I live in Loganville with my husband and two children, Cody and Tyler.
Cody is in 11th grade at LHS and Tyler is a 8th grader at LMS. I grew up in
Grayson, GA and graduated from South Gwinnett High School. Then, I received
my bachelor's degree in Middle Grades Education from West Georgia College. I
received my master's degree from Walden University in middle grades mathematics. In
December of 2008, I completed my gifted endorsement through the University of Georgia.
I taught for 20 years in Gwinnett County, and this is my second year at LMS.
I am excited to be teaching in the community that I have called home for the last
20 years. I love MATH and hope to share my enthusiasm with my students. I
hope this will be your best year ever!
Schedule
7th Grade
7:20-8:291st Block
8:29-8:59Devil Achievement Time
8:59-9:03Transition to 2nd
9:03-10:122nd Block
10:12-10:16Transition to 3rd
10:16-10:453rd Block
10:45-11:102nd lunch
11:10-11:14Transition back to 3rd
11:14-11:543rd Block contd…
11:54-11:58Transition to 4th
11:58-1:074th Block
1:07-1:11Transition to 5th
1:11-2:205th Block
2:20Bus Rider release
2:30Car Rider/Walker release
Supply List
SUPPLY LIST 7TH GRADE
PRE-ALGEBRA
STUDENTS NEED
3 ring bindew/5 dividers
Lots of loose notebook paper
Pocket-prong folder
PENCILS (at all times)
Highlighter
A with positive attitude!!!
DONATIONS PLEASE
Dry Erase Markers
Kleenex
Band-aids
Hand Sanitizer
Paper Towels
Ream of Copy Paper
SS SUPPLY LIST
STUDENTS NEED
3-ring binder w/dividers
Lots of loose leaf paper
Pencils, pens, highlighters
Colored pencils
Glue sticks
Pocket-prong folder
Georgia Performance Standards
GPS Standards
Concepts/Skills to Maintain
Operations with positive rational numbers, including mixed numbers
6-8 Mathematics Georgia Performance Standards
Grade 7
By the end of grade seven, students will understand and use rational numbers, including signed numbers; solve linear equations in one variable; sketch and construct plane figures; demonstrate understanding of transformations; use and apply properties of similarity; examine properties of geometric shapes in space; describe and sketch solid figures, including their cross-sections; represent and describe relationships between variables in tables, graphs, and formulas; analyze the characteristics of linear relationships; and represent and analyze data using graphical displays, measures of central tendency, and measures of variation.
Instruction and assessment should include the appropriate use of manipulatives and technology. Topics should be represented in multiple ways, such as concrete/pictorial, verbal/written, numeric/data-based, graphical, and symbolic. Concepts should be introduced and used, where appropriate, in the context of realistic phenomena.
NUMBER AND OPERATIONS
Students will further develop their understanding of the concept of rational numbers and apply them to real world situations.
M7N1. Students will understand the meaning of positive and negative rational
numbers and use them in computation.
a. Find the absolute value of a number and understand it as the distance from zero on a number line.
b. Compare and order rational numbers, including repeating decimals.
c. Add, subtract, multiply, and divide positive and negative rational numbers.
d. Solve problems using rational numbers.
GEOMETRY
Students will further develop and apply their understanding of plane and solid geometric figures through the use of constructions and transformations. Students will explore the properties of similarity and further develop their understanding of 3-dimensional figures.
Line and rotational symmetry
Surface area and volume
Ratio as a representation of quantitative relationships
6-8 Mathematics Georgia Performance Standards
Grade 7
M7G1. Students will construct plane figures that meet given conditions.
a. Perform basic constructions using both compass and straight edge, and appropriate technology. Constructions should include copying a segment; copying an angle; bisecting a segment; bisecting 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.
b. Recognize that many constructions are based on the creation of congruent triangles.
M7G2. Students will demonstrate understanding of transformations.
a. Demonstrate understanding of translations, dilations, rotations, reflections, and relate symmetry to appropriate transformations.
b. Given a figure in the coordinate plane, determine the coordinates resulting from a translation, dilation, rotation, or reflection.
M7G3. Students will use the properties of similarity and apply these concepts to
geometric figures.
a. Understand the meaning of similarity, visually compare geometric figures for similarity, and describe similarities by listing corresponding parts.
b. Understand the relationships among scale factors, length ratios, and area ratios between similar figures. Use scale factors, length ratios, and area ratios to determine side lengths and areas of similar geometric figures.
c. Understand congruence of geometric figures as a special case of similarity: The figures have the same size and shape.
M7G4. Students will further develop their understanding of three-dimensional
figures.
a. Describe three-dimensional figures formed by translations and rotations of plane figures through space.
b. Sketch, model, and describe cross-sections of cones, cylinders, pyramids, and prisms.
ALGEBRA
Students will demonstrate an understanding of linear relations and fundamental algebraic concepts.
6-8 Mathematics Georgia Performance Standards
Grade 7
M7A1. Students will represent and evaluate quantities using algebraic expressions.
a. Translate verbal phrases to algebraic expressions.
b. Simplify and evaluate algebraic expressions, using commutative, associative,and distributive properties as appropriate.
c. Add and subtract linear expressions.
M7A2. Students will understand and apply linear equations in one variable.
a. Given a problem, define a variable, write an equation, solve the equation, and interpret the solution.
b. Use the addition and multiplication properties of equality to solve one- and two-step linear equations.
