GSE Geometry

MYP Year 5

Instructor
Mr. Middleton
Ms. Graves
Ms. Litchfield
Mr. Natelson
Ms. Sailors
Ms. Taylor
Mr. Qiu
Mr. Smith

Email

Teacher Website

middletonv@fultonschools.org
graves@fultonschools.org
litchfield@fultonschools.org
natelson102@fultonschools.org
sailors@fultonschools.org
taylorls@fultonschools.org
qiu@fultonschools.org
smithphil@fultonschools.org

n/a
n/a
n/a
n/a
www.mssailors.weebly.com
www.mrstaylorriverwood.weebly.com

n/a
n/a

Room
#
913
101
919
102
211
209
308
907

Extension
#
51874
51887
51849
51908
51815
51844
51811

Course Website: www.riverwoodgeometry.weebly.com

Please adhere to the course website for notes, handouts, announcements, standards, curriculum map, pacing guide, and
course calendar.

Refer to the course website and your teacher for the tutoring schedule
I. Course Description
The focus of Geometry is organized into 6 critical areas. Transformations on the coordinate plane provide opportunities for
the formal study of congruence and similarity. The study of similarity leads to an understanding of right triangle
trigonometry and connects through Pythagorean relationships. The study of circles uses similarity and congruence to
develop basic theorems relating circles and lines. All content listed previously listed to make geometric and algebraic
connections to model and problem solve. The link between probability and data is explored through conditional probability.
The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that
students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of
problem situations.
The Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
In all levels of 10th grade mathematics the units that are presented to the students support the three fundamental concepts of
the International Baccalaureate Middle Years Program:
Holistic learning students discover ways in which mathematics is related to all other subjects. They also learn
that the strategies they develop to analyze and solve problems are those that will be used throughout their lives.
Intercultural awareness through their study of math, students discover the rich history of the subject. They gain
an understanding and appreciation for the many cultures that have contributed to the body of knowledge they
study.
Communication students will be encouraged to be active learners who can communicate their knowledge to
others. They will practice both informal and formal ways to communicate mathematics.
In addition, throughout this course we explore ways and examine topics that provide opportunities for our students to
develop the traits contained in the Learner Profile. Each teacher examines their unit designs, classroom practices,
assessment policies & practices, and management & leadership activities to assure that their attention is focused on the
processes and outcomes of their students learning.

II. Units of Learning: The study of Mathematics in GSE Geometry consists of seven units. These include:
Unit 1- Transformations in Coordinate Plane
Unit 2 Similarity, Congruence, and Proofs
Unit 3 Right Triangle Trigonometry
Unit 4 Circles and Volume
Unit 5 Geometric and Algebraic Connections
Unit 6 Applications of Probability
III. Texts and resources
USATestPrep.com
Course Website: www.riverwoodgeometry.weebly.com
Textbook McGraw-Hill Geometry
IV. Methodology
A number of methodologies are used in the GSE Geometry classes. Students will work individually or as a member of a
team. They will receive direct instruction or will have to research and report on their learning. They will read, conduct
experiments, participate in projects, calculate answers, formulate creative solutions, write and reflect on their work
depending on the unit.
V. Methods of assessment A wide variety of assessments are used to gauge the success of Riverwood students. These
assessments can be formative or summative. At Riverwood, assessment is viewed as a continuous process that allows
students, parents and teachers to have the best and most accurate information about student achievement. In this class,
teachers utilize formative forms of assessment to determine student understanding. These assessments occur often during
each unit. At the end of each unit a summative assessment is utilized to gauge student understanding.
VI. Test Objectives (aka tests):
1. Each unit will be broken down into specific learning objectives. Assessments will consist of between 3 questions on
each objective and contain a total of 4 objectives. Assessments count 60% of the six-week average.
2. Each objective will receive a separate score. In order to receive a score for an objective, you must demonstrate mastery
which means that you must be able to perform at an A or B level with. Anything less than an A or B will be scored with
a 25%. If an objective is not attempted then the score will be recorded as a 0%.
3. Objectives 1, 2, & 3 will be current unit standards tested for mastery. Objective 4 will be material from the previous unit.
The idea of objective 4 is to continuously revisit standards to keep up mastery of skills. In addition, to constantly be
prepared for benchmark exams and for the final/EOC exams.
4. Each assessment has the following forms:
Form A: This form of the assessment will be given in class on a specified date that will be posted on the testing calendar
and posted in the classroom. If you are absent from class on the day that this assessment is given (for any reason) you may
take it after school on the same day or before school on the next school day. If this cannot be done, then you will lose the
opportunity to use Form A as a formal assessment and will automatically be in the corrective loop process for forms B
and/or C.
Forms B and C: These are the formal reassessments. Students are allowed one formal reassessment during the posted times
for the reassessment period. When arriving to complete the retest, the student will either receive Form B or Form C at
random. Only one retest opportunity is guaranteed students who still do not master objectives after completion of the
Homework, Form A, Form A test corrections, corrective assignment (handout or book assignment) and an additional form
of the test, may be required to undergo the RTI process.
VII Grading Scale: The Geometry Team will follow the Teaching for Excellence grading system. It will consist of
Summative Assessments broken into objectives, participation, and the final exam/EOCT. The objectives are the standards
within the unit.
Objective 1
15%
**Obj. 1, 2, & 3 are Summative Assessments

