Recent Tutoring Session Reviews
"Today we discussed the student's recent geometry test. We reviewed proving the Pythagorean theorem and radicals used in 30:60:90 and 45:45:90 triangles."
"For the student's session today we began with a quick round of math memory. Followed by her times table testing. On her 4 - 6 times tables test she scored a 98% with a time of 6 minutes and 30 seconds. Her one error was 4 x 4; she wrote 17 for her answer but 4x 4 = 16. This week's score is an improvement of six points; also the time is a 1 minute improvement as well. On Tuesday we will aim for her to finish the exam in six minutes with a consistent if not improved overall score. On her 7-9 times tables test she scored a 98% with a time of 6 minutes and 15 seconds. Her one error was 6 x 8; she wrote 46 for her answer but 6 x 8 = 48. This week's score is consistent with last week's, but the time is a 1 minute 45 second improvement. On Tuesday we will aim for her to finish the exam in five minutes thirty seconds with a consistent if not improved overall score. For her 10-12 times tables test she scored a 100% with a time of 5 minutes and 30 seconds. This week's score is a ten point improvement and the time is a 30 second improvement. On Tuesday we will aim for her to finish the exam in five minutes with a consistent score. Following that we practiced our fraction work. We practiced adding fractions by completing the 15 problems on the "adding fractions" worksheet. She does a great job adding the fractions, but converting the fractions to a common denominator is still tricky. We will try some additional practice on this on Tuesday. Finally we practiced subtracting fractions by completing "Visually Subtracting Simple Fractions" and "Subtracting Simple Fractions" worksheets. Again her subtraction of fractions similar to the addition of fractions is quick when the denominator is the same, but slows down significantly when she needs to convert the denominator to a common denominator. Again we will continue our practice of this on Tuesday's session."
"Today, the student and I practiced more with fractions, learning more methods that might help her simplify them (i.e. divisibility rules, prime factorization, etc.). We also spent some time filling out an entire multiplication table, and although she did not know several of the multiplication facts, she certainly knew more this week than she did last week -- and quicker. The more I work with her, the more I realize that her troubles with fractions stem from her lack of comfort with those multiplication facts. I could see that her confidence increased significantly by the end of this session. I created another set of homework problems for her (two pages, front and back) which should be completed by Sunday."
"Today the student and I began with spelling review. She needed additional practice with the words catch, caught, and sought. We then did fraction work where she wrote the fraction given the shaded area of a shape and then shaded areas of shapes given the fraction. We then practiced multiplication and division with numbers 6-9 and ended with ten minutes of reading."
"In this session, we worked together to help the student prepare for his standardized test coming up soon. We started by working through a problem packet given to him by his teacher covering rates, since most students in his class had difficulty with that material. However, this student had no problems at all working through the packet. He was able to answer every problem by doing nearly all the work in his head, and so we just made sure to practice how to show his work. After finishing the packet, we moved to reviewing geometry and areas, which he originally had a tough time visualizing and grasping. However, he now understands the concept of areas much more clearly. After reviewing the relevant formulas, he was able to work through the practice problems with little to no difficulty. Overall, I don't think he will have any issues with this standardized test, as he continues to demonstrate skills above average for his age, and I know he is determined to keep doing well!"
"The student worked on finishing his writing assignment in which we wrote his final journal. I'm working with him to trust himself regarding his spelling. This includes sounding out and stretching words. He knows how to spell more than he gives himself credit for. We also worked on him taking pride in his work as well as slowing down and reading what he has typed before moving on."