Core

Connections Geometry
COURSE DESCRIPTION
Introduction and Overview Core Connections Geometry is the second course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues through Calculus. Core Connections Geometry aims to formalize and extend the geometry that students have learned in previous courses. It does this by focusing on establishing triangle congruence criteria using rigid motions and formal constructions, building a formal understanding of similarity based on dilations and proportional reasoning, developing the concepts of formal proof, exploring the properties of two- and three-dimensional objects, working within the rectangular coordinate system to verify geometric relationships, proving basic theorems about circles, and using the language of set theory to compute and interpret probabilities for compound events. On a daily basis, students in Core Connections Geometry use problem solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Students learn in collaboration with others, sharing information, expertise, and ideas. The course is well balanced between procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem solving), and adaptive reasoning (extension and transference). The lessons in the course meet all of the content standards, including the advanced plus standards, of Appendix A of the Common Core State Standards for Mathematics. The course imbeds the CCSS Standards for Mathematical Practice as an integral part of the lessons in the course. Key concepts addressed in this course are: Transformations (reflection, rotation, translation, dilation) and symmetry Relationships between figures (such as similarity and congruence) in terms of rigid motions and similarity transformations Properties of plane figures Prove geometric theorems (investigate patterns to make conjectures, and formally prove them) Modeling with geometry

Using coordinates to prove geometric theorems Measurements of plane figures (such as area, perimeter, and angle measure) Theorems about circles, including arc lengths and areas of sectors Measurements of three-dimensional shapes (such as volume and surface area) Tools for analyzing and measuring right triangles, general triangles, and complex shapes (such as the Pythagorean Theorem, trigonometric ratios, inverse trigonometry, and the Laws of Sines and Cosines) Geometric construction (with compass and straightedge) Algebra (with substantial review of writing and solving equations and multiple representation of functions) Probability (independence and conditional probability, compound events, expected value, and permutations and combinations)

Upon completing this course, students should be able to: Pose mathematical questions, such as What if?, meaningfully and appropriately. Make conjectures and prove their validity. Recognize and represent patterns mathematically or in prose. Apply geometry to model and solve problems in both mathematical and real-world contexts. Critique a logical argument. Communicate their mathematical understanding effectively and formulate complete, logical arguments to support their conclusions. Use algebra to formulate and solve equations arising from geometric situations both on and off a coordinate grid. Course Structure

The course is organized around rich, meaningful daily problems and investigations that lead to deep conceptual understanding of the underlying mathematics in a very deliberate and purposeful structure. Daily work consists of inquiry, as opposed to teacher transmission of procedure that is followed by rote practice and memorization. The emphasis of the course is on reasoning, critical analysis, mathematical modeling, and gathering evidence; students are active participants in their learning. There are fewer problems than in a typical mathematics book, allowing for perseverance and more concentration on the mathematics. The problems are regularly non-routine (encouraging transference and extension), team-worthy (requiring reasoning and collaboration), engaging (leading to a more positive disposition toward mathematics), and ask for a variety of outcomes (reports, diagrams, models, presentations). Extensive justification of thinking and communication of mathematical arguments are constantly expected. Procedures are based upon principles of mathematics rather than memorized algorithms. A strength of the course is its

coherence: big mathematical ideas permeate the course and progress, rather than presenting lessons as a series of disconnected topics. Students are encouraged to investigate concepts and consider problem-solving strategies by sharing information, opinions, and expertise in collaborative study teams. They provide clarification, analyze, criticize, and most of all, build on each others ideas, by collaborating. By working in teams, students have access to higher-level, more sophisticated, mathematically rich problems. Not only are students more engaged and interested than when they are doing individual seatwork, but collaborative teams also provide a safe place for students to ask questions. The teacher is continuously providing structure and direction to the collaborative teams by giving clarifying instructions and guidance. The teacher gives targeted lectures or holds whole-class discussions as appropriate. Often a teacher has freedom in deciding how structured or open a given mathematical challenge is. While students are in teams, the teacher checks for understanding, and questions student processes to guide them. At the close of each lesson, the teacher assures that the big mathematical ideas of each lesson are consolidated and conveyed to students. Course Support

The homework in the Review & Preview section of each lesson allows students to process the learning in the current lesson individually. Homework includes distributed practice of previously learned skills, reinforces concepts, and prepares students for new ones. Homework provides practice to fluency of geometric and algebraic skills. The homework problems also allow students to apply previously-learned concepts and skills in new contexts, extending and transferring their problem-solving skills, and deepen their understanding by solving the same type of problem in different ways. CPM offers open access homework support at the website www.cpm.org. Core ideas are synthesized in Math Notes boxes throughout the text. These notes are placed in a purposeful fashion, often falling one or more lessons after the initial introduction of a concept. This approach allows students time to explore and build conceptual understanding of an idea before they are presented with a formal definition or an algorithm or a summary of a mathematical concept. Math Notes boxes include specific vocabulary, definitions and instructions about notation, and occasionally interesting extensions or real-world applications of mathematical concepts. Learning Log reflections appear periodically at the end of lessons to allow students to synthesize what they know and identify areas that need additional explanation.

 Each chapter offers review problems in the chapter closure: typical problems that students can expect on an assessment, answers, and support for where to get help with the problem. Chapter closure also includes extensive reflective activities, portfolio entries, lists of Math Notes and Learning Logs, key vocabulary in the chapter, and an opportunity to create structured graphic organizers. The books include Checkpoints that indicate to students where fluency with a skill should occur. Checkpoints offer examples with detailed explanations, in addition to practice problems with answers. In addition, CPM provides a Parent Guide with Extra Practice booklet at www.cpm.org and in booklet form. In addition to more practice problems with answers, the Parent Guide with Extra Practice provides more examples with detailed explanations, and guidance for parents and tutors in assisting their child.

Teacher notes for each lesson include a suggested lesson activity section with very detailed ideas for lesson introduction and timing, specific tips and strategies for lesson implementation to clearly convey core ideas, background on how the mathematical topic is developed, anticipation of student responses, common errors and how to address them, suggestions for questioning and guiding students, and a means for bringing the mathematical topics in this lesson to closure. Teacher notes also provide daily guidance for structuring teams, and Universal Access assistance. Each chapter comes with an assessment plan to guide teachers into choosing appropriate assessment problems. CPM provides a secure online test generator and sample tests. The Assessment Handbook contains guidance for a wide variety of assessment strategies. Technology is used in the course to allow students to see and explore concepts in a dynamic way after they have developed some initial conceptual understanding. The course assumes that classes have access to at least one of these three technology setups: a full computer lab with computers for each student, a classroom computer equipped with projection technology, or Cabri Jr. software on graphing calculators (such as a TI-83+/84+) and whole-class display technology for the teacher. These dynamic investigations allow students to test a conjecture on a wide variety of cases. The ability to view many examples quickly and easily allows students to make conjectures more quickly and have greater confidence in the conjectures they make.