Recent Tutoring Session Reviews
"In yesterday's lesson, we spent the first 15-20 minutes reviewing identifying quadrilaterals and triangles by their sides and angles. The student finds this very easy, and the only mistakes that she made were on recognizing a kite and a rhombus, so we practiced those. I then had the student complete the "Unit 6 test" in the test prep book, which was essentially a test reviewing the concepts we practiced in lessons 8a-9b. We will go continue to check her work and review different units of measure next week. We finished the session with multiplication war and card matching. We will also continue working on the test prep book."
"The student and I worked together on her review sheet for her test on Wednesday. I helped her understand what she's looking for and how to make each problem start the same way."
"In this session with the student, we reviewed adding and subtracting fractions for his quiz. The student had clearly practiced a lot with this material because he was doing a great job on all the practice problems during our session. He answered every problem logically and systematically, with little to no errors. Even though he did not find the material particularly interesting, he was still motivated to learn and succeed. For most of the session, we worked on making him more comfortable with word problems. I gave him some strategies to use that could help him translate word problems into actual math, which he had no issues solving. Towards the end of the session, I gave the student a look ahead into multiplying and dividing fractions, and he grasped these new concepts fairly well. For extra practice, I told him to try some of the problems in his extra book on fractions just so he can stay sharp for his quiz. I am confident he will do well on his quiz."
"The student has really improved with respect to her pacing in solving problems, beyond how she paced herself on problems when I began tutoring her. And her pace improvement definitely shows; she is able to pick up on new mathematical concepts and algebraic tools much quicker than she used to. Improvement in pacing trickles down into her other skills and so her problem-solving and understanding has bettered as well. I gave her a set of quadratic functions already in factored form and asked that she multiplies the factors out to write the quadratic function in standard form. I have eased her into using the "FOIL" method for doing this. The reason I mention this is because in many schools today, they are changing how students should approach these types of problems, instead of using "FOIL" they are using a "box" method. Though the student says she feels comfortable using the FOIL method already, I want to go over the box method as well next session. I want her to get to know both methods since I do not know which method her teacher will use come the time her class gets further into algebra. Afterward, I asked that she convert a set of quadratic functions in standard form into factored form. This can be a bit trickier than converting quadratic functions the other way around, so I helped her when she needed help here. But for the most part, she proved to be independent while solving these problems. Because I thought she was comfortable enough with these techniques for me to move on to the next topic, I introduced her to a third form in which quadratic functions can be written: the vertex form. Vertex form is just as important to understand as the standard and factored forms. This stems from the information given in a problem. She might encounter a problem that gives a few facts, and then asks her to find the equation for the quadratic function, but those few facts might not be enough to find the equation in standard or factored form. In this case, she will have to resort to vertex form. Again, I want to reiterate how well her pacing has improved. I cannot say what she's thinking, but her pacing shows that she is more confident with her algebraic abilities. That being said, she will need more practice with vertex form and this I will continue with during our next session, next Monday. I will continue to work on quadratics with her; they are a major topic of study in algebra 2."
"We discussed transformations of functions, and distance, velocity, and acceleration graphs. The student is getting much better. He just needs to slow down and think a little more before doing. He has a great attitude towards our sessions and will do very well in pre-calc and physics this year. We will begin working on ACT problems again soon because he decided to retake it."
"Today we covered problems relating to ratios. Ratios are written whenever the quantities are assumed to be in a proportionality relationship. We wrote several exercises, and solved word problems of geometric and tabulated problems. We also refreshed the subject of PEMDAS and order of operations. We learned that, when one keeps PEMDAS in mind, there is no need to introduce additional parenthesis, as the order of operations is uniquely given by PEMDAS. The students were quick to catch on to these new topics. They were asked to bring copies of the last test in math to see how each of them lost 1 point on the test, and to improve on that topic."