certificate of academic achievement-personalized...

Certificate of Academic Achievement-Personalized Learning Plan

Attendance: Attendance is very important factor for success. Not only is it important for your child to be learning in class every day in order to progress, it is also the source of our schools funding from the government.

1st Qtr. 2nd Qtr. 3rd Qtr. 4th Qtr.

Excused Unexcused Excused Unexcused Excused Unexcused Excused Unexcused

Absences

Tardies

Student Learning Style: The term learning styles speaks to the understanding that every student learns differently. Technically, an individuals learning style refers to the ideal way in which the student absorbs, processes, comprehends and retains information.

Visual Auditory Kinesthetic/Tactile Please fill out your learning style

points from the inventory you took.

GPA: ___________ Current Grade in Class: ___________ FSA Score (Last Year) _________ Achievement Level__________

Student Name

Date

Student Number

Current Grade

Email Current School Year

Phone Number

Subject Geometry

Student Profile


Competency Based Grading Scale: A competency Based (Standards Based) Grading system provides teachers with a method to report what students know and are able to do relative to the Florida Standards. The system includes goal setting, time for students to reflect, and record keeping that provide teachers with the tools necessary adjust learning practices to meet the needs of all students.

Competency Level Competency

grade Equivalent

Grade

Exceeds Mastery - The student exhibits the necessary skills consistently and independently to exceed the performance standards of the course concepts. The student also demonstrates the ability to grasp, apply, and extend understanding of the course concepts.

EM A

(90%-100%)

Mastery- The student meets the performance standards consistently and independently by applying and transferring the essential content knowledge and skills in a new task.

M B

(80%-89%)

Competent- The student does consistently and independently meet the performance standard by only demonstrating the basic ability to comprehend and apply essential content in a familiar task.

C C

(70%-79%)

Not Yet- The student has not met the performance standards or the minimum requirements for the course content.

NY D

(60%-69%)

Insufficient Work- The student has not produced a sufficient amount of evidence to determine the level for which they have met the courses performance standards.

IW F

(0%-59%)

Student Instructions: This form is for students to Individualize and track their learning goals and extended/re-learning opportunities within each subject area. Students are to fill out each their goals for the Unit they are studying. Using the Mastery Tracking in Schoology after each Unit students are to revisit the form to reflect on their learning and indicate any re-learning opportunities they would need to complete for the Unit. Student Goals: An observable and measurable result having one or more objectives to be achieved within a more or less fixed period. Plan/Goal: Write a SMART Plan or goal that covers/ addresses each of the following things: S: Specific M: Measureable A: Achievable R: Realistic T: Timely

Areas of Academic Focus

Certificate of Academic Achievement-Personalized Learning Plan 21st Century Skills -

Develop and maintain skills, competencies, and qualities to succeed personally and professionally.

1st Qtr. 2nd Qtr. 3rd Qtr. 4th Qtr.

Effectively Communicate- Use various forms of media to question, interpret, and express information, knowledge, feelings, ideas, and reasoning to create a mutual understanding.

Creatively Solve Problems- Use original and resourceful thinking to communicate ideas or construct an exclusive product or solution.

Self-Manage Learning - Initiate and achieve learning through self-motivation, self-awareness, self- encouragement, and self-regulate as a reflective learner.

Responsibly Use Information - Displays an aptitude to successfully and properly find and use of information.

Work Collaboratively with Others - Demonstrates a communication of ideas and works well in diverse groups to achieve a common goal.

Plan/Goal: Write a SMART Plan or goal that covers/ addresses each of the following things: S: Specific M: Measureable A: Achievable R: Realistic T: Timely

Student Focus Goal for Unit 1

My focus goal for this unit is to earn a (n):

I plan to accomplish this goal by:

Students Reflection Goal for Unit 1

Did you achieve you unit focus goal? Yes or No

If not, what is your Relearning plan?


Highlight Skill of Re-learning Opportunity

G-CO.1.1 G-CO.3.9 G-GPE.2.4 G-CO.1.2 G-CO.4.12 G-CO.2.7

G-CO.1.3 G-CO.2.6 G-MG.1.3 G-CO.1.4 G-CO.1.5

Teacher Notes:










Teacher Notes:








G-CO.3.9 G-CO.2.8 G-SRT.2.5 G-GPE.2.5 G-CO.4.12

G-CO.3.10 G-CO.2.7 G-CO.4.13 G-C.1.3



G-CO.3.11 G-GPE.2.7 G-GPE.2.5 G-CO.3.11 G-SRT.2.5 G-GPE.2.4

Teacher Notes:







Certificate of Academic Achievement-Personalized Learning Plan If not, what is your Relearning plan?


