Grant County High School
GEOMETRY
Ms. Tina Reynolds
Room 112
“Education is not the learning of facts but the training of the mind to think.” – Albert Einstein 
CONTACT INFORMATION:
Phone: 859-824-9739 ext. 4112 (please leave a message)
Email: tina.reynolds@grant,kyschools.us
GCHS VISION AND MISSION STATEMENTS:
Vision:
Student Success through College and Career Readiness
Mission:
Grant County High School will create positive relationships that actively engage all with
rigorous, student centered instruction that results in success.
BRAVES CREED
Students and Staff at GCHS are:
Bound to Succeed
Respectful
Attentive
Valued
Excelling
Showing Pride
Curriculum:
Course Description: We will be using the Common Core State Standards for Geometry. The
fundament purpose of a Geometry course is to formalize and extend students’ geometric
experiences from the middle grades. Students explore more complex geometric situations and
deepen their explanations of geometric relationships, moving towards formal mathematical
arguments.
Course Outline:
Unit 1 : Geometry Fundamentals - In this unit, students will begin their study of geometry by
building their knowledge of basic geometry terminology and formulas. Students will define
basic geometric figures. Students will also learn and use properties of segments and angles, use
the midpoint and distance formulas and basic construction skills. Postulates, which will lead to
proofs later in the course will be introduced. These concepts are the foundation of geometry.
This unit will take approximately 3 weeks.
Learning Targets:
1. I can identify and define fundamental geometric terms.
2. I can compare lengths of segments.
3. I can classify angles and use angle properties to solve problems.
4. I can use formulas to find the midpoint of a segment and to find the distance
between two points on the Coordinate Plane.
5. I can find perimeter or circumference and area of basic shapes.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 2: Reasoning and Proof – Students will observe patterns leading to making conjectures.
Students will solve equations giving their reasons for each step and will connect this to simple
proofs. Students will also prove geometric relationships using given information, definitions,
properties, postulates and theorems.
Learning Targets:
1. I can use inductive reasoning to make conjectures.
2. I can recognize conditional statements and write biconditional statements.
3. I can use the Law of Detachment and the Law of Syllogism.
4. I can connect reasoning in Algebra and Geometry.
5. I can prove and apply theorems about angles.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 3: Parallel and Perpendicular Lines – Students will use postulates and theorems to
explore lines in a plane and will use coordinate geometry to examine the slopes of parallel and
perpendicular lines. Students will use the Triangle Angle Sum Theorem to solve problems.
Students will also write equations using slope-intercept form and point-slope form.
Learning Targets:
1. I can identify relationships between figures in space and identify angles
formed by two lines and a transversal.
2. I can prove theorems about parallel lines, use properties of parallel lines to
find angle measures and determine whether two lines are parallel.
3. I can relate parallel and perpendicular lines.
4. I can use parallel lines to prove the Triangle Angle Sum Theorem and to find
measures of angles of triangles.
5. I can graph and write liner equations and relate slope to parallel and
perpendicular lines.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 4: Congruent Triangles – Students will learn properties of triangles and how to use those
properties to prove congruency in triangles. Concepts of congruency in triangles (SSS, SAS,
ASA, AAS, and HL) will be applied to prove that triangles are congruent and solve mathematical
problems. This unit will take approximately 4 weeks.
Learning Targets:
1. I can recognize congruent figures and their corresponding parts.
2. I can prove triangles are congruent using SSS, SAS, ASA, AAS or HL.
3. I can use CPCTC to prove parts of two triangles are congruent.
4. I can use and apply properties of isosceles and equilateral triangles.
5. I can prove two triangles congruent using other congruent triangles.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 5: Relationships within Triangles – Students will use the midpoint and distance formulas
to examine relationships within triangles. Students will examine inequalities in one or more
triangles. Students will write indirect proofs and show counterexamples.
Learning Targets:
1. I can use properties of midsegments to solve problems.
2. I can identify and use properties of perpendicular bisectors and angle
bisectors.
