Renee Joiner MCHS Math
GEOMETRY SYLLABUS
The School District of Newberry County
Geometry CP
TEACHER INFORMATION
NAME Renee Joiner
EMAIL ADDRESS rjoiner@sdnc.org
PHONE NUMBER 803-364-2134 room 405
TEACHER WEBSITE https://sites.google.com/newberry.k12.sc.us/reneejoinermchs/home
PLANNING TIME(S) 1st semester - 4th block 2nd semester - 2nd block
TUTORING TIME(S) After school by appointment
I. DESCRIPTION OF COURSE OR PURPOSE
South Carolina College- and Career-Ready (SCCCR) Geometry provides students with tools to solve problems about objects and shapes in two- and three-dimensions, including theorems about universal truths and spatial reasoning.
In this course, students are expected to apply mathematics in meaningful ways to solve problems that arise in the workplace, society, and everyday life through the process of modeling. Mathematical modeling involves creating appropriate equations, graphs, diagrams, or other mathematical representations to analyze real-world situations and solve problems. Use of mathematical tools is important in creating and analyzing the mathematical representations used in the modeling process. In order to represent and solve problems, students should learn to use a variety of mathematical tools and technologies such as a compass, a straightedge, graph paper, patty paper, graphing utilities, and dynamic geometry software.
II. TEXTBOOKS AND SUPPLEMENTARY MATERIALS
State Adopted/Course Textbook(s): Geometry published by Glencoe McGraw-Hill
Supplemental Materials: Glencoe Mcgraw-Hill Geometry classroom resources, 3-ring binder, paper, pencils
III. COURSE REQUIREMENTS/COMPETENCIES
Prerequisites: Algebra 1 or Intermediate Algebra
Credit: 1 unit
Offered: Grades 9-11
IV. CLASS ATTENDANCE
Student attendance laws require the following days present to receive credit provided the student receives a passing grade in the course: In a 90-day course, a student must attend 85 days. In a 180-day course, a student must attend 170 days. Students who exceed the approved limits for unexcused absences do not receive credit in the course.
V. GRADING The grading scale is as follows:
A (90-100)
B (80-89)
C (70-79)
D (60-69)
F (Below 60)
Grades will be classified into three categories:
Major (50%)
Minor (40%)
Daily/Homework Effort (10%)
VI. CLASSROOM POLICIES
Classroom Expectations:
Arrive to class on time.
Actively participate in class discussions and learning activities.
Complete all class assignments.
Complete homework assignments with adequate work shown.
Bring laptop, charger, pencils and other required materials.
Show respect for yourself and others.
Classroom Consequences:
1st offense: Verbal warning
2nd offense: Conference with the student
3rd offense: Lunch detention with teacher
4th offense: Contact with parent/guardian
5th offense: Referral
Classroom Procedures:
Be seated and begin bellwork upon entering the classroom.
Have all materials ready and pencils sharpened.
Raise your hand before speaking out loud.
All math work must be completed in pencil.
Keep notes, homework, and handouts organized.
Daily agenda, course standards, and announcements will be posted in Schoology.
Only one student at a time will be allowed to go to the restroom during class and not during direct instruction.
Math Department Late Work Policy:
It is the responsibility of the students to get assignments made up. No late homework/minor grades will be accepted. All major grades, with the exception of Unit Tests, will be accepted up to five days after their due dates, beginning the day the student returns to school. Five points will be taken off each school day that the major grade is late. (For instance, if a project was due on Tuesday but the student turned in the assignment on Friday of the same week, the highest grade will be an 85.) All work must be shown to receive homework credit.
Remediation Policy:
Students can make corrections to only ONE minor assessment each nine weeks, for a total of 2 during the semester-long course. No student will be allowed to make corrections on district unit assessments, per district policy. In the case a minor grade is corrected, students will receive half credit on all corrected items.
Extra credit:
Extra credit will be left to the discretion of the teacher.
Calculator Policy:
The use of calculators is permitted in all math classes at Mid-Carolina High School, unless the standard(s) being addressed states otherwise.
Note: Each student will be given credit for each homework assignment based on completion of the assignment and NOT based on the percentage of correct answers. All homework assignments must show work for credit. Homework is to be used for practice in preparation for other assessments.
VII. TEACHER COMMUNICATION
Schoology will be the main platform for communication with students. I will be available for tutoring in afternoons from 3:15 - 4:00 by appointment and can be reached via email, phone, or schoology. Parents, please keep up with your students' grades using PowerSchool ParentPortal. Grades will be updated regularly.
VIII. COURSE OUTLINE
Critical Area 1: In previous grades, students were asked to draw triangles based on given measurements. They also have prior experience with rigid motions: translations, reflections, and rotations and have used these to develop notions about what it means for two objects to be congruent. In this course, students establish triangle congruence criteria, based on analyses of rigid motions and formal constructions. They use triangle congruence as a familiar foundation for the development of formal proof. Students prove theorems—using a variety of formats—and solve problems about triangles, quadrilaterals, and other polygons. They apply reasoning to complete geometric constructions and explain why they work.
