The McGillis School 2012-2013 8th Grade Geometry Curriculum Overview and Class Expectations Introduction Geometry introduces

the study of points, segments, triangles, polygons, circles, solid figures, and
their associated relationships as a mathematical system. Emphasis is placed on the description and use of inductive, deductive, and intuitive reasoning skills. Abstract reasoning, spatial visualization and logical reasoning patterns are improved through this course. There is a focus on comparisons of triangles, polygons, circles, and solid figures in relation to surface area, volume, congruency, similarity, transformations, and coordinate Geometry. Strong emphasis is also placed on the strengthening of study skills: organization, reading, writing, and time management.

Teacher Tyler Waterhouse

email: twaterhouse@mcgillisschool.org website: http://mrwaterhouse.weebly.com/

Math Textbook Geometry: Common Core, Pearson Supplies Pencils & erasersall work must be completed in pencil
An adequate supply of graph paper A 3-ring binder with a section dedicated to math with dividers of classwork, homework, and tests. TI-nSpire Calculator (PROVIDED by McGillis)

Grading The math grade will be determined by the following criteria:

Assignments 35% Assessments 35% Preparedness 15% Participation 15% Homework: Students can expect homework three nights a week. It is imperative that students complete their homework each of these three nights. Homework allows students to practice the mathematical skills and concepts they have learned as well as to evaluate how well they have understood what was studied that day in class. Part of a students homework responsibility is to come to class ready to ask questions and to contribute positively to the group. How well students do in class often depends on understanding the skills and concepts practiced while doing the previous days homework. Students will be assigned problems from the textbook; students must show all the work required to arrive at a solution. The ability to carefully present the thought processes and operations that were used to solve a particular problem is an integral part of the study of geometry. It will especially be helpful on tests and quizzes where partial credit is always given for demonstrating a certain level of understanding regardless of whether the correct solution is achieved. Students will often be asked to document their strategies, thought processes, and methods for solving the problems we investigate through writing. These writing assignments typically will be no longer than a few paragraphs in length but stress the importance of writing in a way that would allow someone else to gain insight from reading their words and solutions. Each homework assignment is worth two (2) points and will be evaluated in the following way: 2 = full credit, assignment completed satisfactorily 1 = portions of the assignment are missing or incomplete 0 = failure to complete the assignment

Late homework assignments are not accepted for credit. If a student is unable to complete his/her homework with a legitimate reason, that student must talk to me in person before class and arrangements may be made. Otherwise, earning a zero on a homework assignment is a grade that cannot be made-up. Please note, however, it is still expected that the student complete the missed assignment in order to learn and reinforce the math. Students are expected to complete homework assignments on their own. Students should feel free to discuss the problems and what they might do to solve the problems with others, but ultimately the work that is turned in should be completely their own. Each homework assignment must: Be titled with name, date, math block, and assignment description in the upper right hand corner. Show all work in a neat and legible manner.

Reflect evidence of effort for every problem and include specific questions that need to be asked in class. Show revisions made of problems discussed during group and class time.

Occasionally long-term assignments may be assigned with at least one-week notice. These may be projects or more challenging problems. Such assignments will be counted toward the homework grade. These assignments may be turned in late, but with the following loss of points: lose one letter grade the first day, two the second, and three the third. These long-term assignments will receive no credit when more than three days late, but again must be completed as much of the subject matter is cumulative. When students are absent, for whatever reason, it is their responsibility to find me or use the website to determine what was missed while they were absent. With planned absences, students need to see me before the absence rather than after. It is the students responsibility to make up all missed classwork/notes and homework. Notebook/Organization: Math materials should be organized within a three ring binder (with at least 1-inch rings). Students need an adequate supply of lined and graph paper in their notebooks at all times. There should be three divided sections in the binder: classwork/notes, homework, and assessments. Work done during class and notes taken are saved in the classwork/notes section. These serve as great resources of the current mathematical learning. Homework assignments are saved in the homework section as a means of providing students with a studying resource as they prepare for exams. Student notebooks are occasionally turned in for a grade (with and without prior notice). This grade is counted toward the preparedness grade. Preparedness: Students earn up to three points each day for preparedness. Preparedness encompasses: arriving to class on-time, prepared with all necessary materials, having completing the homework assignment, and showing a signed exam when assigned. Student notebooks are occassionally turned in for assessment of neatness and organization, which will count toward the prepareness grade as well. Participation: Students earn up to three points each day for participation and impact on the classroom environment. Participation encompasses: contributing to class discussion and asking related/relevant questions, productive work on in-class activities, being supportive and respectful of others, seeking extra help when needed, active note taking, attentiveness, and following school and class expectations. Assessments: Periodically students are asked to demonstrate their understanding and comprehension of the skills and concepts learned. Some of these tests are more skill oriented while others have more of a conceptual and problem solving focus. Students are always given notice of upcoming exams. Students will be required to take graded exams home to be signed by a parent/guardian to enhance home-school communication.

Extra Help/Communication
My door is always open! I will go out of my way to be available to meet with students outside of our regular classtime. If you have questions, please email (twaterhouse@mcgillisschool.org) or talk to me in person so that we can set up a time to meet. My study hall/office hours are Tuesday 7:30-8:10 AM and Thursday 3:15-4:00 PM. This is a

great time for students to get one-on-one extra help. I am also often free for extra help and questions during break and lunch times. For parents, the best way to reach me is by email or to leave a message at the main office (ext 523). I will get back to you within 24 hours (excluding weekends). Please feel free to find me at school if you have any questions and/or concerns. Another great resource of information about classwork, homework, and upcoming due dates is my website. To access this site, go to http://mrwaterhouse.weebly.com/. This site will be updated regularly. However, it is still the students responsibility to use a planner and to stay up-to-date in the class when changes are made.

I have read and understand the course expectations for Eighth Grade Geometry. Student Signature: ______________________________________________________________ Guardian Signature: _____________________________________________________________