2017-18 Syllabus

Justice Page Middle School 2017-2018

Geometry Course Syllabus

Teacher: Abbey Janicek     Room: 301    Email: abbey.janicek@mpls.k12.mn.us     

Web: http://page.mpls.k12.mn.us/janicek

 

Course Description:  Geometry is designed to complete the student’s 9th grade Intermediate Algebra course as well as the 10th grade Geometry course. Upon successful completion, the student will be ready for Advanced Algebra upon entering high school next year.

 

HIGH SCHOOL EQUIVALENCY

Upon completion of this course, students will receive high school credit. While Ramsey follows a Standards Based Grading system (see below), the student’s grade will be translated to an equivalent letter grade on transcripts and in the Gradebook. This grade will affect the student’s high school GPA.

 

GRADING SCALE

                                    A:         95 – 100                                              C+:       60 – 64.9

                                    A-:        90 – 94.9                                             C:         45 – 59.9

                                    B+:       85 – 89.9                                             C-:        40 – 44.9

                                    B:         70 – 84.9                                             D:         25 – 39.9

                                    B-:        65 – 69.9                                             F:         0 – 24.9                                  

 

REQUIRED MATERIALS

Binder, both lined and graph paper, pencils, compass, protractor. Student needs access to a scientific calculator at home for help with homework.  You may choose to purchase a graphing calculator that your child may use throughout high school. If you do, I would suggest the TI-84 as that is often the standard graphing calculator for high school level courses, as well as standardized college tests such as the ACT and SAT. 

 

ASSIGNMENTS

Students will have an assignment every night in Intermediate Algebra/Geometry.  Students should expect to spend an average of 30 minutes per day on their assignment, though the actual time may range from 10-45 minutes. Practicing math is essential to success. As this is an accelerated course, an assignment is due the day after it is assigned unless otherwise noted.  Late assignments will not be accepted for credit but they still must be completed. Exceptions will be made for absences. Homework will be posted on my website: http://page.mpls.k12.mn.us/intermediate_algebra_geometry

 

UNIT PROJECTS

A unit project will be assigned for nearly every unit we will be covering this year. The projects will range from a mini-project (based on 1-2 sections) up to a full unit project. The students will be given ample time to complete the projects but they must be completed outside of class. My goal is to expose the students to a variety of real-world contexts for the mathematics we are learning today. These projects are NOT optional and will count towards the Learning Target portion of the grade, not the homework portion.

 

RE-DO’s, RETAKES, REVISING POLICY

Students may re-take a learning target assessment in order to demonstrate increased learning. Before re-taking an assessment students will be asked to demonstrate additional practice on the learning target and will need to complete a “Request to Retest” form. The assessment may occur in a different format than the original assessment. All re-do’s, retakes, and revisions are due by two weeks after the original assessment.

 

JUSTICE PAGE GRADING POLICY

The purpose of the Justice Page grading policy is to align grading with the mastery of state content standards as measured by consistent student achievement data and common criteria for grading. The primary goal of the JPGP is to better communicate what each student knows and is able to do, as well as to inform the teacher, student, and parent what may be next steps for areas for growth. At Justice Page Middle School, standards-based learning targets are assessed on a 4-point scale to indicate the proficiency level at which the student has mastered the learning target.  Intermediate Algebra/Geometry will use two rubrics: one for learning targets and one for work habits.

 

Learning Target Rubric

4

Exemplary

3

Proficient

2

Partially Proficient

1

Not Proficient

0

No Evidence

No errors

Above and beyond standards

Thorough explanation with details and 10th grade vocabulary

Complete understanding

Adequately supported

May contain a few minor errors

Partial understanding

Not yet mastered

Mostly correct

Little Progress

Not accurate

Does not meet criteria

Incomplete

Did not attempt

Missing

No work shown

 

Work Habits Rubric:  Notebooks / Classwork / Quiz & Test Review Sheets (often self-assessed)

4

Exemplary

3

Proficient

2

Partially Proficient

1

Not Proficient

0

No Evidence

-Classwork is dated and titled

-Organized

-100% complete

-Examples, definitions, diagrams & pictures

-All Summaries & Study Questions complete and demonstrating a depth of knowledge

-Classwork is dated and titled

-Organized

-Nearly complete

-Examples, definitions, diagrams & pictures

-All Summaries & Study Questions complete and demonstrating a basic knowledge

-Classwork is dated and titled

-Class work is not in one place or in order

-Approximately half complete

-Missing some examples, definitions or diagrams.

-Missing dates and titles

-Little organization

-Approximately ¼ complete

Did not attempt

Missing

CLASSROOM NORMS

  • Ask questions.
  • Explain and record your thinking.         
  • Come in for help – “I didn’t understand” is not an excuse for incomplete homework.                               

 

  • Check-in with your partner.
  • Do not erase work.
  • Don’t be afraid to try out an idea. 

 

 

TOPICS TO BE COVERED

 

Unit

Learning Targets

Yearlong

Communication Goal

LT 0: I can explain my thinking and respond to the mathematical thinking of others.

Semester 1                                            

 

 

Geometry

Unit 1G: Lines and Angles

 

 

LT 1.1G: GEOMETRY BASICS: I can solve problems and justify my results using geometric terms, notations, markings, and constructions, including properties of angles.

LT 1.2G: PARALLEL & PERPENDICULAR LINES: I can use coordinate geometry and linear algebra skills to represent and analyze points and lines, including using parallel and perpendicular line properties.

