Recently JPaul and I have been discussing trig functions of acute angles. Today we talked about how we can evalutate trig functions of any angle measure. We were given a point on the terminal side of theta in standard form. Then we practiced finding the exact trig functions of theta. First I showed JPaul what to do with an example. I drew a coordinate plane, plotted the given point P. I showed him how to create a triangle and label the sides appropriately. Next we used SOHCAHTOA to write the trig ratios. While doing this, JPaul had to recall how to rationalize fractions to put them in their most simplified form. Next, JPaul practied doing these problems on his own. He picked up on this material easily.
S: Noah was seen at the Batt School for treatment. Noah was noted to have some initial difficulty with transitioning to the session. Per babysitter Michael’s report, Noah had difficulty napping at school. Noah was noted to be resilient and able to transition to work tasks quickly. O: Noah first was read a story aloud and asked mixed “wh” questions about the story presented. He completed the activity with 75% accuracy. He then was asked to label the category of 3 items provided given no field of answer choices. He completed the activity with 83% accuracy. After, he was asked what does not belong in a group of 4 items. He completed the task with 75% accuracy. Lastly, Noah participated in an alphabet identification task, identifying all letters of the alphabet in a field of 3 letter choices. Noah identified the letters provided with 73% accuracy. A: Noah displays consistency/increases on some goals. Decreases on some goals noted to be due to increased difficulty of tasks/presentation. P: Continue POC. Monitor goals that are at mastery and discontinue as needed.
Joshua and I still have 1.5 sections of content left to finish, however since he was on Teams today, I decided to wait for us to be in person for that lesson. Today we went into AP Classroom, and worked on one of the multiple choice practice exams. This was a good review of mostly advanced algebra. Joshua did a good job recalling the rules for asymptotes and logarithms. He needed some reminders for how do work with zeros of a polynomial and properties of logarithms. We determined he has 20 days until his exam. Over the next class periods we will be reviewing reviewing reviewing!
Today I was a few minutes late for class. I had it in my head I had another student before lunch and Aiden after lunch. That student was absent and Aiden came peeking in and said, "Don't we have class right now?" I was like OMG I"M SO SORRY!
So we got to work right away. We have decided to move into Chapter 8 Geometry. The first section begins with a review of scale factor. Today's lesson brought up many previously used skills such as proportions, cross multiplication, etc. Aiden and I answered questions such as, "If the scale shows 1 in=1.5 feet on a draft of a kitchen and the island measures 4 inches on the draft, how long will the actual island be?" Aiden knew just what to do. He set up a proportion and cross multiplied. He asked some repetitive questions, and I assured Aiden he knew what he was doing and there wasn't more to it than he was seeking out. We had about 6 minutes left in class when we got to a good stopping point. I decided to throw a random statistic problem at Aiden. I drew a board with girls/boys and chocolate/vanilla and told him this was the data from a school survey of preferences. I asked him what is the probability a student surveyed would be a boy who likes chocolate? He added the total number of students, found the number of boys who chose chocolate, and divided them (as he should!). This is a problem from Chapter 6 which we are skipping (intentionally). So I want to give problems like this to Aiden from time to time to show him the 1) the content and 2) that he already has the skills to do these problems without me teaching him it.
Today PJ and I reviewed the 2nd half of Chapter 5. He did a great job. The first problem set had PJ interpret a graph on a number line and write an inequality from it. He wrote solutions like c>-4. Next, PJ reviewed dependent and independent variables. He determined things like the calories (c) in a banana dependent on the amount it weighs (g) in grams. Lastly, PJ had to look at data sets, determine the pattern, then use that pattern to predict future values. PJ worked hard today and has been doing excellently lately!
I met Carson on Teams today. Today we discussed word problems involving real world scenarios. Carson was asked questions like, "If Jimmy drove for 3 hours and was 740 miles from home. Then after 6 hours of driving was 461 miles from home, then how long will it take Jimmy to get home?" Carson had to work to find the rate of change by using the slope formula. Then he used that to find the initial value, he was 1019 miles from home to start. Next he was able to use the equation he found, substitute in 0 for the y value and found that he was 10.96 hours from home (or 10 hours 58 minutes). These are usually challenging problems, but Carson is getting much better at them.
JPaul was a bit late for class today. I haven't seen him in a few classes actually so he's been behind. He's a super quick learner so I got him caught up in our session today. We started with working on solving triangles. Next we moved into Angles of Elevation and Depression. I had JPaul read the word problems, draw his own triangles, label the sides and determine which trig function related the given values. Then JPaul and I tried some challenge problems where he had to combine multiple triangles together, set up two situations, solve them both and then combine the answers.
Today Matthew and I continued working with angles of elevation and depression. These problems were word problems that Matthew had to interpret, draw his own triangles, label the sides and determine which trig function related the given values. Then Matthew and I tried some challenge problems where he had to combine multiple triangles together, set up two situations, solve them both and then combine the answers. He did an great job with this content.
S: Noah was seen at the Batt School for treatment. Noah was noted to be in a silly mood at the beginning of treatment. Some difficulty with task completion noted due to silliness. O: Noah first participated in an alphabet identification task, identifying letters A-L. Letters were first reviewed, then identified in a field of 3. Noah identified the letters provided with 92% accuracy. Noah was then asked to label the category of 3 items provided given no field of answer choices. He completed the activity with 80% accuracy. After, he was asked what does not belong in a group of 4 items. He completed the task with 80% accuracy. Lastly, Noah was asked to identify the superlative (e.g. big, bigger, biggest) in a field of 3 visual answer choices. He completed the activity with 80% accuracy. A: Noah displays consistency/increases across all goals. P: Continue POC.
