Geometry Handbook 2012-13Mrs. Melinda Mulcahy Ph: 709-7877melinda.mulcahy@tumwater.k12.wa.us

Contents

Introduction & Welcome……………………………………………………………………….. 1

Textbook information……………………………………………………………………………. 1

Online resources and Login information ….…………………………………………… 1 Required Materials

…………………………………………………………………………………… 2Grades ………………….……………………………………………………………………………………2 Graduation Requirements

………………………………………………………………………. 3General Classroom Responsibilities

……………………………………………………… 3Absences

…………………………………………………………………………………………………… 4Homework policies ……………………………….………………………………………………… 5Testing

…………………………………………………………………………………………………….. 6Extra Help

………………………………………………………………………………………………… 77 Habits

……………………………………………………………………………………………………… 8EOC allowed formulas

…………………………………………………………………………… 9

Formulas you will need to memorize.................................................... 11

Postulates, Properties, and TheoremsChapter 1

……………………………………………………………………………………… 12Chapter 2 ……….

……………………………………………………………………………. 13Chapter 3

……………………………………………………………………………………… 15Chapter 4 ……………………..

……………………………………………………………… 16Chapter 5

……………………………………………………………………………………… 18Chapter 6

……………………………………………………………………………………… 19Right Triangles……………………………………………………………………………… 22Chapter 9 ……………………………………….

……………………………………………. 22Chapter 10……………………………………………………………………………………..

22EOC Standards Checklist

………………………………………………………………………. 23Puzzles..................................................................................................... 26Classroom Procedures & Expectations / CHAMPS………..……… Back cover

This handbook belongs to__________________________________Period______

If found, please return to room 126.Introduction & Welcome

2

Welcome to Geometry! I am looking forward working with you and hope that your year is both fun and challenging. This handbook contains almost everything you need to know about this class and my expectations. Please keep it with your math notebook at all times so that you can review classroom information regularly.

Geometry is one of the most useful and relevant math courses you will take in high school. We are surrounded by geometric ideas every day. Through the study of lines, polygons, circles, and solids, you will learn to apply geometry to your world. Though you will not be asked to draw on your Algebra skills every day, the ability to solve simple equations is expected regularly. Please ask for help if this is a weakness for you.

Textbook information

Burger, Edward, et al. Geometry. Holt, Rinehart and Winston, 2007

15 texts are available in the classroom for student use. Home Book number __________

Online resources and Login information

Holt online access login: bhhsgeometry1 password: wolves my.hrw.com

Skyward Family Access login:__________________ password__________________BHHS web page link

Catchup Math login: bhhswolfpack password__________________catchupmath.com

bhhsmathstandards.pbworks.com (access reteach, practice B, and reading strategies for each section)

login: bhhswolfpack password: wolves

Mrs. Mulcahy's webpage (no login necessary)BHHS web page link

Other useful sites for independent study and tutoring

http://www.mrperezonlinemathtutor.com/ http://www.khanacademy.org/math/geometry?k (khan academy) http://www.intmath.com/ (Interactive Math; pick a topic and explore!) http://teachers.henrico.k12.va.us/math/IGO/# (Investigating Geometry)

Required Materials

Please have the following materials with you every day.

3

Geometry handbook class notebook and pocket divider (either a math binder or a section of a large binder) notebook paper (could be a composition book) graph paper (could be a composition book) writing utensil(s) highlighter pen (helpful) scientific calculator

must have SIN, COS, and TAN keys cell phone and ipod calculators will not be allowed. Students without a calculator will be asked to

check one out through the library.

Note: The calculator is not intended to replace your thinking. You should be doing most simple calculations in your head. However, the calculator is a critical tool when decimal solutions are necessary and when numbers are large.

A calculator is required on the Geometry EOC. Though a graphing calculator is accepted, it is not necessary at this level.

