Lesson Review 1 ASE
Morning March
2006
Spacer
Wednesday, March
01, 2006 5
Learners Present 3.25 hours
Math and writing.
Thursday, March 02, 2006 5
Learners Present 3.25 hours
individual math and writing and pre
tests on line.
Monday, March 06, 2006 6
Learners Present 3.25 hours
GED Pretesting
Official Practice GED Test on computer
Student Comments
Female 16.00 --
17.99
[I learned today because . . .] I [stayed] quiet today.
Tuesday, March 07,
2006 9
Learners Present 3.25 hours
GED Pretesting
Student Comments
Male 16.00 --
17.99
I worked on fractions, addition, subtraction, multiplication and [tried]
to do long division but had a little
trouble.
Wednesday, March
08, 2006 11
Learners Present 3.25 hours
Compute
with whole numbers, fractions, decimals & integers using appropriate
algorithms and a variety of techniques (Number
Relationships & Computation)
Math: Review the Steps of Long
Division with emphasis on Checking!
Student Comments
Female 18.00 --
24.99
I got some information on my writing project and started to highlight
important information.
Female 16.00 --
17.99
[Other Learning (or Work) Efforts:] Joe taught long division but I
already know how.
[What helped you learn today?] I'm on the last Unit in my Math book
Thursday, March 09,
2006 8
Learners Present 3.25 hours
Compute
with whole numbers, fractions, decimals & integers using appropriate
algorithms and a variety of techniques (Number
Relationships & Computation)
SELF
MANAGEMENT - Accurately assess self, set personal goals, monitor progress &
exhibit self control (Personal Qualities)
Revise work with assistance (Writing)
A quiet, productive class with
people working on individual Writing or Math projects and helping
each other appropriately.
Student Comments
Male 16.00 --
17.99
[Next Steps] Do more, help more + learn more
Male 18.00 --
24.99
[Word Bank words:] malicious destruction
Female 16.00 --
17.99
[What helped you learn today?] I stayed focused on Math, paid less
attention to everyone.
Monday, March 13,
2006 10
Learners Present 3.25 hours
Mostly individual work on writing,
math and interest survey.
Tuesday, March 14, 2006 8
Learners Present 3.25 hours
Means and varieties of civic participation (Power, Authority, &
Participation)
Political Systems and Philosophies (Background to the
Industrial Revolution).
We began discussing the following (finding examples, looking up, and
sometimes "defining" with
some comparing and contrasting):
Liberalism (a philosophy of individual freedom relating to capitalism and
democracy)
Democracy (a system for eliciting the consent of the governed . . . . And . . . A system that
allows the majority to rule while also preserving minority rights)
Socialism (Communism, Marxism . . . . Not further discussed)
Absolutism (no limit to government powers . . .
Tyranny, dictatorship)
Student Comments
Female 25.00 --
44.99
[Word Bank words:] philosophy - belief system
[What helped you learn today?] group time help[ed] very much. Please
lets do that more!
Wednesday, March
15, 2006 8
Learners Present 3.25 hours
Relate
geometric ideas (perimeter, area, volume, angle measure) to number and
measurement ideas (capacity, weight, mass)
(Geometry and Spatial Sense)
Yesterday was international Pi day.
Pi is a relationship between the circumference of a circle
and the diameter of a circle.
We used ribbon to help measure the circumference of different circles
and then divided the
circumference by the diameter.
Pi = C/D
Because of measurement errors we came up with many different
approximations of pi - all of
them greater than 3 and less than 4.
A good approximation of pi is 3.14, but any number (no matter how many
decimal places it is
carried out to is just an approximation. Pi is really the Circumference of a circle divided by the
Diameter of a circle.
We also sang some songs about pi.
(Oh boy, we can’t wait till next year!)
Thursday, March 16,
2006 4
Learners Present 3.25 hours
This was an event planned by SABES for local ABE programs to bring
learners for an early
orientation to the Community College experience. Speakers included former GED graduates
now working for the college while also pursing advanced degrees, college
administrators
including the president, and representatives of special college
programs. Learners also had the
opportunity to sit in on 30 minute mini lessons with real college
instructors.
Monday, March 20, 2006 6
Learners Present 3.25 hours
Revise work with assistance (Writing)
Unfortunately several students chose not to write, but they did do some
work in their Math
books. Others took advantage of
the time to write independently and get needed help from John.
Student Comments
Male 18.00 --
24.99
I learn[ed] to do more on the computer and do more of grammar. [I]t was good to work with staff.
Tuesday, March 21,
2006 6
Learners Present 3.25 hours
Forces affecting continuity and change (Continuity & Change)
A brief discussion about the
Industrial Revolution - especially how it
affected New England with
Holyoke and Turners Falls as
examples of planned industrial towns.
We could not avoid
discussing how the deindustrialization (or "post industrial
development") has affected towns in our area
Student Comments
Male 16.00 --
17.99
[Word Bank words:] Marxism
Wednesday, March
22, 2006 6
Learners Present 3.25 hours
Represent and use numbers in a variety of equivalent forms and in order
relations (Number Relationships & Computation)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing from a variety of math techniques
Division . . . Fractions and Mixed
Numbers . . . Decimals . . . And Percentages
Division tells us how many equal values another value can be found in
another value. A big
number can be divided by a smaller number, but a small number can be
divided by a larger
number too.
