CNMI PSS High School Geometry Sem 2 Syllabus Sablan Spring 2024

CNMI PUBLIC SCHOOL SYSTEM
SEMESTER 2 ONLINE COURSE SYLLABUS
Course Information
Course
Course Title Spring 2024 Geometry Semester 2

Term and Dates January 28, 2024 - May 04, 2024
eTeacher Contact Information

Teacher Alvin Sablan
Contact Number 989-4042
Email Address alvin.sablan@cnmipss.org
Room Number MHS F201
Online Office Hours Monday from 2:00pm to 3:00pm (subject to change)
Other Information MHS Math Teacher (Currently Geometry)
Course Description
The goal of this course is to get you to 1) Make sense of problems and persevere in solving
them, 2) Reason abstractly and quantitatively, 3) Construct viable arguments and critique the
reasoning of others, 4) Model with mathematics, 5) Use appropriate tools strategically, 6)
Attend to precision, 7) Look for and make use of structure, and 8) Look for and express
regularity in repeated reasoning through the content of geometry.
Additionally, this course aims for you to gain procedural fluency with various mathematical
problems that require the use of geometry.
Student Learning Outcomes

Upon successful completion of this course, students will be able to:
1. Students should be able to recall geometric ideas learned throughout elementary and
middle school and use those ideas to transmit into high school geometry. This first
unit will focus on what the students already know and use their prior knowledge to
accelerate into identifying the basic building blocks of geometry (point, line, segment,
ray, plane, angles, and concepts associated with each basic building block).
2. Much of geometry requires visualization. As such, students will look at the
cross-sections of 3-dimensional figures and try to visualize those results.
3. Once the foundation has been set, students will explore transformations in the
coordinate plane (begin with elementary and middle school notions of
transformations and the segue into high school transformations).
Course Syllabus Updated: June 6, 2020 Page 1


4. Use what they know and understand about geometry to construct geometric figures
using a variety of methods.
5. Use formal logical thinking to construct some geometric proofs.
6. Through this unit, students will learn how to solve problems that involve triangles.
They will begin by sharing what they know about triangles and the teacher will push
their thinking forward into general ideas about triangles such as the Triangle Inequality
Theorem, Triangle Sum Theorem, general properties about the angles and sides of
triangles, and the Isosceles Triangle Theorem.
7. From here, students will move into triangle congruence (they will anchor onto the
ideas learned from the unit on transformations). Students will be able to know which
triangle congruence shortcuts are valid and use them in a formal geometric proof.
8. Once students have a good understanding of triangle congruence, they will move into
triangle similarity through a dilations lab. Students will be able to dilate geometric
figures using a compass and straightedge and geometric software. They will be able to
use the ideas of dilation to determine which triangle similarity shortcuts are valid and
use these shortcuts to be able to solve triangles using ideas of similarity.
9. Students will be able to prove and use the Triangle Midsegment Theorem.
10. Students will be able to use prior knowledge (or newly gained knowledge) to
understand and use the relationships of different angles given parallel lines and their
transversals to solve for missing angles and side lengths given parallel lines and a
transversal.
11. Students will use the construction of perpendicular bisectors to prove that points on a
perpendicular bisector of a line segment are exactly equidistant from the segment’s
endpoints.
12. Students will continue their application of their knowledge of similarity to prove and
use the Geometry Means Corollary.
13. Students will be able to access their prior knowledge about the Pythagorean Theorem
and prove the Theorem using similarity. From here, students will either recall their
knowledge of the 45-45-90 and 30-60-90 triangles or know these relationships
through GSP and the Pythagorean theorem and use this knowledge to solve various
triangle problems involving these relationships.
14. Students will be able to discover and use the right triangle trigonometric ratios to solve
for missing side lengths or angles on paper and in the real world. They will then
discover ways to solve for missing side lengths or angles of non-right triangles on
paper and in the real world.
15. Finally, students will be able to use their construction knowledge and other knowledge
gained thus far to find the different centers of triangles and see its application in the
real world.
16. Through this unit, students will begin by accessing what they already know about
special quadrilaterals. We will use their existing knowledge to push their thinking into
the various theorems associated with special quadrilaterals (minimum requirements


to guarantee the special quadrilateral). From here, students will use these theorems to
construct the special quadrilaterals.
Required Textbooks and Materials

Access toHMH Online Text (Teacher Provided)
Compass and straightedge
Required Materials (Applications)

Showme/jing/educreations or video (laptop or computer video is okay)
Hardware and Software

