PreCalc PR 1

B.O.Y. to End of PR-1

CARROT/STICK Mentality School of Behavior Modification Plan Item 1
CARROT = when this group's table/areas used is returned to its pristine condition Additional 5% awarded to the group membership on GROUP Grade for week.
STICK = when Mr. Hickman or anyone from the next class notices that the area of any particular table/area/BIg Box of Goodies is not in pristine condition. 25% deduction in GROUP Grade
- Pick up after yourself and know where things belong
  - Big Box of Goodies related to your table
    - Some assignments will be part of your table's Binder in the Big Box of Goodies for your table
  - Recycling Bin
  - Trash
  - "Extras Drawer" for this class
    - this is for handouts that are not intended for missing/absent students
    - things that are intended for missing/absent students should be placed in your table's binder/folder which should be located in the Big Box of Goodies.
  - Assignments and Assessments that Mr. Hickman REQUESTS should be placed in Mailbox for immediate review
    - PLEASE do not think that is feasible/necessary/possible for Mr. Hickman to review all practice
    - Many assignments will be self check assignments with answers being posted on this webpage.
    - Mr. Hickman will make attempts to include links to specific assignments through REMIND app and school email (Sometimes maintenance of this is difficult to manage consistently due to time constraints, so be patient!)
  - Any handouts for missing/absent student should have gotten placed in Content Specific Notebook in BIG Box of Goodies.
- Next class that makes Mr. Hickman aware of these transgressions will earn CARROT of additional 5% for their entire group for the week
- If your Group has a received a CARROT no further action is needed.
- If your Group has a received a STICK, the date of the transgression(s) will be noted in the comments of GROUP Grade for that week
- GROWTH MINDSET
  - Some or all of these missing points can be returned by the group completing and carrying out a GMAP-B Organization Form by the End of the week
  - GMAP-B Organization Forms can be found in classroom and on Mr. Hickman's Webpage
  - DIRECT LINK to GMAP-B Organization Form
CARROT/STICK Mentality School of Behavior Modification Plan Item 2
- CARROT = when this group's focus is maintained and no GMAP-T1 Inappropriate Technology have been issued Additional 5% awarded to the group membership on GROUP Grade for week.
- STICK = when Mr. Hickman notices or anyone from the this class notices, brings it to his attention that any member of any group is guilty any of the following:
  - PHONE escaped PHONE JAIL and student is on phone OFF-TASK without explicit permission from Mr. Hickman to use phone
  - Earbuds/ Air Pods/Headphones are being used to AVOID interaction within class without explicit permission from Mr. Hickman to use Earbuds/ Air Pods/Headphones
  - A laptop/computer/phone is displaying non-mathematics related materials
  - A laptop/computer/phone is being used to disengage from learning tasks
- Mr. Hickman will note transgression on a card he keeps on his person and make all groups that receive a STICK deduction aware of the loss of points in comment section of GROUP grade
  - The group membership that Makes Mr. Hickman aware of these transgressions will earn CARROT of additional 5% for their entire group for the week (only one bonus can be applied for this a week)
  - If your group has a received a CARROT no further action is needed
  - If your group has a received a STICK, the date of the transgression(s) will be noted in the comments of GROUP Grade for that week
    - STICK for group 5% deduction for group as a whole
      - WHY? Failure to self-regulate known unacceptable behavior
    - STICK for SPECIFIC OFFENDER 25% deduction of GROUP Grade
      - You are refusing to focus on the task of learning and attempting to disengage or avoid the learning process and contribute to year own learning, the class's learning process, and causing a distraction for your teacher and other students.
      - Comment will be noted on when and why deduction has occurred
      - Repeated infractions will result in any or all of the following:
        Mr. Hickman will bring student into hall to take a selfie with student and student will send that selfie to student's parent
        Mr. Hickman will commit a person from your parent/guardian contacts list to my phone and I will take pictures and send texts to parents/guardians in hopes that a quick direct line to your parent/guardian will assist in a more rapid method of developing a student centered behavior modification that is centered on a motivation of greater importance to you than getting extra credit for following class rules.
        Mr. Hickman will bring student into hall to have student call student's parent on their phone
        Student will have to have GMAP T1 Inappropriate Use Form signed by parent
        Parent/Guardian Phone Call/Email
        I love involving parents/guardians on IMPORTANT stuff, this in my mind is only important enough to contact them when I cannot get you to react appropriately.
        I hope that both you and your parents/guardians would rather our conversations/calls/emails to be informative on issues related to your successes, how I can help your development as a mathematician and as a person, and how we can help you become better in general as an individuals
        We/they want you to be a great and independent person
        You don't like being reminded your current status as a "young adult" or "quasi-adult" right?
        So act like a real adult and lets keep other adults out of the mix until necessary, proper, and/or a positive celebration of your successes.
        Referral to AP is not really my way, nor should they have to deal with this mundane task, but if other steps have failed I will refer student to AS INSUBORDINATE not for technology infraction with list of previous failed interventions documented.
        I will also find the related AP and discuss matter in extreme cases personally in addition to discussing matter with your counselor.
        Over the course of my over twenty year career, I have taken pride in my ability to save the APs from getting involved with anything but the most serious offenses of student disciplinary code (I might have sent 15 students out of class in over 21 years of teaching for any purpose).
        Our APs, your parents/guardians, myself, and your classmates all really have better ways to spend our time than to obsess about this issue, so just get with the program and move on.
  - GROWTH MINDSET
    - GMAP-T1 Inappropriate Technology Use Forms can be found in classroom and on Mr. Hickman's Webpage
    - Some or all of these missing points can be returned by the group and/or individual completing and carrying out a GMAP-T1 Inappropriate Technology Use Form by the End of the week
    - DIRECT LINK to GMAP-T1 Inappropriate Technology Use Forms

