Recent Tutoring Session Reviews
"The student and I reviewed her past test. She hadn't received graded corrections yet, but she was able to reproduce a few of the more difficult problems on the exam, which I watched her solve correctly, with good logic. We also began to review a new topic, and we went deeper into the graphing and solution of input variables of equations involving higher order power."
"This was our first session. I gave him several problems from each section of the standards and determined what he had already learned and what he needs to learn. Based on what I assessed him today, he is best at performing operations with multi digit whole numbers and decimals. And, he needs to learn fractions, since it's one of the most important topics at his level."
"During this session, we walked through her webwork, which primarily concerned centroids, density functions, theorem of Pappus, applications of geometry relative to centroids, and hyperbolic u-substitution. I anticipate that in the future, we will have to review hyperbolic integrals. She understands the centroid material. We will meet again before the next exam."
"We completed his homework. I then went over his benchmark questions and scoring page. We then completed problems involving regrouping to focus on vocabulary. We finished the session by completed problem solving pages in the workbook that I provided for him."
"We worked on behavior of sin waves and how they can shift. Difficult material, but we got through it."
"Today's meeting with the student was unique. He is presenting a math topic at school tomorrow, and wanted help working through a problem related to math at theme parks. I suggested the math behind getting people in and out of the park, and he turned that into lines and fast passes. We spent the next hour and a half formulating the problem of simulating a line to determine average wait times for a given ride. This is a common queuing problem that I've worked on before in computer science and mathematical modeling classes, so I knew how to approach the problem and thus how to direct him into discovering the nuances of the problem. It was our most interesting session yet, and by the end we had a complete simulation and many parameters that could be adjusted to change the outcome. We spent the last few minutes talking about how he could present this to a room full of people, and we took extensive notes to prepare. I think he intends to code our simulation to test how well it works, and I certainly want to as well."
"The student completed her homework, which is due on March 25. She completed all of it and she asked me to review ordering decimals. I showed her two methods to do this. She then answered all questions correctly. She completed this homework quickly, which is a big improvement from when we first started meeting, where it was taking her almost the entire hour to complete her homework. We had a lot of time to work on other things. I wrote down a list of topics that I feel she could still use some practice on. I compiled this list based on a practice standardized assessment test that she did in school. I also gave her a rapid-fire question and answer session. I gave her some transformation questions, which completely covered every aspect of them, and she got all of them right. The questions I gave her were from previous standardized assessment tests. I am happy that transformations are now a strength. I also gave her some data questions, and an easy way to remember the differences between mean, median, mode and range. We practiced these, and she understands them, but could use some more practice to commit them to memory. Her mom printed out some sheets, from a website that I told her about. The sheets targeted areas that her mom felt were the student needed more review. I couldn't agree more with the topics that she printed out, so we worked on these."
"Today, we worked on conversions and fractions. We also worked on flash cards. He is getting a high B in math now and teacher has said that he sees huge improvement!"
"In our first session, the student and I started working on the subjects of the 5th Grade math standardized test. Specifically, we looked at fractions, decimals, volume, and pre-algebraic thinking. Using online exercises specially tailored around the state curriculum, we practiced adding fractions, comparing fractions, converting fractions from proper form to improper form and back, and so on. We also practiced with decimals - converting them from numeral form to written form and vice versa. She had a challenging time with conceptualizing decimals - we used number lines and visual representations to help her. She feels much more confident about fractions at this point. During the last half hour of session she worked on her homework assignment, which was covering many of the same things we had already worked on. I asked her to work on her multiplication tables this week using flashcards, and to apply the principles we had talked about to the remainder of her homework assignment."
"The student has an exam coming up so we focused on her review packet. She seems to have a solid understanding of finding the area and perimeter of two dimensional figures. She also did a great job with the fraction work on the review packet. The only problem she had a bit of challenge on was the probability problem. However when we walked through the steps and used the diagram as a visual, and she seemed to do a lot better. We had a bit of time afterwards so we practiced finding common denominators. She got all 20 problems correct. Lastly we worked on some word problems so she could work on Quantitative reasoning. I explained that when you do that you need to not only find the correct answer, but also show your work and explain how you came to the correct answer. She completed five word problems. Next session we hope to work on more Quantitative reasoning, additional fraction review work, and multiplication work. If time allows we will also review perimeter and area as well."
"We worked on equivalent fractions, and how she needs to multiply (or divide) both the numerator and denominator by the same number."
"The student worked on his math problem set, then I did test corrections for his history quiz and science tests. The math problem set was on solving single-variable, single-equation systems, which has been what we have been working on for a while now. The test corrections for his history open-note quiz on China and India should allow him to make up some of the points he missed originally (he scored 45/50). On his science quiz, he scored 14.75/16, and his minor mistakes were easily corrected. We checked his grades, and he has either an A or an A- in all of his classes but math, in which he has a B. He had tests in law and science last Friday; his upcoming work included a math test on Tuesday and a speech due Friday in communications. We did the review section in the book in order to prepare for his test, and the material seems to make sense to him."