Notebook Paper will be essential for notetaking and completing assignments.

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1 Lindblom Mathematics and Science Academy School Year 2017/2018 Geometry Syllabus Room Office Hours Ms. Parsons 326 Tues. 3:15-4pm Wed. Flex 2 and 3 Fri. 3:15-4pm (Appointment Only) Website: mathparsons.weebly.com Textbook: Core-Plus Mathematics, Course 2 (provided in class when necessary) What are you going to learn in Geometry during Semester 1 and Semester 2? Year Two of Core-Plus Mathematics builds upon the concepts you learned in Course 1 / Algebra I. We will continue developing your problem-solving skills by learning how to solve problems which integrate the multiple branches of mathematics, including: algebra, geometry, trigonometry and statistics. The specific units include: Semester 1 Unit 1: Algebraic Equivalence Manipulating and solving equations Unit 2: Matrices writing, interpreting, combining, and solving problems with matrices Unit 3: Coordinate Geometry + Transformations also includes basic geometry and 3-D solids Semester 2 Unit 4: Geometric similarity Unit 5: Right Triangle Trigonometry Use trig. ratios to solve triangles with and without context Unit 6: Statistical Correlation Calculate and interpret the extent of relationship between 2 variables Required Course Materials Math Binder + 8 Dividers will be needed EVERY DAY to take notes and organize class handouts. Binder checks will occur following each unit for a HOLLs grade. Writing Utensils: Pencils will be used to complete assignments and quizzes. Colored Pens and highlighters will be used for note taking and correcting quizzes. Notebook Paper will be essential for notetaking and completing assignments. A Scientific Calculator will be used to taking assessments that involves graphing. Students will not be able to share a calculator on a quiz. Classroom Folder (Optional) will temporary hold student s homework and classroom notes when traveling home. How will PBL/grades work for this class? Since all speeds of mastery are honored in this class, you will have THREE opportunities to demonstrate mastery of each PI during class time. Version 1 quiz of each PI will be self-assessed and revised in class to help you understand the scoring rubric and to clarify misconceptions, so you can better prepare for later versions of that quiz. Version 2 and 3 will be scored by the teacher. All quizzes will be graded on a 1-4 mastery scale. Decimal scores of.4 will be assigned if you have shown sufficient improvement, but did not reach the next level yet. Each student is expected to have MINIMUM of THREE grades for each PI at the end of the semester. After the final in-class version, you will be given an opportunity for ONE optional retake of some of the quizzes. This optional retake, which will represent Version 4 of the quiz, will be done outside of the class by appointment. The score for the optional retake version 4 will be entered Jump rope as the next score, scores will not be replaced. You must show evidence that you prepared to take an 1

2 optional reassessment. The final day to complete the optional re-take will be 2-3 weeks before the end of the semester. The final date will be given in class. It does not matter WHEN or HOW you cross the finish line, only that you eventually finish. Within each Performance Indicator, the latest assessment will count for more, and the earlier assessments will count for less. Jump rope uses decaying average to calculate your overall grade. The Calculation of your Final Grade At the end of each grading period, your final grade will depend on your individual PI scores. A= All 3s and 4s. B= All 3s and 4s with no more than two 2 s. C= All 2s and up with no more than one 1. D= All 2s and up with two or more 1s F= All 1s M=Missing I have not provided evidence to allow the teacher to assess. This will not affect your grade in jumprope. N=Not Revisable I did not complete the assessment in the time allowed and can no longer revise or re-take the assessment. This will translate to a 1 in jump rope. Notes on absences: If you are absent, do NOT wait until the next class session to check in! Check web site and google classroom to stay informed about class lessons, view class notes, and assigned homework. You have a twoweek window to make up an assessment. If the Missing assignment is not made up within this time, you will receive a score of N =1. 2

