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School Year/Semester _____2018-2019_____________

Course Name Analytic Geometry Course 27.0972002

School Name Columbia High School Teacher Keyonna Sturdivant
School Phone 678-874-0802 Teacher
Number Email
School Teacher
Website Website

Course Description
The focus of Analytic Geometry on the coordinate plane is organized into 6 critical areas. Transformations on the coordinate
plane provide opportunities for the formal study of congruence and similarity. The study of similarity leads to an
understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. The study of
circles uses similarity and congruence to develop basic theorems relating circles and lines. Circles return with their quadratic
algebraic representations on the coordinate plane. The link between probability and data is explored through conditional
probability. The Mathematical Practice Standards apply throughout each course and, together with the content standards,
prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to
make sense of problem situations.

This class will be a blended learning environment which means that the students will be assigned work online for them to
complete outside of class via Google Classroom as well as my classroom website: The class codes for Google Classroom will be provided the first week of
school. For more information on “Flipped Classroom” will be sent home with the students it can also be accessed on my
website under “Flipped Classroom” tab. Columbia High School will be distributing Chromebooks on August 29-30th
and the students are required to pay $20 in order to receive the Chromebook.

Curriculum Overview
The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.

Unit 1: Extending Number Systems – Students will address properties of rational and irrational numbers, rewrite
expressions involving radicals, and perform operations on polynomials in preparation for working with quadratic functions
later in the course.
Unit 2: Similarity, Congruence, and Proofs – Building on standards from Coordinate Algebra and from middle school,
students will use transformations and proportional reasoning to develop a formal understanding of similarity and
congruence. Students will identify criteria for similarity and congruence of triangles, develop facility with geometric proofs
(variety of formats), and use the concepts of similarity and congruence to prove theorems involving lines, angles,
triangles, and other polygons.

Unit 3: Right Triangle Geometry – Students will apply similarity in right triangles to understand right triangle
trigonometry. Students will use the Pythagorean Theorem and the relationship between the sine and cosine of
complementary angles to solve problems involving right triangles.
Unit 4: Circles and Volume – Students will understand and apply theorems about circles, find arc lengths of circles, and
find areas of sectors of circles. Students will develop and explain formulas related to circles and the volume of solid
figures and use the formulas to solve problems. Building on standards from middle school, students will extend the study
of identifying cross-sections of three-dimensional shapes to identifying three-dimensional objects generated by rotations
of two-dimensional objects.

Unit 5: Quadratics Functions – Students will analyze quadratic functions. Students will investigate key features of
graphs, solve quadratic equations by taking the square roots, factoring (x 2 + bx + c AND ax 2 + bx + c), completing the
square, and using the quadratic formula. Students will compare and contrast graphs in standard, vertex, and intercept
forms. Students will only work with real number solutions.
Unit 6: Geometric and Algebraic Connections – Students will verify algebraically geometric relationships of circles in
the coordinate planes. Students will derive the equation of a circle and model real-world objects using geometric shapes
and concepts.
Unit 7: Applications of Probability – Students will understand independence and conditional probability and use them to
interpret data. Building on standards from middle school, students will formalize the rules of probability and use the rules
to compute probabilities of compound events in a uniform probability model.


Title Georgia Analytic Geometry
ISBN 978-0-547-86765-6

Replacement Cost
Analytic Geometry Online book:
Khan Academy:
Virtual Nerd:
Online book and/or resources Desmos Online Calculator:
GeoGebra Online Calculator:

Online student access code (school Will be given during registration of book

GRADING SYSTEM: The DeKalb County School District believes that the most important assessment
of student learning shall be conducted by the teachers as they observe and evaluate students in
the context of ongoing classroom instruction. A variety of approaches, methodologies, and
resources shall be used to deliver educational services and to maximize each student’s opportunity
to succeed. Teachers shall evaluate student progress, report grades that represent the student’s
academic achievement, and communicate official academic progress to students and parents in a
timely manner through the electronic grading portal. See Board Policy IHA.


