Recent Tutoring Session Reviews
"We continued the discussion of right hand, left hand and midpoint method to calculate the area under the curve. He is getting ready for his final."
"Gave the student an integration problem set to follow along chapter 7. Completed chapter 7 and started chapter 8 with arc lengths."
"The student created and gave cheat sheets to help review for the exam. Discussed review materials. Integration will be tough since it is a new topic for them."
"It was another great session with the student! I really enjoy getting to know the sweet and bubbly girl that she is. Today we worked on the times tables. Specifically, we honed in on the "9's" because this was the next timed test on her school agenda. We did a few different exercises (working with flashcards, completing hand-made practice quizzes, rewriting the multiples of 9, etc.) to try to get these crucial "math facts" to stick. By the end, she could recall about 65% of the "9's" multiplication facts. It is absolutely imperative that she have a solid foundation of her multiplication tables if she is to move forward in her mathematical abilities. I will continue to work with her on the multiplication tables. I am confident she can do it! :)"
"Today we worked on some of the student's homework. It consisted of a few problems dealing with differentiation. Some of the review problems I brought up last week were on the homework this week, which was a fun happenstance. After we worked on the homework, we worked on what she was learning in class this week. It is finding volumes of solids rotated about an axis. She understands the equations. She is getting better at it, but still needs practice. I also noticed that she is making small errors in the mathematical language. It is a very common mistake among students, for it is not stressed as much in the schooling system. We therefore worked on notation. We set up a session for next week before her quiz so that we can get a last minute review in."
"When I asked the student what she had learned in math today, she said she had been writing division story problems. I asked her to give me an example. She said, "20 cupcakes divided between 5 friends is 4 cupcakes for each friend." I wanted to see if she could stretch her understanding so asked her what would happen if there had been 22. We explored this with diagram. Her conclusion was that one person would get 2 extra. She said that she remembered seeing 15 divided by 4 = blank remainder blank in her math workbook. She said, "I would like to understand remainders." We worked a couple of examples of this with diagrams. She was able to state the quotient and remainder for these with a little guidance. This seemed to jog a connection for her to a "strategy" she had learned in school, which was to show division as repeated subtraction. She offered to show me 24 divided by 6 and was able to carry out and interpret this. I asked her to show me 20 divided by 6 to see what she did with the remainder issue. She quickly saw that this one wouldn't "come out right." I interpreted this for her when it appeared she was beginning to be ready to do something else. I allowed her time to complete her online activity and then moved her into prepdog measurement and data standard 8.1 problem set on perimeters. She understood concept of perimeter but occasionally offered to multiply numbers rather than add and needed reminders. She showed good intuition about how to identify side lengths not labeled and she did an excellent job with mental calculation, adding up side lengths in her head or multiplying by 4 when viewing a square. Had brief conference with mom after session, told her that so far, the student's math and reading skills both seem pretty sharp in the areas we have investigated. We will continue to try out new topics to see what she does with them."