Discussed current classes and options - E-2020, FLVS, HH, Dual Enrollment & taking classes at a later point.
Hospital Home Bound: pros and cons
504 Plan & district level contact
Credit Recovery vs FLVS
Strategies to improve GPA
We started with a sidebar on the 2016 elections and wondered how the pundits and the pollsters were so wide of the mark. We decided that the pundits were wrong because they believed the pollsters. We're not sure about the latter. We did some online exploration of the Peace Corps, William Dwyer and Jupiter high schools with attention to their various academies. We also looked at "computer science".
Assignment
None.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
We enjoyed stimulating discussions. We agreed that "computer science" is a very broad topic and that we need to drill down and narrow the focus to various sub-disciplines.
We discussed the armed forces in general--officer and enlisted rank structures, pay, responsibilities, "needs of the Service" as applied to assignments and training and as opposed to personal desires and moves/permanent change(s) of station. I stressed the education requirements--high school diploma for enlisted and a bachelor's degree (4 years) for a commission.
Assignment
None.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
We had a very positive session. Cal asked excellent questions. I stressed the necessity of getting back into the high school attendance routine ASAP if he sees the armed forces in his future. We discussed the ASVAB (Armed Services Vocational Aptitude Battery) and how the four services (USA, USMC, USN and USAF) use it to place enlisted personnel in the various occupational specialties. I pointed out that if he applied for SEAL training and the Navy had a need for Fire Control Technicians and his ASVAB scores said that he'd be a capable Fire Control Technician, the Navy's needs would take precedence--he'd be in Fire Control Tech school before he knew it.
There was a lot of information that has been covered in his class so far, and he has been a bit confused. We started the session with systems of equations of two variables, then went into three. We spoke about the different possibilities when solving these systems (one solution, no solution, infinite solutions), and how to determine the different cases graphically and algebraically. Then, we solved multiple systems of two and three variables. He solved a few by himself as well.
Cal brought in a EOC review packet that we began to work through. There were some topics that he forgot, and some notes that he lost, so I wrote him those notes as well as practicing the first couple of pages of the packet. He does have a lot more information to go through.
Cal told me that they were learning different things about circles, so we went through different properties and rules regarding circles, their chords, central angles, inscribed angles, and certain properties based on certain scenarios (intersection of two chords inside a circle and calculation of the vertical angles created or the lengths of the chords).
We were able to go through each concept and do at least 1-2 practice problems.
Cal did not bring in his notes, so we went through the book (based on what he remembers from class) to find that they are working on Quadrilaterals, identifying the different types and their properties. We went through properties and concepts (and some practice problems) involving the following quadrilaterals: parallelograms, rhombus's, rectangles, squares, kites, trapezoids (and isosceles trapezoids).
Since he did not have his notes or work with him, I created practice problems dealing with the following concepts: solving unknown parts of a right triangle using Pythagorean Theorem and SOHCAHTOA, find ratios for certain trig functions in a 30-60-90 right triangle and comparing them (sin30 = cos60, and vice versa), then I introduced another way to find the area of a triangle based on what is known.
He is still doing problems with SOHCAHTOA, just advancing it a bit. We did a few practice problems to remind him of the process, then advanced it to a 30-60-90 right triangle and the relationship with the sides using trig functions, and solving for certain sides of a figure with multiple triangles. Then, I showed him what it means to 'solve a triangle' (finding all of the unknown sides and angles), and what an 'angle of depression' is.
Cal has begun the basics in Trig. First, we went through simplifying radical expression (like radicals vs unlike radicals, and breaking them down), then he learned Right Triangle Trigonometry (SOHCAHTOA) to solve for sides and angles (inverse trig functions) in a right triangle. I was unable to get enough time for him to practice all of the topics enough with me, so I told him to practice when he gets home. He has worksheets that he can go through.
Cal worked very well today! He worked the whole time, asked questions, and put effort to understand the material and practice problems.