All About Grades

A 93% A- 90% B+ 87% B 83% B- 80%C+ 77%C 73%C- 68%D* 65% *A D is not sufficient for advancement to Algebra 2

Daily Work (preparation) 10% of the gradewarm upsclassroom and home practicelesson notes & activitiesproblems of the week, if assigned

Assessment (performance) 90% of the grade section quizzes unit tests final exam

Graduation Requirements

End of Course Assessment (EOC)

4

All current 9th and 10th graders are required to pass both the Algebra 1 and Geometry EOCs in order to graduate. If you did not pass the Algebra EOC, then you will be offered intervention this fall and a retest in January. The Geometry EOC will be given in late May or early June.

Algebra EOCMay 2012 score January 2013

score Standard Met

High School Math Credit

BHHS students are required to earn 3 full years of math to graduate. This most likely includes Algebra 1, Geometry, and Algebra 2. Financial Literacy may replace Algebra 2 if taken in the senior year.

Four-Year College Entrance

Four year colleges and universities in Washington State require completion of Algebra 2 for entrance. Taking 4 full years of math, however, will improve your chances of college acceptance at competitive institutions.

General Classroom responsibilities

Be HerePlease take responsibility and be here every day. Absences in math class are the number one reason students struggle.

Be promptYou are expected to arrive to class on time each day, ready to begin class at the bell. Losing class time at the beginning of the period is disrespectful to those who are ready and translates into less learning time for everyone.

Be PreparedHave required materials with you every day.

Be Willing to TryBy completing your assigned practice every day, you will learn Geometry quickly and will minimize the need for extra help. If you get behind, get help immediately.

Be HonestYou have a right to get credit for your own work. Please do not share your papers with other students so that they can copy what you spent your valuable time doing. If a friend asks you if he/she can copy your paper, try this:

“I can’t let you copy my paper, but I’d be happy to help you with your assignment.”

Be HelpfulWe’re in this together. Please be willing to help those around you when necessary and appropriate.

Be Neat

5

According to school policy, food and drink are not allowed in the classrooms or pods of the B building. In this room, I allow drinks with lids only.

Always pick up after yourself before leaving class.

Be RespectfulCell phones and portable listening devices must be out of sight and sound at all times. Please check your texts and other messages during passing time or lunch. If your parents must reach you during class time, please have them call the front office to have a message delivered to you.

Students using a cell phone in class can expect to have the phone taken and held for the remainder of the period. Repeated cell phone violations will result in an office referral.

Be InformedMake it a habit to regularly check your Geometry status using Skyward and let me know if you find any errors. I expect you to take responsibility for and ownership of your progress. Please let me know if you need help with this.

Absences

Whenever possible, please avoid scheduling appointments during math class. In the event of an unavoidable absence, however, please do the following:

On the day(s) of the absence:

Check Mrs. Mulcahy’s webpage to find out what we did in class that day.

Add the assignment (if any) to your Unit Organizer. If you feel well enough and have the time, try to do the

assignment from that day using the Holt online lessons for help. http://my.hrw.com/

When you return to school:

Use the notebook in the back of the classroom to correct your assignment that was due on the day of the absence.

Have Mrs. Mulcahy stamp your assignment and organizer when she checks the others. Turn in your POW and / organizer (if you missed a Monday) Make arrangements with Mrs. Mulcahy to get extra help on what you missed, if needed.

Homework procedures and policies

How much homework should I expect?

6

“Success is the sum of small efforts, repeated day in and day out.” Robert Collier ~ Robert Collier

You should expect to be assigned Geometry for home practice every day. However, many weeks will have only 4 assignments. Your homework should take 20-30 minutes.

Scoring Rubric

Points earned (5 possible) 3* 5 5 5 6

Complete (includes warm up) X X X X

Corrected (corrections done in right-hand column) X X X X

On time (beginning of period) X X X X

Challenge assignment completed X X X

*must be at least half done

Correcting your homework

Any odd problems from the textbook need to be corrected using the back of your book, prior to coming to class. Even answers will be corrected in class immediately after the

warm-up. You are responsible for correcting your own paper and fixing your mistakes. Please work with a neighbor to clean up your

errors before we discuss the assignment as a class.

