Today's lesson took a bit for us to get started. Ben was not ready to work. He tried several different attempts to avoid working. We got through it and were able to be somewhat productive. We continued discussing Absolute Value Equations. We recalled the shape of the graph. Next we discussed how to make the graph compress, stretch, or reflect. We used the "I do - We do - You do" method of graphing equations. Then we discussed the domain and range. Ben was able to see that absolute value functions always have a domain of all real numbers, however the range will change depending on the transformation.
Today Joshua and I reviewed the problems in AP Classroom that I had assigned to him for Friday and over the weekend. He had difficulty with about 40% of the problems. We spent the class time reviewing each of them together. Some of the problems he made simple mistakes with, others he had misconceptions about. I took note of those problems and we will use the class time tomorrow to review the content.
We accomplished a few different academic tasks today. First, we continued reading the soccer article which we began last session, and we concluded the section on the evolution of the rubber soccer ball. Austin remembered details from our previous readings and made excellent connections between previous and newly acquired information. We then read an article about Sally Ride; however, before he began reading, we previewed three vocabulary words in the article: (dedication, inspire, and shuttle). Austin assessed his knowledge candidly and checked the boxes to show how well he knew each word. After he finished the article, he checked the boxes and indicated that he better understood the term "dedication" after reading the article. He also completed a "Word Builder" task, and drew lines connecting syllables to show how they built each of the words. Austin answered all the multiple choice questions correctly and achieved 2.5 out of 3 of the open-ended questions correctly. He was encouraged to elaborate in his responses and include the proper noun before using its pronoun. He demonstrated very good grammar and applied the rules of syntax correctly. Austin was reminded to re-read one of the questions as he answered correctly but incompletely; we reviewed alternative answers which more thoroughly answered the question asked. We concluded the session by finishing Chapter 18 in our novel and Austin demonstrated excellent recall of the characters and the phrase used in the 'leit motif' literary technique we learned. Ms. Judie stopped by and commented how Austin clearly displays executive functioning - or higher-order thinking in his responses. Executive function is a set of thinking skills that include working memory, flexible thinking, and self-control. Austin was permitted to choose how he would like to decorate the room we use for tutoring and picked out a poster of Frank Lampard, a soccer player he admires. We will look into finding it and Austin is excited about this. He is also excited to be sharing cake tonight to celebrate his dad's birthday.
We started the day by reviewing the assignment that Aiden had with a substitute on Friday. He got a 100%! I made a few comments to him regarding his notation. He needs to get into the habit of instead of writing 4xp for "four times p" to just writing 4p instead. That will come with more practice. The lesson today was on equivalent expressions. In a word problem we discussed if we spend $300 on supplies for a concert and sold tickets at $6 each, how could we write an expression to represent the profit made from the concert ticket sales. Aiden easily came up with the expression 6t-300. Then we considered -300+6t and I asked Aiden if it was the same. He agreed it looks different, but essentially it's equivalent. We then considered 6(t-50). At first Aiden dismissed it (where'd the 50 come from?), but then I reminded him of the distributive property. He applied the 6 to the parenthesis and realized that it would also give us 6t-300. We considered if t=100 tickets sold, then each of the given expressions would result in a $300 profit. The purpose of this is to recognize that we can generate equivalent algebraic expressions. Some of them are more ideal to use (like 6t-300 over the others), but as long as we do the order of operations appropriately, we can still yield the same results.
PJ did an excellent job today of coming out of his comfort zone and working hard. Today we practiced many skills, not just math skills. I asked him to be mindful of his writing, and instead of writing out his problems large and messy, I asked him to stay between the lines, label his work, and title the page. PJ did not want to do this, but he did. Afterwards, I praised him and showed him how nice and organized it looked. For the lesson, we worked on evaluated expressions given the variable's value. We worked with expressions like 3w-0.5z, given that w=13 and z=4. PJ substituted in those values and then used the order of operations to simplify.
Today Andrew and I reviewed the Perpendicular Bisector theorem. We discussed how if those two conditions are true, then any point that lies on the perpendicular bisector is equidistant to the end points. Andrew practiced drawing out the scenario and labeling given side lengths. He used the theorem to determine the missing side lengths. Next, we discussted the Angle Bisector Theorem. We first proved it using the Angle-Angle-Aide triangle congruence theorem. Then we chose a problem out of the textbook to apply the theorem.
Today we started class by reviewing his work from over the break. Carson said he did it but didn't have any work to show me. When I asked him to show me how to do a problem, he did not know what to do. So we reviewed the content together. I showed him what it means to substitute. We practice problems where the variable is already solved for, and we practiced problems where we had to solve for the variable first to solve. I showed Carson situations where we could have 1 solution, no solution, or infinitely many solutions. Then I had Carson practice a problem on his own. He was able to determine when/how a system would not have a typical solution.
In today's class we discussed how to solve absolute value equations. We first discussed the ideas and how equations can be equal to a positive or negative result. We reviewed the steps to isolate the inequality, set up two cases, solve. At one point JPaul questioned the answers we got. I grabbed my solutions manual to check and the solutions we got were correct, but JPaul said "that wouldn't make sense bc an absolute value cannot result in a negative number." So we used the online calculator Wolfram Alpha to check. He was in fact, correct! Wolfram Alpha confirmed the equation we were trying to solve had NO solutions! I gave him a 1% bonus for that to be applied to his next quiz or Test.
S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP throughout treatment. Noah has a BM toward the end of session which shortened time for data collection. O: Noah was asked to follow a variety of 1-2 step related directions. He completed the activity with 78% accuracy. Noah was then asked to answer mixed “wh” questions about a story read aloud to him given a field of 3 visual answer choices. He completed the activity with 80% accuracy. Lastly, Noah was asked to identify spatial concepts in a field of 3 answer choices. He completed the activity with 80% accuracy. A: Increases displayed across POC goals. P: Continue with current POC.
