Geometry Course Syllabus/Expectations � Mrs. Cox kimberly.cox@lcps.org Smart’s Mill Middle School 850 North King Street Leesburg, VA 20176 571‐252‐2030  Course Description:  Geometry is the study of the inter‐relationships and properties of points, lines, planes, and space figures. Emphasis is placed on systematic and logical reasoning. This course includes the deductive axiomatic method of proof to justify theorems and to determine whether conclusions are valid. The method of justification includes proofs, flow charts, and verbal arguments. Inductive and intuitive approaches are used. Calculators, computers, and graphing utilities will be used where feasible.  Text:  Larson, Ron et al. Geometry. Evanston, IL:  McDougal Littell, 2007.  Online activation code:  2628985‐20  SMMS Website:    The link to my SMMS Website    http://www.loudoun.k12.va.us//Domain/4306 

All class notes, homework assignments, worksheets, study tips, problem sets and notes on what we did in class can be found on my webpage.  I keep it up to date daily!  Especially useful when the student is absent!!! 

Daily Materials: • Textbook – covered with a stretchy book cover • 3‐ring binder (1‐inch width or more) • 5‐tab divider 

o Tab 1:  Notes o Tab2 :  Homework o Tab 3:  Tests/Quizzes o Tab 4:  Warm Ups o Tab 5:  Paper 

• Loose leaf paper (College preferred but  Wide Ruled accepted) • Pencil (at least 2 at all times) • Eraser • Pen • Agenda • At home:  compass, ruler, protractor, colored pencils and calculator.  (Graphing calculator used in algebra 1 

preferred – the students must use a graphing calculator on the EOC Geometry SOL in May .) • Silent reading book 

 Classroom Expectations: In addition to the County and School policies the following will be expected of all students… 

• Be Respectful – “Treat others the way you would want your loved ones to be treated.” • Be Prepared and Ready to Learn – Bring all materials to class, be on time, and bring a positive attitude. • Be Honest/True – “Students are expected to do their own work on all tests, papers, projects, or other 

assignments to be done on an individual basis. Students should neither turn in another student’s work as their own nor give assistance to another student. Any student who turns in another student’s work as his or her own or who assists or gives his or her work to another student shall be given a grade of zero on that work. The incident will be reported to the principal and the parents…Using the work of others and representing it as one’s own is considered plagiarism, a form of cheating, and is similarly prohibited.” – LCPS Student’s Rights and Responsibilities. 

• Be Smart – “Think before you act”. 

Intervention when expectations are not met: Step 1: Warning Step 2:  Call(s) to Parent/Guardian Step 3:  Referral to School Guidance/Administration after 3 calls home (from any teacher). 

 Grading:  The grades in this course are weighted.  Please keep in mind that this is a high school course, so there is a midterm at the end of semester 1 and a final exam at the end of semester 2, and the EOC Geometry SOL in early May.   

  Category  Weight Test  30% Quiz  25% 

Homework (practice)  10% Problem Sets/Projects  15% 

Warm‐ups  10% Exit Slips  10% 

TOTAL = 100% 

Grades will be posted in Clarity, and updated at least weekly. 

 Homework (practice) Assignments: Practice assignments will be assigned almost every class and will be checked at 

random approximately twice a week.  It is the expectation that students are to attempt each problem assigned and show all work.  Any assignment that is not complete and/or does not have work shown will not receive full credit. 

 Missed Assignments:  Work missed due to absences may be made up for credit, but it is the student’s responsibility to 

get the missed assignment and to hand it in.  If you are absent the day a quiz or test is given you must take it the day you return in resource or before/after school. 

 Late Work Policy:  Homework assignments may be turned in one class late and still be awarded full‐credit (granted each 

problem has been attempted with work shown). Any homework assignment submitted beyond one class late will be awarded no more than 50%.  Late problem sets are not accepted because the lowest grade will be dropped from each quarter marking period. 

 Re‐take Policy:  Student may retake any test.  If a student wants to retake a test, they must make mathematical 

corrections to their errors, and give a written explanation of the error made.  The corrections must be made on loose‐leaf paper and stapled to the original assessment.  The student must turn in the corrections no later than the following block from the time they receive their graded test.  Mrs. Cox will check the corrections and return them to the student as soon as possible.  If any correction is not correct, Mrs. Cox will return the corrections back to the student.  Corrections must be 100% correct.  If the corrections are correct they will be returned to the student and the retake will be placed in resource the following day.  The retake will need to be completed within the student’s next two resource blocks.  Extenuating circumstances may arise, and adjustments may be made at Mrs. Cox’s discretion.   

