Recent Tutoring Session Reviews
"Reviewed solving quadratic equations for x intercept coordinates (y=0), axis of symmetry X coordinate as midpoint, conversion of quadratic form ax^2+bx+c to vertex form -a(x+h)^2+k to find (h, K), the coordinate at the apex of the parabola. Suggested to student using X coordinate of midpoint between coordinates as easier way to determine K where a is a large negative number. Student seemed to appreciate simplified explanation and approach."
"The student and I had a extra session arranged in preparation for his upcoming final covering chapters 7, 8, 9, and the first half of 10. This session was a change of pace because his mother had decided to sit in on our session so that she could see the material I was covering with the student. Her participation offered a useful additional perspective since we could bring up different aspects of a particular problem and propose new ways to approach questions. We worked through a worksheet assigned by his teacher covering topics in chapter 7. This worksheet was multiple choice, and I was told by the student that it was very similar in difficulty and format to his in class tests, making this a valuable resource. We reviewed all of the concepts in chapter 7."
"The student and I reviewed factoring polynomials during our session today. We covered various methods of factoring including: finding the GCF for all terms, grouping terms, and using F.O.I.L. (first, outer, inner, last terms) to multiply and check correct factors. The student walked us through problems using each of the above methods. We discussed the following concepts: combining like terms, multiplying terms with inverse signs, and distributing/factoring out common factors. I gave the student a mini-quiz towards the end of the session, which he performed well on. He seemed more comfortable with the concepts at the end of the session. He was very attentive and cooperative throughout."
"The student and I met for the first time yesterday. We worked on algebra problems that involved multiplication of exponents. We also worked on biology. We went over transcription and translation. We also reviewed concepts of meiosis. He was very quick to catch on to everything we went over. He was very fast at doing the math and had a very good grasp of transcription and translation. Meiosis was well understood after reviewing it a few times and having him explain it to me. Overall, a great session!"
"Today, we discussed methods for factoring polynomials before the student worked on an assignment over the topic. He had not been present for the majority of the lesson that his teacher had given him, but he was determined to quickly make up for the lost time. We began by looking at the notes he had been given. I also showed him the steps that I use when I solve the problems before we looked at the assignment. For the most part, he was comfortable with factoring polynomials, but he had some difficulties with irregular examples. I showed him a few different methods to handle the irregular problems, and he was able to find one that worked best for him. The remainder of the assignment was no problem for him. Additionally, he had no difficulty when faced with review problems that involved topics from the previous semester, which indicated to me that he has retained much of what he has learned this year."
"The first student worked on solving more complex equations with one variable -- examples included equations with the variable on both sides, equations that first required distribution, equations where the variable was squared, and equations with absolute values. She is becoming more confident with isolating variables. Her common mistakes are occasionally forgetting apply the transformation to both sides of the equations, adding a quantity to both sides that doesn't help in isolating the variable, or subtracting the leading coefficient from both sides instead of dividing by it. She is also learning that, when the leading coefficient is a fractions, it's faster to think about multiplying by the reciprocal instead of dividing by the fraction. The second student continued to prepare for her assessment by working on the Cartesian plane -- she plotted points, determined the slope of a line given the coordinates of two points on the line, plotted lines with a given slope that goes through a given line, determined the x and y intercepts of graphed lines, and identified the slope and y-intercept of linear equations in slope-intercept (y=mx+b) form."