G-SRT.1.1a G-GPE.2.6 G-SRT.1.2 G-SRT.2.5 G-SRT.1.3 G-SRT.2.4

Teacher Notes:





Certificate of Academic Achievement-Personalized Learning Plan Students Reflection Goal for Unit 5




G-SRT.3.6 G-SRT.3.7 G-SRT.3.8

Teacher Notes:





Certificate of Academic Achievement-Personalized Learning Plan Students Reflection Goal for Unit 6

Did you achieve your unit focus goal? Yes or No



G-C.1.2 G-C.2.5 G-GMD.1.1 G-C.1.1 G-C.1.3 G-GPE.1.1

Teacher Notes:







Did you achieve your unit focus goal? Yes or No



G-GMD.1.1 G-MG.1.2 G-GMD.2.4 G-GMD.1.3

G-MG.1.2 G-MG.1.3 G-MG.1.1

Teacher Notes:

Certificate of Academic Achievement-Personalized Learning Plan Mentor Notes:

Certificate of Academic Achievement-Personalized Learning Plan Geometry Standards:

Congruence

MAFS.912.G.CO.1.1 I can describe the terms point, line, and be able to: distance along a line in a plane. I can define perpendicular lines, parallel lines, line segments, and angles

MAFS. 912.G-CO.1.2: I can describe the different types of transformations including translations, reflections, rotations, and dilations. Describe transformations as functions that take points in the coordinate plane as inputs and give other points as outputs. I can represent transformations in the plane. I can write functions to represent transformations. I can Compare transformations that preserve distance and angle to those that do not (e g. translation vs. horizontal stretch).

MAFS. 912.G-CO1.3: I can describe rotations and reflections that carry a rectangle, parallelogram, trapezoid, or regular polygon onto it.

MAFS. 912.G-CO.1.4: I can define rotations, reflections, and translations. Develop definitions of rotations, reflections and translations in terms of angles, circles, perpendicular lines, parallel lines and line segments.

MAFS. 912.G-CO.1.5: I can when given a geometric figure and a rotation, reflection, or translation, draw the transformed figure

MAFS. 912.G-CO.2.6: I can determine if two figures are congruent using the definition of congruence in terms of rigid motions.

MAFS. 912.G-CO.2.7: I can identify corresponding angles and sides of two triangles. I can identify corresponding pairs of angles and sides of congruent triangles after rigid motions. I can justify congruency of two triangles using transformations. I can use the definition of congruence in terms of rigid motions to show that two triangles are congruent if corresponding pairs of sides and corresponding pairs of angles are congruent. I can use the definition of congruence in terms of rigid motions to show that if the corresponding pairs of sides and corresponding pairs of angles of two triangles are congruent, then the two triangles are congruent.

MAFS. 912.G-CO.2.8: I can informally use rigid motions to take angles to angles and segments to segments (from 8th grade). I can formally use dynamic geometry software or straightedge and compass to take angles to angles and segments to segments. I can explain how the criteria for triangle congruence (ASA, SAS, SSS) follows from the definition of congruence in terms of rigid motions. Include AAS per Florida Interim Assessment Item Bank and Test Platform.

MAFS.912.G-CO.3.9: I can prove theorems about lines and angles; use theorems about lines and angles to solve problems.

MAFS. 912.G-CO.3.10 I can identify the hypothesis and legs. I can design an argument to prove theorems about triangles. I can analyze components of the theorem and prove theorems about triangles.

MAFS. 912.G-CO.3.11: I can classify types of quadrilaterals and explain theorems for parallelograms by relating the figures. I can use the principle that corresponding parts of congruent

Certificate of Academic Achievement-Personalized Learning Plan triangles are congruent to solve problems and use properties of special quadrilaterals in a proof

MAFS. 912.G-CO.4.12: I can explain the construction of geometric figures using a variety of tools and methods. I can apply the definitions, properties, and theorems about line segments, rays, and angles to support geometric constructions. I can apply properties and theorems about parallel and perpendicular lines to support constructions. I can perform geometric constructions using a variety of tools and methods, including: copying a segment; copying an angle; bisecting a segment; dissecting 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.

MAFS. 912.G-CO.4.13: I can construct an equilateral triangle, square, and regular hexagon inscribed in a circle.

Similarity, Right Triangles, and Trigonometry

MAFS. 912.G-SRT.1.1a: I can Identify a dilation stating its scale factor and center and verify experimentally that a dilated image is similar to its pre-image by showing congruent corresponding angles and proportional sides. I can verify experimentally that a dilation takes a line not passing through the center of the dilation to a parallel line by showing the lines are parallel and verify experimentally that dilation leaves a line passing through the center of the dilation unchanged, by showing that it is the same line. b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

MAFS. 912.G-SRT.1.1b: I can explain that the scale factor represents how many times longer or shorter a dilated line segment is than its pre-image and verify experimentally that the dilation of a line segment is longer or shorter in the ratio given by the scale factor.

