Richard used rubber stamps to practice his spelling words. We played Bingo to practice CVCe words. He read books with words he can read. He wrote an act of kindness for the school's 100 days chart.
Session Minutes
90
Minutes Student Attended
90
Lesson Comments
It was a challenge getting Richard to do much work since he didn't feel well. He said, "You're going to make me read when I'm sick?" I said, "If you are well enough to come to school, you are well enough to work."
Aiden and I began by reviewing the definition of factor. We thought of it as a quantity that divides another quantity evenly. We use the example of 24 and listed all of its positive and negative factors. Next, I showed Aiden how factoring is the inverse(opposite) of the distributive property. We started with the example 3x+12. We considered that 3 was the greatest common factor between 3x and 12. So we factored out a 3 to consider what would be left. We realized that 3x+12=3(x+4). We checked with the distributive property that those expressions are equivalent. Next we discussed a problem with a negative leading coefficient. -2x-6. We explored two ways to factor this. If we factored out a 2 we would get 2(-x-3), if we factored out a -2 we would get -2(x+3). I explained to Aiden that when we have a negative leading coefficient, it's best practice to factor out the negative in order to keep what's left inside in simplest form. We will continue with this tomorrow.
Ben was not interested in working today. He was looking for excuses not to work. He was searching online all of his ailments and diagnosed himself as having Bronchitis. I let him tell me how he felt, and then we got to work. I wrote on the board a review of the transformations we've already seen. We discussed stretching, shrinking, reflecting, moving up, and down. Today we added onto this concept by translating the absolute value left and right. I showed Ben with a table of values why the + moves the graph to the left and the - moves the graph to the right. At the end, I gave Ben a challenge problem combining all three of the transformations. Ben knew how to graph it. He was able to graph a reflection, translation right, and up, all together. Then I had Ben determine the domain and range. He again, got it right. He seems to really be understanding this content. When he's ready to work, he does very well.
Ben was a whole new person today! He was happy and energetic. I love when he's feeling good like this!! Today we discussed how to transform Absolute Value Functions - up and down. We've already seen how to reflect, stretch and shrink the graphs, but today we shifted them up and down. I gave Ben the equations y=abs(x)+3 and asked him how he thinks it would affect the original graph. He said he thinks it would stretch it. So we tested values for x and saw that the graph actually didn't stretch, but instead shift up 3 units. We discussed how this does not affect the domain, but it does affect the range since the y's on the graph were affected. Ben did wonderfully following along with the lesson and participating.
Joshua and I are continuing to review for his Unit2A Test. We checked his homework assignment. He got a 70% on it. We reviewed the 3 problems he got wrong and he understood his error. Then we pulled out our calculator and practiced using regression functions to estimate given data. We also covered arithmetic and geometric sequence word problems.
Today Aiden and I continued in 4.4 working on expanding expressions (using the distributive property). We pulled problems out of the textbook. Today we got practice with problems involving fractions and decimals. We reviewed the rules of multiplying/adding negative and positive numbers and we discussed the WHYS behind those rules. Aiden picked up confidence with this lesson and is ready to move on.
We realized today that Carson did not complete one page of the test he was given yesterday. So he spent the first portion of the class completing it. When he finished we went through it together. Carson got an 85%. The first two problems he made a silly mistake mixing up a positive and negative number. The other points he lost because he ended up getting 0=-1 which was a correct result, however he wrote "infinite solutions", when it should have been "no solution". We discussed his errors and Carson seemed to understand his mistake. We had 10 minutes left in class so we decided to go play ping pong. Although I contended with him, he still beat me every game! He's really good!
Matthew and I met on Teams. Today we worked on how to solve quadratic equations using the quadratic formula. We first manipulated the equation so it would be set =0. Then we identified a,b,c and substituted those values into the formula. Then we used the order of operations and square root properties to simplify. Matthew found this lesson to be fairly easy as this is a review from Algebra 2. I showed him how this formula could be applied to solving projectiles in motion. I used the example of his golf club hitting a golf ball and sending it up into the air to come back down. We used an equation and solved for the time it took for the ball to reach the ground.
