The plan was to show Samantha how to solve exponential equations using the logarithmic representation of those equations. By using the logarithmic representation, I would show Samantha that the exponential expression for a number raised to a power becomes an expression with the power as a multiple of the logarithm of the number. In so doing, I would show her that solving this type of equation would become simply a matter of divison of logarithms. Since Samantha was not present today, I will present the lesson the next time that I teach her. There was no assignment.
Assignment
See lesson outline.
Session Minutes
60
Minutes Student Attended
0
Lesson Comments
Samantha's absences are becoming the rule, not the exception. Her personal and family problems are preventing her from making progress in algebra II. I cannot imagine how she expects to receive credit for algebra II with the lack of attendance.
The plan was to show Samantha how to solve exponential equations using the logarithmic representation of those equations. By using the logarithmic representation, I would show Samantha that the exponential expression for a number raised to a power becomes an expression with the power as a multiple of the logarithm of the number. In so doing, I would show her that solving this type of equation would become simply a matter of divion of logarthms. Since Samantha was not present today, I will present the lesson the next time that I teach her. There was no assignment.
Assignment
see Lesson Outline
Session Minutes
120
Minutes Student Attended
0
Lesson Comments
It is difficult to make progress in teaching mathematics when the student is absent as much as Samantha. The lessons lose continuity and the student is forced to memorize material over a longer period of time.
Per Sam's request, we are reviewing the earlier chapters on federalism, the Supremacy clause and Congress' powers. We completed the outline questions today on the purpose of the Supremacy Clause, specific concurrent powers of the state and the federal government , and the 14th Amendment. In order to assist Sam's studying, we also organized all of Sam's notes and the supplemental hand-outs and placed them in the proper order in her notebook. For homework, I assigned as review reading, pgs. 165-169, 5 questions that I typed out on the topic, and reading pages 397-402 in the text. I have further suggested that Sam look over her notes and let me know what additional areas we might need to review.
Session Minutes
120
Minutes Student Attended
70
Lesson Comments
Sam was late accounting for the discrepancy in session minutes and minutes attended.
Sam started our session by completing an online quiz on Transformations. She scored an 80%.
We then moved to rotations. A rotation measured in negative degrees is a clockwise rotation, and positive degrees is counterclockwise. This seems backwards, but has to do with the way we measure the unit circle, going clockwise from (1,0). We looked at geometric and algebraic ways that we could make rotations. Both methods are a bit confusing! Sam did her best, and we will keep working on practice problems.
Sam and I went over her homework from the day before, reading pages 223-226, 232-235 and answering questions 1 and 3 on page 234. She did not complete it, and was asked to complete the full assignment for tomorrow's class.
