April 26.
Haoming was very distracted today in class, and we only got two questions done. For next class, haoming should have his pencil, eraser, and record book ready for class to take notes, so that he doesn't have to look for them. A friendly reminder: class starts at 5:40 (Haoming usually enters 5 minutes late).
April 7th. We reviewed homework word problems that Hoaoming completed, and he wrote proper
solutions for the first 7 in his notebook.
April 5th--we worked through the sample questions, and Haoming used blocks to demonstrate division, as well as drawings on the
whiteboard.
Feb. 22
Today we took up Haoming's homework. Haoming was resistant to redoing the questions, and seemed to be focusing on something else. He wasn't himself today, and he mentioned an altercation with some friends at school. We'll try again on Thursday.
Feb. 8th
Continued to practice addition and subtraction 2 and 3 digit mental strategies. Haoming did fairly well, but still needs practice with the "make 100" type strategies.
He hasn't submitted any homework in the last 3 sessions.
Feb. 3rd
Haoming did not submit the homework for last week, so we went over it again in class to make sure he can do it independently. For homework tonight, he should do Feb. 1st's homework.
Feb. 17th
We finished the word problems, and then worked on the 9 square problems. Haoming did a great job learning ways to cut down the possiblilities and make estimates and reasonable guesses.
For homework, he should redo the world problems.
Tuesday January 25--Haoming admitted to writing question marks all over the work because he didn't want to do it, so he told his mom he didn't know how. He did the questions with me again today quite quickly. So his homework is to redo question 2 on page 2 and 3. 
Thursday January 20--Haoming was 8 minutes late--it might be a good idea to remind him and his family that this class starts at 5:40 now, because of the class coming in behind him.
We continued working on regrouping numbers to create groups of 100 to add quickly in our heads. Haoming resisted at first, but when I promised him that he could show me his lego after he did a question, he showed me just how quickly he can actually do them. Next week we will move on to subtraction strategies.
For homework, he should see if he can reproduce question 2 independently.
Tuesday January 18th
Today we worked on a strategy of moving small numbers from one addition number to the other number in order to achieve an even number that is easier to add mentally (456+97 = 453+100).
Haoming was resistant at first, but was able to demonstrate an understanding of how to use the strategy by the end of the lesson. For homework he should do question 2 a-i (all of which have been demonstrated in class--see below).
Thursday January 13th
For homework, Haoming should do the first page in Intensive practice Addition and Subtraction Mental caclulation--redoing what we did in class today.
December 23
Today we worked on multiplication tables x2 and x3. Haoming has a good grasp of what it means to mulitply numbers, and of the reciprical property (2x3 = 3x2). He is starting to be able to demonstrate division by circling groups of objects in a set.
December 9th
Haoming did a good job explaining to me how to draw diagrams to demonstrate his understanding of previous homework questions, and totelling me how to write numbers in a column to demonstrate adding and subtracting in word problems. Continuing challenges include labelling diagrams with numbers from the question, and answering questions with a word sentence, so we practiced taking words from the question to write a sentence answer (How far did the red ant walk? The red ant walked 145cm).
December 7.
Haoming did a great job finding answers for the word problems we did today, but he is still very much struggling with the concept of demonstrating his work with a logical diagram that explains the problem, a number sentence that deomonstrates the operation, and a sentence answer with words taken from the question. For homework, he should work his way through these problems and try to reproduce our solutions with pictures, numbers, and words.
December 3rd
Haoming had some trouble focusing today. He was late getting started to his seat, and went to the bathroom almost immediately. When he returned, he wanted to talk about the emojis in the zoom program rather than math. We took up his homework (questions 1-3) only one of which he had successfully solved, and none of which were complete (including an appropriate diagram, number sentence, and written sentence answer using words from the question). His next step is to see if he can reproduce questions 1-3 (his previous homework) with the appropriate steps, diagrams (not pictures of his hand) and correct answers.
Nov. 30
Haoming is struggling with the wording of the word problems, and how that translates into math operations. For homework, He should try redoing any of the first 6 problems, to see if he can redo the ones we've already solved.
I think we should just go really slowly, and ensure complete comprehension, rather than rush through to the next units.
November 18th 2021
December 14th
Haoming did some great homework today! we took it up and discussed some simple mistakes he made, as well as using a ruler to straighten his lines, remembering to write down his units (cm) and maybe writing a little bit more neatly. But he really tried to include the picture, the number sentence, and the written answer.
He should try the first two questions in this section for homework--remember--they have multiple steps, so make sure you answer the final question!
November 4th--same homework as last time. Haoming should do it independently using the borrowing strategy taught in the last two classes.
October 14--worked on standard algorhythm for subtraction with renaming/regrouping--carrying. Haoming is having some trouble with this, so we demonstrated it with base ten blocks and connected the blocks to the notation. 
October 12 Worked on standard algorhym multi digit addition and subtraction without regrouping, and standard algorhythm addition with regrouping (carrying).
Sept 28--reviewed homework. Haoming needed help with understanding the meaning of the word problems (100 more than, 100 less than, etc.) but was able to do most of the mathematic calculations with little help. He subtraction with regrouping continues to be an independent challenge, but when I broke the questions into chunks (subtract the 100s first, then the tens, then the ones) he was able to do it independently. He mostly needs to slow down and stop trying to do every question as a mental math problem--and work on using multi steps to solve the problems.
For homework tonight, he can do the addition and subtraction 1--the next task--he should be able to whip through it independently.
We had a little chat about living up to his potential and doing HIS best, even if the kids around him are working at different levels. He can do this. (Haoming, I believe in you!) :)
Sept. 23 Working on the idea of 3 digit numbers, hundreds place, etc. Haoming is getting it, but struggles with questions like--what are double digit tens (what are 30 tens? 300).
