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GEOMETRY AB (Annual Course-Grade
8-12) COURSE DESCRIPTION The major purpose of geometry is to present patterns which are important to the development of thinking skills and problem-solving skills. The students will work with the body of geometry theorems, including geometry of two and three dimensions. Students engage in intellectual activities that include analyzing, classifying, planning, comparing, etc., and communicate their processes and results. They draw on mathematical and scientific ideas and use tools, such as manipulatives, calculators, computers, and assorted instructional materials. They use various techniques to solve problems and investigations. They work in small groups or independently, doing investigations and includes a full range of mathematical concepts. Assessment is integrated with the curriculum and instruction As a result, all students will exhibit high levels of achievement by completion of rigorous mathematics that provide barrier-free access to postsecondary education, or entry into a technology education, or entry into a technology rich workplace The major purpose of geometry is to present patterns which are important to the development of thinking skills and problem-solving skills. The students will work with the body of geometry theorems, including geometry of two and three dimensions. STANDARDS
2. Use both the U.S. customary and the metric systems of measurement to determine geometric and nongeometric measures of length, weight, mass, monetary value, time, and temperature. S 3. Solve problems based on algebraic relationships and functions; explore the relationship between the symbolic mathematical form of a function (expressed in equalities or inequalities) and a two- or three- dimensional graph of that function. S 4. Analyze and represent solutions using geometric relationships (for example, congruency and similarity), geometric measurement (perimeter, area, angle measures, volume and capacity, and proportions), and spatial dimensions. S 6. Apply theoretical or experimental probability to represent data effectively to make valid, appropriate, and useful decisions. S, H 9. Make and test conjectures (inductive and deductive), construct simple arguments, validate solutions, and apply conclusions to various real-world situations. LA, S, H *H=History/Social
Sciences LA=Language
Arts
S=Science REPRESENTATIVE OBJECTIVES The student gives evidence of having achieved the objectives of the course when he or he has the ability to demonstrate mastery and understanding of the concepts as described below. MASTERY - Upon completion of this course , the student will demonstrate comprehension through consistent performance (scoring 75% or better) on tests or in applications of these skills and concepts: - Reinforce algebraic skills developed in Algebra 1 - Complete basic postulates of Euclidean geometry and proofs of geometric theorems - Use angles, parallel lines, congruent and similar triangles, rectilinear figures, circles and arcs, and the Pythagorean Theorem - Apply formulas for perimeters, areas, volumes, and surface areas of geometric figures. - Use geometric construction and loci - Apply proofs of geometric theorems by coordinate geometry methods - Apply right triangle trigonometry - Solve standard word problems - Apply intuitive spatial geometry INTRODUCTION- The course should
introduce the following topics, develop an awareness of the skills
and concepts involved, and explore applications of those skills and
concepts. PROFESSIONAL DEVELOPMENT All teachers implementing this program should attend professional development activities such as: content specific, network groups, mathematical conferences, training, etc. WHAT THE CLASSROOM SHOULD LOOK LIKE Students engage in intellectual activities that include analyzing, classifying, planning, comparing, etc. and communicate their processes and results. They draw on mathematical and scientific ideas and use tools, such as manipulatives, calculators, computers, and assorted instructional materials. They use various techniques to solve problems and investigations. They work in small groups or individually, doing investigations and projects. They consult with each other and the teacher keeping journals and other written report of their work. The curriculum is rich in real problem solving and investigations and includes full range of mathematical concepts. Assessment is integrated with the curriculum and instruction. This vision is at work in every part of the classroom. As a result of this vision, all students will exhibit high levels of achievement by completion of rigorous mathematics that provide barrier free access to post secondary education, or entry into a technology rich workplace. SUPPORT FOR THE CLASSROOM All students shall have access to hand - on instruction that requires the use of manipulatives materials and graphing calculators. ASSESSMENT Teachers and students should be involved in assessment strategies such as: benchmark objectives, performance assessment, journals, and portfolios. PROGRAM RECOMMENDATIONS Refer to Memorandum No. 12, Office of the superintendent, August 26,1996, LIST OF AUTHORIZED INSTRUCTIONAL MATERIALS, for listing of titles of textbooks. For more information, call Jefferson High School Distance Learning at (323) 232-2261 and speak with Emmanuel Littrel Ed.M., Mathematics Department Hardware/software requirements: PC Pentium I (133 Mhz) or better, 32 Mb RAM, Windows 95, 98 or 2000, and Media Player 6.0 or better (can be downloaded at the same time as the Rotor Player). | |||
