Syllabus

__**​​**____**Faculty Contact Information:**__

Krista Crawford Eastside Elementary 425 Prospect Rd. Rockmart, GA 30113

krista.crawford@waldenu.edu

My office hours are 7:30 A.M. until 3:45 P.M. (EST). If you need to contact me after ours, I can be reached online from 7:30 until 10:30 P.M. (EST).

As an instructor, it is my mission to motivate students to develop a positive attitude about themselves, their work, and others around them. I believe that all students are capable of learning no matter what their ability or background. I will create an environment that challenges but allows students to feel safe about making mistakes. Through compassion, respect, and my love of learning, I will inspire students to reach their highest potential. I want my example and interactions to help students develop positive personality traits.

**__Course Information:__** **M5G: Introduction to Geometry:** Fall session is offered during the second nine week grading period. It is a prerequisite to the Geometry unit presented in the third and fourth nine week grading periods during a student's 5th grade year. Students taking //Introduction to Geometry// will discover basic geometric concepts through both individual and group assignments. Students will have asynchronous and synchronous discussion with their instructor and classmates.

Students entering th​e course should be 5th gr​aders that have prior knowledge about the following fourth grade standards:


 * Prior knowledge:**

**M4G1. Students know how to define and identify the characteristics of geometric figures through examination and construction.** Student will know how to examine and compare a ngles in order to classify and identify triangles by their angles. They should be able to describe parallel and perpendicular lines in plane geometric figures, examine and classify quadrilaterals (including parallelograms, squares, rectangles, trapezoids, and rhombi) by their properties, and compare and contrast the relationships among quadrilaterals. **M4G2. Students will understand fundamental solid figures.** Students should be able to c ompare and contrast a cube and a rectangular prism in terms of the number and shape of their faces, edges, and vertices. They should be able to describe parallel and perpendicular lines and planes in connection with the rectangular prism, and they should be able to build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids, spheres, and cones) using nets and other representations.

• Use tools to measure angles • Understand half and full rotations • Determine that 3 angles in a triangle always total 180° || ** Geometric Figures ** • Estimate area and volume • Derive formula for area of parallelogram, triangle, and circle • Find areas of triangles, parallelograms, and circles using formulae (pi ≈ 3.14) • Estimate area of circle (partitioning, tiling) • Find area of regular and irregular polygons by dividing into squares, rectangles, or triangles • Derive formula for circumference of circle • Determine circumference of circle using the formula and pi ≈ 3.14 • Understand and identify units used in computing volume • Derive formula for volume of cube and rectangular prism <span style="font-family: 'Comic Sans MS'; font-size: 9pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Compute volume of cube and rectangular prism using formulae Understand similarities/differences between volume and capacity || <span style="font-family: 'Comic Sans MS'; font-size: 8pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Define/classify triangles by angles <span style="font-family: 'Comic Sans MS'; font-size: 8pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Describe parallel and perpendicular lines in plane geometric figures <span style="font-family: 'Comic Sans MS'; font-size: 8pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Examine and classify quadrilaterals (parallelograms, squares, rectangles, trapezoids, rhombi) by their properties <span style="font-family: 'Comic Sans MS'; font-size: 8pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Compare and contrast relationships among quadrilaterals <span style="font-family: 'Comic Sans MS'; font-size: 8pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Locate and name a point in the first quadrant Graph ordered pairs in first quadrant || ** Two-Dimensional Figures ** <span style="font-family: 'Comic Sans MS'; font-size: 8pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Understand congruence of geometric figures and correspondence of vertices, sides, and angles <span style="font-family: 'Comic Sans MS'; font-size: 8pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Understand the relationship of the circumference of a circle to its diameter is pi (  π ≈ 3.14)  || <span style="font-family: 'Comic Sans MS'; font-size: 8pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Compare and contrast cube and rectangular prism by faces, edges, and vertices <span style="font-family: 'Comic Sans MS'; font-size: 8pt; mso-bidi-font-family: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; msobidifontfamily: 'Comic Sans MS'; msofareastfontfamily: 'Comic Sans MS'; msolist: Ignore;">• Describe parallel and perpendicular lines in a rectangular prism Build models for 3-D figures using nets and other representations ||  ||
 * || Fourth Grade Understandings || Fifth Grade Understandings ||
 * Geometry || ** Geometric Figures **
 * ^  || ** Two-Dimensional Figures **
 * ^  || ** Three-Dimensional Figures **

