Ben was in the bathroom for the first 12 minutes of class. When he returned, we continued our practice of graphing linear equations in slope intercept form. Ben used the y-intercept to plot the starting point. Then he used the slope to rise and run from there. When he showed a healthy understanding, then we tried problems in the reverse direction. Ben was given a graph of a line, but he had to determine the equation. He did that first by identifying where the line crosses the y-axis. Then he calculated the rise and run to determine the slope. Then he was able to write it in the form y=mx+b. Ben did great today!
Ben and I started by reviewing how to graph lines in slope-intercept form. He stated that he had no memory of how to plot lines using slope intercept form. So we reviewed the equation y=mx+b. We discussed what m is (slope) and what b is (the y-intercept). We used the “I do – We do – You Do” method to practice graphing. Ben stated he wasn’t feeling good. He asked to go to the bathroom and was gone for 12 minutes. When he returned, he said he felt better and was ready to work. We continued to discuss graphing lines, including horizontal and vertical lines. Ben worked very slowly. It took him several seconds to write out each number. But he kept working. He is picking up the material well when we are together, but then he forgets it the following day. I’m hoping with more practice it will stick with him.
We completed the review given for solving and applying proportions and percent equations. Then we worked on finding the percent of change, using proportions to solve percent problems, and solving proportions.
Ben informed me that he was sick and probably contagious. Though while we worked today, he showed no signs of illness. Actually, he did very well today.
We continued to work on slope. We reviewed how slope can be determined by calculating the rise over the run. Then we reviewed how to use the slope formula to calculate the slope if given two points. Next, I showed him how linear equations look when they are in slope intercept form. Ben practiced drawing an equation of a line, given the slope and y-intercept. Then we worked in the opposite direction, by having Ben write the equation of a line given the slope and y-intercept. Ben's skills are developing and with more practice, he will get better.
Today Ben had a quiz on Slopes of Lines. Ben worked diligently. At one point he paused and asked if the y-values are supposed to go in the numerator. I directed him to a formula on the wall which confirmed he was correct. When Ben completed the quiz, I graded it with him and we reviewed it. Ben got a 73%. I expected Ben to get a better grade. When I told him that, he said he had a headache and a stomachache. He made a calculation mistake of 7-(-1)=6 (instead of 8). He also was to draw a line from a given point, but he drew it from the origin instead. I think Quiz grade isn't a true reflection of his knowledge. We will continue to build on this next week.
Ben was supposed to have a Quiz on Tuesday this week, but we had to prioritize the NWEA Testing. Since he finished, I didn't want to give him the quiz without reviewing with him once more. Ben did excellent during the review. He stayed engaged, asked questions when he was stuck, and showed his understanding. We practiced 3 problem types that will be on tomorrow's quiz. While working, Ben made an impressive observation about horizontal and vertical lines. He said, "the formula is not needed to compute the slopes if you can identify that the x values are equal, then it must be a vertical line so the slope is undefined. And if the y values are equal then it must be a horizontal line so the slope is 0." I was so impressed! I told him that if he can remember that observation then he's right, no formula is needed and I wouldn't expect him to "show work" on those problems. Ben will have a quiz tomorrow.
Hudson and I worked on solving algebraic equations with two variables and fractions. When we completed all the problems in his math book, we worked on similar problems that I found in other math books. Then we practiced translating words into an algebraic equation. Next, we determined whether an equation had one solution, no solution, or was an identity. Then I reviewed with Hudson when a set of ordered pairs is and is not a function. I know he will do very well on this test tomorrow.
Tuesday 9-19-23
We worked on solving algebraic equations for a test this Thursday. We practiced solving one-step, multi-step, and equations with variables on both sides.
Today we were supposed to have a quiz, but instead we had to take the NWEA Map Testing. When I presented to Ben the platform, he complained of the platform and said he did not want to take the test. I explained to him that we had to but it was for data purposes and wouldn’t be used toward his grades. He reluctantly began the test and began clicking through the problems quickly. I told Ben, “It’s important for you to try these problems and do your best. If you just click through it’s going to give me a notification.” He’s said ok. Less than a minute later, I got a warning about Rapid Guessing. I told Ben I received the warning and that he needed to slow down or his test wouldn’t be scored. He said ok. A few minutes later, his test was suspended due to Rapid Guessing. I told him I would need to get Admin. Megan came to the room and explained to Ben that he needed to try his best. He asked for a Paper based test and she explained to him it wasn’t an option since this test is modified depending on his answers. She also explained that if he kept Rapid Guessing, he would have to re-take his test. He said ok and then we resumed. A few minutes later he said aloud, “Hey Google, open YouTube.” I asked him what he was doing. He said “Just messing around with something.” I said, “You can’t be on YouTube while taking a test.” He said, “I know, but this window is fixed and I’m trying to figure out a way to bypass it.” I said, “Ben, you can’t. That’s the point.it’s in a secure browser so you can’t access any other screens on the same device.” Ben ended up canceling the session. So we both had to re-log back in to resume the test. I told Ben, “Ok, so now since you have to be monitored, I will have to move my chair onto your side so I can see everything you are doing.” I sat directly next to his side and ensured he continued “working” the remainder of the period.
