International Baccalaureate Middle Years Programme Information
Assessment: Students will be assessed using both formative (quizzes, homework, classwork) and summative (tests, papers, projects) assessments throughout the year.
Guiding Questions: Guiding questions for each unit will be posted on the board.
Vertical Alignment: Math 7 will be aligned with other academic disciplines in order for students to understand the connection between math and the real world.
Resources: Connected Mathematics 2, Pearson Prentice Hall, 2006 - Replacement cost: $ 8.50
Geometry
Lindsay Allen email: allenla@fultonschools.org Room # 105 Phone 404.847.1980 ext. 305
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In this course, you will learn about formal and informal logical reasoning processes through a variety of different Geometric topics, with an emphasis on Euclidean Geometry. To do this, you will use a variety of skills, including, but not limited to: solving single and multi-step algebraic equations, writing and solving proportions, order of operations, and expressing multiple representations of linear equations.
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Rules
1. Be punctual. The tardy policy is strictly enforced. Repeated tardiness will result in disciplinary action.
2. Be prepared. Students should have paper, pencils, a non-graphing calculator, and a 1” notebook divided by unit out and ready to begin class when the bell rings.
3. Be respectful of yourself and others. This includes being quiet and attentive during seatwork, as well as using appropriate language, and being kind to classmates and respectful of teacher(s).
4. Students are allowed 3 hall passes a semester. This is a school-wide policy that I will enforce.
5. All work you complete in this class must be your own. The honor code, as stated in the Riverwood Student Handbook, will be strictly enforced.
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Consequences
1. As stated by Riverwood Policy, the first tardy is a warning, the second will result in parent notification, the third tardy is a teacher detention, and the fourth tardy (and every tardy thereafter) will be an office referral.
2. Repeatedly not being prepared will result in a student/teacher conference, and then possibly a parent conference.
3. Consistent disrespect for self and others can result in student/teacher conference, parent contact, private/public detention, or office referral depending on the severity and frequency of the offense.
4. After a student uses his/her 3 hall passes, a private detention will accompany the use of any additional hall passes.
5. An Honor Code Violation will result in a violation of academic dishonesty being placed in the students’ school file, a parent contact, and a grade of 0 on the assignment with which s/he was dishonest without the opportunity for retaking/making up the grade at another time.
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Policies and Procedures
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Grading Scale
A 100-90
B 89-80
C 79-70
F 69 and below
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Grading Policy
1st Semester: 2nd Semester:
Homework 10% Homework 10%
Quizzes 20% Quizzes 20%
Projects 15% Projects 15%
Tests & Benchmark Tests 40% Tests & Benchmark Tests 40%
Semester Exam 15% End of Course Test 15%
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Academic Integrity
Adhering to high standards of integrity, the mathematics department considers academic misconduct to be any act that can give unfair academic advantage to a student, his grades, or his records. Such acts include lying, stealing, and cheating. Cheating is any dishonesty, written or verbal, tacit or implied. This includes any collusion, sabotage, falsification, or involvement in giving or receiving unauthorized help. In an effort to make students and parents aware of the expectations of the mathematics department with regard to academic integrity, the following specific acts are considered infractions of academic dishonesty:
Submitting work from a previous class in a current class (old projects, old notebooks, past tests, quizzes, homework, classwork, etc.)
Using any graded material – notebooks, tests, homework, quizzes, classwork, projects, or other graded assignments from another student, previous or current.
Manufacturing or creating data.
Discussion of the content of tests or evaluations to other students outside of class or between classes until every student has been evaluated.
Dividing the tasks in a group activity (without permission) instead of working collaboratively to complete the activity.
Acquiring copies of assessments (quizzes, tests, etc.) before the actual testing period so as to have an advantage during the evaluation.
Using notes or information from any unauthorized source, including but not limited to information written on desks, person, pieces of paper, water bottles, backpacks, or entered into graphing calculators or other devices.
Looking at another student’s work during an evaluation.
Any form of communication during an evaluation (passing materials, whispering, talking, signaling, or mouthing words to other students).
