Sam and I were to continue our study of the novel.

Sam took a test today on political parties and lobbying. As she has expressed an interest in reviewing a number of the recent units, I prepared a review outline of the unit on the judiciary that required her to insert important facts and definitions . After Sam completed the test, she completed the outline. We will continue to review federalism and the judiciary by adding to this study outline before proceeding with the next unit on law and the American legal system.

I gave Samantha her test to finish on rational exponents and radical equations. She finished the test by doing equations in which the exponents were added or subtracted and solved by raising both sides of the equation by the reciprocal of the resulting exponent. She scored 100%.There was no assignment.

I decided to work through Khan Academy videos on translations with Sam. The site does a great job of addressing the topic from many angles, and I like how Sam could use the mouse and geometry tools on the computer to do translations. It is much faster and more effective than plotting them on paper. Sam learned that rigid translations preserve length and width, but non-rigid translations do not preserve length. She learned how to write the new coordinates of point on a shape and line after transformations. She identified translations, rotations, and dilations.

Warm-Up today was to listening and singing "Quizas, Quizas, Quizas" (Lyrics)Then we spoke about: What are adverbs of frequency?
Adverbs of frequency are used to say how often we do things or how often things happen. Here are some common adverbs of frequency (in order from most frequent to least frequent):

always (do 100% of the time - e.g. She always drinks coffee in the morning.)
almost always / nearly always
often
usually / frequently
sometimes (do approximatley 40%-60% of the time - e.g. I sometimes go for a walk in the evening.)
occasionally
rarely / seldom
hardly ever / almost never
never (do 0% of the time - e.g. He never passes his English test.) After, Sam wrote sentences (her own examples) we practiced several examples using Adverbs of Frequency. Then we highlighted new words from the dictionary for the next Class quiz.

Sam and I got organized for the first five minutes. We put her English notebook together. We then continued our study of the novel. We answered the study guide questions for chapter 7. Then we read chapter 8 stopping to discuss symbolism, plot and author's purpose. Sam will finish reading chapter 8 for homework.

I gave Samantha her test on rational exponents and radical equations. The test consisted of 25 problems in which she converted numbers raised to rational powers to integers, simplified radical expressions, and solved radical equations which required checking for erroneous roots. She did not complete the test today but will finish the next time we have a class. There was no assignment.

Discuss what Sams' interests are in science and how best to obtain a meaningful outcome which will incorporate scientific and practical concepts.

As Sam requested that we break our studies into smaller units, tomorrow's test will only be on voting and political parties,and the next day, we will have the test on lobbying. In preparation for tomorrow's test, I reviewed the critical definitions and information from the book and directed Sam to make a study guide outline from the day's lesson,which she did. Her outline contained information on requirements for voting, the restoration of voting rights for certain felons who have served their time, and the critical amendments to the Constitution that expanded voting rights. Additionally, we reviewed the history of political parties, the differences between the Democratic and Republican platforms ,and the function of third parties .I also reviewed Sam's prior notes on these areas and advised her that her notes were ,in fact, good and should be reviewed in preparation for the test. For homework-study for tomorrow's test.

Samantha and I began working on the practice test for rational exponents and radical equations. The 25 problems included numbers raised to positive and negative fractional exponents, changing radical expressions to integers raised to fractional exponents, simplifying radical expressions, composite functions, and inverse functions. There was no assignment.