Sam continued her work on Arithmetic Series. She wrote series in Summation Notation. Using the summation notation, she found the first and last terms of a series, then evaluated the series using the sum formula: S = (n/2)(a1 + an). She worked on questions 7-23 odd on p.622. Her homework is to finish the last 2 questions.
Sam and I began with the vocabulary book. I introduced and taught the new words for the lesson. We did the first exercise together, and then Sam created flashcards for the new words because that helps her learn them. We continued with completing two exercises of using the new words within context. Sam did quite well. We then continued with her final for the novel. We wrote the summary, and she wrote her personal reaction to chapters three and four within the novel.
The ratios of sides and hypotenuse to an angle, sine, cosine, and tangent, was reviewed on the board. A compound navigation problem involving both the pythagorean theorem and the trig. rations was presented. The hypotenuse first had to be calculated. Once the hypotenuse was calculated then the sine of a given angle could be calculated.
Assignment
Math test on Wed.
Session Minutes
60
Minutes Student Attended
30
Lesson Comments
we were only able to complete the one problem due to the lack of the full 60 minutes, but Sam worked it out completely.
A Geometric Sequence is a list of numbers that is created by a common ratio. I taught Sam how to identify the ratio, and the recursive and explicit formulas. The recursive formula is used when we want to find a term, and we know the term previous to it. The Explicit formula is used when we know the first term. Sam worked questions 1-35 odd on p. 614.
I started teaching her about Arithmetic Series. A series is an indicated sum of an Arithmetic Sequence. I showed her the summation notation, and worked a few examples. We will continue next session.
Resume writing, TUESDAYS WITH MORRIE final assessment, Seidler Vocabulary
Lesson Outline
Sam and I created her resume. Using a template, she created one to accompany her Career Narrative. We then worked on two sections of the vocabulary book. Sam creates vocabulary flash cards to help her become familiar with the words. We worked through the comprehensive exercises that require her to apply the words in context. Sam does quite well with the difficult vocabulary. We then worked on the final writing assessment for the novel. We went over how to cite using correct MLA format. We discussed how to write the fourteen chapter memoir based on the 14 lessons in the novel. Sam and I wrote the first two together.
Start with the definition and rules governing the determination of lines "adjacent" to and opposite to acute angles in a right triangle. Adjacent cannot be the hypotenuse and the opposite leg to an angle cannot be one which forms the vertex. 3 different right triangles are drawn with 4 problems to solve with each. Basic trig. ratios were next presented, along with the statement that the ratio of the lengths of 2 legs of a right triangle depends on the angles of the triangle. The sine, cosine and tangent of an acute angle in a right triangle were defined in terms of length of legs opposite or adjacent/ length of hypotenuse or adjacent leg. The nemonic SOHCAHTOA was presented. A triangle with 2 acute angles was given, along with the length of the sides and hypotenuse, the sine,cosine, and tangent needed to be calculated.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
using the written rules, Sam could answer the questions asked presented with each triangle. Some required a little more questioning and probing, but she was able to arrive at the answers
Sam continued to read Los Vampiros. She read in Spanish and translated. She identified the present tense of regular verbs. Sam reads Spanish well. She began a word bank of new vocabulary.
Assignment
Review vocabulary and grammar
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Sam continued to read Los Vampiros. She read in Spanish and translated. She identified the present tense of regular verbs. Sam reads Spanish well. She began a word bank of new vocabulary.
Today, Sam and I reviewed one of the most important aspects of Spanish "Verb Conjugations". We will review again the important points related to the conjugations of Spanish verbs.
Infinite endings
A verb consists of a stem and an infinitive ending. When you look up a verb in a dictionary, it is the infinitive form of the verb that you see.
All Spanish verbs end in either –ar, -er or –ir. So, the structure looks like this
stem of the verb + infinitive ending (-ar, -er, -ir)
Examples for “-ar” verbs:
jugar (to play)
cantar (to sing)
cocinar (to cook)
Examples for “-er” verbs:
leer (to read)
ver (to see)
tener (to have)
Examples for “-ir” verbs:
escribir (to write)
vivir (to live)
ir (to go)
Most Spanish verbs end in “–ar”. They are followed by “–er” verbs.
Conjugations
Sam is getting used to the classification of Spanish verbs( because we practice every day with different verbs)
Regular and irregular verbs
As with English verbs, Spanish verbs can be either regular or irregular. For regular verbs, there are certain rules to be applied for conjugation. In case of irregular verbs, one has to memorize the conjugations to a great extent. On the other hand, the grouping below helps to remember the conjugations better.
Classification of irregular verbs
Irregular verbs can be grouped into four categories.
1. Irregular verbs which are irregular only for the first person singular:
Some Spanish verbs are irregular only in “yo”. For the other subject pronouns, their conjugations follow the rules of the regular verbs.
Examples for this group:
salir (to go out)
poner (to put)
hacer (to make)
conocer (to know)
producer (to produce)
2. Stem changing irregular verbs...
Some Spanish verbs change their stems irregularly when they are conjugated.
Here, there are three important types of verbs:
“o” is changed to “ue"... Example: dormir (to sleep) -> duermo.
“e” is changed to “i”... Example: pedir (to ask) -> pido
“e” is changed to “ie”... Example: empezer -> empiezo
A practical thing to remember is that the stem-changing verbs are conjugated in the same way as a regular verb for the subject pronouns nosotros/-as and vosotros/-as.
3. Stem changing and irregular (yo) forms...
Some verbs can change the stem and be irregular in the first person singular (yo) at the same time.
Not all verbs can be classified into the groups above. Unfortunately, there are some verbs which are completely irregular, such as ser (to be) and estar (to be).
Reflexive verbs...
An important group of Spanish verbs is reflexive verbs. A reflexive Spanish verb has “se” attached to its infinitive. For example, vestirse (to get dressed), levantarse (to get up)...
The reflexive verb conjugations in present tense are handled here.
Verbs like gustar...
There is a group of Spanish verbs which requires special attention with respect to conjugation. This topic is introduced in “Special” Spanish verbs. Sam read aloud a list with all the verbs. Sam wrote dates in Spanish, page 91 activity 4. Then Sam wrote several examples to describe people's international friends and family members. Example: Victor tiene una amiga de Mexico. Su amiga essimpatica.Then I explained to Sam about her Writing final project. She is going to write her autobiography.
Sam and I used a brainstorming sheet to list items that she could use for a resume. We talked about the content of a resume. We also used a graphic organizer to organize her brainstorming. We also completed unit 1-3 review in the vocabulary book.
