Lesson outline is the same as the morning lesson outline for Sam...
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
This was a skyped lesson. We were able to complete a number of problems taken from the text which reinforced the procedure for determining the variance, standard deviation and how they apply to
test taking and probability. Sam, when present, is capable of doing the work.
Telling time part 2 - Grammar /Saying where you are going: The Verb ir
Lesson Outline
Today, Sam and I finished watching a PowerPoint presentation about telling time. Sam wrote some examples- Que hora es? Que hora son? of telling time. Then I introduced how to talk about where you are going: The verb IR. When we are talking about where someone is going, use the verb IR. The verb ir means to go. Yo voy, tu vas, usted/el/ella va nosotros vamos, vosotros vais (only Spain) ustedes/ellos van. A donde vas, Ricardo? Voy a la cafeteria. (vocabulary- el almuerzo, la cita, comprar, descansar, terminar, tomar, visitar)
Sam began a rough draft narrative about careers. The introductory paragraph included the topic worded into a thesis. Each of the body paragraphs addressed a single point. Sam used the career planning activity for ideas.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
I subbed for Julie. I chose language arts for the course.
We are continuing with variance, standard deviation and bell curves. Problems from the text book will be used to demonstrate and reinforce the method used for calculation. Test scores of a student compared to the mean of the class are examined with respect to standard deviation from the mean and the z score differences.
The plan was for me to do more problems with Samantha on finding specific terms of arithmetic sequences given a portion of the sequence with which to find the common differences. She would then apply the formula to find the required term. I was then going to introduce geometric sequences and show her how to find a specific term after analyzing the sequence to find the common ratio. Since Samantha did not attend my session today, I will have to present this lesson the next time I teach her. There was no assignment.
Assignment
see lesson outline.
Session Minutes
45
Minutes Student Attended
0
Lesson Comments
During the parent meeting with her father, I stressed that if Samantha attended every day and stayed on task, I could probably teach her enough to pass. Now, with her distractions in class and today's absence, I cannot guarantee that she will pass Algebra II this year without extending her attendance into the summer. She needs to get down to business and decide that this is not working for me.
Given a list of 10 numbers, the variation is determined and then the standard deviation, using the flow chart set down. The standard deviation difference from the mean for the numbers, and its meaning was discussed. A list of 10 exam scores given, one being the students. Variation, standard deviation, and z score determined. A bell curve was constructed using that information and the % of students within in area of the bell shown. Grades were assigned depending on the how many standard deviations from the mean each student's raw grade was. 3 other examples were then worked out.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Sam is still a little depressed, but she is present and working and able to complete the classwork. As the class progressed, her mood improved.
I worked with Samantha to determine whether a sequence was arithmetic, geometric, or neither. We also worked on some sequences to calculate a required term when the part of the sequence was given. We used the formula and the common difference. There was no assignment.
Assignment
See lesson outline.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Samantha spent the greater part of the session crying about problems with her boyfriend. She didn't make much progress and I'm concerned that if she isn't able to leave her personal problems at home, I won't be able to get her far enough to complete the required material for full math credit.
