Recent Tutoring Session Reviews
"The first hour of our session, student and I learned about the 50 states as well as national symbols (White House and the Statue of Liberty). We also covered how to read the compass and which side of the country California was on. I had her read a chapter of "The Frog and The Toad" before going on break. Our second hour was focused on math and counting from 0 to 20. We also played some games where she had to fill in the missing numbers either in order or backwards. The third hour was writing practice."
"We reviewed what we have been working on in prior sessions. We started with a 5 minute multiplication drill for 1-12, of which he got 76 right, 4 wrong, and had skipped 20. Ones he got wrong or skipped primarily involved multiplying by 12, 9, and 8. This gives me a good idea of which ones need to be drilled more. We worked on long division again, and I encouraged him to show his work outside of the area in which he was doing the problem so as to help keep him a little more organized and less confused with what he was doing. We worked on some conversion problems again starting with 2.5 gallons. Once he had some assistance to get started (I think the 0.5 part confused him, so he didn't even know how to begin tackling the problem), he was able to complete the conversions on his own. We ended with a 1 minute multiplication drill for 1-12 of which he got 19 right, 0 wrong, and had skipped 41. It took him 3:20 to complete the 41, of which he got 3 wrong and primarily involved multiplying by 12 and 9. Again, we will be focusing on those numbers in the upcoming sessions. He said that he liked doing the drills, so I will send the link to the webpage for his mom to give him more to do. His mom also is requesting that I contact his teacher to get a better sense of what the teacher feels he needs to be getting tutoring for, especially if he completes his homework without difficulty. He was focused today."
"I worked with the student today, practicing more reading, letter recognition, and sound association. She has good memory and remembers words she has seen previously. We are now working with a few key letters (mainly r, y, and w). She then worked on her English homework and did some typing and multiplication practice. She repeated the same four problems from yesterday (7 x 4, 7 x 6, 7 x 8, and 7 x 9) and expanded to do the whole 7's multiplication table. The repetition helped and she seemed to be recalling the answer from memory rather than from calculating."
"I helped the student with problems involving magnitude and direction of specific points. We also worked on problems with the direction that needed to be solved for the magnitude."
"We worked on mean, median, mode and range during this session. The student picked up quickly on the information and strategies we covered."
"Today I tutored the student in reading and math. She read the book "The Berenstain Bears and the Baby Chipmunk." She did an excellent job today reading. She only struggled with a few words, and was usually able to figure those words out on her own after another try or two. As she read, I also asked her comprehension questions (making predictions, identifying the feelings of characters, etc.) which she answered well. After reading, we practiced her addition flashcards. We went through almost all of them and she only missed 3 cards (she had trouble with ones where the answer was 20 and she had to carry over numbers to get to that point, ex. 12+8). She also completed a practice sheet in her book that gave practice adding one and two digit numbers. To complete the worksheet, she had to look at the answers and determine which numbers were odd, and create a trail from the top of the page to the bottom. I told her what digits are odd and which are even, and pointed out that with a two digit number, you only look at the ones place to determine if a number is odd or even. She struggled a little in the beginning, but then got the hang of it and was able to correctly identify the rest of the odd and even answers on the page."
"The student just got her recent math exam back so we started by going over the problems she got wrong. We resolved each problem correctly so that the next time that she comes across them she will be able to solve them. She had two comparing problems incorrect. Her problem is that the denominators were not the same. We practiced finding common denominators. She does best by multiplying both sides by the opposite denominator. For example if it was 1/6 _ 1/8 she would multiply the numerator and denominator in 1/6 by eight giving her 4/24. Then she would work on the other side 1/8 again she would multiply the numerator and denominator but this time by six. This would give her 3/24. Now that she has common denominators it is easy to see that 4/24>3/24. Another area she had an issue with was the third part of her coin problem. She could already tell that 1/3 of 9 quarters were three quarters. She also knew there were six left over if she spent 1/3 of the quarters. Where she got confused was how much change was left or counting the change. I advised next time she draw a picture. She drew the nine quarters and labeled each of them 25 cents. Then she crossed out the third or three quarters that were spent. She counted the six quarters and realized that it equaled $1.50. The last type of problem we looked at was a double digit multiplication problem. The student had a simple calculation error. After walking through it a second time she came up with the correct answer. Following correcting misconceptions on her last test we practiced our fraction work. She practiced comparing fractions by completing 20 problems on the "comparing fractions" worksheet. She does better at comparing fractions when she converts the fractions to a common denominator. Also she practiced subtracting fractions by completing a "subtracting fractions" worksheet. Finally we completed an equivalent fractions worksheet. She did extremely well on that area. For next steps we will be continuing comparing fractions by using less than, equal to, and greater than symbols. I again chose a sheet that requires her to find a common denominator so she will have additional practice in that area. I want to give her additional practice with this until she speeds up with creating like denominators. She during the next few days will be practicing her multiplication facts with math memory to make them more rapid. This will also carry over to when she is converting fractions. She will be multiplication testing again to see how she is progressing and what we need to work on. Also we will continue to practice adding and subtracting fractions with unlike denominators. If time allows I also may incorporate some money problems using fractions so she is prepared in case that comes up again on her next test."
"The student practiced solving "Compare" math word problems. He had a little bit of trouble identifying the two items being compared and noting which one was the largest. He completed 3 problems today. We reviewed some multiplication facts: 3x8, 6x4, 6x7, and 4x8. He worked through 4 numerical expressions using the order of operations. All skills need continued practice."
"The student and I worked on multiplication for the first half of our session. Her mom had noticed that a lot of the student's mistakes on other topics in math had to do with her multiplication, so we wanted to work on that. We did flashcards, and I took notes on which ones were easy for her and which were hard. She then filled in a multiplication table, which she was able to do but did so by counting up by the number rather than multiplying the two numbers together. I want to work on her ability to actually multiply the two numbers together and memorize the fact, rather than continuously count up in her head or on her fingers. We then worked on division, which she had not done as well with on a recent test. We started with division by drawing pictures, which she was great at, and writing out a division sentence."
"Review for ch 11 exam. Topics included: divider-chooser method, rotating shapes around the origin, fair share and dividing assets problems."
"During this session, the student and I reviewed for her math retest. We reviewed all the problems from her test, including those she got correct, and we also tried a few new strategies during our practice. Since she had had some trouble finishing her original test, we did some timed exercises in order to build her confidence and re-emphasize that she is more than capable of finishing within the allotted time. We also discussed trying harder problems first, since those were the ones that would probably need more time. Also, we tried a new method of solving word problems. Since she occasionally gets confused between steps because she gets bogged down with numbers, we practiced breaking each problem into manageable questions using only words. Rather than worrying abut how to get from operation to operation, we laid out all of the framework first, and then answered our own questions using either the numbers given or appropriate functions. She expressed that this was clearer for her, so it is definitely something we can try in future sessions."
"This was our first session, so I built rapport with the student. His mom and dad expressed that they would like to focus on math fact fluency, so we worked with flashcards and a few apps on the iPad."