Recent Tutoring Session Reviews
"We worked through various math examples to further review concepts from the chapter. Then we worked through the homework assignment on improper integrals. During our session we hit a few integrals that are harder to recognize but when we encountered them later on the student was quick to recognize the patterns. I gave the student a study sheet of necessary integral and differential forms that he should have memorized for the calculus exam."
"The student had an assignment today that focused on optimization problems. He had a pretty good understanding of how to find the equations needed for optimization and what to do with them after he found them. He had a bit of trouble with some of the more difficult problems involving domain restrictions and angles. We discussed how different things would affect the domain, and how to work with the trigonometry functions in order to simplify expressions."
"We covered both chemistry and algebra during our session. The student's math class has started discussing geometric and arithmetic sequences and he was assigned homework on arithmetic sequences. After we went through an example problem together, he was able to complete his homework assignment, and several additional problems from his textbook for practice. We also reviewed balancing chemical equations, unit conversions and dimensional analysis, and identifying the five types of reactions (synthesis, combustion, single-replacement, double-replacement, decomposition). I left him with several chemistry worksheets that he began working on, and we will continue to work through those problems during our following session."
"We continued working with solving systems of equations. We reviewed solving two equations with two unknowns using both the substitution and elimination methods. We then went on to three equations with three unknowns and worked out the strategy needed to solve those types of equations."
"The student had many questions about his most recent homework, which spanned a variety of topics. We worked through some of the problems together. We discussed concepts of planes, arc length, exponential functions, and spheres amongst other topics. He is very quick to pick things up and is determined and full of ideas when problem solving."
"The student and I studied Algebra for the first time today. She had some blank worksheets, and I was able to use the book for some instruction and additional sample problems. We had a lot of success graphing logarithms and their inverse functions. We also reviewed domain and range. I left her with some book practice problems and pointed out which of the problems on her worksheets were similar to the problems we completed together. We are going to meet one more time before her algebra final. We still need to review the graphs of: quadratics, absolute value functions, and square root functions. I am making notes and finding video tutorials in preparation."
"The student and I reviewed for his upcoming quiz, which will cover the chi-squared goodness of fit test, chi-squared test of independence, and chi-squared test of homogeneity. He had difficulty determining the difference between a test of independent and homogeneity. Overall, he struggles most with the conceptual understanding of statistics. He has no difficulty with the computational procedures. I try to encourage him to read the text before and after lectures, to take thorough notes, and to talk to his teacher. At the end of the lesson, we reviewed calculus, including the Fundamental Theorem of Calculus. The hardest part for him was understanding the relationship to the integral and the concept of net area. It was also hard for him to conceive of a function as defined as an integral of another function, and how this relationship could be represented graphically. I left him my practice AP Statistics book in order to review multiple choice questions before his quiz."
"The student and I had a short session today, focusing entirely on calculus. Specifically we worked only on convergence tests in preparation for an upcoming exam. We started by going over practice quiz problems, moved on to specific convergence tests with which he was not comfortable, and finished by completing a multi-part problem that required identification of and application of a variety of convergence tests. I think that he should be much more comfortable with applying convergence tests (particularly the limit comparison test) and he should know which tests to try first (such as the direct comparison test)."
"Today the student did not have any homework to work on, so we reviewed several topics such as: proportions, solving equations, Pythagorean Theorem, and finding area. He did very well with all of them except for solving equations; he has not grasped the concept on how we have to solve for 'x' alone, and to do so, we must move the other figures to the opposite side. We also started a bit on distribution, and he quickly understand it's basically just multiplication of each number or variables."
"The student and I did her book homework and worked on a packet she received in class. They were both over factoring and combining polynomial fractions using least common denominator. She is fantastic at factoring! After several practice problems, she was able to complete her problems very quickly. She has a test this Thursday so we plan to have our next session on Wednesday to review."
"I reviewed all of the problems with the student that we have done over the past few sessions. He did okay with u-substitution, area between two curves, work, average value problems and displacement and distance problems. However, he is not entirely comfortable with Volume problems, Inverse Trigonometric functions and Advanced Exponential and Logarithmic Derivatives and Integrals."
"Today, we went over the pre-test the student took in class. We solved the questions he got incorrect, and went over the concepts, these included working with the quadratic formula/discriminant, factoring polynomials, and solving equations by creating like denominators."