Geometry Handbook
Mrs. Joelle King
2012-13
Ph: 709-7863
Joelle.king@tumwater.k12.wa.us
Contents
Introduction & Welcome ……………………………………………………………………….. 1
Textbook information ……………………………………………………………………………. 1
Online resources and Login information ….…………………………………………… 1
Required Materials …………………………………………………………………………………… 2
Grades ………………….…………………………………………………………………………………… 2
Graduation Requirements ………………………………………………………………………. 3
General Classroom Responsibilities ……………………………………………………… 3
Absences …………………………………………………………………………………………………… 4
Homework policies ……………………………….…………………………………………………4
Testing …………………………………………………………………………………………………….. 5
Extra Help ………………………………………………………………………………………………… 6
7 Habits ……………………………………………………………………………………………………… 7
EOC allowed formulas …………………………………………………………………………… 8
Formulas you will need to memorize .................................................... 10
Postulates, Properties, and Theorems
Chapter 1 ……………………………………………………………………………………… 11
Chapter 2 ……….……………………………………………………………………………. 12
Chapter 3 ……………………………………………………………………………………… 14
Chapter 4 ……………………..……………………………………………………………… 15
Chapter 5 ……………………………………………………………………………………… 16
Chapter 6 ……………………………………………………………………………………… 17
Right Triangles>……………………………………………………………………………… 20
EOC Standards Checklist ………………………………………………………………………. 21
CHAMPS………………………………………………………………………………….………..……… 24
Classroom Meetings…………………………………………………………………………………25
Mistaken Goals of Misbehavior…………………………………………..………………….26
This handbook belongs to__________________________________ Period______
If found, please return to room 203.
Introduction & Welcome
Welcome to Geometry! I am looking forward working with
you and hope that your year is both fun and challenging.
This handbook contains almost everything you need to
know about this class and my expectations. Please keep
it with your math notebook at all times so that you can
review classroom information regularly.
Geometry is one of the most useful and relevant math
courses you will take in high school. We are surrounded
by geometric ideas every day. Through the study of lines,
polygons, circles, and solids, you will learn to apply
geometry to your world. Though you will not be asked to
draw on your Algebra skills every day, the ability to solve
simple equations is expected regularly. Please ask for
help if this is a weakness for you.
Textbook information
Burger, Edward, et al. Geometry. Holt, Rinehart and Winston, 2007
Home Book number __________
Online resources and Login information
bhhsgeometry2
Holt online access
my.hrw.com
login:
Skyward Family Access
BHHS web page link
login:__________________
Catchup Math
catchupmath.com
login:
bhhswolfpack
password:
wolves
password__________________
password__________________
bhhsmathstandards.pbworks.com (access reteach, practice B, and reading strategies for each
section)
login: bhhswolfpack
password:
wolves
Mrs. King's webpage (no login necessary)
http://www.tumwater.k12.wa.us//Domain/1102 or follow the links on school website.
Other useful sites for independent study and tutoring




http://www.mrperezonlinemathtutor.com/
http://www.khanacademy.org/math/geometry?k (khan academy)
http://www.intmath.com/ (Interactive Math; pick a topic and explore!)
http://teachers.henrico.k12.va.us/math/IGO/# (Investigating Geometry)
-1-
Required Materials
Please have the following materials with you every day.
 Geometry and vocabulary handbooks
 Composition Notebook (Notes)
 Filler notebook paper OR spiral notebook (assignments)
 Graph Paper (will not need much)
 Pencils
 Colored pencils or pens (Corrections and/or notes)
 Highlighter (optional)
 Scientific Calculator (needs sin, cos, tan buttons --should be around $8-$12)
 cell phone and ipod calculators will not be allowed.
 Students without a calculator will be asked to check one out through the library.
 Ruler (6 inch okay)
 Compass
 Section in 3-ring binder or a pocket folder for math
 box of kleenex (optional)
Note: The calculator is not intended to replace your thinking. You should be
doing most simple calculations in your head. However, the calculator is a
critical tool when decimal solutions are necessary and when numbers are
large.
A calculator is required on the Geometry EOC. Though a graphing calculator is acceptable,
it is not necessary at this level.