3 Geometry Performance Indicators Rubric Semester One Scoring Criteria 1 Emerging I have demonstrated the most basic knowledge/skills relevant to this standard. 2 Developing I have demonstrated relevant knowledge/skills, but have not yet demonstrated convincing evidence of fully meeting the standard. 3 Achieving I have demonstrated that I have the knowledge/skills defined in the standard. 4 Excelling I have demonstrated the knowledge/skills defined by the standard with a high level of understanding/ability as defined by the discipline. Performance Indicator 1 2. Unit 1: Algebraic Equivalence 3 4 PI 1 I can rearrange equations to isolate a variable of interest. I can maintain two expressions to be equivalent by using inverse operations and applying same operation to both expressions. I can solve equations by applying inverse operations of equivalent expressions. I can isolate a variable in an algebraic equation with multiple variables by applying inverse operations. I can explain why two equations are not equivalent using algebraic reasoning, Performance Indicator Level 1 Level 2 Unit 2: Matrices PI 2.1 Add, subtract, and multiply matrices by scalars to produce new matrices I can combine two matrices using addition and subtraction I can create a new matrix using scalar multiplication Given a scenario, I can create a matrix and interpret its entries I can combine matrices using multiple operations (add/sub/scalar) without context Given a context, I can apply matrices to solve problems using combinations of addition, subtraction, and scalar Given a context, I can apply matrices to solve problems using addition, subtraction, and scalar multiplication (without a prescribed procedure) 3

4 PI 2.2 Multiply matrices of appropriate dimensions. I can multiply a one row matrix by another matrix. Given the dimensions of a matrix, I can create another matrix that can be multiplied with it in any order I can determine if two matrices can be multiplied. I can multiply matrices with more than one row Given a context, I can apply matrices to solve problems using multiplication (without a prescribed procedure) PI 2.3 Solve systems of linear equations using matrices I can convert a system of equations into matrix equations (and vice versa) I can solve for 2 variables in a system of linear equations using matrices (given in standard form) I can solve for 2 or more variables in a system of linear equations using matrices (given any form of equation or context) -I can create a matrix equation to solve problems given a context and solve it using matrices -Explain how inverse matrices help solve systems of linear equations Performance Indicator Level 1 Level 2 Unit 3: Coordinate Geometry and Geometric Transformations PI 3.1 Prerequisite geometry skills I did not complete ALL entrees OR I completed ALL entrees but work was poor quality or not shown. I accurately completed ALL entrees with at least 4 appetizers or desserts (with all work shown) I accurately completed ALL entrees with an additional 7 appetizers or desserts (with all work shown) I accurately completed ALL entree and ALL dessert requirements with work shown. PI 3.2 Use distance and slope to determine the precise nature of a geometric shape given its coordinates I can find the distance and slope of a segment given two points on the segment I can JUSTIFY the type of shape, given the slope and lengths of its sides I can determine the type of shape given its coordinates; justify using distance and slope calculations and reasoning I can write a set of linear equations that envelope a given shape; justify the shape type using slope and distance reasoning I can compute perimeters and areas of various figures using coordinates 4

5 PI 3.3 Recognize, perform, and analyze rigid and size transformations I can determine a general rule for any single transformation given coordinates or figures I can perform any single transformation given type or rule I can determine specific type of transformation and a general rule when given both images or points I can analyze effect of scale factor on lengths and areas. I can determine perimeter and area of transformation image given magnitude. I can perform a combination of transformations given descriptions or rules. I can write a composite rule for any combination of transformations. SEMESTER 2 Unit 4: Similarity Performance Indicator Level 1 Level 2 PI 4.1 Apply properties of similarity of Polygons I can determine lengths of missing segments of similar polygons in various formations I can identify similar polygons and determine the scale factor I can justify triangles similar using three theorems (SSS, SAS, AA) Determine lengths of missing segments in multiple or composite figures (Polygon Angles and Diagonals) 4-5 blocks PI 4.2 Apply Special Right Triangles properties (rationalize. radicals) 2 blocks I can identify the relationship (pattern) between the sides of a and I can find the missing sides in a or triangle when given one side I can use special right triangles to find lengths, perimeter, and area of triangles I can use special right triangles to solve for lengths, perimeter, and areas in figures with four or more sides and circles I can justify the relationship between the sides of special right triangles PI 4.3 Surface Area and Volume of 3D Solids I can explain the conceptual difference between volume and surface area I can find volume or surface area of simple 3D figures I can find volume and surface area of various 3D figures (i.e. Trapezoidal prism I can find surface area and volume of composite 3D figures 5

