Today, Sam read aloud her vocabulary (telling time- Going to College-)... Sam marked new vocabulary. We spoke about several examples (including recycle vocabulary). I explained and introduced :telling time PPP. Sam and I watched a PowerPoint presentation about "Telling time". I explained: When we ask what time it is(PM) Que hora es?(PM) Son las 6 de la tarde. So, we can say Tarde (afternoon or evening). Again, Tarde is used to express evening hours as well as afternoon hours. Normally, after sundown we begin to say de la noche; however, this is somewhat variable, as it is in English. Some feel that it is a good dividing line. Another way to say it is: Son las once menos quince (o cuarto ) de la noche. Son las diez y cuarenta y cinco de la noche. Que hora es? Son las ocho y media de la noche...(textbook 132.) There are several useful phrases for talking about the current time. Use: Que hora es? and Que hora son? answers Es la 1pm(only for 1pm) Son las 2pm.(other hours)...We spoke about how to use Cuarto, for a quarter of an hour and media for half an hour. Sam wrote several examples writing in Spanish the time/hours in words. We spoke about Going to College vocabulary(describing classes, class objects, discussing obligations, saying how often, and other words and phrases... Sam wrote several examples using this vocabulary.

Samantha worked on her test and finished after the first hour. I scored her results and she made a perfect grade. After lunch, I introduced the last chapter, Sequences and Series. I showed her the difference between arithmetic and geometric sequences and we did some examples and started to work on some exercise problems. There was no assignment.

Explain that these are measures of dispersion, statistics that show how data is spread out. The formula for finding the variance is defined as the mean of the squared difference between each number in a set and the mean of all numbers in the set. A step by step formulation is given.
1) Determine the mean. 2) Determine the difference between each number and the mean. 3) Square each difference in step 2 4) Determine the mean of the squared difference. This number is variance.
If we let x equal the numbers and m equal the mean and n equal the number of events then
variance = (x1-m)2 + (X2-m)2 + (X... -m)2/ n . Assign: Determine the variance of a given set of numbers, show all steps...

I reviewed the process of matrix multiplication with Sam. We take a row and multiply each entry in it by a column in the second matrix, then take the sum of the products to get a specific number. Sam worked through many problems that had her do matrix multiplication on her own, and also with a graphing calculator. Once I showed her how to do the work on the graphing calculator, she was quick to enter the numbers and do the computation. She did a great job of focusing on her work.

Sam spent the class finalizing the outline of her Biography.

Discuss the need to interpret and analyze data. One method used is called "box plot and whiskers".
The steps to set up a "box plot" are shown, with examples used at each step.Sort the data from high to low; determine the median; draw a number line which will incorporate all the data; indicate the median with a dot above the line, indicate the lower quartile and higher quartile with dots. Draw a box using the quartile dots as ends and a line to represent the median. This type of analysis will show how much data is grouped around the median. Are the lower data readings clustered more closely, and what is the range of data? This system is best used to compare data from two different sets of information, like test scores among different classes. Assignment is to prepare a box plot for a given average of scores over a 10 yr. period for a basketball player.

Sam is to start writing a rough draft of her career narrative, and to also do unit 34 in the vocabulary book.

Sam read in Spanish, page 1 of the short story “Los Vampiros”. Sam has a very good Spanish accent and reads well. She translated and we reviewed vocabulary as she went through each sentence. Using activity sheets we reviewed grammar and conjugations of the 2 most common verbs - ser and estar.

We discussed how to diagram and evaluate the relationship between 2 sets of data, represented by unconnected points on a graph. An unlabeled graph of 2 events is drawn on the board showing a bunch of scattered points to represent the accumulated data. The best fit line is drawn and explained that it does not connect all the dots but lies so that the distribution of the data dots is equal below and above the line. The slope of the line either indicates a positive or negative correlation. A second, labeled graph, is sketched showing the years of car ownership of a $15,000 Dollar car and the % of decrease in the valuation. A best fit line is drawn on an 8 year term of ownership used for the time of sale. The % is located and then the dollar amount for sale is determined by the percentage of the original cost.

Sam was absent.