Students participating in the course will develop the understanding that:

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;"> · Rectangles can be used to determine the area formula for parallelograms. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Rectangles can be used to determine the area formula for triangles. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The area of irregular and regular polygons can be found by decomposing the polygon into triangles, squares, and rectangles. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Congruent figures must have all corresponding vertices, sides, and angles congruent. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Pi is the relationship between a circle’s circumference and diameter. <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Pi is consistent regardless of the size of the circle’s circumference and diameter.
 * __​ ENDURING UND​ERSTANDINGS: __**

Students will be able to answer the following questions:


 * ESSENTIAL QUESTIONS:**

<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· How is the area of a rectangle useful in finding the area of a parallelogram? <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· How is the area of a rectangle useful in finding the area of a triangle? <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Why is the area of a circle measured in “square units” when a circle isn’t square? <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· How can you find the area of regular and irregular polygons when you don’t have a specific formula? <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· How can you verify that two figures are congruent? <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· How are circumference, diameter, and pi related?

**__EVIDENCE OF LEARNING and SPECIFIC COURSE OUTCOMES:__**

<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Estimate and find the area of regular and irregular polygons; <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Estimate and find the area of circles; <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Understand congruence of geometric figures and their corresponding parts; <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Understand the relationship of a circle’s circumference, diameter, and pi; <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Use variables for unknown quantities; and <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Use formulae to represent the relationship between quantities.
 * By the conclusion of this unit, students should be able to demonstrate the following competencies:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">__**Key 5th Grade Standards for M5G: Introduction to Geometry:**__

M5G2. Students will understand ​the relationship of the circumference of a circle to its diameter is pi (π ≈ 3.14).** Students will derive the formula for the circumference of a circle, and find its circumference using the formula and pi ≈ 3.14.
 * M5G1. Students will und​erstand congruence of geometric figures and the correspondence of their vertices, sides, and angles.
 * M5M2.** **Students will extend their understanding of perimeter to include circumference.**
 * M5M1. Students will extend their understanding of area of geometric plane figures.** Students will e stimate the area of geometric plane figu​res.
 * M5A1.** **Students will represent and interpret the relationships between quantities algebraically.** Students will use variables, such as //n// or //x//, for unknown quantities in algebraic expressions. They will investigate simple algebraic expressions by substituting numbers for the unknown and​ determine that a formula will be reliable regardless of the type of number (whole numbers or decimal fractions) substituted for the variable.

__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Related standards: **__


 * M5P1. Students will solve problems (using appropriate technology).** Students will b uild new mathematical knowledge through problem solving. They will solve problems that arise in mathematics and in other contexts, and they will apply and adapt a variety of appropriate strategies to solve problems. They will monitor and reflect on the process of mathematical problem solving.
 * M5P2. Students will reason and evaluate mathematical arguments.**<span style="font-family: Arial,Helvetica,sans-serif;"> They will r ecognize reasoning and proof as fundamental aspects of mathematics, and make and investigate mathematical conjectures. They will develop and evaluate mathematical arguments and proofs, and then select and use various types of reasoning and methods of proof.
 * <span style="font-family: Arial,Helvetica,sans-serif;">M5P3. Students will communicate mathematically. ** Students will o rganize and consolidate their mathematical thinking through communication. They will communicate their mathematical thinking coherently and clearly to peers, teachers, and others. They will analyze and evaluate the mathematical thinking and strategies of others, and they will use the language of mathematics to express mathematical ideas precisely.
 * M5P4. Students will make connections among mathematical ideas and to other disciplines.** Students will r ecognize and use connections among mathematical ideas. They will understand how mathematical ideas interconnect and build on one another to produce a coherent whole, and they will recognize and apply mathematics in contexts outside of mathematics.
 * M5P5. Students will represent mathematics in multiple ways.** Students will c reate and use representations to organize, record, and communicate mathematical ideas. They will select, apply, and translate among mathematical representations to solve problems, and they will use representations to model and interpret p​hysical, social, and mathematical phenomena.