Critical Area 2: Students apply their earlier experience with dilations and proportional reasoning to build a formal understanding of similarity. They identify criteria for similarity of triangles, use similarity to solve problems, and apply similarity in right triangles to understand right triangle trigonometry, with particular attention to special right triangles and the Pythagorean Theorem. Students develop the Laws of Sines and Cosines in order to find missing measures of general (not necessarily right) triangles, building on students’ work with quadratic equations done in the first course. They are able to distinguish whether three given measures (angles or sides) define 0, 1, 2, or infinitely many triangles.
Critical Area 3: Students’ experience with two-dimensional and three-dimensional objects is extended to include informal explanations of circumference, area and volume formulas. Additionally, students apply their knowledge of two-dimensional shapes to consider the shapes of cross-sections and the result of rotating a two-dimensional object about a line.
Critical Area 4: 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, which relates back to work done in the first course. Students continue their study of quadratics by connecting the geometric and algebraic definitions of the parabola.
Geometry is divided into the following units:
First Quarter
Unit 1 – Foundations of Geometry
Unit 2 – Transformations
Unit 3 - Lines and Angles
Unit 4 – Triangles and Similarity
Unit 5 – Right Triangles and Trigonometry
Second Quarter
Unit 5 (cont.) – Right Triangles and Trigonometry
Unit 6 – Quadrilaterals
Unit 7– Circles
Unit 8 - Geometric Measurement and Dimension
Unit 9 – Interpreting Data
A mid-term exam will be given mid-way through the course and count 10% of the first quarter. A final exam will be given at the end of the course and count 10% of the second quarter. The final grade is determined by weighting the 1st quarter average as 50% and the 2nd quarter average as 50%.
IX. ONLINE RESOURCES
Schoology, Textbook, and Calculator are available through Clever (clever.com)
Foundations In Algebra Syllabus
TEACHER INFORMATION
NAME
Renee Joiner
EMAIL ADDRESS
rjoiner@sdnc.org
PHONE NUMBER
(803) 364-2134, Room 405
TEACHER WEBSITE
https://sites.google.com/newberry.k12.sc.us/reneejoinermchs/home
PLANNING TIME(S)
1st semester - 4th Block
TUTORING TIME(S)
After school by appointment &
Daily during lunch activity
I. DESCRIPTION OF COURSE OR PURPOSE
Algebra 1 is the backbone of high school mathematics and prepares students for success in all subsequent mathematics courses. Therefore, it is crucial that all students are successful in Algebra 1. As a result, one pathway offered to South Carolina students includes a two-course integrated sequence that should be offered to students who may need additional support in order to be successful in Algebra 1. South Carolina College-and Career-Ready (SCCCR) Foundations in Algebra is the first course in this two-course integrated sequence designed to prepare students for college and career readiness by providing a foundation in algebra, probability, and statistics.
This course builds on the conceptual knowledge and skills students mastered in earlier grades in areas such as algebraic thinking, probability, data analysis, and proportional reasoning. Students who complete this two-course integrated sequence will be given the opportunity to master several standards from SCCCR Algebra 2 and SCCCR Probability and Statistics in addition to all of the standards from SCCCR Algebra 1.
In this course, students are expected to apply mathematics in meaningful ways to solve problems that arise in the workplace, society, and everyday life through the process of modeling. Mathematical modeling involves creating appropriate equations, graphs, functions, or other mathematical representations to analyze real-world situations and answer questions. Use of technological tools, such as hand-held graphing calculators, is important in creating and analyzing mathematical representations used in the modeling process and should be used during instruction and assessment. However, technology should not be limited to hand-held graphing calculators. Students should use a variety of technologies, such as graphing utilities, spreadsheets, and computer algebra systems, to solve problems and to master standards in all Key Concepts of this course.
II. TEXTBOOKS AND SUPPLEMENTARY MATERIALS
State Adopted Course Textbook: McGraw-Hill Algebra 1
Supplemental Materials: Mcgraw-Hill Algebra 1 classroom resources
III. COURSE REQUIREMENTS/COMPETENCIES
Prerequisites: None
Credit: 1 unit
Offered: Grades 9
IV. CLASS ATTENDANCE
Student attendance laws require the following days present to receive credit provided the student receives a passing grade in the course: In a 90-day course, a student must attend 85 days. In a 180-day course, a student must attend 170 days. Students who exceed the approved limits for unexcused absences do not receive credit in the course.
