Christopher wrote his spelling words in his journal and highlighted letters to remember.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Christopher brought his own computer, so I let him use it to work on his project. He had to reset the password to get it set up. He struggled to focus because his braces bothered him so much.
Using change color markers and chalk markers, Richard practiced his spelling words and words with dge and tch. He read books with words he can read.
Session Minutes
90
Minutes Student Attended
90
Lesson Comments
I had trouble getting Richard to do much work. He told me all about his new school and how excited he is to go there next year. It seems he has already checked out and only wanted to pack up his room. He did show some interest in reading his Dog Man book, so I told him I could read some, and he could read some.
We got back Andrew's SAT scores. He got a 910 for his first time. Although it's not an ideal score, I don't think it's terrible considering he hasn't done any prep for it. We looked over the topics and made sense of his score. He scored lower in the Geometry content than we both would have hoped. We discussed how even if Andrew knows something, he often sees a problem and freezes. Once I explain to him what it's actually asking, he has a better idea of how to approach it. This to me means he needs to see more problems to get exposure and go from there. We discussed how it would be ideal for him to sign up for the October test so we have August and September to review.
Joshua spent class being a school helper, helping us teachers determine the technical errors with our internet. Together we watched YouTube videos and and read articles trying to get to the bottom of it.
Today we began by writing the formulas Aiden already knows for areas of square, rectangle, triangle, and circle. We discussed how we will need to use these to find surface area of figures in 3D. We considered a cube. I asked Aiden to tell me how he would find the surface area of one face if the side length was s. He said, "s times s". I asked, "What's a better way to write that?" He said, "s squared." Then I asked him how many faces there were on a cube. He knew 6. Then he was able to derive the formula for surface area of a cube as SA=6s^2. I explained to Aiden that there are formulas for surface area, but we do not need to memorize them, since we can just think about it and derive them ourselves. Next we considered a problem with a plot of land that had some green and some concrete. The goal was to determine if the area of green was larger than the area of concrete. Aiden had to determine what the side lengths of each section were and the shapes they created. We split it up into 4 different regions with different shapes. Aiden calculated each region one by one. Then we found the area of the concreate by finding the total area of the plot land and subtracting the green area we had already found. Lastly, we worked with a net of a figure. Aiden is better than I am at visualizing the nets of various 3D figures. He drew for me the net of a cube, rectangular prism, triangular prism, and triangular pyramid. We only have volume left to cover and that will be the remainder of Geometry for 7th grade benchmarks.
