Geometry
MYP Level 4
Instructors: Anderson, Corbett, Lambert, Philastre
I. Course Summary: This is a complete high school geometry course that meets MYP
Aims and Objectives and the priority standards for geometry selected from the Minnesota
Mathematics Standards. Successful completion of this course as well as the Algebra 1
and Algebra 2 courses should have students prepared for the MCA and Grad tests.
The course incorporates the MYP fundamental concepts of holistic learning, intercultural
awareness and communications, in that connections between mathematics and other
subjects are emphasized. The IB learner profile is used as a guide in developing and
implementing the curriculum. The cultural aspects are shown in that mathematics is
embedded in all cultures.
Focus will be placed on inquiry and reflection, which enables students to better develop,
understand, and apply and geometric properties in two and three dimensions.
Additionally, an effort is made to consistently connect geometry topics with algebra
concepts students studied in Algebra 1 and will return to in Algebra II following this
course. Finally, students are expected to be able to show what they know if a variety of
manners.
.
II. A. Units of Study
Unit 1 How do we know what we know? Logic Unit
Chapter 1: Foundations for Geometry: How does one define undefined terms?
Chapter 2: Geometric Reasoning: How does one justify their thinking?
Chapter 3: Parallel and Perpendicular lines
Chapter 4: Triangle Congruence
Chapter 5: Properties and Attributes of Triangles
Chapter 6: Polygons and Quadrilaterals
Unit 2 When is a ruler not enough? Similarity unit.
Chapter 7: Similarity: How does one enlarge a picture proportionally?
Chapter 8: Right Triangles and Trigonometry
Unit 3 How are circles used in art, architecture and design?
Chapter 11: Circles: How are circles used in art architecture and design?
Unit 4 How can we use geometry to reduce the waste in packaging?
Chapter 9: Extending Perimeter,
Chapter10: Spatial Reasoning.
How can we use geometry to reduce the waste in packaging?
II. B. State Standards, MYP Aims and Objectives
The state standards for High School geometry are:
1) Calculate measurements of plane and solid geometric figures; know that
physical measurements depend on the choice of a unit and that they are
approximations
2) Know and apply properties of geometric figures to solve real world and
mathematical problems and to logically justify results in geometry.
3) Solve real-world and mathematical geometric problems using algebraic
methods.
The MYP aims of teaching and learning mathematics include encouraging
students to:
1) Appreciate the usefulness and power of mathematics
2) Enjoy math and develop perseverance
3) Be able to communicate using mathematical notation
4) Develop knowledge, and thinking skills
5) Recognize the presence of mathematics in their lives
Over the course of the year students will achieve the MYP objectives of:
1) Acquiring knowledge and understanding
2) Be able to recognize and investigate patterns
3) Communicate effectively using mathematical language and notation
4) Reflect upon their work and conclusions.
III.
Areas of Interactions
Throughout the course, the areas of interaction (Approaches to Learning,
Community and Service, Human Ingenuity, Environments, Health and Social
Education) will be used as a way to insure that students have meaningful
learning experiences. It is desired that every area of interaction be utilized at
least once during the year to focus the students learning. It will be used as a
lens in which students will view a particular unit of study.
IV.
Texts
1. Holt Geometry textbook.
2. Student workbook pages from the Holt series including the Homework
and Practice workbook, Problem Solving workbook and Know-It
Notebook.
3. Holt’s MCA-II practice work book.
V.
Methodology
All teachers of this course will work together to apply a variety of teaching
methods. Collaboration will include utilizing common assessments, sharing of
projects, having a similar grading structure and sharing of effective teaching
strategies. The MYP philosophy will be used as the foundation upon which to
build.
VI.
Methods of Assessment
Teachers will regularly use both formative and summative assessments to gauge
and guide student success. Routine formative assessments will evaluate student
progress and inform instruction. Among other strategies teachers may choose to
use exit cards, math review problems, visual checks for understanding (thumbs
up, note cards, etc.), quick writes, quizzes, homework checks or discussion.
Summative assessments will commonly take the form of chapter tests, unit tests,
and/or group or individual problem solving. Cumulative final exams may also be
given.
VII. Grading and Reporting
Grades will be given at the conclusion of each semester with a progress grade
given midway through the semester. All grades will be given based upon the
percentage of points earned on the measures of assessment. The assessments
will be based upon the aforementioned objectives and will include the MYP
assessment criteria.
A: Knowledge and understanding
B: Investigating patterns
C: Communications in mathematics
D: Reflection in mathematics