V. GRADING
The grading scale is as follows:
A (90-100)
B (80-89)
C (70-79)
D (60-69)
F (Below 60)
Grades will be classified into three categories:
Major (50%)
Minor (40%)
Daily/Homework Effort (10%)
The South Carolina End-of-Course examination is required after the 2-course sequence which includes this course and the course which follows this course entitled Intermediate Algebra. The End-of-Course test will be given as a final exam to all students who successfully pass Foundations and move on to Intermediate Algebra in the 2nd Semester. The Education Accountability Act requires that the End-of-Course examinations are weighted 20% of a student’s final grade in Intermediate Algebra. More information including standards tested on the End-of-Course examination can be found on the website http://ed.sc.gov/tests/high/eocep/ .
VI. CLASSROOM POLICIES
The following rules and consequences are reviewed with the students at the beginning of the school year. The students were given this copy of the classroom rules and behavior expectations on the first day of class, and each student and parent/guardian are asked to review the rules.
Classroom Expectations:
Arrive to class on time.
Actively participate in class discussions and learning activities.
Complete all class assignments.
Complete homework assignments with adequate work shown.
Bring laptop, charger, pencils and other required materials.
Show respect for yourself and others.
Classroom Consequences:
1st offense: Verbal warning
2nd offense: Conference with the student
3rd offense: Lunch detention with teacher
4th offense: Contact with parent/guardian
5th offense: Referral
Classroom Procedures:
Be seated and begin bellwork upon entering the classroom.
Have all materials ready and pencils sharpened.
Raise your hand before speaking out loud.
All math work must be completed in pencil.
Keep notes, homework, and handouts organized.
Daily agenda, course standards, and announcements will be posted in Schoology.
Only one student at a time will be allowed to go to the restroom during class and not during direct instruction.
Remediation Policy:
Students can make corrections to only ONE minor assessment each nine weeks, for a total of 2 during the semester long course.
No student will be allowed to make corrections on district unit assessments, per district policy.
In the case a minor grade is corrected, students will receive half credit on all corrected items.
Math Department Late Work Policy:
It is the responsibility of the students to get assignments made up. No late homework grades will be accepted. All major and minor grades will be accepted up to ten days after their due dates, beginning the day the student returns to school. Five points will be taken off each school day that any major assessment is late, not including district unit tests. (For instance, if a project was due on Tuesday but the student turned in the assignment on Friday of the same week, the highest grade will be an 85.)
Homework Policy:
All work must be shown to receive homework credit.
Extra credit:
Extra credit will be left to the discretion of the teacher.
Calculator Policy:
The use of calculators is permitted in all math classes at Mid-Carolina High School, unless the standard(s) being addressed states otherwise.
Note: Each student will be given credit for each homework assignment based on completion of the assignment and NOT based on the percentage of correct answers. Homework is to be used for practice in preparation for other assessments.
VII. TEACHER COMMUNICATION
Schoology will be the main platform for communication with students. I will be available for tutoring in afternoons from 3:15 - 4:00 by appointment and can be reached via email, phone, or schoology. Parents, please keep up with your students' grades using PowerSchool ParentPortal. Grades will be updated regularly.
VIII. COURSE OUTLINE
Critical Area 1: By the end of eighth grade math, students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. Now, students analyze and explain the process of solving an equation. Students develop fluency writing, interpreting, and translating between various forms of linear equations and inequalities, and using them to solve problems. They master the solution of linear equations and apply related solution techniques and the laws of exponents to the creation and solution of simple exponential equations.
Critical Area 2: In earlier grades, students define, evaluate, and compare functions, and use them to model relationships between quantities. Students will learn function notation and develop the concepts of domain and range. They explore many examples of functions, including sequences; they interpret functions given graphically, numerically, symbolically, and verbally, translate between representations, and understand the limitations of various representations. Students build on and informally extend their understanding of integer exponents to consider exponential functions. They compare and contrast linear and exponential functions, distinguishing between additive and multiplicative change. Students explore systems of equations and inequalities, and they find and interpret their solutions. They interpret arithmetic sequences as linear functions and geometric sequences as exponential functions.
Critical Area 3: Students build upon prior experiences with data, using formal means of assessing how a model fits data. Students use regression techniques to describe approximately linear relationships between quantities. They use graphical representations and knowledge of the context to make judgments about the appropriateness of linear models. With linear models, they look at residuals to analyze the goodness of fit.
Critical Area 4: Students build on their knowledge from Critical Area 2, where they extended the laws of exponents to rational exponents. Students apply this new understanding of numbers and strengthen their ability to see structure and create quadratic and exponential expressions. They create and solve equations, inequalities, and systems of equations involving quadratic expressions.
Foundations in Algebra is divided into the following units:
First Nine Weeks
Unit 1 – Equations and Inequalities
Unit 2 – Graphing Functions
Unit 3 – Writing Linear Equations
Second Nine Weeks
Unit 3 (Cont) - Writing Linear Equations
Unit 4 – System of Equations
Unit 5 – Probability and Statistics
IX. ONLINE RESOURCES:
Schoology, Textbook, and Calculator are available through Clever (clever.com)
Algebra Nations (open through Clever)
Online Algebra textbook
Khan Academy (open through Clever)
Quizlet
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