Recent Tutoring Session Reviews
"On the student's last quiz, he got a 50/50. Tonight, we worked on reducing algebraic formulas. We then took it a step further and multiplied these algebraic fractions together. Finally, we divided the fractions in preparation for tomorrow's lesson."
"The student and I reviewed a take home assignment that involved solving systems of inequalities. We discussed solving graphically as well as algebraically, and some of the more abstract concepts involved (the answer is now an area, not a point, only positive numbers are solutions, etc.). We covered two similar problems and then began work on a project he has due next week before winter break that we will revisit."
"We covered complex radicals, simplifying expressions with radicals and exponents. She seems to understand the rules but is having difficulty applying them when the rules are not in standard form-- setting up the problems and executing them properly. I left her a website to use for practice anytime we are not together based on my experience with the site having used it for the past few years with my students."
"I brought a pop quiz for the student to do. It consisted of solving one and two step variable equations, combining negative and positive numbers as well as using the PEMDAS principle. He was able to work through the problem."
"Tonight we went over the practice questions I sent the previous week. She worked very hard on solving the problems and broke many of them down into step-by-step answers for me to see her thinking. I will be forwarding some practice questions for the next session."
"Yesterday we went over cubic problems and the like. Today, we covered solving the zeroes of cubic polynomials and quartic polynomials, composite functions, as well as inverse functions. We worked mainly with the solving methods for finding the zeroes of the polynomials. I left the student with advice for the final, such as improving accuracy as the objective and that one can improve the score in math by checking all of the work."
"Today we did more work with exponents; Raising products and quotients to positive and negative exponents (distributing the exponent to all terms) and then simplifying the resulting expressions. She also moved on to square roots. This included square roots of perfect squares, stating the square of values, identities, and adding, subtracting, and multiplying quantities with square roots."
"The student and I spent the entire session on graphing two variable inequalities. The book gave a good breakdown of what the section covered, so we started by walking through one of the example problems. She has been doing really well in this chapter dealing with inequalities, so she really only depended on me to confirm that she was doing the math correctly. Essentially, the practice problems required her to treat the inequalities as a slope-intercept, which she's very comfortable with, so she just had to get comfortable with the new vocabulary (half-plane, boundary). Overall, we did probably fifteen practice problems and a couple of review at the back of the section, all of which she did really well with."
"The student and I worked together on his algebra review. We completed half of the review and left the other half for Sunday. During the course of completing the review, I gave him additional and more in depth questions over the review topics. Most of these questions dealt with graphing functions and writing functions from graphs."
"Today, the student worked on one of his review packets. He got through a good amount of it. I will bring extra practice when we meet again on Sunday. He asked for some help with material early in the semester like solving equations/inequalities. The newer material, like factoring, he did well on when he took his time through those problems."
"The student has a quiz on two sections from chapter 2 tomorrow so we reviewed by working on his homework (which he hadn't done yet). Through the session, I noticed that he seemed more able to focus than last time. He was more familiar with the material (factoring polynomials and the Pythagorean Theorem) than he was with matrices. He also seems to do better with visual learning than verbal. Overall, he grasped concepts fairly well and made a few basic arithmetic mistakes."
"The student and I continued to work on the equations of parallel and perpendicular lines which we had started last session. Because it proved to be problematic, we spent a significant amount of time dissecting the issue and approaching it in different ways. I think we finally made a breakthrough when I related the problems in this section to problems we had previously done in which the slope was explicitly given to us. Once I was able to illustrate this connection, he took to the idea and was able to run with it. Afterwards, I made sure he understood the relationship between these types of lines by doing drills to identify appropriate slopes. After this hurdle, the rest of the review on correlation and inverse functions went smoothly. I was impressed by how quickly he picked up the procedure for inverse functions. We ended the session by constructing a review sheet of the concepts covered in Chapter 4 so that he could review them in my absence."