Computer
Geometer’s Sketchpad (Version 5)
You will need to download at Adobe Acrobat Reader at www.get.adobe.com
You will also need Microsoft Office: Word, Excel, and Powerpoint. If you do not have this, you
can try the open-source software available at www.openoffice.org. Please convert all .odt files
into .doc, .xls, or .ppt. You may also Google Drive (formerly Google Docs) using your gmail
account.
Suggested Course Materials

Suggested Readings/Texts
Purplemath.com
mathworld.wolfram.com
Khanacademy.org
Suggested Materials
LiveBinders account
Course Policies
Extra Credit
None
Late Work
Point penalties will apply: 5 points off for every day late.
Special Assignments
1 Project Per Term
Special Accommodations

Students will be given special accommodations provided students cannot complete
assignments, projects or exams due to unforeseen circumstances per PSS policies. Students
must communicate with eTeacher as soon as possible. Students have of up to 5 school days
to make up assignments unless otherwise arranged with the eTeacher.
Class Participation
Students are required to login regularly to the online class site. The eTeacher will use the
tracking feature in Coursesites by Blackboard Learn to monitor student activity and advise
students if they fail to log in regularly. Students are required to log in to their account at least
3 days per week. Students may be withdrawn from the class and be given an F if this is after
the withdrawal date of Feb. 2. Students are also required to participate in all class activities
such as discussion board, chat or conference sessions and group projects.
Virtual Classroom Citizenship

The same guidelines that apply to traditional classes should be observed in the virtual
classroom environment. Please use proper netiquette when interacting with class members and
the eTeacher. Please go to http://www.studygs.net/netiquette.htm to learn more.
Policy on Server Unavailability or Other Technical Difficulties

The CNMI Public School System is committed to providing a reliable online course system to
all users. However, in the event of any unexpected server outage, server update or any unusual
technical difficulty that prevents students from completing a time sensitive assessment activity,
the eTeacher will extend the time windows and provide an appropriate accommodation based
on the situation. Students should immediately report any problems to the eTeacher. The
eTeacher and the PSS Distance Education coordinator will work with the student to resolve any
issues at the earliest possible time.
Technical Requirements
In addition to a confident level of computer and Internet literacy, certain minimum technical
requirements must be met to enable a successful learning experience. Please review the
important technical requirements and the web browser configuration information and
minimum computer specifications found at www.cnmipss.org
Course Access and Navigation
This course was developed using an online learning management system (LMS) called
CourseSites by Blackboard Learn. It is to be delivered entirely online.
Communications
This online course has built-in communication tools, which will be used for interaction and

communication. Some external communication tools such as regular email and a web
conferencing tool may also be used during the semester.
Interaction with eTeacher: The eTeacher will communicate with students mainly using the
Announcements and Discussions tools. Students may send personal concerns or questions to
the eTeacher using email. The eTeacher will reply to student emails or discussion
board messages within 3 days under normal circumstances. Please note that the
students may only communicate with the eTeacher using only the registered email address.
FERPA
Student Resources
The following CNMI Public School System resources are available to students:
PSS Distance Learning: http://cnmipss.org or http://resources.cnmipss.local
Khan Academy: www.khanacademy.org or http://resources.cnmipss.local
Student Assessments
Standard and Benchmarks
Experiment with transformations in the plane

CCSS.MATH.CONTENT.HSG.CO.A.1
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,
based on the undefined notions of point, line, distance along a line, and distance around a
circular arc.
Represent transformations in the plane using, e.g., transparencies and geometry software;
describe transformations as functions that take points in the plane as inputs and give other
points as outputs. Compare transformations that preserve distance and angle to those that do
not (e.g., translation versus horizontal stretch).
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and
reflections that carry it onto itself.
Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments.

Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure
using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of
transformations that will carry a given figure onto another.
Understand congruence in terms of rigid motions
CCSS.MATH.CONTENT.HSG.CO.B.6
Use geometric descriptions of rigid motions to transform figures and to predict the effect of a
given rigid motion on a given figure; given two figures, use the definition of congruence in
terms of rigid motions to decide if they are congruent.
Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles are
congruent.
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition
of congruence in terms of rigid motions.
Prove geometric theorems
CCSS.MATH.CONTENT.HSG.CO.C.9
Prove theorems about lines and angles. Theorems include: vertical angles are congruent;
when a transversal crosses parallel lines, alternate interior angles are congruent and
corresponding angles are congruent; points on a perpendicular bisector of a line segment are
exactly those equidistant from the segment's endpoints.
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle
sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints
of two sides of a triangle is parallel to the third side and half the length; the medians of a
triangle meet at a point.
Prove theorems about parallelograms. Theorems include: opposite sides are congruent,
opposite angles are congruent, the diagonals of a parallelogram bisect each other, and
conversely, rectangles are parallelograms with congruent diagonals.
Make geometric constructions
CCSS.MATH.CONTENT.HSG.CO.D.12
Make formal geometric constructions with a variety of tools and methods (compass and
straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).
Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing
perpendicular lines, including the perpendicular bisector of a line segment; and constructing
a line parallel to a given line through a point not on the line.
CCSS.MATH.CONTENT.HSG.CO.D.13
Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Understand similarity in terms of similarity transformations