3. I can identify properties and use of medians and altitudes of triangles.
4. I can use inequalities involving angles and sides of triangles.
5. I can apply inequalities in two triangles.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 6: Polygons and Quadrilaterals – Students will find the sum of the measures of polygon
angles and classify quadrilaterals. Students will use coordinate geometry to prove general
relationships.
Learning Targets:
1. I can find the sum of the measures of the interior and exterior angles of a polygon.
2. I can use properties of parallelograms.
3. I can define and classify special parallelograms and use their properties.
4. I can verify and use properties of trapezoids and kites.
5. I can classify in the coordinate plane.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 7: Similarity – Students will use proportions to find side lengths in similar polygons.
Students will use properties to prove two triangles similar and use similarity to find indirect
measurements. Students will use properties to identify corresponding parts of similar triangles.
Learning Targets:
1. I can write ratios and solve proportions.
2. I can identify and apply properties of similar polygons.
3. I can use AA, SAS, and SSS similarity to find indirect measurements.
4. I can find and use relationships in similar right triangles.
5. I can use the Side-Splitter Theorem and the Triangle-Angle-Bisector Theorem.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 8: Right Triangles and Trigonometry - Continuing their work with triangle properties,
students will concentrate their study in this unit to right triangles. Students will learn the
trigonometry ratios (sine, cosine, and tangent). Students will also apply their previous
knowledge of the Pythagorean Theorem to real world problems. Students will also study the
properties of “Special Triangles”: 45-45- 90 and 30- 60- 90. They will use trig ratios to solve for
necessary parts of regular polygons in order to calculate the area of those polygons. This unit
will take approximately 3 weeks.
Learning Targets:
1. I can use the Pythagorean Theorem and its converse.
2. I can use the properties of 45-45-90 and 30-60-90 triangles.
3. I can use sine, cosine and tangent ratios to determine side lengths and angle measures
in right triangles.
4. I can use angles of elevation and depression to solve problems.
5. I can apply the Law of Sines and the Law of Cosines.
Unit 9: Transformations - In this unit, students will perform transformations on different
geometric figures. Students will predict transformations from given rules or vectors.
Transformations in this unit include translations, rotations, and reflections. This unit will take
approximately 3 weeks.
Learning Targets:
1. I can translate a figure given the translation rule or vector, and I can write the
translation rule or vector of a translation.
2. I can reflect an object over a line of reflection, and I can identify the line of reflection.
3. I can rotate a figure when given a point of rotation and degree of rotation.
4. I can describe a figure in terms of different types of symmetry (reflection, rotational,
point).
5. I can perform dilations and compositions of transformations.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 10: Area – Students will find the area of polygons, and the circumference and area of
circles. Students will compare perimeter and area of similar polygons.
Learning Targets:
1. I can find the area of a parallelogram, triangle, trapezoid, rhombus and kite.
2. I can find the area of a regular polygon.
3. I can find perimeter and area of similar polygons.
4. I can find measures of central angles, arcs and arc length and sectors in circles.
5. I can find geometry probability.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 11: Surface Area and Volume – In this unit, students will apply surface area and volume
formulas to various 3-dimensional figures. Students will break apart surface area formulas to
calculate the area of different faces of 3-dimensional figures. During this unit, students will also
explore other aspects of 3-dimensional figures such as: isometric drawings, cross sections, and
composite figures. This unit will take approximately 3 weeks.
Learning Targets:
1. I can recognize polyhedrons and visualize cross sections of space figures.
2. I can calculate lateral area and surface area of cylinders, prisms, pyramids and
cones and use them to solve problems.
3. I can calculate volume of cylinders, prisms, pyramids and cones and use them to
solve problems.
4. I can calculate surface area and volume of spheres and use them to solve
problems.