Geometry

Unit 2G:

Triangles Part 1

LT 2.1G: BASIC TRIANGLE PROPERTIES: I can solve problems and justify my results using properties of triangles, including equilateral, isosceles and congruent triangles.

LT 2.2G: PROPERTIES OF RIGHT TRIANGLES: I can solve problems involving right triangles, including applying the Pythagorean Theorem and properties of special right triangles, and logically justify my results.

LT 2.3G: COORDINATE GEOMETRY: I can use coordinate geometry to translate, reflect, and rotate triangles and analyze the results.

Geometry

Unit 3G:

Triangles Part 2

LT 3.1G: SIMILAR TRIANGLES: I can solve problems and justify my results using properties of similar triangles.

LT 3.2G: RIGHT TRIANGLE TRIG: I can solve problems and justify my results using the trigonometric ratios sine, cosine, and tangent in right triangles.

 

Geometry

Unit 4G: Quadrilaterals

 

LT 4.1G: PROPERTIES OF QUADRILATERALS: I can describe, compare and contrast properties to solve problems about quadrilaterals, including area and perimeter problems.

LT 4.2G: CONGRUENT & SIMILAR QUADRILATERALS: I can solve problems and justify my results using properties of congruent and similar quadrilaterals, including quadrilaterals on the coordinate plane.

 

Geometry

Unit 5G: Polygons

 

LT 5.1G: PROPERTIES OF POLYGONS: I can describe, compare and contrast properties to solve problems about polygons, including area and perimeter problems.

LT 5.2G: CONGRUENT & SIMILAR POLYGONS: I can solve problems and justify my results using properties of congruent and similar polygons, including polygons on the coordinate plane.

 

Semester 2

 

 

 

 

 

 

 

Geometry

Unit 6G: Circles

 

 

LT 6.1G: PROPERTIES OF CIRCLES: I can solve problems and justify my results using angle, arc and segment properties of circles.

LT 6.2G: CIRCUMFERENCE & AREA: I can solve problems and justify my results using circumference and area of circles, including problems involving complex 2-dimensional figures.

LT 6.3G: COORDINATE GEOMETRY: I can generate, justify, and apply the equation of a circle and analyze the effects of translations on the equation.

Geometry

Unit 7G: Solids

 

 

LT 7.1G: PYRAMIDS, CONES & SPHERES: I can calculate surface area & volume of pyramids, cones & spheres.

LT 7.2G: ANALYZE 3-D FIGURES: I can analyze complex 3 dimensional figures to solve problems about surface area and volume, as well as understand the effect of scale factor on length, area, and volume.

Algebra

Unit 5A: Functions

LT 5.1A: FUNCTIONS: I can identify important features of functions and other relations using symbolic (function notation) and graphical methods, using the vocabulary of functions.

Algebra

Unit 6A: Transformations

LT 6.1A: TRANSFORMATIONS: I can apply a variety of transformations to parent functions (linear, absolute value, quadratic, square root, and exponential) and describe how transformations affect the multiple representations of those parent functions.

Algebra

Unit 1A, 2A, 3A 4A Review

(as needed)

Review of Statistics, Advanced Solving, Linear Inequalities and Exponential Functions from the students’ Algebra8/IA course.

Unit 7A: Quadratics Review

Review of Quadratics from the students’ Algebra8/IA course.

Algebra

Unit 8A: Probability

 

 

LT 8.1A: EXPERIMENTAL: I can use experimental probabilities to make predictions and justify conclusions.

LT 8.2A: THEORETICAL: I can create theoretical models to obtain information and solve problems.

LT 8.3A: VENN DIAGRAMS: I can use Venn diagrams to obtain information and solve probability problems.

 

Dear Families,

At Justice Page Middle School, we believe that parental involvement is key to our students’ success. Studies show that parental involvement in a student’s education is one of the most important factors in raising student self-esteem and academic achievement. We look forward to working with you to ensure your student’s academic and emotional growth. Please read the Student, Family/Parent, and Staff Pledges to understand the goals for support of your student at JPMS.

 

Student Pledge

To help myself succeed in school, I agree to carry out the following responsibilities to the best of my ability:

• Set goals that support my academic and social hopes and dreams for this school year
• Live by our social contract rules and encourage my peers to follow them
• Ask for help when I need it
• Communicate with my parents, advisor, and teachers so that they can help me be successful in school
• Explore possibilities and take risks in my learning
• Act with integrity and work to create positive change in my school community and the world

 

Family/Parent Pledge

To support my child and Justice Page Middle School, I will:

• Communicate my hopes and dream s for my child’s school year
• Support my child’s academic and social goals
• Show interest in my child’s learning and help him/her develop a sense of belonging with our school community
• Help my child to make strategic and healthy decisions about school work and school activities. 
• Communicate with my child’s advisor and teachers

 

Staff Pledge

To help challenge and empower each learner, we will:

• Facilitate inquiry and innovation through STEM and the arts.
• Provide meaningful learning opportunities where students engage in problem solving and the construction of knowledge.
• Act as role models and utilize daily routines and structures to support the social, emotional, and academic lives of all students. 
• Embrace our community through service learning and learning with and from our community.
• Offer purposeful homework activities to practice and extend our learning
• Uphold our school’s social contract by maintaining high expectations 
• Engage in professional development and learning to better understand each child’s learning needs
• Work consistently with families and our school colleagues to make the school a welcoming place for all families.

 

We look forward to working with you to ensure your student’s school year is successful!

 

PARENT / GUARDIAN SIGNATURE _______________________________         DATE ____________