M7A3. Students will understand relationships between two variables.
a. Plot points on a coordinate plane.
b. Represent, describe, and analyze relations from tables, graphs, and formulas.
c. Describe how change in one variable affects the other variable.
d. Describe patterns in the graphs of proportional relationships, both direct (y = kx) and inverse (y = k/x).
DATA ANALYSIS AND PROBABILITY
Students will demonstrate understanding of data analysis by posing questions, collecting data, analyzing the data using measures of central tendency and variation, and using the data to answer the questions posed. Students will understand the role of probability in sampling.
M7D1. Students will pose questions, collect data, represent and analyze the data,
and interpret results.
a. Formulate questions and collect data from a census of at least 30 objects and from samples of varying sizes.
b. Construct frequency distributions.
c. Analyze data using measures of central tendency (mean, median, and mode),including recognition of outliers.
d. Analyze data with respect to measures of variation (range, quartiles,interquartile range).
e. Compare measures of central tendency and variation from samples to those from a census. Observe that sample statistics are more likely to approximate the population parameters as sample size increases.
f. Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box and- whisker plots and scatter plots.
g. Analyze and draw conclusions about data, including describing the
relationship between two variables.
Process Standards
The following process standards are essential to mastering each of the mathematics content standards. They emphasize critical dimensions of the mathematical proficiency that all students need.
M7P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
After the elementary years, students are seriously engaged in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. Students encounter a variety of informational as well as fictional texts, and they experience text in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines. Each subject has its own specific vocabulary, and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context.
Reading Standard Comment
6-8 Mathematics Georgia Performance Standards
Grade 7
M7P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M7P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers,teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M7P4. Students will make connections among mathematical ideas and to other
disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M7P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
6-8 Mathematics Georgia Performance Standards
Grade 7
MRC. Students will enhance reading in all curriculum areas by:
Reading in all curriculum area
Read a minimum of 25 grade-level appropriate books per year from a variety of subjects anddisciplines and participate in discussions related to curricular learning in all areas.
Read technical texts related to various subject areas
Discussing books
Discuss messages and themes from books in all subject areas.
Building vocabulary knowledge
Demonstrate an understanding of contextual vocabulary in various subjects. Establishing context
Explore life experiences related to subject area content.
Discuss in both writing and speaking how certain words are subject area related.
Determine strategies for finding content and contextual meaning for unknown words.
Beginning with the middle grades years, students begin to self-select reading materials based on personal interests established through classroom learning. Students become curious about science, mathematics, history, and literature as they form contexts for those subjects related to their personal and classroom experiences. As students explore academic areas through reading, they develop favorite subjects and become confident in their verbal discourse about those subjects.
Reading across curriculum content develops both academic and personal interests in students. As students read, they develop both content and contextual vocabulary. They also build good habits for reading, researching, and learning. The Reading Across the Curriculum standard focuses on the academic and personal skills students acquire as they read in all areas of learning.
LMS Dress Code
DRESS CODE
LOGANVILLE
MIDDLE SCHOOL
*As it is impossible to include
every fad or inappropriate item of clothing, the
administration reserves the right to interpret the appropriateness of student
dress.(as noted in the
county discipline code)
1.Shoes and shirts must be worn at all times.
2.In regards to skirts, pants, shorts, shirts, and
blouses:
·Skirts, pants, and shorts must be fastened and worn
above the hipbone, fitting at the inseam and at the waistline.
·No exposed undergarments are
allowed.
·No cleavage or midriff shall be visible.
·No sleeveless shirts shall
be worn.
·No sheer or “see through” clothing shall be worn.
·No sleepwear shall be worn; including bedroom
slippers.
3.The “3x5” Rule in regards to attire:(using a 3x5 card)
·All dress and skirt lengths will be NO SHORTER THAN
3” above the knee.
·All shorts lengths will be NO SHORTER THAN 5” above
the knee.
·The highest point of any slit in a dress, skirt, or
shorts must be NO SHORTER THAN 5” above the knee.
·No holes, slits, rips, or tares whatsoever shall be
in clothing HIGHER THAN 5” above the knee.
4.NO headgear shall be worn in the building. This
includes hats, ball caps, sunglasses, bandanas, scarves, handkerchiefs, or hoodies.
5.Hair must appear to be a naturally occurring color. NO
outlandishly colored or styled hair, makeup, etc. The administration will
determine what constitutes “outlandish” in terms of style and color.This includes black makeup/lipstick.
6.Contacts must appear to be natural looking and be a
naturally occurring color.
7.NO choke chains, wallet chains, studs, dog collars,
or heavy metal “jewelry”.
8.NO visible body piercing other that the ear lobes.
This means NO EYEBROW PIERCINGS, LIP PIERCINGS, or NOSE PIERCINGS!
9.NO item of
clothing, jewelry, or headgear shall contain the following:
·Any language, graphics, symbols, or slogans that are
not in keeping with the values of the community.
·Suggestive language, graphics, symbols, or slogans.
·Any references (language, graphics, symbols, or
slogans) that can be considered demeaning to others.
·Profane language, graphics, symbols, or slogans.
·Any references (language, graphics, symbols, or
slogans) to drugs, alcohol, tobacco, or gangs.
Consequences
for dress code violations will be:
First time, the student will be
required to call home to get a change of clothing brought to the
school.
Isolation in ISS until the parent
can bring new clothing.
FINALLY; repeat offenders will be
given a referral to the administration for ISS/OSS.
