We started the lesson with a linear programming problem that Paige had tried before and gotten wrong. Then we worked on problems with exponents.

Paige and I went through the meaning of both gas pressure laws and some calculations based on both laws. We looked at a lab, but did not determine whether the school lab had the right equipment and chemicals.

Paige and I covered the election of 1800 and 1804, the policies of the federalists and anti-federalists, the Louisiana Purchase, the Marshall Court, Marbury v Madison, the Napoleonic Wars and neutrality principles of Pres. Jefferson, and the Battle of Tripoli. We then discussed the Embargo Act of 1807, the election of James Madison, and relations with France and England before and during the War of 1812. We then started a primary document analysis with comprehension questions of the Northwest Ordinance of 1787 and the Treaty of Ghent. We discussed changing attitudes toward slavery and the Native Americans that came with calls from more western expansion. Paige will use this analysis to create the framework for a thesis and argumentative essay later.

Paige completed a number of vocabulary exercises to practice her use of context clues and learn higher level words. Next we read "Self Reliance" by Emerson. We stopped to discuss, define difficult vocab and reread unclear passages. Next, Paige began her assigned reading analysis questions.

Paige is learning her chemistry online. We went over scientific notation to standard notation conversion, applications of the rules of exponents in evaluating algebraic expressions.

Paige was given a practice test consisting of about 15 questions. This was timed for about 15 minutes. I want her to get used to the time constraint, as well as the nervous feeling of being timed in a testing environment so that she is able to control that when she takes the actual test (she will be used to it). We then went through the problems that she got wrong, and the concepts invoking those problems relating it to ACT problems.

We went through some concepts on the Act and practiced ACT problems timed.

Paige practiced implementing the strategies I taught her in English, reading and science. Then I went over how to organize and write an ACT writing prompt.

Today, we went over all of the science section strategies. We reviewed data and charts, and how to quickly discern trends, outliers, methods, etc. Next, we went over various drills that addressed the different types of questions on the ACT science section.

We covered the common grammatical errors to look out for in the English section and the active reading strategies. Then Paige practiced drills from both sections.