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Private InHome and Online Statistics Tutoring in East Point, GA
Receive personally tailored Statistics lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"Geometry, polygons, angles, and triangles. Also practiced state assessment questions. Played the exponent game, and the student's magic geometry game. Also reviewed sequences on an iPod app."
"Altitudes: similar triangles, triangle angle properties, ratios. Science: Ecosystems. The student is bright enough and understood the material. Hopefully, her new school serves to expand on her interests and pushes to succeed in the right ways."
"Midterm exam review: the student seemed wellprepared for his test, and he currently has a strong A in his class. I expect he will ace his midterm."
"The student and I spent some time preparing for a quiz on the Riemann integral and antiderivatives. We worked on finite Riemann sums for the beginning of the lesson, and we discussed the Sigma notation used when writing sums. We then solved a definite integral directly from the definition, however, the summation formulas that one would need to know to complete such a problem seem to be a bit much to ask for a student to have memorized. I suggested to him, that since his teacher has talked about evaluating integrals using antiderivatives, he should ask his teacher before the quiz if that would be an acceptable method for the quiz.
We spent the rest of the session doing initial value problems, which provide practice and application for integration/finding antiderivatives. His quiz tomorrow will cover initial value problems, so we figured it would be the most efficient type of review. The student has a pretty solid grasp on antiderivatives, especially polynomials and exponentials. We discussed the antiderivative of x^1 as well, since that is a common antiderivative and a common stumbling point for calculus students.
He got an 85 on the final he took last week. It was higher than the class average, but he thinks, and I agree, he could have gotten a higher score. We'll take a look at his test and see if there are any areas he may be struggling with, or if he simply made a number of small errors. An 85 is still a very good score; his goal is to get an A, which I believe he's wholly capable of."
"We covered the concepts of multiplication, division, addition and subtraction with negative numbers. We practice math problems with two negative numbers, one negative number, and variations of multiplication and division with negatives and fractions. After that quick review session, we went through all of her homework covering slope intercept form, standard form, yintercept form. The differences between them, and how to go back and forth between all of the forms. For the last 30 minutes, I focused on going over fractions with multiplication and division, adding negative numbers into it, and solving for variables. I went over this since that is what she was struggling with the most in her homework, and seemed to have a difficulty grasping. The student enjoyed the entire session and felt like she was slowly showing improvement throughout. One technique I taught her was the KCF method for dividing fractions, keep, change, flip and then multiply the fractions. I also went over simplifying fractions and why when the numerator and denominator are the same when multiplying they cancel each other out and become one."
"The student and I began our session with introductions and then he proceeded to work on some math problems from his math homework. He is currently working on how to multiply fractions with whole numbers. He had completed the assigned homework the night before. He then worked on a problem, taking me through each step. He then taught me to solve a problem by himself. I assigned the three leftover problems to be completed by our next session. One thing he did very well was remembering to line up his work as it had been modeled for him. Once a concept had been demonstrated, he was quick to catch on. During our next session, I plan to spend ten minutes or so going over and applying divisibility rules to help him solve these types of problems. We then worked on writing. I gave him the prompt "Who am I as a writer?" and he brainstormed topics and details for paragraphs using an organizer. He began somewhat enthusiastically telling me about this sevenpage story he was writing, coming to the conclusion for the assigned writing. With that, I assigned him the rest of the organizer to fill out on his own before our next session. Next session we will review divisibility rules and then spend more time on his writing. Overall, it was a great session. I look forward to learning more about him as a writer!"
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