Recent Tutoring Session Reviews
"Student 1 didn't have a ton of homework today, because they just took a quiz. It was just a couple of problems concerning combination and permutation, and she understood it overall. She and I took this opportunity to go over a lot of her old problems, and start reviewing for her finals. Student 2 had a test the next day over her rational expressions and functions. She did make sure to get her extended time this round, so she seemed happier, and more comfortable just reviewing it. I think she'll do well on the test."
"The student and I reviewed her first trig unit for an upcoming test. We talked a lot about graphing trig functions and writing equations for already graphed functions. Then we talked about evaluating trig functions on the unit circle and inverse trig functions both restricted and not restricted. I think she is prepared for her test."
"Today the student and I spent about one hour on his math homework and about half an hour on his Holocaust project. In math, he's learning how to solve single-variable equations. He's really good at the mechanics of solving equations, especially after he's done enough problems for it to become routine. After math, he and I worked more on his Holocaust project, turning his thesis statement into a working outline. I explained what an outline is supposed to look like, as well as its purpose, and helped him construct his own."
"The student and I continued a general review of course material, spending most of our time today on limits and continuity. We had a good theoretical discussion and worked through some choice examples. We continued with L'Hopital's rule and briefly covered definite integration of X as a function of Y. I can see her doing extremely!"
"Today we worked on her math project and on a discussion question. Her project was on geometric constructions, and she had to copy a triangle, make a perpendicular bisector, and make an angle bisector. She didn't have any trouble making these constructions. She also did a good job answering her discussion question."
"Today was our first session. We worked out of the student's math textbook. He is working on Chapter 2 about inequalities and graphing them in regards to work problems. We went over the problems in great detail. In addition, we begun the discussion about graphing absolute values."
"The student and I spent most of the sessions covering the free response questions from the last several years in order to prepare for the AP exam next Wednesday. We will continue to develop his understanding of the difference between rates and overall change in certain quantities, especially when depicted in a table or in a graph. In addition, we'll review the inverse relationship between integration and differentiation. We spent some time toward the end of the session working on physics homework, which concerned basic circuits involving resistors and how to apply Ohm's law when finding the voltage and current through resistors connect in a combination of series and parallel."
"In our session today, the student and I covered the normal distribution, sampling distributions, combinations of independent variables, categorical data frequency tables, and experimental design. Student was left with ten multiple choice questions and two free response questions to complete before I meet him for his next session."
"The student is preparing for her final and we have but a single subject left to cover. Though we started covering it last time, this time we focused exclusively on the basic rules of integration. Some of the questions seemed tricky, but they all boil down to applying the methods that we have been practicing (u-sub, integration by parts). We solved the problems that did not have solutions given together to ensure that she could complete her assignment perfectly. She seems to be getting the hang of integration but we need to make sure that she has a great understanding so that she knows the material well enough to avoid simple mistakes that can easily happen at every little step in calculus. We are still waiting for some grades to come in but I am confident and hopeful."
"We went over matrices (inverse matrices and basic calculations on matrices) by practicing problems from the chapter quizzes in the textbook. We also reviewed calculating unknown matrices by using inverse matrix calculations. The student was able to correctly utilize the inverse matrix calculation to solve for an unknown matrix on the third practice problem. I did not have any concerns after the session and the student is a few points away from an A in the class."
"The student is preparing for his upcoming AP test, and wanted me to go over some last minute questions with him. He had a bunch of review packets that he had completed and wanted to know why he had gotten some of them wrong. A lot of his issues were with reading graphs and understanding how derivative graphs relate to the original function. He also had some issues remembering the difference between average value and average rate of change."
"We complete a worksheet and a test review. The topics covered included least common denominator, simplifying fractions with polynomials, and characterizing polynomial fraction functions (domain/range, asymptotes, intercepts, and end behavior. We also covered function model types and worked several problems. He is getting better at recognizing the difference of two squares as a factoring opportunity. His basic instincts for how to approach a problem are good and he is able to do simple math in his head. I left him with a list of areas to watch out for while solving problems."