Recent Tutoring Session Reviews
"The student and I continued to go over factoring. We practiced solving quadratic equations by factoring and went through a homework worksheet. I then introduced her to the idea that some quadratic equations may have zero or one solutions, and I showed her the quadratic formula. We practiced solving a quadratic equation with the quadratic formula."
"This was the first session so much of it was determining where the student is in the course. Currently his class is working on expanding and factoring quadratics, as well as graphing quadratic formulas. He is having difficulty with the problem-solving process, in terms of factoring and finding the vertex and axis of symmetry for graphing. I introduced the tic tac toe method for factoring, which he tried out on some practice problems and it seems more comprehensible for him than the method taught in class. For graphing, I played a video tutorial from the internet, which also seemed to help him understand the graphing process. We reviewed biology a little bit and discussed study techniques that would be effective in preparing for biology tests and I hope we can work on that more extensively next session."
"We continued to add fractions with unlike denominators, and I timed the student's attempts. He got down to two minutes and some change, which is pretty quick, especially since he appears to regard using a calculator for any reason as cheating. He promises he's going to have a study guide for Thursday, so I hope he remembers to bring it home."
"The student was very proficient in the areas he was to be tested on, though he was having trouble in a very specific type of problem applying the rules of inequalities. Very simply put-- he wasn't applying the rule (switch your inequality sign when you multiply/divide by a negative) to all instances. It's a tough concept, though, and he was applying it correctly 9/10 times. He just needs to be cognizant of this. He is very bright."
"As the first meeting, we began by first looking through some of the student's old math workbooks and textbooks to see what topics he had previously covered. We then sat down and discussed the math problems his Algebra 2 class was currently covering (i.e. translating parabolic equations). We quickly determined that while he had been shown how to simplify polynomial equations, he had never been shown how to factor them. I suspect this was a great deal of his confusion with translating the parabolas. He seemed to have the knack of factoring by the time we were done."
"The student and I went over the following concepts: slope, slope-intercept form, standard form, point slope form, and graphing. We went over these concepts together and then went over practice problems."