Palm Springs Unified School District High School Course Description Template Please read: Sections 1, 2 and 4 below must be completed and submitted to the Director of Secondary Curriculum and Instruction for all courses seeking Palm Springs Unified School District Cabinet and Board approval. Sections 3 and 5 must also be completed if the course will be submitted to the University of California (UC) for placement on your school’s a-g list. For yes/no or check box questions, mark the appropriate blank with an X.

District Office Use Only Transcript Title(s)/Abbreviation: Cabinet/ BOE Approval Date:

Transcript Course Code(s)/Number(s):

Section 1: Course Content 1. Course Title:

Honors Geometry February 22, 2011

Date this course was first submitted to the Curriculum Steering Committee:

Note: All courses submitted to the Curriculum Steering Committee will be evaluated for Cabinet and Board approval following the established guidelines and timelines. Incomplete or missing information will delay the approval process.

2. Is this a re-write of an existing course?

No

If “Yes,” what is the Zangle Course Code:

X

Yes

2213

3. CALPADS Code :

2413

4. PSUSD graduation requirement subject area:

Math

Note: Choose one from the following list- English I, II, III, or IV; Algebra; Math; World History; U.S. History; Civics; Economics; Foreign Language; Fine Art; Physical Education; Health; General Elective; Biological Science; Physical Science or CTE. ALSO: All courses in the subject area listed above must be taught by teachers who hold the appropriate and valid single subject or designated subject teaching credential and/or are approved by the Human Resources Department to teach the course.

5. Unit Value for complete course:

6. Grade Level:

2.5 PSUSD credits (one quarter) 5 PSUSD credits (half year/one semester) X

9

X

10

X

10 PSUSD credits (one year/two semesters) Other (indicate value)

11

12

Note: Grade level pertains to which grades the course has been designed. th

th

th

Note: For UC, 9 grade cannot be selected for Advanced Visual/Performing Arts courses. 9 and 10 grades cannot be selected for honors courses.

7. PSUSD Department:

Mathematics

Note: Choose one from the following list- English; Mathematics; Social Science; Science; Visual and Performing Arts; Vocational and Applied Technology; Foreign Language; Physical Education; Special Education; or Non-Departmental.

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8. PSUSD weighted GPA?

No

9. Is this an “online” learning course?

X

X

No

Yes Yes

If “Yes,” list the online provider: Note: If “Yes,” an additional course code will be created by ETIS with a virtual designation.

10. Will this course be offered only through the Alternative Education Program?

X

No

11. Is this course an NCLB core subject course? If “Yes,” list the NCLB subject area:

Yes

No

X

Yes

Mathematics

Note: Choose one from the following list: Arts; Biology; Chemistry; Civics and Government; Economics; English; Foreign Language- French, German, Latin, Spanish, other; Geography; Geoscience; History; Math; Physics; Reading/Language Arts; Science.

12. Career Pathway Relationship Note: Refer to the list of Industries and their associated Pathways in Section 5, Item #38

Is this course an Industry and Career Pathway-related Course?

X

No

Yes

If “Yes,” which Industry? Which Pathway? What sequence level? Note: Must be one of the following: 16-Beginning Literacy; 17-Beginning; 18-Intermediate; 19-Advanced (Capstone)

13. Is this course an Academy-related Course?

X

No

Yes

If “Yes,” which Academy? 14. California Content Standards Taught in This Course: Geometry

1.0 Students demonstrated understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning. 2.0 Students write geometric proofs, including proofs by contradiction 3.0 Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement. 4.0 Students prove basic theorems involving congruence and similarity 5.0 Students prove that triangles are congruent or similar, and they are able to use the concept of corresponding parts of congruent triangles 6.0 Students know and are able to use the triangle inequality theorem . 7.0 Students prove and use theorems involving the properties of parallel lines cut by a transversal, the

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properties of quadrilaterals, and the properties of circles. 8.0 Students know, derive, and solve problems involving perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. 9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres: and students commit to memory the formulas for prisms, pyramids, and cylinders. 10.0 Students compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms, and trapezoids. 11.0 Students determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures and solids. 12.0 Students find and use measures of sides and of interior and exterior angles of triangles and polygons to classify figures and to solve problems 13.0 Students prove relationships between angles in polygons by using properties of complementary, supplementary, vertical, ad exterior angles. 14.0

Students prove the Pythagorean theorem.