CCSS.MATH.CONTENT.HSG.SRT.A.1
Verify experimentally the properties of dilations given by a center and a scale factor:
CCSS.MATH.CONTENT.HSG.SRT.A.1.A
A dilation takes a line not passing through the center of the dilation to a parallel line, and
leaves a line passing through the center unchanged.
CCSS.MATH.CONTENT.HSG.SRT.A.1.B
The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
Given two figures, use the definition of similarity in terms of similarity transformations to
decide if they are similar; explain using similarity transformations the meaning of similarity for
triangles as the equality of all corresponding pairs of angles and the proportionality of all
corresponding pairs of sides.
Use the properties of similarity transformations to establish the AA criterion for two triangles
to be similar.
Prove theorems involving similarity

CCSS.MATH.CONTENT.HSG.SRT.B.4
Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle
divides the other two proportionally, and conversely; the Pythagorean Theorem proved using
triangle similarity.
CCSS.MATH.CONTENT.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
Define trigonometric ratios and solve problems involving right triangles

CCSS.MATH.CONTENT.HSG.SRT.C.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric ratios for acute angles.
Explain and use the relationship between the sine and cosine of complementary angles.
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.*
Apply trigonometry to general triangles

CCSS.MATH.CONTENT.HSG.SRT.D.9
(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line
from a vertex perpendicular to the opposite side.
(+) Prove the Laws of Sines and Cosines and use them to solve problems.

(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown
measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
Understand and apply theorems about circles

CCSS.MATH.CONTENT.HSG.C.A.1
Prove that all circles are similar.
Identify and describe relationships among inscribed angles, radii, and chords. Include the
relationship between central, inscribed, and circumscribed angles; inscribed angles on a
diameter are right angles; the radius of a circle is perpendicular to the tangent where the
radius intersects the circle.
Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles
for a quadrilateral inscribed in a circle.
(+) Construct a tangent line from a point outside a given circle to the circle.
Find arc lengths and areas of sectors of circles
CCSS.MATH.CONTENT.HSG.C.B.5
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional
to the radius, and define the radian measure of the angle as the constant of proportionality;
derive the formula for the area of a sector.
Translate between the geometric description and the equation for a conic section
CCSS.MATH.CONTENT.HSG.GPE.A.1
Derive the equation of a circle of given center and radius using the Pythagorean Theorem;
complete the square to find the center and radius of a circle given by an equation.
Derive the equation of a parabola given a focus and directrix.
(+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or
difference of distances from the foci is constant.
Use coordinates to prove simple geometric theorems algebraically
CCSS.MATH.CONTENT.HSG.GPE.B.4
Use coordinates to prove simple geometric theorems algebraically. For example, prove or
disprove that a figure defined by four given points in the coordinate plane is a rectangle;
prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing
the point (0, 2).
Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric
problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes
through a given point).

Find the point on a directed line segment between two given points that partitions the segment
in a given ratio.
Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g.,
using the distance formula.*
Explain volume formulas and use them to solve problems

CCSS.MATH.CONTENT.HSG.GMD.A.1
Give an informal argument for the formulas for the circumference of a circle, area of a circle,
volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and
informal limit arguments.
(+) Give an informal argument using Cavalieri's principle for the formulas for the volume of a
sphere and other solid figures.
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.*
Visualize relationships between two-dimensional and three-dimensional objects
CCSS.MATH.CONTENT.HSG.GMD.B.4
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and
identify three-dimensional objects generated by rotations of two-dimensional objects.
Apply geometric concepts in modeling situations

CCSS.MATH.CONTENT.HSG.MG.A.1
Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a
tree trunk or a human torso as a cylinder).*
Apply concepts of density based on area and volume in modeling situations (e.g., persons per
square mile, BTUs per cubic foot).*
Apply geometric methods to solve design problems (e.g., designing an object or structure to
satisfy physical constraints or minimize cost; working with typographic grid systems based on
ratios).*
CNMI PSS TECHNOLOGY STANDARDS:
● Standard 1: Students demonstrate developmentally appropriate technology operations

and concepts.
● Standard 2: Students demonstrate use of basic applications and tools.
● Standard 3: Students demonstrate use of research tools.

