Recent Tutoring Session Reviews
"We reviewed the student's test and corrected errors so that she could understand the problems. We also discussed homework problems dealing with the binomial distribution and conditional probabilities."
"We went over a lot. Measures of Dispersion, Z-scores, Chebyshev's Inequality and the Empirical rule."
"We covered assessment testing and did some example problems from the book. I introduced Excel to do these statistics problems for faster calculations."
"We went over the student's last test to do corrections. We also briefly covered several different ways of solving systems of equations, and the difference between consistent/inconsistent and dependent/independent systems."
"Did binomial multiplication with FOIL today for algebra. Did volumes of regular pyramids and cones for geometry. The student's calculation speed has definitely improved! Way to go!"
"In this evening's session, we worked on two things: (1) reviewing his most recent exam and (2) working on enrichment, problem-solving questions. He made a 90 on his most recent exam! We reviewed the four problems he missed, which involved converting fractions and adding fractions. He re-worked each problem to find the correct answer as well as identified the mistakes that he made (misplacing a decimal, dividing incorrectly, copying the problem down wrong, etc.) from his original work. He concluded that the problems he missed were mainly due to computation mistakes, rather than a lack of conceptual understanding. We also discussed test-taking strategies, such as working slower, re-working problems if time permits, and evaluating the reasonableness of solutions. We spent the rest of our time working on problem-solving questions at the end of the current chapter he is working through in his Pre-Algebra class. These problems that we worked are known in mathematics as "work"ù word problems. The fundamental premise behind these questions are that two people can complete a task individually in a certain number of hours, so we were supposed to determine how long it would take them to complete the task if they worked together. We discussed the possibility of taking the average of the two worker's times, but also thought about the issue of efficiency, given that it would seem like the whole point of having the people working together is to get the task completed faster than either could do by themselves, so an average didn't always make sense in this context. Then, we researched one method of solving this type of problem, which was by converting each person's total individual time into the time they worked per hour (1/t), then adding those two fractions together to find the time per hour they worked together, and thus the total time worked together to complete the project. It turned out that this number was smaller than each individual's total time worked, separately, which confirmed our hypothesis that two people must be more efficient working together than working separately."