15.0 Students use the Pythagorean theorem to determine distance and find missing lengths of sides of right triangles. 16.0 Students perform basic constructions with a straight edge and compass, such as angle bisectors, perpendicular bisectors , and the line parallel to a given line through a point off the line. 17.0 Students prove theorems by using coordinate geometry including the midpoint of a line segment, the distance formula, and various forms of equations of lines and circles. 18.0 Students know the definitions of the basic trigonometric functions defined by the angles of a right triangle. They also know and are able to use elementary relationships between them. 19.0 Students use trigonometric functions to solve for an unknown length of a side of a right triangle, given an angle and a length of a side. 20.0 Students know and are able to use angle and side relationships in problems with special right triangles, such as 30 degree, 60 degree, and 90 degree triangles and 45 degree, 45 degree, and 90 degree triangles. 21.0 Students prove and solve problems regarding relationships among chords, secants, tangents, inscribed angles, and inscribed and circumscribed polygons of circles. 22.0 Students know the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations and reflections.

15. California Standards Test Relationship - Name of the CST taken at the end of this course: Geometry CST

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16. Course Outline: Geometric Proofs  Deductive Reasoning  Logic  Congruence  Proofs by contradiction Measurements of 2 and 3 Dimensional Figures  Perimeters and Circumference  Areas, Surface Area, and Lateral Surface Area  Volume  Effects of Dimensional Changes Geometric Constructions  Tools of Geometry  Bisections  Perpendiculars Pythagorean Applications  Distance  Problem Solving Trigonometry and Special Right Triangles  Basic Trigonometric Right Triangles  Applications of Trigonometry Rigid Motions on Geometric Figures  Rotations  Translation  Reflections  Combinations of Rigid Motions

17. Key Assignments: Additional enrichment assignments are required in each chapter of the book. Chapter 1: Orthographic Projections, Dot to dot Distance; Chapter 2: Kitchen Designs, If you Advertise, They Will Buy; Chapter 3: It is All Done with Mirrors, Parallel Lines and Triangles, Activity labExploring Spherical Geometry, Diagonals in Concave Polygons, Coordinate Plane History; Chapter 4: Paper Airplanes, Writing Flow Proofs, Tri Tri Again; Chapter 5:ConcurrentLines, Medians, and Altitudes, Constructions- Centroid and Orthocenter, Moving Entertainment; Chapter 6The Inside Secrets of a Polygon, Another type of Coordinate Plane; Chapter 7:Similarity Applications, Fractals, Similarity Proofs, Similarity of Right Triangles; Chapter 8: Wheel of Square Roots, Lab Proving the Pythagorean Theorem, Measure and Discover Lab Measuring from Afar, Angles of Elevation and Depression, Vectors; Chapter 9:Playing Card Symmetries, Dilations, Transformations Using Vectors and Matrices, Compositions of Reflections, Tessellations; Chapter 10: An Area Proof of the Pythagorean Theorem, Areas of Regular Polygons, Midpoints, Area, and Similar Polygons, Law of Sines and Cosines, Still Life with Circles and Polygons; Chapter 11: Space Figures and Cross Sections, Perspective Drawing, Frustum of a Solid, Coordinate geometry and Ordered Triples, Working for Scale, Project— The Place is Packed; Chapter 12: A Remarkable Theorem, Geometric Probability, Polygon Probability, Tangent Lines, Tangent Ratios, Locus- A Set of Points 18. Instructional Methods and Strategies: Instructional Methods and Strategies will be employed to reinforce the Mathematical Practice Standards and encourage students to be:  Self directed learners who will be able to use notes and a textbook to assist them in connecting their learning with real life applications and to be precise in their calculations PSUSD High School Course Template– Updated February 29, 2012

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    

Efficient communicators who can explain mathematical concepts to others Quality producers who understand the importance of neat, organized work that demonstrates their thinking and understanding of the solution they’ve formed to solve a problem Constructive thinkers who are able to attack problems with organization, logic, mathematical skills and perseverance Collaborative workers who are able to form and use study groups to strengthen their own understanding in addition to providing support to classmates Responsible citizens who understand their role in the learning process.

19. Assessment Methods: End of Chapter Assessments, District Benchmarks, CST Mirror Test, teacher created tests based on teacher selected skills, checks for understanding, performance based tasks,and alternative assessments provided by the Text

20. Target Audience and Outcomes: Advanced students who have successfully completed Algebra I and have demonstrated a thorough understanding of the Algebra I Standards. The course goals are to prepare students for success in college, in their careers and in daily life in the 21st century. It is designed to help them develop their abilities to explore and solve geometric problems, think critically, work cooperatively with others, and to communicate ideas clearly. Through mini projects and challenge activities, they will develop conceptual understanding of geometric proofs and reinforce inductive and intuitive reasoning skills. Note: Include in this section information on the demographic population(s) the course is intended to serve, i.e. intervention (strategic, intensive, English learner, Special Education) benchmark, or advanced; the course(s) students currently are taking in the absence of this course and why these courses may not be meeting students’ needs; what outcomes and skills students will possess as a result of passing this course; how this course supports student achievement in subsequent courses; and how this course is uniquely different from similar Board/Cabinet approved courses in our district.

