Recent Tutoring Session Reviews
"We completed the student's course outline by covering sampling distributions and hypothesis testing. She is now ready for her final exam."
"This was our first session, and the student's final exam in this subject is on Wednesday. I looked at her syllabus, exam scores, homework scores, and project scores in order to estimate her current grade in the class. We then determined what grade she needed on this exam to pass, and what grade she would need to reach her goal in the class. Next, I looked over the topics to be covered in the exam, and asked her to work on a formula sheet with a calculation steps sheet, and probability types table to assist her for when she studies. Now all of the information that needs to be memorized is in one place. She worked on a few problems from the study guide, and she will continue to work on it before our next session."
"Today we worked on homework problems involving the binomial distribution and the geometric distribution. The student did well with the straightforward binomial distribution problems - knew how to find p, k, and n pretty well. We went over how to deal with problems that asked for "at most" or "at least" and I showed her how to use the binomial cumulative distribution function on her calculator to solve these problems. The geometric distribution problems went pretty well since this is a little simpler than binomial distribution. I tried to show the student conceptually how these two distributions were similar and different."
"At this session, we had a lot of web work to go over. The questions concerned a lot of complicated applications of the integral over varying types of areas, such as squares and semicircles. We had to find the total volume of several pyramid or cone frustums, and we had to go through several conceptual exercises that have to do with the nature of integrals and their applications. The student is doing very well in Calculus 2. She also has a Chemistry exam coming up."
"We covered adding, subtracting, multiplying, and dividing rational expressions and terms. The student was doing very well, only struggling with minor calculation mistakes, but at a minimum level. The student's attitude was positive. I showed him some strategies to manipulate the expressions to make them more manageable. I asked him to work on problems in the mid chapter review."
"The student received a score of 100% on his latest math quiz that tested multiplication and division of fractions, improper fractions and mixed numbers. His class has now moved on to the distributive property of multiplication all of its applications. He was assigned 1.5 pages of workbook problems for the following math class. There are a few major terms that we encountered in the workbook that caused some minor problems in understanding the concepts. The most important of these is "common factor" and "greatest common factor"; he understands the concepts behind these terms but wasn't immediately comfortable in their use; half of the problems assigned in the workbook provided an addition operation (e.g. 35 + 14) and then asked the student to write a new phrase using a sum of two numbers with no common factors multiplied by another number, the greatest common factor of the two original numbers listed. For the example of 35 + 14, we would take out a common factor, 7, from the two numbers and re-write the phrase as a product: 7 x (5 + 2). 5 and 2 have no common factors which means that 7 is the greatest common factor of 35 and 14. With practice, the student was very comfortable solving problems like this. We also encountered a single word problem that tested knowledge of area; although he was familiar with area, he initially had some trouble distinguishing it from perimeter. By the end of the session he was more comfortable with the difference between area and perimeter, but we will practice it further to solidify the concept, as it will be a crucial concept in the future."