Format and Heading

Name SCORE Date

(target) 3.1---------------------------------------------------------------------------------------------------------------------------Warm-up:

1. 2. 3.

p. 32 #1 - 1999 odds--------------------------------------------------------------------------------------------------------------------------- Original Work Corrections1.

3.

5.

Late Work

Late work is due on or before the Monday after the assignment was given. No work is taken late after Monday, except in the cases of excused absences.

If you have work to turn in late, please correct it, make your corrections, score it, and place it in the basket by the door.

“An error doesn’t become a mistake until you refuse to

correct it.”

A. Battista

7

Testing

Quizzes

I hope to give a quiz about every 3 sections. Scores will be recorded in the grade book. If you score higher on the unit test, then your quiz score will be dropped. If your unit test score is lower than the quiz score, then both scores will be kept.

Testing A unit test will be given at the end of each chapter or unit of study. In order to meet standard on each section of the unit test, students must score at least 80%. Classroom theorem sheets are always allowed on the unit tests.

Retesting

A retest is required for every section score below 80%. The retest will be given in class and students must have completed the required retest preparation in order to be eligible.

Print the Reading Strategies and Reteach handouts from each section you plan to retest.Complete all handouts.Correct the handouts using the answer keys provided in the classroom.

A retest will not be offered to students who did not complete the required preparation.

Extra Help Resources

Your online textbook has many additional resources available for students. You can view video lessons, see worked-out problems from homework, take interactive practice tests and quizzes, play games, and much more!

catchupmath.com

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If you would like additional practice on a particular unit or would like to review Algebra or Geometry, see Mrs. Mulcahy for a free catchup math account.

Math CenterStudent and teacher tutors will be available in the math center on Tuesday and Thursday, 2:15 - 3:15. No appointment is necessary. Come as you are!

After-school with Mrs. MulcahySee the schedule on the front board indicating which days each week that Mrs. Mulcahy will be here after school. Let me know you're coming or just drop in!

PACK timeUntil further notice, PACK time is reserved for targeted intervention and students will attend by invitation only. Please plan to use your PACK time in your 2nd period class as a study hall.

Do you enjoy math and like helping others? Maybe you’d like to volunteer as a tutor! If you are interested in helping out, see Mrs. Mulcahy about working with Algebra and Geometry students after school or during PACK time. Community service hours are available.

“No one is useless in this world who lightens the burdens of another.” - Charles Dickens

7 Habits of Highly Effective Math Students (as penned by Mrs. Mulcahy )

Throughout the year, you will be given several opportunities to reflect on and assess your progress in class. Though grades will inform you of your learning, you may use the following “habits” to assess your behaviors that contribute to learning.

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Preparation Come to class on time, with all required materials. Complete your assignments on time, ready to be turned in at the beginning of the period on the

day they are due.

Engagement Use your class time productively. Wasted time is wasted learning. When doing an assignment, do more than write down answers to problems; work to understand

the concepts that are being studied. Take careful notes in class. Get actively involved in the lessons, both orally and mentally.

Practice Complete your assignments on time, ready to be turned in at the beginning of the period on the

day they are due. Get actively involved in the lessons, both orally and mentally.

Follow-through When having trouble with an assignment, seek help from a friend, a teacher, the solution book,

or hotmath.

Feedback Always correct your assignments using the resources provided.

Communication Ask questions of a neighbor or the teacher when you have a question during the lesson. Have someone that you can work on math with outside of class.

Names and Phone numbers of friends to work with:

_________________________________________________________

_________________________________________________________

_________________________________________________________

Praise Support your friends and neighbors. Congratulate others on a job well done.

Celebrate your own successes.

