"Summary: We covered different math concepts and analogies. I saw much improvement in Math. But I noticed that there are some harder and different types of analogies in the test booklet that we have not really discussed in depth yet.
We started our session by reviewing only previously difficult math concepts. The student performed very well in the following areas: subtracting decimals, rounding, place value, and mean/median/averaging. I was very happy to see that she had regained her basics. She continued to show difficulty in solving algebraic problems, whether solving for x or solving given the numeric value of x. After drilling and drilling on how to solve these kinds of problems, it seems that she is very capable of solving them, if she just gets into the habit of using the right steps every time. I think it is worth working on even now. Some examples are: 13x + 5 = x 2(x + 10) = x if a=5 b=3 then solve 3a + 5(b - 8) =
At the end of our session, I had her take a quick, primarily algebraic-oriented, test consisting of word problems with percentages and money thrown in as well. She got one of out of six correct. They were pretty difficult I must admit. But, what I was trying to do, was to see if she could handle the algebraic principals when used in real-world examples. The money/percentages were included so I could see how she handled these concepts; she basically skipped most of those problems. So, I know she has little idea how to solve these kinds of problems. It also gives me an idea of what she will have the most difficulty with on the test. Here is an example: "The sales price of a car is $12590, which is 20% off the original price. What is the original price?"
As for reading, we only worked on analogies. She got 7 of 10 correct in the workbook! However, as they got harder, I realized we had not yet explored the more intense examples. She really needs to start on page 196, of the verbal reasoning section, and work page by page on ONLY that which she has difficulty. This way she will have covered all the different types of analogies. I told her that from now on, I needed her to try and always come up with at least two ways to describe the initial relationship or what I call "establishing the initial relationship". For example, the first word is part of the next word; the words are synonyms of each other; the first object/item is bigger than the next object/item. I make her tell me aloud what she comes up with. We also started doing the analogies backward. If she cannot define the initial words of an analogy, I have her work through the answers to see how they might relate to the original/initial relationship. I reminded her to access her prior knowledge and use affixes or the root word to figure out what the unknown word might mean. I was very pleased at how she quickly narrowed her choices down to only two remaining answers.
I would suggest starting tomorrow the following: work from page 196, as stated above, on analogies, practice solving algebraic equations, practice drawing out how to solve the geometry problems for perimeter and area, know the properties of exponents, and using the test booklet to study and learn as much as possible about properties of triangles and data analysis. But, this is only a suggestion."