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"I worked with Student 1 first on some of her geometry homework. We were continuing with translations, but we were now trying to prove things about the translation. For example, the problem asked her to graph and then translate the figure. The next steps had us check to see if the diagonals of the new shape are perpendicular and whether or not all sides are equal. The last question would then ask to prove that the shape is a rhombus. At first, she struggled a little bit putting it all together at the end and during the middle parts of combining shape rules with line rules (for the perpendicular diagonals, we found the slopes of the lines). After some practice with the first problem, she did better on the next one we did. Later we did some more practice on the ideal gas law, and she didn't have any problem with it at all. I then worked with Student 2 on algebra. Her assignment involved determining whether two lines are parallel, perpendicular, or neither. Once I taught her how to tell these definitions by the slopes of the lines, she understood much better. She was a bit slow on finding equations of lines, so I think we should try to review that weekly to ensure that she will remember (since it is coming up over and over again in her homework). Next, I worked with Student 3 to help her study for a science test coming up. She was learning about volcanoes and plate tectonics, so we just went through the chapter and I quizzed her and helped give her memory tricks on vocabulary and concepts. We also did the review questions at the end. She occasionally mixed up two types of volcanoes, but we found a memory trick for them. Finally, I worked with Student 4 on the exact same worksheet that Student 1 had. He was much faster relating the graphed picture to the equations he must do."
"We started our session with multiplication memory. Today we had seven and six facts. We played one round today. The student won. This week she will need to play this game once each day. She is going to review the games rules with her family and then play. This will help her review her facts and have fun at the same time. We will be playing this game again and adding in a new fact family on Sunday.
Afterwards we tested her on her facts. The first test was 0  3 times tables. She had three minutes to complete the test and scored a 100%. This is a two point improvement. She will have three minutes next time as well to complete the test to work on rapidly solving the problems. If she scores 100 percent again with a lower time we will phase out this test. The second test was 4  6 times tables. She had seven minutes to complete the test and scored a 92%. She will have seven minutes next time as well to complete the test to work on rapidly solving the problems. No errors in the seven or six families, however a few minor errors in the four and five families. I will monitor her next exam and consider adding them into her review. The third test was 79 times tables. She had eight minutes to complete the test and scored a 98%. This is a fourteen point improvement! She will have seven minutes next time as well to complete the test to work on accuracy and rapidly solving the problems. Her last quiz was 10 12 times tables. She had eight minutes to complete the test and scored a 90%. This is a six point improvement. She will have seven minutes next time as well to complete the test to work on accuracy and rapidly solving the problems. She should be proud of her progress. Accuracy is almost perfect now; we just need to speed up her recall.
Also she is continuing to work on her fractions unit at school so we again reviewed many of the skills she is working on. We quickly ran through the equivalent fraction cards to review the equivalent fractions. We covered halves, thirds, fifths, and sixths with equivalent fractions up to twelfths. We again reviewed how to change the denominator to find an equivalent fraction either by using division or multiplication. She has been starting to choose some multiplication and some division strategy when solving. 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. There was some improvement from our last session on her problem solving skills. We reviewed that whatever I multiply or divide the denominator by I must also do to the numerator. For example if I have the problem: _ + 1/6 = First I must make sure that both fractions have a common denominator. One way I can solve this is by changing my half to sixths. I know two times three is six. Great I have made the denominators the same, but remember whatever I do to the denominator I must do to the numerator. Three times one equals three. _ = 3/6. So 3/6 + 1/6= 4/6. I can simplify this fraction by dividing each number by two! Four divided by two is two. Whatever I do to the top I must do to the bottom. 6 divided by two is three. The answer is 4/6 = 2/3. We completed the "Adding Simple Fractions (part 2)" worksheet.
Next steps to practice fractions and multiplication 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 have also some practice 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 division facts using math games and activities. I feel like this will help her be more rapid in finding a common denominator when needed in her fractions unit. Most important of all, she must finish her review packet for Friday's test! These questions are most likely very similar to what she can expect to see on the exam."
"Today we studied volume and surface area computations, and basic transformation problems. Our next meeting is scheduled for Thursday at 4:45."
"The student's mother has been able to spend some time teaching her how to solve equations in 13 steps. The student has the general technique down, she just needs some more practice. We practiced what she had as study material for a test next week, and she was very comfortable with the one step problems. However, there were a few mistakes when it comes to negative numbers. This is a consistent issue for her, so we practiced a few problems. I cautioned her to be on the lookout for problems like that as we progressed through the set.
We also started working on problems in multiple steps. The student's mother had also explained these to the student, but she definitely needed more practice to understand how to complete them. We slowly worked through them, and by the time we finished, she understood how to solve them slowly. The student's mother said she would try to teach her how to show her work over the weekend, however, as she was doing the problems in her own way without really showing detailed steps."
We also started working on problems in multiple steps. The student's mother had also explained these to the student, but she definitely needed more practice to understand how to complete them. We slowly worked through them, and by the time we finished, she understood how to solve them slowly. The student's mother said she would try to teach her how to show her work over the weekend, however, as she was doing the problems in her own way without really showing detailed steps."
"Student 1: The student didn't have any homework so we spent the session working on a bit of different things. I knew that he is at an advanced level in math, so I taught him some tricks for doing multiplication in his head  using easy round numbers like 500 when multiplying a number by 498 and then subtracting 2 of whichever number from that. We also worked on percentages, and moving between percentages, decimals and fractions.
Student 2: We spent the session working on things that I thought he could improve upon. We worked on simplifying fractions. I realized that he sometimes has trouble finding patterns of multiples, so on the white board, I made patterns of numbers with blanks and asked him to find the missing number. I sometimes made the patterns be multiples and other times not, and asked him to say which ones were. I found this to be a useful exercise that he should continue with.
Student 3: She had homework involving the multiplication and simplification of fractions. She is very good at multiplying fractions, but sometimes stops simplifying too early. I have reminded her that you can always simplify sets of even numbers, but exercises such as the one that I did with the other student would help her in her simplification of fractions."
Student 2: We spent the session working on things that I thought he could improve upon. We worked on simplifying fractions. I realized that he sometimes has trouble finding patterns of multiples, so on the white board, I made patterns of numbers with blanks and asked him to find the missing number. I sometimes made the patterns be multiples and other times not, and asked him to say which ones were. I found this to be a useful exercise that he should continue with.
Student 3: She had homework involving the multiplication and simplification of fractions. She is very good at multiplying fractions, but sometimes stops simplifying too early. I have reminded her that you can always simplify sets of even numbers, but exercises such as the one that I did with the other student would help her in her simplification of fractions."
"This session we spent some time reviewing sections 61 and 63 which she has down pretty well. We then moved on to section 64 the material she will cover in class tomorrow in order to get a head start on the new material. This section is on congruence which she seems fairly comfortable with."
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