Recent Tutoring Session Reviews
"We discussed the chi-squared tests for goodness-of-fit and independence. Again, we focused on learning when to use each one. She had an assignment from class that we finished while we reviewed. We also reviewed the important factors to consider when creating a study or experiment. Primarily, the topics included biases, single- and double-blind studies, placebos, controls, and question creation. Many examples were given and discussed regarding unperceived biases in questioning. She remembered the topics clearly and enjoyed discussing how to create unbiased questions."
"We went over the last of the material before the test, including random variables. The focus was on discrete types like binomial and hypergeometric as well as continuous types such as normal, standard normal, and exponential curves. We covered Bayes' Rule again as well as conditional probability."
"We reviewed last session, and discussed probability in a bit more detail. We began covering essential attributes of distributions, in addition to the mean, median and mode, we discussed IQR, standard deviation, and variance. We spent some time interpreting equations and notation as well. Additionally, we talked about shapes and skew in distributions, and their effects on the various measures of central tendency."
"The student and I worked on problems in statistics to prepare for her upcoming quiz on Friday. She is having some trouble with probabilities, so we worked on a number of problems to review probability laws, rules, and mathematics. We plan on meeting again soon to review problems and recent class material."
"Today we covered binomial distribution, and I saw the part of the test that the student did. I did not leave him with any extra practice today."
"We went over the student's parabola homework dealing with finding vertices, domains, zeroes, ranges, and maximums/minimums. We did not have time to review his 3rd test today. He is improving his step by step process and not doing too many steps at once."
"The student and I went through his practice quiz online to prepare him for his exam tomorrow. There were a couple of problems that I clarified for him that he had questions on, but for the most part he took the lead more as the material got more current. I have high hopes for his performance!"
"The student worked through some review problems (factoring, multiplying and subtracting polynomials, exponent rules, etc.) She knew how to do many of the problems, but needed some help on factoring a sum of cubes and factoring by grouping. She knew the new material well (dividing polynomials using long division and synthetic division) and was able to work those types of problems without help."
"The student and I reviewed a few worksheets she was working on. We had to go over patterns/rules again in addition to counting change when it came to money. She did well and we will continue to review adding and carrying numbers and counting to money to make sure she doesn't forget."
"Tonight the student and I worked towards completing more of his missing assignments. We finished a math assignment that included the following concepts: area, perimeter, adding/subtracting/multiplying fractions and reducing fractions, percents, multiplying and dividing with decimals, and elapsed time. He is planning to complete some missing assignments over break and then we will check those and continue working next Tuesday."
"The student and I continued the factoring work that we had done in our last session, with most of the problems involving difference of squares. He has a quiz (chapter 5) tomorrow, so we went over selected problems from that chapter. By the end of our work on these he was doing great. We followed this up with some practice grammar problems, as we have focused almost exclusively on math in recent sessions."
"We started by reviewing how to graph functions and doing some practice problems. Then, I introduced the concept of a function and how to test whether an equation is a function using the vertical line test. We then reviewed the concepts of domain and range for an equation. Shifting our focus to language arts, the student did some fill-in-the-blank and synonym identification exercises from a workbook. He shows very strong comprehension and vocabulary skills! We talked about the kind of books he likes to read, and he seems like a voracious reader. I am going to try to come up with some book recommendations for him."