The curriculum development project

Objective: Write materials for a high school level geometry course. The material should be aimed at students with some learning disabilities.

Student and Instructor pages :

Anneke Bart - Example

Ann Rule

Kevin O'Brien

Mary Cooper

Rebecca Frese

Kelsey Gjerstad

Alyssa Kernen

Elizabeth Whiteside

STEP 1: Choose a topic from the following three:

1. Congruence and Similarity
2. Symmetry (reflectional and or rotational)
3. Tessellations

STEP 2: Do the following:

• Write a  worksheet
• Find an outside resource and adapt it to our course level expectations.
• Write a quiz or exam

STEP 3: Make sure your materials satisfy the following requirements:

• Specify learning objectives
• Write distinct instructions that can easily be followed by the students
• Specify what Standards (NCTM / Show Me) the materials satisfy.
• Give an estimated time for the completion (this may be a rough guess)

Resources:

Mathematics Standards: Department of Elementary and Secondary Education, Missouri. Aka the Show Me standards.

Summary Show me standards:

1: Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships

IA: Describe and use geometric relationships

IB: Apply geometric relationships

2: Specify locations and describe spatial relationships using coordinate geometry and other representational systems

2A:  Use coordinate systems

3: Apply transformations and use symmetry to analyze mathematical situations

3A: Use transformations on objects

3B:  Use transformations on functions

3C: Use symmetry

4: Use visualization, spatial reasoning and geometric modeling to solve problems

4A:  Recognize and draw three-dimensional representations

4B:  Draw and use visual models

NCTM Standards

Summary NCTM Standards

1. Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships

1A: analyze properties and determine attributes of two- and three-dimensional objects;

1B: explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them;

1C: establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others;

1D: use trigonometric relationships to determine lengths and angle measures.

2. Specify locations and describe spatial relationships using coordinate geometry and other representational systems

2A: use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric situations;

2B: investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian coordinates.

3. Apply transformations and use symmetry to analyze mathematical situations

3A: understand and represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates, vectors, function notation, and matrices;

3B: use various representations to help understand the effects of simple transformations and their compositions

4. Use visualization, spatial reasoning, and geometric modeling to solve problems

4A: draw and construct representations of two- and three-dimensional geometric objects using a variety of tools;

4B: visualize three-dimensional objects and spaces from different perspectives and analyze their cross sections;

4C: use vertex-edge graphs to model and solve problems;

4D: use geometric models to gain insights into, and answer questions in, other areas of mathematics;

4E: use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture.