Recent Tutoring Session Reviews
"As a way to switch gears and increase motivation, I asked the student what her goal was for when she walked into her math class in the fall. She shared that wanted to know all of her multiplication, and felt like she knew all except "the hard ones" - which she defined as the 7s, 8s, 9s, and 12s. She said that she wanted us to work on those. To gauge which facts she already knows to automaticity, I quizzed her on all the facts through 12 (with the exception of 1s, 2s, and 10s). She knew many of them, and I wrote a check mark on her multiplication chart if she knew it right away. There were about 10-12 facts she did not know automatically, and we created flash cards out of those so that she could study them. We reviewed a routine she could use to study with the flash cards - someone quizzes her and if she knows the answer to the fact shown right away she puts it in an "I know it right away" pile. If she doesn't know the answer right away, she puts it in an "I don't know it right away" pile. Once she goes through all the cards one time, she picks up only the pile of cards that she didn't know right away and tries them again. If she knows one of those right away this time, she adds it to her "I know it right away" pile. If she doesn't, it goes back into the pile to study. She will do this one more time through, then put all the cards back together and see if she can increase how many cards she ends up with in the "I know right away" pile from when she first started. After that, I quizzed her on division facts, such as 9 divided by 3. I only focused on the ones for which she knew the multiplication to automaticity. She struggled with this, so I decided that we would start doing timed division tests. The second piece of her homework is to read the division facts with their answers from division Level G, going all the way around twice. Then she needs to try the timed test on the one without answers, two minutes verbally twice. 2. We ended with an introduction of the math game, which involves mixed operations."
"I started reviewing 4th grade time sheets with the student. I gave her some homework to reinforce the concepts."
"We spent most of the time back on basics. We played a multiplication game, and it was really exciting to see her get quicker and working her way to the answer."
"We covered Chapter 2 over Linear Equations and Inequalities and the Chapter 2 Test problems. We also went over Chapter 3 over Linear Systems and Matrices and Section 3.1 that covered how to Solve Linear Systems by Graphing."
"We reviewed flash cards for both addition and subtraction. We also solved problems in our workbook. I left the student with problems to do before next week. I recommend she work on subtraction."
"The student and I continued to graph functions with powers greater than 3. He studied and tried to anticipate where the graphs were shifted by identifying certain aspects of the function."