Geometry Regents Syllabus

  • Geometry   Regents                                                                September 2018

    Mrs. Lambiase

    SYLLABUS

     

    Attendance.  It is important that you attend class each day. You are responsible for the assignments when you are absent.  You will be expected to have the work completed when you return to school and to be ready to take any quizzes or tests on that material when you return.

     

    Assignments.  There will be homework assignments every day. In addition, there will be a review assignment, handed out at the beginning of the semester, due every Friday at the beginning of the class period. Homework matters and is counted in your average.  Unit overviews are posted on my webpage. Late assignments will not be accepted. There are no extra-credit assignments, bonus questions or test corrections for improved grades.  The course is challenging and fast paced to follow the NY state common core modules for geometry, found at Engage NY. Work is necessary each day and practice and review is essential to learning the math concepts. Many geometry concepts are taught in the 8th grade modules.   These prerequisites for Geo Module 1 can be found on my web page and need to be mastered independently.

     

    Class materials.  A math 3 ring binder is required.  Because we are using the modules, worksheets need to be kept in order each day.  It is your responsibility to have these available for review and study. A scientific calculator ($15) will suffice for most homework assignments.  A compass is also required. I will provide a set of each for in class use, but you will need them for work at home.

     

    Classroom Expectations.  Be ready to learn each day. Be in class on time with your notebook and assignment due that day. Be respectful of others.

     

    Course Grading.  Student performance is measure in a variety of ways, including participation, effort, written homework, quizzes and tests. Quizzes may be unannounced.  Test will be given at the middle of the module and at the end of the module.  The following is an approximate overview of grade weighting:  Tests 40%, Quizzes 30%,  Homework, etc 30%. The final is the New York State Geometry Common Core Regents exam, given in June.

     

    Extra Help.  I am available for extra help in Room 108 Tuesday – Friday from 1:50 to 2:24 and during the day ay appointment.  Seek extra help early and often, as ne

     

     

     

    Geometry   Regents                                                                            September 2018

    Course Description.

     Module 1:  Congruence, Proof, and Constructions.    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 strategically applied a rigid motion to informally show that two triangles are congruent. In this module, students establish triangle congruence criteria, based on analyses of rigid motions and formal constructions. They build upon this familiar foundation of triangle congruence to develop formal proof techniques. Students make conjectures and construct viable arguments to prove theorems— using a variety of formats—and solve problems about triangles, quadrilaterals, and other polygons. They construct figures by manipulating appropriate geometric tools (compass, ruler, protractor, etc.) and justify why their written instructions produce the desired figure. (34 Lessons—45 days)

    Module 2:  Similarity, Proof, and Trigonometry.   Students apply their earlier experience with dilations and proportional reasoning to build a formal understanding of similarity. They identify criteria for similarity of triangles, make sense of and persevere in solving similarity problems, and apply similarity to right triangles to prove the Pythagorean Theorem. Students attend to precision in showing that trigonometric ratios are well defined, and apply trigonometric ratios to find missing measures of general (not necessarily right) triangles. Students model and make sense out of indirect measurement problems and geometry problems that involve ratios or rates. (34 Lessons—45 days)

     Module 3:   Extending to Three Dimensions.   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. They reason abstractly and quantitatively to model problems using volume formulas. (13 Lessons—10 days)

     Module 4:  Connecting Algebra and Geometry Through Coordinates.     Building on their work with the Pythagorean Theorem in 8th grade to find distances, students analyze geometric relationships in the context of a rectangular coordinate system, including properties of special triangles and quadrilaterals and slopes of parallel and perpendicular lines, relating back to work done in the first module. Students attend to precision as they connect the geometric and algebraic definitions of parabola. They solve design problems by representing figures in the coordinate plane, and in doing so, they leverage their knowledge from synthetic geometry by combining it with the solving power of algebra inherent in analytic geometry. (15 Lessons—25 days)

    Module 5:  Circles With and Without Coordinates.   In this module, students prove and apply basic theorems about circles, such as: a tangent line is perpendicular to a radius theorem, the inscribed angle theorem, and theorems about chords, secants, and tangents dealing with segment lengths and angle measures. They study relationships among segments on chords, secants, and tangents as an application of similarity. In the Cartesian coordinate system, students explain the correspondence between the definition of a circle and the equation of a circle written in terms of the distance formula, its radius, and coordinates of its center. Given an equation of a circle, they draw the graph in the coordinate plane and apply techniques for solving quadratic equations. Students visualize changes to a three-dimensional model by exploring the consequences of varying parameters in the model. (21 Lessons—25 days)