Recent Tutoring Session Reviews
"The student has received copies of former algebra assessments. At home he tried to solve the multiple choice problems on one of them, and he said his teacher was planning to collect some uncompleted written answer portions of it, so today we went through the problems he attempted, as well as the uncompleted questions. The multiple choice involved calculating percentages and solving systems of equations. The written answers included finding common factors among square roots, and finding the intersection of graphs of two inequalities. For his next lesson (Friday), the student will continue working on assessments, and do any questions he can in the new practice book, ideally starting from the first chapter. He put in a lot of effort during this lesson and stayed concentrated, and I'm confident that he can continue to master the mathematics he will need in order to learn algebra for the next assessment."
"We finished off the review packet given to the student by the math department. This part of the review mainly concerned polynomial functions and the properties of graphs we can derive without using calculus. He seemed to have a grasp on this material rather quickly and I only saw a little bit of struggling with the horizontal asymptotes of rational functions. I think this obstacle was due to the fact that he had yet to sit down and memorize the three possible cases. Once we finished off the packet, I selected a few problems and had him try them on his own while under my supervision. This seemed to help a lot both in building confidence and in building understanding. He left the session feeling prepared for the test so I take that as a massive success from this session."
"Today the student and I reviewed a quiz that he was given at school. It covered sections 8.6-8.9 which are the ones we have been working on for our last two sessions. He worked on the quiz by himself and occasionally asked if he was approaching the question correctly. He answered all the questions that he did by himself correctly and once I explained how to do those that he was unsure about, he also was able to answer these. For the rest of our session, the student and I worked on his history notes over the Renaissance. I also made the student a outline over the section we were working on. He and I may meet on Sunday and if we do, we plan to work on a study guide then. If we do not meet on Sunday, we have decided that the student will work on the study guide on his own and send it to me when he is finished so that I can look over it and see if he answered the questions correctly. He had a quiz on Thursday which he said went well. He also said he feels confident with the material in sections 8.6-8.9 which is great!"
"We had our first meeting of this new quarter, and we spent the first few minutes catching up since our last session. He had received his grade on his most recent final, on which he scored a 46 out of 50. He was surprised and happy to hear his grade, and I was happy to have helped in his efforts. So far in this new quarter, his teacher had only covered a few sections on rational equations. Many of the concepts in this section dealt with ideas we learned about factoring in previous chapters, so I stressed the connection between these chapters. In addition, I also drew connections between this new material and operations with fractions. By highlighting these relationships, I hoped to make the new material easier to digest for him, as well as to reinforce his understanding of the various topics. After completing his homework on dimensional analysis word problems, we moved forward with material not yet covered in class including long division of polynomials and addition and subtraction of rational expressions."
"During this session the student and I covered two sections. Both sections were about word problems. One was specifically value word problems and the other was a broad topic of word problems. We went through both sections together and discussed different ways to break down the problems into a system of equations to solve. She did great on the value problems because they were so similar to the coin problems that we worked through last week. On Tuesday, the next scheduled session, I've put together a review sheet that we can work through. This will allow us to go over the areas(graphing and such) that she is struggling with."
"At this session, we worked on the student's exponential decay homework and exponential problems. He understood the homework and was able to solve them quickly. His homework required him to use an exponential decay equation to find a car's value after x years. He was still struggled with solving problems with negative exponents. So, we worked through these problems and I showed him the proper way to simplify a negative exponent problem. Also, he was struggling with matching an exponent equation to the appropriate graph. I showed him how to select a point, identify the coordinates for that point, then plug the X value into the given equation. Next session; solve for Y and compare it with the Y value from the coordinate pair. Before leaving, I suggested working through more negative exponents problem in his textbook."