Objective 2
Objective 3
Objective 4

15%
15%
15%

** Obj. 4 is flashback material from previous unit

Formative Assessments/CW
Final Exam/EOC

20%
20%

VIII. Retesting Philosophy and Guidelines:

Philosophy and rationale: The purpose of assessment in an educational context should be to promote learning and not to
catch people who dont know things. As a direct result of this, students can have more than one chance to demonstrate
mastery of course objectives which means that they make take a retest or another test that is similar (parallel) to the
original test they took.
The purpose of a retest is not to correct a failing grade nor is it to boost student grades in any way. The sole purpose of a
retest opportunity is to promote learning of the objectives and award students for doing so with a grade that indicates
mastery (85 or higher).
Mathematics Assessment Environment: To ensure the fairness and integrity of the assessment process, all students will
adhere to the following procedure during tests and quizzes. Students will place all of their belongings, including all phones
and other technology, into their bag, and place their bag at the front of the classroom. Students will only be permitted to
have a pen or pencil, and, if appropriate, a calculator and scratch paper.
Requirements to Retest:
Comprehension is the purpose of retesting, therefore, the procedures in place will ensure that students master the
concepts before retesting.
1) Homework: The purpose of assigned homework is to provide opportunities for additional practice, study and
reinforcement of course objectives outside of class. Due to time limitations, it is often not possible to practice and
reinforce all course objectives IN CLASS to the level necessary to perform at the level of mastery required on the
Milestones. Thus, carefully selected problems are assigned to students to allow them to safely and correctly
practice what was learned in class. In addition, the homework will display practice over previous learned concepts
and a reflection question(s) to expose future concepts. All homework answers will be given to the student on the
back of homework sheet. Students are expected to attempt the problems and check their answers.
IT IS REQUIRED THAT ALL HOMEWORK ASSIGNMENTS PERTAINING TO THE SPECIFIC UNIT MUST
BE COMPLETED IN ORDER TO BE ELIGIBLE TO TAKE A RETEST.
2) Test Corrections: The purpose of doing test corrections is to enable the student to reflect on where he went
wrong. Every exam has a preview of exactly how the learning objectives will be assessed that is posted well in
advance of the actual assessment itself. Wise students look at the preview at the beginning of the unit and are
constantly looking for those objectives in class so they will know how they will be expected to demonstrate
mastery. If, upon taking the actual assessment, a student receives an NY or 25% that means that NOT YET
enough evidence was provided to certify mastery and the student needs to understand exactly why. A student
should ask: What was supposed to be shown? Why did I not show it? Was there a misunderstanding? If so, what
was the nature of the misunderstanding and how can I be certain that I do not make the same error on the retest?
These are questions that must be answered and, hence, the necessity of test correction.
IN ADDITION TO THE HOMEWORK ASSIGNMENTS, IT IS REQUIRED THAT EVERY STUDENT WISHING
TO RESTEST MUST DEMONSTRATE THAT HE/SHE HAS THOUGHT THROUGH AND REWORKED THE
ERRORS BY COMPLETING A TEST CORRECTIONS.
3) The Corrective Assignment: Once the student has completed all homework assignments and completed test
corrections they should have figured out where they went wrong and be able to master the objectives they missed.
Before taking another assessment, though, they need to make positively sure that they, in fact, do have mastery of
the objectives. The corrective assignment will be a handout or a book assignment. This is the purpose of the
corrective assignment to allow students an additional opportunity to check themselves and make certain that
mastery has been attained before they attempt a retest. Students must mastery the corrective assignment in order to
retest.