**__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Course schedule __**

1** ||= 8:00-9:00 1st Homeroom ||= 9:00-10:00 2nd Homeroom ||= 10:00-11:00 3rd Homeroom ||= 11:00-12:00 4th Homeroom ||= 1:00-2:00 5th Homeroom || (Part 2 and part 3) Part 3 can be completed in class or at home. ||= **Task 1** (Part 2 and Part 3) Part 3 can be completed in class or at home. ||= **Task 1** (Part 2 and Part 3) Part 3 can be completed in class or at home. ||= **Task 1** (Part 2 and Part 3) Part 3 can be completed in class or at home. ||= **Task 1** (Part 2 and Part 3) Part 3 can be completed in class or at home. || Part 1 ||= **Task 2** Part 1 ||= **Task 2** Part 1 ||= **Task 2** Part 1 ||= **Task 2** Part 1 || Part 2 ||= **Task 2** Part 2 ||= **Task 2** Part 2 ||= **Task 2** Part 2 ||= **Task 2** Part 2 || Part 1 and 2 ||= **Task 3** Part 1 and 2 ||= **Task 3** Part 1 and 2 ||= **Task 3** Part 1 and 2 ||= **Task 3** Part 1 and 2 ||
 * = **Week
 * = Monday ||= **Task 1** (Part 1) ||= **Task 1** (Part 1) ||= **Task 1** Part 1 ||= **Task 1** Part 1 ||= **Task 1** Part 1 ||
 * = Tuesday ||= **Task 1**
 * = Wednesday ||= **Task 2**
 * = Thursday ||= **Task 2**
 * = Friday ||= **Task 3**

2 ||= 8:00- 9:00 1st Homeroom ||= 9:00-10:00 2nd Homeroom ||= 10:00-11:00 3rd Homeroom ||= 11:00-12:00 4th Homeroom ||= 1:00-2:00 5th Homeroom || Part 1 ||= Task 4 Part 1 ||= Task 4 Part 1 ||= Task 4 Part 1 ||= Task 4 Part 1 || Part 2 ||= Task 4 Part 2 ||= Task 4 Part 2 ||= Task 4 Part 2 ||= Task 4 Part 2 || Part 1 ||= Task 5 Part 1 ||= Task 5 Part 1 ||= Task 5 Part1 ||= Task 5 Part 1 || Part 2 ||= Task 5 Part 2 ||= Task 5 Part 2 ||= Task 5 Part 2 ||= Task 5 Part 2 || Project Assessment ||= Culminating Project Assessment ||= Culminating Project Assessment ||= Culminating Project Assessment ||= Culminating Project Assessment ||
 * = Week
 * = Monday ||= Task 4
 * = Tuesday ||= Task 4
 * = Wednesday ||= Task 5
 * = Thursday ||= Task 5
 * = Friday ||= Culminating

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">**__Assignment Information:__**

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;"> Individual activity || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Self-directed learning || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Story online with pictures and assigned website exploration || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Read: // Sir Cumference and the First Round Table // by Cindy Neuschwander before participating in the lesson.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Assignment type ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Pedagogy ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Tool ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Assignment Description ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 1: “King Arthur’s New Table” Part 1 **

Explore the following Websites: Pay attention to how the area of a circle relates to the area of a parallelogram.

[] This site shows the animation for deriving the circle formula.

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; msobidifontweight: bold;">[] This site has a non-animated version for finding the area of a circle.

Take Accelerate Reader test on the book to test comprehension of the reading material. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;"> Group discussion and concept development || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Social Constructivism || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Skype (Synchronous discussion) || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Answer the following though a group discussion of content knowledge:
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">(part 2) **

How much space does each table require? How can you find this out? Create a formula to find the area for each shape.

