Today we began with a vocabulary activity. This was a good review for Carson to think about the application of these words without using computation. Carson had to recall words like: transversal, supplementary, congruent, alternate interior angles, corresponding angles, vertical angles, etc. Next we did 4 problems where Carson had to set up equations to solve for the missing angle measures. Carson had to determine if he had to set them equal to each other or their sum to 180. Lastly, we did Challenge Problems on the white board. Carson had to disregard the extra information that was given in the problem and focus on only what was necessary to solve for the angles. This took a lot of higher order thinking and he did well.
Today we worked on the Expo board working out problems with missing sides and angle measures. We reviewed that kites have perpendicular bisectors, with one set that is bisected. We applied that to a kite on the board. Andrew had to use the techniques that opposing angles are congruent to find the missing angle measures. Next we moved onto a Trapezoid. We discussed it's characteristics, that its a quadrilateral with one set of parallel sides. Andrew was given one angle measure and then had to find the interior angles of the missing sides. He did well with this problem. Lastly, we learned the Midsegment Theorem. If a line bisects the opposite sides of a trapezoid then the length of the midsegment is the average of the bases. I gave Andrew a problem where the bases were 33in and 54in.Andrew found their average to get 43.5 inches.
Today we started a new chapter on Logarithms. We began by taking notes on the board reviewing some old concepts on inverses. We recalled some inverses are multiplication/division, cubing and cube-rooting, and what we're leading up to is exponentials and logarithms. We reviewed some common exponential properties like 25^1/2 is like the square root of 25, and 4^-2=-16. Then we started with exponential form, lableling the base and the power. I showed JPaul how to go from exponential form to logarithmic form and vice versa. He practiced on his own. Then we used that technique to solve logarithms such as: log3(27)=3. JPaul got the hang of it but will need more practice to be fluent with it.
Today we started a new chapter on Logarithms. We began by taking notes on the board reviewing some old concepts on inverses. We recalled some inverses are multiplication/division, cubing and cube-rooting, and what we're leading up to is exponentials and logarithms. We reviewed some common exponential properties like 25^1/2 is like the square root of 25, and 4^-2=-16. Then we started with exponential form, lableling the base and the power. I showed Matthew how to go from exponential form to logarithmic form and vice versa. He practiced on his own. Then we used that technique to solve logarithms such as: log3(27)=3. Matthew got the hang of it but will need more practice to be fluent with it.
JPaul worked on completing his test today. At the end of the class he turned it in and we reviewed it. He got an 81%. He made a few of the same errors for not using the Plus/Minus technique when solving quadratic equations. Other errors came from simplifying radicals incorrectly and getting stuck. I had JPaul rework the problems he missed. He understood where he made mistakes.
Today Andrew and I started by reviewing how to find the interior and exterior angles of polygon. We used the markers and his desk to draw a regular pentagon. Andrew used the formula 180(n-2) to find the sum of the interior angles. Then he was able to determine the exterior angle. Next we discussed Trapezoids. We worked with the lengths of the sides congruent and same side angles are congruent. I had Andrew draw a 6 sided hexagon with elongated sides. We drew right angles in the sides. Andrew was able to use the formulas to find the missing angle measures.
S: Noah was seen at the Batt School for treatment. He was eager to work with SLP for all of the session. Probes for updated POC completed. O: Noah was first asked to label categories when given 3-4 items within the category. He completed the activity with 10% accuracy. Noah then asked to answer basic “when” questions in a field of 2 visual answer choices. He completed the activity with 37% 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 60% accuracy. After, Noah chose to complete an alphabet identification activity where he found the uppercase letter provided verbally in a field of 3 letters. He completed the activity with 50% accuracy. Then, Noah completed a pronoun labeling activity where he was provided picture scenes and asked to choose the correct pronoun in a field of 3. He completed the activity with 57% accuracy. Lastly, Noah was asked to identify which image displayed “more” in a field of 2 visual answer choices. He completed the activity with 60% accuracy. A: Probes for updated POC started. Initial baselines collected. Consistency with “more” identification displayed P: Continue collected updated POC baselines. Continue previous POC goals that have not yet been mastered.
S: Noah was seen at the Batt School for treatment. He was eager to work with SLP for most of the session. He became increasingly distracted as session progressed. O: Noah was first asked to follow a variety of 1-2-step related directions. He completed the activity with 80% accuracy. Noah then completed a quantitative concepts activity in which he discriminated many versus few and more versus less in a field of 2 visual answer choices. He completed the activities with 83% and 60% accuracy respectively. After, Noah was asked to label spatial concepts displayed in a picture scene shown. He completed the activity with 80% accuracy. Lastly, Noah answered mixed “wh” questions about a variety of picture scenes presented. He completed the activity with 72% accuracy. A: Increased redirection to task needed to complete spatial concept and mixed “wh” question activities. This is likely cause for decreases in data for these goals. Increases displayed across all other POC goals. P: Continue with current POC goals that have not yet been mastered. Probe additional goals to update POC.
