Mrs. Linda Seals

Phone: (816) 316-7471

Email:

Degrees and Certifications:

Mrs. Linda Seals

 

9-12th  Geometry & Algebra 1

Years of teaching experience:
28  years of experience

Area Of Expertise:
Mathematics

Educational background
2000 Masters of Arts in Education, Webster University
1987 Bachelor of Science in Mathematics, Lincoln University

Awards
2002-03  Management School  Teacher of the Year
2009-2010 Ervin Middle School Teacher of the Year
Member of Alpha Kappa Alpha Sorority

Why I Chose Education as My Career of Choice
I believe education is one of the most important functions performed in our culture.  Teachers have the ability to not only change the world but to improve it.

Personal Interests
In my spare time, I enjoy reading and spending time with my family & friends.

 

Attendance- Students are expected to be at school every day. Students who are not in school 90% of the time will have an attendance plan in place and monitored. Students with 7 or more absences in a class will lose credit for that course. Students who come to school but choose not to attend class will be issued ISS or OSS when necessary.

 

 

  • Student Handbook

    Here is the link to the student handbook. It contains important information for students. 

    https://bit.ly/2N4cEOQ
     
     
     

    Course Name: Geometry

    COURSE SYLLABUS

    2019-2020 School

    Instructor: 

    Linda K. Seals

    Plan Time: 

    8th Period

    Room Number: 

    211

    Tutoring

    Tues & Thurs - 3:30-5:30 PM

    Phone: 

    (816) 316-7471

    Other Websites:

    Khan Academy

    E-Mail: 

    lindakd@hickmanmills.org

    Other Websites:

    Google Classroom

    Website:

    www.hickmanmills.org

     

     


    1. Course Description

    Missouri State Course Level Expectations are taught from a problem based, student -centered approach. This course is a combination of plane and solid geometry. Topics include transformations, parallel and perpendicular lines, planes, coordinate geometry, area, volume, trigonometry, functions and formal proof and basic methods of statistics. 

    1. Course Prerequisites

    PREREQUISITE: Algebra I or taken concurrently.


    1. Supplies Needed

    Daily materials needed: spiral notebook and writing utensil, preferably pencil.  Notebooks can be stored in my classroom. Students will be provided a calculator when needed in class, but may want to purchase their own if they plan to continue through upper level math courses in college.


    1. Instructional Resources

    District provided technology, Khan Academy, Desmos


    1. Grading Scale

    90%-100% A = Excellent

    80%-89% B = Above Average

    70%-79% C = Average

    69% or less I/F = Failing


    A five-week and nine-week progress report will be issued to reflect the percentage in class.  For high school, semester grades are recorded on students’ transcripts and reflect letter grades and GPA. Students will receive an I for grades less than70% on progress reports but will receive an F for grades less than 70% on semester reports. Notice that there are no D’s allowed. If the grade book reports a D, it will be changed to an I or F.


    1. Gradebook Categories and Breakdown

    Students must score 70% or higher on all benchmarks, scrimmages, and other assessments in order to receive a passing grade. 







    Category

    Percent of Final Grade

    Benchmarks/Scrimmages

    80%

    Technology

    10%

    Student Work

    10%

    Total

    100%


    For courses that utilize Benchmarking, students must achieve a score of 75% or higher on two assessments to meet mastery of the benchmark.  Any grade less than 75% will not count towards mastery. Students who fail to complete the assigned number of benchmarks per quarter will be given an “I” for “Incomplete.”  


    1. Grade Dissemination and Communication

    Students will learn of their grades from assignments and assessments from weekly checkups, student/parent portal, and district processes.

    Benchmark charts will be updated as students complete assessments.

    Parents and students may expect to receive a return call to any messages and e-mails within two school days.  E-mail will generally allow for a quicker response to any question.


    1. Assignment Make Up and Late Work

    Students are expected to submit all assignments in a timely manner. Students who miss class will be granted a small extension to complete and submit any missed assignments.  Students will be made aware of due dates, and will receive a grade of “MISSING” if assignments are not turned in. Students may still turn in missing work for credit.


