-correct.  Scores are not entered in PowerSchool for Math Warm Ups. They are meant for you to self-assess your mastery of the material.

Unit Quizzes

• Typically 1-2 quizzes per unit. No more than 3 quizzes per unit.

• Quiz grades are recorded as raw scores in PowerSchool but they are not factored into whether you pass the corresponding unit.

• Measure your mastery of the material and readiness for the unit test.

• Consider them practice tests for the unit tests.

Unit Tests

• 9 unit tests, one for each of the 9 Units of Study listed above.

• A passing score is 3 or higher.

• Taken usually every 3 - 4 weeks.

• To pass the course, students must score a 3 or 4 on at least seven (7) of the nine (9) curriculum units.

Retakes

• See retake policy.

Grading

• Academic grades based entirely on unit tests.

• Grades on unit tests are a score from 1 to 4 according to a scoring rubric typically based on a raw percentage score. A typical scoring rubric score is as follows, but can vary for each unit test.

  • 4 (Mastery - passing): 90% <= score <= 100%

  • 3 (Approaching - passing): 75% <= score < 90%

  • 2 (Developing - not passing): 60% <= score < 75%

  • 1 (Beginning - not passing): 0% <= score < 60%

• Grades are recorded in PowerSchool (not in Google Classroom)

• Learning behavior grades based on the criteria listed in the Learning Behavior section below for what Learning Behaviors mean in math.

Learning Behaviors

In addition to academic standards, teachers evaluate students’ abilities to utilize non-academic skills. The Learning Behaviors Rubric (shown at the bottom of this page) helps teachers evaluate and communicate information about student growth in intangible aspects of learning such as perseverance, goal-setting, responsibility and collaboration. 

In addition to the given LASD definitions and indicators in the LASD Behaviors Rubric shown at the bottom of this page, Learning Behaviors in math are measured as follows:

• LB.1 Adapt and Persevere. Working towards and earning proficiency or mastery in math.

• LB.2 Make responsible decisions. Measured as described in the LASD Behaviors Rubric.

• LB.3 Be a Self-Directed Learner.  Measured as described in the LASD Behaviors Rubric.

• LB.4 Collaborate with Peers and Adults. Going to tutorials when necessary.

• LB.5 Set Goals and Meet Them.  Self-monitoring performance on math warm ups, assignments, and quizzes and working toward proficiency before taking unit tests.

Absences

• The student is responsible for checking Google Classroom to make up for missed work (i.e., homework assigned, lesson covered, quiz, unit test, etc...).

• If a student is absent for a unit test, the student must make arrangements with the teacher to schedule a date and time to take the test.

Expected Behaviors in Class

Before coming to class, students are expected to:

1. Come prepared with their completed and self-corrected assignment,  their Geometry workbook and sharpened pencils. 

2. Come to class with questions about concepts or problems they have not mastered.

3. Have used the bathrooms before coming to class when possible.

When entering the classroom, students must do the following in this order:

1. Pick up math warmup from the Geometry tray on the cabinet near the door.

2. Go directly to their assigned desk (no socializing with others).

3. Complete math warmup (~10 minutes). Self-correct their warmup with provided answers.

Note: Students should attempt math warm up first on their own, but they can seek help (quietly) from another student. Teacher will ask if any students want to see the worked out solution for a warm up problem if time is available. Otherwise, students will need to ask questions during tutorial or arrange another time with the teacher.

4. Get out their Geometry workbook when prompted to start the next lesson.

When in class, students are expected to:

1. Contribute to a positive learning environment by being courteous to others and open to the ideas and opinions of others.

2. Be attentive at all times while in class.

3. Be an active, contributing member of the class.

4. Not interrupt the teacher or student whose turn is to talk.

5. Raise their hand when they have a question. 

6. Respect school property  (Ex., chrome book, calculators, desks) and the property of others.

7. Do not eat or drink inside the classroom.

Before being dismissed from class, students are expected to:

1. Clean up any trash, loose paper, etc... on or around their desk.

2. Return borrowed chrome books and plug them in the laptop cart.

3. Wait for the teacher to dismiss them, even if the dismissal bell has rung.

Policies are subject to change based on teacher discretion of what is in the best interest of students.

I acknowledge that I have read and understood the syllabus.

Student First and Last Name: _____________________________

Student Signature: ________________________    Date: _____________

My student gave me the opportunity to read this syllabus.

Parent/Guardian Signature: _________________________  Date: ______________