First, Sasha sequenced the alphabet, identified the vowels, and built closed, open, and consonant-e syllable types. Next, we moved on to the work that she had for school. She copied her list of ten spelling words, picked two to use in a sentence, and illustrated the sentence. We made flashcards for each word and sorted the cards (consonant-le vs consonant-e words). We went outside to practice spelling the words while tossing a ball. To conclude, we read a fluency passage with consonant-le words (three times to ensure mastery and practice fluency.)

First, Sasha sequenced the alphabet, identified the vowels, and built closed, open, and consonant-e syllables. I conducted visual and auditory drills, followed by a word fluency list of CVC and digraph words. Sasha practiced syllabification of CVVC words. To conclude, we co-read a Hanukkah book. Sasha read with reasonable fluency.

I was happy to visit with Reid after Christmas and hear about his trip to Cuba. We began with a "Daily Reading Ready" activity. Reid read a short passage and answered comprehension questions. We reviewed the prefix "un," and Reid brainstormed example words. He defined the word "fortunate" from context clues. We discussed the definition of synonyms and Ried identified synonyms for the word scared (nervous, terrified). Next, Reid chose a book from the Batt School library (Junie B. Jones Lunch Boss). We co-read two chapters and entered this into his reading log.

With paint markers on cardstock, Addison practiced ew words. She read a Black Lagoon book, and we discussed it.

Reid was excited for Christmas break. He did not have any work to prepare for school. We chose several holiday books from the library. We practiced reading comprehension strategies, reviewed unfamiliar vocabulary, and summarized the stories. We played several holiday Mad Libs to check parts of speech. To conclude, we played several rounds of Crazy Moose to review syllable types.

We began today by reviewing his homework problems. He did well on them. I made suggestions on how to improve his notations (for example he's writing 5xm instead of 5m). Next, we pulled problems from the textbook for further practice. Aiden practiced evaluating an algebraic expression with the given input values. He used substitution to "plug in" the given value and then applied the order of operations to simplify. He did a great job recalling that multiplication comes before subtraction.

Today Matthew and I continued in 1.6 but moved into working on solving absolute value equations. We discussed the meaning of absolute value, in that it represents the distance a number is from 0. So the outcome of the abs.value of -7 would be 7, since it is 7 units away from 0. Using this logic we applied it to solving equations. If we see an abs.value set equal to a number, we have to solve it as if it were both positive and negative. Matthew did great with this concept. He said he recalls having worked these problem types in Algebra 2.

Andrew was absent today. The class time was used to prep sub materials for tomorrow.

I substituted for Joshua this period (I usually have Carson and he usually has German). He didn't have any sub plans so we went ahead with our math lesson for the day. We could use the extra time to catch up, so that's what we did. We worked on finding inverse functions. We discussed the steps of swapping x and y and solving for y. Then we discussed how the domain of f is the range of f-inverse and the range of f is the domain of f-inverse. We also practiced problems that required us to restrict the domain in order to make it invertible.

Ben and I spoke about what happened today. He apologized to me. He said he doesn't know what it is, but he doesn't feel comfortable doing online schooling. Next time a teacher is sick, Virtual is not an option for him.
Today we continued working with the Absolute value function. We used a table to get the values and plotted them on the graph. We recalled the graph looks like a "V". Today we discussed what happens when a number is multiplied to the functions. We did several examples with 3, 1/2, and 4. Ben was able to determine if the number multiplied is greater than 1, it will stretch the graph vertically making the "V" taller/thinner. If the number multiplied was less than 1, it will shrink the graph vertically making the "V" shorter/wider.