Recent Tutoring Session Reviews
"Today, we reviewed geometry vocabulary from Chapter 1. The student did a great job remembering vocabulary presented earlier this quarter. He was able to bisect a line segment and an angle fairly easily. We reviewed up to complementary and supplementary angles. He said he had no homework, but I told him his homework was to continually practice his geometry words and know what they were. He needs to review types of angles: right angle, obtuse angle, acute angles, vertical angles, adjacent angles, congruent angles, complementary and supplementary angles. If time, he needs to review his multiplication facts at home."
"We worked on long division and converting between fractions, decimals, and percentages. She improved from yesterday, but still needed a nudge in the right direction. We then worked through some word problems, where she did very well identifying which operation to use, even when the problem required more than one step."
"The student had a math packet that he's to do over the summer. He had completed most of it already, but there were several problems that he needed some assistance on so he and I worked on those together. Most of the problems that he didn't know how to do was because he hadn't seen a problem like it before. The problem was foreign to him essentially. But he is such a fast learner - I show him one time how to do it, and he usually catches on right away. One of the problems was: (x to the power of 2) times (x to the power of 4). In this kind of problem, all that needs to be done is add the exponents because they already have the same base. The student got it right away, and then I gave him other, similar examples and he was able to successfully complete those, too."
"The first student is really coming along with his mental math, both addition and subtraction. He'll sometimes still make a common mistake, but he quickly notices it, understands why its wrong, and fixes the mistake. I'm really impressed with his perseverance in this skill and how he keeps tweaking his own method so that he's fast and accurate. The second student has also increased her understanding and speed in adding, subtracting, multiplying, and dividing both fractions and decimals."
"The student had done an excellent job of practicing and reviewing the material we covered last time (PEMDAS), which was great because it is key to everything else and it allowed us to continue on to some new material quickly. We started by going over her new calculator and how best to make use of it. We looked at some practice problems for the exam and they happily lined-up with the material that I was planning on covering. We worked through the problems which were mostly focused on fractions, powers, roots, and inequalities. With the sheer quantity of material that we are covering, it is impressive that she is able to figure it out so quickly. We'll continue on by reviewing what we covered last time and begin talking about functions and a bit more on inequalities."
"The student and I worked on the ACT Math section today. I see that he has good intentions, as he plans to practice many math sections. I like that the student is motivated to put in work. He has to practice the Math section with full concentration every time he works on it. He also has to spend a lot of time regularly keeping track of all the formulas relevant to the ACT and what they mean. Keeping tabs on all the subjects will help him tackle most types of problems he could encounter on the real exam."
"Student #1: completed chapter 1 in his text book. He understands the material. I assigned homework reviewing the chapter, and looking into the next chapter. Student #2: finished algebra chapter and practiced doing simple "solve for x" problems using all forms of arithmetic. Assigned homework from the end of this chapter."
"The student has a test in trigonometry tomorrow that he wanted help studying for. At this point in the year, it's mostly advanced algebra methods, which he did very well in and simply wanted to be sure about his confidence in solving the hardest problems which will come on the test."
"We covered basic addition and subtraction. The student worked on adding and subtracting one digit numbers and insists on trying to do harder problems. I left a couple addition problems for him to practice with."
"We worked completely through the student's summer math packet, reviewing every question and the underlying math principles or operations so that he completed the work in time for the first day of school on August 20. He is good at math and is performing at or above his grade level."
"We worked on her algebra problems which involved the fundamental theorems of algebra, and we also worked on ACT math and English. She is very good at the English section of the ACT, even though she had never seen it before she got almost all of the questions correct."
"The student started off by reading "Hansel and Gretel" to me. We discussed the meaning of words and then we did a subtraction activity. She worked on take away two math facts. Then she did a writing in her journal. I focused on encouraging her to use complete sentences and using lots of details."