    Please have a discussion about this handout with your parent or guardian.  When you both have read this information, please sign your names below.   

_________________________________  _________________________________ Parent Signature    Student Name (printed) 

GEOMETRY SOLS (2009) SOL Strand Topic G.1

Reasoning, Lines and Transformations

Logic

The student will construct and judge the validity of a logical argument consisting of a set of premises and a conclusion. This will include a) identifying the converse, inverse, and contrapositive of a conditional statement; b) translate a short verbal argument into symbolic form; c) using Venn diagrams to represent set relationships; and d) using deductive reasoning.

G.2

Parallel

The student will use the relationships between angles formed by two lines cut by a transversal to a) determine whether the lines are parallel; b) verify the parallelism, using algebraic and coordinate methods as well as deductive proofs; and c) solve real-world problems involving angles formed when parallel lines are cut by a transversal.

G.3 Distance, Midpoint, Slope

Symmetry and

Transformations

The student will use pictorial representations, including computer software, constructions, and coordinate methods, to solve problems involving symmetry and transformation. This will include a) investigating and using formulas for finding distance, midpoint and slope; b) applying slope to verify and determine whether lines are parallel or perpendicular; c) investigating symmetry and determining whether a figure is symmetric with respect to a line or a point; and d) determining whether a figure has been translated, reflected, rotated, or dilated, using coordinate methods.

G.4

Constructions

The student will construct and justify the constructions of a) a line segment congruent to a given line segment; b) the perpendicular bisector of a line segment; c) a perpendicular to a given line from a point not on the line; d) a perpendicular to a given line at a point on the line; e) the bisector of a given angle; f) an angle congruent to a given angle; and g) a line parallel to a given line through a point not on the given line.

G.5

Triangles

Sides and Angles

The student, given information concerning the lengths of sides and/or measures of angles in triangles, will a) order the sides by length, given the angle measures; b) order the angles by degree measure, given the side lengths; c) determine whether a triangle exists; and d) determine the range in which the length of the third side must lie. These concepts will be considered in the context of real-world situations.

G.6 Congruent Triangles The student, given information in the form of a figure or statement, will prove two triangles are congruent, using algebraic and coordinate methods as well as deductive proofs.

G.7 Similar Triangles The student, given information in the form of a figure or statement, will prove two triangles are similar, using algebraic and coordinate methods as well as deductive proofs.

G.8 Pythagorean Theorem The student will solve real-world problems involving right triangles by using the Pythagorean Theorem and its converse, properties of special right triangles, and right triangle trigonometry.

G.9

Polygons and Circles

Quadrilaterals The student will verify characteristics of quadrilaterals and use properties of quadrilaterals to solve real-world problems. G.10 Angles of Polygons The student will solve real-world problems involving angles of polygons; G.11

Circles

The student will use angles, arcs, chords, tangents, and secants to a) investigate, verify and apply properties of circles; b) solve real-world problems involving properties of circles; and c) find arc lengths and areas of sectors in circles.

G.12 Circles – center and radius

The student, given the coordinates of the center of a circle and a point on the circle, will write the equation of the circle.

G.13

Three-Dimensional Figures

Surface Area and Volume The student will use formulas for surface area and volume of three-dimensional objects to solve real-world problems. G.14 Similar

2 and 3-D Objects

The student will use similar geometric objects in two- or three-dimensions to a) compare ratios between side lengths, perimeter, areas, and volumes; b) determine how changes in one or more dimensions of an object affect area and/or volume of the object; c) determine how changes in area and/or volume of an object affect one or more dimensions of the object; and d) solve real-world problems about similar geometric objects.

Prove Statements about Segments and Angles

First Quarter Scope and Sequence - Geometry (2009 SOLs)Units Essential Knowledge and Skills

School Opening

Points, Lines and Planes

Chapter 1 - Essentials of GeometryPoints, Lines and PlanesUse Segments and Congruence - segment addition postulateUse Midpoint and Distance Formulas - simplify radicalsQuiz 1.1-1.3 Measure and Classify Angles - angle addition postulateAngle Pair Relationships Classify Polygons Find Perimeter, Circumference and Area Quiz 1.4-1.7 Review Points, Lines and PlanesTest Chapter 1 - Points, Lines and Planes

