Some of the previous material was reviewed. An exploration of the foundation of physics was given and the fundamental laws of motion were explained. The importance of defining abstract concepts in mathematical language was demonstrated.

An introduction to set theory was given. Complex vs. real numbers, and the subsets such as rational, irrational, integers, natural and whole numbers were explained.

She missed school today. I hope everything is ok.

The plan was to use the chapter review to reinforce Samantha's knowledge of quadratic equations and complex numbers. I had selected problems which Sam would do to build her competence and confidence in this topic. The problems included factoring and solving quadratic equations, use of the quadratic formula and the discriminant, and complex numbers. Since Sam was not in class today, I will present this lesson when I teach her again. There was no assignment.

Sam was absent today.

Samantha already knew the quadratic formula when we started class, but needed some assistance in using the formula correctly. After working several problems to reinforce the rules of evaluation, I explained the discriminant as a tool to help identify the number and type of solutions of a quadratic equation. I gave her several problems involving the discriminant to do at the whiteboard. There was no assignment.

We conducted 3 sessions with Sam today. During the first session,Sam took notes on events leading up to the writing of the Declaration. I explained how certain tyrannical actions by the King later were incorporated into the grievance list contained in the Declaration and ultimately redressed in the Constitution itself eg. denial of right to jury trial,quartering of soldiers. In the second session, I reviewed Sam's homework which was to write a paragraph on Enlightenment ideas contained in Paine's "Common Sense". Sam had some difficulty with the assignment and ,as such, we outlined a revised response and wrote the paragraph in a guided exercise in class. During our final session,we read and analyzed the Declaration of Independence pointing out passages that reflected and almost verbatim quoted John Locke. Sam understood the gravity of the act of separating from England and the courage of those who signed. She also learned the derivation of the expression " to place your John Hancock" on a document. Homework- read ch 3,lesson 1 and complete quiz questions on chapter 3-1.

Sam used the internet to research the difference between reality and paradigm. She described how perception and reality are related. She continued to work on an assignment.

I worked with Samantha on the main operations that are used with complex numbers. We went over the rules for addition and subtraction, multiplication, including the FOILing operation, absolute values, and solving quadratic equations with imaginary roots. Sam is familiar with most of the operations and was very quick to recall this topic from when she had studied it before.
There was no assignment.

We are studying historical events leading up to the Declaration of Independence including the Proclamation of 1763 and the various taxes the king imposed on the colonies. We reviewed Samantha's homework responses which overall showed an understanding of the the prior reading and then discussed the distinction between primary and secondary sources. While we are using secondary sources to study the Enlightenment thinkers, today I distributed portions of Paine's "Common Sense". In class, we discussed some of the arguments against monarchy and for homework Sam is to write a short essay commenting how the ideas in "Common Sense" are based on the Enlightenment philosophers. As we have quite a few hours of additional classes scheduled for this week, I also assigned additional reading in the text that should take us to the Constitutional Convention. Samantha is always cooperative and diligent in class.