All About Grades
A
AB+
B
93%
90%
87%
83%
B-
80%
C+
C
CD*
77%
73%
68%
65%
*A D is not sufficient for advancement to Algebra 2
Daily Work (preparation)
 warm ups
 classroom and home practice
 lesson notes & activities
 homework quizzes
10% of the grade
Assessment (performance)
 section quizzes
 unit tests
 final exam
90% of the grade
-2-
Graduation Requirements
End of Course Assessment (EOC)
All current 9th and 10th graders are required to pass both the Algebra 1 and Geometry EOCs in
order to graduate. If you did not pass the Algebra EOC, then you will be offered intervention this fall
and a retest in January. The Geometry EOC will be given in late May or early June.
May 2012 score
Algebra EOC
January 2013
score
Standard Met
High School Math Credit
BHHS students are required to earn 3 full years of math to graduate. This most likely includes
Algebra 1, Geometry, and Algebra 2. Financial Literacy may replace Algebra 2 if taken in the senior
year.
Four-Year College Entrance
Four year colleges and universities in Washington State require completion of Algebra 2 for
entrance. Taking 4 full years of math, however, will improve your chances of college acceptance at
competitive institutions.
General Classroom responsibilities
Be Here
Please take responsibility and be here every day. Absences in math class are the number one
reason students struggle.
Be prompt
You are expected to arrive to class on time each day, ready to begin class at the bell. Losing class
time at the beginning of the period is disrespectful to those who are ready and translates into less
learning time for everyone.
Be Prepared
Have required materials with you every day.
Be Willing to Try
By completing your assigned practice every day, you will learn Geometry quickly and will minimize
the need for extra help. If you get behind, get help immediately.
Be Honest
You have a right to get credit for your own work. Please do not share your papers with other
students so that they can copy what you spent your valuable time doing. If a friend asks you if
he/she can copy your paper, try this:
“I can’t let you copy my paper, but I’d be happy to help you with your assignment.” 
Be Helpful
We’re in this together. Please be willing to help those around you when necessary and appropriate.
-3-
Be Neat
According to school policy, food and drink are not allowed in the classrooms or pods of the B
building. In this room, I allow drinks with lids only.
 Always pick up after yourself before leaving class.
Be Respectful
Cell phones and portable listening devices must be out of sight and sound at
all times. Please check your texts and other messages during passing time
or lunch. If your parents must reach you during class time, please have
them call the front office to have a message delivered to you.
 Students using a cell phone in class can expect to have the phone
taken and held for the remainder of the period
Be Informed
Make it a habit to regularly check your Geometry status using Skyward and
let me know if you find any errors. I expect you to take responsibility for and
ownership of your progress. Please let me know if you need help with this.
Absences
Whenever possible, please avoid scheduling appointments during math class. In the event of an
unavoidable absence, however, please do the following:
On the day(s) of the absence:



Check Mrs. King’s webpage to find out what we did in
class that day.
Add the assignment (if any) to your assignment sheet.
If you feel well enough and have the time, try to do the
assignment from that day using the Holt online lessons
for help. http://my.hrw.com/
When you return to school:



Use the notebook in the back of the classroom to
correct your assignment that was due on the day of the
absence. Take a moment to fix any mistakes you made.
Make sure that your paper has the correct heading and turn in to the in-tray on my desk.
Make arrangements with Mrs. King to get extra help on what you missed, if needed.
Homework procedures and policies
How much homework should I expect?
The purpose of homework is to give you practice to learn and reinforce concepts taught in class.
Research shows that the best way to learn something is to teach someone else. The second most
effective way to learn something is practice, practice, practice! You should expect to be assigned
Geometry for home practice every day. However, many weeks will have only 4 assignments. Your
homework should take 20-30 minutes.
-4-
Assignments are worth 4 points. To receive full credit you must have attempted each
problem and all work must be shown. No work, no credit!
Correcting your homework
Any odd problems from the textbook need to be corrected using the back of your book,
prior to coming to class. Even answers will be corrected in class immediately after the
warm-up. You are responsible for correcting your own paper and fixing your mistakes.
Please work with a neighbor to clean up your errors before we discuss the assignment as a
class.
Format and Heading
SCORE
Date, period
“An error doesn’t become a mistake
until you refuse to correct it.”
Warm-up:
1.
3.
Name
(target) 3.1
2.
A. Battista
p. 32 #1 - 1999 odds
-----------------------------------------------------------------------------Original Work
1.
Corrections
3.
5.
