geometry ® curriculum guide

MOUNT VERNON CITY SCHOOL DISTRICT

Geometry ®

Curriculum Guide

THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE NYS

GEOMETRY ® CURRICULUM IN MOUNT VERNON CITY SCHOOL

DISTRICT (MVCSD).

2019-2020

2

Mount Vernon City School District

Board of Education

Arlene Torres

President

Darcy Miller

Vice President

Board Trustees

Serigne Gningue

Micah J.B. McOwen

Warren Mitchell

Melissa Muñoz Patterson

Adriane Saunders

Wanda White

Israel Williams

Superintendent of Schools

Dr. Kenneth R. Hamilton

Deputy Superintendent

Dr. Jeff Gorman

Assistant Superintendent of Business

Ken Silver

Assistant Superintendent of Human Resources

Denise Gagne-Kurpiewski

Assistant Superintendent of School Improvement

Dr. Waveline Bennett-Conroy

Associate Superintendent for Curriculum and Instruction

Dr. Claytisha Walden

Administrator of Mathematics and Science (K-12)

Dr. Satish Jagnandan

3

TABLE OF CONTENTS

I. COVER …..……………………………………....... 1

II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2

III. TABLE OF CONTENTS …..……………………………………....... 3

IV. IMPORTANT DATES …..……………………………………....... 4

V. NYS GEOMETRY COMMON CORE LEARNING STANDARDS &

NYS NEXT GENERATION LEARNING STANDARDS ……………..5

VI. MVCSD GEOMETRY ® MATHEMATICS PACING GUIDE …………....27

VII. WORD WALL …………... 80

VIII. SETUP OF A MATHEMATICS CLASSROOM …………... 81

IX. GRADING POLICY …………... 82

X. CLASSROOM AESTHETICS …………... 83

XI. SYSTEMATIC DESIGN OF A MATHEMATICS LESSON …………... 84

4

IMPORTANT DATES 2019-20

REPORT CARD

MARKING

PERIOD

MARKING PERIOD

BEGINS

INTERIM

PROGRESS

REPORTS

MARKING

PERIOD ENDS

MP 1 September 4, 2019 October 4, 2019 November 8, 2019

MP 2 November 12, 2019 December 13, 2019 January 31, 2020

MP 3 February 3, 2020 March 13, 2020 April 17, 2020

MP 4 April 27, 2020 May 21, 2020 June 26, 2020

The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are

to be notified, in writing, at any time during a grading period when it is apparent -

that the student may fail or is performing unsatisfactorily in any course or grade

level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during

the grading period when it becomes evident that the student's conduct or effort

grades are unsatisfactory.”

21

CCLS GEOMETRY ® PACING GUIDE

This guide using enVisionmath 2.0 Geometry © 2018 was created to provide teachers with a time frame to complete the New York

State Mathematics Geometry ® Curriculum. Although pacing will vary somewhat in response to variations in school calendars,

needs of students, your school's years of experience with the curriculum, and other local factors, following the suggested pacing and

sequence will ensure that students benefit from the way mathematical ideas are introduced, developed, and revisited across the year.

CHAPTER / LESSONS PACING DATES

TOPIC 1 FOUNDATIONS OF GEOMETRY

21 Sept. 5 – Oct. 4

26


TOPIC 2 – PARALLEL AND PERPENDICULAR LINES

12 Oct. 7 – Oct. 25

31


TOPIC 3 – TRANSFORMATIONS

13 Oct. 28 – Nov.

15

36


TOPIC 4 – TRIANGLE CONGRUENCE

15 Nov. 18 – Dec.

10

41


TOPIC 5 – RELATIONSHIPS IN TRIANGLES

13 Dec. 12 – Jan.

10

46


TOPIC 6 - QUADRILATERALS AND OTHER POLYGONS

15 Jan. 13 – Feb. 7

51


CHAPTER 7 SIMILARITY

15 Feb. 10 – Mar.

6

56


CHAPTER 8 RIGHT TRIANGLES AND TRIGONOMETRY

14 Mar. 9 – Mar.

27

61


TOPIC 9 – COORDINATE GEOMETRY

11 Mar. 30 – Apr.

21

66


TOPIC 10 - CIRCLES

13 Apr. 22 – May

8

71


TOPIC 11 - TWO- AND THREE-DIMENSIONAL MODELS

10 May 11 – May

27

76


CHAPTER 12 PROBABILITY

14 May 28 – June

16

GEOMETRY REGENTS JUNE 2020

WORD WALLS ARE DESIGNED …

to promote group learning

support the teaching of important general

principles about words and how they work

Foster reading and writing in content area

Provide reference support for children during their reading and writing

Promote independence on the part of young students as they work with words

Provide a visual map to help children remember connections between words and the

characteristics that will help them form categories

Develop a growing core of words that become part of their vocabulary

Important Notice

A Mathematics Word Wall must be present in every mathematics classroom.