<span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What if the table’s shape is a rectangle?

<span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What if the table’s shape is a square?

<span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What if the table’s shape is a parallelogram?

<span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What if the table’s shape is a triangle?

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">For each table (rectangle, square, parallelogram, triangle), create a chart. Include the table’s measurements (base and height) and area. Don’t forget to include decimals and fractions in some of the measurements.

What if the table is a circle? How big should it be? ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 1 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">(part 3) **

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Individual Assignment || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Situated Learning: Individual assessment of concept after group discussion. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Blog (Asynchronous discussion) || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Answering the following on Week 1's Blog page:

King Arthur’s meeting room measures 20 m x 20 m. He needs your help to find the perfect table for his meeting room. Which shape is the best one to use to make a table for the room? How big should the table be in order to seat all the knights and have plenty of room to walk around the table? Summarize your group’s answers to the questions during your Skype discussion. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;"> Discovery activity: Explore and discuss with classmates and teacher. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Social Constructivism: Students will work simultaneously but individually to discover the lesson’s concept. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Elluminate Live session || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Discover how pi relates to the circumference of a circle by using an Elluminate Live session. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;"> During the Ellumiate session students will: <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">carefully wrap string around the circumference of their circular object <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">cut the string when it is exactly the same length as the circumference. <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">take your “string circumference” and stretch it across the diameter of your circular object <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">cut as many “string diameters” as they can and identify how many diameters they could cut. <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Try this will 3 different size circles.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 2: “It’s As Easy As Pi” **

Video presentation will allow all users to see the teacher’s demonstration of the discovery process.

Discussion: <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">What do you notice? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Compare their data with others. What do you notice? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">How do you think the diameter and circumference of a circle are related? || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;"> Individual activity to assess understanding || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Self-directed learning. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Website exploration and blog (asynchronous discussion) || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Extension:
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 2 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">(part 2) **

Explore how large pi actually is: Digits of pi <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;"> []

Post what pi is and how they discovered it on their blog site. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 3: “The Circle’s Measure” **

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Individual activity || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Self-directed learning || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Story online with pictures || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Read: Sir Cumference and the Dragon Pi by Cindy Neuschwander.

Take an Accelerated Reader test on the story. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Individual and Group activity || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Social Constructivism: Students will work individually and simultaneously to understand concepts. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Skype discussion (synchronous discussion), wiki exploration, and classroom blog post (asynchronous discussion) || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Make a valuable connection between the circumference and diameter of circles in their learning groups.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 3 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">(part 2) **

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">1. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Display the Circle’s Measure on the wiki. Explain that it is their job, as a group, to find the solution to the riddle and save Sir Cumference before the knights get to him.

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">2. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Reveal the flasks on the wiki. Have students download the Sir Cumference worksheet, so they can participate in the activity.

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">3. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Have students complete part A individually. Encourage students to share their ideas and thoughts with their group. Share their ideas in classroom discussion page.

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">4. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">If at this time students don’t bring up circumference and diameter, help them make this connections.

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">5. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">By now, students may understand that there is a connection between diameter and circumference and that the answer is very close to 3. If this is not the case, hold a brief discussion.

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">6. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Experiment with various objects to find the true answer to the problem. Direct the students’ attention to Part B of the work sheet. Review how to measure the circumference and diameter of an object in centimeters and record the data in the table.

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">7. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Post on the wiki page: Have students measure their objects and record their data on the centimeter grid. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;"> Individual activity || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Self-directed learning || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Blog post (asynchronous discussion) || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Solve this riddle:
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 4: “Saving Sir Cumference” **

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; msobidifontweight: bold; text-align: center;">The Circle’s Measure

Measure the middle and circle around, Divide so a number can be found. Every circle, great and small- The number is the same for all. It’s also the dose, so be clever. Or a dragon he will stay… Forever…

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">1. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Use a measuring cup to find the diameter and circumference of at least 5 different circular objects. Discuss with your group how to record your data. Create a table.

