Geometry
9th Grade
Instructor: LP Passarelli
Contact: Email is best. See school directory.
Teacher Page: http://teachers.northwestschool.org/nws/lp
Course Outline:
Welcome to Geometry! In this course we will focus on applying math to solve complex problems.
We plan to motivate learning of geometric principles by situating skills in the context of larger
problems.
This course may be a different format from classes you have had before. Come see me with any
questions, thoughts, or difficulties. I am here to support you!
Elements of your grade:
Assessment
Category
Purpose of the Assessments
Tests
Demonstrates your learned knowledge of the relevant skills.
Projects
Demonstrates your knowledge of the relevant applications and your willingness to
put in extra effort beyond basic requirements.
ALEKS
Demonstrates your knowledge of the relevant skills and your willingness to put in
extra effort outside of class.
Homework
Demonstrates your preparedness for each day’s lesson.
Binder
Demonstrates your organization of your learning.
Participation
Demonstrates your engagement in the class, risk-taking, and willingness to help
other people.
Materials:
 Binder with filler paper and dividers
 Pencil (pen OK)
 Bright-colored pen for revisions
 Graphing Calculator (not needed
every day)
Grade Ranges:*
A
[92, 100]
A[90, 92)
B+
[87, 90)
B
[82, 87)
B[80, 82)
C+
[77, 80)
C
CD+
D
DF
[72, 77)
[70, 72)
[67, 70)
[62, 67)
[60, 62)
[0, 60)
Seating and Groupwork:
Seating will be assigned and switched
regularly. We will work in groups in this
class. (See appendix for rationale and tips.)
*Explanatory note on the grade scale:
These are ranges. This means: A is from 92%
to 100%, including 92%. A- is from 90% to
92%. So, 92.0% is an A and 91.9% is an A-.
Appendix:
Tips for Groupwork
Mathematics is about communication.
Throughout your life you will need to
communicate your ideas to others clearly and
precisely. We will work with others in this
class and will spend time developing skills to
create a community of mathematical learners.
(1)
Some basic guidelines for group work:
 Everyone brings unique skills and
perspective to the table. Your peers
are your resources. Ask them before
asking the teacher.
 No one is done until everyone is done.
 Assume best intentions.
 Take risks!!
 Always give help when asked. Always
ask for help when needed.
Five Strands of Mathematics Proficiency
There are five strands that contribute to a
successful student of mathematics. While
being able to perform arithmetic efficiently is
an important skill, arithmetic fluency on its
own does not make a mathematician. This
year we will focus on building our abilities in
all five strands.
Conceptual understanding refers to the
“integrated and functional grasp of mathematical
ideas”, which “enables them [students] to learn
new ideas by connecting those ideas to what they
already know.” A few of the benefits of building
conceptual understanding are that it supports
retention, and prevents common errors.
(2) Procedural fluency is defined as the skill in
carrying out procedures flexibly, accurately,
efficiently, and appropriately.
(3) Strategic competence is the ability to
formulate, represent, and solve mathematical
problems.
(4) Adaptive reasoning is the capacity for logical
thought, reflection, explanation, and justification.
(5) Productive disposition is the inclination to see
mathematics as sensible, useful, and worthwhile,
coupled with a belief in diligence and one’s own
efficacy. (NRC, 2001, p. 116)
National Research Council. (2001). Adding it up: Helping children
learn mathematics. J Kilpatrick, J. Swafford, and B. Findell (Eds.).
Mathematics Learning Study Committee, Center for Education,
Division of Behavioral and Social Sciences and Education.
Washington, DC: National Academy Press.