EOC allowed formulas

10

11

Formulas & Facts you will need to memorize

12

Distance between 2 points:

Midpoint of a segment:

Slope of a line, given 2 points:

The Pythagorean Theorem:

Equation of a Line:

Circumference of a Circle:

Area of common 2-dimensional figuresRectangleTriangle

ParallelogramRhombus / kite

Trapezoid

CircleCommon Unit Conversions

1 foot = 12 inches1 yard = 3 feet1 miles = 5,280 feet

1 meter = 100 centimeters1 inch = 2.54 centimeters

Chapter 1 Properties, Postulates and TheoremsPoints, Lines, and Planes

13

Properties of Equality

Name or Number What is Says Picture

1-1-1

1-1-2

1-1-3

1-1-4

1-1-5

Segment AdditionPostulate

Angle Addition Postulate

Chapter 2 Properties, Postulates and TheoremsGeometric Reasoning

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Properties of Congruence

Addition Property of Equality If , then

Subtraction Property of Equality If , then

Multiplication Property of Equality If , then

Division Property of EqualityIf and , then

Reflexive Property of Equality

Symmetric Property of Equality If , then .

Transitive Property of Equality If and , then

Substitution Property of Equality If , then can be substituted for in any expression.

Reflexive Property of Congruence:

figure A figure A

Symmetric Property of Congruence:

If figure A figure B, then figure B figure A.

If , then .

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Transitive Property of Congruence

If figure A figure B and figure B figure C, then figure A figure C.

If and , then .

Chapter 2 Properties, Postulates and Theorems

Geometric Reasoning

Theorem Name What it says… Key Words Picture

Linear Pair Theorem

2-6-1If two angles form a linear pair, then they are supplementary.

Two angles

Linear pair

Supplementary

Congruent Supplements

Theorem 2-6-2

If two angles are supplementary to the same angle (or to two congruent

angles), then the two angles are congruent.

Two angles

Supplementary

Congruent

Right Angle Congruence

Theorem2-6-3

All right angles are congruent.Right angle

Congruent

Congruent Complements Theorem

2-6-4

If two angles are complementary to the same angle (or to two congruent

angles), then the two angles are congruent.

Two angles

Complementary

Congruent

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A B C D

Common Segments Theorem

2-7-1

Given collinear points A, B, C and D arranged as shown, if

, then .Collinear

Congruent

Vertical Angles

Theorem 2-7-2

Vertical angles are congruent.Vertical Angles

Congruent

2-7-3If two congruent angles are

supplementary, then each angle is a right angle.

Congruent angles

Supplementary

Right angle

Chapter 3 Properties, Postulates and TheoremsParallel and Perpendicular Lines

Postulate or Theorem Name What it says Key Words Picture

If 2 parallel lines are cut by a transversal, then…

Corresponding Angles Postulate

…the corresponding angles are congruent.

Parallel lines

Transversal

Corresponding angles

Alternate Interior Angles Theorem

…the alternate interior angles are congruent.

Parallel lines

Transversal

Alternate interior angles

Alternate Exterior Angles Theorem

…the alternate exterior angles are congruent.

Parallel lines

Transversal

Alternate exterior angles

Same-side Interior Angles

…the same-side interior Parallel lines

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Theorem angles are supplementary.

Transversal

Same-side interior angles

Supplementary

Theorems about perpendicular lines3-4-1

If intersecting lines form a congruent linear pair, then the lines are perpendicular.

Linear pairperpendicular

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Proving lines are parallel

Corresponding Angles CONVERSE

If 2 coplanar lines are cut by a transversal so that a pair of corresponding angles are congruent, THEN THE LINES ARE PARALLEL.

Transversal

Corresponding angles

parallel

Alternate Interior Angles CONVERSE

If 2 coplanar lines are cut by a transversal so that a pair of alternate interior angles are congruent, THEN THE LINES ARE PARALLEL.

Transversal

Alternate interior angles

parallel

Alternate Exterior Angles CONVERSE

If 2 coplanar lines are cut by a transversal so that a pair of alternate exterior angles are congruent, THEN THE LINES ARE PARALLEL.

Transversal

Alternate exterior angles

parallel

Same-side Interior Angles CONVERSE

If 2 coplanar lines are cut by a transversal so that a pair of same-side interior angles are supplementary, THEN THE LINES ARE PARALLEL.