● Standard 4: Students demonstrate the ability to use telecommunications.
● Standard 5: Students demonstrate the use of technology in problem solving and decision
making skills.
● Standard 6: Students demonstrate knowledge of social, ethical, and human issues.
CNMI PSS TECHNOLOGY BENCHMARKS:
● 12.1.1 Describe the basic capabilities and limitations of technology's hardware and
software
● 12.1.2 Accomplishes similar computer-based tasks across platforms, using Macintosh,
Windows, and /or Linux operating systems
● 12.1.3 Use developmentally appropriate multimedia resources and a variety of media for
directed and independent activities to support learning
● 12.1.4 Make informed choices among technology systems, resources, and services [6]*
● 12.1.5 Apply strategies for identifying and solving routine hardware, software, and
network problems
● 12.2.1 Use spreadsheet software to perform a variety of tasks including, but not limited to,
interpreting and creating charts, editing existing data for
● predictions, forecasting, and problem solving
● 12.2.2 Create databases, graphics, and spreadsheets, and integrate them into word
processing documents to manage information and create reports
● 12.2.3 (Operations) Use desktop publishing software and supporting hardware
● 12.2.3 (Computer Software) Use multimedia presentation software to create a variety of
student products to disseminate information. (e.g. powerpoint, prezi, video, iMovie,
educreation, edcanvas, showme)
● 12.2.4 Use photo manipulation programs
● 12.3.1 Use strategies to locate electronic information
● 12.3.2 Use advanced Internet search strategies
● 12.4.1 Use online information resources to meet needs for collaboration, research,
publications, communications, and productivity [5]*
● 12.5.1 Use simulations to understand real-world situations
● 12.6.1 Use technology and information in a way that provides a model of legal and ethical
behavior for peers, family, and the community
● 12.6.2 Evaluate the advantages and disadvantages of widespread use and reliance on
technology in the workplace and in society as a whole
Grading Information
Weights
Item 1 Notes Discussion 5%

Item 2 Practices 10%

Item 3 Tests 17%
Item 4 Participation Virtual Meetings (Mandatory) 5%
Item 5 Final Exam 20%
Item 6 Assignment 13%
Item 7 Quizzes 15%
Item 8 Project 15%
Total Course Grade 100%
Grading Scale
Score Letter Equivalent

93 - 100 A
83 - 92 B
73 - 82 C
63 - 72 D
Less than 63 F
Grading Policy
Assignments will be graded and posted within a week of submission.
Incomplete Grade Policy
Incomplete grades will be granted only for work unavoidably missed. Please refer to PSS BOE
policy.
Accessing Grades
Students can check their grades by clicking “My Grades” under My CourseSites or Course Tools
after the grade for each assessment task is released.
Assignments
Group Projects
None are mandated. Some in-class projects will allow you to work in groups. Should you elect
to do this, you will be provided a virtual space to meet in CourseSites. You must use this space
if you work in groups (this includes groups of 2). In this space, I will have access to your
discussions which will serve as evidence of your collaboration.
Assignment submission instructions
You will submit your assignments in the required file format with your last name, first name,
simple file name and a file extension (eg: Cringle_Chris_LitAssignment1.doc) by using the
Assignments tool on the course site. Please see the Assignments link on the course menu or see
the icon on the designated page. You can click each assignment name link and follow the
on-screen instructions to upload and submit your file(s). Please refer to the Help menu for
more information on using this tool. Please note: Each assignment link may be deactivated
after the assignment due time. After your submission is graded, you may click each
assignment’s “Graded” tab to check the results and feedback. Assignments will not be accepted
via any other means unless specifically noted.
Participation/Discussions
Discussion is a vital component to this class (it’s worth 55% if you add all the discussion board
items). Each week, discussion topics or assignments for discussion will be posted. Like most
work in this class, your input will be required by the end of the week. Assignments for the
following week will be posted on Sundays, at the latest. You must contribute to the discussion
by the due date. Any late postings will be penalized 5 points for every day it is late. The onus
will be on you, the student, to alert me to late postings. You will be graded on your ability to
meet the requirements of the task indicated for the week. This will typically include your
thoughtful response to the prompts and your critical response to one of your peer’s
responses. Please keep in mind that duplicate responses will not be permitted. If you have
nothing new to add to the discussion thread, refer to something your peer stated and elaborate
or critique his/her statement. During these discussions, I will be looking for responses that
reveal your ability to make sense of problems and persevere in solving them, reason
abstractly and quantitatively, construct viable arguments and critique the
reasoning of others, indicate any connections to other mathematics or the
real-world, indicate if you required the use of tools to arrive at your conclusion,
indicate the level of precision you believed to be appropriate and why, make
generalizations (after seeing a pattern emerge), and connect to a previous
problem that may have been similar to something you are working on now. This is
what I consider to be “mathspeak”. This is important in ALL the work you do in this class. I will
not expect you to touch all 8 items in each posting. Each posting will vary in the amount of
“mathspeak” you can do. You will be scored on a 4 scale where a 4 exceeds expectations, a 3
meets expectations, a 2 approaches the expectations, and a 1 is at the beginning stages of the
expectations.
4 - 100%
3 - 88%
2 - 75%

