Recent Tutoring Session Reviews
"The student is continuing to work on her fractions unit at school, so we reviewed many of the skills she is working on. We made flash cards with equivalent fractions. We covered halves, thirds, fifths, and sixths with equivalent fractions up to twelfths. We were also able to work on equivalent fractions by completing "Equivalent fractions" and "Balance the Scales" worksheets today. We again reviewed how to change the denominator to find an equivalent fraction either by using division or multiplication. She still prefers the multiplication strategy if given a choice. Later, we went on to identifying and writing mixed numbers based on illustrations. The student could do this easily and quickly. She showed this by completing the worksheet "Mixed Numbers". Following that work, she and I worked on adding fractions with the same denominator or with unlike denominators, as well as simplifying. She fully understands adding fractions with like denominators, but she is still working on fully understanding adding fractions with unlike denominators. She had the misconception that she could multiply the smaller denominator by two as well as its numerator and that would always give her a like denominator. We walked through problems where this was not the case and worked on how we would solve them. She now understands that whatever I multiply or divide the denominator by, I must also do to the numerator. For example if I have the problem: _ + 1/10 = first, I must make sure that both fractions have a common denominator. One way I can solve this is by changing my half to tenths. I know two times five is ten. Great, I have made the denominators the same, but remember whatever I do to the denominator I must do to the numerator. Five times one equals five. _ = 5/10. So 5/10 + 1/10 = 6/10. I've added the fractions successfully, but my job isn't done now. I still need to simply. 6/10 can be reduced to fifths because both the numerator and denominator are divisible by two. Ten dived by two is five so my denominator is fifths. Whatever I do to the denominator, I have to do to the numerator. Six divided by two is three. The answer in simplified form is 3/5. Today we completed 16 problems on adding fractions with unlike denominators and twenty problems with adding fractions with like denominators. Our last few moments of tutoring consisted of making flash cards for the student's upcoming Social Studies vocab test and then running through the flash cards together. She still seems confused on some of the words' meanings. She was told to practice her cards six times tomorrow throughout the day. She should try to get people to read off the words to her and come up with the definition. On Thursday morning, she should try to go over them twice before school as well. That should help her prepare for her test. Next steps to practice equivalent fractions will be math games and activities that require her to repeat the skill for practice. I will also make sure to have in her math binder additional practice for adding fractions with unlike denominators. In addition, I will also make up some practice problems for subtracting fractions, because the student mentioned they have started that in class as well. If time allows I also would like to practice her multiplication and division facts using math games and activities."
"The student worked on his Math assignment. He worked through it relatively quickly and proved that he understands the material for this chapter pretty well. However, there were a few minor mistakes that he corrected the second time through. Because he has a quiz on this chapter 11 material tomorrow, I put together a review assignment using various problems from the book. As he worked on that, I took a look at his progress report. His French and Social Studies are solid Bs and he brought Math up to a C+ after a successful retake, scoring an 85%! I was thrilled with his progress and encouraged him to keep going. Lastly, we made corrections on the chapter 11 review work. It was an excellent session this week."
"Met the student, and familiarized myself with terminology used by his professor, and then went over various assigned logic problems accessed via the logic program provided by his class."
"We covered basic descriptive statistics, plotting different graphs, and the empirical rule. She really wants to understand what she is doing and has a positive attitude. She will be finishing her first assignment and sending to me for comments before turning it in."
"We went over single sample hypothesis testing today. I explained what is being tested when looking at a normal distribution curve and we went over the NORMSDIST and NORMDIST functions in Excel. We also looked at a data set in Excel and what it would look like if we ran a t test via the function TTEST. She is close to the end of her class and should sail through just fine if she can wrap her mind around a few key concepts. We are open to another session at her request."
"The student worked on the assignment today on the topic of frequency distribution, cumulative frequency and their graphs, ogive, frequency polygon, stem and leaf plot, etc."