Recent Tutoring Session Reviews
"For this session, the student and I went through the whole test worksheet she had. I gave her a few extra problems to work on with the answers so that she would be able to do extra review where needed. I encouraged her to reach out with any questions on how to get the answer. She looks pretty strong in the area relative to the last section, but she is still running into issues with carrying the negative through the problem."
"In my last session with the student we went over some practice problems on canvas. She did not like dealing with fractions at first (as expected), but by the end of the session I believe she at least started gaining some confidence in her ability to solve them. She occasionally loses tracks of the more complicated processes that she's learning and forgets to use the order of operations, but a simple reminder is all she needs. She also is picking up and remembering how to multiply with negatives. I heard her repeat to herself several times, "Same sign positive, different signs negative," and each time she got the answer right."
"Today we went over the homework that he did by himself last week and made sure that he understood all of it; I was very proud of him for being able to work backwards effectively on the problems that he was having trouble with from the answers in the back of the book. There were only a few that he had gotten wrong and/or not answered, and when I explained a little bit of how to get started on these, he quickly caught on and finished them himself. We specifically worked today at pulling out common factors from equations to solve them without using the quadratic equation where appropriate. He struggled with this at first, but soon understood and by the end of the hour and a half was doing these problems by himself. We also started from the beginning of chapter 7 and went over all of the homework together. He knew how to do most of them very, very well by himself, and we went over the ones he was unsure about. I am very confident that he understands the concepts behind all of the relevant sections in chapter 7, and that if he is mindful of his (+/-) signs, his multiplication, and adding in his head, he will do very well on his test!"
"During this session, the student and I finished Unit 5 in her textbook (specifically Chapter 5.7/The Binomial Theorem using Pascal's Triangle and Chapter 5.8/Polynomials in the Real World) first. Then, I asked her where she was in her coursework and if she'd prefer to continue moving forward through the material or go back and review (because she told me she had a Unit Test coming up, among other things). She said it would benefit her more to keep moving through the lessons, so we tackled Chapter 6.1/Roots and Radical Expressions and 6.2/Multiplying and Dividing Radical Expressions in succession. Once I taught her the properties of exponents, she was able to really run with the lessons on her own. We practiced using factor trees to help with radicals before technically starting Chapter 6.2, but, overall, she was able to complete all of her practice problems with limited guidance and correction on my end. Her attitude was positive and upbeat (as usual). Before we split up, I helped her create a plan/timeline for the rest of her coursework that coincides with her deadline(s); and, I asked her how she did on her assignments since our first session. She told me on the two she took since we last met she earned a 4 out of 5 (80%) and a 3 out of 3 (100%). As before, I felt the biggest win from the session was for her confidence with the material and the overall subject matter."
"1. We reviewed practice problems from his midterm review packet on quadratics. We went over difficult questions of the types that we had reviewed before (i.e., factoring and solving for x, etc.) and new types of questions (i.e., discriminants and real-world applications) 2. The student is learning the new concepts and becoming more confident in his work. 3. The student has a positive attitude. He shows a willingness to learn and do well in class. He is determined to solve problems as much on his own as possible, no matter how difficult. 4. I taught him how to find the discriminant and what its value means for the number and type of roots. I also taught him how to setup inequalities to solve for when the discriminant would result in a certain type or number of roots. Lastly, I told him to be more careful with his work. 5. Yes, I sent him an email before we met with a couple links to pages that explain how to work with complex fractions and square roots, as well as some practice problems. I asked him to complete the reading (just a few pages in total) and the practice problems so that we can review them together for the next session. I also included a link about how to find a quadratic formula when only knowing three points on the graph (a question that we reviewed in our prior session), and I wrote how he could find the formula when knowing only two points (when one of them is the vertex), as well as when only knowing the roots. 6. The win from this session is that the student is definitely learning the more complex topics. He learned how to solve "area of border" questions by using the quadratic formula, which is a difficult kind of problem for this subject."
"In preparation for the student's Chapter 4 test, we went over all of the Chapter 4 concepts. I created a practice test for her using the Chapter 4 test and other parts of the book. These problems included simplifying, multiplying, adding and subtracting polynomials, PEMDAS practice, variable isolation, and surface area/volume computation of 3-dimensional solids. She and I went over these problems and focused on her problem areas. The part of Chapter 4 that I most wanted to focus on with her were the Rate-Time word problems. I wrote out a summary sheet for her using step-by-step methods to solve each variation of this Rate-Time problem type. We also wanted to pay a little attention to Chapter 6, because the test for this will be on Thursday. The test will focus on sections 6.1-6.3. She is strong with straight-forward problems including multiplication and division of fractions and polynomials. However, our 6.1 practice has shown that she may need some additional practice and help with factoring and logistics. I am hoping that in the future, we can improve on practicing HOW to think in order to solve more complex problem sets."