5. I can calculate lateral area, surface area and volume of composite shapes and
solve problems.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
Unit 12: Circles – Students will explore relationships between angles and arcs in a circle,
intersecting lines within a circle and resulting angles, arcs and segments. Students will also find
and use the equation of a circle in the coordinate plane.
Learning Targets:
1. I will use the properties of tangent lines to solve problems.
2. I will use properties of proportionality among chords, secants, and tangent lines to
solve problems.
3. I will use the relationship between inscribed angles and circumscribed angles, and
their intercepted arcs to solve problems.
4. I will use the equation of a circle to determine information about the circle, graph
circles, write equations of a circle, and determine whether a point lies on circle.
5. I can draw and describe a locus.
Unit 13: Probability – Students will expand their knowledge of probability. They will apply
subsets of sample spaces to determine outcomes, intersections, unions, and complements.
Students will learn and apply the concepts of independent, dependent, and compound events.
Frequency tables will be analyzed and used to calculate probabilities. Students will also study the
use of combinations and permutations and how to use them to find probability of events.
Students will recognize when and how to use various probability methods. This unit will take
approximately 3 weeks.
Learning Targets:
1. I will calculate experimental and theoretical probability.
2. I will make and use frequency tables and probability distributions.
3. I will permutation and combinations to solve problems.
4. I will identify independent and dependent events and find compound
probabilities.
5. I will understand and calculate conditional probabilities and randomness.
Assessments:
o 5 question quiz per learning target
o Weekly quiz
o Unit Test
MATERIALS: Please come to class prepared every day! Class begins promptly at the bell!
REQUIRED:
o
o
o
o
Notebook: any type that is adequate to take notes and remain organized.
Paper (for notebook, homework & quizzes)
Pen (for note taking)
Pencil (for quizzes & tests) sharpened and ready to go! NO pen on homework, quizzes
or tests!
o Eraser (“Magic Rub” are the best for tests and scan sheets)
o Pocket folder: for daily bell-ringer/flashbacks & ACT question of the day
o Graph Paper
OPTIONAL: these are available to use in class, but if you prefer to have your own:
o Calculator: scientific or graphing (note: we have a class set to use during class, but you
may want to purchase your own for completing homework, please bring it daily!)
o Compass: (we have a class set, but not top quality)
o Protractor (we have a class set)
o Ruler: (we have a class set)
o Scissors (we have a class set)
ADDITIONAL INFORMATION:
The following is a brief list of recommended websites where students may find more information
on certain topics.
freemathhelp.com
mathisfun.com
coolmath.com
khanacademy.org
I will be available at least two to three days after school and most mornings for tutoring. If
students are struggling, it is in their best interest to schedule tutoring session(s) so that they do
not fall behind. Students are free to email the teacher at any time after school hours to ask
questions as well. I will try to check my school email periodically during the evenings and on
weekends and respond accordingly.
POLICIES & CLASSROOM PROCEDURES:
General Rules: (we will discuss these in more detail during the first week)
My rules revolve around respect:
 Respect for self
 Respect for others
 Respect for teacher
Class Begins promptly after the bell. Students should be in their assigned seats, with the
necessary materials (sharpened pencil/pen, paper, notebook, folder…) and begin bell work
immediately. Bathroom breaks will not be permitted until AFTER instruction time!
ACT Problem of the Day & Daily Bell Ringers/Flashbacks: The ACT Problem of the Day
will be displayed on the Activboard. Students must begin working the problem promptly after
the bell rings. We will go over and discuss these problems in a timely manner. Students will keep
the weekly record of bell ringers and store them in a pocket folder. This folder will be
periodically collected and graded without advance notice. So, it is in the student’s best interest to
keep this record up to date and organized!
Learning Targets & Daily Agendas: will be posted in the appropriate area
Tardies: A student is tardy when the bell has rung and they are not inside the classroom door.
Any excused tardy must be accompanied by a legible and legitimate note. If a student is tardy
for any reason, they must secure an appropriate pass before entering the classroom, otherwise it
will be considered an unexcused tardy. When entering the classroom after the bell, students must
quietly hand the teacher the pass and take their seat quietly without disturbing other students.