Late Work
“Success is the sum of
small efforts, repeated
day in and day out.”
Late work will be accepted for partial credit
until the day of the unit test.
If you have work to turn in late, please correct
it, fix your mistakes, score it, and place it
in the tray on the bookshelf by the door.
Robert Collier
Testing
Quizzes
I will be giving quizzes regularly throughout a unit to check that you are
learning the targets identified in a timely manner. Scores will be
recorded in the grade book. If you score higher on the unit test, then
your quiz score will be dropped. If your unit test score is lower than the
quiz score, then both scores will be kept.
-5-
Testing
A unit test will be given at the end of each chapter or unit of study. In order to show mastery on
each section of the unit test, students must score at least 80%. Classroom theorem sheets are
always allowed on the unit tests.
Retesting
Students will be expected to retest for every section score below 80%. The retest will be given in
class and students must have completed the required retest preparation in order to be eligible.



Print the Reading Strategies and Reteach handouts from each section you plan to retest.
Complete all handouts.
Correct the handouts using the answer keys provided in the classroom.
A retest will not be offered to students who did not complete the required preparation.
Extra Help Resources
Your online textbook has many additional resources available for students. You can
view video lessons, see worked-out problems from homework, take interactive
practice tests and quizzes, play games, and much more!
catchupmath.com
If you would like additional practice on a particular unit or would like to review
Algebra or Geometry, see Mrs. King for a free Catchup math account.
Math Center
Student and teacher tutors will be available in the math center on Tuesday and Thursday, 2:15 3:15. No appointment is necessary. Come as you are!
After-school with Mrs. King
See the schedule on the front board indicating which days each week that Mrs. King will be here
after school. Let me know you're coming or just drop in!
PACK time
I am only here part time, so I will be unavailable for help during PACK. Please plan to use your
PACK time in your 2nd period class as a study hall.
Do you enjoy math and like helping others? Maybe you’d like to
volunteer as a tutor! If you are interested in helping out, see Mrs. King
about working with Algebra and Geometry students after school or during
PACK time. Community service hours are available.
“No one is useless in this world who
lightens the burdens of another.”
- Charles Dickens
-6-
7 Habits of Highly Effective Math Students (as penned by Mrs. Mulcahy )
Throughout the year, you will be given several opportunities
to reflect on and assess your progress in class. Though grades
will inform you of your learning, you may use the following
“habits” to assess your behaviors that contribute to learning.
Preparation


Come to class on time, with all required materials.
Complete your assignments on time, ready to be turned in at the beginning of the period on the
day they are due.
Engagement




Use your class time productively. Wasted time is wasted learning.
When doing an assignment, do more than write down answers to problems; work to understand
the concepts that are being studied.
Take careful notes in class.
Get actively involved in the lessons, both orally and mentally.
Practice


Complete your assignments on time, ready to be turned in at the beginning of the period on the
day they are due.
Get actively involved in the lessons, both orally and mentally.
Follow-through

When having trouble with an assignment, seek help from a friend, a teacher, the solution book,
or hotmath.
Feedback

Always correct your assignments using the resources provided.
Communication


Ask questions of a neighbor or the teacher when you have a question during the lesson.
Have someone that you can work on math with outside of class.
Names and Phone numbers of friends to work with:
___________________________
______________________________
___________________________
______________________________
Praise



Support your friends and neighbors.
Congratulate others on a job well done.
Celebrate your own successes.
-7-
EOC allowed formulas
-8-
-9-
Formulas you will need to memorize
d  ( x 2  x1 ) 2  ( y 2  y1 ) 2
Distance between 2 points:
 x  x 2 y1  y 2 
M  1
,

2 
 2
y  y1
m 2
x 2  x1
Midpoint of a segment:
Slope of a line, given 2 points:
c2  a 2  b2
The Pythagorean Theorem:
y  y1  m( x  x1 )
Equation of a Line:
y  mx  b
C  d
Circumference of a Circle:
or 2 r
Area of common 2-dimensional figures
Alw
1
A bh
2
Abh
1
A  d1 d 2
2
Rectangle
Triangle
Parallelogram
Rhombus / kite
A
Trapezoid
A  r 2
Circle
1 foot = 12 inches
1 yard = 3 feet
1 miles = 5,280 feet
1
h (b1  b2 )
2
Common Unit Conversions
1 meter = 100 centimeters
1 inch = 2.54 centimeters
- 10 -
Chapter 1 Properties, Postulates and Theorems
Points, Lines, and Planes
Name or
Number
What is Says
1-1-1
Through any two points there is
exactly one line.
