Recent Tutoring Session Reviews
"For the first hour we reviewed how to solve quadratic equations using the quadratic formula and completed the student's homework on this topic. After completing 8 practice questions, she seemed to have a pretty good understanding of the topic. For the last 30 minutes we completed 20 questions on the high school placement exam sample problem set. Based on this review, I suggested that she review questions involving percentages."
"We went through his two homework assignments on factoring and foiling. He did a great job and by the end of the session was answering the questions on his own. He has become a lot better at writing out his solutions so that I can go back and see if he has made any mistakes during the problem."
"The student and I completed his algebra test corrections. We set up equations for each word problem, graphed the lines, and found the solution. Then, I helped him complete his biology vocabulary assignment; we defined terms related to DNA replication, transcription, and translation."
"Today (4/7), the student and I worked on the end of Chapter 8. First we completed Chapter 8 summary problems. Then we worked on a mid-book review that had multiple problems from Chapter 1 all the way to Chapter 8. As homework, she will work on more of these (Ch 1 to Ch 8) "Maintaining Skills" problems. We then started on Chapter 9 working with multiple linear equations with single solution by graphing."
"We talked about rational functions, adding and subtracting functions, geometry, proofs, triangle geometry, similar or congruent triangles, applications of trigonometry, congruent angles and sides, various triangle laws, isosceles and equilateral triangles, right angles, interior and exterior angles, supplementary and complementary angles, and algebraic problems involving triangles and other derivative shapes. The student did extremely well with all of the material and was able to learn it and apply it very quickly and accurately. He is doing a MUCH better job of writing neatly and using lots of space, and he's making fewer mistakes!"
"On this day, the student worked on a homework assignment for Algebra. The topic was box and whisker plots. She did very well and we delved deeper into the topic to ensure strong understanding. When we wrapped up, she still had questions left to answer. We quickly skimmed them to make sure she understood how to approach them so that she could complete them after I left."
"The student and I covered rational function graphing, with a specific focus on finding horizontal asymptotes, vertical asymptotes, and points of discontinuity. We worked through her review sheet for a quiz on Wednesday, and I left her with a review sheet covering the key points for each of the three areas."
"The student has an upcoming test, so we went over some of the learning targets that would be on there such as finding a perpendicular line when you have 2 points. We also went over area word problems which he was rusty with, but then he picked that back up. We went over quadratic formula which he was a little confused about at first, but was really confident with at the end. The last thing we went over was velocity word problems and I left him 2 problems to do after we were done."
"Today the student wanted to go over homework problems involving synthetic division. She was able to tackle these problems with relative ease, and only struggled once with the actual synthetic division part of questions (when asked to divide fractions). Although she had minor difficulties, for the most part she did very well on the problems and only required minimal assistance."
"Today, the student and I worked on solving inequalities, working with absolute values, and graphing both. He has a test coming up on Friday, so we practiced problems from the book, using the study guide his teacher gave to him as a guideline. He was able to comfortably solve inequalities and graphing. When he did make a mistake, he was quick to catch it and seemed to understand the topics. He struggled a little bit to remember old graphing formulas (point-slope, y-intercept form, etc.), but we reviewed them and he was able to quickly recall previous topics. He did well today"
"Learning Style: The student is a Kinesthetic learner with secondary preference to visual instruction. She does not learn well through strictly verbal instruction, things must be shown to her or taught by analogy. Today we discussed types of lines, what the purpose of studying lines is, and how to describe linear relationships. We discussed positive and negative (i.e. direct vs. inverse) mathematical relationships and how that would be represented on a graph. Slope-intercept form and other linear expressions were described in detail and paired with biology concepts. No major concerns at this time."
"We covered more advanced conjugation problems with square roots. She does a good job and is a fast learner. I was particularly proud when I saw that she'd picked up on a shortcut when multiplying the conjugates. She had a little trouble with accidentally calculating the square root and then leaving the square root in the problem. At the end, I came up with a little more complicated problem that asked for the area of a frame using the dimensions of the inside and the outside given in terms of square roots. She had trouble with this problem but then when I created a much simpler but similar problem without variables or square roots, she understood the concept and was able to complete the much harder one."