First, we went over Ben's Algebra worksheets. We had covered this topic previously, and he was able to verbalize the procedure for solving the problems without prompting on the first sheet, and with minimal review on the 2nd worksheet. As we had ample time left over, we worked on current topics from his Geometry class.
Ben and I went over a practice test he brought from class. We went over each type of problem. As we normally do in our sessions, I put a problem on the white board and ask Ben what I should do. About half of the session, Ben verbalizes what he thinks should be done and then why. If he is corrected, he then verbalizes how he would approach it differently in the future. He usually knows what to do, and just needs assistance with some of the details, and as we work, his confidence is strengthened and his skills reinforced.
We worked on the practice test Ben brought with him. The first set of problems was on identifying the slope (m) and the y-intercept (b) from a given equation. The next set was on identifying the m and b from a graph of a line. The third set combined both skills where given an equation, Ben had to graph the line by identifying the b and m and knowing how to apply them. Last, we worked with identifying parallel and perpendicular lines, and also how to find the equation of a parallel or perpendicular line to a given line.
Ben brought in a worksheet from class. I reviewed the work he had completed so far and gave feedback. We then began working on problems he was uncertain about. For each problem, Ben would do as much as he could and ask questions when needed. Most of the time he was able to reach the correct answer with affirmative guidance from me. I expanded on what he knew and illustrated how knowing these additional details would help him to recall the correct steps and to verify that both his approach and his conclusion made sense.
Ben and I worked on solving triangles using the Pythagorean Theorem. It seemed to come easily to him once I had demonstrated an example. He then worked a similar problem without difficulty. We followed this format with all of the different types of problems on the subject. We also went over how he could verify that his answers were correct, and how to use the calculator more efficiently.
Ben is still in good shape for the FCAT. We did three passages from the ACT reading comp, and he did very well. I reminded him that he should be reading at least two articles every day, which he says he will do. As long as he chooses to focus, Ben should have no problem whatsoever with the FCAT.