Copying, sharing, or comparing work or homework from other students without teacher permission or instruction.
Submitting another students’ work as your own – homework, projects, classwork, notebook, etc.
Allowing one or two students in a group activity to do the work, but then taking credit for it.
Using any device such as computers, calculators, ipods, PDA’s, graphing calculator, etc. without teacher permission.
Using any unauthorized calculator applications.
Sharing devices, such as computers, calculators, graphing calculators, etc. without teacher permission.
Any use of cell phones, including text messaging.
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Assignments
Students will receive an assignment calendar at the beginning of the chapter listing concepts covered and assignments given for each day.
Students should expect homework nightly. Each unit will consist of at least one quiz, a project, and a test. Benchmark exams will be given every five weeks and will be cumulative over the entire year. The End of Course Test given second semester will test students on material covered throughout the entire course.
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Late Work
Assignments are due when the bell rings for the start of the next class meeting. Late work will have a deduction of 10% of the total assignment points per day for the first 5 days it is late, and accepted up to 10 days after the due date for a maximum grade of 50% of the total points possible. A zero will be earned if an assignment is not turned in within 10 days of the due date.
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Excused Absences/Make-Up Work
Students who are absent should refer to their chapter calendar for missed assignments.
It is the student’s responsibility to request and complete any assignments missed due to an excused absence. Students should ask a trustworthy classmate for any notes and are expected to arrange a time with the teacher to review material and concepts missed. Students who miss a test or quiz due to an excused absence need to arrange a time with the teacher before or after school to make up the assignment.
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Recovery Policy
Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance.
Teachers will determine when and how students with extenuating circumstances may improve their grades.
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I have read and understand all the policies and procedures. I agree to keep this page in my notebook at all times for reference.
X
Student Signature Date ____/____/_______
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I/We have read all the policies and procedures. I/We understand our student’s responsibilities and know how to contact (Teacher name) if I/we have any concerns.
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Parent Signature Date ____/____/_______
Phone Number: __________________________________________
Parent Email Address: ____________________________________
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Course Outline, (Geometry) Teacher: Allen, Room 105
Course Description:
10th grade mathematics is a study of Euclidean Geometry. Students will continue to develop formal and informal logical reasoning processes through the study of deductive and inductive reasoning, coordinate and transformational approaches to study congruence, similarity, parallelism, symmetry, and perpendicularity. The integration of algebraic skills to solve geometric problems is stressed throughout the course, and the student will be required to complete a number of projects.
Aims and Objectives:
The aims of teaching and learning mathematics are to encourage and enable students to:
recognize that mathematics permeates the world around us
appreciate the usefulness, power and beauty of mathematics
enjoy mathematics and develop patience and persistence when solving problems
understand and be able to use the language, symbols and notation of mathematics
develop mathematical curiosity and use inductive and deductive reasoning when solving problems
become confident in using mathematics to analyse and solve problems both in school and in real-life situations
develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others
develop a critical appreciation of the use of information and communication technology in mathematics
appreciate the international dimension of mathematics and its multicultural and historical perspectives.
At the end of the course, students should be able to:
know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics)
use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations including those in real-life contexts
select and apply general rules correctly to solve problems including those in real-life contexts.
select and apply appropriate inquiry and mathematical problem-solving techniques
recognize patterns
describe patterns as relationships or general rules
draw conclusions consistent with findings
justify or prove mathematical relationships and general rules
use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations
use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models)
move between different forms of representation.
explain whether their results make sense in the context of the problem
explain the importance of their findings
justify the degree of accuracy of their results where appropriate
suggest improvements to the method when necessary.
Topics:
Fall Semester
Unit 1 Basics of Geometry
Unit 2 Reasoning and Proof
Unit 3 Perpendicular and Parallel Lines
Unit 4 Congruent Triangles
Unit 5 Properties of Triangles
Unit 6 Quadrilaterals
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Spring Semester
Unit 7 Transformations
Unit 8 Similarity
Unit 9 Right Triangles and Trigonometry
Unit 10 Circles
Unit 11 Areas of Polygons and Circles
Unit 12 Surface Area and Volume
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