Syllabus

Students proceed through a Euclidean geometry course emphasizing deductive reasoning, sequential analysis, and proof. Logic plays a critical role in the development of properties for planar and spatial figures. Students also perform basic constructions and represent geometric figures in the Cartesian plane. Algebra is reinforced throughout the course. Students also learn to apply geometry to real-world problems. // Prerequisite: MTH 100: Algebra 1 //
 * MTH 200: Geometry Course Description: **


 * Course Topics: **
 * Points, Lines, Planes, and Angles
 * Deductive Reasoning
 * Parallel Lines and Planes
 * Congruent Triangles
 * Quadrilaterals
 * Similar Polygons
 * Right Triangles
 * Circles
 * Area of Plane Figures
 * Area and Volume of Solids
 * Transformations

We will be using the McDougal Littell Geometry text. Students will have access to an e-text in class and may choose to leave their textbooks at home.
 * Book: **

// Mathematics is not a spectator sport! // Students must come prepared and get involved to really gain an appreciation and understanding of the mathematics. For each class, you need to bring the following in your backpack:
 * Supplies: **
 * Tablet PC
 * Pencil(s) with eraser
 * Paper
 * Folder
 * Calculator

Assessments will both challenge and acknowledge a wide variety of talents, abilities, energies, interests, and learning styles. The aim is for students to share and build upon what they do know, not just to point out what they do not know. Trimester grades will be a combination of total points earned on the types of assessments mentioned below:
 * Grading Policy: **
 * In-class tests (approx. 70 - 100 points each)
 * Quizzes (approx. 30-50 points each)
 * Daily homework assignments (most will be 2 points each)

You will be assigned homework at the end of most classes this year. The purpose in doing so is to give you an opportunity to think about the material we discussed in class and to work through some problems on your own. Although you may find some problems difficult, you are expected to attempt to complete each problem and to make notes of specifically where you became confused. All Homework from the text refers to the “Written Exercises” (not the “Classroom Exercises”) unless otherwise noted. You should show your work on homework and include any/all diagrams that go with the problems. You may work together on homework (unless otherwise noted), but you cannot copy each other’s work or answers. The HW grading scale is as follows: 0 – didn’t attempt/can’t find it/dog ate it 1 – attempted some but not all 2 – attempted all of the assigned problems with legitimate effort
 * Homework: **

It is your responsibility to turn in all assignments at the beginning of class on the given due date. Late assignments will be marked down significantly for missing the deadline. It is extremely important for you to stay current with the material so that you can contribute and participate in class discussions. Accordingly, meet your deadlines. If you know that you will not be able to complete an assignment on time, you must speak to me //**prior **// to the day the assignment is due. Extensions will be granted on a case-by-case basis.
 * Late Assignments: **

Students are expected to make up all missed homework within the number of class days that they were absent. It is the student’s responsibility, without my reminder, to show me any homework assignments that were checked during an absence. Students missing the review day for a test will be expected to take the test with the rest of the class. Students that miss school on the day of a test will be expected to take the test on the day that they return. It is the student’s responsibility to contact me and arrange a time to make-up the test. All other assignments must be turned in on the due date or the day a student returns to school. Extended absences will be handled on a case by case basis.
 * Make-up work due to absences: **

In order for this course to be as meaningful, worthwhile, and engaging as possible, we will need a safe and positive atmosphere in the classroom. Class participation is expected and it will be important for each student to be aware of how their behavior is affecting those around them. Students should act in a manner which is respectful of others desire to learn and does not disrupt the learning environment. It is also expected that students will be on time for class each day.
 * Rules for the Classroom: **

It is expected that students “contribute positively” in class. As such, a participation grade will be issued at the end of a specified period of time and be based on my observations.
 * Participation: **

**//Examples of Positive Participation://**
 * showing leadership in collaboration and bringing the best out of team members
 * contributing in class discussions
 * taking good notes
 * sustaining a good level of focus in class
 * general positive behavior
 * helping other students with questions when finished with assignments
 * // Examples of actions that would not be favorable: //**
 * being off task in class
 * emailing
 * flash games
 * completing assignments for other classes while in class
 * delaying in starting assignments in class
 * distracting others

Academic and social learning are both crucial at Cary Academy as students prepare for college. If a student works on the following skills, they will not only be successful at Geometry, but they create a foundation for future success.
 * Courage – take risks with your learning. Be prepared to make mistakes and learn from them.
 * Competence – the basics: stay organized, prepare for tests and meet work deadlines
 * Humility – this gives us the ability to collaborate, listen, reflect and be lifelong learners
 * Honesty – Cary Academy is committed to academic integrity and honor.

Students are not only welcome, but should take advantage of working with me outside of class. They can get help on material they found challenging, go over homework, or come and discuss any concerns they have about the class. Dropping in is fine, but please make an appointment if you want to be sure to have time to work with me.
 * Extra Help: **

We believe that the effort grade should measure personal responsibility, motivation, and initiative. The following descriptions are general measures of these qualities and not intended as a checklist for assigning grades.
 * Upper School Mathematics Department Effort Scale: **

The student makes a sincere effort to extend his or her understanding of mathematical processes and concepts. The student has an **__excellent__** record on daily homework assignments. The student comes to class **__on time with appropriate materials__** and a positive attitude. The student is an active, **__constructive participant in class discussions and activities__**. The strong student investigates problems beyond those required and willingly helps classmates. The struggling student takes the initiative to get extra help when needed and goes the extra mile to learn the material. The student makes an effort to understand mathematical processes and concepts. The student has a good record on daily homework assignments. The student comes to class with appropriate materials and a cooperative attitude. The student is a somewhat active and constructive participant in class discussions and activities. The student works cooperatively with peers and the teacher.
 * // Four – Superior Effort //**
 * // Three – Good Effort //**

The student shows sporadic effort to understand mathematical processes and concepts. The student has __poor to fair record on daily homework__ assignments. The student often disrupts the learning environment by not following instructions, socializing inappropriately, or generally displaying a negative attitude. The student makes little or no effort to work cooperatively with classmates and makes little or no effort to get outside help on material.
 * // Two – Marginal Effort – Parents will be notified //**

The student fails to accept responsibility for his or her own learning of the mathematics.
 * // One – Poor Effort – Parents will be notified //**