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AwardWinning Private PreCalculus Tutoring in Eads, TN
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Private InHome and Online PreCalculus Tutoring in Eads, TN
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Recent Tutoring Session Reviews
"Today, we continued to review logarithmic functions and the natural log function. In addition, I explained that the natural log (ln) function and the exponent (e) are inverses of each other. We also went over the main properties of exponents, including the power of powers properties. I wrote down some steps for how to simplify the log and ln expressions.
She seemed to be doing very well with using these properties and using ln and e together to solve for variables.
However, when it came to word problems, she started having trouble with the properties. I highly recommend that she writes the properties down, and continues to look at them often. I truly think that looking at them at using them for five minutes a day will have exponentially greater impacts than cramming it in in a one hour period once a week.
I have been encouraging her to make flashcards or a list of all of these properties/theorems. I hope that this endeavor is coming along well.
For next time, I hope to pick through tough word problems with her. Working on word problems systematically, though slowly, will hopefully be useful for getting a conceptual understanding of exponents and their applications."
She seemed to be doing very well with using these properties and using ln and e together to solve for variables.
However, when it came to word problems, she started having trouble with the properties. I highly recommend that she writes the properties down, and continues to look at them often. I truly think that looking at them at using them for five minutes a day will have exponentially greater impacts than cramming it in in a one hour period once a week.
I have been encouraging her to make flashcards or a list of all of these properties/theorems. I hope that this endeavor is coming along well.
For next time, I hope to pick through tough word problems with her. Working on word problems systematically, though slowly, will hopefully be useful for getting a conceptual understanding of exponents and their applications."
"We reviewed for the student's unit 8 test about polar and rectangular coordinates, parametric equations, and vectors. As she was working, I spent a lot of time making a plan of action to get her grade up in PreCal. I gave her a step by step process to make sure she isn't overwhelmed and can pass this class with no problems. She does really well on tests, but has difficulty getting the homework in due to attendance. We plan on working on the missing homework Saturday to hopefully get her grade up to at least a high D/low C. She's very bright and has an understanding of most of the material. There are gaps, but that is from being absent. We filled most of those gaps in during the session. I gave her a formula sheet to reference as she's studying and working on the homework."
"Today was our first session, so I gave the student a packet of study material I made for precalculus and trigonometry. We started by going over some of the problems that he missed on the diagnostic exam that he took. I showed him how to solve different types of problems involving polynomial and exponential functions. We went over a few other basic concepts as well, such as sigma notation. Then, we focused on reviewing the correctness of a project that he has due in a week. The project involved defining two piecewise functions, with certain restrictions, and then creating a set of questions about the functions and answering them. Answering the questions involved concepts like the smoothness of a curve and discontinuities such as holes. We ended up going over the conditions that define holes in polynomial functions.
He had a good attitude towards instruction and seemed to pick up the material fairly well. I recommended some key points he should focus on studying, such as the condition for a hole in a polynomial. I didn't leave him with any practice this time, just the study packet. I didn't go over study skills in this session, just the raw material itself.
I would like to check up on progress with another exam in a week or so. He now seems to understand how to get to the solution on the problems we went over today. Also, while he didn't finish the project work during the session, I think he has the notes necessary to make the work correct."
He had a good attitude towards instruction and seemed to pick up the material fairly well. I recommended some key points he should focus on studying, such as the condition for a hole in a polynomial. I didn't leave him with any practice this time, just the study packet. I didn't go over study skills in this session, just the raw material itself.
I would like to check up on progress with another exam in a week or so. He now seems to understand how to get to the solution on the problems we went over today. Also, while he didn't finish the project work during the session, I think he has the notes necessary to make the work correct."
"On Wednesday, the student and I discussed what he was doing in school and where he would like assistance. He said that it would alternated depending on the respective topics. He informed me that he had just finished a chapter/section in his physics class and wanted to work on math. I went over the concepts of solving trigonometric equations, which was the current topic in his math course. Afterward, as we went over some example problems from his text book it was clear that he had a better understanding of the topic. I then briefly reviewed some of the concepts he had covered in his physics course, including electric circuits and Ohm's laws (showed him "Tire Pie" for Ohm's law). Although this was my first session with him, he seemed to be intelligent and a quick learner. The session ended at 8:30 pm."
"This was my first session with the student.
During this session, we listed out the topics that needed to be covered before his finals and matched them to the Sundays we would be meeting. He mentioned that he had taken Algebra 1 and 2 which gave him a good foundation to understanding the concepts in Precalculusa continuation of the core concepts. We went over logarithmsswitching between exponential and logarithmic forms, applying the laws of logs, solving equations using logs and writing expressions in terms of logs. We also went over a worksheet which he had done earlier on logarithms. He needed help with specific questions. He was pretty comfortable understanding the concepts but needed a little help applying the laws to an equation. We then started looking at functionshow to graph functions, domain, range, end point and asymptotic behavior. We stopped here and will go more into functions in our next meeting. He said he would work on problems dealing with functions and we would go over the worksheet in our next session. He would also be sending me a copy of the worksheet before our next meeting."
During this session, we listed out the topics that needed to be covered before his finals and matched them to the Sundays we would be meeting. He mentioned that he had taken Algebra 1 and 2 which gave him a good foundation to understanding the concepts in Precalculusa continuation of the core concepts. We went over logarithmsswitching between exponential and logarithmic forms, applying the laws of logs, solving equations using logs and writing expressions in terms of logs. We also went over a worksheet which he had done earlier on logarithms. He needed help with specific questions. He was pretty comfortable understanding the concepts but needed a little help applying the laws to an equation. We then started looking at functionshow to graph functions, domain, range, end point and asymptotic behavior. We stopped here and will go more into functions in our next meeting. He said he would work on problems dealing with functions and we would go over the worksheet in our next session. He would also be sending me a copy of the worksheet before our next meeting."
"The student and I reviewed for his precalculus test on Tuesday. The test would cover polar coordinates, equations, and special functions. We went over the four identities that he would use to convert rectangular coordinates to polar ones (as well as going from polar coordinates to rectangular coordinates). We saw that the pairs of rectangular and polar coordinates (of the same point) made up a right triangle.
We then worked on the method used to convert polar equations to rectangular form and the method to convert rectangular equations into polar form. The first method involved multiplying both sides of the equation by r and grouping the terms into the rectangular identities. The second method was more straightforward and involved replacing x and y with their respective polar identities.
We discussed the special equations that can be graphed as four different shapes. The shapes included limacons, roses, circles, and leminiscates. We learned to recognize each graph be its equations and learned the special parameters that could be used to graph them. Lastly we talked about symmetry tests that would simplify graphing polar equations. The three discussed axis of symmetry were pole, polar axis, and theta = pi/2. I made a study guide that I will send to him for him to review. He should do well. The only difficulties he had were with converting equations from polar to rectangular form and viceversa."
We then worked on the method used to convert polar equations to rectangular form and the method to convert rectangular equations into polar form. The first method involved multiplying both sides of the equation by r and grouping the terms into the rectangular identities. The second method was more straightforward and involved replacing x and y with their respective polar identities.
We discussed the special equations that can be graphed as four different shapes. The shapes included limacons, roses, circles, and leminiscates. We learned to recognize each graph be its equations and learned the special parameters that could be used to graph them. Lastly we talked about symmetry tests that would simplify graphing polar equations. The three discussed axis of symmetry were pole, polar axis, and theta = pi/2. I made a study guide that I will send to him for him to review. He should do well. The only difficulties he had were with converting equations from polar to rectangular form and viceversa."
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