# Geometry A (1st Semester)

## Course Description:

Geometry is the use of Definitions, Postulates and Theorems to build a foundation of concepts, both basic and advanced. Topics studied will include, but not limited to Points, Lines, Planes, Reasoning and Proofs, Coordinate Plane, Angles, Triangles, Quadrilaterals, Polygons, Circles, Area, Volume, Congruence & Inequalities, Pythagorean Theorem, Proportions, Trigonometry, Loci, and Transformations.

## Course Details:

Course Title (District): Geometry A (1st Semester)
Course Title (NCES SCED) : Geometry
Course Provider : Davison Community Schools
Content Provided By : Davison Community Schools
Online Instructor Provided By : Davison Community Schools
NCES SCED Code :
 Subject Area : Mathematics Course Identifier : Geometry Course Level : (G) General or Regular Available Credit : 0.5 Sequence : 1 of 2

## How To Enroll:

Email : [email protected] 810-591-3531

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

I will know the 3 undefined terms
I will know the 4 basic postulates and be able to apply them to relevant situations.
I will know and use the Segment Addition Postulate to solve multi-step problems.
I will know and use the Angle Addition Postulate to solve multi-step problems.
I can distinguish between parallel and skew lines
I can give examples of parallel, skew and perpendicular lines when given a 3D figure.
Given two coordinates, I can calculate the distance between the points.
Given two coordinates, I can calculate the midpoint between the coordinates.
Given an endpoint and a midpoint, I can calculate the other endpoint.
I will use the midpoint of a segment to solve multi-step problems.
I can calculate the perimeter of a rectangle or a composite figure that has rectangles.
I can calculate the area of a rectangle or a composite figure that has rectangles.
I can calculate the circumference of a circle given the radius or diameter.
I can calculate the area of a circle given linear information about the circle.
I can find the next few items in a numerical or graphical pattern.
I can describe how the pattern works.
I can give a counter-example to a pattern.
I can write a sentence as a conditional (if-then statement).
I can identify the hypothesis and conclusion of a conditional.
I can identify the truth value (truth and falsity) of a conditional.
I can write the converse of a conditional
I can merge two conditionals to form an if and only if statement
I can turn any definition into an if and only if statement
I can recognize a good definition (if and only if) statement
I can use the Law of Detachment to derive a conclusion
I can use the Law of Syllogism (Transitivity) to derive a conclusion.
I can solve multi-step problems using the Vertical Angle Theorem.
I can use properties of vertical and corresponding angles to derive new pairs of supplementary and congruent angles.
I can identify corresponding angles, alternate interior angles, alternate exterior angles, same side interior angles.
I can solve Algebraic problems using corresponding angles, alternate interior angles, alternate exterior angles, same side interior angles.
I can identify right, acute, and obtuse triangles.
I can use the Triangle Angle Sum Theorem to solve Algebraic problems.
I can use the Triangle Exterior Angle Sum Theorem to solve Algebraic problems.
I can use the polygon interior angle sum theorem to solve for missing angles algebraically.
I can use the polygon exterior angle sum theorem to solve for missing angles algebraically.
I can write an equation of a line from given information.
I can use the properties of parallel and perpendicular slopes to solve problems.
I can identify corresponding and congruent parts (angles and sides) of figures.
I can use corresponding parts of figures to solve Algebraic problems.
I can prove two triangles are congruent using the SSS, SAS, ASA, AAS and the HL theorems.
I can prove other parts of triangles are congruent using CPCTC.
I can prove properties of isosceles and equilateral triangles and use those properties to solve algebraic problems.
I can use the midsegment triangle theorem to solve algebraic problems.
I can use perpendicular bisectors to solve algebraic problems.
I can use angle bisectors to solve algebraic problems.
I can identify the median of a triangle and use it to solve algebraic problems.
I can identify the altitude of a triangle and use it to solve algebraic problems.
I can use the Triangle Inequality Theorem to determine if 3 given sides can create a triangle.
I can use the Triangle Inequality Theorem to estimate a given range for the third side of a triangle when given the other two sides.
I can determine the order of the lengths of sides of a triangle based on the measures of the captured angles and visa versa.
I can find the center of the circumcircle of a triangle (location of the circumcenter.)
I can find the center of incircle of a triangle (location of the incenter.)
I can find the location of the centroid of a triangle.
I can find the location of the orthocenter of a triangle.
I can demonstrate the relationship between each quadrilateral.
I can use the properties of quadrilaterals to solve algebraic problems involving angles measurement, length of sides and length of diagonals of any quadrilateral.
I can prove the opposite sides of a parallelogram are congruent and use that information to solve algebraic problems.
I can prove the opposite angles of a parallelogram are congruent and use that information to solve algebraic problems.
I can prove the diagonals of a parallelogram bisect each other and use that information to solve algebraic problems.
I can prove each diagonal of a rhombus bisects two angles of the rhombus and use that information to solve algebraic problems.
I can prove the diagonals of a rhombus are perpendicular and use that information to solve algebraic problems.
I can prove the diagonals of a rectangle are congruent and use that information to solve algebraic problems.
I can prove the base angles of an isosceles trapezoid are congruent and use that information to solve algebraic problems.
I can prove the diagonals of an isosceles trapezoid are congruent and use that information to solve algebraic problems.
I can prove the diagonals of a kite are perpendicular and use that information to solve algebraic problems.
I will know and be able to apply the formula for the area of a parallelogram: A = b ? h
I will know and be able to apply the formula for the area of a trapezoid: A = (b¬1 + b2) ? h ? 2, and be able to apply the triangle area formula to rhombuses and kites.

