Recent Tutoring Session Reviews
"The student and I had our first meeting today. She needed me to help her learn a topic- the double angle and the half angle formulas, and the sum and difference identities. Her teacher only wanted them to understand it in a very specific way, so we focused only on the problems that were assigned. I believe she understood the material by the end of the session."
"Today the student and I worked on his precalculus homework due Monday, and reviewed for his upcoming SAT. He did great with his math homework and looks like he's off to a good start this quarter. We reviewed several sections of practice SAT problems for the majority of the time, with a focus on test taking strategies."
"The student worked on homework from the polar coordinates chapter, graphing polar equations, limacons, cardioids, circles, rose curves, converting from polar to rectangular coordinates, finding the symmetry of a graph around the pole, the polar axes, or 90 degree line."
"We went over the second half of his last test and the concept that was covered in class last week. The test covered polynomials (solving functions/finding its roots, the factor/remainder theorem, complex roots). In class, he learned how to solve rational functions and inequalities. He didn't really struggle with any concepts this session. He quickly applied the new knowledge. I am confident he will do well on his next quiz/test."
"Today, Student A and I strengthened her fractions and multiplication skills. She still struggles with simple multiplication, making fractions a bit frustrating. Hopefully, if we keep doing activities that strengthen her foundation, she will be able to apply her skill set to more challenging problems. Student B and I focused on reviewing her trig unit for her exam this coming Tuesday. She is doing very well, and I'm proud of her progress and improvement. She feels comfortable using the trig identities to solve triangles and other challenges. I believe she will perform well on her upcoming exam."
"This session focused on hyperbolas. We did practice problems from the student's textbook, where the equation of a hyperbola is given. Using the given hyperbola equation, I taught him how to find the center, vertices, foci, and asymptotes of a hyperbola. Then, I had him do a few hyperbola problems himself to test his understanding. It seems that he's able to pick up the concepts well."
"The concepts covered were mainly reciprocal, Pythagorean, and ratio identities. We went in depth with how to solve problems that dealt with those identities. We did many practice problems to understand these concepts. The student's attitude was very positive. I told her the basic approach or strategies and what she should be thinking when she tackles these types of problems. She definitely started to get the hang of these problems the more and more we did them."
"We finished reviewing Trigonometric addition and subtraction problems. We started by solving simple sine, cosine and tangent problems, then we continued to more complex problems. Once she was able to solve all of the simple problems and get the answers correct without having to look at a unit circle, she was able to easily solve the more complex problems. She seems to be well prepared for her test on Tuesday, overall it was a good session."
"The student has an upcoming test. We went over some corresponding homework. We worked on solving system of three equations. We also discussed the difference between a system having no solution and a solution dependent on another variable. We moved on to partial fraction decomposition. We will continue with this next time."
"We covered the different forms in which parabolas can be written and graphed as well as parametric equations. The student had a good attitude with the material and seemed to have a very good handle on the material as it was. We went over a few examples in his textbook to prepare for his exam coming up. The last exam he had on vectors seems to have gone well."
"The student is working on inverse trig functions and establishing identities. He was pretty comfortable with inverse trig functions so we spent most of our time on establishing identities. These are difficult because they have less-defined solution paths. This is also building on all of the identities learned in the last chapter, which can add to the difficulty. By the end of the session, he seemed to really be getting the hang of them. I have no concerns about these types of problems."
"Went over trig identities and solving trig equations as part of a review for an upcoming test/quiz. Did homework reviews and practiced problems at the end to ensure the student had a better grasp of the material by the end of the session. Made a couple sheets for her to look over during the session to help her study and better understand problems."