Recent Tutoring Session Reviews
"We are still reviewing word problems. The student has gotten much better at working through the problems. She can explain them to me fully. She is in the midst of preparing for a test."
"This was my first meeting with the student. We looked at her homework, which involved word problems involving fractions. We also worked on changing mixed numbers to improper fractions and vice versa. There were some homework questions on this, as well. We also briefly touched upon ordering fractions using the butterfly method."
"The student will have a test on Thursday and is working hard to be able to get an "A". I think she will do very well. We worked mostly on adding and subtracting mixed numbers."
"He wanted to review for his chapter test tomorrow. I had asked him to send me his review packet prior to session and he was able to. We were able to go over most of the parts of the review sheet. The student is comfortable doing factoring now and I tried pointed out some hints when I could. He had mentioned that he's most comfortable with matrices so due to time constraints we didn't go over those. I asked him to complete the problems we didn't go over and offered to look over them via email/text messaging."
"During this session the student and I studied the basic properties of math, including the commutative, associative, and identity properties. She is learning basic algebra, and I tried to teach her the most intuitive ways to complete problems. We went over the difference between a variable and coefficient, as well as how to translate word problems into mathematical expressions. The student said during the session, "It's easy if you just think about it!" I think that it was a very productive lesson, and we will continue to work on precision in her assignments."
"The student and I covered multiplication tables, long multiplication, long subtraction, simple subtraction, the number table, and rounding to the nearest tens and hundreds place. The student has a hard time remembering which rules apply for which operation. For example, when given a long subtraction problem, she may treat it like a long multiplication problem. I gave her a strategy that multiplication problems must be treated like valentines. The number you multiply by must give valentines to all the other numbers. I told the student to keep practicing her number tables."