Recent Tutoring Session Reviews
"The student has a test tomorrow so first we went over two quizzes he had taken recently and went over each question. Then we reviewed each section that his test is over by doing review problems in his textbook. I finished by making him a summary sheet of things he should study and remember about key points of each section."
"We went over solving a systems of inequalities. I saw no scores or tests he says he is doing pretty well. The student seems to struggle with graphing an equation or inequality either by putting it in slope-intercept form or in point-slope form, he seems to struggle deciphering which form to use when. I left him with a couple of extra homework problems. He always seems so much more confident after we work through a few problems."
"We covered finding the slope of a line using two points. We also worked application problems using the slope formula to determine rate of change. We talked about her last test. She has a review that we will cover next time. She struggles mostly with the confidence in solving the problem. She often isn't sure where to start but catches on once she understands how to start a problem. We will focus on practicing problems to build her confidence."
"We talked about his schedule and goals for tutoring. His main goal was to pass the Algebra I exam in December and we talked about how to accomplish that. We then went through a short exam that I gave him to test some of the areas of Algebra I that he struggles with. By going through each question and discussing how to attack it, we came up with some strategies for problem solving. Going forward, we decided to meet two times a week and to focus on either homework issues or areas of opportunity."
"The student has another math test coming up so we reviewed solving one- and two-step equations. We also worked on translating word problems into equations with a variable then solving. Lastly, I taught her how to clear fractions in order to solve for a variable."
"We worked through a variety of problems from the student's textbook that enhanced a variety of topics he has seen in class. He showed me a couple of assignments he didn't do too well on but he was able to quickly identify what he did incorrectly when we revisited the problems he missed. It appears he may rush himself a bit when working through a problem. He is very good at performing mental arithmetic but he might overlook a small mistake occasionally. However, when I asked him to write out his steps and explain to me how to solve a problem he rarely made a mistake."
"This week, the student and I reviewed some material for a test his class was scheduled to take on Thursday, In particular, we worked on algebra problems involving the method of factoring out common factors, problems involving rational expressions, and practiced some time-speed-distance and distance problems."
"I met with the student for the first time yesterday, and we went over linear equations and graphs. We first went through his textbook and I further explained equations in point-intercept form, point-slope form, and standard form, and we practiced graphing them. I also went over independent and dependent variables as well as domain and range. We then went over his exam itself. He caught on very quickly and was able to do the problems by himself."
"The student and I met at the Library from 4:05 to 5:45 or so. We reviewed circle equations and then spent the rest of the time of word problems. These are challenging for the student, but we used a strategy of define the variables (cheat: look at the question), determine relationships, solve the equations. We also worked on visualizing problems and numbers."
"Today was the student's first session. The student seems very bright. He picks up concepts well but is candid when he doesn't understand. Today we worked on a review sheet for a test he has on Wednesday. The concepts covered included simple substitution, absolute values, and lines. The student does really well with substitution and absolute values. We worked on how to find the slope of a line and what the slope means (a positive slope goes up, a negative slope goes down)."
"On Tuesday, I brought in a sheet of mixed word problems and absolute value inequality equations. The word problems were related to distance, rate and time as well as solving a system of equations. She had no problem at all solving the system of equations problems, which was difficult for her in the past, and she is doing excellent on the rate problems. The only errors I saw were in the actual solving part. She can quickly go through solving the equation and knows what to do, but makes small computational errors along the way, mainly when subtracting large negative numbers. We then went over her starters from class from last week that we had not covered yet, which was a review of solving for y and order of operations and finding the nth term. I gave her the expression for finding the nth term in her notebook. We will be going over a problem related to this on the next session."
"We covered equations with variables on both sides of the equation, which encompasses many of our other lessons; order of operations, working with fractions, etc. The student performed very well. We also checked in with his progress in Economics; he told me he is approximately 15% through the course. I will be checking in with him once per week to make sure he is progressing through the course fast enough to finish by December, which is a deadline mutually agreed upon. I will also make sure he is understanding the material. I left him with two complex problems to tackle before our session tomorrow, where we will be looking at a practice GED math section."