INACOL Online Course Quality Standards

The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. Fully Met
The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. Fully Met
The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. Fully Met
Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. Fully Met
Multiple learning resources and materials to increase student success are available to students before the course begins. Fully Met
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met
Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. Fully Met
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Fully Met
Legal and Acceptable Use Policies Rating Comments
The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. Fully Met
Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. Fully Met
Privacy policies are clearly stated. Partially Met Additional Details needed
Online instructor resources and notes are included. Fully Met Resources are avaliable outside the online course.
Assessment and assignment answers and explanations are included. Fully Met Feedback to students on all assignments are given. Hard copies avaliable outside the online course.
Instructional and Audience Analysis Rating Comments
Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. Fully Met
Course, Unit and Lesson Design Rating Comments
The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. Fully Met
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Fully Met
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. Fully Met
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met
The course provides options for the instructor to adapt learning activities to accommodate students’ needs. Fully Met
Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. Fully Met
The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. Fully Met
The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. Fully Met
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Fully Met
Students have access to resources that enrich the course content. Fully Met
Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. Fully Met
The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. Fully Met
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Fully Met
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. Fully Met
Assessment Resources and Materials Rating Comments
Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Fully Met
Grading rubrics are provided to the instructor and may be shared with students. Fully Met
The grading policy and practices are easy to understand. Fully Met
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Fully Met
Clear and consistent navigation is present throughout the course. Fully Met
Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. Fully Met
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Fully Met
Prerequisite skills in the use of technology are identified. Partially Met How to teach students the skills necessary for success in an online class are be planned.
The course uses content-specific tools and software appropriately. Fully Met
The course is designed to meet internationally recognized interoperability standards. Partially Met Not sure of all the internationally standards that are needed to be met.
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Fully Met To the best of my knowledge.
Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). Fully Met
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). Fully Met
The course provider uses multiple ways of assessing course effectiveness. Fully Met
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Partially Met Adding student survey to course
The course is updated periodically to ensure that the content is current. Fully Met
Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. Fully Met
Instructor and Student Support Rating Comments
Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. Fully Met
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Fully Met
Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Fully Met
Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. Fully Met
The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Fully Met
Students are offered an orientation for taking an online course before starting the coursework. Fully Met

Review Conducted By : Davison Community Schools
Date of Review : 01/09/2014

a. Basics of Geometry
b. Logic & Reasoning
c. Parallel and Perpendicular Lines
d. Congruence and Proof
e. Triangle Properties

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 09/01/2020 10/01/2020 09/08/2020 01/29/2021 32 \$300.0000 0.0000
Semester 01/25/2021 02/26/2021 02/01/2021 06/18/2021 35 \$300.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Courses must be dropped by the drop date for the course. Students dropping the course after the drop date will be charged the full fee for the course. Course must be completed by the course end date. Semester 09/01/2020 10/01/2020
Courses must be dropped by the drop date for the course. Students dropping the course after the drop date will be charged the full fee for the course. Course must be completed by the course end date. Semester 01/25/2021 02/26/2021

This course is designed as a semester course/18 weeks. Students must be able to spend 1 or more hours per day in the course to be successful. Instructors are expected to contact students and provide feedback multiple times per unit.

School Year Enrollment Count Pass Count Completion Rate Notes
17-18 12 2 16.7% Crongeyer, Lauren (formerly Draper)
18-19 2 2 100.0%

Computer or tablet in working function
Reliable internet access.