1-1-2
Through any three noncollinear
points there is exactly one plane
containing them.
1-1-3
If two points lie in a plane, then
the line containing those points
lies in the plane.
1-1-4
If two lines intersect, then they
intersect in exactly one point.
1-1-5
If two planes intersect, then they
intersect in exactly one line.
Segment
Addition
Postulate
Angle
Addition
Postulate
If B is between A and C, then
AB  BC  AC.
If S is in the interior of
PQR , then
mPQS  mSQR  PQR
- 11 -
Picture
Chapter 2 Properties, Postulates and Theorems
Geometric Reasoning
Properties of Equality
Addition Property of Equality
If a  b , then a  c  b  c.
Subtraction Property of Equality
If a  b , then a  c  b  c.
Multiplication Property of Equality
If a  b , then ac  bc.
Division Property of Equality
If a  b and c  0 , then
Reflexive Property of Equality
aa
Symmetric Property of Equality
If a  b , then b  a .
Transitive Property of Equality
If a  b and b  c , then a  c.
Substitution Property of Equality
If a  b , then b can be substituted for a in
any expression.
a b
 .
c c
Properties of Congruence
Reflexive Property of Congruence:
EF  EF
figure A  figure A
Symmetric Property of Congruence:
If figure A  figure B, then figure B  figure A.
If 1  2 , then 2  1 .
Transitive Property of Congruence
If PQ  RS and RS  TU , then PQ  TU .
If figure A  figure B and figure B  figure C,
then figure A  figure C.
- 12 -
Chapter 2 Properties, Postulates and Theorems
Geometric Reasoning
Theorem
Name
What it says…
Key Words
Two angles
Linear Pair
Theorem
2-6-1
If two angles form a linear pair, then
they are supplementary.
Linear pair
Supplementary
Congruent
Supplements
Theorem
2-6-2
If two angles are supplementary to
the same angle (or to two congruent
angles), then the two angles are
congruent.
Right Angle
Congruence
Theorem
2-6-3
All right angles are congruent.
Congruent
Complements
Theorem
2-6-4
If two angles are complementary to
the same angle (or to two congruent
angles), then the two angles are
congruent.
Common
Segments
Theorem
2-7-1
Two angles
Supplementary
Congruent
Right angle
Congruent
Given collinear points A, B, C and D
arranged as shown, if AB  CD , then
AC  BD .
A

B

C
Two angles
Complementary
Congruent
Collinear
Congruent
D
Vertical Angles
Theorem
2-7-2
Vertical angles are congruent.
2-7-3
If two congruent angles are
supplementary, then each angle is a
right angle.
Vertical Angles
Congruent
Congruent angles
Supplementary
Right angle
- 13 -
Picture
Chapter 3 Properties, Postulates and Theorems
Parallel and Perpendicular Lines
Postulate or
Theorem Name
What it says
Key Words
Picture
If 2 parallel lines are cut by a transversal, then…
Parallel lines
Corresponding
Angles
Postulate
…the corresponding angles
are congruent.
Alternate
Interior Angles
Theorem
…the alternate interior angles
are congruent.
Alternate
Exterior Angles
Theorem
…the alternate exterior
angles are congruent.
Transversal
Corresponding angles
Parallel lines
Transversal
Alternate interior angles
Parallel lines
Transversal
Alternate exterior angles
Parallel lines
Same-side
Interior Angles
Theorem
…the same-side interior
angles are supplementary.
Transversal
Same-side interior angles
Supplementary
Proving lines are parallel
Corresponding
Angles
CONVERSE
Alternate
Interior Angles
CONVERSE
Alternate
Exterior Angles
CONVERSE
Same-side
Interior Angles
CONVERSE
If 2 coplanar lines are cut by
a transversal so that a pair of
corresponding angles are
congruent, THEN THE LINES
ARE PARALLEL.
Transversal
If 2 coplanar lines are cut by
a transversal so that a pair of
alternate interior angles are
congruent, THEN THE LINES
ARE PARALLEL.
