Today Andrew and I discussed the different types of quadrilaterals. We recalled a quadrilateral is a polygon with 4 sides. If opposite sides are parallel, then it is considered to be a parallelogram. If it has 4 right angles, then it is a rectangle. If it has 4 congruent sides it is a rhombus. And lastly, if it has 4 right angles and 4 congruent sides, it's a rhombus. We discussed the differences and similarities with their diagonals. We pointed out when the diagonals are bisected and when they are congruent. We will finish the review tomorrow.
Today Joshua and I finished 2.14 on Logarithmic Context and Modeling. We worked with word problems and then used our calculator to give us a regression model. Then we used a combination of algebraic approaches and solving with our calculator. We also practiced problems with money in an account that compounds continuously. We used logarithms to find out what the interest rates would be. Josh is doing well with this content lately.
Ben was hesitant to work today. He told me he was tired and had a long weekend. I allowed him to vent and then we got started. I wrote some review exponent rules on the board: multiplying like bases (we add), dividing like bases (we subtract), and anything raised to the 0 power is 1. Then I gave him some example problems on the board and had him walk me through the solutions. He struggled, but we got through them. Then I gave him an activity to work on independently. He stared at it for a while, but then got to work on it without me asking him. He did great on it. He got few problems wrong, so we went through them together. He understood his mistakes. Next class we will discuss negative exponents and the Power Rule.
Today we started by finishing our review. We discussed Percent Change and reviewed problems like "If Aiden buys a car for $10,000 and in 2 years it's worth $8,500, by what percent did the car's value depreciate? We used the formula (new-old)/old. Aiden recognized when the formula produces a positive result it is a percent increase (and a negative answer means a percent decrease).
Then we moved back into Chapter 5 and continued working on Writing and Solving Two-Step Equations. Aiden is doing an impressive job of being able to read the word problem and set up an equation. Today he recalled what we worked on yesterday, by starting with the total. We covered problems like, "Kristy ran 24 laps during the race but walked the last 0.2km. She completed a total distance of 29.6km. What was the distance of each lap?" Aiden set up the equation: 24D+0.2=29.6. Then he used inverse operations to solve for D. Our class was cut short due to recess so tomorrow we will finish the lesson.
Today PJ and I had two classes. First, we focused on the more difficult sections of the chapter, the word problems. PJ does quite well with these phrases like "22 less than 5 times a number m" and writing it like 5m-22. Then we covered how to add and subtract like terms. Next we reviewed the Distributive property and the order of operations. PJ tends to perform better when we avoid fractions and decimals. For the second class we did a Mock Test on the computer. PJ did an excellent job. He will have a test tomorrow.
Today Carson and I did a review of Transversals and their Angles, as well as interior/exterior angles of a triangle. I pulled the section quizzes from our online Savvas account. Carson took the lead in completing the problems. He recalled that the sum of the interior angles of a triangle are 180. He also recalled the names of the angles that are created by two parallel lines and their transversal. Carson is picking up on this material quickly and easily.
Today Matthew and I worked on solving exponential equations with bases that are unable to be rewritten. First I showed Matthew the power rule property of logs that allows you to bring the exponent out in front of the log. Then I showed him how common logs can be simplified. Then Matthew used these concepts to solve the equations on his own. We discussed how it is important to choose a log with a base that is the same as the base in the exponent. These can be a bit tricky. We will get more practice tomorrow.
S: Noah was seen at the Batt School for treatment. He was eager to work with SLP for the duration of the session. SLP spoke with mom after session was completed. She requested adding literacy goals to POC. Goals will be probed and added in upcoming sessions. O: Noah was first asked to identify which item in a field of 4 belongs in the provided category (e.g. “food” is the category with visuals provided of a baseball, a cookie, a spoon, and a truck). He completed the activity with 85% accuracy. He was then asked to label categories when given 3 items within the category and a field of 3 category answer choices. He completed the activity with 75% accuracy. After, Noah asked mixed “wh” questions about a picture scene. He answered the questions posed with 80% accuracy. After, Noah was asked mixed “wh” (who, what, where) questions about a 1-sentence story when provided with 3 consistent visual answer choices (i.e. same answer choices for each question about the story). He completed the activity with 80% accuracy. He then completed a pronoun labeling activity with moderate support and verbal answer choices, which he completed with 60% accuracy. After, 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 70% accuracy. Lastly, he was asked to identify which image displayed “more” and “less” in a field of 2 visual answer choices. He completed the activity with 80% accuracy. A: Increases/consistency displayed across most goals. P: Continue POC. Develop/probe literacy goals.
S: Noah was seen at the Batt School for treatment. He was eager to work with SLP for a majority the session. O: Noah was first asked to identify which item in a field of 4 belongs in the provided category (e.g. “food” is the category with visuals provided of a baseball, a cookie, a spoon, and a truck). He completed the activity with 70% accuracy. Noah then asked to answer basic “when” questions in a field of 2 visual answer choices. He completed the activity with 70% accuracy. After, Noah was asked “what” and “where” questions about a 1-sentence story when provided with 3 visual answer choices. He completed the activity with 30% accuracy. Lastly, he was asked mixed “wh” questions about a picture scene. He answered the questions posed with 83% accuracy. A: Increases/consistency displayed across most goals. Minor decrease displayed on “when” question goal likely due to increased distractibility. P: Continue POC.
