Recent Tutoring Session Reviews
"The student and I reviewed the topics we covered on Wednesday. He was able to identify which form the equation for a line was written in much quicker but still has a little trouble remembering the specific names for the forms (i.e. "point-slope" or "slope-intercept"). We also went through a few problems in his textbook on various topics he has seen in class. He did very well when I asked him to explain how we should approach each problem. It's clear that he learns best by working through examples himself and writing out each step clearly. This is a practice we will focus on."
"Today the student and I covered his test material which covered multiplication and division of exponents, division and multiplication of polynomials, and exponential notation. He is still a little uneasy about exponential notation but is getting more and more confident. I will continue to work with him tomorrow before his test!"
"The student and I worked on solving two step problems. He is struggling with knowing when to divide and when to multiply to solve the equation. I am sure that with a bit more practice he will be proficient with this."
"Today we reviewed some quizzes that he had received from his teacher last week. The student had made lower grades than he had intended on them, but for the most part he was able to identify and correct what he missed earlier. In one instance, however, a past quiz had a system of equations problem on it, which he had not been formally introduced to in his course. I gave him an example of how to solve it step by step, in case he was exposed to it in the future. Afterwards, we went through the first half of the review he had for his upcoming test. Other than a few instances where he left out negatives, the student was able to work the segment correctly and independently."
"Today was our first session, we mostly covered absolute value functions and some algebraic techniques for manipulating functions. The student seems to understand the concepts well but needs help with proper notation and formatting. We also tried to fit the style of mathematics the author was trying to emphasize. The author's intended direction was somewhat unclear at times but we were able to work our way through such problems in a way that mostly matched the route the author was getting at."
"We went through his Algebra homework on solving systems of equations by graphing. We talked about strategies to make the graphs more neat and easier to find the answer when he doesn't have graph paper. We also talked about what it means to have a system of equations and how to tell how many solutions there are. We also worked on his English paper, focusing on correct comma usage and having clear, distinct points."
"During this session the student and I reviewed his test and his homework/practice problems for his quiz the next day. It seemed that he has made a very serious improvement in his math skills. He tends to move very fast. I have faith that he has done very well and he is progressing."
"We covered two sections in a chapter on linear functions, including working on slope and graphing lines. The student also had a homework assignment due tomorrow and I checked his work on it. He only missed two little details and had a good handle overall on the material."
"The student and I got to know each other and worked on her algebra homework this weekend. The work consisted mostly of word problems and working out discount/tax problems. By the end, she seemed to be more comfortable with the material. She will continue to work on her organizational skills when it comes to doing math problems as well as basic fundamentals in pre-algebra."
"Today we went over substituting values of variables into equations, simplifying expressions and equations and factoring out GCFs of expressions. The student is moving well through the material, and we will meet again next Wednesday."
"The student and I began talking about graphing linear equations and reviewed the formulaic word problems from last time. The word problems largely relied on cost and distance function, and he needed help with them individually because he said he'd forgotten the method required. Together, I reminded him how to set up the formulas and he got the correct answers. We decided it would be a good idea to have him continue working on these word problems as homework, and then moved onto graphing. We practiced slope-intercept form, finding the slope when given two points on a line, and general graphing skills that will be necessary for success on the GED. This was a very productive session."
"The student showed me the material that was covered last week, and I reviewed the information with her to determine what she needed to work on. We worked through chapter 3, covering linear equations and simplification. I noticed that she struggled with organization, so we worked on improving the steps that she makes to solve problems. When we meet next time, I will start by testing her on what we covered in this session, and then I will continue to work through her book in order to get her caught up and fully understanding the material."