Transversal
If 2 coplanar lines are cut by
a transversal so that a pair of
alternate exterior angles are
congruent, THEN THE LINES
ARE PARALLEL.
If 2 coplanar lines are cut by
a transversal so that a pair of
same-side interior angles are
supplementary, THEN THE
LINES ARE PARALLEL.
Corresponding angles
parallel
Alternate interior angles
parallel
Transversal
Alternate exterior angles
parallel
Transversal
Same-side interior angles
Supplementary
parallel
- 14 -
Theorems about perpendicular lines
3-4-1
If intersecting lines form a
congruent linear pair, then
the lines are perpendicular.
Linear Pair
Perpendicular
Transversal
Theorem
In a plane, if a transversal is
perpendicular to one of 2
parallel lines, then it is
perpendicular to the other.
Perpendicular
3-4-3
If 2 coplanar lines are
perpendicular to the same
line, then the 2 lines are
parallel to each other.
Perpendicular
Transversal
Parallel
Perpendicular
Parallel
Chapter 4 Properties, Postulates and Theorems
Congruent Triangles
Postulate or
Theorem Name
4-2
What it says
Triangle Sum
Theorem
(4-2-1)
The sum of the angle measures of
a triangle is 180°.
Exterior Angle
Theorem
The measure of an exterior angle is equal to
the sum of its 2 remote interior angles.
Third Angles
Theorem
(4-2-5)
If two angles of one triangle are congruent to
two angles of another triangle, then the third
pair of angles are congruent.
- 15 -
Sketch
Ways to prove that 2 triangles are congruent
Side-Side-Side
(SSS)
Congruence
If three sides of one triangle are congruent
to three sides of another triangle, THEN
THE TRIANGLES ARE CONGRENT.
Side-Angle-Side
(SAS)
Congruence
If two sides and the included angle of one
triangle are congruent to two sides and the
included angle of another triangle, THEN
THE TRIANGLES ARE CONGRENT.
Angle-SideAngle (ASA)
Congruence
If two angles and the included side of one
triangle are congruent to two angles and the
included side of another triangle,THEN THE
TRIANGLES ARE CONGRENT.
Angle-AngleSide (AAS)
Congruence
If two angles and the NON-included side of
one triangle are congruent to two angles and
the NON-included side of another triangle,
THEN THE TRIANGLES ARE CONGRENT.
Hypotenuse-Leg
(HL)
Congruence
If the hypotenuse and a leg of a right triangle
are congruent to the same parts of another,
THEN THE TRIANGLES ARE CONGRENT.
CPCTC
(or Definition of
congruent
triangles)
The corresponding parts (sides and angles)
of congruent triangles are congruent.
Isosceles
Triangles
Theorem
If 2 sides of a triangle are congruent, then
the angles opposite them (base angles) are
congruent.
Isosceles
Triangles
Converse
If 2 angles of a triangle are congruent, then
the sides opposite them are congruent.
4-4
4-5
4-6
4-8
Chapter 5 Properties, Postulates and Theorems
Special Segments in Triangles
See Foldable!
- 16 -
Chapter 6 Properties, Postulates and Theorems
Polygons and Quadrilaterals
Angle measures of a convex polygon with n sides
Interior Angles
Exterior Angles
Sum of all angles
180(n  2)
360
Measure of one if the
polygon is REGULAR!
180( n  2)
n
360
n
All About a Parallelogram!
Characteristics of ...
Proving that it is one ...
Definition: Both pairs of
opposite sides are parallel.
Definition: Both pairs of
opposite sides are parallel.
6-2-1: Both pairs of opposite
sides are congruent.
6-3-1: One pair of opposite
sides are parallel and
congruent.
6-2-2: Both pairs of opposite
angles are congruent
6-3-2: Both pairs of opposite
sides are congruent
6-2-3: Pairs of same-side
interior angles are
supplementary.
6-3-3: Both pairs of opposite
angles are congruent.
6-3-4: One angle is
supplementary to both
consecutive angles.
6-2-4: The diagonals bisect
each other.
6-3-5: The diagonals bisect
each other.
- 17 -
Special Parallelograms
All About a Rectangle!
Characteristics of ...
Proving that it is one ...
Definition: An equiangular
quadrilateral
6-5-1: A parallelogram with
one right angle
6-4-1: All rectangles are
parallelograms.
6-5-2: A parallelogram with
congruent diagonals
6-4-2: Diagonals are
congruent.