Students only retest on the test objectives that have NOT YET mastered and will only focus on
that Test Objective. Students will receive a replacement grade of FULL CREDIT back on the
basis of completing the requirements and demonstrating mastery!

4) Additional Retest/Intervention: If a student received a NOT YET (NY) mastery again on the retest objectives
then they must repeat the steps 1-3. After the second retest attempt if mastery has not been demonstrated then an
individual student intervention plan will be made for the student. This will include: parent phone call or
conference, mandated tutorial sessions, additional practice, and additional corrective assignments on
usatestprep.com or handouts.
5) Failure to not complete Requirements for Retest: If a student attempts the test objectives and receives a grade of
NY and does not fulfill the requirements to retest then the grade for the test objective will reflect a 25%. If no
attempts are made on the test objective(s) then the grade of the test objective(s) will reflect a 0%. Parent contact
will be made if student continues to not attempt on test objectives or does not attempt the requirements to retest.
IX. Grading policy including the use of MYP criteria Riverwood International Charter School adheres to the Fulton
County grading policy. Traditional grade reports are sent home every 6 weeks. As an International Baccalaureate Middle
Years Program school RICS will also be using the programs assessment criteria to report student progress on tasks.
IIX. Responsibilities and Expectations
a. Every student should keep a 3 ringed binder. It is very important for the binder to be neat and organized.
b. Every student should bring their agenda to class every day; students cannot leave the class without use of their
agenda.
c. Purchasing a scientific calculator for this course would be very helpful. Recommended scientific calculators are
TI-30XIIS or TI- 30XS Multi-view or TI-34 Multi-view. GRAPHING CALCULATOR IS HIGHLY
RECOMMENDED! TI-84 is preferred.
IIIX. Make-up Policy From the RICS handbook- If a student is absent 3 days or less due to illness or an authorized
absence, it is the student's responsibility to get his/her daily assignments and homework from a classmate or to contact the
teacher upon returning to school for daily assignments and homework. If a student is absent more than 3 days, the student
or parent may contact the Counseling Center to request homework assignments. If a student is suspended out-of-school, it is
the student or parent's responsibility to pick up the work from the front office. Students are encouraged to request make-up
work for any excused or unexcused absence. It is 32 the student's sole responsibility to make contact with the teacher to
initiate all make-up work. A make-up work request must be made the first class meeting back after the absence. The student
must complete make-up work within the time specified by the teacher. Make-up work not submitted or turned in by an
agreed upon deadline will receive a zero. Students will receive the actual grade earned on make-up work if the absence is
for one of the reasons listed as excused, a written excuse has been submitted in accordance with attendance policy, and
the make-up work has been completed satisfactorily within the time specified by the teacher.
In a case of an unexcused absence, a student will be allowed two (2) class meetings to make up an assignment. It is the
students responsibility to contact the teacher regarding make-up work. After two (2) meetings of the missed class have
occurred, whether that student is present or not, the grade will be entered as a zero.
X. Mathematics Department Academic Integrity Policy - Adhering to high standards of integrity, the mathematics
department considers academic misconduct to be any act that can give unfair academic advantage to a student, his grades,
or his records. Such acts include lying, stealing, and cheating. Cheating is any dishonesty, written or verbal, tacit or
implied. This includes any collusion, sabotage, falsification, or involvement in giving or receiving unauthorized help. In
an effort to make students and parents aware of the expectations of the mathematics department with regard to academic
integrity, the following specific acts are considered infractions of academic dishonesty:

