Christopher took the spelling test for last week's words.

Ben started class asking if he could have a snack and watch a short video before we began. I allowed him. After 5 minutes, I asked him to put away his things so we could begin. He obliged. We started out with a quick review of the exponent properties we have been discussing. Then we moved into a new concept. Fraction Exponents. As we were working, I realized that Ben does not have the understanding of radicals/roots. So we took a step away from this content to review radicals and how to simplify them. When I feel like he has a good grasp, we will go back to fraction powers.

Today Carson and I worked on more applications of the Pythagorean Theorem. We first read an excerpt on the Egyptian Pyramids. Then we used the given information to find the slant height of them. Next, we moved onto problems like a ladder leaning against a house. The length of the ladder was given and we had to use the pythagorean theorem to determine how far away the ladder is from the house. Next, we recalled the distance formula. Carson has it memorized now. He used it to determine the distance between two points in the coordinate plane.

I haven't seen JPaul in a while, so I was apprehensive to start new material with him. Instead, we used our class time to review the material we had recently discussed. We talked about changing from degrees to radians and vice versa. Then we discussed how to find coterminal angles that would result in the same location.

Today we started by reviewing our homework. Joshua did an excellent job. Next we had a 5 minute Unit Circle Quiz. Joshua got a 100% on it, whoo hoo. Then we took notes on 3.3A. We discussed how the values of x and y would change, if the radius of a circle was something greater (or less than) 1. Next, I showed Joshua how you can use the unit circle to graph the functions sine and cosine. We drew radians on the x-axis. Then at pi/2, I asked Joshua, what is the y-value there. He answered 1. Then I asked what it is at pi, he answered 0. We kept going until Joshua could see the pattern: 0, 1, 0, -1, 0, 1, 0, -1, etc. We connected the dots to create a smooth graph that is oscillating up and down. Joshua realized the connection. Then we did the same thing to create the graph of cosine. Joshua recognized that cosine graph is the same as the sine graph with a horizontal shift. I told him that is a property we will need to know and use, so what a great observation.

S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP for majority of the session. Some distractibility noted. O: Noah was first asked to sort items provided into different categories provided (e.g. apple would be put under the fruit category). He completed the activity with 88% accuracy. He was then asked name the category given 4 common item pictures. He completed the task with 60% accuracy. Noah was then asked to identify the superlative (e.g. big, bigger, biggest) in a field of 3 visual answer choices. He completed the activity with 70% accuracy. After, Noah was probed with 3 sight words (“a,” “to,” “the”) and asked to identify the word provided verbally in a field of 3. He completed the activity with 33% accuracy. Lastly, Noah was asked to find the letter “A” on a sheet with mixed letters and a model at the top. He completed the activity with verbal prompts to refer to the model with 70% accuracy. A: Noah displays consistency/progress across goals. P: Continue POC.

S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP for majority of the session. Some distractibility noted. O: Noah was first asked to sort items provided into different category spaces of where one would find them (e.g. household items; where in the house they would be found). He completed the activity with 70% accuracy. He was then asked to blend 3 letter words when given the 3 sounds verbally. He completed the task correctly in 4 out of 5 opportunities. Noah was then asked to identify the superlative (e.g. big, bigger, biggest) in a field of 3 visual answer choices. He completed the activity with 70% accuracy. After, Noah was probed with 3 sight words (“a,” “to,” “the”). Lastly, Noah was asked to find the letters “A” and “B” on sheets with mixed letters and a model at the top. He completed the activity with verbal prompts to refer to the model with 70% and 40% accuracy respectively. A: Noah displays progress across goals. P: Continue POC.

Today we started out doing ACT Prep. Matthew got practice with a volume problem, a probability problem, and a sequence problem. Next we did a review of what we covered last week: converting from degrees to radians, radians to degrees, and finding coterminal angles. Matthew needed a few reminders, but did a good job overall.

Today Joshua and I practiced how to evaluate trig functions using the unit circle. First, I had Joshua complete a blank unit circle. He will have a quiz on this on Monday. Then we used the unit circle to practice evaluating things like sin(pi), cos(0), tan(2Pi). Joshua is getting the hang of it. He needs more practice for fluency.

Today PJ and I worked on a solving two step equation scavenger hunt. The answer to one problem lead us to the next question, kind of like a maze. PJ did an excellent job with it. He is able to do multiple steps in his head, which is quite impressive. I complimented him but then reminded him of the importance of showing his work. I said to him, "what if the answer is 28 and you accidently wrote 82 with no work. I would not know how you got to that solution. However, if you write down the steps, I can see your thought process and also where/how you made the error. That means you could get partial credit. But if you just wrote the answer and it's wrong you get no credit." That motivated him a bit more to show his work. We also discussed how we can check our answers. By substituting our answer back into the original problem and seeing if it makes sense.