Today we did a warm-up on solving linear equations. Ben is doing excellent with this concept. I asked him if he wanted to take his Quiz today or tomorrow. He said he did not care. So I decided to give him a Mock Quiz, and if he liked his grade, we would keep it. But if he didn't like his grade, we could use today to study more. Well - BEN GOT A 100% on the Quiz. Additionally, in his work, he checked his solutions to ensure the ones he got were correct. Yay! This section also includes equations with Fractions. Before we attempted those problems, we did a review of Least Common Multiple (LCM) because this skill is needed in order to add/subt fractions. We practiced a few problems together, but we will need more reviewing of this tomorrow.

Today we continued with using inverse operations to solve two-step equations. We used the "I do - We do - You do" method to solving equations of different types. Ben practiced solving equations with fractions and used the distributive property. I was very impressed with Ben's ability to recall how to check his solutions. I had only modeled this for him twice, yet he remembered what to do and was able to show me how to check his solutions. Today's class showed me that Ben has far more capabilities than he leads on.

Today Ben was 22 minutes late for class. Jordy checked on him and he was in the bathroom. He came back and apologized and said he might have a stomach bug.
We picked up where we left off Friday on solving equations using one-step operations. This is a concept Ben is familiar with, however he needs more practice for fluency. Ben's initial approach is to solve for the variable in his head. I explained to him that while it's neat that he can do computations in his head, it is important to show the work that he is doing. The reason being, is that if he makes an error, it can be shown that his method was correct, but the answer is incorrect due to a calculation (for example). Ben seems to grasp this concept. We will move on to 2-step equations tomorrow.

Yesterday Ben was assigned 5 problems for homework (we did 2 in class), but he did not have it completed. He told me there was only a 25% chance he would ever remember to do homework. I asked him if we could improve that Percent by using a planner or calendar on his phone. He said those options would not work for him. So we began by doing the homework together, a review of the lesson yesterday. Ben had trouble recalling the difference between rational and irrational numbers. While reviewing, we came across the Square Root of 4. He told me he did not know what Square Roots were, so we paused the lesson and did a mini-tutorial of the relationship between squares and square roots. We took a break towards the end of class to listen to a song to help him relax. Then when he was ready, we continued reviewing what inverse operations (adding will "undo" subtracting, dividing will "undo" multiplying.) In order for us to continue with the Algebra content, it will be imperative we go back to the basics. Next week we will put the Algebra book away and focus on foundational needs.

We began in the textbook today in our Online Savvas. We started with the 1st section on Operations with Real Numbers. We discussed sets/subsets, as well as rational and irrational numbers. This was a good review for Ben. He said he remembers learning about these concepts but never truly understood them. He said he was tired today, but he continued to work regardless. I told him to be honest with me when he needs a break, either its to put on head phones and listen to a song, if he wants me to leave the room for a few minutes, if he needs the opportunity to walk around, to just let me know. I assigned him 4 problems for homework. I showed him how to utilize his notes to help him if he gets stuck with his Homework.

Today we got supplies and created a binder for his course materials. Then we started an Algebra 1 online Assessment. This proved to be a bit challenging. Ben was honest with the content he felt comfortable with and other questions he "had no clue". I told him that was totally OK, because the goal is to take this Assessment at the end of the year and see how far he improves. Today was a good intro to how his brain works mathematically. We are going to figure out a way to make sure Ben is accommodated while still receiving an appropriate Algebra education.

Today was Andrew's 1st day so we played Three Truths, One Lie. I learned he dislikes reading and that he wants to sell his art work on Etsy. Then we got supplies to set up his binder for the year to help him stay organized. After that we discussed how he uses Math in his daily life - he wrote them down on a Math Banner (I asked him to color it for Homework). We started to talk about Sales in a Store and Tips at a Restaurant. He said he wanted to learn how to do that, so we did a mini-lesson. I gave him scenarios like "You go out to lunch with your friends and the bill ends up being $49.89. If you intend to give a 20% tip, what would the total bill be?" We used 10% as approximately $5. I asked him, "If 10% represents about $5, than what would 20% be?" He immediately answered, $10. He seemed eager to learn about that lesson, so I will be sure to incorporate more "life applicable" math into our Algebra lessons.

Today we started by playing "Three Truths, One Lie". I learned that he likes to catch snakes and he has a pet Crested Gecko. He told me Math is not his favorite subject but he doesn't mind it. He was able to share with me his ASD diagnosis and I shared with him about my two boys. I think he may be able to teach me some things too!
We then did another Getting to Know you plotting activity, but we never got to plotting the points because we were chatting a lot. I felt like it was important to listen to him and build a relationship. He showed me 3 of his favorite songs and I really enjoyed them.

I planned for math.

Teacher did preparations for future sessions with Andrew.