Recent Tutoring Session Reviews
"The student and I continued with division. We worked all the way up to 12 today! She did a superb job!"
"Helped the student study for his chapter test. He does a nice job with statistics, and has come a long way with it. Should do well on his test."
"During this session, the student and I covered basic math concepts of addition, subtraction, multiplication, and division, plus word problems. We also discussed his homework."
"Concepts: angles (obtuse, acute, right, complementary, supplementary), finding the unknown angle, area of rectangles and triangles, solving word problems using drawings."
"We continued with same practice as past sessions: building visual model of ten, finding and practicing ways of making ten, collecting data on our cabinet counting, finding differences, adding parts, writing numbers and number models, counting money, patterns, and more."
"We worked on writing a self-generated narrative paragraph. We also edited the paragraphs he had done for homework, reviewing capitalization and indentation rules. We read some informational texts and looked for main idea and supporting details. I had him answer questions orally to work on his confidence with oral responses. We also did some mixed review in math including place value, money (focusing on counting mixed coins), and adding and subtracting with regrouping. He seemed to do better with money. His mother asked that we do more drill work on addition and subtraction as well as word problems and multiplication facts practice, so we will work on that next time."
"We worked on word problems, and the pupil seemed to have more success with them. We also tackled multiplication for the numbers 7 and 8."
"Today we worked on getting the student feeling really comfortable working with single digit multiplication. I could really tell that she had been practicing since the last time that we met. She seemed much more comfortable with the material, and when she took the speed multiplication test, she shaved off six minutes from her previous time! Next week we are going to work on more complicated problems."
"During our first session together, the student and I worked on reviewing multiplication, division, and fractions. For our multiplication and division practice, we progressed from easy to more advanced problems. We reviewed that multiplication with larger numbers requires accounting for differences in place values (i.e., when moving from multiplying a digit in the one's place to multiplying a digit in the tens place, we must add a 0 to the one's place before we can begin multiplying). For division, we reviewed some terminology, including dividend, divisor, and quotient. We practiced carrying numbers down and noting the remainder. As for our review on fractions, we also went over terminology - numerator, denominator, improper/mixed fractions, before moving on to practice problems. By relating fractions to real-life problems (i.e., pizza slices that make up a whole pizza), the student was able to review fractions while having a bit of fun as well!"
"Today the student and I spent the session getting to know each other and working on math problems with time. We started with telling time using a wooden prop clock, and she could usually tell the time immediately. Things got a little more complicated when I started asking questions about elapsed time (e.g. "If I got here at 9:45 and it took me 15 minutes, when did I leave home?"), so we worked on identifying a time problem as one of two types -- every time problem will be either an "after/ later/ addition" problem or a "before/ earlier/ subtraction" problem. That's a tricky and really important concept, so we might work on it for awhile. I also discovered that using the prop clock in certain ways might be impeding the formation of her conceptual model of the way time works in the real world. For instance, when I asked what happens on the clock between 10:00 and 11:00, she shifted the hour hand but didn't seem to acknowledge that in reality the minute hand moves and the hour hand follows it -- this seemed to be linked to her difficulty with solving the problems without the prop clock. So we worked for awhile on demonstrating exactly what happens on a clock as time passes. From here we agreed to continue working on telling time and time problems. Next time I'll come with some targeted time problems and also some problems to assess her comfort with some other types of problems (addition and subtraction with large numbers, word problems, place value, etc.); we agreed that after getting a better sense of her general comfort we'd come up with a specific, targeted plan for continuing work. I really enjoyed the session; the student seems confident and sharp!"
"Assessed math and reading. Student appears to be on track for 5th grade. Made plans with family to continue working with student so he can be ahead for next school year."
"The student and I started to work on his times tables to bring up his math speed and also began writing an essay on the most interesting place he has been."