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">2. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Use the centimeter grid paper to make a coordinate graph. Use the horizontal axis for diameter and the vertical axis for circumference. Plot your data for each object your group measured on the graph.

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">3. <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Study your table and your graph. Look for patterns and relationships that allow you to predict the circumference using the diameter. Test your ideas on other circular object. Once you think you have found a pattern, answer the following questions below:

<span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">What is the relationship between the diameter and the circumference of a circle?

<span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">What does should Radius give Sir Cumference? How do you know this is the correct does? || Individual activity || Self-directed learning || Blog post (asynchronous discussion) || Post a Blog and discuss your findings. Respond to at least two classmates. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;"> Individual activity || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Self-directed learning || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">wiki (asynchronous activity) || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">There is no formula to find the area of this design.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Task 4 P​art 2**
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 5: “What’s My Area?” **

Can you find the total area?

<span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Measure each segment of the perimeter to the nearest millimeter (mm). <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Calculate the total area <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; mso-bidi-font-weight: bold;">Include an explanation of your work.

Can you create a formula to help find the area of this design? || Group discussion || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Social Constructivism || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Blog and discussion (asynchronous discussion) || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Post your findings on Week 2's classroom blog.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Task 5 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">(part 2) **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">

Visit your group members’ blog sites and respond to at least two classmates. Discuss how your answers are like and different. || (synchronous activity) || __Culminating Ac​tivity: Group Assignment__
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Culminating Activity: **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;"> “**King Author's Floor Plan”** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Collaborative Project Assessment || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Wiki

Taking what you learned during the King Arthur’s New Table group activity, you will now help King Arthur’s contractors build new houses for his knights. Your group is the King’s budget consultants, and you are all responsible for identifying how many square feet of subfloor or plywood material is needed to cover the floor plan. Since times are tough within the kingdom, the King has instructed you to look at five different plans and advise him about the three least expensive floor plans to build for his knights. Since the appliances and fixtures are in a separate budget, you don’t have to worry about the cost for these furnishings.

​<span style="font-family: 'Times New Roman',Times,serif;">Using the home wiki page, work collaborative with your group to decide which 3 floor plans will save King Arthur the most money. Show your work and publish your performance task on the wiki.

Respond to at least two of your fellow classmates on their calculations and recommendations. ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**__Grading scale:__** Grading Criteria and Total Components of a Grade Introduction to Geometry __** || Read <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">//Sir Cumference and the First Round Table// by Cindy Neuschwander. Take an AR test. ||> 5 || Skype (synchronous) discussion: ||> 8 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Blog (asynchronous) discussion and response to a minimum of 2 other students. ||> 10 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Elluminate Live session Answer discussion questions and participation ||> 8 || Website exploration and Blog (asynchronous) discussion ||> 10 || Read <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">//Sir Cumference and the Dragon Pi// by Cindy Neuschwander Take an AR test ||> 5 || Skpe discussion, wiki exploration, and blog post ||> 16 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%; msobidifontweight: boldmsobidifontweight;">The Circle’s Measure blog (asynchronous blog post) ||> 8 || The Circle's Measure blog responses ||> 5 || Wiki response. Solve the area of a composite figure. ||> 10 || Blog and response to two classmates. ||> 15 || Performance Assessment ** ||= **King Author's Floor Plan** Collaborative Activity. Wiki response. ||> 100 ||
 * > **__
 * = ** Tasks ** ||= ** Assignment ** ||> ** Points ** ||
 * = ** 1 part 1 ** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**King Arthur’s New Table**
 * = ** 1 part 2 ** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**King Arthur’s New Table**
 * = ** 1 part 3 ** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**King Arthur’s New Table**
 * = **2 part 1** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**It’s As Easy As Pi**
 * = ** 2 part 2 ** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**It’s As Easy As Pi**
 * = ** 3 part 1 ** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**The Circle’s Measure**
 * = ** 3 part 2 ** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**The Circle’s Measure**
 * = **4 part 1** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**Saving Sir Cumference**
 * = **4 part 2** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**Saving Sir Cumference**
 * = **5 part 1** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**What’s My Area**
 * = **5 part 2** ||= <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**What’s My Area**
 * = ** Culminating
 * =  ||= ** TOTAL POINTS ** ||> ** 200 ** ||
 * =  ||=   ||> **A=** 180 – 200
 * B=** 160 – 179
 * C=** 145 – 159
 * D=** 140 - 144
 * F=** 139 or Less ||


