Recent Tutoring Session Reviews
"The student and I continued to look at integrals and solving them, using the anti-derivative. We practiced a number of problems and focused on when to use substitution, when to separate the integral and when to just take the anti-derivative. He is getting better with the process of solving integrals each time we meet. He has a more fuller grasp of how to do substitution methods. In general, as has been the case since we started, I think a more orderly (and more neatly written if possible) process of solving each problem would help. Often times, he loses track of where he is in the problem, or what should come next. I think writing out the solution steps to each problem in a more methodical way would help."
"We reviewed the Pythagorean identities, double angle formulas, sum-difference formulas , the law of cosines, and the law of sines. In particular, we spent some of our time going over proofs on how to derive the double angle formulas using the sum-difference formulas. We then went over the student's homework on the law of cosines and the law of sines. She has a good feel for the material. She just needed me to walk her through the different steps of her homework assignment. Overall, she said that the review was incredibly helpful."
"First half spent with student A reviewing math homework. Also discussed potential undergraduate course sequences he might want to consider taking next year. Remainder of time spent going over ratios and proportions of geometry with student B."
"Completed a homework assignment in which explores fitting a model to data and assessing how well it explains the data -- the first question involved using a variety of analysis tools to decide if a linear or exponential model should be used, the next question required fitting a model to non-perfectly fitting points, and the last involved devising a way to determine which of two models is the best. Then we reviewed the answers to the last test on various types of equations. Overall, the student did well on most of the questions with the majority of points being lost on two questions. We'll need to review how to draw graphs of rational functions - the student did an excellent job at determining the locations of all important features (asymptotes, holes, and intercepts), but then had difficulty connecting the plotted points."
"The student struggled on a recent trigonometry quiz, so tonight we went over the quiz and corrected her errors. The student seemed to internalize my clarifications very quickly."
"Our first day of polar coordinates! It's the first unit on polar coordinates so after I described how they work we dived into the assignment which she got quickly. We plotted points using them, converted to the ol' (x,y) system and back. We ended with converting equations from one from to the other."
"We covered Exercises in his Precalculus textbook. These are the ones that will be relevant in his exam. Student's attitude toward the materials is inquisitive. The strategies included mainly focused on strategies to maximize performance on the test. The progress from the yesterday's session was significant. I can say that overall, the student is prepared for the test."
"The student had a short worksheet on simplifying algebraic expressions that we completed. We then spent the remainder of the session working on trig identities. This is something that, much like geometry proofs, isn't really a concept or skill as much as an art that is perfected through practice. I reiterated some general guidelines, and through practice the student saw their value. He felt much more comfortable by the end. The student did fairly well on his last test. He was excited about one problem he finally solved through perseverance."
"Went over graphs of trig functions and trig identities. The student needed a little help applying certain parts of the given equation to her graphing. I showed her the three main components that can determine a trig graph and how to identify them. The student only needed one example before she started to understand the material. The student already had a handle most basic trig identities but needed a little help going through more extensive identities. I showed her what concepts to watch out for and reminded her about the basic trig rules necessary to solve the identities. The student understood my breakdown and had little trouble performing her practice problems."
"The student and I worked on addition/subtraction identities in trigonometry. We worked on some homework problems. She seems to have a good grasp on these and had gotten a 100 in a quiz."
"We went over showing trigonometric identities using properties of trig functions. He seems to have a good grasp of this concept and we focused on identifying different types of problems and how to approach them."
"We covered a new chapter on the law of sines and the law of cosines. I also proved to him the formula for the law of sines. He was able to understand how to apply the formulas he learned in practice problems but has a hard time translating his thought process on paper. To fix this, I showed him an example, my college test, on how to accurately write down steps on paper when solving problems. I left him to do a couple of odd problems from the book, which I will look over in the next session. Overall, the session was excellent."