Trinidad Garza Early College High School
2013-2014 Geometry and Geometry Pre-AP Syllabus
Mrs. Saldivar, Instructor
Location:
Room W58B
School Phone: (214)860-3680
Email: ksaldivar@dallasisd.org
Tutoring: Monday - Friday from 4:15-5:00 and also by appointment.
Course Prerequisite: Algebra I
Course Description:
The Geometry course includes an in-depth analysis of plane, solid, and coordinate geometry as they
relate to both abstract mathematical concepts as well as real-world problem situations. Topics include
logic and proof, parallel lines and polygons, perimeter and area analysis, volume and surface area
analysis, similarity and congruence, trigonometry, and analytic geometry. Emphasis will be placed on
developing critical thinking skills as they relate to logical reasoning and argument. Students will be
required to use different technological tools and manipulatives to discover and explain much of the
course content.
Required Materials:
Textbook: Glencoe Texas Geometry.
The student is responsible for the proper care of the assigned textbook. If the student damages or
loses the textbook during the course of the year, he/she is responsible for replacing the textbook at
a cost of $65.73.
MathSpace with MathTweets:
Each student will be required to keep a MathSpace, which is a spiral notebook that will encompass all
information from your math class. You will take notes, do warm-ups, show examples, write
explanations and much more in your MathSpace. MathSpace is a reference that you will use both in
and out of class (i.e. during homework to refer to class examples). When a student is absent it is
his/her responsibility to get notes from a classmate, as he/she will be held accountable for all
material from the class. At the bottom of every page, four lines will be left blank for MathTweets.
MathTweets is a reflection written by the student at the bottom of each page and will include no more
than 140 characters. In addition to the tweets, students will write summary paragraphs at the end of
each concept using complete sentences, correct grammar and correct punctuation.
Supply list:
Spiral Notebook for MathSpace
Graph Paper
Paper
General supplies from list
Pencils
Erasers
Dividers
Binder
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Calculator Contract:
Each student will be assigned a TI-83 or TI-84 Plus graphing calculator. This is an important and
necessary instructional tool designed to enhance the mathematical learning experience. Students are
responsible for the care and maintenance of their assigned calculator. Proper care must be taken
throughout the year to ensure that the assigned calculator is returned in the condition in which it was
received. If the student damages or loses the calculator, he/she is responsible for replacing the
calculator at a cost of $150.00. Failure to return the graphing calculator shall forfeit your child’s
right to the use of a free graphing calculator in the future.
Course Objectives/Learning Outcomes:
First Semester:
G.2 Geometric structure. The student analyzes geometric relationships in order to make and verify
conjectures. The student is expected to:
(A) use constructions to explore attributes of geometric figures and to make conjectures about geometric
relationships. S
(B) make conjectures about angles, lines, polygons, circles, and three-dimensional figures and determine the validity
of the conjectures, choosing from a variety of approaches such as coordinate,
transformational, or axiomatic. R
G.3 Geometric structure. The student applies logical reasoning to justify and prove mathematical statements.
The student is expected to:
(A) determine the validity of a conditional statement, its converse, inverse, and contrapositive. S
(B) construct and justify statements about geometric figures and their properties. S
(C) use logical reasoning to prove statements are true and find counter examples to disprove statements that are
false. R
(D) use inductive reasoning to formulate a conjecture. S
(E) use deductive reasoning to prove a statement. S
G.5 Geometric patterns. The student uses a variety of representations to describe geometric relationships
and solve problems. The student is expected to:
(C) use properties of transformations and their compositions to make connections between mathematics and the
real world, such as tessellations. S
G.7 Dimensionality and the geometry of location. The student understands that coordinate systems provide
convenient and efficient ways of representing geometric figures and uses them
accordingly. The student is expected to:
(A) use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures. S
(B) use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular
lines, and special segments of triangles and other polygons. R
(C) [derive and] use formulas involving length, slope, and midpoint. R
G.9 Congruence and the geometry of size. The student analyzes properties and describes relationships in
geometric figures. The student is expected to:
(A) formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations
and [concrete] models. S
G.10 Congruence and the geometry of size. The student applies the concept of congruence to justify
properties of figures and solve problems. The student is expected to:
(A) use congruence transformations to make conjectures and justify properties of geometric figures including
figures represented on a coordinate plane. S
(B) justify and apply triangle congruence relationships. S
G.11 Similarity and the geometry of shape. The student applies the concepts of similarity to justify
properties of figures and solve problems. The student is expected to:
(A) use and extend similarity properties and transformations to explore and justify conjectures about geometric
figures. S
(B) use ratios to solve problems involving similar figures. S
(C) develop, apply, and justify triangle similarity relationships, such as right triangle ratios, trigonometric ratios,
and Pythagorean triples using a variety of methods. R
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Second Semester:
G.1 Geometric structure. The student understands the structure of, and relationships within, an axiomatic
system. The student is expected to:
(A) develop an awareness of the structure of a mathematical system, connecting definitions, postulates, logical
reasoning, and theorems.