TransversalSame-side interior anglesSupplementaryparallel

Perpendicular Transversal Theorem

In a plane, if a transversal is perpendicular to one of 2 parallel lines, then it is perpendicular to the other.

PerpendicularTransversalparallel

3-4-3If 2 coplanar lines are perpendicular to the same line, then the 2 lines are parallel to each other.

PerpendicularParallel

Chapter 4 Properties, Postulates and TheoremsCongruent Triangles

Postulate or Theorem Name What it says Sketch

4-2

Triangle Sum Theorem(4-2-1)

The sum of the angle measures ofa triangle is 180°.

Exterior Angle Theorem

The measure of an exterior angle is equal to the sum of its 2 remote interior angles.

Third Angles Theorem(4-2-5)

If two angles of one triangle are congruent to two angles of another triangle, then the third pair of angles are congruent.

Ways to prove that 2 triangles are congruent4-4

Side-Side-Side (SSS) Congruence

If three sides of one triangle are congruent to three sides of another triangle, THEN THE TRIANGLES ARE CONGRENT.

Side-Angle-Side (SAS) Congruence

If two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, THEN THE TRIANGLES ARE CONGRENT.

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4-5

Angle-Side-Angle (ASA) Congruence

If two angles and the included side of one triangle are congruent to two angles and the included side of another triangle,THEN THE TRIANGLES ARE CONGRENT.

Angle-Angle-Side (AAS) Congruence

If two angles and the NON-included side of one triangle are congruent to two angles and the NON-included side of another triangle, THEN THE TRIANGLES ARE CONGRENT.

Hypotenuse-Leg (HL) Congruence

If the hypotenuse and a leg of a right triangle are congruent to the same parts of another, THEN THE TRIANGLES ARE CONGRENT.

4-6CPCTC(or Definition of congruent triangles)

The corresponding parts (sides and angles) of congruent triangles are congruent.

4-8

Isosceles Triangles Theorem

If 2 sides of a triangle are congruent, then the angles opposite them (base angles) are congruent.

Isosceles Triangles Converse

If 2 angles of a triangle are congruent, then the sides opposite them are congruent.

Chapter 5 Properties, Postulates and TheoremsSpecial Segments in Triangles

See Foldable!

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Chapter 6 Properties, Postulates and TheoremsPolygons and Quadrilaterals

Angle measures of a convex polygon with n sides

Interior Angles Exterior Angles

Sum of all angles

Measure of one if the polygon is

REGULAR!

All About a Parallelogram!

Characteristics of ... Proving that it is one ...

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Definition: Both pairs of opposite sides are parallel.

6-2-1: Both pairs of opposite sides are congruent.

6-2-2: Both pairs of opposite angles are congruent

6-2-3: Pairs of same-side interior angles are supplementary.

6-2-4: The diagonals bisect each other.

Definition: Both pairs of opposite sides are parallel.

6-3-1: One pair of opposite sides are parallel and congruent.

6-3-2: Both pairs of opposite sides are congruent

6-3-3: Both pairs of opposite angles are congruent.

6-3-4: One angle is supplementary to both consecutive angles.

6-3-5: The diagonals bisect each other.

Special Parallelograms

All About a Rectangle!

Characteristics of ... Proving that it is one ...

Definition: An equiangular quadrilateral

6-4-1: All rectangles are parallelograms.

6-4-2: Diagonals are congruent.

6-5-1: A parallelogram with one right angle

6-5-2: A parallelogram with congruent diagonals

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All About a Rhombus!

Characteristics of ... Proving that it is one ...

Definition: An equilateral quadrilateral

6-4-3: All rhombuses are parallelograms.

6-4-4: Its diagonals are perpendicular.

6-4-5: Each diagonal bisects a pair of opposite angles.

6-5-3: A parallelogram with one pair of consecutive congruent sides

6-5-4: A parallelogram with perpendicular diagonals

6-5-5: A parallelogram whose diagonal bisects a pair of opposite angles

All About a Square!

Characteristics of ... Proving that it is one ...

