The plan was to start reviewing practice problems with Matthew dealing with the volumes of cones and pyramids. We also would have explored volumes of composite figures consisting of several basic three dimensional figures combined together. I was also going to show him a recasting problem where the material making up one figure was melted down and recast into a different geometric figure. Unfortunately, Matthew was not available for instruction either in person or virtually. There was no assignment.

I started reviewing practice problems with Joshua dealing with the volumes of cones and pyramids. We also explored volumes of composite figures consisting of several basic three dimensional figures combined together. I also did a recasting problem where the material making up one figure was melted down and recast into a different geometric figure. There was no assignment.

I worked several problems with Matthew on calculating the volumes of cones and pyramids. There were probleems involving comparisons between the two formulas and how altering one dimension could change the volume in unexpected ways. There was no assignment.

I explained to Joshua about the similarities and differences between the formulas for the volumes of cones and pyramids. I told him that both formulas multiplied one third of the base times the height, but that cones differed from pyramids because of their circular bases. I showed him several examples of the applications of the volume formulas. There was no assignment.

The plan was to work practice problems on volumes of pyramids and cones with Sam. The work would entail manipulating the formulas for both figures to required information. We would have also combined formulas in order to construct the volumes of composite figures. Unfortunately, Sam was not available for instruction either virtually or in person. There was no assignment.

The plan was to demonstrate Cavalieri's principle as it applies to cones for Joshua and also show him how the formulas for the volume of both cones and pyramids include the factor of one third. We would have done some calculations of the volumes as well as height and radii for cones when the volumes were given. Unfortunately, Joshua was taking an AP Test during that time and could not attend my lesson. There was no assignment.

I demonstrated Cavalieri's principle as it applies to cones for Matthew and also showed how the formulas for the volume of both cones and pyramids include the factor of one third. We did some calculations of the volumes as well as height and radii for cones when the volumes were given. There was no assignment.

I demonstrated Cavalieri's principle as it applies to cones for Sam and also showed how the formulas for the volume of both cones and pyramids include the factor of one third. We did some calculations of the volumes as well as height and radii for cones when the volumes were given. The second part of the session was going to be practice problems to reinforce the lesson, but Sam was unavailable during the time set for the second session. There was no assignment.

I introduced the terms: inscribed angles and intercepted arcs to Jaydn. I explained the theorem that related the two terms so that the inscribed angle is always one half the amount of the intercepted arc. We did some examples and problems to reinforce the lesson. There was no assignment.

I started the lesson by demonstrating for Matthew how a stack of playing cards could model either a right rectangular prism or an oblique one. I showed him how pushing on the top of the right prism would convert it into an oblique one. I also showed him how a single card could model as a cross section of the prism. In either case, I reminded him that Cavalieri's Principle guarantees that both volumes are the same. We then followed some examples in the book of applications of volume formulas. There was some time to do a few problems from the exercises. There was no assignment.