About marutrevino

Guadalupe Trevino is a math teacher, holds a Bachelor´s Degree in Electric Engineering, and a Master Degree in Business Administration (TAMIU). She is a book author and an accomplished motivational speaker. Having worked as a college professor teaching engineering for over 20 years, she has an expertise in technology which has allowed her to develop customized interactive programs for her students.

Happy Thanksgiving

Dear Students,

I wish you all the best!

Please make sure that you complete the following quizzes by November 25.

3rd Six Weeks/Similarity,

AR01 Quiz Area,

SA02 Surface Area of a Cube 2,

SA03 Surface Area of a Rectangular Prism,

CI01       Circle Circumference and Area 1

CI03       Circle Circumference and Area 2

CI04       Find diameter given circumference

CI05       Find radius given area

CI06       Circle_Problems

Your grade for the upcoming progress report will be the average of the aforementioned quizzes.

All the best,

Mrs. Garcia


3rd Six Weeks 

3rd Six Weeks 
Unit 05: Similarity (12 days)
7.1A, 7.1B, 7.1C, 7.1D, 7.1E, 7.1F, 7.1G, 7.5A, 7.5C

Similarity.  Measurement Application with Ratios 


  • Similar figures are the same shape but can be different sizes.
  • The scale factor between similar figures is the factor by which the figure is reduced or enlarged.
  • Corresponding sides of similar figures are proportional.
  • There are different ways to express probability numerically: as a ratio, a decimal, and a percentage.

If the scale factor is greater than 1, the dilation is an enlargement.

If the scale factor is less than 1, it’s a reduction.


  • Similar
  • Ratio
  • Scale
  • Scale drawings
  • Scale factor
  • Congruent
  • Enlarged
  • Reduced

Similar Figures


·         Similar Triangles 1

·         Similar Triangles 2

·         Similar Triangles 3

·         Find the Missing Side of Similar Triangles 1

·         Similar Shapes

·         Similar Rectangles

·         Scale Factor and Area



·         SF01       Scale_Drawing

·         SF02       Scale_Factor

·        SF03        Similar Figures (Indirect Measurement)

·         SF05       Similar Figures_Missing Side

·         SF06       Scale_Perimeter

·         SF10       Similar_Rectangles_1

·         SF11       Similar_Rectangles_2

·         SF12       Similar_Rectangles_3

·         SF13       Similar_Triangles 1

·         SF14       Similar Triangles 2

·         SF15       Similar_Cylinders

 Similar Triangles


3rd Six Weeks 
Unit 06: Probability (13 days)
7.1A, 7.1B, 7.1C, 7.1D, 7.1E, 7.1F, 7.1G, 7.6A, 7.6B, 7.6C, 7.6D, 7.6E, 7.6F, 7.6H, 7.6I


  • Theoretical probability is found by analyzing a situation and predicting outcomes (by constructing sample spaces).
  • Experimental probability is found as the result of an experiment (by collecting experimental data).


  • Probability
  • Theoretical probability
  • Experimental probability
  • Sample space
  • Simple events
  • Compound events
  • Outcome
  • Random
  • Tree diagram
  • Complement
  • Qualitative
  • Quantitative
  • Bar graphs
  • Dot Plots
  • Circle graphs
  • Box plots
  • Spread
  • Population



Weekly Math Assignments Nov 5/Nov 9

Scale Drawing

SF01       Scale_Drawing

SF02       Scale_Factor

SF05       Similar Figures_Missing Side

SF06       Scale_Perimeter

AR04__ Scale_Area

SF10       Similar_Rectangles_1

SF11       Similar_Rectangles_2

SF12       Similar_Rectangles_3

SF13       Similar_Triangles 1

SF14       Similar Triangles 2

SF15       Similar_Cylinders

Doubts about the CBA2 assessment

The recent CBA2 exam covered the following topics:

Unit 03: Proportional Reasoning with Ratios and Rates 

7.1A, 7.1B, 7.1C, 7.1D, 7.1E, 7.1F, 7.1G, 7.4A, 7.4B, 7.4C, 7.4D, 7.4E, 7.13B

 Developing an Understanding of Slope

Unit 04: Graphs and Two-Variable Equations 

7.1A, 7.1B, 7.1C, 7.1D, 7.1E, 7.1F, 7.1G, 7.4A, 7.4C, 7.7A

  • Proportional reasoning with ratios and rates.
  • Use tables to compare ratios.
  • Understand the concept of a unit rate.
  • Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
  • Solve unit rate problems (including those involving unit pricing and constant speed).
  • Use ratio and rate reasoning to solve real-world and mathematical problems,
  • Use ratio reasoning to convert measurement units.
  • Developing an understanding of slope.
  • Recognize and represent proportional relationships between quantities.
  • Represent proportional relationships by equations.
  • Decide whether two quantities are in a proportional relationship.
  • Graphs and two-variable equations.
  • Find a percent of a quantity as a rate per 100.
  • Solve problems involving finding the whole (given a part and the percent);
    finding the part (given the whole and the percent), and finding the percent (given the part and the whole).
  • Use proportional relationships to solve multistep ratio and percent problems.