Please Work on Learning Tasks in a Appropriate Manner within Proper Settings/Rules of Activities

Before discussing anything else about this class, Mr. Hickman will make a couple of his observations/philosophies made apparent.
- After teaching for over twenty years/coaching for over fifteen years/being a teenager himself decades ago, some of the easiest truths to state about teenagers/people in general:
  - I cannot MAKE you do ANYTHING,
    - I will ASK to do things all of the time, it is basically a big part of my job as a teacher, but I cannot MAKE you do anything.
    - All I can do if you refuse to complete tasks is to react to your refusal to do so in a manner that I can get you back to the task at hand as painlessly as I can.
      - ACTION Step 1: Conversation with you
      - ACTION Step 2: Documentation of "Issues" by Mr. Hickman and involved parties
      - ACTION Step 3: GMAP of some sort
        GMAP = Growth Mindset Action Plan
        These will be discussed in detail below and in class
      - ACTION Step 4: Mr. Hickman attempts an intervention with student/parent/guardian/group membership/counselor/Ms.Hood/your AP/your coach
  - Many teenagers/people have real issues with interaction with others
    - I will try my best to help you address these issues and try to make reasonable adjustments to lessen social issues in my class on a case by case basis
  - People can be mean/inconsiderate
    - INTENTIONAL meanness or lack of consideration will not be tolerated and referrals of this type of behavior will be noted and additional adults will/can/may be consulted by Mr. Hickman to ensure this behavior is minimized and dealt with as soon as he is aware of the issue(s).
    - UNINTENTIONAL sometimes people just need to have an honest conversation about why specific events bother you/them. I hope no one is truly trying to wound others in classroom setting on purpose, myself included, but sometimes it happens, lets agree to be calm, clear, and thoughtful of others in the ways we interact with each other and work through any inadvertent missteps or an occasional bad day/moment.
  - Communication is the first step in rectifying issues (little or BIG)
    - I cannot read minds nor do I always interpret non-verbal behavior perfectly, be clear and discuss the matter with me calmly in the proper context, and I will do my level best at trying to help whatever issues that are within my power to fix for the betterment of our class, your development, and our success now and in the future.
  - It is difficult to make everyone happy all the time, I can only hope to try to make sure you are not miserable all of the time and hope that we can all be happy/ or at least compliant most of the time while in class.

Learn how to work and learn in a group and as a group

Know your ROLES for this class

Organizer
- TASK/DUTY 1: Keeping the group together
- TASK/DUTY 2: Keeping the group focused on the problems/learning tasks/activities
- TASK/DUTY 3: Making sure group membership is not talking to people from outside group unless specifically directed.
- TASK/DUTY 4: If your group does not have a full roster (all four people present), you will work with Mr. Hickman and your group to divide the tasks of the missing person/role from membership in a equitable manner to ensure Group Tasks can still be accomplished effectively
- IF ORGANIZER is absent, then Includer assumes this role and the Includer's tasks are the specific tasks that need to be reassigned to the membership.