    1. Classroom Expectations

    Students are to come to class proud, prompt, polite, prepared, and productive. There will be no food or drink allowed in class, although water is acceptable in a re-sealable plastic bottle. There will be no use of profane language. Everyone will be asked to speak, write, read, and/or lead in classroom discussions. Students are to use technology appropriately and only at designated times. My expectations are clear, located in the classroom, and will be consistent for every student.


    1.  Attendance

    Absences:  Students are expected to be at school every day and on time to each class. In accordance with Board of Education Admin Procedure JED-AP (2), regardless of whether a student is earning a passing grade in class, if a student goes over 7 absences in class, the student will receive a NC (No Credit) on their transcript and will have to repeat the course. Appeals can be made in December and May of the 2019-2020 school year. A student may attend designated attendance make-up sessions after school, which will be offered twice per week, beginning in September, from 3:30-5:30 pm. Each session attended can be used to make-up 1 class absence.


    Tardies: Tardies will be monitored and documented by the individual classroom teacher and will be tracked quarterly. Students are allowed 5 tardies total per class per quarter. Consequences start on the 6th tardy. Tardies will apply to hall freezes and lunch shifts as well.











    GEOMETRY SYLLABUS

    XI. Course Objectives by Unit/ I can statements

    Unit 1: Intro to Geometry

    I can define, name and draw undefined geometry vocabulary. 

    I can construct geometric figures using various methods.

    I can use geometric shapes and terms to describe real life objects.

    I can apply geometric methods in math.

    Unit 2: Lines on the Coordinate Plane

    I can apply the segment addition postulate and partition a segment.

    I can apply the distance formula and midpoint formula on a coordinate grid and in real life situations.

    I can apply the distance formula and midpoint formula on a coordinate grid to determine area and perimeter. 

    Unit 3: Parallel and Perpendicular Lines

    I can apply theorems about lines and angles.

    I can prove the slope criteria for parallel and perpendicular lines and use them to solve problems.

    Unit 4: Transformations

    I can describe the rotational symmetry and lines of symmetry of a 2-dimesional figure. 

    I can define congruence in terms of rigid motion and represent transformations in the coordinate plane.

    I can demonstrate the ability to transform a figure, and determine a possible sequence of transformations between two congruent figures.

    Unit 5: 3-D

    I can identify shapes of 2-dimensional cross-sections of 3-dimensional objects.

    I can apply volume formulas to solve problems.

    I can apply density based on area and volume in real life situations.

    Unit 6: Triangles – Part 1

    I can apply the Triangle Sum Theorem.

    I can apply the Mid-segments of a Triangle Theorem.

    I can identify and classify triangles based on sides and angles using the Third Angles Theorem, Triangle Inequality Theorem, and Angle-Side relationships

    I can list the sufficient conditions to prove triangles are congruent by identifying corresponding sides and corresponding angles (ASA, AAS, SAS, SSS, HL).

    Unit 7: Triangles – Part 2

    I can demonstrate that similar triangles are dilations with congruent corresponding angles and sides that are proportional with the same scale factor.

    I can use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.

    Unit 8: Circles

    I can identify and describe relationships among inscribed angles, radii, and chords of circles.

    I can construct the inscribed and circumscribed circles of a triangle and prove properties of angles for a quadrilateral inscribed in a circle.

    I can derive the formula for the length of an arc of a circle.

    I can derive the formula for the area of a sector of a circle.

    I can derive the equation of a circle.

    I can derive the equation of a parabola given a focus and directrix.


    Unit 9: Trigonometry

    I can understand that side ratios in right triangles define the trigonometric ratios for acute angles.

    I can explain and use the relationship between sine and cosine of complementary angles.

    I can use the trigonometric ratios and the Pythagorean Theorem to solve right triangles.

    I can derive the formula A = ½ ab sin (C) for the area of a triangle.

    Unit 10: Probability

    I can describe events as subsets of a sample space using characteristics of the outcomes, or as unions, intersections or complements of other events.

    I can understand the definition of independent events and use them to solve problems.

    I can recognize, explain, and calculate conditional probabilities of events.

    I can construct and interpret the addition rule for calculating probability.

    I can apply and interpret the general multiplication rule in a uniform probability model.

    I can use permutations and combinations to solve problems.