Students should promptly begin taking notes or working on assignments. Further instruction may
be given by the teacher if needed.
Note: 3 tardies will result in an office referral.
Student Movement: Be in the classroom on time with your materials Students should have
pencils sharpened and all other needed materials gathered when class begins. Students will
remain seated (unless otherwise directed) during instruction time. During instruction time,
students must raise their hand and ask permission before getting out of their seat and moving
about. During class work time (unless otherwise stated) are free to move about the room to get
materials, sharpen pencils and/or work with others.
Restricted Areas: Students will have access to their desks and other materials provided at the
“Student Center.” Students shall not be permitted access to the “Teacher Center” (teacher’s
desk, computer, file cabinet, bookshelves & teacher’s personal belongings) at any time. Students
must have special permission (or assignment) from the teacher in order to use of the white board
& Activboard.
Leaving the classroom: Students must carry a hall pass. Students must sign out and sign in
using out of class log using full name, date, location and time. Permission must still be given to
leave the classroom prior to signing out. Only one student at a time will be permitted to leave at
any given time.
Restroom passes: You will be given 10 restroom passes for the entire year. These will be
non-transferable. Please keep these in a secure place, as they will not be replaced. One
pass will be submitted for each restroom break taken during class. If you are tardy for
class because of using the restroom, you will forfeit one restroom pass.
Students will not be permitted to use the restroom during bell ringer & instruction time. These
duties should be taken care of before entering the classroom.
Class Dismissal: The teacher dismisses all students at the end of each class period. Students will
remain in the classroom and remain seated until dismissed by the teacher (even if the bell has
rung). Appropriate transition time will be given during the last few minutes of class.
Participation: Student participation is mandatory throughout the entire class period. Students
must stay alert and awake during class. Students will be expected to take notes & participate in
class discussions daily. Students should raise their hand and wait to be called on during
instruction time. During work time or group time, students may address the teacher in a
respectful manner to ask a question or get help.
Group Work: Students will be assigned to groups or teams by the teacher. These will be
cooperative learning groups where students will work together as a team on assignments. Team
members will be expected to help other team members as needed and to encourage everyone to
complete assignments and ask for assistance when needed.
Heading for Assignments: Name (first & last), date, class period.
Formative Assessment: Formative assessment shall occur in various forms at the teacher’s
discretion. Those may include: exit slips, individual white board responses, ungraded quizzes,
thumbs up/down, observation, student’s recapture of lesson. These are not graded assessments,
but merely a way to ensure that students understand concepts being taught and to clear up any
misconception that may occur.
Homework: Homework assignments will be posted on a “Homework” board. Homework
assignments will be brief and used to practice daily lessons. Homework will be due the following
day, unless otherwise stated. Homework will be checked for completion and select problems will
be discussed.
Lost Assignments: It is the student’s responsibility to keep track of any assignment papers. If
you need additional assignment papers, you must fill out a request and leave it in the inbox. I will
fill requests for additional papers as soon as I can.
Tests & Quizzes: A short quiz will be given after each learning target, as well as periodically
throughout the unit. Unit tests will be administered at the end of each unit. We will have at least
one day of review before a unit test. Quizzes will be administered often (at least weekly) and
may be unannounced. All unit tests will be kept in a file by the teacher.
Absences: You will be given the opportunity to make up work due to absences. Make up folders
for each class will contain make up work. It is the student’s responsibility to check these folders
upon returning after an absence. Students have the same amount of days absent plus one to turn
in work when absent. If a test needs to be made up, students will have to make arrangements
with the teacher for this. More than likely, students making up tests will be given an alternate
test.
