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AwardWinning Private Elementary Math Tutoring in Middleton, WI
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Private InHome and Online Elementary Math Tutoring in Middleton, WI
Receive personally tailored Elementary Math lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"We went over some of the student's recent homework assignments, which focused primarily on adding mixed numbers and secondarily on long division. He had struggled to solve the mixed numbers problems the way he had been taught in class, so we worked on finding a way that worked better for him, by converting each mixed number into an improper fraction, adding them, and then simplifying the answer back to a mixed number. After we'd solved a few problems with this new method, he said that it felt like it took longer than the way he'd tried solving them before, but that he was happier with the new method because it was easier, even though it took more time. By the time our hour and a half was over he felt much more comfortable with adding mixed numbers, and we had written out a step by step protocol for adding them that he could keep and refer to. He had been very resistant to the notion of tutoring at first and thought that it would just mean even more work at a subject that already brought him frustration. By the time we were done, he said that he'd genuinely had fun troubleshooting his math struggles and both he and his mother were excited by the progress he'd made."
"In today's session, we covered math, English literature, and some ACT English questions. The student had math homework that was relatively straightforward which required her to illustrate various graphs and solve for quadratic equations in the form of f(x) = a(x+h)^2 +k. She did very well on the mathematical portion and showed her work on everything. One area she did have trouble was remembering that there were 2 roots for the equations since it was in f(x) = x^2 form. Once I reminded her that there were two answers, she had no issues finding it. I think it is just because she is so used to finding a single answer to each problem instead of realizing that there are two. For her English literature homework, she had to summarize a current event relating to Mexico and identify different issues in the article. We tried a new reading strategy and summarized each paragraph in a few words before moving onto the next paragraph. We had some time left after the homework and worked on some ACT questions from the English section. We will continue with this section next time."
"The student and I worked together today to assess her math competencies. She flew through my basic multiplication and division activities  it appears that she has a great grasp on the foundational tenets of multiplication and division, which makes me wonder if perhaps some of her struggle with multiplication specifically comes with the introduction of timed table activities, involving the added pressure of a test environment. This is something we can work on  practice, and lots of it, outside of an academic environment!
Finally, we talked through fractions. I was impressed at her level of understanding around fractions  she was comfortable with the conceptual aspect of partstowhole, and comfortable with the different descriptive forms (numbers, written words, shape pictures). It wasn't until we moved forward to adding two fractions, specifically those with different denominators, that I noticed confusion around multiplying fractions versus adding them. We'll be working on this moving forward.
Finally, I introduced ten new vocabulary words for her, and she did well with all ten, including the stretch words!"
Finally, we talked through fractions. I was impressed at her level of understanding around fractions  she was comfortable with the conceptual aspect of partstowhole, and comfortable with the different descriptive forms (numbers, written words, shape pictures). It wasn't until we moved forward to adding two fractions, specifically those with different denominators, that I noticed confusion around multiplying fractions versus adding them. We'll be working on this moving forward.
Finally, I introduced ten new vocabulary words for her, and she did well with all ten, including the stretch words!"
"The student was working over reference angles and radians in the coordinate plane. I went through some of the new terminology with the student and showed her how to do each type of problem. She did really well on her book work, which included drawing reference angles, naming a negative or positive angle that shared the same coterminal side, and converting between degrees and radians. After her book work, she moved onto an online assignment. For the most part, she did well on these. She was challenged a bit when she had to give another positive and negative radian measure, especially when these measures were greater than 2pi or 360 degrees. However, I am confident that with a little more practice, this will not be a problem for her."
"The student got great feedback on her last essay. For this tutoring session, we worked on a group presentation she has next week. The group is responsible for creating a presentation, presenting it in class, and turning in a group essay on the research question. We went over the 5step process, which is a main part of the project. We covered almost all parts of the presentation, but focused on the student's part. She wrote up her speaker notes and rehearsed them. She seemed confident and comfortable with the material. I let her know that she can call me with any questions she has."
"The student is a great student, and she was really involved and responded well to my help.
The student and I covered the test questions that she did not get completely right which mainly dealt with fractions, improper fractions, and mixed decimals.
The student knows her math. One strategy I encouraged her to use was to circle the sign (+ or ) to identify the type of problem she has to answer. I also encouraged her to predict whether an answer will be positive or negative. With addition or subtraction of mixed number and fraction, look and see what number is bigger and she can predict whether the answer should be positive or negative.
It will be good for us to go over more words problems so that the student can form algebraic expressions for what the problems read. I will be looking for some to bring to the next session."
The student and I covered the test questions that she did not get completely right which mainly dealt with fractions, improper fractions, and mixed decimals.
The student knows her math. One strategy I encouraged her to use was to circle the sign (+ or ) to identify the type of problem she has to answer. I also encouraged her to predict whether an answer will be positive or negative. With addition or subtraction of mixed number and fraction, look and see what number is bigger and she can predict whether the answer should be positive or negative.
It will be good for us to go over more words problems so that the student can form algebraic expressions for what the problems read. I will be looking for some to bring to the next session."
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(608) 2607407
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