Definition: An equiangular quadrilateral

6-4-1: All rectangles are parallelograms.

6-4-2: Diagonals are congruent.

Prove that the quadrilateral is both a rectangle and a rhombus!

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Other Special QuadrilateralsKite Trapezoid Isosceles

Trapezoid Definition: A

quadrilateral with exactly two pairs of consecutive, congruent sides.

6-6-1: Its diagonals are perpendicular.

6-6-2: Non-vertex angles are congruent

One diagonal is the perpendicular bisector of the other.

One diagonal bisects each vertex angle.

Definition: A quadrilateral with exactly one pair of parallel sides.

Consecutive angles between the bases are supplementary.

The length of the midsegment is the average of the lengths of the two bases.

Definition: A trapezoid whose non-parallel sides are congruent.

Base angles are congruent.

Diagonals are congruent.

Chapter 5/8 Properties, Postulates and TheoremsRight Triangles

Pythagorean Theorem Special Right Triangles

45-45-90 30-60-90

Trigonometry (SohCahToa)

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Chapter 9 Properties, Postulates and TheoremsExtending Perimeter and Area

See “Formulas you will need to memorize” on page 11

Chapter 10 Properties, Postulates and TheoremsSpatial Reasoning

See “EOC Allowed formulas” on page 9

EOC Standards Checklist

The standards listed below are those that you will see tested on the EOC at the end of the year. These state requirements, however, do not make up your entire Geometry course. Additional topics are necessary as preparation for Algebra 2.

Performance ExpectationTested, but

doesn’t count for

graduation

Record here your performance on each

assessment.

G.1.A. Distinguish between inductive and deductive reasoning. x

G.1.C. Use deductive reasoning to prove that a valid geometric statement is true.G.1.D. Write the converse, inverse, and contrapositive of a valid proposition and determine their validity.G.1.E. Identify errors or gaps in a mathematical argument and develop counterexamples to refute invalid statements about

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geometric relationships.G.1.F. Distinguish between definitions and undefined geometric terms and explain the role of definitions, undefined terms, postulates (axioms), and theorems.G.2.A. Know, prove, and apply theorems about parallel and perpendicular lines.

x

G.2.B. Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal.

x

G.2.C. Explain and perform basic compass and straightedge constructions related to parallel and perpendicular lines.

x

G.2.D. Describe the intersections of lines in the plane and in space, of lines and planes, and of planes in space.

x

G.3.A. Know, explain, and apply basic postulates and theorems about triangles and the special lines, line segments, and rays associated with a triangle.G.3.B. Determine and prove triangle congruence, triangle similarity, and other properties of triangles.G.3.C. Use the properties of special right triangles (30°–60°–90° and 45°–45°–90°) to solve problems.G.3.D. Know, prove, and apply the Pythagorean Theorem and its converse.

Performance ExpectationTested, but

doesn’t count for

graduation

Record here your performance on each

assessment.

G.3.E. Solve problems involving the basic trigonometric ratios of sine, cosine, and tangent.

G.3.F. Know, prove, and apply basic theorems about parallelograms.

G.3.G. Know, prove, and apply theorems about properties of quadrilaterals and other polygons.

G.3.H. Know, prove, and apply basic theorems relating circles to tangents, chords, radii, secants, and inscribed angles.

x

G.3.I. Explain and perform constructions related to the circle. x

G.3.J. Describe prisms, pyramids, parallelepipeds, tetrahedra, and regular polyhedra in terms of their faces, edges, vertices, and properties.

x

G.3.K. Analyze cross-sections of cubes, prisms, pyramids, and spheres and identify the resulting shapes.

x

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G.4.A. Determine the equation of a line in the coordinate plane that is described geometrically, including a line through two given points, a line through a given point parallel to a given line, and a line through a given point perpendicular to a given line.

x

G.4.B. Determine the coordinates of a point that is described geometrically.

G.4.C. Verify and apply properties of triangles and quadrilaterals in the coordinate plane.

