Geometry w/ Statistics

Course Syllabus  Geometry with Statistics

Mr. Goodell - Room G-111           bgoodell@greenville.k12.sc.us

Course Description 

Geometry with Statistics (GS) is a newly designed course that builds on the students’ experiences in the middle grades. It is the first of four required courses in high school mathematics, providing a common Grade 9 experience for all students entering high school-level mathematics. GS builds essential concepts necessary for students to meet their post-secondary goals (whether they pursue additional study or enter the workforce), to function as effective citizens, and to recognize the wonder, joy, and beauty of mathematics (NCTM, 2018). It is important because it develops mathematical knowledge and skills through visual representations prior to the more abstract development of algebra. 

• Parent/Student friendly GCS Middle School Math Curriculum Map

• The SC State standards for Geometry is available here Pages 96 -107. 

• Course Text: www.mcgrawhill 

Accessible via the ClassLinks in each student’s GCSD backpack

Course Objectives 

In GS, students incorporate knowledge and skills from several mathematics content areas, leading to a deeper understanding of fundamental relationships within the discipline and building a solid foundation for further study. The focus in GS is concentrated within the strands of Data, Probability, and Statistical Reasoning (DPSR); Measurement, Geometry, and Spatial Reasoning (MGSR); Numerical Reasoning (NR); and Patterns, Algebra, and Functional Reasoning (PAFR). In the content area of Geometry and Measurement, students build on and deepen prior understanding of transformations, congruence, similarity, and coordinate geometry concepts. Informal explorations of transformations provide a foundation for more formal considerations of congruence and similarity, including development of criteria for triangle congruence and similarity. An emphasis on reasoning throughout the content area promotes exploration, conjecture testing, and informal and formal justification. In the content area of Algebra and Functions, students perform algebraic calculations with specific application to geometry that build on foundations of algebra from seventh and eighth grades. Probability is important because it educates one in the logic of uncertainty and randomness, which occur in almost every aspect of daily life. Therefore, studying probability structures will enhance students’ ability to organize information and improve decision making.

Because our primary goal is to maximize student achievement, material may be added, deleted, and/or substituted at the teacher’s discretion based on the individual needs, levels, and learning styles of each class.  Creative projects, written assignments, and supplemental materials may also be included throughout the year as opportunities arise. Please keep in mind that the pacing listed is fluid and is subject to change due to school activities, inclement weather, or customizing the pace of the units to the students’ needs.  This is intended as a guide only.

8th/Geometry with Statistics Year-At-A-Glance

Grading Procedures

Greenville County Scale

90 ≤ A ≤ 100

80 ≤ B ≤ 89

70 ≤ C ≤ 79

60 ≤ D ≤ 69

50 ≤ F ≤ 59

Coursework

Quarterly Grade

(Grade Floor Applied)

40%...............MINOR.......................Practice, Quizzes

60%...............MAJOR...........................Tests/Projects

First Semester Grade

50%-------------------------Quarter 1 average

50%-------------------------Quarter 2 average

Second Semester Grade

50%-------------------------Quarter 3 average

50%-------------------------Quarter 4 average

Final Grade

45%................................................Semester 1 average

45%................................................Semester 2 average

10%.………………………………….………………………Final Exam

For all GCS high school courses, the GFA and NHI codes will not be used for any graded assignments. The actual scores for each assignment will be recorded instead. Also, the GFA code will be used for each quarter report card if the average is below 50.

Required Materials: 

1. Notebook: A loose-leaf  3-ring binder with dividers or a prong folder is suggested.

2. Pencils and erasers: Mechanical pencils work best. Work must be done in pencil. 

3. Colored pen for checking work 

4. Calculator: We will use the free on-line Desmos Scientific and Desmos Graphing calculators. TI-84s are optional.

5. Quadrille Graph Paper (four squares per inch)

6. Optional---Geometry template (template) must be kept in the 3-ring-binder

7. Wired headphones (for Chromebooks)

SC’s ATTENDANCE  POLICY

Any student may be denied credit for this course if she/he has been absent for more than ten (10) days.

RMS’s TARDY POLICY

Students have three (3) minutes between classes.  Consequences for tardiness follow:

First tardy – no penalty, warning

Second tardy – no penalty, contact parent by phone

Third tardy – referral to office, detention, contact parent by phone

Fourth tardy – detention

Fifth tardy –parental conference and other action as necessary to correct the tardy problem

MAKE-UP WORK POLICY

Before students return to school from an absence, they are expected to visit the Google classroom and my website to address missed information. Also, when students return to school from an absence, it is their responsibility to check in with me and submit missing tasks on time. Generally, tests and quizzes that need to be made up will not be done during class time. Please arrange to make-up quizzes or tests at 7:45am. All make-up work must be completed within five (5) days of the return to school. 