Math Word Wall

Create a math word

wall

Place math words on

your current word

wall but highlight

them in some way.

82

SETUP OF THE MATHEMATICS CLASSROOM

I. Prerequisites for a Mathematics Classroom

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grade Level Common Core Learning Standards (CCLS)

Updated Mathematics Student Work with Appropriate Rubrics

Mathematics Grading Policy

Mathematics Diagrams, Charts, Posters, etc.

Grade Level Number Line

Grade Level Mathematics Word Wall

Mathematics Portfolios

Mathematics Center with Manipulatives (Grades K - 12)

II. Updated Student Work

A section of the classroom must display recent student work. This can be of any

type of assessment, graphic organizer, and writing activity. Teacher feedback must

be included on student’s work.

III. Board Set-Up

Every day, teachers must display the Lesson # and Title, Objective(s), Common

Core Learning Standard(s), Fluency Exercise and Homework. At the start of

the class, students are to copy this information and immediately begin on the

Fluency Activity.

IV. Spiraling Homework Homework is used to reinforce daily learning objectives. The secondary purpose

of homework is to reinforce objectives learned earlier in the year. The

assessments are cumulative, spiraling homework requires students to review

coursework throughout the year.

Student’s Name: School:

Teacher’s Name: Date:

Lesson # and Title:

Objective(s)

CCLS:

Fluency:

83

GRADING POLICY

This course of study includes different components, each of which are assigned the

following percentages to comprise a final grade. I want you--the student--to understand

that your grades are not something that I give you, but rather, a reflection of the work

that you give to me.

COMPONENTS

1. Exams → 35%

2. Quizzes → 15%

3. Homework → 10%

4. Projects, Literacy Tasks, Presentations, Portfolios → 20%

5. Classwork / Class Participation → 20%

o Class participation will play a significant part in the determination of your

grade. Class participation will include the following: attendance, punctuality

to class, contributions to the instructional process, effort, contributions during

small group activities and attentiveness in class.

Important Notice

As per MVCSD Board Resolution 06-71, the Parent Notification Policy states

“Parent(s) / guardian(s) or adult students are to be notified, in writing, at any time during

a grading period when it is apparent - that the student may fail or is performing

unsatisfactorily in any course or grade level. Parent(s) / guardian(s) are also to be

notified, in writing, at any time during the grading period when it becomes evident that

the student's conduct or effort grades are unsatisfactory.”

84

CLASSROOM AESTHETICS

“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING

TEACHER NAME: _________________________________________________________

COURSE / PERIOD: _________________________________________________________

ROOM: _________________________________________________________

CHECKLIST

YES NO

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grade Level Mathematics CCLS

Mathematics Grading Policy

Mathematics Diagrams, Posters, Displays, etc.

Grade Level Number Line

Updated Student Work with Appropriate Rubrics

Updated Student Portfolios

Updated Grade Level Mathematics Word-Wall

Mathematics Centers with Manipulatives

Organization of Materials

Cleanliness

Principal Signature: _________________________________________ Date: ____________

Asst. Pri. Signature: _________________________________________ Date: ____________

GEOMETRY ®

I can conduct purposeful,

coherent and standards-

based instruction to all

students every day.

42 Minutes Period Day 1: Component 1 (Fluency) to Component 4 Part A (Independent Practice)

42 Minutes Period Day 2: Component 4 Part B (Assess and Differentiate) to Component 6 (Homework)

86

6 COMPONENTS OF A MATHEMATICS LESSON (GEOMETRY ®) 6 COMPONENTS OF A MATHEMATICS LESSON (GEOMETRY ®)

Lesson 1-1: Measuring Segments and Angles

Standard: CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line,

distance along a line, and distance around a circular arc.

