Ben was absent the first 20 minutes of class - in the bathroom. When he returned, we pulled problems from the textbook to use as a review for his first test. Ben was slow to get started. The first problems involved vocabulary on rational/irrational, integers, whole numbers, etc. Ben couldn't recall these definitions so we did a mini-tutorial to explain the terms and given examples. Then we moved onto solving equations. As Ben was solving, he paused for a while. I wasn't sure if he was thinking or sleeping. I allowed him to finish the problem at his pace. When he was done, I asked him if he minded if I asked what happens in his mind when he takes breaks and closes his eyes. This is a paraphrase of his response, "When I have to do things that are difficult, my brain begins to shut off even though I don't want it to." I asked him if this happens when he's doing things he enjoys. He said Yes, it does. If it takes brainpower- it's likely to happen, whether he enjoys it or not. I thanked him for his willingness to tell me those things. It helps me to understand his processes. We will continue to do the review for as long as it takes until he agrees he is ready for the test.

Today Ben was very sleepy and did not seem in the mood to work. We started out reviewing the problems he did with the substitute on Friday. He said he didn’t understand them. So I suggested we review them. When I started to go through the first problem he interrupted me, “I already did this.” But then when I asked him how to do them he said he didn’t know. We struggled to get started, so I just put away the paper the substitute had and showed him the material we’ve covered so far. We are in the 5th section of the first chapter. We have only covered about 30% of the material in those sections. At the pace we move, it will be impossible to discuss every example in every section. So I am focusing on the main concepts and building from there. In the textbook, we discussed 1.5 Solving Inequalities. Since Ben is familiar with solving equations, he seemed quickly understood the relation to inequalities. Ben will have to practice remembering when a negative is multiplied/divided the inequality symbol must flip. After this section, we will review and then have a test on the material covered so far.

We reviewed for a test on chapter 1 tomorrow. This included simplifying algebraic equations with several terms. We practiced using the distributive property and the four operations on real numbers.

Adding and subtracting rational expressions

Today we started with a warm-up to review problems we discussed on the first week of school. The problems reviewed how to find sets/subsets of numbers, as well as how to compare roots/fractions/decimals with the use of a calculator. Ben had difficulty recalling these skills, so this proved to be a good review. As we were working, Ben fell asleep while entering 40/11 into the calculator. We had a conversation about what causes this and it helped to wake him up. After the review, we watched a video on Solving Literal Equations, the lesson we started yesterday. At each step in the video, I paused and asked Ben, “What would you do next?”. Ben stayed engaged through most of video. It helped him to solidify the understanding that you can solve an equation for a variable and it won’t always yield a numerical solution.

Today Ben and I continued working on word problems; this time using literal equations. Ben was focused today. We began discussing how interest is accrued in bank accounts (how investing money works). We used the formula I=PRT (interest=principalxRatexTime) and used it to solve for the Time. We also worked with the Celsius to Fahrenheit formula and also Distance = Rate x Time. Ben preferred that I do the reading and writing today. I was ok with this since he was fully engaged and participating.

Properties of Real Numbers – We reviewed the properties of real numbers. Then Hudson and I worked on simplifying algebraic expressions and identifying the property of real numbers for each step. Next we determined whether expressions were simplified or used the distributive property to simplify the expression.

Together Ben and I looked at FAU's Computer Science Bachelor of Arts requirements are. We read that he would need 120 credits for a BA and 11 of those credits would need to be in Math: Calc 1, Calc 2, and Matrix Algebra. We discussed that on the course he is now, he will take Algebra 1A this year as a Sophomore, Algebra 1B next year as a Junior, and Geometry as a Senior. This means that he would need to earn College Algebra and PreCalculus pre-requisite credits PRIOR to taking the math courses needed for his degree. In other words, at the pace he is at right now, he is 2 math classes behind. He asked if he could take multiple math courses at once. I said no, but he could take summer school. I also said that Algebra 1 could be taken in one year, but he said that he'd prefer to split it into Two.
I explained to him that this was all just information for him to know, and that he did not need to make a decision now. But I thought it was important for him to understand what will need to happen if he wants to get a BA in Computer Science.
After our discussion we began working on Word Problems. After reading the first question, Ben said, "Wait, Whaaaat?" I agreed with him that word problems are challenging. For me personally, I have to read problems sometimes 3 times before I even understand what they're asking. I encouraged Ben to do the same. They were questions like "If you have $24 to spend on pencils, you buy 7 and have $10 leftover, how much was each pencil?" Ben has to set up and solve 7p+10=24. He knows how to solve these, but setting up is the challenge. And this is true for ALL students, not just Ben. We will spend another day on this, and then move on.

Today we looked at word problems what were similar to the solving equations we did last week. This concept proved to be a difficult one as these questions are of higher-order thinking. So we paused the lesson to scaffold it. In the meantime, we began discussing future plans as a Computer-Science Major. I looked up the courses required to obtain a degree in that major. Our class was cut short due to recess, but tomorrow we will go over this. I want Ben to understand, that if he wants to Major in Computer Science, he will need a certain course-load. And in order to be prepared for the college courses, he will need to receive/earn prerequisite credits. I am hoping Ben will make the connection that if he has goals he wants to meet, we have to make some changes now in order to get there.

Today we started with a Youtube video explaining how to solve equations with variables on both sides. Then we did an activity for practice. Ben understood the concepts, once explained, but had trouble remembering how to approach the problem on his own. With guidance, we completed 4 problems using a step by step approach. Ben earned time to watch a video at the end of class.