Today Aiden and I discussed the concept of vertical angles. We defined the word as opposite angles with congruent measures. Next, we worked on a problem regarding the intersection of two roads. The problem had us determine if the roads were skew (20 degrees or more away from 90 degrees). We drew a picture of two intersecting lines and labeled the angles given in terms of x. I asked Aiden how we could write an equation relating the two angles. Aiden recognized since the vertical angles that were given are equal in measure, we could set up an equation setting the 2 sides equal to each other. This brought up solving an equation type that Aiden and I have yet to discuss (solving equations with variables on both sides). I showed Aiden how to approach it, and he understood it well. (It was the only problem we solved with that scenario though - so I will pull more practice with this concept tomorrow). We saw a few more examples where Aiden recognized the given angles were vertical, therefore congruent and he could easily set up the equation to solve and find the angle measures. We will finish this lesson tomorrow.

Today Richard and I studied a data set of students and the number of cookies they sold. We first interpreted the tally marks and identified what quantity they represented. Then we used the scale that a dark circle represents 2 cookies and a light circle represents 1 cookie. Richard used that scale to model the number of cookies each student sold. Then he answered questions like, "Who sold the most cookies?", "How many more cookies did Tyler sell than Tom?" Lastly, we created a bar graph to represent the number of cookies each student sold.

Today JPaul and I reviewed some of the concepts that we've been covering lately since they can be a bit challenging. HE did a great job recalling how to do them. The first problems we practiced were giving us the coordinates of a point in the x-y plane. We plotted the point, labeled the sides and then came up with the other trig ratios. Next we were given one trig functions values and the sign of another. Using that info, we had to determine which quadrant we were in first, then we could set up the triangle to find the missing sides.

Today Joshua and I started by finding a reference sheet for all of his "need to know" formulas for the AP Exam. Then we went through his homework. He got an 80% on it. We went through all of his incorrect answers and determined where the mistakes were made and then we made the corrections. We covered polynomials, sequences, trig ratios and more. Tomorrow we will focus on FRQs.

Ben put in a good effort this morning but was not feeling "it". He expressed how he wished he had math class a little later in the day so he had time for his brain to warm up. I validated his feelings and kept it moving and he rolled with it. We worked on factoring out the Greatest Common Factor with given polynomials. Ben had to consider what is the largest number that can be factored out of all given terms. He also considered what is the largest exponent is that could be factored out of both. He had difficulty considering this but was able to understand once I showed him how to do it. We will need to spend another day on this, scaffolding the concept of GCF.

Libby was seen in an office for a 45-minute treatment session with focus of session on improving her fine motor skills especially in the area of grasp patterns, ocular motor skills (saccades), self care skills, handwriting, as well as improving her flexibility for wearing different clothing and wearing her hair different ways. Began today's session going over her hair and dress from last week. She told OT that she wore a dress to church. She let the OT put her hair up during session for a star on her star chart. She is continuing to work on getting a prize. For today sessions, OT worked on only five letters of the uppercase alphabet to improve recognition and recall. Libby's session involved a multisensory approach to learn the letters "A,B,C,D and E". At the beginning of the session Libby accurately was able to identify B,C and E. She didn't know A and was confusing D with B. We made each letter on an index card, traced them with glue and sprinkled then with glitter. She enjoyed learning this way. Once dry she will be able to reinforce the movement pattern and identification of the letters by saying the letter name, sound while forming them with her finger. Lastly, worked on Libby's tracking by having her participate in game where she had to follow little object with her eyes without moving her head. Great participation and concentration during today's session.

Richard was seen in his room for a 45-minute treatment session. His session focuses on improving his postural control, integration of retained reflexes, visual motor skills and integration, fine motor skills, dexterity, manipulation, ocular motor development and graphomotor development/keyboarding as an alternative means to written communication. To begin today's session OT quizzed Richard on identification of the cursive lowercase letters since he has almost learned them all except three. He was able to identify "i,u,w,s,p, e,l,h,b,c,o,a,d,q,g, n,m,and v". He needed cues or couldn't identify the cursive letters "y, f, j and k". Lastly, participated in a game of cross pattern UE movements to work on bilateral hemisphere communication in order to improve processing speed. Great session.

Richard was seen in his room for a 45-minute treatment session. His session focuses on improving his postural control, integration of retained reflexes, visual motor skills and integration, fine motor skills, dexterity, manipulation, ocular motor development and graphomotor development/keyboarding as an alternative means to written communication. Started session with working on hand intrinsic muscle strength with putting together small interlock puzzle pieces. Continue with cursive review of the letters "n and m" from the "The Monkeys Go Mountain Climbing" in Script Island. Richard was able to recall and rewrite these two letters adequately. Continued with instruction on lowercase letter "v" in cursive today. This letter is a "high connector" just like lowercase "w". Richard seems to understand how to connect these type of letters but we will continue to go over this once he learns all the lower case letters. Richard demonstrated how he is doing with reading today. Also OT found Richard's pencil grip in his room and told him he has to go back to using it for writing. He complied and was using it during our session. Good session!

Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Luke began session by tracing over the glitter letters he made yesterday in therapy. He was able to use the correct formation when tracing demonstrating that he has correct kinesthetic awareness for most of the lower case alphabet. Had Luke work on writing a short sentence with help. Continue to check in with our emotion worksheet to figure out how the day was going. He seemed to be well regulated. Lastly, went outside for movement break and participated in basketball before lunch. OT taught Luke how to do a lay-up. Good session.

Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Worked in his room on fine motor and graphomotor development today. Told Luke I needed his help to make index cards for a slightly younger student to help them with learning the line placement of the letters. Went through each letter of the lowercase alphabet and had Luke write each one concentrating on where the line is situated on line writing line. He was able to for about 70% with the appropriate line placement. Once he wrote all the letters in a grout (according to Print Island) then traced them with glue and sprinkled them with glitter. He enjoys this multi-sensory approach to learning. Well regulated today.