21. Brief Course Description (to be used in your school’s Course Description Booklet): Honors Geometry is an advanced study in geometry for the more advanced student. The course is based on the standards set by the State of California. The following topics are included: geometric proofs; perimeter, area, and volume of two and three dimensional figures; size transformations; Pythagorean theorem; constructions; trigonometric functions; special triangles; coordinate geometry. It is a rigorous, logical development of the deductive system of reasoning. Emphasis is on the development of logic, formal proofs, problem solving, and algebraic applications to geometry. Application of the Standards will be provided through mini projects.

22. Texts and Supplemental Instructional Materials (all non-core instructional materials are the responsibility of individual schools to purchase.)

Texts:

Prentice Hall Mathematics, California Geometry, 2008

Supplemental Materials:

N/A

23. Will this course be submitted for approval by UC?

No

X

Yes

If “Yes,” complete sections 3, 4 and 5

Section 2: School and District Information School Information PSUSD High School Course Template– Updated February 29, 2012

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24. School Name:

Palm Springs High School

School District:

Palm Springs Unified School District

City and State:

Palm Springs, California

District Web Site:

http://www.psusd.us

School Course List Contact Information (Name of AP of Curriculum or Principal) 25. First Name:

Joe

Last Name:

Aguanno

Position/Title:

Vice Principal

Email:

[email protected]

Phone #:

(760) 778-0402

Ext:

Teacher Contact Information (Name of teacher/administrator who authored this course) 26. First Name:

Nettie

Last Name:

Roberts

Position/Title:

Math Specialist- Palm Springs Unified School District

Email:

[email protected]

Phone #:

(760) 416-6024

Ext.

Section 3: Course Information 27. Was this course “Previously Approved” by UC?

X

Yes

No

Note: if this course is to be submitted to UC and it was “Previously Approved,” the exact same course title as the previously approved course must be used. Compete outlines are not needed for courses previously approved by UC. Courses that are defined as “previously approved” are courses from the following programs (Advanced Placement, International Baccalaureate, ROP courses, etc.), or courses from within the same district, or courses that have been removed within a three-year window are being reinstated, and/or courses from UC-approved online providers. Courses modeled after courses from outside the school district are also defined as “previously approved” but a complete course description will be required for submission to UC. Each section below represents an individual page on the UC electronic submission site.

If “No,” proceed to the Course Description Section (Section 4). If “Yes,” indicate which category applies: 28. Is this course modeled after a UC-approved course from another high school outside of our district? Yes

X

No

Note: If “Yes,” you will be required to submit a complete course description. UC will review the previous submission, if it is available, to assist them in their review process. PSUSD High School Course Template– Updated February 29, 2012

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If “Yes,” list which school and the school’s ATP code: Exact Course Title:

29. Is this course modeled after an identical course approved by UC for the current year at another high school in PSUSD: Yes

X

No

If “Yes,” what school? Exact Course Title:

30. Is this course being reinstated after removal within 3 years: Yes

No

If “Yes,” what year was the course removed from the list? Exact Course Title: 31. Has this course been provided program status, is not an online course, and is it listed below? Yes

X

No

If “Yes,” select an option from the Program Status list: AVID Program Advanced Placement (AP) CDE Agricultural Education CSU Early Assessment Program (EAP) Center for Advancement Research and Technology (CART) International Baccalaureate (IB) Program Project Lead the Way ROP/C Organization

Name of ROP/C:

32. If “Advanced Placement,” has it been authorized by the College Board through the AP audit process? N/A X No PSUSD High School Course Template– Updated February 29, 2012

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Yes

In Progress

Note: UC will only allow Advanced Placement courses that have passed or are in the AP audit process. UC requires all AP courses on your list, including those approved in prior years, to be verified via the College Board AP audit process. UC will run quarterly reports based on AP Audit data. AP courses not listed on the AP audit list will be removed.