Pre-Assessments Prior to Learning (Formative Assessments) - A 90 – 100 ~P (pass)
0% B 80 – 89 ~F (fail)
Assessments During Learning – 25% C 71 – 79
Guided, Independent, or Group Practice – 45% D 70
Summative Assessments or Assessments of Learning– 30% F Below 70

*English Learners (ELs) must not receive numerical or letter grades for the core content areas in
elementary and middle school during their first year of language development. A grade of CS or CU
must be assigned. This rule may be extended beyond the first year with approval from the EL
Studies Program. English Learners must receive a grade for ESOL courses.
~Elementary schools will utilize P (pass) and F (fail) in Health/Physical Education, Music, World
Languages, Visual Arts and Performing Arts.


STUDENT PROGRESS Semester progress reports shall be issued four and a half, nine and
thirteen and a half weeks into each semester. The progress of students
shall be evaluated frequently and plans shall be generated to remediate
deficiencies as they are discovered. Plans shall include appropriate
interventions designed to meet the needs of the students. See Board
Policy IH.
ACADEMIC INTEGRITY Students will not engage in an act of academic dishonesty including, but
not limited to, cheating, providing false information, falsifying school
records, forging signatures, or using an unauthorized computer user ID
or password. See the Code of Student Conduct - Student Rights
and Responsibilities and Character Development Handbook.
HOMEWORK Homework assignments should be meaningful and should be an
application or adaptation of a classroom experience. Homework is at all
times an extension of the teaching/learning experience. It should be
considered the possession of the student and should be collected,
evaluated and returned to the students. See Board Policy IHB.
MAKE-UP WORK When a student is absent because of a legal reason as defined by
DUE TO ABSENCES Georgia law or when the absence is apparently beyond the control of
the student, the student shall be given an opportunity to earn grade(s)
for those days absent. Make-up work must be completed within the
designated time allotted. See Board Policy IHEA.
Late Assignments: Homework is due at the beginning of each class period.
Late homework/classwork will receive 10% daily penalty, (50% maximum).
Projects with rubrics will specify whether or not they may be turned in late with a

Make-up Policy for Excused Absences: Any work given prior to the absence is
due the day you return. Missed exams and quizzes may be made up, at a time
scheduled with the teacher. If you are absent it is YOUR responsibility to ask
about and do make-up work, and is due as agreed to by your teacher. NO

Submitting Assignments Early: You are more than welcome to work ahead and
submit assignments up to the end of each unit. At the beginning of each unit, I will
provide you with a pace out of the learning objectives and assignments. You can
submit them in advance at any time. If you plan on being absent that day, you can
still submit assignments on Google classroom or via email.
CLASSROOM Students are expected to:
EXPECTATIONS/Rules 1. Write the warm-up every day at the beginning of class and turn it in at the end
of each month.
2. Respond to the Math up if posted online at the beginning or the end of class by
Ms. Sturdivant and reply to at least 2 of your classmate post.
3. Complete assignments working together when ask and independently when
given that instruction.
4. Watch at least one to two assigned videos each week and respond to the prompt
5. Turn in all assignments in a timely manner.
6. Participate and complete all group projects that are assigned.
7. Always attempt every question or problem even if you do not know. No food!
Drinks are ok if you have a container that closes. IT WILL CHANGE ONCE

8. Cell phones & Electronics devices are prohibited. KEEP THEM SILENT & OUT OF

9. Universal Declaration of Human Rights: All human beings are born free and equal
in dignity and rights. They are endowed with reason and conscience and should
act towards one another in a spirit of brotherhood.

10. Be Positive.

MATERIALS AND Scientific Calculator (Preferably TI-36X Pro or TI-30XS Multiview)

SUPPLIES 2” inch binder
Filler Paper
Graphing paper
**Notebook** (for Daily Warm-Up)
EXTRA HELP I will be available for tutorial on Thursday after school. If you need additional help outside of
Thursday then we can work it out on an independent basics.

PARENTS AS PARTNERS As parents, I do NOT expect one to be able to do most of the assignments I send home.
Today's mathematics is taught quite differently than when we were in school. Any parent
who can help his or her child is definitely an asset. My expectations for parents are as

 Provide a quiet place for your child to study

 Access to the internet to assist the student with clarification on a particular skill and
completing some assignments
 Encouragement to do one's best
 Tutorial (after school) when needed


I have read the syllabus.

Student Signature___________________________________________________________

Parent/Guardian Signature____________________________________________________


Additional information to support continued contact:

Information Parent/Guardian
Day Time Phone Number

Cellular Phone Number

Home Phone Number

Email Address