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Private InHome and Online Elementary Math Tutoring in Sugar Hill, GA
Receive personally tailored Elementary Math lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"Continued to go through his final review going through problems he was unable to do between sessions. Worked on his equation note card, and then practiced problems, and test taking skills, by doing quizzes he had due, after his final. At the end of the session, went over test taking skills that he should use, depending on how his test is set up. Emphasized the importance of, not rushing to answer every question, but rather taking time to answer questions correctly, even if it means he doesn't get through all the questions; as it's better to answer 7 out of 8, and have them all correct, then it is to answer all 8, and get only 5 right."
"Today we focused on the topics he had gone over in Algebra. He had just had a class on functions, identifying information about them, and graphing them. We went over all the problems that had been assigned for homework, and I then made up some problems based on concepts he wanted to revisit. Additionally, I had him come at similar problems from a different angle (giving him the information he is used to solving for and "deriving" the function) in order to prepare him what (logically) is the next step in what he should be learning."
"We reviewed a few topics with ratios and proportions for her upcoming test. She was able to jump into most of the problems (even the complex word problems!) with clarity on what to do. There were a few odds and end for language arts that we worked on as well."
"The student had a review packet that we finished up. Most of the problems covered various techniques of integration. He needed a little bit of review on how to set up integration by parts, but when encountering a 'wraparound' his method was fast, accurate, and confident. I didn't see anything specific that he would need to remember for his final, just take his time and realize that trying out many methods on one problem is just how it goes with these types of problems."
"Covered a wide variety of topics from the review work guide from the student's class for his firstsemester final. This included topics ranging from product rule, to implicit differentiation, to limit theory, and maximization problems. He showed strong understanding of the subject."
"We went over the student's final study guide. We covered equations, graphed lines, positive and negative numbers, and word problems. It was a lot of material for him to take in, but I think he is progressing well. I have given him my number to call me when he has questions."
"During this session, I helped the student with his winter break homework, and reviewed the topic of area between two curves and bounded regions. One of the problems involved factoring out equations containing cubic terms. While not covered by the test, I am planning to review the step by step process during our next session, so he is ready for it, in case he comes across a similar problem in his class again. I also asked him if he has any questions on a topic I reviewed with him last time, which was Implicit Differentiation. He did not have any. While he understood the basics of area of bounded regions problems, I will review it with him again, using some additional practice problems."
"We completed the area between two curves and moved on to the volume of solid of revolution. We covered the disc and washer methods. I assigned him problems to work. We will cover the shell method next time. He is doing well."
"I went over the assignment and found he had little trouble solving linear equations using the elimination method, but he had a bit more trouble with using the Cramer's rule to solving it. I gave him a few extra problems to help with that. We then moved onto section 3.8 to work on solving linear equations using inverse matrices. He has a good knowledge of formulas and a general logic for math. I assigned him a few practice problems for homework."
"Review for final. Covered a little bit of computational aspects (row reduction, etc.) and quite a bit of conceptual topics (recognizing isomorphisms between vector spaces, better understanding of bases, etc.)."
"The student and I continued working on the assignment we started during our last meeting. The assignment focused on proof by strong induction. We were able to complete a decent number of problems, including one she struggled with last time. We will meet again later in the week to continue the assignment. I asked her to continue thinking about the problems and come to our next meeting with ideas about how to solve them."
"The student and I discussed problems from her midterm review packet. We looked at the distinctions among the existence of a limit at a point, continuity at a point, and differentiability at a point. We also interpreted graphs of functions and their derivatives. Questions about these topics often have a visual component. As the student is interested in visual arts, I believe she can excel at these types of problems with a little more practice.
She had a bit of trouble with problems that derive their difficulty from differentiation of complicated functions (as opposed to subtle interplay of multiple calculus concepts). These problems involve a straightforward application of rules for taking derivatives, e.g. the "chain rule" or "product rule." I advised her to spend more time studying the statements of these rules, and I will discuss the rules with her in greater detail."
She had a bit of trouble with problems that derive their difficulty from differentiation of complicated functions (as opposed to subtle interplay of multiple calculus concepts). These problems involve a straightforward application of rules for taking derivatives, e.g. the "chain rule" or "product rule." I advised her to spend more time studying the statements of these rules, and I will discuss the rules with her in greater detail."
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