1 - 63%
All practice problems assigned will be odd numbers. The answers to those problems can be
found in the Student Handbook or in the PDF file answerKEY. The purpose of assigning you
the problems with answers is so that you can check your own work and decide if you need
additional assistance on how to arrive at the answer shown in the Student Handbook. These
are probably the best types of problems to showcase in the relevant discussion
board. Generally speaking, you should do as many problems as you deem necessary (until you
feel that the problems are “too easy”).
GSP Assignments
You must submit your GSP assignments directly to me via the relevant assignment folder. Late
submissions will follow the 5 points off for every day it is late. If you submit your GSP
assignments in on-time, you will be allowed to re-submit with my comments and your
corrections for a chance at an improved grade. When answering the questions in the GSP
assignment,type both the questions and answers directly in the GSP file. Do not submit a
separate Word file or any other type of file for your questions and answers. GSP files that do
not include the questions will not be entertained. They will be returned ungraded and
unchecked. Late penalties will apply if applicable.
Naming your GSP files: nameGEODEgsp##TITLE.

For the first GSP assignment, I would name it: doraGEODEgsp38REFLECTIONS
Practice Problems
You will be required to submit 1 practice problem packet (that means you complete the set of
questions assigned to you) in a week beginning in Week 2. If you exceed the number of
required packets in the quarter, you have the option to have the excess count towards 2nd
quarter or have me replace your lower scores with the higher scores.
Online Tests/Quizzes
You will have 3 online quizzes on constructions. The questions will come directly from the
discussion prompts provided on the discussion board on constructions. Open notes are
encouraged.
You will have 4 opportunities to quiz on your Practice Problems. You must have 5 objectives to
quiz. If you have less than 5 objectives, you will only be able to earn a maximum grade as the #
of objectives you are ready to test on out of 5. For example, if in a particular Practice Problem
week you only earned 3 objectives to quiz, the best grade you can get is ⅗ which is 60% so if you
receive 100% on the 3-objective quiz, that translates to a 60%. Only students testing with 5

objectives can earn the true grade shown on the quiz. Additionally, the actual quiz grade is only
half your quiz grade. The other half of the quiz grade will come from a Collaborate session
where I ask you questions on up to 5 of your problems from your quiz. Your ability to
demonstrate that you thoroughly understand the indicated objectives will determine this half
of the quiz grade.
Access for Students with Disabilities
Because the items in this course are all written, students with disabilities have access to this
course. They have the freedom to stop, rewind, playback, reread, and communicate with the
teacher - like other students - whenever they like. If students have IEPs, the eteacher must be
made aware of this so that accommodations, according to the IEP can be made.
Proctored Quizzes
THIS IS OPTION IS ONLY AVAILABLE FOR REGULAR SY STUDENTS: Tests will be taken
online but must be proctored. (Regular SY - Once students have enough objectives to test, they
will need to go to SSHS, C104 to take their test. Students must expect to test in every even
numbered week (Week 2, Week 4, etc.,). Students are free to schedule their proctored test with
the instructor during the even numbered week. Proctor will always be available on Mondays
and Thursdays from 1510 - 1630. Should the student need a different day and/or time to take
the test, arrangements must be made with the instructor and are subject to the instructor’s
availability.)
Summer Proctored Test - None
State-level Assessments
Applicable state-level standards based assessments must be completed during regular school
testing schedule (e.g. SBA, SAT10, etc).
Course Evaluation
Every student must complete an evaluation for each enrolled course at the end of the semester.
An online instructional assessment form will be made available for your confidential use.
Please look for the course evaluation link on the course Home Page or your email towards the
end of the course.
Academic Calendar
*See CourseSites