MAFS. 912.G-SRT.1.2: I can if given two figures, decide if they are similar by using the definition of similarity in terms of similarity transformations.

MAFS. 912.G-SRT.1.3: I can recall the properties of similarity transformations. Establish the AA criterion for similarity of triangles by extending the properties of similarity transformations to the general case of any two similar triangles

MAFS. 912.G-SRT.2.4: I can recall postulates, theorems, and definitions to prove theorems about triangles and prove theorems involving similarity about triangles.

MAFS. 912.G-SRT.2.5: I can recall congruence and similarity criteria for triangles. Use congruency and similarity theorems for triangles to solve problems. Use congruency and similarity theorems for triangles to prove relationships in geometric figures.

MAFS. 912.G-SRT.3.6: I can recall congruence and similarity criteria for triangles and use congruency and similarity theorems for triangles to solve problems. I can use congruency and similarity theorems for triangles to prove relationships in geometric figures

MAFS. 912.G-SRT.3.7: Geometric simulation software, applets, and graphing calculators can be used to explore the relationship between sine and cosine. I can explain how the sine and cosine of complementary angles are related to each other.

Certificate of Academic Achievement-Personalized Learning Plan MAFS. 912.G-SRT.3.8: I can recognize which methods could be used to solve right triangles in applied problems and solve for an unknown angle or side of a right triangle using sine, cosine, and tangent

Circles

MAFS. 912. G-C.1.1 I can recognize when figures are similar and compare the ratio of the circumference of a circle to the diameter of the circle. I can discuss, develop, and justify the ratio of the circumference of a circle to the diameter of the circle for several circles and determine that this ratio is constant for all circles.

MAFS. 912. G-C.1.2 Recognize that inscribed angles on a diameter are right angles. Recognize that radius of a circle is perpendicular to the radius at the point of tangency. Examine the relationship between central, inscribed, and circumscribed angles by applying theorems about their measures.

MAFS. 912.G-C.1.3 I can define inscribed and circumscribed circles of a triangle and recall midpoint and bisector definitions. I can define a point of concurrency and prove properties of angles for a quadrilateral inscribed in a circle

MAFS. 912-G-C.2.5 I can recall how to find the area and circumference of a circle and recall that all circles are similar. I can explain that 1 = /180 radians. And determine the constant of proportionality (scale factor). I can justify the radii of any two circles (r1 and r2) and the arc lengths (s1 and s2) determined by congruent central angles are proportional and verify that the constant of a proportion is the same as the radian measure, , of the given central angle. Conclude s = r .

Expressing Geometric Properties with Equations

MAFS. 912-G-GPE.1.1: I can 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.

MAFS. 912-G-GPE.2.4: I can recall previous understandings of coordinate geometry including distance, midpoint and slope formulas, equation of a line, and definitions of parallel and perpendicular lines and use coordinates to prove simple geometric theorems algebraically. I can derive the equation of a line through 2 points using similar right triangles

MAFS. 912-G-GPE.2.5: Recognize that slopes of parallel lines are equal. Recognize that slopes of perpendicular lines are opposite reciprocals Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems

MAFS. 912-G-GPE.2.6: I can recall the definition of ratio and recall previous understandings of coordinate geometry. Given a line segment (including those with positive and negative slopes) and a ratio, find the point on the segment that partitions the segment into the given ratio.

Certificate of Academic Achievement-Personalized Learning Plan MAFS. 912-G-GPE.2.7: I can use the coordinates of the vertices of a polygon to find the necessary dimensions for finding the perimeter and use the coordinates of the vertices of a triangle to find the necessary dimensions (base, height) for finding the area. I can use the coordinates of the vertices of a rectangle to find the necessary dimensions (base, height) for finding the area and formulate a model of figures in contextual problems to compute area and/or perimeter. I can 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).

Geometric Measurement and Dimension

MAFS. 912-G-GMD.1.1 I can use dissection arguments, Cavalieris principle, and informal limit arguments. I can give an informal argument for the formulas for the circumference and area of a circle and give an informal argument for the formulas for the volume of a cylinder, pyramid, and cone.

MAFS. 912-G-GMD.1.3 I can utilize the appropriate formula for volume, depending on the figure and use volume formulas for cylinders, pyramids, cones, and spheres to solve contextual problems.

MAFS. 912-G-GMD.2.4 I can identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

Modeling with Geometry

MAFS. 912.G-MG.1.1: Use measures and properties of geometric shapes to describe real world objects and given a real world object, classify the object as a known geometric shape use this to solve problems in context.

MAFS. 912.G-MG.1.2 I can define density and apply concepts of density based on area and volume to model real-life situations.

MAFS. 912.G-MG.1.3 I can describe a typographical grid system and 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).

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