Recent Tutoring Session Reviews
"Went over some advanced vector and matrix math, including dot and cross products, normal values, vector angles, and some physics applications. The student did very well and was able to easily pick up on and apply concepts. Great job with this difficult material!"
"The student is continuing to study equations and solving their x- and y-intercepts and horizontal and vertical asymptotes. His teacher expanded the curriculum to include slant asymptotes. This tripped up the student, so we launched immediately into doing examples. I showed him a few examples using long division of complex rational equations. After we worked through a few more examples, he completed a teacher-assigned homework question set. The student did all the work and got all the answers correct. He has a test on this material on Wednesday, so we will meet on Tuesday to review more. Overall, I think he is picking this up quite well."
"The student has a test tomorrow so we focused on a review for his test, including problems in his textbook and reviewing quizzes. We reviewed even and odd functions, transformations of functions, and specifically transformations of sine and cosine functions."
"The student and I talked about parametric equations, specifically those applied to free falling and parabolic objects. This material seems to be pretty easy to him, and what's more, he got a B on his last progress check. He has a C in the class now, which is up from an F from earlier this semester. So overall, I think he is doing well."
"Tonight, the student and I reviewed for her upcoming test on exponential and logarithmic functions. She did well with the basics, with graphing, and with everything about natural logarithms, but she had questions with some of the equation solving. After I walked her though the process a couple times, she got the hang of it."
"During today's session we reviewed find the rate of change given a linear graph. The student answered 7 of 10 correctly. We reviewed once again, finding the slope of a line given two points; she did a much better job this time around. We did a little preview of graphing linear equations given in y intercept form. Lastly, we also ordered supplemental material to help with her common core math."
"Today we reviewed for the student's test on interior and exterior angles of polygons, missing angles in a triangle, and word problems involving polygons and triangles. We also added some info to a notecard she is allowed to use during the test. She did great on vertical, corresponding, alternate interior and alternate exterior angles as well as finding the sum of total angles and missing angles in a regular polygon using the formula S=(n-2) x 180."
"Helped the student review for his upcoming exam. Went through his review sheet and did a few practice problems testing each concept. Also worked on high school biology with the student and helped him understand some concepts he was having trouble with."
"His teacher has been out so he has not learned any new topics yet, so we spent the time solidifying topics that we have already covered. We meticulously went over the limit definition of a derivative and we went over a problem involving piece-wise functions and continuity. By the end, I think his understanding of the concepts was significantly greater than it was before."
"We went over one-way ANOVA using SPSS. This was the topic of the student's homework for the week. We went through the steps of the homework and discussed the meaning of the ANOVA analysis and how to select appropriate variables. Then we interpreted the results and how he will write them up for the assignment. We also discussed the topic he wants to use for his big project for this class an spent some time selecting variables and statistical tests for that project. The student mentioned that he understood the material better after our session."
"Least Common Multiples The student already had his HW completed. We reviewed it and then he corrected the minor problems he missed. He generally was able to fix it without any help. He found dealing with larger coefficients (the variables were easy for him to deal with) to be challenging. He didn't know the relevance of factoring the numbers as it related to LCM. After I made an analogy with the variables and exponents, he seemed to get that it was the same thing with coefficients."
"I asked the student to begin with a warm-up based on what his teacher was going over in class. I asked him to think so that he could design his own problem, and invent his own numbers, which he did. His method was good and he solved the problem well. From there, he began working proofs. He started with a problem within a circle, ultimately proving the congruence of two interior triangles, and the second problem was to prove the congruence of opposing angles in a parallelogram. He worked these problems from the point of view of the fundamentals and logic of math, rather than the usual starting point, utilizing the definitions of pre-worked postulates and theorems."