All About a Rhombus!
Characteristics of ...
Proving that it is one ...
Definition: An equilateral
quadrilateral
6-5-3: A parallelogram with
one pair of consecutive
congruent sides
6-4-3: All rhombuses are
parallelograms.
6-5-4: A parallelogram with
perpendicular diagonals
6-4-4: Its diagonals are
perpendicular.
6-5-5: A parallelogram whose
diagonal bisects a pair of
opposite angles
6-4-5: Each diagonal bisects a
pair of opposite angles.
- 18 -
All About a Square!
Characteristics of ...
Proving that it is one ...
 Definition: An equiangular
quadrilateral
 Prove that the quadrilateral is
both a rectangle and a rhombus!
 6-4-1: All rectangles are
parallelograms.
 6-4-2: Diagonals are congruent.
Other Special Quadrilaterals
Kite
 Definition: A
quadrilateral with
exactly two pairs of
consecutive, congruent
sides.
 6-6-1: Its diagonals are
perpendicular.
 6-6-2: Non-vertex
angles are congruent.
 One diagonal is the
 perpendicular bisector
of the other.
Trapezoid
Isosceles Trapezoid
 Definition: A
quadrilateral with
exactly one pair of
parallel sides.
 Definition: A
trapezoid whose nonparallel sides are
congruent.
 Consecutive angles
between the bases are
supplementary.
 Base angles are
congruent.
 The length of the
midsegment is the
average of the lengths
of the two bases.
 One diagonal bisects
each vertex angle.
- 19 -
 Diagonals are
congruent.
Chapter 5/8 Properties, Postulates and Theorems
Right Triangles
Pythagorean Theorem
Special Right Triangles
45-45-90
30-60-90
Trigonometry (SOH-CAH-TOA)
Chapter 9 Properties, Postulates and Theorems
Extending Perimeter and Area
See “Formulas you will need to memorize” on page 11
Chapter 10 Properties, Postulates and Theorems
Spatial Reasoning
See “EOC Allowed formulas” on page 9
- 20 -
EOC Standards Checklist
The standards listed below are those that you will see tested on the EOC at
the end of the year. These state requirements, however, do not make up
your entire Geometry course. Additional topics are necessary as
preparation for Algebra 2.
Performance Expectation
G.1.A. Distinguish between inductive and deductive reasoning.
G.1.C. Use deductive reasoning to prove that a valid geometric
statement is true.
G.1.D. Write the converse, inverse, and contrapositive of a valid
proposition and determine their validity.
G.1.E. Identify errors or gaps in a mathematical argument and
develop counterexamples to refute invalid statements about
geometric relationships.
G.1.F. Distinguish between definitions and undefined geometric
terms and explain the role of definitions, undefined terms,
postulates (axioms), and theorems.
G.2.A. Know, prove, and apply theorems about parallel and
perpendicular lines.
G.2.B. Know, prove, and apply theorems about angles, including
angles that arise from parallel lines intersected by a transversal.
G.2.C. Explain and perform basic compass and straightedge
constructions related to parallel and perpendicular lines.
G.2.D. Describe the intersections of lines in the plane and in space,
of lines and planes, and of planes in space.
G.3.A. Know, explain, and apply basic postulates and theorems
about triangles and the special lines, line segments, and rays
associated with a triangle.
G.3.B. Determine and prove triangle congruence, triangle
similarity, and other properties of triangles.
G.3.C. Use the properties of special right triangles (30°–60°–90°
and 45°–45°–90°) to solve problems.
G.3.D. Know, prove, and apply the Pythagorean Theorem and its
converse.
- 21 -
Tested, but
doesn’t
count for
graduation
x
x
x
x
x
Record here your
performance on each
assessment.
Performance Expectation
Tested, but
doesn’t
count for
graduation
G.3.E. Solve problems involving the basic trigonometric ratios of
sine, cosine, and tangent.
G.3.F. Know, prove, and apply basic theorems about
parallelograms.
G.3.G. Know, prove, and apply theorems about properties of
quadrilaterals and other polygons.
G.3.H. Know, prove, and apply basic theorems relating circles to
tangents, chords, radii, secants, and inscribed angles.
x
G.3.I. Explain and perform constructions related to the circle.
x
G.3.J. Describe prisms, pyramids, parallelepipeds, tetrahedra, and
regular polyhedra in terms of their faces, edges, vertices, and
properties.