Resourcer
- TASK/DUTY 1: At beginning of class and during transitions you are primary person to acquire resources necessary for activities
- TASK/DUTY 2: You are responsible for determining the readiness of the group membership prior to requesting a consultation from Mr. Hickman
- TASK/DUTY 3: You are to assist the Includer on keeping absent/missing students from your group aware of work that they have missed and you will assist Mr. Hickman by collecting materials/handouts that they need to get and placing them within BIG BOX of Goodies from your Table
- While it is your duty to help the class acquire the materials at the beginning of class, it is everyone in the group's responsibility on making sure that the areas that your group has been in and has used have been returned to pristine condition at the end of class

Understander
- TASK/DUTY 1: Make sure all ideas are explained to everyone so everyone is happy with them
- TASK/DUTY 2:
  - If you DON'T understand, then ask whoever that had the idea
  - If you DO understand, then make sure everyone in the group does also
- TASK/DUTY 3: Make sure that all important parts of your explanation get written down
  - It is important to realize that TASK/DUTY 3 does not mean that the UNDERSTANDER is the only person taking notes.
  - This does mean that they will help ensure that notes are taken in a manner that will be useful to Mr. Hickman and could be used as evidence of learning or evidence for the need for more work on a topic or problem.
- TASK/DUTY 4: Make sure important notes formed while in Group Activities make the Course Specific Notebook/Binder found in Big Box of Goodies

Includer
- TASK/DUTY 1: Make sure that everyone's ideas are listened to
- TASK/DUTY 2: Invite other people from your group to make suggestions
- TASK/DUTY 3: You will be asked to attend meetings with ORGANIZER or UNDERSTANDER on a regular basis to give feedback/contribute to any formal or informal progress reporting
- TASK/DUTY 4: If your group is short a member because of attendance issues of the membership, logistics of the number of students of class (not all classes with have a class size that is a multiple of 4 each day), or your choice to be in a group with less people because of issues related to anxiety/mental health/personality conflict issues etc. (Mr. Hickman will discuss these type of issues privately with individual students to help make acceptable accommodations/modifications), then you are the replacement for the day and the group will absorb your duties with the direction of the ORGANIZER and approval of Mr. Hickman as necessary

LEARN from your mistakes

CARROT/STICK Mentality School of Behavior Modification Plan Item 3

CARROT = Quality Completion of Corrections, Creation of a GMAP specific to your needs, and the carrying out of that approved GMAP will result in 5% addition to original total In Progress Grade and any related component grade that is not already at a grade of at least 100
- Why? Answer: To encourage/reward growth mindset philosophy
STICK = Failure to perform Quality Completion of Corrections, Failure to Create/Submit of a GMAP specific to your needs, and the carrying out of that approved GMAP will result in 10% DEDUCTION to original total In Progress Grade
- Why? Answer 1: To encourage/reward growth mindset philosophy
- Why? Answer 2: Without consequence, the hope for buy in for the entire class is unlikely

One of my biggest personal GMAP as a teacher will be to find ways to help students to get past the idea of mathematics requires perfection non-stop. I have learn probably as much or more about mathematics in the committing of my own errors but most certainly from the analysis of why mathematics errors occur.
I will be giving grades on summative assessments in a different fashion to encourage the growth mindset mentality and make the analysis of errors a learning process rather than a condemnation of being less than perfect all of the time.
- Initial RETURN of summative assessments will be an in-progress grade this grade will be posted in SKYWARD Gradebook and NOT on summative assessment
  - WHY?
    - By taking the grade and eventually the NAMES OFF summative assessments it is my hope that students will be able to focus on the matters that are important, what you know now and what you don't know YET!, and the quality of your support and methods of support
    - Famous and Infuriating Quote from Mr. Hickman
      - "I do not care what your grade is and I never have!"
      - I only care what you know and what you will still know and what I can show you so that you retain and develop current and future mathematics knowledge, process, and vocabulary.
      - Unfortunately, grades (the numbers/percentages at the top of the page) are the only things that matter to some.
      - If you take care of what you know and grow, typically that number at the top of the page is appropriate and fair in most cases.
- I will post final grades on ALL summative assessments (some forms of formative assessments) after error analysis
- I will expect ALL students to perform GMAP after every summative assessments
  - What if I get 100? (You have not received a final grade on a summative assessment on the initial return of summative, so technically you have not earn a 100 YET!)
    - Students with an in-progress grade of 100 will get three options to receive points on GMAP related to summative assessment
      - OPTION A = Student with 100 finds or gets a peer to work with to help them on their less than 100 summative assessment corrections/GMAP
      - OPTION B = Student with an in-progress grade of 100 can choose to develop an enrichment task extension to challenge student with 100 to reach an even higher level of mastery
      - OPTION C = For the truly AWESOME both OPTION A and OPTION B
- We will develop a non-threatening way to display student work that guarantees anonymity that will allow for scans/posting of assessments, practice, and group work so that the class and the individual can learn from mistakes in a safe and healthy manner

