Recent Tutoring Session Reviews
"The student is a bright, motivated, engaging boy, and I'm really going to enjoy working with him. We spent some time talking about what he likes to read, and since he just finished the second in the Hunger Games trilogy he's supposed to get the third and read it this week, so we can talk about it (and write about it) next week. We also spent quite a bit of time on math word problems. When he gets them wrong, it's often because he's making assumptions that the question doesn't warrant. When he talks through his process, he can usually see his flaws. I'd like to start him on some simple algebraic expressions because I think learning to set those up will challenge him a bit more and force him to think abstractly more than the concrete computation he's doing now. He said he really liked studying the Cuban Missile Crisis in history so he's going to write an essay on that in which he argues whether or not Kennedy handled it well. It's a first draft but he's supposed to focus on explaining his reasons and having transitions from one idea to the next."
"This was our first session together. I tried to get a sense for the student's ability and where he's needing the most assistance."
"The student and I worked through the last few sections of her chapter 4 homework: finding the inverse of matrices."
"The student finished the review packet for the upcoming test. We focused on working through each problem carefully and checking our work! Specifically, the student needs to remember the rules for working with exponents. The arithmetic is simple, but keeping track of how to manipulate them can be tricky. It might be a good idea for the student to review each different type of problem and walk through the steps needed to solve it. The student did an awesome job on her last math test, and she's definitely as prepared as last time!"
"Our second of two back-to-back sessions went really well today. The student and I spent about 20 minutes reviewing the material we covered last time about factoring quadratic equations, finding their roots, and graphing them. This is such an important skill so I'd like to do a couple of these problems from time to time. The student did great with them today, just like she did on Tuesday. We spent the rest of the session on systems of equations. We reviewed what a systems of equations is to start, and how a system can have one, infinite, or no solutions. We covered the two different ways of solving systems: the substitution method and the elimination method. We spend a lot of time on the substitution method and she got the hang of it very well. The only thing she made a mistake with once was not recognizing right away that she could simplify an equation by distributing across parentheses. This was minor and she did it correctly right away in the next problem. We did one example with the elimination method and will pick up there on Friday. These problems offer good practice in simplifying equations and solving for variables, and I think the student is already making good progress with that. We also got the chance to talk again about not being too cautious of fractions in equations- it doesn't mean you are on the wrong track, and while it's easier to avoid fractions when possible, sometimes it's not doable in these problems. We'll do more with the elimination method on Friday, then do some more with solving and graphing polynomials!"
"For this session, we discussed the student's score on her last quiz. She was concerned about her difficulty in bringing up her grade. We went over some study suggestions, especially that she focus more on the book than lecture notes, since the quiz questions seemed to come from a test bank. We then went over some important topics such as type I and type II error, power, and regression equation. The student's midterm exam is tomorrow and we were preparing her for that."