GEOMETRY ( MATH 750F) - Summer 1999
syllabus

Teachers:
Mara Alagic, 368JB, (316) 978 3969, mara@math.twsu.edu
Sue Neal, 308 JB, (316) 978 3913, sue.neal@wichita.edu

Place and Time
Class Hours: 372JB, 12:30 - 4:30 Daily (#00983)
Office hours: by appointment 

Textbook
Discovering Geometry by Michael Serra, Key Curriculum Press,1997 

Outcomes 
This course is a study of topics necessary for an understanding and teaching of geometry in the middle school curriculum. By the end of the course, the student
will demonstrate knowledge and fluency in the appropriate mathematical content and processes, aligned to the curriculum and evaluation NCTM Standards
appropriate to teaching geometry in middle school classrooms. It is understood that by the end of the course, students (teachers) will have mastered the
outcomes they teach, and will have a deeper understanding of the outcomes for the high school geometry course. Specifically, by the end of the course students
will:
" ... Standard 3: Geometry and Spatial Sense
Mathematics instructional programs should include attention to geometry and spatial sense so that all students
- analyze characteristics and properties of two- and three-dimensional geometric objects; 
- select and use different representational systems, including coordinate geometry and graph theory; 
- recognize the usefulness of transformations and symmetry in analyzing mathematical situations; 
- use visualization and spatial reasoning to solve problems both within and outside of mathematics. 
Standard 4: Measurement
Mathematics instructional programs should include attention to measurement so that all students
- understand attributes, units, and systems of measurement; 
- apply a variety of techniques, tools, and formulas for determining measurements ..."
( The NCTM Standards 2000 Draft) 

Course Outline 
Figures in the Plane (2.1 - 2.4)
Curves and Polygons in the Plane (2.5 - 2.7)
Figures in Space (2.8)
Congruent Triangles (3.1; 5.3-5.4)
Constructing Geometric Figures (3.2 - 3.8)
Similar Triangles (12.1 - 12.6)
Area and Perimeter (12.1 - 12.6)
The Pythagorean Theorem; Area and Volume (9.1 - 9.6; 10.1)
Rigid Motion (9.7; 11) 
Patterns and symmetries; Similarity Transformations (8.3 - 8.8)

Supplies
ruler (english and metric measures), compass, protractor, assorted magic markers or colored pencils, glue stick, scissors, graph paper, non-ruled paper 

Assessment
1. Project/presentation
2. One lesson plan from the Internet - write critical analysis
3. One original creative tessellation - Escher-like ...
4. Structured diagram - polygons
5. One drawing using perspective
6. Collection of constructions: midpoint; bisector of a segment; angle; triangles; hexagon; . . .
7. Pythagorean theorem - one proof examined in detail
8. 3D construction ( polyhedra)
9. Geometry campus tour - take a picture or make a sketch - analysis and abstraction
10. Example of connection between geometry and algebra (or geometry and other branch of mathematics)

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"If you have a physical, psychiatric/emotional, or learning disability that may impact on your ability to carry out
assigned course work, I encourage you to contact the Office of Disability Services (DS). The office is located in
Grace Wilkie Annex, room 173, 978-3309 (voice/tty). DS will review your concerns and determine, with you, what
academic accommodations are necessary and appropriate for you. All information and documentation of your
disability is confidential and will not be released by DS without your written permission." 


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