(B) recognize the historical development of geometric systems and know mathematics is developed for a variety of
purposes. S
(C) compare and contrast the structures and implications of Euclidean and non-Euclidean geometries. S
G.2 Geometric structure. The student analyzes geometric relationships in order to make and verify
conjectures. The student is expected to:
(B) make conjectures about angles, lines, polygons, circles, and three-dimensional figures and determine the validity
of the conjectures, choosing from a variety of approaches such as coordinate, transformational, or axiomatic. R
G.4 Geometric structure. The student uses a variety of representations to describe geometric relationships
and solve problems. The student is expected to:
(A) select an appropriate representation ([concrete,] pictorial, graphical, verbal, or symbolic) in order to solve
problems. S
G.5 Geometric patterns. The student uses a variety of representations to describe geometric relationships
and solve problems. The student is expected to:
(A) use numeric and geometric patterns to develop algebraic expressions representing geometric properties. R
(B) use numeric and geometric patterns to make generalizations about geometric properties, including properties of
polygons, ratios in similar figures and solids, and angle relationships in polygons and circles. S
(D) identify and apply patterns from right triangles to solve meaningful problems, including special right triangles
(45-45-90 and 30-60-90) and triangles whose sides are Pythagorean triples. R
G.6 Dimensionality and the geometry of location. The student analyzes the relationship between threedimensional geometric figures and related two-dimensional representations and uses these representations
to solve problems. The student is expected to:
(A) describe and draw the intersection of a given plane with various three-dimensional geometric figures. S
(B) use nets to represent and construct three-dimensional geometric figures. S
(C) use orthographic and isometric views of three-dimensional geometric figures to represent and construct threedimensional geometric figures and solve problems. S
G.8 Congruence and the geometry of size. The student uses tools to determine measurements of geometric
figures and extends measurement concepts to find perimeter, area, and volume in problem situations.
The student is expected to:
(A) find areas of regular polygons, circles, and composite figures. R
(B) find areas of sectors and arc lengths of circles using proportional reasoning. S
(C) [derive,] extend, and use the Pythagorean Theorem. R
(D) find surface areas and volumes of prisms, pyramids, spheres, cones, cylinders, and composites of these figures
in problem situations. R
(E) use area models to connect geometry to probability and statistics. S
(F) use conversions between measurement systems to solve problems in real-world situations. S
G.9 Congruence and the geometry of size. The student analyzes properties and describes relationships in
geometric figures. The student is expected to:
(B) formulate and test conjectures about the properties and attributes of polygons and their component parts
based on explorations and [concrete] models. S
(C) formulate and test conjectures about the properties and attributes of circles and the lines that intersect them
based on explorations and [concrete] models. S
(D) analyze the characteristics of polyhedra and other three-dimensional figures and their component parts based
on explorations and [concrete] models. S
G.11 Similarity and the geometry of shape. The student applies the concepts of similarity to justify
properties of figures and solve problems. The student is expected to:
(C) develop, apply, and justify triangle similarity relationships, such as right triangle ratios, trigonometric ratios,
and Pythagorean triples using a variety of methods. R
(D) describe the effect on perimeter, area, and volume when one or more dimensions of a figure are changed and
apply this idea in solving problems. R
2A.1 Foundations for functions. The student uses properties and attributes of functions and applies functions
to problem situations. The student is expected to:
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(A) identify the mathematical domains and ranges of functions and determine reasonable domain and range values
for continuous and discrete situations. R
2A.4 Algebra and geometry. The student connects algebraic and geometric representations of functions. The
student is expected to:
(A) identify and sketch graphs of parent functions, including linear (f (x) = x), quadratic (f (x) = x2), exponential (f
(x) = ax), and logarithmic (f (x) = logax) functions, absolute value of x (f (x) = |x|), square root of x (f (x) = √x ),
and
reciprocal of x (f (x) = 1/x). S
Classroom Expectations
The following rules of behavior are expected for success in geometry class.
Be ON TIME and be prepared to take an active role in the learning environment with MathSpace and
pencil on desk.
Bring all necessary materials to class daily: calculator, MathSpace, notebook/folder, loose leaf
paper, graph paper, pencils and red pens/pencils
Use appropriate language and demonstrate appropriate behavior at all times.
Raise your hand and wait to be addressed before speaking.
Follow instructions the first time they are given.
Use the restroom before or after class.
Leave all food and drinks at home.
Follow all school and district policies.
Use class time to work on assignments for this class.
