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Virginia State University

School of Engineering, Science and Technology


Department of Mathematics & Computer Science
MATH 230 – 01 (Geometry & Measurement, Fall 2009)
COURSE SYLLABUS

Instructor: Dr. Diana S. Perdue Section: T, R 3:30 - 4:50 pm, Rm 312 HM


Office: 303 – e HM Math Office: 524.5920
Phone: 524.5437 FAX: 524.5746
Email: dperdue@vsu.edu Web page: http://tinyurl.com/Dr-Perdue

Dr. Perdue – Office Hours


Monday, Wednesday 1:00 - 4:00 p.m.
Note: Other times available. Appointments are recommended.

MATERIALS:

ƒ TEXT: Serra, Michael (2008). Discovering Geometry, An Investigative Approach, 4TH Edition. Key
Curriculum Press. (Required)
The Geometry and Math Basics Spark Charts are optional but strongly suggested for students to
use as reference material. These charts will be allowed on some exams and quizzes. Students
may purchase these charts from Barnes & Noble stores or online at www.barnesandnoble.com.
ƒ CALCULATOR: TI-83+ (or TI73 or TI84) Graphing Calculator with manual (Suggested)
ƒ TOOLS: Each student will need a flash-drive (Required) to save course material from
Blackboard, a set of basic tools (notebooks, ruler, compass, protractor, and colored pencils …),
and access to a computer with Internet access for web-based assignments and E-mail.
ƒ SOFTWARE: The student edition of Geometer’s Sketchpad, version 4, (PC software) is optional
but suggested. The software may be purchased online at www.keypress.com.
ƒ OTHER: Students are responsible for checking the ANNOUNCEMENTS and
ASSIGNMENTS in Blackboard in advance of each class period. Also, students are
responsible for downloading all needed course documents from Blackboard, printing them if
hardcopies are desired, and knowing the information contained therein. This document, in
conjunction with the Course Calendar document and all documents referred to in the Course
Calendar constitute the entire course Syllabus.

DESCRIPTION:

Catalog Course Description: A basic studies of properties and relationships of polygons,


transformational geometry, coordinate geometry, constructions, deductive & inductive reasoning,
the process of measurement through geometric investigations, and an introduction to non-
Euclidean geometries. This course is intended for students seeking certification to teach PK – 8.
[Prerequisite: MATH 131]

Math 230 Syllabus – Fall 2009 Page 1 of 5 Dr. Perdue


Program Information:

VSU Professional Education Program – VISION


We envision the Professional Education program at Virginia State University as pre-eminent in the
preparation of effective, competent, and caring professional educators (teachers, administrators,
and counselors) who are committed as leaders to addressing the challenges of educating all
students for multicultural, and global learning communities.

PRAXIS TEST Information: General information can be found on the Educational Testing
Service website at http://www.ets.org. For testing registration information, visit:
http://www.ets.org/praxis/index.html. For information concerning required tests and scores for
Virginia, visit: http://www.ets.org/praxis/prxva.html.

OBJECTIVES:

Knowledge
Teacher Education Outcome 1: Developing Competent Subject Matter Experts
A. The candidate knows the facts and principles of the subject matter in his/her field of
study.
After successfully completing the course, the student will:
ƒ Define inductive and deductive reasoning ƒ Know which polygons will tessellate a plane
ƒ Name types of angles, triangles, polygons, ƒ State conditional statements and their
quadrilaterals, and polyhedra converse, inverse, and contrapositive
ƒ Know Euler’s formula for polyhedra and ƒ List the undefined terms of Euclid’s
Pick’s formula for area axiomatic system of geometry
ƒ Define various geometric terms including ƒ Know perimeter, circumference, area, and
parallel lines, quadrilateral, convex polygon, volume formulas for various shapes and
trapezoid, and others. solids
ƒ Determine whether triangles are congruent ƒ Know basic conditions for existence of a
ƒ Know triangle congruence postulates Non-Euclidean geometry system

Evaluation Strategies – Knowledge outcomes will be evaluated using the following:


Class discussion & activities, book practice exercises, quizzes, midterm and final tests

Skills
Teacher Education Outcome 1: Developing Competent Subject Matter Experts
A. The candidate knows the facts and principles of the subject matter in his/her
field of study.
After successfully completing the course, the student will:
ƒ Summarize problem solving strategies and ƒ Form tessellations of the plane using
processes for solving specific problems triangles and quadrilaterals in geometric
ƒ Solve problems using inductive & deductive figures
reasoning ƒ Given a pair of congruent triangles in a
ƒ Illustrate and locate the faces, vertices, and figure, specify the congruence principle
edges in any polyhedron ƒ Construct the median, altitude, and
ƒ Use Euler’s formula to find patterns in the perpendicular bisector to each side of a
relationship among faces, vertices, and given triangle using Geometer’s Sketchpad
edges for all polyhedra ƒ Prove geometric theorems using direct,
ƒ Derive area formulas for rectangles, indirect, and conditional proofs
triangles, common polygons, and circles ƒ Find the area, perimeter, volume, and
circumferences of geometric figures

Math 230 Syllabus – Fall 2009 Page 2 of 5 Dr. Perdue


Evaluation Strategies – Skills outcomes will be evaluated using the following:
Class discussion & activities, written assignments, geometry lab projects (computer and “hands-on” lab
activities), quizzes, tests