Content Objective: I can use the ruler and the segment addition postulates.

Content Objective: I can explain the segment addition postulates using the ruler.

1 – Fluency Practice - Whole Group (Teacher Directed, Student Centered)

Accurate and efficient retrieval of basic math facts is critical to a student’s

success in mathematics.

Support the objective of the lesson and Visual Learning

2 – 3 minutes

87

Presentation Options Teachers may choose to model a guided practice problem and then assign a similar independent practice problem for students to complete.

Teacher may choose to model all the guided practice problems and then assign all the independent practice problems for students to complete.

2 – Guided Practice -

Whole Group (Teacher Directed,

Student Centered)

Use models to

connect to the

Visual Learning

Bridge and to

demonstrate

problem solving

strategies

Problems must be

similar to

Independent

Practice (Quick

Check) Problems.

Problems must be

similar to

Independent

Practice.

NYS Problem

from the Algebra 1

Portfolio (If

Applicable)

Try It Problems

12 – 15 minutes

88

3 – Independent

Practice – Individual

Now students will

be ready to try

some problems on

their own.

Encourage them to

apply the strategies

they have

Problems must be

similar to Guided

Practice.

NYS Problem

from the Algebra 1

Portfolio (If

Applicable)

Check for

Understanding –

CFU

12 – 15 minutes

NYS Problem

None

Students discuss their work and explain their thinking for the 6 Independent Practice Problems (Lesson Quiz + NYS Problem)

before transitioning to the I, O, and A activities.

89

4 – Assess and

Differentiate -

Cooperative

Groups (Student

Interaction &

Engagement,

Teacher

Facilitated)

Teacher

provides

targeted

reinforceme

nt of key

understandin

gs and skills

(Intervention

– I, O – On-

Level,

Advanced –

A Activities)

I, O, and A

activities are

based on the

independent

practice

(Quick

Check).

12 – 15

minutes

0-3 Points on Quick Check Problems

Intervention Activity

4 Points on Quick Check Problems

On-Level Activity

5 Points on Quick Check

Problems

Advanced Activity

90

5 – Exit Ticket / Closure - Individual

Solve & Share

Use Problem-Based Learning to engage students in an authentic, real-world task focused the mathematics of the lesson.

Determine if objective(s) were achieved

Students summarize what was learned

3 – 5 minutes

91

6 – Homework /

Enrichment -

Individual

Lesson Specific - Data Driven Instruction

Teacher may choose problems from the Do You Understand, Do

You Know How? And Practice & Problem Solving sections.

Do You Understand Questions #1 -5

Do You Know How? Questions #6-10

Practice and Problem Solving Questions #11-33

Spiraled - Data Driven Instruction

Teacher assigns problems pertaining

to standards students struggled with in

the past.

Lesson Specific

Teacher assigns NYS problems based on today’s lesson.

None

92

Remember: Assessments are on-going based on students’ responses.

Assessment: Independent Practice (It is on-going! Provide formal assessment when necessary / appropriate)

Always write, use and allow students to generate Effective Questions for optimal learning

Based on assessment(s), Re-teach the skill, concept or content using alternative strategies and approaches

Important Notice

All lessons must have Lesson # and Title with corresponding homework. For example, lesson #1-1 will correspond to homework

#1-1 and so on.

Writing assignments at the end of the lesson (closure) bring great benefits. Not only do they enhance students' general writing

ability, but they also increase both the understanding of content while learning the specific vocabulary of the disciplines.

Spiraling Homework

o Homework is used to reinforce daily learning objectives. The secondary purpose of homework is to reinforce objectives

learned earlier in the year. The assessments are cumulative, spiraling homework requires students to review coursework

throughout the year.

Manipulative must be incorporated in all lessons. With students actively involved in manipulating materials, interest in

mathematics will be aroused. Using manipulative materials in teaching mathematics will help students learn:

a. to relate real world situations to mathematics symbolism.

b. to work together cooperatively in solving problems.

c. to discuss mathematical ideas and concepts.

d. to verbalize their mathematics thinking.

e. to make presentations in front of a large group.

f. that there are many different ways to solve problems.

g. that mathematics problems can be symbolized in many different ways.

h. that they can solve mathematics problems without just following teachers' directions.

geometry ® curriculum guide

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