Reasoning and Proof

Chapter 2 - Reasoning and ProofUse Inductive ReasoningAnalyze Conditional Statements with Symbolic NotationDeductive Reasoning - Law of Syllogism, Detachment and ContrapositiveTruth Tables and Venn DiagramsQuiz 2.1 - 2.3 Use Postulates and Diagrams Reason Using Postulates and AlgebraProve Statements about Segments and Angles Prove Angle Pair RelationshipsProof Quiz Review Chapter 2Test - Chapter 2

Parallel Lines and

Transversals

Chapter 3 - Parallel and Perpendicular LinesIdentify Pairs of Lines and Angles Use Parallel Lines and TransversalsProve Lines are ParallelQuiz 3.1 - 3.2 Review Proving Lines ParallelFind and Use Slope of Lines Write and Graph Equations of LinesQuiz 3.3 - 3.5 (focus on 3.3 - light on 3.4 and 3.5)Review Chapter 3Test Chapter 3

11WAYS TO HELP YOUR CHILD SUCCEED IN Geometry

1. Keep track with what we are doing on class. I will be place handouts, notes and class outlines on my Smart’s Mill MS webpage. From the Loudoun County Public Schools website, select Smart’s Mill Middle School. From there, click on Staff, and click on Mrs. Kim Cox. I will have grades updated in Clarity as often as possible.

2. Ask your child nightly if their homework is complete. Encourage him or her to ask questions in class

or before class starts if something is not clear. If they don’t know what the homework is, you can check my website.

3. E-mail me if there is ever any question or concern. The best way to contact me is through e-mail, at

kimberly.cox@lcps.org.

4. You can also call the school at (571) 252-2030 and leave a message. Please allow 24 hours to return phone calls.

5. Stay involved! Ask to see returned quizzes and tests – they should all be found in their math binder. 6. Every student has a different learning style. Some learn best with music on, others in total silence.

Talk to your child and discuss the most conducive time and place to study. 7. It is important that your child become organized and develop a daily schoolwork routine. Students

that work on math every day tend to be more successful that those who wait until the evening before the math assignment is due to work on it.

8. Math can be a frustrating subject for some at times. It is important for your child to persevere! I

believe in a “never give up” philosophy, and it is a response I give when a student says, “I don’t get it!”

9. Encourage your child to bring all daily materials to class. Also, all students should be keeping a

well-organized notebook, with notes, homework, quizzes/tests, warm-ups, and paper clearly labeled.

10. All students should be making corrections to their homework and warm ups in class. We go over all

assignments, and I encourage the students to use these resources as review at home. It is vital that they have correct answers to study!

11. The textbook publishers for Loudoun County’s geometry textbook have a website that parents and

students can log on to. The website is: McDougall-Littell Geometry (2005 edition) Online activation code: 2628985-20

BEST WISHES FOR A FANTASTIC SCHOOL YEAR!

Mrs. Cox

1

GRAPHICS TECHNOLGY…WHY?

Graphics technology gives a visual dimension to algebra that expands a student’s ability to manipulate and explore problems. Seeing what a graph of an equation look like helps students understand what an equation means. A visual approach to mathematics using the graphing calculator makes math more meaningful. A student can determine the reasonableness of a solution by looking at the graph of the equation, plotting the solution being tested and looking to see the intersection of the two graphs. In the past, this simple approach represented must time that prohibited checking and verifying solutions. Graphing calculators help students to visualize statistics and data, linear and quadratic functions, and many other algebraic functions. Students can readily examine the graph of equations and can construct visual models of algebraic expressions. Because the graphs can be created so quickly, there is an opportunity to explore and investigate all the “what-ifs” that times could not permit prior to the presence of this technology. Discovery learning becomes a reality when a student can explore mathematics using technology.

WHY the TI-83 PLUS or TI-84 PLUS?

Texas Instruments has done a superb job of not only creating an outstanding tool, but they have taken

the lead in the educational programs that support their products. I have been to numerous workshops over the years, and have lead workshops myself in teaching using the TI-83 Plus. We have the TI-Smartview model of the TI-84 Plus calculator here at Smart’s Mill for the Promethean Board, so that as the teacher presents a problem, students can follow step-by-step on their own calculator.

ARE OTHER MODELS ACCEPTABLE?

Yes! The only problem is that each model has keystrokes unique to that calculator. Even though there

are similarities, students often experience frustration in trying to follow using a model other than the ones used for instruction. We find the TI-83 Plus and TI-84 Plus to be user friendly and most textbooks contain directions for using these models throughout the program of study. It is a calculator that students can use throughout all academic courses in high school – mathematics and science.