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Private InHome and Online Elementary Math Tutoring in Hurst, TX
Receive personally tailored Elementary Math lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"Today, we covered solving systems of inequalities by graphing. The student did not have any problem plotting the systems or describing what the solution sets meant with respect to the given question, but he did sometimes forget the format for drawing lines for different types of inequalities. After a few questions, he was able to remind himself when to use solid or dotted lines in a system, and answered the rest of the questions correctly."
"The student is working through some pretty complicated calculus territory. No shortcuts, only tons of traps to fall into. It basically takes focus, concentration, a couple of tricks here and there, and lots of vigilance. He is doing well. We did problems together for the duration. I encouraged him to keep going."
"The student and I went over how to solve variable expressions that involve multiplication and division. By the end of the session she did seem to pick up on how to solve each problem. We also went over multiplication of 1 through 12 for memorization."
"For this session, the student had a finals review packet from his math class and a mixed review packet for homework. We went over the homework questions first, which focused on absolute value graphs and formulas. He did really well with identifying shifted vertices but had difficulty reformatting inequalities that were jumbled. I walked him through the process and left him some notes on it, which seemed to help. For the review packet, the plan is to just review material one concept at a time, and I will be providing some relevant practice worksheets for the following session.
The student also requested I help him review for his oral exam in Spanish. Seeing improvement in identifying the question but recommended reviewing the vocabulary. The vocabulary seems to be from all chapters reviewed so far, and luckily the student's class has online flash cards that have proven beneficial in prior sessions."
The student also requested I help him review for his oral exam in Spanish. Seeing improvement in identifying the question but recommended reviewing the vocabulary. The vocabulary seems to be from all chapters reviewed so far, and luckily the student's class has online flash cards that have proven beneficial in prior sessions."
"The student scored a 94% on his last test. I gave him a warmup solving for two different equations given an overall perimeter and sides of polynomial length of a rectangle on a coordinate plane. It did not need the use of a system of equations, but he did solve it well and had a good idea for checking his work. We then continued on to a good, long proofs problem. By the end of the problem, I added on a whole new section based off of the congruence. He was required to then solve a quadratic equation to find "x", which he expertly recalled the method of doing so. At the end, I asked him which type of triangle must always be used for the quadratic equation, and he remembered it has to be a right triangle."
"We looked at sequences and series. We looked at what all the new notation means, and how we can manipulate them to get them to a place where we can solve them. We also went through proofs of some of the solvable series."
"On Wednesday we went over her homework sets. She had a worksheet where it was a mix of problems and lessons done in the past, including equations of the line, arithmetic sequences, inverse functions and so on. She had already finished a majority of the problems on her own so we went through problems from her homework and starters that she had trouble with, including some word problems. She mentioned that the distance and rate problem with the intersecting airplanes we had gone over in length was brought up in her class, and she was the only one who knew how to do it. The teacher prompted her to solve it on the board, and she did! That made me very happy to hear."
"In our most recent session, the student and I reviewed solving linear inequalities and graphing those results on a Cartesian plane. We also reviewed who Rene Descartes was, as it was relevant. She did great and grasped the material very well. This review was done in preparation for her unit 6 exam that is to be held on December 11th. Our next session will most likely be held on Sunday and will be in preparation for her semester exam."
"Today was an excellent session! We focused on division  although we did discuss a bit of multiplication as well. We had a "color by numbers" worksheet with division problems and we used a number of strategies to solve division problems: groups (what she was most familiar with), skip counting and fact families. Towards the end of the session, she was effectively solving problems by herself using the skip counting method. I did notice that she was having a very difficult time recognizing fact families (2*3 = 6, 6/3=2, 6/2=3) and although she understood how to use skip counting to solve the division problems, she wasn't fully grasping the conceptual aspects behind it. This will be an area of focus moving forward."
"This session was another review session for her upcoming Calculus exam, which at the time of my arrival, had been moved further back. Regardless, we covered much of the same material as Sunday, just with the problems we had skipped over. These involved Second Fundamental Theorem of Calculus, definite integrals, indefinite integrals, and some of each involving usubstitutions. The student is quite skilled with these now, and I think she will fly through the upcoming exam."
"The student and I went over examples for his new material. This material had a lot to do with factoring patterns and basic formulas. The new factoring patterns dealt with finding common factors and then grouping coefficients. I emphasized that he should write out his work with pencil and paper to avoid making positive/negative errors."
"The student is busy getting ready for her finals. We mostly focused on converting between the different forms on an equation. I showed her how to plug the point and slope into slopeintercept form and solve for the yintercept and how to start with point slope and distribute to get to slope intercept. At first she preferred the first way, but as we moved on, she was struggling with plugging in the x and y into the equation, but then writing just x and y in the final answer. I told her that I really thought starting with pointslope form would solve her problem since it distinguishes between y and y1 for the point, so she didn't have to worry about substituting things at the end. We practiced a few more examples that way. We also worked on changing a repeating decimal to a fraction. Her most recent test she scored an 85% but her test before that (on the linear equations) she scored a 50% so we're working on reviewing that so she's ready for her final."
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