Honors
Geometry Syllabus
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Instructor: |
Mrs. Regina Ramey |
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E-mail: |
rnramey@access.k12.wv.us |
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Class website |
http://www.scotthighskyhawks.com/faculty/rramey/geometry/index.htm
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TEXT:
Geometry, Prentice Hall 2011
REQUIREMENT MATERIALS:
Pencil, Notebook, 3-ring
Binder, Graph paper, and a Scientific Calculator (preferably a Graphing
Calculator, such as the TI-Nspire, TI-83+ or TI-84)
DESCRIPTION:
Geometry
objectives are designed for students who have completed the objectives for
Algebra I. Study includes experiences
and activities that foster in students a feeling for the value of geometry in
their lives. Emphasis is placed on
development of conjectures by inductive processes using manipulatives and
computer software. Cooperative learning
groups are particularly effective in allowing students to become proficient in
analyzing conjectures and in formulating both formal and informal proofs. Emphasis should be placed on connections to
other branches of mathematics and other disciplines, and on workplace
applications.
EXPECTATIONS:
You can expect the
following:
· Respect is given to
individuals, the environment and property by everyone in the class.
· No food or drink
allowed in class.
· Math will be
discussed every day in class. Do not expect “free days” or “off days” except
for the school holidays!
I expect the
following:
· You will come
prepared every day. Attendance counts because
of the nature of our group work and in-class discussions. It is very difficult to “make-up” these
experiences.
· You give your best
effort with all your assignments and participate in class activities.
· Your work is your own
work.
· Your assignments are
to be completed on or before the due date.
Unless noted in the specific assignment, no late assignments will be
accepted.
· Ask questions in
class or seek help after class.
GOALS:
Through communication,
representation, reasoning and proof, problem solving, and making connections
within and beyond the field of mathematics, students will
·
analyze
characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationships,
·
specify locations
and describe spatial relationships using coordinate geometry and other
representational systems,
·
apply transformations and use symmetry to analyze
mathematical situations, and solve problems using visualization, spatial reasoning,
and geometric modeling.
Students will:
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M.O.G.3.1 |
represent geometric figures, such as
points, lines, planes, segments, rays, and angles pictorially with proper
identification and distinguish between undefined and defined terms. |
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M.O.G.3.2 |
differentiate and apply inductive and deductive
reasoning, justify conclusions in real-world settings. |
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M.O.G.3.3 |
use the basic concepts of symbolic logic including
identifying the converse, inverse, and contrapositive of a conditional
statement and test the validity of conclusions with methods that include Venn
Diagrams. |
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M.O.G.3.4 |
validate conclusions by constructing logical arguments using
both formal and informal methods with direct and indirect reasoning. |
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M.O.G.3.5 |
construct
formal and informal proofs by applying definitions, theorems, and postulates
related to such topics as ·
complementary, ·
supplementary, ·
vertical
angles, ·
angles
formed by perpendicular lines, and justify the steps. |
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M.O.G.3.6 |
compare and contrast the relationships between
angles formed by two lines cut by a transversal when lines are parallel and
when they are not parallel, and use the results to develop concepts that will
justify parallelism. |
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M.O.G.3.7 |
make conjectures and justify congruence
relationships with an emphasis on triangles and employ these relationships to
solve problems. |
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M.O.G.3.8 |
identify
general properties of and compare and contrast the properties of convex and
concave quadrilaterals ·
parallelograms ·
rectangles ·
rhombuses ·
squares ·
trapezoids |
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M.O.G.3.9 |
identify a real
life situation that involves similarity in two or three dimensions; pose a
question; make a hypothesis as to the answer, develop, justify, and implement
a method to collect, organize, and analyze related data; generalize the
results to make a conclusion; compare the hypothesis and the conclusion;
present the project numerically, analytically, graphically and verbally using
the predictive and analytic tools of algebra and geometry (with and without
technology). |
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M.O.G.3.10 |
investigate measures of angles and lengths of segments
to determine the existence of a triangle (triangle inequality) and to
establish the relationship between the measures of the angles and the length
of the sides (with and without technology). |
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M.O.G.3.11 |
verify and justify the basis for the
trigonometric ratios by applying properties of similar triangles and use the results to find inaccessible
heights and distances. Using the
ratios of similar triangles to find unknown side lengths and angle measures,
construct a physical model that illustrates the use of a scale drawing in a
real-world situation. |
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M.O.G.3.12 |
apply the Pythagorean Theorem and its converse
to solve real-world problems and derive the special right triangle
relationships (i.e. 30-60-90, 45-45-90). |
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M.O.G.3.13 |
investigate measures of angles formed by chords,
tangents, and secants of a circle and draw conclusions for the relationship
to its arcs. |
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M.O.G.3.14 |
find angle
measures of interior and exterior angles; given a polygon, find the length of
sides from given data; and use properties of regular polygons to find any
unknown measurements of sides or angles. |
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M.O.G.3.15 |
develop properties of tessellating figures
and use those properties to tessellate the plane. |
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M.O.G.3.16 |
derive and justify formulas for area, perimeter,
surface area, and volume using nets and apply them to solve real-world
problems. |
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M.O.G.3.17 |
apply concepts of analytical geometry such as formulas
for distance, slope, and midpoint and apply these to finding dimensions of
polygons on the coordinate plane. |
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M.O.G.3.18 |
construct a triangle’s medians, altitudes, angle and
perpendicular bisectors using various methods; and develop logical concepts
about their relationships to be used in solving real-world problems. |
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M.O.G.3.19 |
create and
apply concepts using transformational geometry and laws of symmetry, of a ·
reflection, ·
translation, ·
rotation, ·
glide
reflection, ·
dilation
of a figure, and develop logical arguments for congruency and
similarity. |
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M.O.G.3.20 |
compare and contrast Euclidean geometry to other geometries (i.e. spherical, elliptic) using various
forms of communication such as development of physical models, oral or
written reports. |
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M.O.G.3.21 |
approximate the area of irregularly shaped regions
based on the approximations and the attributes of the related region, develop
a formula for finding the area of irregularly shaped regions. Plan, organize and present results by
justifying conclusions. |
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RESOURCES: |
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Pearson
Geometry Online |
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Glencoe
Cool Math Links |
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Ask
Dr. Math |
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Math
& Science Gateway |
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TI
Graphing Calculators |
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Math.com |
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High School Math |
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SOS Math |
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