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 
Standards Addressed : 
CCSS 
Academic Terms : 
Semester 
NCES SCED Code : 
Subject Area : 
Mathematics 
Course Identifier : 
Geometry 
Course Level : 
(G) General or Regular 
Available Credit : 
0.5 
Sequence : 
1 of 2 

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Additional Course Information:
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 multistep problems.
I will know and use the Angle Addition Postulate to solve multistep 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 multistep 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 counterexample to a pattern.
I can write a sentence as a conditional (ifthen 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 multistep 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
Academic Content Standards and Assessments 
Rating

Comments 
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 multicultural 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 email communications are clearly stated. 
Fully Met


Privacy policies are clearly stated. 
Partially Met

Additional Details needed 
Instructor Resources 
Rating

Comments 
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 higherorder 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 gradelevel expectations. 
Fully Met


Communication and Interaction 
Rating

Comments 
The course design provides opportunities for appropriate instructorstudent 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 nonresponsive students. 
Fully Met


The course provides opportunities for appropriate instructorstudent and studentstudent interaction to foster mastery and application of the material. 
Fully Met


Resources and Materials 
Rating

Comments 
Students have access to resources that enrich the course content. 
Fully Met


Evaluation Strategies 
Rating

Comments 
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


Feedback 
Rating

Comments 
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


Course Architecture 
Rating

Comments 
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


User Interface 
Rating

Comments 
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 contentspecific 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. 
Accessibility 
Rating

Comments 
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


Data Security 
Rating

Comments 
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). 
Fully Met


Accessing Course Effectiveness 
Rating

Comments 
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 
Course Updates 
Rating

Comments 
The course is updated periodically to ensure that the content is current. 
Fully Met


Certification 
Rating

Comments 
Course instructors, whether facetoface or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a statelicensing 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 facetoface 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 facetoface 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 facetoface 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
f. Quadrilateral 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 
08/19/2019 
09/09/2019 


08/19/2019 
01/17/2020 
30 
$300.0000 
0.0000 
Semester 
01/21/2020 
02/10/2020 


01/21/2020 
06/18/2020 
32 
$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 
08/19/2019 
09/09/2019 
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 
01/21/2020 
02/10/2020 
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.
Computer or tablet in working function
Reliable internet access.