WEEK/ MODUL READINGS ASSESSMENT / ACTIVITY DUE
DATES E/TOPIC DATE
/ (end of
STANDA week)
RDS &
BENCH
MARKS
Week 0 Course ● Attend an eTeacher orientation.
Access and Login to ● Successfully navigate your
eTeacher Coursesites. online course.
Student/P Click on “Student ● View Screencasts on how to use
arent Orientation: the showme, pinterest, Google Drive,
Orientatio Your Path to and screencast applications
n Success” and (http://screencast.com/t/odLnhhpVF
follow along. and http://screencast.com/t/onwAGt63E .
● Navigation and relevant app
Quiz
Week 1 Unit: Conceptual Understanding
Basic 1) What basic building block am I?
Building (review of basic building blocks)
Blocks of 2) Play Shape Mods (review of rigid
Geometry transformations)
and 3) GSP 38: Reflections in the
Transform Coordinate Plane
ations
(GCOA1, Practice Problems
GCOA2, The practice problems for this week will
GCOA3, continue into next week. You will still be
GCOA4, required to highlight one problem this
GCOB6) week and next week. You may not be
familiar with all the work listed in the
problems provided. Do the ones you
can. This is supposed to be review. If
something proves to be difficult, I will
release notes next week for all the
review items and you can use those
notes to tackle the difficult problems. If
you are feeling ambitious, feel free to
look up your challenges on-line and
tackle the problems =) Kudos to you if


you do this.
HMH text practice on geometry review

items from middle school: pages 5-7,
12-13, 28-32, 38-40, and pages 44-47
odd #s. Post one (1) problem from your
HMH practice set. Practice problems
will not be collected. You must post a
link to your showme where you show
how you solved the problem of your
choosing. Additionally, you must
comment on one other student’s
showme. You may elect to show a
problem where you are stuck. Should
you choose this option, you must
indicate, through your showme, what
the difficulty is.
Reflections
“I learned…” (something content
specific or something specific about
the way you think about the math)
“I wonder why…”
“I think…”
“This week’s math reminded me of…”
2 Unit: Notes
Basic Review the Week 2 notes and any
Building subset of the Week 2 notes. Comment
Blocks of on the notes through the relevant
Geometry Notes discussion thread.
and
Transform
ations Practice Problems
(GCOA1, The practice problems for this week are
GCOA2, a continuation from last week and an
GCOA3, additional set on reflections in the


GCOA4, coordinate plane.
GCOB6)
HMH text practice on reflections in the

coordinate plane (section 9.3, pages
585-586: 1-11, 23, 27, 29, odd #s). Post
one (1) problem from your HMH
practice set. Practice problems will not
be collected. You must post a link to
your showme where you show how you
solved the problem of your choosing.
Additionally, you must comment on one
other student’s showme. You may elect
to show a problem where you are
stuck. Should you choose this option,
you must indicate, through your
showme, what the difficulty is.
Reflections
“I wonder why…”
“I think…”
“The gist of this week’s math is…”
GSP Help
Optional
Conceptual Understanding
● GSP 39: Translations in the

Coordinate Plane
● GSP 46: Reflections over Two
Intersecting Line
● GSP 50: Symmetry in Regular
Polygons
3 Unit: Notes
DD/MM Basic Review the showmes Translations in


-DD/M Building the Coordinate Plane, Composition of
M Blocks of Transformations, Rotations in the
Geometry Coordinate Plane, and Identifying
and Symmetry notes. Comment on the
Transform notes through the relevant Notes
ations discussion thread.
(GCOA1,
GCOA2, Practice Problems
GCOA3, HMH text practice on isometries -
GCOA4, translations, rotations, compositions of
GCOB6) transformations, and symmetry (Chapter
9.1, page 568-570, 1-41, odd #s; Chapter
9.4, page 594-597, 1-11; 29-31; 37-39, odd
#s; Chapter 9.5, page 603-605, 1-21;
Chapter 9.6, 613-616, 1-35, odd #s).
Post one (1) problem from your HMH
practice set. Practice problems will not
be collected. You must post a link to
your showme where you show how you
Additionally, you must comment on
one other student’s showme. You may
elect to show a problem where you are
showme, what the difficulty is. Please
feel free to contact me directly if more
than one problem is proving to be too
difficult.
Reflections
“I think…”
“The gist of today’s math is…”
“I got lost with…. because…” OR “I
know I’m on the right track because…”
GSP Help
Optional

