Recent Tutoring Session Reviews
"This was my first lesson with the student. She is very friendly and willing to learn. We went over her previous lesson that she did not understand, and she was able to understand after we reviewed it. Then, we went over her current material and she completed her homework about it. I also helped her with her physical science homework about balancing chemical equations."
"Today we covered the four types of Riemann sums, the Fundamental Theorem of Calculus, and U-substitutions. The student understood the concept of Riemann Sums easily, but had trouble applying the concepts at first. With practice, however, she quickly got the hang of it. She had no problem with the FTC. She hadn't covered U-substitutions at all in class, but picked up the process well. Also, she made an A on her final which is great."
"We completed a worksheet handout that he had received which reviewed all the major topics that he would need to remember going forward. Then we looked at some new stuff which included the law of large numbers, continuous and discrete random variables, and how to combine the means and the variances for two independent random variables. We also talked about how to combine means or variances with some sort of constant added to it. We discussed how to find the standard deviation from the variance, and that combining standard deviations was not as straightforward as combining variances, so its best to work with variances and then take a square root at the end."
"During this session the student and I discussed the topic of optimization. We took a look at his homework problems. He seems to have a nice grasp on this topic."
"Today we worked on math problems for the student's homework. The math homework involved exponents, and the assignment was in his textbook. We went over the states of matter for his science class, defining vaporization, sublimation, etc. Then we included examples of each in his notes. We will continue with his homework tomorrow."
"The student didn't have a lot of work today: she's working on polynomials and was getting them pretty well, so we didn't have a lot to cover. We went over her PSAT and ACT scores. We did a lot of discussion on her future and where she's thinking for college and what she's considering majoring in, and came up with some plans."
"For this session, the student wanted a review for the test she is taking on Monday, which covers Chapter 1's pre-calculus review. We made sure to look at the specific problems that she had questions over. Specific topics we covered were polar/Cartesian coordinate systems, parametric equations, trig functions and identities, and concepts of domain and range. During this session we also discussed the physics topics that her AP physics class is covering."
"Covered geometric sequences, applying the formula to find the nth term in a sequence. Also reviewed Arithmetic sequences for upcoming quiz. Grade on final exam was 85, Report card grade was A."
"The student's class is about to progress into integral calculus, so today I introduced her to the process of finding the area underneath a curve on a closed interval by the Rectangular Approximation Method (left-hand, right-hand, and midpoint). Then I forecast the role of the definite integral in finding the area beneath a curve. Finally, I taught her the basic concept of the antiderivative/indefinite integral and some of the basic rules of integration. We ended the session with a few easy practice problems on antiderivatives. I left her with a facsimile of a page containing all the basic integration rules and formulas (i.e., before substitution and integration by parts)."
"We worked on solving inequalities and simplifying exponents for her math homework. The student frequently forgot when to reverse the direction of the inequality sign. She also had difficulty knowing when to add or multiply exponents."
"We worked on absolute value equations. The student's teacher is very procedurally focused. The student remembers some of the catch phrases the teacher uses to help remember the rules. However, if the student doesn't remember a rule, he struggles to use the concept of absolute value to help him solve the problem. I made up some other problems for the student to solve and had him explain his process. We used a number line to talk about WHY we split the problem into two equations and WHY the absolute value being less than a number is an and inequality while the absolute value being more than a given number is an or inequality."
"This was our first session in a while, and I learned that the student is currently looking to transfer schools due to an issue at his former school. He had not been in class for the past month, so we went to his review book and I began teaching him the concepts he had not learned yet. We reviewed the discriminant and its rules. After, I taught him about the sum and the product roots and some of the basics of exponential figures."