Recent Tutoring Session Reviews
"Non-linear Functions. Facilitating the graphing of functions based on Parent Functions. The student asked for help in graphing variations of Square, Cube, Square Root, and Absolute Value functions. We reviewed the basics of graphing and using coordinate points in tables to help in drawing functions and checking later work. With a fresh reminder in the basics, he was very quick in picking up the concept of what graphs might look like when changes are made to the pure parent functions."
"The student did really well on his previous test which was great to hear. I'm impressed that he was able to solidify his understanding of the material in such a short time. With a test behind him, he is moving into new material: conic sections. Specifically, we focused on hyperbola's. After a bit of work we were able to get a good sense of what was going on and how best to approach most of the problems. He had no trouble with the 'forward' approach, but the 'backward' approach was a bit trickier. We closed the session with a bit of SAT math. Hopefully he keeps up with his studies so we can have a good review session before the exam."
"For our first session, we did several practice problems covering the Fundamental Theorem of Algebra and solving polynomial functions, with an eye on the student's upcoming exam. It seemed that the biggest stumbling block was not the algebra itself, but knowing which approach to choose when first approaching the problem. I feel that additional repetition in working through problems together will be a good way to solidify problem solving skills. We are aiming for a twice a week meeting, starting after next week, to stay in top of all new material."
"We covered a study guide for graphing and systems of equations. I went over test taking strategies as they pertained to his study guide. Graded homework and his progress was shown. I noticed that he still disregards the variable terms and combining like terms effectively. But, he was able to make corrections when needed, which shows progress. If there is any other questions, they will be emailed . We will be meeting twice a week for an hour and this will allow for reinforcement of all information."
"We reviewed how to find bearings from any given point to another on a triangle, coordinate geometry (namely using systems of equations to identify intersection points), and all operations/problems with matrices. The student feels far more comfortable with the material now, and I think she will do well on her test!"
"I met the student again for the first time since spring break. Her class has started a trigonometry unit (I wasn't expecting it in an Alg 2 course, but I guess it could be nice to see more than once in precalc). So far, they've mostly been reviewing SOH CAH TOA, which she knows pretty well from geometry. Every once in a while she'll get the hypotenuse confused with another side, so we worked on that a bit. After we tried several problems, I had her apply the trig functions to the special right triangles (45-45-90 and 30-60-90) to get a head start on memorizing the common trig ratios. She did really well with all of this. I even made up an extra hard word problem, and she handled it just fine."
"The student felt very confident about her new material "finding the area between two curves" so I tested her proficiency with a quick question from my AP prep book. After that we returned to a cumulative AP review packet that her teacher gave her. The results of our work tell me that we are going to have to go back to procedural flash cards for some of the old material ( e.g., "point of inflection" = take the second derivative and set it equal to 0). She told me that back when she was tested on that material and we made flash cards for it, they helped her a great deal."
"We covered statistical hypothesis tests involving 2 sample proportion and chi squared tests. I saw a test grade was 88% (B+) which is great."
"The student and I had our last session today. We finished studying matched pair mean comparisons. We also covered Chi-squared testing. We then reviewed on material likely to be on the final on Thursday."
"The student and I continued the chapter we started on Tuesday. We reviewed concepts such as independent events vs disjoint events, then moved on to different counting techniques such as factorials, combinations, permutations, etc. We also completed her homework assignment which applied all of these concepts. She understood most pretty well and completed her homework well too."
"We discussed Bayes' Rule and how to solve conditional probability problems. We also went over different distributions like the Poisson and Binomial distribution. I looked over one of her assignments to make sure it was correct."
"Today the student and I discussed how to read and use various visual displays of data. We also discussed how to calculate percentiles and quartiles for a given set of data. At first the percentile calculations appeared to confuse her, but she seemed to have mastery of the concept once we worked through the homework problems. We discussed how the visual versions of the data can help show what data mean in a more accessible function. Finally, I once again stressed the importance of understanding measures of central tendency and variance. She and I decided to meet again on Friday to finish up this section and start on the work with probability."