Here are some cool graphs that will help show graphically what that previous section is implying

IN PROGRESS Grade (OLD way to grade)

RAW Score Grading DESMOS LINK

DESMOS LINK
this is the black piecewise graph by itself

IN PROGRESS Grade with EC SEL (OLD way to grade)

RAW Score plus variable SEL grade for EC

DESMOS LINK
RAW = black piecewise graph
GREEN = green moving piecewise graph with variable SEL EC awarded

IN PROGRESS Grade with EC SEL and Growth Mindset applied (NEW way to grade)

RAW Score plus variable SEL grade for EC plus GMAP applied

DESMOS LINK
RAW = black piecewise graph
BLUE = blue moving piecewise graph with variable SEL EC awarded and GMAP impact
- CARROT = quality corrections/completion of GMAP for this summative assessment will earn up to 5% additional credit on TOTAL summative assessment grade and will cause adjustment to component grades that have improved
- STICK = failing to do quality corrections/ or completion of GMAP for this summative assessment will cause a 10% DEDUCTION on TOTAL summative assessment grade (component grades will not be impacted)

IN PROGRESS Grade with EC SEL and Growth Mindset applied and Enrichment applied (NEW way to grade) this will probably only apply to the people scoring nearly perfect scores initially on summative assessments

RAW Score plus variable SEL grade for EC plus GMAP plus enrichment applied

DESMOS LINK
RAW = black piecewise graph
YELLOW = yellow moving piecewise graph with variable SEL EC awarded and GMAP impact and Enrichment applied
- CARROT = quality corrections/completion of GMAP for this summative assessment will earn up to 5% additional credit on TOTAL summative assessment grade and will cause adjustment to component grades that have improved
- STICK = failing to do quality corrections/ or completion of GMAP for this summative assessment will cause a 10% DEDUCTION on TOTAL summative assessment grade (component grades will not be impacted)

Mr. H GMAP Instruction 1

Shift back to a Group Learning Model
Develop the four Role model of Group Learning Model
Rationale: This is a necessity for a GROWTH MINDSET
Action Steps:
- Week 1 and Week 2 will be primarily dedicated to the establishment of class procedures
- Students will be allowed to initially pick their own seats, but to ensure the
How will I measure success?
- students will take polls on the discussion of policy
- students will take a quiz on class procedures that include these policy changes

Mr. H GMAP Instruction 2

Shift to more of an Inquiry Based Learning Model
Action Steps:
Week 1 and 2 students will use trisected line segment activities to perform group tasks
How will I measure success?
- Student polling on QUIZIZZ
- Use and Student Creation of Website Artifacts Related to DESMOS Geometry and DESMOS Graphing APPS
- Student quizzes on QUIZIZZ

Mr. H GMAP Instruction 3

Encourage/Use more diverse student grouping
While I do think that giving students a choice in seating arrangements is important, this tends to limit students from interacting with each other
Action Steps:
Students will perform a Scavenge Hunt about people in the class
Students will have to Jigsaw in their Roles to improve the understanding/development of the Roles
- this should get students a chance to interact with more students
How will I measure success?
- Student polling on QUIZIZZ
- People quiz

Mr. H GMAP Instruction 4

Use more of Problem/Project Modelling Questions
Action Steps:
- Week 1 and 2 students will create a LOGO using a circle, a rectangle and a triangle using DESMOS Geometry
- Week 1 and 2 students will create a LOGO using a circle, a rectangle and a triangle using DESMOS Graphing
How will I measure success?
- Student Logos will be uploaded to a Student Work Page on Website
- Students and Mr. H. will vote on 10 best from each class
- Students and Mr. H. will vote on 10 best from all classes

