Recent Tutoring Session Reviews
"We decided to spend most of our time working on some more basic math concepts that she struggles with. Mostly, we talked about adding and subtracting fractions. She knows that you need a common denominator to add or subtract fractions, but didn't know how to find it or what to do once you did. I explained that the easiest way to find a common denominator is to multiply the denominators together. Then, you also have to do the same thing to the numerator as you do to the denominator. We did a bunch of examples to give her some practice."
"During this session, the student and I reviewed for his test on factoring. We went over different methods for factoring, graphing quadratic expressions, as well as word problems involving quadratic equations. We started with basic parenthetical factoring, then factoring with a leading coefficient, then the quadratic formula, and finally completing the square. For factoring with a leading coefficient, which can often involve a lot of guess and check, I taught him the box method, which is a more straightforward strategy for finding the parenthetical factors. For graphing, we went through the important points he'd have to identify for his graphs and how to find them (vertex, x-intercepts, axis of symmetry, and another point on the graph), and we made a detailed list that he could study. Finally, we went over word problems - how to identify x and y, how to use the context of the problem to plug in relevant numbers, and how to use the vertex to identify maximums or minimums. I left him with problems to do and two guides to study."
"The student is working with quadratic equations and graphing parabolas. We clarified a few terms (i.e. "solve" means the answer must include the values of the variables), discussed the value of memorizing the vertex form of writing quad equations, and started working through her homework. We also reviewed some word problems; she says they're difficult for her. So we talked through how to translate a word problem into an algebra expression or equation."
"The students have been working on solving and graphing inequalities in class, so we reviewed their homework together. Student 1 needed help understanding the difference between graphing problems that say "AND" vs "OR." We talked about the respective difference between intersection and union, and this clarified it for her. I've also recommended to her that she use a separate sheet of paper to do the work for her homework problems - when she uses the given worksheet, there isn't enough room for her to clearly write her math work, and this leads to small mistakes that result in the wrong answer. Both students continue to practice very good arithmetic and basic algebra skills in their work. We solved a couple of the word problems together, and both took turns explaining how they set up and solved the problem. Our next scheduled session is the same time next week."
"We focused on how to graph points using sets when given an equation of Y=. We also did some work on radicals and how to simplify a radical. The student caught on to the concept very easily once I explained where he was going wrong."
"We prepared for the student's algebra test on chapters 3.1-3.4 I also stayed an extra 15 minutes to complete the last questions since he had a test the next day."