If “In Progress,” date submitted to AP: MM/DD/YYYY

Exact Program Course Title: 33(a). Is this course provided by one of the UC-approved online curriculum providers listed in #31? N/A

X

No

Yes

33(b). Have you signed the appropriate partnership agreement with the provider regarding methods of delivery and instruction? N/A

X

No

Yes

Note: You must have signed an agreement with the appropriate provider and filed with UC in order to use their courses.

34. If the answer to either 33(a) or (b) is “No,” UC will not approve this course. If “Yes” to both 33(a) and (b), then select the appropriate option from the Online Provider List below: Apex Learning Virtual School Brigham Young University Independent Study Connections Academy Education Program for Gifted Youth Online High School at Stanford University (EGPY) K12, Inc. Laurel Springs School (LSO) National University Virtual High School PASS Program/Cyber High UC College Prep Online (UCCP)

Section 4: Course Description 35. Seeking “Honors” Distinction Note: To receive “Honors” distinction for both UC and PSUSD, the course content must satisfy certain requirements. For information about these requirements, refer to the a-g Guide: http://www.ucop.edu/a-gGuide/ag/a-g/honors.html. For “Previously Approved” courses (including AP and IB), the honors information will be pre-populated as applicable on your UC submission template.

No Yes, AP Yes, IB (Higher Level) Yes, IB (Standard Level) PSUSD High School Course Template– Updated February 29, 2012

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X

Yes, Other Honors

Note: “Other Honors” is defined by UC as a course specifically designed with distinctive features which set it apart from regular high school courses in the same discipline areas. The course should be seen as comparable in terms of workload th and emphasis to AP, IB or introductory college courses in the subject. Honors courses must be designed for the 11 and th 12 grade level to be UC approved and require a comprehensive, year-long written final exam. In addition to AP and IB higher level courses, high schools may certify not more than one honors level course per grade level in each of the following subject areas only: history, English, advanced mathematics, each laboratory science course, each language other than English, and each of the four VPA disciplines. If there are no AP or IB or higher level courses in a given subject area, the high school may certify up to, but not more than two honors level courses in that area.

36. Subject Area and Category “a”- History/Social Science American Government/Civics U.S. History

World History/ Geography/ Cultures

“b”- English English

English ESL/ ELD

“c”- Mathematics Algebra 1: Yr 1 of 2

Algebra 1: Yr 2 of 2

Algebra 1

Geometry: Yr 2 of 2

X Geometry

Algebra 2: Yr 2 of 2

Algebra 2

Advanced Math

Statistics

Integrated Math 1 Geometry: Yr 1 of 2 Integrated Math 2 Algebra 2: Yr 1 of 2 Integrated Math 3 Algebra 2 and Trig “d”- Laboratory Science Biological Science

Chemistry

Physics

Integrated Science

Note: Students electing to enroll in an integrated-science program (ISP) are strongly advised by UC to complete the entire three-year sequence. In most cases, the first year of an integrated science sequence fulfills only the “g” elective requirement: the second and third years of the sequence then fulfill the two-year “d” laboratory science requirement. Accordingly, if only ISP 1 and only one of ISP 2 or ISP 3 are completed, then one additional course from the categories of Biology, Chemistry, or Physics from the “d” subject area must be taken to fulfill the “d” requirement.

Interdisciplinary Science Note: This category demonstrates that the course is cross-disciplinary and is often used for advanced science courses such as AP Environmental Science or Biochemistry

“e”- Language Other than English LOTE Year 1

LOTE Year 2

LOTE Year 3

LOTE Year 4+

ASL

Chinese

French

German

Hebrew

Italian

Japanese

Latin

Russian

Spanish

Other- List:

Language

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“f”- Visual and Performing Arts Dance (Intro)

Dance (Advanced)

Music (Intro)

Music (Advanced)

Theater Arts (Intro)

Theater Arts (Advanced)

Visual Arts (Intro)

Visual Arts (Advanced)

“g”- Elective History/Social Science

English

English- ESL/ELD

Math

Statistics

Science- Biological

Science- Integrated

Science- Physical

LOTE

VPA

Interdisciplinary

Other

Section 5: Course Attributes 37. Is this course classified as a Career Technical Education Course? Yes

X

No

If no, skip to item #39 38. If “Yes,” select the name of the industry and Career Pathway: Agriculture and Natural Resources Agricultural Business Agricultural Mechanics Agriscience Animal Science Forestry and Natural Resources Ornamental Horticulture Plant and Soil Science Arts, Media, and Entertainment Media and Design Arts Performing Arts Production and Managerial Arts Building and Construction Cabinetmaking and Wood Products Engineering and Heavy Construction PSUSD High School Course Template– Updated February 29, 2012

