Recent Tutoring Session Reviews
"I worked with the student on integration concepts. He has a test next week so we discussed the topics which it is on to refresh his memory and set expectations. We then worked on Riemann sums and finding the area under the curve using geometry before working on u-substitution. He has the gist of the idea but needs practice so that he can work problems successfully in test conditions. I had him work so problems and then critiqued and had him rewrite them nicely."
"We worked on double derivatives and single derivatives with respect to different variables. No new grades. The student seems to be grasping the overall concepts of calculus. They have example problems that I suggested they go over before our next meeting on Sunday. I have no new concerns."
"Today the student and I went over integrals involving inverse trigonometric functions and absolute value functions. We agreed that he needs to memorize the formulas for the inverse trig functions, and he seemed to pick up on integrating absolute values functions without a problem. Hopefully we can meet again before his test and review the whole chapter."
"Today I met with the student for the first time to work on calculus. Her AP level class is covering differential equations and separation of variables. The student is very talented at math and was able to keep up with my pace for actually computing the problems we were working on. I demonstrated a few tricks that make computation easier for me and as we went through the problems I was able to point out little mistakes that she was making, but for the most part she was working through the material on her own and quickly. This was good, as there was a lot of material to cover and we got through all of it. We will meet again next week to work on contemporary material for that time."
"The student is learning about continuity of functions. He had a packet to study, so we decided to go over that. We talked about what causes discontinuities within a function including holes and asymptotes. Initially, he had a bit of trouble recognizing discontinuities, so we went over some examples and looked at what they looked like in graphs. After realizing that the discontinuities occurred when dividing by 0, the student had much less trouble. We also went over a quiz that he did not do well on involving limits. His biggest problem was with delta-epsilon notation since we did not have much of an opportunity to go over it beforehand. We went over that problem and the others involving limits, and I helped him see where he had gone wrong."
"We continued our work with polar coordinates and honing her skills for finding the area. We also went into the basis of polar coordinates and how to draw a polar graph (as opposed to a Cartesian graph) and how to report coordinates on it. We also derived the formula for polar area and some square trig identities. I left her with three lessons of the day, 1. look for symmetry of area 2. is the origin in the area 3. if you can find bounds on clean lines, do it, and avoid negative angles We applied those three lessons over the course of some of her more challenging problems, and I feel that she has a much better grasp on them now. She lacks process and order of how to go about things so we worked on building that."