Pulaski IB Geometry Syllabus
IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Pulaski Vision Statement
We are creating a rigorous, globally focused learning environment whereby students attain world class academic, cultural and career proficiencies, understand their unique talents, and have the necessary skills to take their places as exemplary citizens in our local, national and international societies.
Course name (IB MYP Geometry 10)
Mr. Manzke
Contact information
Email: manzketb@milwaukee.k12.wi.us
Work office number: (414) - 902 - 9138
Google Classroom code(s)
Remind code: @47g438cbf9
Course Description
The following topics will be covered in IB MYP Geometry 10
Semester 1
Geometric concepts: point, line, plane, angle
Angle measurement in degrees, compass directions
Simple geometric transformations: translation, reflection, rotation, enlargement
The triangle sum theorem
Pythagoras’ theorem and its converse
Right-angle trigonometry, including simple applications for solving triangles
Semester 2
The circle, its center and radius, area and circumference. The terms diameter, arc, sector, chord, tangent and segment.
Perimeter and area of plane figures. Properties of triangles and quadrilaterals, including parallelograms, rhombuses, rectangles, squares, kites and trapezoids; compound shape
Familiarity with three-dimensional shapes (prisms, pyramids, spheres, cylinders and cones)
Volumes and surface areas of cuboids, prisms, cylinders, and compound three-dimensional shapes
Mid-point of a line segment and the distance between two points in the Cartesian plane
Probability
Calculating probabilities of simple events
Venn diagrams for sorting data
Tree diagrams
IB Learner Profiles
Inquirers.
Knowledgeable.
Thinkers.
Communicators.
Principled.
Open-minded.
Caring.
Risk-takers.
Balanced
Reflective
IB ATL skills
Thinking Skills
Communication Skills.
Self. Management. Skills.
Research Skills.
Social Skills
Key Global Contests/Inquiry Questions
Form
Logic
Relationships
Related Concepts
Aesthetics
Change
Communication
Communities
Connections
Creativity
Culture
Development
Form
Global interactions
Identity
Logic
Perspective
Relationships
Systems
Time, place and space
Course Objectives/Essential Questions
IB Subject Guides (Aims/Objectives)
*Students will explore and develop an understanding of the principles and nature of mathematics.
* Students communicate clearly and confidently in a variety of contexts.
* Students will develop logical, critical and creative thinking.
* Students will develop confidence, perseverance, and independence in mathematical thinking and problem-solving.
*Students will develop powers of generalization and abstraction.
*Students will apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments.
*Students will appreciate how developments in technology and mathematics have influenced each other and appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics.
*Students will appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives.
*Students will appreciate the contribution of mathematics to other areas of knowledge.
*Students will develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics.
*Students will develop the ability to reflect critically upon their own work and the work of others.
Scope and Sequence
Here is the link to view the Geometry subject overview. The link below is a subject overview of the different topics and skills that will be covered and taught throughout the school year.
Major Assessments for course
Unit 1 Assessment Geometry Terminology
Unit 1 Assessment Angle Properties
Unit 1 Art Project
Unit 2 Assessment Transformations
Unit 2 Assessment Geometry Proofs
Unit 2 Tessellation Project
Unit 3 Assessment Similarity Properties
Unit 3 Assessment Trigonometry
Unit 3 Roof Designs Project
Unit 4 Assessment Surface Area
Unit 4 Assessment Volume
Unit 4 Assessment Algebra/ Geometry
Unit 4 Natural Resource Project
Unit 5 Assessment Circle Terminology
Unit 5 Assessment Circle Properties
Unit 5 Swimming Pool Project
Unit 6 Probability
Unit 6 Surveys Project
In addition, students are required to complete practice activities, do now, exit tickets, and other short assessments to give students feedback on their learning.
Grading Policies
Standards-based grading in High School
All schools are now participating in the use of the standards-based report card.
Teachers enter grades for students under each standard. Infinite Campus takes those standards-based grades and provides each high school student with a traditional letter grade.
The report card will show both the letter grade and the grades listed under each standard.
In the MYP, DP and CP courses, IB criterion are used to assess students.
The standards-based report card
clarifies and reinforces consistent, high expectations for students and schools;
helps teachers, students, and families focus on IB criterion or standards throughout the year; and
provides specific feedback on progress to the IB criterion or standards for students and families.
The focus of standards-based grading is to find evidence that students have achieved the IB criterion or standard(s). Students will be assessed at least three times on each standard using proficiency-based rubrics.
Types of Assessments
Formative and summative
Summative assessments include GRASPS, quizzes, projects, essays, tests, labs, investigations etc.
Formative assessments include checks for understanding, exit tickets, in-class checks etc
IB Criterion for Geometry
Criterion A
Knowing and Understanding
-Select appropriate mathematics when solving problems in both familiar and unfamiliar situations
-Apply the selected mathematics successfully when solving problems
-Solve problems correctly in a variety of contexts.
Criterion B
Investigating Patterns
Select and apply mathematical problem
-solving techniques to discover complex patterns -Describe patterns as general rules consistent with findings
-Prove, or verify and justify, general rules.