Abilities
Teacher Education Outcome 1: Developing Competent Subject Matter Experts
C. The candidate knows and can demonstrate how to represent content accurately.
D. The candidate knows and can demonstrate how to utilize effective
strategies/techniques in his/her field of study, including the use of technology.
After successfully completing the course, the student will:
ƒ Complete topical presentations of geometric content to the class
ƒ Complete sample lesson plans and critique of hands-on activities
ƒ Be able to solve geometric problems using the Geometer’s Sketchpad software
ƒ Be able to solve geometric problems using a graphing calculator

Evaluation Strategies – Abilities outcomes will be evaluated using the following:


Student-led presentations, class discussions & activities, geometry lab projects (computer and “hands-on”
lab activities)

REQUIREMENTS:
Students are expected to purchase all required materials, attend all class sessions,
complete all assignments as given, and participate in all class activities. Each student
must bring the course textbooks and calculator to every class session. Students are
responsible for checking the ANNOUNCEMENTS in Blackboard in advance of each class
period as there will be important information regarding assignments, due dates, items
that must be brought to the next class session, etc. All academic regulations in the
current VSU Catalog will be followed. Any student covered under the American Disability
Act should inform the instructor for appropriate instructional arrangements.

IN-CLASS EXPECTATIONS
Students are expected to respect the instructor and student class members by:
• Arriving at class on time, students who arrive after the “courtesy period” (15 minutes after class
begins) will not be admitted to the classroom that day
• Conducting themselves in ways that do not disrupt the learning environment
- Using appropriate language and behavior
- Listening when others are speaking
Turning OFF cell phones and storing them out of sight while in class (Note: During class time, there will
be a 5 point penalty anytime your cell phone rings OR if is in plain sight – i.e. on the desk.)

ASSESSMENT:
We will examine selected information from chapters 0 - 13 of the text. Activities and
assessments will have a hands-on, problem-solving focus. Students will be expected to
participate in all activities including those using the graphing calculator and computer
software.

Assignments will take on a wide variety of forms and formats. Assessments will vary but
may include written exams, group and individual projects, quizzes, class activities, and
class presentations. All assignments will have specific due dates. Work is due at the
beginning of class on the date it is due. Late work will not be accepted. Work may be
turned in early if you are going to be absent from class on the day it is due.

Math 230 Syllabus – Fall 2009 Page 3 of 5 Dr. Perdue


GRADING: (see course calendar for specific point system)

Each assignment is worth a specific number of points to arrive at a final percentage; however,
final grade assignment also involves the professional judgment of the instructor based on the
following criteria:
An A usually represents excellent work exceeding the expectations of the course
A B usually represents good work that meets the expectations of the course
A C usually represents average work that minimally meets expectations of the course
A D usually represents poorly meeting expectations of the course
An F usually represents unsatisfactorily completing the course

The university grading scale will be applied for final grade percentages as follows:
A (90-100), B (80-89), C (70-79), D (60-69), F (59 or below)

ADDITIONAL INFORMATION:

Course files are available electronically from the course blackboard site. IT IS
THE STUDENT’S RESPONSIBILITY TO OBTAIN THIS INFORMATION.
Students are expected to participate in all class activities (this is much more
difficult to do if one does not class on a regular basis, therefore, attendance is
strongly recommended). To this end, the course catalog attendance
requirements will be followed. This means students who miss more than three
class periods will be subject to having their final grade lowered by one grade
level. Partial credit is a privilege, not a right. The student is solely responsible for
checking her/his work for careless errors and omissions. Exams, course projects,
and select assignments will not be returned to students but will be kept in a
student portfolio in the instructor’s office to indicate student performance and
progress in the course.

SCHOLASTIC DISHONESTY:

It is the responsibility of students and instructors to help maintain scholastic


integrity at the University by refusing to participate in or tolerate scholastic
dishonesty. Commission of any of the following acts shall constitute scholastic
dishonesty. This listing is not exclusive of any other acts that may reasonably be
said to constitute scholastic dishonesty: acquiring or providing information for
any assigned work or examination from any unauthorized source; informing any
person or persons of the contents of any examination prior to the time the
examination is given in subsequent sections of the course or as a makeup;
plagiarism; submission of a paper or project that is substantially the same for
two courses unless expressly authorized by the instructor to do so. Students
who are found guilty of scholastic dishonesty will be subject to appropriate
consequences, which may include receiving a failing grade on the assignment or
receiving a failing grade for the course.

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REFERENCES:

Abbot, Edwin A. (1983). Flatland, Ed. Revised. New York, NY: Harper & Row.

Fuys, D., Geddes, D. & Tischerler, R. (1988). The Van Heile Model Of Thinking In
Geometry Among Adolescents. Journal for Research in Mathematics
Education, Monograph No. 3, Reston, VA: National Council of Teachers of
Mathematics.

Geltner, P. & Peterson, D. (1991). Geometry for College Students. Boston, MA:
PWS-Kent Publishing Company.

Isaacs, I. Martin. (2001). Geometry for College Students. Pacific Grove, CA:
Brooks/Cole

Krulik, S. & Rudnick, J. (1987). Problem solving: A handbook for teachers (Ed.).
Boston, MA: Allyn and Bacon, Inc.

Serra, M. (2001). Discovering Geometry, 3rd Edition. Berkeley, CA: Key Curriculum
Press.

Math 230 Syllabus – Fall 2009 Page 5 of 5 Dr. Perdue

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