2-1 Inductive Reasoning and Conjecture, 2-2 Logic, 2-3 Conditional Statements, 2-4 Deductive Reasoning-
We practiced finding patterns in sequences. Then we used given statements to write compound statements and find truth values. We completed a truth table and interpreted a Venn diagram. Next, we interpreted a given statement and constructed the if-then form, converse, inverse, and contrapositive of the statement. When any one of these were false we gave a counterexample and explained our reasoning.

1-5 Angle Relationships and 1-6 Two-Dimensional Figures – Hudson and I reviewed for a quiz on Lessons 1-5 and 1-6. We reviewed the vocabulary terms for various angles. Then we compared complementary and supplementary angles. We practiced finding the degrees of angles with algebra. Then we identified vertical angles and linear pairs. Next, we practiced finding the measure of angles when they are bisected.

1.1 Science in Context – We learned how scientists share their findings and why peer review of these findings is so important. We reviewed the difference between scientific theory and scientific law.
1.3 Studying Life – We continued to discover the big ideas of biological study. We explored homeostasis, evolution, structure and function, unity and diversity of life. Next, we learned about the interdependence in nature and science as a way of knowing.
What is BPA? We learned that BPA stands for bisphenol A, which is an industrial chemical that has been used to make plastics and resins since the 1950s. This epoxy resin is used to coat the inside of metal products containing food, bottle tops, and water supply lines. Research shows that BPA can seep into food and beverages. BPA has been linked to cardiovascular disease, type II diabetes, and increased blood pressure. Exposure to BPA is a concern because of its effects on the brain, prostate gland of fetuses, infants, and children. We learned what type of plastics to avoid and how to prevent the leaching of this chemical into containers.

I had Hudson make his chart for his Spanish exam. Then we practiced the use of ser or estar and the present progressive. I suggested Hudson use the acronyms DOCTOR and PLACE to remember the uses of the verb to be. We also practiced conjugating verbs in the preterit.

I had Hudson practice making a chart for his Spanish exam. The chart will include the preterit endings for verbs, the use of ser or estar, and the present progressive which emphasizes that an action is in progress. Then we practiced translating sentences and putting them in the proper form.

We practiced the uses of Ser and Estar. Hudson practiced listing the forms for each verb then reviewed the conditions when each is used. Then we determined which to use in sentences. Then we listed the forms of the preterit and practiced using them in sentences. Next, we practiced using the present progressive.

We created complete sentences by putting verbs in the present progressive to say we are completing an action right now. Then we formed complete sentences by using the correct form of Ser or Estar. Next, we provided appropriate preterit form to complete sentences.

We reviewed informal greetings and introductions. Then we went over the use of ser and estar for emotions and personality traits. Next, we reviewed items in a classroom such as desks, students, and chalkboards. We also learned how to say taking notes in the present progressive. We reviewed how to conjugate the verb ir which means to go. We learned the names of different buildings in a school and different classes. Then we learned the names of different members of families such as aunt, daughter, grandmother, and cousin.

We learned how to conjugate the present progressive in Spanish. We practiced using the present form of Estar and a verb in gerund form. The form of Estar is the person performing the action. Then we learned that AR verbs use the gerund ending of -ando and ER/IR verbs use the -iendo ending on the verb stem. We practiced creating sentences with the proper form of Estar for the subject and the present progressive for the action. Then we reviewed the stem-changing irregular verbs for the present progressive and the verbs that end in E or I that end in -yendo.

Preterit, Ser and Estar – We learned that the preterit tense is used to talk about completing past actions and past actions within a specific timeframe such as yesterday, for four years, or last night. We practiced adding the appropriate endings for several regular and irregular verbs. Then we learned when to use the Spanish verbs Estar and Ser which both mean “to be or is”. We used ser to tell origin, indicate profession, describe inherent personality and physical characteristics, and to tell time. We used estar to indicate the location of people or objects.