Submitting work from a previous class in a current class (old projects, old notebooks, past tests, quizzes,
homework, class work, etc.)
Using any graded material notebooks, tests, homework, quizzes, class work, projects, or other graded
assignments from another student, previous or current.
Manufacturing or creating data.
Discussion of the content of tests or evaluations to other students outside of class or between classes until every
student has been evaluated.
Dividing the tasks in a group activity (without permission) instead of working collaboratively to complete the
activity.
Acquiring copies of assessments (quizzes, tests, etc.) before the actual testing period so as to have an
advantage during the evaluation.
Using notes or information from any unauthorized source, including but not limited to information written on
desks, person, pieces of paper, water bottles, backpacks, or entered into graphing calculators or other devices.
Looking at another students work during an evaluation.

Any form of communication during an evaluation (passing materials, whispering, talking, signaling, or
mouthing words to other students).
Copying, sharing, or comparing work or homework from other students without teacher permission or
instruction.
Submitting another students work as your own homework, projects, class work, notebook, etc.
Allowing one or two students in a group activity to do the work, but then taking credit for it.
Using any device such as computers, calculators, ipods, PDAs, graphing calculator, etc. without teacher
permission.
Using any unauthorized calculator applications.
Sharing devices, such as computers, calculators, graphing calculators, etc. without teacher permission.
Any use of cell phones, including text messaging.
Consequences for Violating the Academic Integrity Policy:
The following actions will be taken if a student is found to have committed academic dishonesty as mentioned above:
Parent contact will be made via telephone or email explaining the infraction and the consequences.
A violation of academic dishonesty will placed in the students school file.
The student will receive a grade of 0 on the assignment with which s/he was dishonest without the opportunity
for retaking/making up the grade at another time.
Mathematics Assessment Environment: To ensure the fairness and integrity of the assessment process, all students will
adhere to the following procedure during tests and quizzes. Students will place all of their belongings, including all phones
and other technology, into their bag, and place their bag at the front of the classroom. Students will only be permitted to
have a pen or pencil, and, if appropriate, a calculator and scratch paper. A student caught with anything other than what is
appropriate will be given an honor code violation.

I have read and reviewed the course syllabus for GSE Geometry as presented to me for the 2015-2016 school year. I
understand that I am responsible for following these procedures.
Student Name (PRINTED): ____________________________________________________________________
Student Signature:

_______________________________________________________________

I have read and reviewed the course syllabus for my childs GSE Geometry course for the 2015-2016 school year. I
understand that my child is responsible for following these procedures.
Parent Name (PRINTED): ____________________________________________________________________
Parent Signature:

________________________________________________________________

Best phone number to reach parent: _____________________________________________________________

Parent Email Address:

______________________________________________________________

Parallel Assessment Retest Request Cover Sheet

Name: _______________________________Class:__________________Period:___________
Original Exam Name: ___________________Original Exam Date: ________________________
Date this form is turned in: _______________ Date you want to take the retest: ______________

Names of the objectives you wish to retake:

1)

_____________________, 2) _____________________, 3)_______________________, 4)_________________________

Checklist:
I have attached all homework assignments from ___________to ______________.
I have completed the corrective assignment.
I have attached my original exam.
I have attached my test corrections for each question that I missed on the exam.
My signature below indicates that all of the above items are placed in order (homework, print-out of corrective assignment, original
exam, test corrections) and this cover sheet is stapled to the top.
_________________________________Date:_____________________________
Note: All requested items must be submitted at the same time.
Note: This form and attached items must be submitted the day before the retest is desired.