Any division problem can be represented by a fraction:
4 divided by 3 is the same as 4/3 (Note that this is an improper
fraction and that the quotient will
be larger than one)
3 divided by 4 is the same as 3/4 (Note that this is a proper fraction
and that the quotient will be
smaller than one.)
Fractions can also be represented as decimals or percents.
Student
Comments
Female 45.00 --
59.99
[Word Bank words:] quotient , mention
Mary worked with me in turning fractions into decimal into percents
Male 16.00 --
17.99
I worked on division, fractions, and percentages today. I did around 2
pages in my math book
including a pretest that I got a
91 on.
Male 16.00 --
17.99
long division and checked math with multiplication
Female 18.00 --
24.99
[What helped you learn today?] everyone
Female 18.00 --
24.99
I did my pretest for Unit 8 - adding and subtracting fractions and mixed
numbers. I got 83%. I did the
word problems for that
unit. I got 89%. I finished my post test for Unit 7 - multiplying
an dividing
fractions and mixed numbers. I
got a 95%
[What helped you learn today?] It was easy today because it was quiet.
[What didn't help?] Joe talked [too] loud when he was helping other
people.
Thursday, March 23,
2006 5
Learners Present 3.25 hours
The importance of recognizing patterns of change and how that helps us
understand our world (Patterns of Change)
It turns out that there are 5 states of matter currently known to
Science.
- Bose-Einstein
Condensate
- Solids
- Liquids
- Gases
- Plasmas
The same substance can be converted from one stage to another through a
transfer of energy
(usually heat)
Learners found the answers to questions about these states of matter and
related terms
(condensation, evaporation, etc) and shared them.
Today we looked at States of Matter, but that is part of a larger
framework (Matter . . . Energy .
. . . Time . . . . Space)
Student Comments
Male 16.00 --
17.99
I worked on my Math book on Decimals and on some long division
[Word Bank words:] condensation
[What helped you learn today?] the Class was really focused on work
today so it was kind of quiet.
Monday, March 27,
2006 9
Learners Present 3.25 hours
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
Express thoughts in writing (Writing)
Writing:
How is this
class and is it helping me meet my goals?
We went also over the basic requirements:
o
Regular Attendance
o
Being on time
o
One Finished Writing Project per month
o
Daily Class Evaluations
o
Math Progress Trackers
o
Periodic Progress Testing
Student Comments
Male 16.00 --
17.99
[What helped you learn today?] typing on the computer helped me learn
the keys a little better
Male 16.00 --
17.99
I worked on my Math today doing decimals, finding the place of
numbers[,] and some word problems.
Female 45.00 --
59.99
in group time we did some writing on what is useful in this class or
not.
Tuesday, March 28,
2006 9
Learners Present 3.25 hours
Forces affecting continuity and change (Continuity & Change)
Develop writing vocabulary (Writing)
The Outlines of the Industrial
Revolution:
We looked at some frameworks.
Two were generic.
1. Any Historical Event can be looked at in terms of a) Events that came
before (causes?), b)
the event itself, and c) events that came afterward (consequences?)
2. A historical process like the Industrial Revolution can be broken
down into a) events, b)
people c) institutions and the
industrial revolution can also be looked at in terms of d) industries
and e) materials and products.
We also looked at an outline of the Industrial Revolution and some key
words and concepts:
a) Industrialization - the process of introducing machine power to work
and manufacturing (also
. . . Mass production, the
factory system and modern corporations
b) New Forms of Power - steam engines,
electrical power, and the internal combustion engine
(also nuclear and solar)
c) Commerce - business, buying and selling, markets and trade (including
international trade)
d) Commercial Revolution (the explosion of trade in the 1400's and
1500's including world
exploration for new trade routes and the development of a money economy)
Student Comments
Male 16.00 --
17.99
[I learned today because . . .] I pay attention [and] asked questions
[I could have learned more if . . .] No I learned as much as they taught
Male 16.00 --
17.99
We talked about how the Industrial Revolution helped and didn't help
humans with the lives[,] towns,
[and] cities they live[d] in.
[What helped you learn today?] the group seemed really focused on what
we were doing today.
[What didn't help?] I came in late so I didn't really [k]no[w] what was
going on at 1st.
Male 16.00 --
17.99
[Word Bank words:] industrialization
Male 18.00 --
24.99
[Word Bank words:] agriculture, urbanization, industrialization,
prerequisite
Wednesday, March
29, 2006 9
Learners Present 3.25 hours
Compute
with whole numbers, fractions, decimals & integers using appropriate
algorithms and a variety of techniques (Number
Relationships & Computation)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing from a variety of math techniques
Math and Potato Leek Soup
Two people cooked (doubling the recipe) while others did individual Math
work (from long
division to operations with mixed numbers)
Student Comments
Male 18.00 --
24.99
Today I worked on problem solving unlike fractions.
Female 45.00 --
59.99
Mary helped me by calling a friend to find the closing date on the mill
on Meridian Street (1992)
[Word Bank words:] where, boards
Male 16.00 --
17.99
I worked on my long and short division problems.
Female 16.00 --
17.99
I doubled the recipe for the cooking.
Male