G.3.K. Analyze cross-sections of cubes, prisms, pyramids, and
spheres and identify the resulting shapes.
G.4.A. Determine the equation of a line in the coordinate plane
that is described geometrically, including a line through two given
points, a line through a given point parallel to a given line, and a
line through a given point perpendicular to a given line.
x
x
x
G.4.B. Determine the coordinates of a point that is described
geometrically.
G.4.C. Verify and apply properties of triangles and quadrilaterals in
the coordinate plane.
G.4.D. Determine the equation of a circle that is described
geometrically in the coordinate plane and, given equations for a
circle and a line, determine the coordinates of their intersection(s).
G.5.A. Sketch results of transformations and compositions of
transformations for a given two-dimensional figure on the
coordinate plane, and describe the rule(s) for performing
translations or for performing reflections about the coordinate
axes or the line y = x.
G.5.B. Determine and apply properties of transformations.
22
x
x
x
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Performance Expectation
Tested, but
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G.5.C. Given two congruent or similar figures in a coordinate
plane, describe a composition of translations, reflections,
rotations, and dilations that superimposes one figure on the other.
x
G.5.D. Describe the symmetries of two-dimensional figures and
describe transformations, including reflections across a line and
rotations about a point.
x
G.6.A. Derive and apply formulas for arc length and area of a
sector of a circle.
x
G.6.C. Apply formulas for surface area and volume of threedimensional figures to solve problems.
x
G.6.D. Predict and verify the effect that changing one, two, or
three linear dimensions has on perimeter, area, volume, or surface
area of two- and three-dimensional figures.
x
G.6.E. Use different degrees of precision in measurement, explain
the reason for using a certain degree of precision, and apply
estimation strategies to obtain reasonable measurements with
appropriate precision for a given purpose.
G.6.F. Solve problems involving measurement conversions within
and between systems, including those involving derived units, and
analyze solutions in terms of reasonableness of solutions and
appropriate units.
G.7.A. Analyze a problem situation and represent it
mathematically.
G.7.B. Select and apply strategies to solve problems.
G.7.C. Evaluate a solution for reasonableness, verify its accuracy,
and interpret the solution in the context of the original problem.
G.7.E. Read and interpret diagrams, graphs, and text containing
the symbols, language, and conventions of mathematics.
G.7.G. Synthesize information to draw conclusions and evaluate
the arguments and conclusions of others.
23
Record here your
performance on each
assessment.
Classroom Procedures & Expectations / CHAMPS
Transitions (time between activities) are opportunities for wasted time. The less
time we waste in class, the more time you will have for practice assignments,
student interviews, and other engaging activities. By learning these routines and
expectations, we will cut down on lost class time and complete our “jobs” more
quickly.
Collaboration Time
Warm-up
Working in Pairs
Work time
Group Activity
Teacher-Directed
Instruction
C
H
A
M
P
S
Independent
Assessment
No Conversation unrelated
to the lesson.
Voice Level – 0, 1
Conversation allowed
Voice Level – 2
Speaking with partner about
activity.
No Conversation
Voice Level – 0
Raise your hand.
Keep it raised until
acknowledged.
Ask your partner / group.
If none of you know the answer,
raise your hand.
Go on to the next question or step
until the teacher can help.
Raise your hand.
Keep it raised until
acknowledged.
Take notes.
Work on tasks.
Give verbal or written
responses to teacherpresented tasks.
Read directions on activity and
complete each task defined.
When finished, wait quietly for the
next set of instructions.
Work on Assessment.
Show all necessary work.
Permission needed to leave
your seat.
Restroom only if emergency
(10/10).
Wait to use the pencil
sharpener.
Please wait to get a drink.
Looks like …
Students are on task.
Students give attention to
the speaker.
Whole-class engagement.
Electronic devices are out of
sight and sound.
Permission needed for the
restroom (10/10).
Permission needed to go for a drink
(10/10).
Pencil sharpener – Yes
Movement must be assignment
related.
Looks like …
Pairs or groups are helping each
other.
100% participation.
Electronic devices are out of sight
and sound.
Permission needed to
leave your seat.
No Restroom.
Pencil sharpener – with
permission.
Finish assessment before
getting a drink.
Looks like …
Students are working
entirely alone.