L      LATE WORK

School life for everyone is much less stressful when assignments are completed on time. It is highly encouraged to routinely avoid turning in unexcused late work.  This includes forgetting it at home.  Each student is expected to have what is needed for class each day, including the assignment due that day. However, a school-wide late work policy is in place.  See the student handbook for the details.

CL CLASSROOM EXPECTATIONS

Students are expected to do their best and behave respectfully.  All materials need to be brought to class.  Students need to be on time.  I also expect my students to complete all assignments neatly and to have a positive attitude in class.  I expect all students to collaborate and cooperate with me and each other with a minimum amount of disruption to maximize the learning experiences for all.

CONSEQUENCES

Students violating classroom expectations will receive the following consequences: Telephone conference with parents, lunch detentions, face-to-face conference with parents, after-school detention, and disciplinary referral (sometimes resulting in in-school suspension [Saturday school] or out-of-school suspension).   Any severe misbehavior may result in immediate removal from class and an office referral.  When a student chooses their behavior, he/she has also chosen his/her consequences.

Procedures for Non-instructional Routines:

1. Upon arrival to class, students are to begin work on the day’s starter problems until the teacher is ready to begin.  The students keep the starter problems in their notebooks each day.  

2. Practice assignments will be checked periodically for completion only, either during their warm-up time or through collection.  All practice assignments are to be completed to the best ability of the student.  

3. Students will keep an interactive notebook that will include some practice work, notes, handouts, and starter problems.  

4. Students will work towards mastery of course standards by using the ALEKS program weekly.

5. Tests will be on file in the classroom and not be returned to the student for keeps.  

6. All work turned into the teacher for grading will have the first and last name of the student, the date, period, and assignment.  

7. At the end of class, students will be dismissed with the permission of the teacher, not solely by the sound of the bell.

8. Assignments distributed via GCSD email and Google Classroom must be submitted as instructed. 

9. Students will be instructed when to log in to their school-issued chromebook. All students must operate within the GCSD’s Acceptable Use policy (see student handbook).

10. Students will need a note from an administrator or another teacher to be excused for tardiness.

11. Pencils may be sharpened at any time.  However, I hope that good judgment is used to decide when to leave your seat to sharpen your pencil.

12. Bathroom breaks will not be permitted during class unless there is an emergency.

13. Behavioral expectancies in the learning commons (media center) are synonymous to those defined for the classroom.

14. Fire drills take place without advance notice.  Fire Exit diagrams are posted in every classroom.  During a fire (or drill), students are to line up at the door in an orderly fashion.  Students and their teacher will then exit the classroom in an orderly fashion.  Students will become familiar with these procedures through the practice of fire drills.

15. Tornado drills are practiced once each year.  Students will follow the state guidelines during this drill.  Teachers will advise students on the proper procedure.

16. Other safety drills will also be practiced throughout the school year. Student cooperation is necessary to ensure successful drills and readiness in the event of actual emergencies.

Communication: 

Contact will be made regularly through phone calls, Google Classroom updates, and e-mail. The online gradebook, which is available via the parent backpack, is a wonderful tool for monitoring course progress. Please make sure you have completed the process to be able to access this valuable information. This syllabus, weekly planner, and other important information is posted on my website.  

ASSIGNING HIGH SCHOOL CREDIT 

• This course is an honors level course. Therefore all students passing this course will be awarded the Honors grade point. 

• Students who meet the required final grade will be recommended for placement in Honors Algebra One in ninth grade.   SC READY scores will be considered.

• Students who do not meet the required final grade will be recommended for placement in College Prep Algebra One in ninth grade. Students may retake the Honors Geometry in ninth grade. In this case, only the ninth-grade retake grade will be used in figuring the student’s GPR, and only the ninth grade attempt will show in the transcript. 

• Students with a final average of 50 – 79 will be strongly recommended to repeat Honors Geometry or take College Prep Geometry in ninth grade. In this case, only the ninth grade retake grade for Geometry will be used in figuring the student’s GPR and only the ninth grade attempt will show in the transcript. 

• Students with a final average of 50 – 59 will not be awarded any credit and will be recommended to repeat Honors Geometry or take College Prep Geometry in ninth grade.