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.

We discovered the difference between a statistic and a parameter. Univariate data can be represented by the mean, median, and mode, as well as by measures of variation. The mean absolute deviation is the average of the absolute values of the differences between the mean and each value in the data set. Variance is the square of the standard deviation. We reviewed symmetric, right and left skewed distributions of data and their meaning to prepare for a test on Friday.

We reviewed problems that were missed on a previous test. Then we practiced completing the square and solving radical equations. Next, we practiced graphing quadratic equations. We reviewed how to find the vertex of a parabola and the points where it crosses the x-axis. Then we reviewed the quadratic formula and when it is necessary.

We worked on determining median, percent, and quartiles from box and whisker plots. Then we worked on problems where we solved radical equations and completed the square.

We prepared for a test on Lessons 10-1 to 10-4. Hudson needed to review and practice section 10-1 Square Root Functions. We worked on graphing and analyzing linear, exponential, and quadratic functions. We graphed and analyzed dilations of radical functions. Then we graphed and analyzed reflections and translations of radical functions. Next, we named the domain and range of the square root function and each translation of the square root function. We reviewed and solved radical equations as well.

We prepared for a test on Lessons 10-1 to 10-4. The Product Property of Square Roots says that for any numbers greater than or equal to zero the square root of their product is equal to the product of each number’s square root. I had Hudson work on putting that to use in solving radical expressions. The Quotient Property of Square Roots says that when there is a radical expression in the denominator, the expression is not in simplest form. So, we performed a process called rationalizing the denominator which eliminates radicals from a denominator. I had Hudson practice this, too.