Mr. H GMAP Assessment 1

Corrections are not an optional part of learning process
Rationale: This is a necessity for a GROWTH MINDSET
Action Steps:
- Discuss Policy Changes
- Policies will be explained and posted on webpage
- Have students do a Website Scavenger Hunt that includes location of policy to have them investigate the piecewise function graphs in action
- Mr. H will discuss with parents at back to school night
How will I measure success?
- students will take polls on the discussion of policy
- students will take a quiz on class procedures that include these policy changes

Mr. H GMAP Assessment 2

Assessment for Learning
Rationale: In the past, I basically just gave students that did the work in class credit in the formative category with some work, but not as quality of feedback as possible.
Action Steps
- use digital tools to formative assess to organize data
- use digital data collection tools to introduce lessons
How will I measure success?
- QUIZIZZ POLL = pre-assessment or self-assessment
  - results noted not recorded
- QUIZIZZ QUIZ = post-assessment or formative assesment
  - results recorded
  - student GMAP formed from

Mr. H GMAP Assessment 3

Assessment for Learning
Rationale: Mistakes help you learn
Action Steps
- Trisected Line Activities to foster group discussions and improve justification methods
- Scaffold Instruction to allow students to discuss and make and test conjectures with and without technology
How will I measure success?
- QUIZIZZ POLL = pre-assessment or self-assessment
  - results noted not recorded
- QUIZIZZ QUIZ = post-assessment or formative assesment
  - results recorded
  - student GMAP formed from
- Group Polls

Mr. H GMAP Assessment 4

Polling and Nonthreatening Assessment strategies need to increase
Students need to learn how to praise and critique each others work in a positive but effective manner
Rationale: Mistakes help you learn
Action Steps
- Vote on AGREE/DISAGREE/I DON'T KNOW/HELP cards
- Vote on class logos
- Use anonymous Rich Learning Tasks to perform critiques of logic, work shown, vocabulary and notation used
How will I measure success?
- Teacher Generated Rubric
- Students will discuss Graded Rubrics in Jigsaw Groups, in groups, and with Mr. Hickman

Examples of Four Types of GMAP that will be used in classes

GMAP-A = What are the academic goals for this time frame?

This will be the CODE I use in the gradebook and on my webpage for GMAP related to ACADEMICS
Typically, unless truly new material, we will take a paper and pencil poll and a digital poll about a topic prior to the development of a GMAP of any type.
Mr. Hickman will use this data to help formulate plans for instruction, prepare digital materials, formative and summative assessments based on class, group, and individual academic needs
Students will be required to complete a form related to the general goals initially, with more specific goals later
- If students are honest and timely any "grade" associated with this will be one or more of the following:
  - Either no count in grade book or used as a manner to help a student to see progress
    - Students will be asked/and or required to resubmit GMAP-A when mastery has YET to be attained
  - If graded, then student is allowed to evaluate at a later date if growth has been shown and evidence that supports this is present.
These are also used as methods of academic interventions and some students may not receive a grade on a goal because they have shown the mastery and got summative credit already

GMAP-A "GOAL"

This is a more specific Academic Goal
"Goal" will have a better title like "Connections between Pythagorean Theorem, Triangle Inequality, and the Radical", but this will not fit on Skyward within gradebook assignment name.
- IN gradebook GMAP-A PY TH to Radical with a specific list of goals or a link to this webpage will be provided if Mr. Hickman can keep up with his digital intentions

GMAP-B = What are the behavioral goals for this time frame?

Example of GMAP- B "TOPIC"
GMAP- B "QUIZIZZ Polling"
- Student and teacher have worked on developing the system/procedure in class about polling.
- Students can quickly use phone, laptop, or in-class computer to complete polling
- Students can transition from polling to group discussion effectively and resume PHONE JAIL Policies without prompting

GMAP-T1 = What are the inappropriate use of technology goals for this time frame?

Technology is a slippery slope for some students.
- For some students they cannot be trusted to self police phone usage.
Example of GMAP-T1 "Topic"
GMAP- T1 "PHONE JAIL"
- This unfortunately will be issued as an invention and a method of record keeping of progress in fixing this issue
  - Student has consistently disregarded Cell Phone Use Policy on 8/10, 8/12, 8/15/
    - GMAP -T1 PJ requested from EP (Elvis Presley, Engelberg Pumperdinkel, etc)
    - 8/22/22 Did not Receive GMAP -T1 PJ
    - 8/23/22 Did Receive GMAP -T1 PJ
    - 8/30/22 GMAP-T! PJ-1 completed and accepted

