Today Matthew and I started with ACT Prep. We covered problems that involved probability, logic, and statistics. Then we moved into our Precalc content. Today we covered what happens when we have a fraction of a degree. We thought about if we sliced the Earth in the middle and looked at a cross section of it. We agreed that the width of 1 whole degree would represent the distance between cities, possibly countries. So then to be more accurate, we can break down degrees into minutes and seconds. We learned there are 60 minutes in 1 degree, and 60 seconds in 1 minute. Then we practiced converting decimal degrees into minutes and seconds.

Today we continued working with the Pythagorean Theorem. I drew on white board three triangles, one of side length 5, one with 4, one with 3. I showed how the area of the sides 3 and 4 would create the area of the side length 5 (3^2+4^2=5^2). Next, we practiced finding 1 side of the triangle, given the other two sides by applying the theorem. When Andrew found values that weren't whole numbers, he used his calculator to simplify. We will practice how to simplify them if the calculator is not available for use.

Today Aiden and I worked on completing a Two-Step Equations Riddle Activity. The answers to the equations represented a letter. The letters form the answer to the question, "Why did the Muffler Quit the Car Business?". Aiden recalled how to use inverse operations to solve for a variable. He practiced proper notation. He preferred to use different colors to differentiate between his work and the math steps. I agreed for now but suggested we eventually try it with just a pencil. He asked why, and I told him for fluidity/efficiency. Aiden is doing well with this content and is able to build on it soon.

Richard practiced his spelling words with magnetic letters. We played Roll and Read with CVVC words. He read words ending in se with a z sound. He read books with words he can read.

I began the session with alphabetical awareness: identifying the number of letters, initial, final, and medial letters, sequencing the alphabet, and identifying the vowels. We discussed the definition of a syllable (a word or a part of a word with one vowel sound) and built closed and silent-E syllables. Cade showed improvement from last week on all of the above skills. I conducted a visual, auditory, and blending drill (all vowels, various consonants,and digraphs). For spelling, I dictated regular words (silent e) and irregular words (has, you, said, was, want). I introduced the new concept of dividing vowel-consonant-consonant-vowel words. Cade learned to identify the vowels and consonants in a word (for example, rabbit), divide between the consonants, read the two syllables, and then the word. To conclude, Cade read two short passages with both silent e and VCCV words, "Picnic at the Lake" and "Hike to Alpine."

Richard chose to play ping pong.

Kellan used the voice-to-text option to dictate a story onto the computer.

Kellan took his spelling test on last week's words, He wrote his new word in his dictionary. We read The Watsons Go to Birmingham and discussed it.

I read Bud, Not Buddy to Richard, and we discussed what was happening.

Richard used sidewalk chalk and Play Doh to practice his spelling words (break, steak, straight,view). As I wrote words on a dry erase board, he pronounced words ending in se with a z sound. He read books with words he can read.