Recent Tutoring Session Reviews
"The student 's class is covering logarithms, so we spent much of the session reviewing the properties of logarithms and how they compare to exponents. Outlining the basic three values in a logarithm (base, product and exponent) and converting the value to a number with an exponent seemed to help him better understand the concept. This semester we are trying a new approach of working through concepts during tutoring sessions and having him work through relevant practice problems outside of tutoring."
"We reviewed properties of exponents, simplifying radical expressions to include rationalizing denominators, and solving radical equations. The session went very well. We finished with going over a practice quiz."
"The student needed to work on his directed prompt paragraph on Julius Caesar, so we did that first. He had about half of it completed so we used two remaining prompts to construct "evidence" sentences to complete the paragraph. Then he moved to math, with another assignment dealing with fractions. He wanted to try to complete them on his own, which he did. Most were done correctly and the couple that needed revision were simply "handwriting" errors - he had mistaken one number for another. All completed. Great session."
"The student is working on rate of change and finding the slope in his math class. We worked on his math assignment, problems 1-26. Initially, he had rise over run reversed as run over rise, but once I showed him the correct way he could solve problems. The student had a bit of trouble with subtracting negative numbers the most. For example, if he wrote 2-(-6), he would answer -4 instead of 8. I asked him if he could think of anything to remember to make to negatives a positive and he couldn't think of anything. I encouraged him to write his problems bigger and more legibly. I also advised him that two negative signs, - -, should be combined/crossed to make a positive sign, +. We also reviewed, corrected, and answered questions on a science lab he had at school. I showed him how to correctly balance the equation for water's decomposition and how to answer the whole question if there is more than one part."
"We went over his group that took place on Tuesday. He felt comfortable with the material afterwards. We took proportional relationships a step further with similar figures. We talked about how the sides of a rectangle and their areas are related to each other regarding proportions. He had to apply the concept to a problem where he was only given the area of the smaller rectangle, but knew one of the dimensions and the area of the larger rectangle. I walked him through the thinking process regarding this problem to come up with the fact that- if the dimensions between the rectangles are twice as big, then how do their areas compare."
"He did his Pre-AP Chem review, focusing on balancing reactions, gases, and limiting reagents. He seemed to understand the material a lot better at the end of the lesson. I included a few strategies on where to start, and how to figure out the next step of the problem."