Recent Tutoring Session Reviews
"The student and I completed more of the review for limits and derivatives part of the advanced placement calculus test coming up in May. We identified a few areas where the student would like a little more review, such as the chain rule, and we decided that we would address it at our following session."
"The student completed the homework problems on cylindrical and spherical coordinates. He understood how to apply all the formulas and didn't have any questions so we continued with the next chapter on vector calculations. He is an independent learner and has a natural aptitude for math. He remembers calculus 1 and calculus 2 and we will do some trig review."
"The student was excited because he got his quarterly math grade and it has been improving all year. He has a quiz tomorrow, so he brought his study worksheet. The quiz focused on graphing with equations, specifically in slope-intercept form (though they weren't given the name for it). We got about halfway through the study guide. I think we made very good progress on graphing. We practiced finding coordinates for an equation, the y-intercept, and actually sketching the graph. We also did some work on interpreting graphs."
"We covered simplification of exponents and addition, subtraction, and multiplication of polynomials. The student was very receptive to explanations and seemed very motivated to succeed, even though she had some challenges understanding how to work some of the problems at the beginning. I worked her through multiple examples of problems, explaining each step, and making sure she can explain and understand how to simplify each type of problem when encountering slightly different and more challenging cases. When multiple problems were similar, I reinforced understanding by doing the two types of problems that appear similar and then having her walk through how to solve them. She caught on very fast. I gave her extra practice problems, which I had her work through during our session. I taught some shortcuts in simplifying binomials and how to deal with decimals in scientific notation, and emphasized that it is best to take math problems one step at a time and group similar terms together to prevent mistakes. No scores/grades to note progress; however, I'm confident she'll do better and understand the material. She's a very sharp, attentive student, and learns best through seeing examples and then being walked through similar problems."
"We began the session by reviewing the student's most recent test. She again has a strong fundamental understanding of inverse operations to solve multi-step equations, but struggled when it came to percents and word problems. We spent half the session discussing how to convert decimals, fractions, and percents to the point where she was able to correct her mistakes on the test and then solve additional practice problems that I gave her. We spent the second half of the session focusing on how to translate a word problem into an equation. We discussed key words "is" and "of" and how to properly represent an unknown number as a variable. The student was able to solve all of the problems she missed on the test as well as some additional practice from her text. We finished the session by briefly reviewing her upcoming work with graphing linear equations. I answered a few questions she had from her prior lesson and looked at some examples in her text from the next two upcoming topics. I think the student showed a real desire and effort to correct her mistakes and build on her knowledge. She was eager to correct her mistakes and get her questions answered, which made the session engaging and encouraging that she will do better on future assessments."
"The student and I worked on his accelerated math homework, which dealt primarily with box-and-whisker plots. He demonstrated his understanding of what the graphs and each of their parts represented, though some more practice problems would help to solidify the concept. We also talked about "mental math" versus writing out the problems and how writing things out would help prevent small mistakes. He also seems to do much better on the accelerated math when he has help, which I think is mostly a function of having to slow down and explain his process to someone else, rather than a lack of understanding of the concepts."