Eyes are on own papers.
Electronic devices are out
of sight and sound.
“Success is simple. Do what's right, the right way,
at the right time.”
Arnold H. Glasow
24
Class Meeting Protocol:
 Everyone sits in a circle at the same height.
 You only bring yourself to the meeting, not something else to work on.
 You only talk when you have the orb or while brainstorming.
 Compliments and appreciation
 Follow up on prior solutions
 Agenda items
o Share feelings while others listen
o Discuss without fixing
o Ask for problem-solving help
 Future plans
Problem-solving guidelines:
 Try to determine the underlying reason for misbehavior –see mistaken
goals chart.
 Brainstorm and/or role play
 Make sure the 4 Rs are applied:
o Related: The solution is directly related to the behavior. For
example, when students don’t do their homework, sending them to
the office is not related to missed homework. A related solution
would be for them to make up the homework or not get points for
that assignment.
o Respectful: Teacher and students maintain a respectful attitude in
their manner and tone of voice. It also means following up on the
solutions with dignity and respect: “Would you like to make up the
homework assignment during lunch or right after school?
o Reasonable: Don’t add punishment. For example, don’t say
something like, “Now you’ll have to do twice as much.”
o Revealed: Students should know in advance that if they don’t do
their work, they’ll need to make it up or else risk getting a poor
grade.
 Select appropriate solution that person(s) are willing to try.
You don’t have to feel worse
to do better.
25
The Student’s Goal
is…
Undue Attention
(to keep others
busy or to get
special services)
If the teacher
feels…
Annoyed
Irritated
Worried
Guilty
Angry
Misguided
Power
(to be boss)
Challenged
Threatened
Defected
Hurt
Revenge
(to get even)
Disappointed
Disbelieving
Disgusted
Assumed
Inadequacy
(to give up and be
left alone)
Despair
And if the
student’s response
is…
The belief behind
the behavior is…
Reminding
Coaxing
Doing things for the
student (s)he could
do for
himself/herself.
Stops temporarily,
but later resumes
same or another
disturbing behavior
I count (belong) only
when I am being
noticed or getting
special service.
I’m only important
when I am keeping
you busy with me.
Fighting
Giving in
Thinking “You can’t
get away with it” or
“I’ll make you”
Wanting to be right
Intensifies behavior
Defiance
Compliance
Feels (s)he has won
when
parent/teacher is
upset.
Passive power
Retaliating
Getting even
Thinking, “How
could you do this to
me?”
Retaliates
Intensifies
Escalates the same
behavior or chooses
another weapon.
And tends to react
by…
Giving up
Hopeless
Helpless
Inadequate
Retreats further
Passive
Doing for
No Improvement
Over-helping
No Response
Coded
Message
Teacher proactive and empowering
responses include
Notice me
Involve me
I care about you and…(Example: “I care
about you and will spend time with you
later.” Redirect by assigning a task so
student can gain useful attention, avoid
special service, plan special time, set up
routines, use problem solving, encourage,
use class meetings, touch without words,
ignore, set up nonverbal signals.
I belong only when I
am boss, in control
or proving no one
can boss me.
You can’t make me.
Let me help.
Give me
choices.
Redirect to positive power by asking for
help; offer limited choices; don’t fight or
give in; withdraw from conflict; be firm
and kind; act, don’t talk; decide what you
will do; let routines be the boss; leave and
calm down; develop mutual respect; set a
few reasonable limits; practice followthrough; encourage, use class meetings.
I don’t think I belong
so I will hurt others
as I feel hurt.
I can’t be liked or
loved.
Help me: I’m
hurting.
Acknowledge
my feelings.
Acknowledge hurt feelings; avoid feeling
hurt; avoid punishment and retaliation;
build trust; use reflective listening; share
your feelings; make amends; show you
care; encourage strengths; don’t take
sides; use class meetings.
I can’t belong because I
am not perfect, so I’ll
convince others not to
expect anything of me.
I am helpless and
unable.
It’s no use trying
because I won’t do it
right.
Show me
Small steps
Celebrate my
successes
Break task down into small steps; stop all
criticism; encourage any positive attempt;
have faith in student’s abilities; focus on
assets; don’t pity; don’t give up; set up
opportunities for success; teach
skills/show how, but don’t do for; enjoy
the student; build on his/her interests;
encourage; use class meetings.