Hello My Name Is...
Shirley Garner
I am a native of Millington, TN and a graduate of Woodstock High School and the University of Memphis. I have a degree in counseling from Western Kentucky University. When my husband retired from the military, we returned HOME. I have taught Mathematics at Millington High School for 18 years.
20162017 Schedule:
1A Bridge Math
2A Bridge Math
3A Geometry
4A Bridge Math
1B Geometry
2B Planning
3B School Services
4B Bridge Math
I am available for tutoring Tuesday through Thursday from 2:10pm until 3:10pm.
Welcome to the 20162017 school year. I am looking forward to working with our Millington students this year. It is very important that we get off to a good start and that we stay focused throughout the year.
Suggested materials:
 Textbook
 Lined paper
 Pencil
 Protractor
 A scientific calculator
 1 box of tissue
 A pocket folder or 3ring binder
Students are expected to:
 Be on time (in seat when the bell rings)
 Be prepared and bring appropriate materials to class
 Stay on task—Complete assignments daily
 Follow instructions the first time they are given.
 Respect self and others!
Grade Computation:
Tests50%
Homework10% (any work not completed in class becomes HOMEWORK)
Quizzes20%
Classwork20%
During the first nine weeks of the semester, we will be working on Units 1and 2. Students are expected to keep all work neatly organized in a folder or binder. This will enable the parent to see what the student is doing in Geometry on a daily basis. This notebook will be checked at the end of the nine week grading period. Extra credits points will be given for this effort.
Subject
Geometry 1st Nine Weeks
Standard
G.CO.A.1, 3, 4, 5 Experiment with transformations in the plane.
G.CO.B.6, 7, 8 Undertand ongruence in terms of rigid motions
G.CO.D.12 Make geometric constructions.
G.MG.A.1 Apply geometric concepts in modeling situations.
G.CO.C.9, 10, 11 Prove geometric theorems.
G.GPE.B.5 Use coordinates to prove simple geometric theorems algebraically.
Know precise definitions of angle, circle, perpendicular line, parallel line, and
line segment, based on the undefined notions of point, line distance along a
line, and distance along a line, and distance around a circular arc
 Make formal geometric constructions with a variety of tools and methods
(compass and straightedge, string, reflective devices, paper folding, dynamic
geometry software, etc.). 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.
Use geometric shapes, their measures, and their properties to describe
objects (e.g. modeling a tree trunk or a human torso as a cylinder).
Identify the shapes of twodimensional crosssections of threedimensional
objects, and identify threedimensional objects generated by rotations of two
dimensional objects.
Prove geometric theorems about lines and angles. Theorems include: vertical
angles are congruent; when a transversal crosses parallel lines, alternate
interior angles are congruent and corresponding angles are congruent; points
on a perpendicular bisector of a line segment are exactly those equidistant
from the segment's endpoints.
Prove the slope criteria for parallel and perpendicular lines and use them to
solve geometric problems (e.g., find the equation of a line parallel or
perpendicular to a given line that passes through a given point).
Topics
segment length and midpoints
angle measures and angle bisectors
representing and describing transformations
reasoning and proof
translations, reflections, rotations
investigating symmetry
sequences of transformations
proving figures are congruent using rigid motions
corresponding parts of congruent figures are congruent
angles formed by intersecting lines
transversals and parallel lines
proving lines are parallel
perpendicular line
equations of parallel and perpendicular lines
Subject

Bridge Math

Nine Week

1st

Standard

WVM3 Use several angle properties to find an unknown angle measure
WVM6 Use mathematical grammar and symbols to represent contextual situations
WSM4 Model a variety of problem situations with expressions
WGM9 Use Algebra and Geometry to solve problems involving midpoints and distance
MSD 4 Investigate the properties of plane figures
MSD5 Apply a variety of strategies using relationships between perimeter, area, and volume
MSV1 Explain, solve, and/or draw conclusions for complex problems using relationships and elementary number concepts.
MNG2 Use appropriate technology to generate the equation of a line from a set of data, and, if appropriate, use it to make a prediction.

Objectives

 Review Algebra and Geometry concepts needed to be successful in Bridge Math
 Provide opportunity for remediation
 Extend college and career readiness
 Provide ACT preparation
 Extend topics from previous courses
 Place emphasis on realworld context

Topics

1. Properties of rational, irrational, real, and complex numbers
2. Points, lines and planes
4 Simple and compound interest
5. Right Triangle Trigonometry (sine, cosine, and tangent)
6. Area, volume, and circumference
 Measurements
 Distance and midpoint
 Triangle Congruence (SSS, SAS, ASA, and AAS)
 Ratios and proportions
 Linear equations in One variable
 Percent, (Sales tax, income tax, markups)

Major Assignment/s

Preassessments, quizzes, unit test, mid chapter and chapter test
Students will complete a project about “The Golden Ratio” and present their conclusions to the class using different types of representation.

Instructional Materials

Textbook, computer, calculator, graph paper, protractor, compass, dry erase markers and boards, internet resources.

Field Trip/s

None

Students are allowed to redo assignments to show mastery of an objective. The student will need to make arrangements with the teacher to redo assignments before or after school.
Please contact me if you have any questions or concerns. The school telephone number is 8738100.