● Special Quadrilaterals
Stormboard
● Construction Corner: Congruent
segments, congruent angles,
rotations, reflections, and
translations.
Course Feedback
You will be required to provide me
with feedback about the course two (2)
times (each at a different week in the
quarter beginning in Week 3) each
quarter - you decide which two times
you would like to provide me with
feedback. Reflect about your
experience thus far in this class
(whether it was good or bad). I am
open to any type of suggestions,
criticisms, jokes or whatever so that I
can improve your experience taking
this class -- so tell me what you like
and dislike about the course or about
myself. I will read your posts and give
you a grade as to whether your
feedback has been valuable. You may
reflect more than twice per quarter.
4 Notes
DD/MM Review…. Comment on the notes
-DD/M through the relevant Notes discussion
M thread.
Practice Problems
…. Practice problems will not be
collected. You must post a link to your
showme where you show how you
Additionally, you must comment on
one other student’s showme. You may
elect to show a problem where you are


showme, what the difficulty is. Please
feel free to contact me directly if more
than one problem is proving to be too
difficult.
Reflections
“To understand this week’s math
better, I need to know more about or
review…”
GSP Help
Optional
● GSP 65-66: Triangle Sum

● GSP 69: Properties of Isosceles
Triangles
● Triangle Congruence Project
PROJECT: Read through the choices

and decide which project you will do.
Choose wisely because you will not be
allowed to change your mind once you
have decided. Feel free to ask
questions as you read through the
different choices.
5 Notes
DD/MM
-DD/M Practice Problems
M
Reflections


review…”
“This is relevant to my life because…”
GSP Help
Optional
6
DD/MM Notes
-DD/M
M Practice Problems
Reflections
review…”
“So, the big idea of this week’s math
is…”
“I liked or didn’t like …. because….”
GSP Help
Optional
7 Notes
DD/MM
M
Reflections
review…”
is…”


GSP Help
Optional
8 Notes
DD/MM
M
Reflections
is…”
“The most important thing I got out of
this week’s math is…. because…”
GSP Help
Optional
9 Notes
DD/MM
M
Reflections
“I believed the purpose of this week’s
math was… and I was
correct/incorrect because…”
GSP Help


Optional
10 Notes
DD/MM
M
Reflections
GSP Help
Optional
11 Notes
DD/MM None
-DD/M
M Practice Problems
None
Reflections
“My goal for this week was… I
accomplished my goal by….”
GSP Help
Optional

12 Notes
DD/MM
-DD/M
M Practice Problems
Reflections
“I already knew… so…”
GSP Help
Optional
13 Week 13
DD/MM
-DD/M Notes
M
Practice Problems
Reflections
“I already knew… so…”
“I learned…” (something content
specific or something specific about
the way you think about the math)
GSP Help


Optional
14 Make-up
DD/MM Week
-DD/M
M
These descriptions and timelines are subject to change at the discretion of the
eTeacher.
Academic Honesty
The CNMI Public School System has policies and discipline procedures regarding academic
dishonesty. Detailed information is available on the CNMI PSS web page under Board Policies.
All students are expected to maintain a high level of responsibility with respect to academic
honesty. Students who violate CNMI Public School System rules on academic dishonesty are
subject to disciplinary penalties, including the possibility of failure in the course and/or
dismissal from the CNMI Public School System. Since such dishonesty harms the individual, all
students and the integrity of the CNMI Public School System, policies on academic dishonesty
will be strictly enforced.
Academic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment, and/or the submission as one’s own work or material that is not
one’s own. As a general rule, academic dishonesty involves one of the following acts: cheating,
plagiarism, collusion and/or falsifying academic records. Students suspected of academic
dishonesty are subject to disciplinary proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and from any
other source is unacceptable and will be dealt with under the CNMI Public School System’s
policy on plagiarism.
Plagiarism - “Plagiarism is the offering of work of another as one's own. Plagiarism is a

serious offense and may include, but is not limited to, the following:
1. Complete or partial copying directly from a published or unpublished source without
proper acknowledgment to the author. Minor changes in wording or syntax are not
sufficient to avoid charges of plagiarism. Proper acknowledgment of the source of a text is
always mandatory.


