Recent Tutoring Session Reviews
"The student had a test coming up on percentages. She also was working on quiz corrections for a quiz covering the same material. Most of her mistakes were small things. I taught her what I call the "of trick." Basically, that means that the whole or base always follows the word "of" in the problem. The equation then reads is over of equals percent over 100. It is easiest to start with the percent and the "of", and then fill in the "is" at the end. The is the part. With that trick, she was much better able to identify the part and the whole in the problem. We practiced setting up several problems and then did a real life example about shopping a sale."
"I used the time to review some substitution techniques and some integral tables. I also included some partial fractions at the end, even though he hasn't yet come across many of those in class. He's getting better at handling the substitutions."
"The student completed about half of his math assignment but had gotten several wrong, so we spent some time reviewing how to calculate the slope of a line and the relationship between the slopes of parallel and perpendicular lines, and then, we moved on to section 2.4 on writing equations in slope-intercept form. We didn't have much time to work on the new section before beginning physics, so I anticipate that we will need some more time going over this section during our next session. In physics, we briefly reviewed the first half of chapter four on acceleration and then went through the rest of the chapter and talked about calculating distance covered in free fall, and motion time graphs. He continues to do well in physics and remembered everything from our last session very well."
"We reviewed the test the student took last week. He seemed to improve on his test taking abilities since last semester, and his ability to comprehend topics has gotten better. We went over some of the problems that he got penalized on. The only concern that I had during the session was that the question he had the most trouble on was a question that we had done in a previous session (the EXACT question). I ended up going through the majority of the problem while reminding him how to use the question to make connections with definitions and theorems in the section. I assigned him to finish the proof and to keep his notes organized so as to prevent a situation like today again."
"I was so proud of the student today. I got him to muster up the attention and energy to finish his homework AND take a multiplication quiz. He breezed through his homework which asked him to use >,<, or = symbols to compare fractions with unlike denominators. On his quiz, the student averaged 7.75 problems correct/minute, a .05 improvement."
"The student's class is still covering base exponential functions, which he is already very comfortable with. We talked a bit about how base e functions differ from other exponential bases and how their inverses (logarithms and specifically natural log) differ and are affected by the various constants that show up in the equation, as well as deriving the standard form for log(x)."