Recent Tutoring Session Reviews
"We made step by step strategies on how to solve optimization problems and went over two full problems. Student is always positive and willing to learn during our session. I left the student with four optimization problems to complete for next time using the strategies we reviewed today. Overall it was a good session."
"We started the session by going over some problems on the student's practice test that she completed during the week, focusing on the point-slope formula. She did a great job applying what we talked about at our last session to new problems. We talked about specific questions she had from class and from the practice test, including compositions of functions. We discussed the rest of her practice test problems, which focused on compositions of functions and derivatives. We also reviewed next homework section on using limits to find derivatives. The student consistently picked up concepts very quickly and after a couple similar practice problems, was able to apply the concepts to new problems easily. The student has a calculus exam on Monday, so during our next session we will continue to review problems like those on her practice test."
"The student is very bright and has a solid foundation in mathematics. She learns new concepts quickly and asks challenging questions. She has a natural curiosity and strives to find a deeper understanding of the material. I have nothing but good things to say about her after our first tutoring session. We covered limits, continuity, precise definition of limit and a little about infinite limits."
"We worked through several tricky integral and derivative problems involving u-substitutions and the chain rule. We also did some physics, focusing on balancing torque and force. We finished with a problem on the center of gravity."
"The session went well. There were some new concepts she brought forth. Graphing all of the function and derivative values was the main focus. She was able to see the patterns which constitute the shapes of functions relative to their derivatives. We went over quotient rule briefly. She was able to grasp the exponential function derivative rule after a few practice problems. Chain rule was also introduced."
"The student seems comfortable using the actual calculus concepts, but still has some challenges with the algebraic techniques necessary to manipulate equations into forms which the calculus rules apply to. To help with this I have started preparing short quizzes for the beginning of our sessions that provide practice examples for the algebraic techniques. He told me that he felt the quizzes were definitely helping him to understand the material, and I have seen an improvement in his ability to correctly manipulate the problems."
"For our first session this weekend, the student and I went through all of the material in her textbook that she had missed this week. We mainly focused on the various methods of differentiation, the conceptual meaning of the derivative, and some applications of the derivative. We worked through examples using the power, product, and quotient rules in conjunction, as well as the rules for differentiating trig functions. Additionally, discussed what exactly the derivative meant in relation to an average rate of change and the visual representation on a graph. We applied these ideas to a physical example, to provide relatable insight into the behaviors/forms of derivatives."
"We reviewed a test she recently took. She got about an 80, which she was happy with. We practiced some exponential and logarithmic derivatives and then moved on to tangent lines. I outlined the procedure, and she knows what to do when she has that all in order. We talked about how to use the 1st derivative to find extrema of functions. She understood that pretty much instantly, but I think she'll have to do more practice to iron out the details of the number line. We also use the 2nd derivative to find concavity of functions."
"We reviewed what the derivative of a function told us. We then looked at problems that had to deal with tangent lines that were parallel and/or perpendicular to a given line. We had to review what parallel lines and perpendicular lines meant and what the relationships were between the slopes of those lines. We then ended with stating the derivatives of the trig functions. I asked the student to work on one specific problem to come back with a solution on Tuesday when we meet, so that he could practice his quotient rule work along with the added twist of taking derivatives of trig functions."
"We reviewed the average and instantaneous rates of change of a function at a point as well as the limit definition of a derivative. We went through several problems in detail that were partially covered in lecture. The student will be starting the homework assignment to see which topics she is confident with, and we will go through it during our next session to cover the material she needs to practice."
"Today the student and I mostly focused on U substitution. This is a topic he will need to know for his test on Thursday. Although he did not seem very confident at first, I think he has a better understanding of what to call U, which seems to be his biggest challenge. We will meet again on Wednesday night to go over this and other topics before his test."
"Today, the student and I reviewed for her upcoming Calculus test by going back over all of the integration applications she has been studying. We covered practice problems over work/force (including finally decoding those fluid pressure models from last week), curve length, parametric curves, rotational volume, and cross-sectional volume. Except for a few details, she seemed to have a strong command of the material."