2. Paraphrasing the work of another without proper author acknowledgment.
3. Submitting as one's own original work (however freely given or purchased) the original
exam, research paper, manuscript, report, computer file, or other assignment that has
been prepared by another individual.
Students are expected to produce their own work, to complete course activities themself, and to
take course assessments without the assistance of others. Certain assessments will be
administered through a Respondus LockDown Browser, which is a custom browser that locks
down the testing environment within CourseSites. While using LockDown Browser, students
are unable to print, copy, go to another URL, or access other applications during an online test.
Students may also review their work for plagiarism at
www.dustball.com/cs/plagiarism.checker
Student Conduct & Discipline
The CNMI Public School System has rules and regulations for the orderly and efficient conduct
of their business. It is the responsibility of each student to be knowledgeable about the rules
and regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the PSS Policies/Handbook which is provided to all
registered students each academic year.
Email Use
The CNMI Public School System recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The CNMI Public
School System requires all official student email correspondence be sent only to a student’s
Blackboard Learn email address and that PSS staff consider email from student’s official only if
it originates from a Blackboard Learn student account. This allows the CNMI Public School
System to maintain a high degree of confidence in the identity of all individual corresponding
and the security of the transmitted information.
Withdrawal from Class
Deadline for withdrawal for Spring 2023 courses is Jan. 20, 2023. You must inform your
school counselor and eTeacher of your withdrawal. In other words, the eTeacher alone cannot
drop or withdraw any student. You must do the proper paperwork with your school counselor
to ensure that you will not receive a final grade of "F" in a course if you choose not to login or
attend the online class once you are enrolled.

CNMI PSS High School Geometry Sem 2 Syllabus Sablan Spring 2024

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CNMI PSS High School Geometry Sem 2 Syllabus Sablan Spring 2024

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CNMI PUBLIC SCHOOL SYSTEM

SEMESTER 2 ONLINE COURSE SYLLABUS

Course Title Spring 2024 Geometry Semester 2

eTeacher Contact Information

Student Learning Outcomes

Course Syllabus Updated: June 6, 2020 Page 1

SEMESTER 2 ONLINE COURSE SYLLABUS

Course Syllabus Updated: June 6, 2020 Page 2

SEMESTER 2 ONLINE COURSE SYLLABUS

Required Textbooks and Materials

Required Materials (Applications)

Hardware and Software

You will need to download at Adobe Acrobat Reader at www.get.adobe.com

Suggested Course Materials

SEMESTER 2 ONLINE COURSE SYLLABUS

Virtual Classroom Citizenship

Policy on Server Unavailability or Other Technical Difficulties

Course Access and Navigation

SEMESTER 2 ONLINE COURSE SYLLABUS

PSS Distance Learning: http://cnmipss.org or http://resources.cnmipss.local

Khan Academy: www.khanacademy.org or http://resources.cnmipss.local

Standard and Benchmarks

Experiment with transformations in the plane

SEMESTER 2 ONLINE COURSE SYLLABUS

Understand similarity in terms of similarity transformations

SEMESTER 2 ONLINE COURSE SYLLABUS

Prove theorems involving similarity

Define trigonometric ratios and solve problems involving right triangles

Apply trigonometry to general triangles

SEMESTER 2 ONLINE COURSE SYLLABUS

Understand and apply theorems about circles

SEMESTER 2 ONLINE COURSE SYLLABUS

Explain volume formulas and use them to solve problems

Apply geometric concepts in modeling situations

CNMI PSS TECHNOLOGY STANDARDS:

● Standard 1: Students demonstrate developmentally appropriate technology operations

SEMESTER 2 ONLINE COURSE SYLLABUS

CNMI PSS TECHNOLOGY BENCHMARKS:

Item 1 Notes Discussion 5%

SEMESTER 2 ONLINE COURSE SYLLABUS

Score Letter Equivalent

Assignments will be graded and posted within a week of submission.

Incomplete Grade Policy

SEMESTER 2 ONLINE COURSE SYLLABUS

Assignment submission instructions

SEMESTER 2 ONLINE COURSE SYLLABUS

Naming your GSP files: nameGEODEgsp##TITLE.

SEMESTER 2 ONLINE COURSE SYLLABUS

Access for Students with Disabilities

Summer Proctored Test - None

Course Syllabus Updated: June 6, 2020 Page 14

SEMESTER 2 ONLINE COURSE SYLLABUS

Course Syllabus Updated: June 6, 2020 Page 15

SEMESTER 2 ONLINE COURSE SYLLABUS

HMH text practice on geometry review

Course Syllabus Updated: June 6, 2020 Page 16

SEMESTER 2 ONLINE COURSE SYLLABUS

HMH text practice on reflections in the

● GSP 39: Translations in the

Course Syllabus Updated: June 6, 2020 Page 17

SEMESTER 2 ONLINE COURSE SYLLABUS

Course Syllabus Updated: June 6, 2020 Page 18

SEMESTER 2 ONLINE COURSE SYLLABUS

Course Syllabus Updated: June 6, 2020 Page 19