Recent Tutoring Session Reviews
"The student and I reviewed rational expressions today. We began with a thorough review of the properties of fractions, and transitioned into the square root function and its properties. This includes factoring and simplification. He had no problems with today's material. I will be sending a few notes via email regarding some useful tricks for factoring."
"Exponents, logarithms, logarithm word problems, compounding interest rates The student is had a good handle on how to solve logarithm problems, but needs some help sometimes with picking through word problems, looking at the given information, deciding which pieces of information are useful, and how they can be used. If he continues to practice word problems, he will be able to increase his speed. Once he knows how to set up the information as an equation, he has no problem with solving. To deal with word problems, we talked a bit about a step by step method: First, define the variables. Next, figure out what we are being asked, and what we need to know. Set up equations. Lastly, solve. After you check for any careless or computation errors, be sure to check if you are answering the question!"
"Today we went over some of the problems from the student's text book. The problems consisted of mapping numbers into functions, factoring polynomials, multiplying/dividing plus addition/subtraction of radicals, determining means of sequences and basic fraction calculations. Some of the answers in his text are incorrect along with their explanations. The only thing the student was having trouble with was adding fractions by finding LCD and placing the correct number into the numerator of the fraction."
"I specifically covered the remainder of the student's homework with her. I noted an improvement in factoring but there were simple computational errors made frequently. I asked her to e-mail me her graphs prior to submitting her homework so that I can ensure it is correct. I look forward to our session tomorrow. Thank you!"
"The student and I focused on practice problems for rules of exponents. I gave him some tough examples and he did fairly well. We realized that he had a little trouble understanding the intuition behind negative exponents. We talked about how x^-1 = 1/x because we need it to cancel out x^1. We then applied the same logic to x^-2 and so on."
"The student and I worked on online practice problems from his math class. The problems covered concepts like quartiles, averages, and absolute value. Almost all of the problems involved equation solving, and some required that he write the equation himself. Slowing down and writing out the problem step by step would help the student avoid small mistakes. However he showed great comprehension of the material by creating his some of his own problems for practice and then working backwards to verify his answers."
"We focused on graphs: domain, range, asymptotes, and sketching. We then moved on to logs: rules, definition, etc. We then plotted log graphs ensuring to correctly place vert/hori asymptotes and critical points. The student is struggling to compute values of fxns so additional tutoring will be required."
"I met with just the student. We worked on the quadratic formula and completing the square. He was having difficulty with completing the square but showed a great effort to figure it out and I am very impressed by his attitude toward math."
"The student has an "End of the Quarter" exam tomorrow so we spent the session reviewing the material. We worked on a study guide she was supplied with, most of which was material we had already covered so the student was able to complete the study guide successfully."
"Today we looked at one question from the assignment that I gave her last week pertaining to when parentheses are needed in an expression. We then went over some questions from her textbook dealing with the distance formula. For practice, we extended graphing linear equations to graphing linear inequalities. To graph linear inequalities we began by graphing a linear equation. We changed the line to a dotted line if the symbols were less than or greater than. Next, we substituted a point (0,0) into the inequality to determine if it was a solution. If so, we shaded that side of the line. If not, we shaded the other side of. The student's extra assignment this week comes from skill builder #6 problems 1-6, 10,19,20, and 24 as well as #7 problems 1, 4, 7, 9, 11, 13, and 15-20. Her attitude towards working was very pleasant."
"Today we went over algebraic properties, word problems, and plotting functions. The student was struggling a bit with procedure when solving algebraic expressions. It is important for him to remember the order of operations in solving a problem! He needs to go back through his class notes and sample problems and make sure he understands the concepts so that he can apply them on the homework and solve the problems correctly. I encouraged him to continue practicing problems."
"Today we covered adding, subtracting and simplifying polynomials. The student did very well and caught on quickly to the concept. We also went over exponent rules and there was much improvement from last week's sessions. We reviewed solving systems of equations by substitution and graphing and she did remember the concept (for a quiz she will make up tomorrow). Overall very good session. I think she is really understanding this new material which will be the foundation for the more difficult polynomial concepts. She had a positive attitude throughout the session and did a good job talking me through her steps."