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Mechanical Construction Residential and Commercial Construction Education, Child Development and Family Services Child Development Consumer Services Education Family and Human Services Energy and Utilities Electromechanical Installation and Maintenance Energy and Environmental Technology Public Utilities Residential and Commercial Energy and Utilities Engineering Design Architectural and Structural Design Computer Hardware, Electrical, and Networking Engineering Engineering Design Engineering Technology Environment and Natural Science Maintenance Fashion and Interior Design Fashion Design, Manufacturing, and Merchandising Interior Design, Furnishings, and Maintenance Finance and Business Accounting Services Banking and Related Services Business Financial Management Health Science and Medical Technology Biotechnology Research and Development Diagnostic Services Health Information Support Services Therapeutic Services Hospitality, Tourism, and Recreation Food Service and Hospitality Food, Science, Dietetics, and Nutrition Hospitality, Tourism, and Recreation PSUSD High School Course Template– Updated February 29, 2012

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Information Technology Information Support and Services Media Support and Services Network Communications Programming and Systems Development Manufacturing and Product Development Graphic Arts Technology Integrated Graphics Technology Machine and Forming Technology Welding Technology Marketing, Sales, and Service E-Commerce Entrepreneurship International Trade Professional Sales and Marketing Public Services Human Services Legal and Government Services Protective Services Transportation Aviation and Aerospace Transportation Services Collision Repair and Refinishing Vehicle Maintenance, Service, and Repair Catalog Description 39. Brief Course Description Note: Briefly (in a short paragraph) describe the course, focusing on content rather than instructional strategies, assessments, or rationale. This description should be identical to the description in your school’s course catalogue.

The Honors Geometry is an advanced study in geometry for the more advanced student. The course is based on the standards set by the State of California. The following topics are included: geometric proofs; perimeter, area, and volume of two and three dimensional figures; size transformations; Pythagorean theorem; constructions; trigonometric functions; special triangles; coordinate geometry. It is a rigorous, logical development of the deductive system of reasoning. Emphasis is on the development of logic, formal proofs, problem solving, and algebraic applications to geometry. Application of the Standards will be provided through mini projects.

40. Pre-Requisite:

Algebra I with grade of “B” or higher for both semesters Required:

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x

Recommended:

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Note: Laboratory science and VPA courses require a pre-requisite. Submissions will not be allowed if this is not included. Some courses, particularly in the mathematics subject areas, require appropriate pre-requisites. For further explanation, refer to either the “Guide to a-g Requirements” document or the a-g Interactive Guide web site at www.UCOP.edu/a-gGuide.

Background Information Note: Do not include information that could identify your school or PSUSD.

41. Context for Course (Required for CTE Courses) Note: In order for UC to understand the context for a new course, it is helpful for UC to understand the broader program and/or reform efforts of the school. In the space below, describe how this new course fits into broader departmental and/or pathway structure and how it fits into the overall school restructuring plan. Also, identify if the course is intended to be a core or supplemental course as well as the student, school, and community needs met by this course.

42. History of Course Development (Required for CTE Courses) Note: Likewise, it is sometimes helpful for UC to know the origins of a course and who was involved in its development. In the space below, describe whether or not you consulted with UC admissions personnel or UC professors and include the nature of the consultation. Also, identify if the course was modeled after another course at another school. Describe how the course being submitted differs from the course which it was modeled, and include if the course (or very similar course) has received any special recognitions, designations or awards, and if it has been articulated to a local community college (COD) or university.

Textbooks Note: Include a list of primary and secondary texts. Ensure to note the books that will be read entirely and those that will be as excerpts. Textbook information is not necessary if the course is a Visual and Performing Arts, Advanced Placement, or an International Baccalaureate course. Include the link to any/all online texts or non-standard electronic text materials.

43. Textbook Title:

California Geometry

Edition:

First Edition

Publication Date:

2008

Publisher:

Prentice Hall

Author(s):

Laurie Bass, Randall Charles, Basia Hall, Art Johnson, Dan Kennedy

URL Resource(s): PHSchool.com Usage:

x

Primary Text

Read in entirety or near entirety

44. In the space below, list any additional textbooks that are used for this class. None 45. In the space below, list and describe additional supplemental materials that will be used for this class. If using online texts or non-standard material, provide the title of the material or webpage and the URL link. N/A Online Text is the Prentice Hall Geometry Text PHSchool.com PSUSD High School Course Template– Updated February 29, 2012

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PSUSD High School Course Template– Updated February 29, 2012

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