 * __Rubrics:__**


 * **Blog Entry and Skype Discussion Rubric: 8 points** ||  ||
 * Response to questions demonstrates understanding of the standards and learning materials. || 3 points ||
 * Responses are well developed,shows number sense, and critical thinking about the reading materials are asked. || 3 points ||
 * Responses are on time. || 2 points ||

80 = 4 points 60 = 3 points 40 = 2 points 20 = 1 points || 5 points ||
 * **Story Exploration and Accellerated Reader Tests: 5 points** ||  ||
 * Read/Listen to the story online: || 0 points ||
 * Take the AR Test on the book: 100 = 5 points


 * **Blog Response Rubric: 10 points** ||  ||
 * Responses to classmates show respect to maintain a safe environment. || 2 points ||
 * Responses to classmates are on time. || 2 points ||
 * Responds to a minimum of 2 classmates || 2 points ||
 * Responses demonstrate understanding of reading materal and other resources || 4 points ||


 * **Collaborative Performance Assessment Rubric: 100 points** ||  ||
 * Responses demonstrate an understanding of reading materials and other resources. || 20 points ||
 * Area for each house is correctly documented and explained on the wiki. || 20 points ||
 * Group correctly identifies the three least expensive floors that King Arthur should build. || 20 points ||
 * Responses show merit and respect for classmates. || 20 points ||
 * Responds to a minimum of two classmates. || 20 points ||


 * < **Elluminate Participation and Discussion questions Rubric**: ||< 8 points ||
 * < Responses demonstrate an understanding of reading matherial and other resources ||< 4 points ||
 * < Responses show merit and respect for classmates. ||< 4 points ||


 * __Copyright and plagiarism policy:__**

As a fifth grade student, Mrs. Evans and I have taught you how to quote, paraphrase, and cite information you use when writing an informational essay in Language Arts class. If you do not cite your sources correctly, it is considered plagiarism. Plagiarism is defined as the act of using someone else's work as your own whether intentionally or unintentionally without giving credit to its origional creator.

When you complete your assignments, it is wrong to copy and paste directly from another person's work. You are allowed to parapharase or put information, opinions, or views into your own words, but you must also cite where you got the information from in your assignment. If you are caught plagiarising, the consequences are as follows:


 * First offense: You will be allowed to resubmit your assignment(s) with correct documentation only after you attend a tutor session with a peer tutor.
 * Second offense: You will be allowed to resubmit the assignment(s) with correct documentation only after you attend a tutor session with your teacher. You will lose 10pts or 10% on the assignment(s).
 * Third offense: You will not be allowed to resubmit your assignment(s) and will receive a zero for it.

Student Roles and Expectations: You, the student, are expected to participate in all parts of this course. The grades that you make on this two week course will also count as part of your overall Math grade for the 1st or 2nd nine weeks. The guidelines that follow are expectation on how you should "act" in an online course. These expectations address the importance of completing assignments, collaborating with other students, participation in group discussions, and responding to your peers in a positive manner.

You must follow school and classroom rules estabilished here at Eastside Elementary. Homework policies in the online class will be the same as those in the face 2 face classes. You are expected to participate in group discussions and collaborate with your peers online to complete assignments. Collaboration and communication are essential for this type of learning environment. Failue to post blogs, participate in discussion, and maintain appropriate behavior when responding to others will result in grade reduction. There is a "No tolerance policy" when it comes to inappropriate language, behavior, and bullying online with in this online course.