Recent Tutoring Session Reviews
"The student and I went over her homework, which she is generally completing easily. We then went through half of a worksheet about mixed operations word problems (multiplication and division). The problems had some misleading information, which tripped her up at first, but she began to get the hang of it. Then we talked about different ways to solve larger division problems (the example was 90/10). We talked about how 90/10 is the same as 10 x___=90, which she found confusing at first, so we went over it with a number of different problems, like 2x3=6 so 6/2=3, etc. until she seemed to understand it. We used her multiplication table that she made in class as a tool. Then we went back to the original problem, which she solved easily. We practiced this a few more times, then we played multiplication war, with the added rule that she got a bonus wild card when she was able to tell me a division problem that correlated with the multiplication problem on her card. I then left her with the remainder of the worksheet (four problems) to finish for homework."
"The student and I worked on practicing time elapsed again. She had completed some assignments between us meeting and did a great job. She's really learned the concept. We then focused on learning the tens place and the ones place. She picks up concepts very quickly and is eager to learn."
"The student has an amazing drive and willingness to learn and score good in a test she's planning to take. In today's session, we touched to fraction manipulation, simple first order equation resolution with one unknown parameter. We looked into perimeter computation of various shapes such as rectangles and circles. We covered surface area computation of various shapes (rectangles and circles). We looked into proper unit writing of length (i.e. meters, m) and surface area (m squared). We reviewed volume computation for a cube and proper units (meter cubed), then the meaning of raising a number or a variable to a certain power (2, 3, etc...) being the same as multiplying the number or the variable by itself the power number times. We talked about the number of possible combinations out of 3 distinct sets of objects. Finally, I ended the session by giving two problems for her to solve on her own at home."
"We covered a review of fractions (equivalent fractions). Then, we covered long division and how to correctly carry out the process. The student struggled most with long division. We'll work on that in our next session. She had a great attitude toward the material we were reviewing. She likes to physically write things out and draw pictures as representations (we used that). I left her with a review sheet and a pop quiz to go over (and will be emailing her more review). She got a perfect score on 5 questions I gave her from material covered from the last session."
"We covered ordering fractions from least to greatest, finding the least common multiple, the greatest common factor, determining if a number is prime or composite, and the least common denominator. We completed most of the practice test. I reminded him to read the direction thoroughly. I left him with several practice problems and asked him to complete the problems we didn't get to on the practice test."
"The student's math homework this week continues to focus on subtracting two two-digit numbers, sometimes with regrouping, sometimes not. The main thing this week seems to be an emphasis on word problems. He did a very good job getting the right answer to most of the word problems. One set of problems that included "bar models", and required that you assign each number to the proper part of the model. These types of problems are leading into the end of the week, when they are starting to have the students explicitly set up pairs of mirrored addition and subtraction problems with the same set of numbers (for example: 7+2=9 and 9-2=7)."