Recent Tutoring Session Reviews
"We continued to work on selective enrollment exam concepts and focused on proportions and percent change problems today. The majority of questions were word problems, and the student was really struggling to isolate what the question was ultimately asking. This was the original problem she had with this unit a few months ago, so next week I'd like to dedicate a part of our session to making some flashcards with trigger words."
"The student has a test over logarithms and exponentials tomorrow so we completed his review sheet. It included all sorts of problems including solving for unknowns, finding domains and ranges, and simplification problems. I tried to show him how even though the techniques for each problem are different they really only use a handful of properties of logarithms and exponents."
"We covered trig identities and how to apply them to simplify expressions. He mostly needed practice and a few new strategies to look for when trying to evaluate the expression. New strategies included looking to the Pythagorean identity when seeing a square, and looking for conjugates when seeing a (sin(x)-1, or similar trig function). We worked on extra practice during the lesson."
"Today we went over questions the student had from her homework and text regarding linear equations and functions. Generally, the student gets the concepts and can do the calculations just fine. She occasionally gets confused with the wording of a problem and doesn't understand what the problem is asking for. Once we get past that issue she does just fine. We went over slope and y-intercept of a linear equation. We also went through the 2 more ways to write a linear equation: slope-intercept form and slope-point form. I did notice that the student was having more problems with questions asking for rate of change and realized she was not equating rate of change to slope. I explained that the rate of change in these particular problems is identical to the slope of the line between the 2 points. Once she understood that, she got the problems much better. Lastly, we talked about what defines a function, specifically a linear function y that is a function of x. The student did fine with this concept."
"We practiced dividing shapes into halves, thirds, and quarters, and then worked on writing fractions based on these drawings. She made mistakes, but she was able to fix her mistakes on her own. After talking with her mother, we made a plan to have the student check her answers after she completes each problem in order to encourage independence and confidence."
"Today, we prepared for her Friday exam over systems of equations. We reviewed solving for variables using graphing, substitution and elimination. Further, we set up equations, solved inequalities and solved business optimization with limited resources and time."