Consequences
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Warning
Conference with student
Parent contact
Thirty minutes detention with teacher
Office referral
Academic Integrity Statement
I will use my own thoughts, my own words and do my own work to support my own learning. This means:
NO CHEATING
NO COPYING
NO STEALING
NO PLAGI ARISM
NO REPRESENTING SOMEONE ELSE'S WORK AS YOUR OWN.
Procedues/Activities:
When you enter the class:

You should sit in your assigned seat
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Get out your pencil and MathSpace.
During Class:

Participate in class discussion and collaborative groupwork.

Pay attention to examples and take notes in MathSpace.
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Complete all assignments (Ask questions – Come to Tutoring!!)
Throughout the school year:
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Tests will be given at the end of each concept.

Quizzes may be given at any time.
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Always keep your notebook in order! Notebooks are checked at random!
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Grading Policy/Scale:
You will be graded based on: 1) your knowledge in Geometry from class activities and independent
practice, 2) your ability to think critically, to speak and write clearly, and to construct an argument
based on evidence. Students will receive a progress report to be SIGNED BY A PARENT or
GUARDIAN after the third week of the six weeks.
Percentage Breakdown:
Tests
25%
Classwork & Homework
40%
Projects
20%
Six Weeks Exam
15%
(90-100 is an A, 80-89 is a B, 70-79 is a C and a grade of 69 or below is failing)
Evaluation Procedure:
Classwork: will consist of both collaborative group activities and independent practice assignments.
Students are expected to be active participants in the learning community at all times. Failure to do
so will result in an unsatisfactory grade as well as learning inexperience.
Homework: will be assigned on a regular basis. Students are expected to complete all assigned work;
however, not all assignments will be collected for a grade. Homework will be collected at random and
often spot-checked. Always Be Prepared!!!
Tests: A minimum of two tests will be given per six-week period. All tests will be cumulative.
Projects: MathSpace will be graded as a project each six weeks. In addition, an individual or group
project may be assigned during each six-week period.
Six Weeks Exam: There will be a six weeks exam at the end of each six weeks that will cover the
entire six weeks’ objectives.
Notebook Organization:
Please organize your notebook in chronological order.
Pre-Test and Post-Test
In addition to Geometry objectives, each student will be responsible for taking a pre-test at the
beginning of the first semester and a post-test at the beginning of the second semester.
Tutoring:
Tutoring is strongly advised and will be provided every day of the week from 4:15-5:00 p.m.
Attendance Policy:
Students are expected to attend class daily. In the event that an absence occurs due to an illness or
family emergency, students will be responsible for obtaining missed MathSpace notes/work, formal
assignments, and/or exams. If you are absent on the day an assignment is due, you are expected to
turn in the completed assignment on the day of your return. Please note that under no other
circumstances will late work be accepted without penalty.
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Late Work Policy:
Late assignments must be turned in no more than ONE class day after the due date. Late work will
receive 60% of the grade earned. NO EXCEPTIONS. In the case of an absence, you MUST attend
tutoring, and assignments must be turned in the following second class day to receive full credit.
MWF classes: Due Monday, late Wednesday
Due Wednesday, late Friday
Due Friday, late Monday
TTH classes: Due Tuesday, late Thursday
Due Thursday, late Tuesday
***IT IN NOT MY RESPONSIBILITY TO REMIND YOU TO TURN IN LATE ASSIGNMENTS;
YOU ARE RESPONSIBLE FOR YOURSELF
Make-up work and re-test:
If you are absent, you have 2 class days to complete missed classwork/homework assignments as well
as tests/quizzes. If the student fails to make up the missed assignment, no credit shall be given and
the deficiency will be averaged with other grades. Consult with classmates, the teacher, or refer to
the course syllabus for missed assignments.
If you fail a test, you have the opportunity to retake the test before or after school on a day
determined by the teacher for a grade no higher than a 70.
Cell phones:
Cell phones must remain off during class and during tutoring sessions. If cell phones are visible and/or
heard throughout the regular school day, they will be collected and taken to the office. Refer to
student handbook for specifics.
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Syllabus Letter of Confirmation 2013-2014
Student Name ______________________________________________
High School ID # _________________________
Student Response (Please initial):
_______
I have read and understand the information presented to me in the
Geometry syllabus.
Parent Response (Please Initial):
_______
I have read and understand the information presented to me in the
Geometry syllabus.
Student’s Signature:_______________________________________________
Email:__________________________________________________________
Date: __________________________________________________________
Parent/Guardian’s Signature:_________________________________________
Date: __________________________________________________________
Home #: _______________________________________________________
Cell #:_________________________________________________________
Work #: _______________________________________________________
Email __________________________________________________________
I will keep up with and return at the end of the year calculator # _____________,
or I will be responsible to pay a fine of $150.
Student Signature _______________________________________________
Teacher Signature _______________________________________________
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