Grading Policy: My grading policy is the same as the grading policy for Grant County public
schools:
A = 93 – 100
B = 85 – 92
C = 75 – 84
D = 68 – 74
F = 0 – 67
Grade Weights:
Homework = 0% (must be complete in order to retake quizzes or tests)
ACT/Bellwork = 0% (counts as participation, will be taken into consideration for
semester grades)
Classwork/Projects = 30%
Assessments = 70% (this includes all quizzes and tests)
Quiz Retakes: Quizzes can be retaken for full credit. Students MUST attend tutoring to retake a
quiz. The original quiz must be turned in and reviewed before a retake. ALL homework that
coordinates with the quiz MUST be completed and turned in BEFORE a retake can be done. An
alternate quiz may be given. All retakes must be done before the unit test is taken.
Test Corrections: Students will be permitted to correct test questions for a reduced credit in the
following manner: ALL homework assignments for that unit must be completed and turned in
BEFORE test corrections can occur, students MUST attend a tutoring session to do corrections,
corrections must be made on a test correction form showing work and turned in with the original
test. If no work is shown for a problem, then there will be no credit given. Students must also
write a “plan” for improvement to be turned in along with corrections.
Email: Students are encouraged to contact me by email if they encounter any problems or
questions regarding homework or other assignments. I will do my best to reply in a timely
manner.
Electronic Devices in the Classroom
Electronic devices will NOT be permitted in class, unless otherwise instructed and only at the
discretion of the teacher during instructional time. Students must have completed and submitted
all necessary coursework/paperwork in order to utilize technological devices on school grounds.
Rights may be revoked if it is determined that the user is engaged in unauthorized activity or is
violating the Acceptable Use Policy. Offenses to the “Electronic Device” policy will be as
follows: (note: these are cumulative, which means they do not have to occur in the same day!)
1st offense: verbal warning
2nd offense: device place in devise holder for the remainder of the class period
3rd offense: device will be placed in the holder, parent phone call, and teacher detention
4th offense: device will be confiscated and an office referral will be submitted
Tornado Drills/Fire Drills/ Earthquake Drills:
Follow all emergency procedures for your classroom.
Discipline: Discipline will be handled on a case by case situation and contingent upon the
manner of the offence. Unless a major offence occurs, they will be dealt with in the classroom.
Consequences will include the following tier: If an offence occurs during instruction time you
may receive a “See me after class” note from the teacher. This means you are to see the teacher
in private, directly after instruction time to discuss the offence and warranted discipline. The
following is a guide to the levels of discipline for minor offenses. More severe offenses will
warrant an immediate referral to administrator.
a.
b.
c.
d.
Verbal warning
Parent contact
Teacher detention (30 min. before or after school)
Referral to administrator
Parent/Guardian information: The Parent/Guardian information page must be completed and
turned in within one week of the start of school. It is very important that I have current email and
phone numbers of parents/guardians.
In closing, I look forward to working with all of you. I am sure that we can all work together to
create a very positive year. I am very excited to be here at Grant County High School and to be
given the opportunity to teach Geometry. Please do not hesitate to contact me for any reason.
Ms. Reynolds
Phone: 859-824-9739 ext. 4112 (leave a message)
Email: tina.reynolds@grant,kyschools.us
Dear Parent/Guardian:
It is very important that I have your current email and phone number. I will use this contact
information to best inform you of any important announcement and/or for notification of
discipline problems that may arise. This information sheet is due within one week of the start of
school. I appreciate your time and effort in this regard. Please feel free to add any additional
information concerning your child that I may need to know in order to provide the best
educational experience for your child.
Thank You!
Ms. Tina Reynolds
Please complete & sign below.
_________________________________
Student Name
____________________________________
Student Signature & Date
_________________________________
Parent/Guardian Name
____________________________________
Parent/Guardian Signature & Date
_________________________________
Parent/Guardian Daytime Phone #
____________________________________
Parent/Guardian Evening Phone #
Is the current email that appears in
Infinite Campus corrects? _________
If not, please put current email here.
_________________________________
Parent/Guardian email address
Additional information:
____________________________________
Best time/place to be reached