6 I can determine the base shape and number of faces in a 3D figure I can provide reasoning for the origins of the area and volume formulas. (explanation with examples) I can analyze the effect of changes in magnitude to surface area and volume Unit 5: Trigonometry Performance Indicator Level 1 Level 2 PI 5.1 Solve right triangles using trigonometric ratios I can identify adj, opp, hyp side lengths of a right triangle and determine trig ratios of the angle of interest Given a right triangle, I can determine missing side lengths and angles using trig ratios. I can draw and solve for missing right triangle sides or angles when measures are given (with or without context). I can solve for missing distances using multiple triangles and trig ratios. PI 5.2 Apply Law of Sines and Law of Cosines to solve any triangle. Given a triangle, I can label and set up the law of sines/cosines (solving not required) I can apply appropriate law to solve for sides in any triangle using law of cosines/sines I can solve for angles in any triangle using law of cosines/sines. I can find the area of polygons using law of sines and cosines. Unit 6: Correlation Performance Indicator Level 1 Level 2 PI 6 Finding and using correlation coefficients to explain association between variables Compute (using technology) and interpret the correlation coefficient Find linear regression line (using tech.) and make predictions using regression line Interpret regression Identify shapes of bivariate data including linearity, direction, strength, and types of outliers -Identify and explain the effects of influential points on correlation strength -Interpret the slope in context of the data -Assess the fit of a line by analyzing residuals/ errors in prediction Understand that association does not mean that one variable causes the other and identify possible explanation (cause-effect, lurking variable) for an association 6

7 HOLLs (Habits of Lifelong Learners) In addition to academic performance, all classes will also be monitoring and tracking student s performance and progress on non-academic traits. The HOLLs traits that will be monitored this year will be: HOLL Standard 1: Student shows a commitment to Intellectual Growth Performance Indicator: Demonstrate self-awareness and metacognition in order to develop one s strengths and weaknesses as a student. Emerging: I need guidance to identify my strengths and weaknesses as a student. Developing: I can identify my strengths and weaknesses as a student. Achieving: I can use selfawareness and metacognition to identify and develop my strengths and weaknesses as a student. Excelling: I take initiative to find additional ways to challenge myself and continually develop my strengths and weaknesses as a student. Forms of evidence: Student completes revisions for quizzes/tests and takes initiative to complete additional practice before reassessments. Conferences with Ms. Parsons (as needed or requested). Participation in flex tutoring sessions HOLL Standard 2: Student shows a commitment to Social Growth Performance Indicator: Collaborate effectively and respectfully with peers. Emerging: I struggle to collaborate with peers and may disrupt group work. Developing: I can work collaboratively with peers when assigned a specific role. Achieving: I can collaborate effectively and respectfully with peers. Excelling: I take a leadership role to actively engage with classroom members. I provide a model of respectfulness by supporting my peers and/or seeking out and incorporating the perspectives of others. Forms of evidence: Group work Rubric to evaluate group collaboration and willingness to get to know and work with peers. Respectfulness and participation in class discussions. HOLL Domain 3: Student shows a commitment to Personal Responsibility Performance Indicator: Complete necessary preparatory/practice tasks. Emerging: I struggle to complete necessary preparatory/ practice tasks. Developing: I sometimes complete necessary preparatory/ practice tasks. Achieving: I complete necessary preparatory/ practice tasks. Excelling: I thoroughly complete necessary preparatory/ practice tasks and independently seeks enrichment opportunities that challenge me. 7

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