G.4.D. Determine the equation of a circle that is described geometrically in the coordinate plane and, given equations for a circle and a line, determine the coordinates of their intersection(s).

x

G.5.A. Sketch results of transformations and compositions of transformations for a given two-dimensional figure on the coordinate plane, and describe the rule(s) for performing translations or for performing reflections about the coordinate axes or the line y = x.

x

G.5.B. Determine and apply properties of transformations. x

Performance ExpectationTested, but

doesn’t count for

graduation

Record here your performance on each

assessment.

G.5.C. Given two congruent or similar figures in a coordinate plane, describe a composition of translations, reflections, rotations, and dilations that superimposes one figure on the other.

x

G.5.D. Describe the symmetries of two-dimensional figures and describe transformations, including reflections across a line and rotations about a point.

x

G.6.A. Derive and apply formulas for arc length and area of a sector of a circle.

x

G.6.C. Apply formulas for surface area and volume of three-dimensional figures to solve problems.

x

G.6.D. Predict and verify the effect that changing one, two, or three linear dimensions has on perimeter, area, volume, or surface area of two- and three-dimensional figures.

x

G.6.E. Use different degrees of precision in measurement, explain

27

the reason for using a certain degree of precision, and apply estimation strategies to obtain reasonable measurements with appropriate precision for a given purpose.

G.6.F. Solve problems involving measurement conversions within and between systems, including those involving derived units, and analyze solutions in terms of reasonableness of solutions and appropriate units.

G.7.A. Analyze a problem situation and represent it mathematically.

G.7.B. Select and apply strategies to solve problems.

G.7.C. Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.

G.7.E. Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics.

G.7.G. Synthesize information to draw conclusions and evaluate the arguments and conclusions of others.

Diagonal Sudoku Frame SudokuUse the digits 1 thru 9 vertically, horizontally, Use the digits 1 thru 9 so that the numbers in diagonally, and in each square. the outside frame equal the sum of the first 3

numbers in the corresponding row or column in

the given direction.

Kakuro (cross sums) KenKenUse the number above, below or next to a rowUse the numbers 1 thru 6 to fill each row and column

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or column to create the given sum. No digit mayso that each "cage" equals the target number using be repeated in "the word" and no zeros are used. the given operation.

Classroom Procedures & Expectations / CHAMPS

Transitions (time between activities) are opportunities for wasted time. The less time we waste in class, the more time you will have for practice assignments, student interviews, and other engaging activities. By learning these routines and expectations, we will cut down on lost class time and complete our “jobs” more quickly.

Teacher-DirectedInstruction

Student Interview

Collaboration TimeWarm-up

Working in PairsWork time

Group Activity

Independent Assessment

C No Conversation unrelated to the lesson.Voice Level – 0, 1

Conversation allowedVoice Level – 2 Speaking with partner about activity.

No Conversation Voice Level – 0

H Raise your hand. Keep it raised until acknowledged.

Ask your partner / group.If none of you know the answer, raise your hand. Go on to the next question or step until the teacher can help.

Raise your hand. Keep it raised until acknowledged.

A Take notes.Work on tasks.Give verbal or written responses to teacher-presented tasks.

Read directions on activity and complete each task defined. When finished, wait quietly for the next set of instructions.

Work on Assessment. Show all necessary work.

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MPermission needed to leave your seat. Restroom only if emergency (10/10).Wait to use the pencil sharpener.Please wait to get a drink.

Permission needed for the restroom (10/10).Permission needed to go for a drink (10/10).Pencil sharpener – Yes Movement must be assignment related.

Permission needed to leave your seat. No Restroom.Pencil sharpener – with permission.Finish assessment before getting a drink.

PLooks like …

Students are on task.Students give attention to the speaker.Whole-class engagement.Electronic devices are out of sight and sound.

Looks like …

Pairs or groups are helping each other.100% participation.Electronic devices are out of sight and sound.

Looks like …

Students are working entirely alone.Eyes are on own papers.Electronic devices are out of sight and sound.

S “Success is simple. Do what's right, the right way, at the right time.” Arnold H. Glasow

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