Second Example of GMAP-T1 "Topic"
GMAP- T1 "Justification"
- Student produced ANSWERS only for complex task that required a calculator, but failed to support digital work with process steps required by directions
  - GMAP -T1 Justification requested from JJ (Janis Joplin, James Jamison, etc) on 8/13/22
  - 8/15/22 Did Receive GMAP -T1 Justification
  - 8/30/22 GMAP-T! PJ-1 completed and not accepted
    - gave student of option of working with 6 different students, 2 of which in group
    - student resubmitted
      - 9/8/22 GMAP-T1 justification grade adjusted
      - 9/8/22 Student BB (Bruce Banner, Bob Barker, etc) received additional points for peer tutoring

GMAP-T2 = What are the Appropriate use of technology goals for this time frame?

Example GMAP- T2 "DESMOS -add moving point to image"
- 9/4/22 Individual LOGO project attempted but all aspects of assignment were not complete
- 9/5/22 GMAP-T2 DESMOS MP goals submitted and accepted
  - 9/7/22 student worked with teacher in class lab and worked with a partner and resubmitted for full credit
    - student received full credit
    - partner worked on enrichment tasks too
    - 9/12/22 both grades adjusted

THIS Week's GMAP & Practice Links

Day #

Work in Progress

Day #

Work in Progress

Day #

Work In Progress

Growth Mindset Goals
GMAP-A = What are the academic goals for this time frame?

Understand how to show what you know
Learn how to utilize technology to help verify conjecture and pose questions
How to build and use growth mindset action plans
How to value mistakes as a part of the learning process and not accept as an failure

GMAP-B = What are the behavioral goals for this time frame?

Increase of time ON TASK
Increase type and depth of Engagement
Learn how to work in a group
- ROLES
  - Organizer
  - Resourcer
  - Understander
  - Includer

GMAP-T1 = What are the inappropriate use of technology goals for this time frame?

No use of inappropriate use of laptops during class time
- Laptops are an awesome tool, but they too have be used inappropriately to avoid learning tasks, disengage, work on materials for a different class
PHONES OFF and OUT OF SIGHT during activities unless directed specifically by Mr. Hickman
- PHONE JAIL = this is a plastic TO GO CONTAINER that phones are required to closed up and should be in during instructional time so as not to be a distraction or a source of disengagement
- BILLIONS are spent and made trying to find ways to get people in general to become mesmerized by this device.
EAR BUDS and AIR PODS OUT/HEADPHONES OFF during instructional and group time unless specifically directed by Mr. Hickman
- occasionally students will be given permission to listen to music while working independently, but NOT during group time or during direct instruction.
- If you can't hear your classmates and your teacher, then you really are not interacting in a manner that should be acceptable to all of the adults in the process, it is my hope that you are one of the those adults, but you may need guidance in this area.
SMARTWATCHES
- many students just shifted their distracted behavior to their smart watches to circumvent PHONE JAIL fortunately PHONE JAIL does not discriminate, if these watches are a problem, then they too can spend quality time with PHONE, in PHONE JAIL

GMAP-T2 = What are the appropriate use of technology goals for this time frame?

GMAP-T2 Appropriate Technology Use Forms

Notes/Examples for Group Note Book

Give an example of each of the following:
- Triangle with a leg and hypotenuse given that will cause the user to be able to simplify a radical
- Triangle with a leg and hypotenuse given that will not cause the user to be able to simplify a radical
- Triangle with two legs given that will cause the user to be able to simplify a radical
- Triangle with two legs given that will not cause the user to be able to simplify a radical
- Each group will be given a pair of numbers to build a digital
Triangle Classification Examples should be entered into group notebook

Inquiry Task 1:

Using the letters m, n, A, B, C , D, E, F, G, H, and J:
- Describe in as complete detail as possible the nature and inner connections between each of the following:

Organic Chemistry Tutor Website

Professor Dave Website

YAY Math Website

Brian McLogan Website

Mario's Math Tutoring Website

Day 4

8/8/22

Day 5

8/9/22

Day 6

8/10/22

Day 7

8/11/22

Day 8

8/12/22

Day 9

8/15/22

Day 10

8/16/22

Day 11

8/17/22

Day 12

8/18/22

Day 13

8/19/22

Day 14

8/22/22

Day 15

8/23/22

Day 16

8/24/22

Day 17

8/25/22

Day 18

8/26/22

Day 19

8/29/22

Day 20

8/30/22

Day 21

8/31/22

Day 22

9/1/22

Day 23

9/2/22
PR-1 Ends