Quiz on computer science vocabulary. Then we worked on scratch programming.

This morning, Nico worked on a few different skills for review. First, he answered questions on rounding numbers to the nearest 10, 100, and 1,000. Then, he practiced dividing 2-digit dividends by 1-digit divisors and interpreted the remainders. Finally, Nico worked with decimals and identified numbers that were one-tenth and one-hundredth more or less than a given number.

Today, we focused on data analysis and probability. Nico created frequency charts, stem-and-leaf plots, and line plots with fractions to show how to collect and represent numerical data. Then, he worked on finding the median, mode, and range in stem-and-leaf plots to interpret the given data.

Today, Nico and I played 3 different games together.
We started with badminton.
We then played ping pong, and we finished inside with a game of chess.

We finished Chapter 4 in its entirety and examined the character dynamics between the protagonist, his mother, teacher, and the newest character, the school counselor. This particular Sachar novel is a higher Lexile level than the others Nico is reading and requires a good measure of inferential reasoning skills. When afforded minimal prompts, Nico contributed astute observations about the personality traits and dynamics between charactrers.

Nico completed his interactive calendar, read and discussed his vocabulary words, played a money game to help him learn to count coins, and learned about energy transfer through matter.

Substitute Plans Provided for Reading Chapters 7 and 8 with Related Written Questions . Student will read 2 chapters of the provided fiction book and is required to write answers as required in the accompanying worksheet.

Nico was told the names of all the pieces in Spanish. He was told how to say "I move..." in Spanish.

He then used the phrase I move the ... (knight, pawn, bishop, etc.).

Nico completed his interactive calendar, played a game to help him with the counting of and recognizing coins and their value, read and discussed his vocabulary words, and explored thermal energy concepts.

In our readings today, we discussed vocabulary. In particular we discussed the words, "pique" and "whet." When queried later in the session, Nico recalled their meaning of whet but got confused with pique, stating it's the top until I called his attention to the spelling and used it in context, We read another chapter in Louis Sachar's book, There's a Boy in the Girls' Bathroom, and Nico remembered the meaning of leit motif, but was helped to recall its name; however, he did remember it was a recurrent theme and identified it appropriately in the story. Nico also related a character to his father and noted the reasons why. I hope this book piques his interest and whets his appetite to read other books by Sachar.