Criterion C
Communication in Mathematics
-Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
-Use appropriate forms of mathematical representation to present information
-Move between different forms of mathematical representation
-Communicate complete, coherent and concise mathematical lines of reasoning
-Organize information using a logical structure.
Criterion D
Applying Mathematics in a Real-Life Context
-identify relevant elements of authentic real-life situations
-Select appropriate mathematical strategies when solving authentic real-life situations
-Apply the selected mathematical strategies successfully to reach a solution
-Justify the degree of accuracy of a solution
-Justify whether a solution makes sense in the context of authentic real-life
MPS Proficiency Scale
Advanced (AD)
The student consistently exceeds course expectations on standards as demonstrated by a body of evidence that shows depth of understanding and flexible application of course concepts.
Proficient (PR)
The student consistently meets course expectations on standards as demonstrated by a body of evidence that shows independent understanding and application of course concepts.
Basic (BA)
The student performs just below course expectations on standards as demonstrated by a body of evidence that shows incomplete/inconsistent understanding and application of course concepts.
Minimal (MI)
The student performs far below course expectations on standards as demonstrated by a body of evidence that shows limited understanding and application of course concepts.
No evidence (O)
The student does not submit evidence.
This proficiency scale aligns to the IB criterion marks we use in each subject area.
Rubrics will reflect the correlations between MPS proficiency scale and IB marks
Final Exam/Assessment Requirements
All students will be given the opportunity to have standards assessed that they did not meet proficiency during the semester. This may be in the form of a written test, project, or performance.
Make-Up/Retake Policy
If students are absent with an excused absence, they have the option of completing makeup work. Makeup work is offered only after school or on scheduled days. If students would like to retake an assessment, they must arrange a time to complete the retake. Retake work is offered only after school or on scheduled days. Students must demonstrate that they have prepared/practiced for the retake to be eligible.
Homework Policy
Homework is an important part of the learning process that should be viewed as an opportunity for students to practice new skills and reinforce classroom lessons. Students will receive feedback that allows them to improve their skills. Extended homework or projects may receive a grade or proficiency level feedback. Students who need support on assigned homework should arrange help from the teacher after school or during another scheduled time.
Supplies
Scientific calculator, pencils, pens, protractor, ruler, compass are recommended but not required.
Disciplinary Policy
Pulaski IB follows the district discipline policies and expectations as detailed in the Parent/Student Handbook on Rights, Responsibilities, and Discipline.
Social/Emotional Needs
If you feel that you need social/emotional support, please let me know and I will work to find support for you. We have many staff here to support you and find resources should you need them.
Daily Bell schedule
Lunch One Schedule
Block 1
8:05-9:35
ACP
9:35-10:05
Block 2
10:10-11:40
Lunch
11:40-12:10
Block 3
12:15-1:45
Block 4
1:50-3:20
Lunch Two Schedule
Block 1
8:05-9:35
ACP
9:35-10:05
Block 2
10:10-11:40
Block 3
11:45-1:15
Lunch
1:15-1:45
Block 4
1:50-3:20
Tentative Geometry Schedule
Week of Inspirations/Bridge Material Week 1
Critical Area 1: Congruence with Transformations Weeks 2 – 10
Critical Area 2: Similarity with Transformations Weeks 11 – 13
Critical Area 3: Right Triangle Trigonometry Weeks 14 – 18
Critical Area 4: Circles Geometric Measurement and Modeling Weeks 19- 27
Critical Area 5: Circles Weeks 28- 31
Critical Area 6: Applications of Probability Weeks 32- 36
Classroom Procedures
Entry Procedure
· Enter quietly before the bell.
· Sit in your assigned seat.
· Put away electronics, per school policy.
· Take out supplies and begin the starter.
Teacher led instruction procedure
· Students’ voices are at a “0” when the teacher is speaking.
· Students’ eyes should be looking forward, tracking the teacher.
· Keep electronics put away, per school policy.
· Before asking questions, raise your hand and wait to be called on.
· If the teacher is writing information, the students should be writing information.
Rise and Rotate Procedure
· Students’ will stand up
· Students turn their desks. (Rotate desks 90 degrees)
· Students’ will sit down
Group Work/Partner Work Procedure
· Stay in your assigned area/seat.
· One assigned member of the group will obtain materials with teacher permission.
· Before asking questions, raise your hand and wait to be called on.
· Maintain a level “2” or lower voice during group work.
· Individual tasks must be completed within the context of group assignment.
· Keep electronics put away, per school policy.
Supply Procedure
· Bring pencil and paper to class daily.
· If you do not have a pencil, see the teacher. You will trade some collateral in exchange for a pencil.
· Keep worksheets, assignments, and notes in your provided math folder.
· Do not take your math folder home.
Independent Work Time Procedures
· Remain in your assigned seat, unless an adult gives you permission to move.
· If you would like to ask your teacher a question, raise your hand and wait quietly to be called on.
· Keep electronics put away, per school policy.
· Voices should be at a level “0”, unless your teacher gives you a different direction.
· When you have completed the task, raise your hand to ask for the next steps.
Exit procedure
· Stay in your assigned seat, until you are dismissed.
· Your folder and math book will be collected or you will leave it on your desk.
· Remember, math folders do not go home.