Recent Tutoring Session Reviews
"The student was introduced to inequalities on Monday. Their main goal in this unit of the chapter is to be able to solve for variables in inequalities and then graph them on a number line. She has absolutely no trouble with her algebra and due to the fact that variable inequalities are solved using the same algebraic methods as variable equations, she has had no trouble with any algebra in solving for variables in inequalities. She was assigned the first 14 problems of the chapter section; all of these problems asked the same thing: solve the variable inequality and graph it on a number line. She moved through these very quickly although she was tripped up a few times by the same issue. Sometimes inequalities are given so that when solved, the number is read before the variable (e.g. 15 < x instead of x > 15). The difference is that the first example is read, "fifteen is less than x" and the second, "x is greater than 15." This difference gave her problems when she attempted to graph them on a number line. I strongly suggest that if she continues to encounter this problem, to simply rewrite the inequality so that the variable is read first. In addition to this, we also encountered the issue of dividing both sides of the inequality by a negative number in order to isolate the variable. When this is done, the inequality must be flipped in direction (e.g. -3x > 15 simplifies to x < -5). Once she did this for the first time, she had no issues at all afterwards. We also discussed the graphical difference between an open point and a closed point; and open point is used to exclude a given point, while a closed point is used inclusively. This is a very important concept that will appear in future graphical applications of mathematics and the student understands it well. After completing the initial 14 problems she continued into some additional questions for practice and also to get a head-start on homework on the weekend."
"We went over circles hyperbole and ellipse. She gets concepts after some explanation but has a weak foundation in basic algebra. I would suggest meeting two times a week so we can work on past concepts she should know while also making sure she understands her current topics."
"The student took her midterm last week, which covers all material from the calculus exam. She received a B, which is great for the entire coverage of the exam! Today she and I covered vectors and some physics problems since her class in now starting to learn multi-variable calculus. She will be tested on it tomorrow in class, and it seems that she knows the topics we covered very well. We focused a bit more on the physics problems and did some example problems on equilibrium so that she could brush up on them before the test."
"We worked on a special project for her math class. She had to create a presentation that explained the difference between theorems and postulates. She explained how postulates serve as the basis for the Declaration of Independence and geometry."
"We worked on solving exponential equations today, which do not need log to be solved. This includes going over the law if a^m=a^n then m=n, and a^0=1. We used these laws to solve a variety of equations. We also used the multiplication property for exponents."
"Today I met with the student to discuss current progress/performance in class. We spent the remaining time reviewing for an exam tomorrow. The key concepts we went over were on factoring binomials, adding/multiplying exponents, synthetic division, and long division with trinomials."