Please write and solve your own real-life word problem about one of the topics corresponding to Proportionality.

It is very important that the teacher knows the strengths and weaknesses of their students to help them to be successful academically. This CBA2 assessment is just one of the ways to collect data to meet LISD goals.

If you have doubts about one or several of these topics, please let me know to solve them immediately.

Weekly Math Assignments 10/29/2018 to 11/02/2018

I can’t thank you all enough for your prayers. It is comforting to have so many students and colleagues praying for me. It gave me the strength and comfort and warmed my heart.

My health is improving, and I am now on the road to a full recovery.

I am feeling better now. I hope to return to school in a few days.

All the very best,
Mrs. Garcia


Weekly Math Assignments.

It is very important that you review all the mistakes you made in the CBA2 (CBA2 Make-Up). The assessment was about Ratios, Rates, Proportional Relationships. and Percents. As soon as I return to class, I will clarify all the doubts that you may have. Meanwhile, you can review the main concepts in the corresponding blog posts. If you have problems to do it at school, please do these assignments as a homework, and I will give you extra points to do so.

This week should cover Inversely Proportional Relationships. And you can also review some topics that we have already covered like Areas (circle, square, triangle, rectangle, and trapezoid), surface areas (cube, rectangular prism, and triangular prisms), and composite figures.

Please study the following videos to review key concepts.


Inversely Proportional 1

Inversely Proportional 2

Inversely Proportional 3


ME12     Time 1

ME52     Time 2

ME13     Speed 1

ME51     Speed 2

ME50     Distance

PP06      Directly Proportional

PP07      Inversely Proportional


CBA2 Make-Up

mistakesPlease answer carefully each of the following questions (that you failed in the CBA 2 exam). Show me your work, and explain briefly why you failed that question, and what are you going to do to do it right next time you have a similar question.


The make-up exam must be signed by your parent(s) and returned to me.


Instructions for the Makeup:

For any wrong answer you must:

  • Write the original problem
  • Write down your original answer (identify the error, analyze why it happened, and correct it)
  • Identify if your mistake was computational, procedural or conceptual
  • Write down the correct solution to the problem
  • Write one additional problem, similar to the test item, with the correct solution.


Overindulgent Parents, Underachieving Children

As a teacher, I have always believed that our mission transcends the task of simply transmitting knowledge, and calls upon us to give children the means to succeed in life. I also believe that we should not limit ourselves to teaching our students the standard curriculum in Math, Science, and English, but should also give them the tools to be effective parents themselves when the time comes.

Regrettably, no one teaches us how to be parents, and when the time comes, we often confront the challenge by improvising and learning on the job from our repeated mistakes. As parents, we often go to one extreme or the other: We become overprotective of our children or give them too little protection. This leads to some kids being shielded from all their responsibilities and being unable to do anything on their own, and others being left to fend for themselves in the absence of any supervision. Good parenting requires us to strike a balance between protecting them and letting them discover the world on their own.

One of the major problems that I have encountered as a teacher is that of overindulgent parents, who—in their desire to protect their children—keep them in their comfort zone; this ends up sabotaging their academic achievement. I know from experience that there are some parents who often do their children’s homework, and other academic work because the youngsters are unable to understand the concepts in the work sent home by the teachers for further study. Worse still, since the teachers are under the impression that the students have already mastered the concepts, they do not schedule any further review of the topic. This does not help our students; it has the opposite effect because it encourages irresponsibility and deceit. These habits will, in the long run, end up hindering the chances of academic success.

Several research studies show that there is a link between overindulgent parents and deviant behaviors such as drug use, underage drinking, pregnant teens and affective disorders.

As teachers, we must contend with the myriad of excuses that parents give to explain why their children did not do their homework; some excuses are very creative, but most are very run-of-the-mill. Parents often make excuses to explain their children’s absence from class—such as medical appointments, family illness, unavoidable social gatherings.  Parents should understand that by doing this they are not helping their children, on the contrary, they are hurting their children’s development. Every kid must learn to take responsibility for his own assignments.

Excuses are for losers

There is a proven recipe for success that I would like to share with you:
Success is simple. Do what’s right, the right way, at the right time. Arnold H. Glasow


10 Rules for Raising Delinquent Children

Honor Roll Students / Don’t stop dreaming

Dear Students:

I am very proud to recognize the outstanding student academic achievement in the last six weeks.

Congratulations to every hard-working student on these lists. This is an honor and a personal accomplishment. If it is any indication of the effort you will put into life, you will be successful in all you do. You should indeed be proud of your work!

Parents, please join us in celebrating our honor roll students for the 1st six weeks evaluation.

I am so very proud of you and your accomplishments, but don’t forget that the work has just begun, and this is not the time to relax or get comfortable. Now is the time to take this momentum and build on your success.

May your future be as bright as the smiles you wear now and remember to be proud of yourself because we, your teachers and the school administration, already are.

Mrs. Garcia

“Never stop dreaming, 
never stop believing, 
never give up, 
never stop trying, and 
never stop learning.” 

Roy T. Bennett