Recent Tutoring Session Reviews
"The student and I went over her homework and problems she is currently working on. I believe that these sessions are going to be productive and that she will get an A for the class this semester! Good job!"
"We covered basic statistics concepts: calculation of first and second moments; cumulative and probability distribution functions; normal integration tables; and, basic calculus."
"We discussed discrete random variable distributions. We went over his lecture notes and proceeded to go over the practice problems corresponding with this section. I encouraged him to attempt to learn statistical formula in verbal terms, which would more easily solidify his understanding of these complex processes, by outlining them in terms of concrete steps rather than abstractions. We will meet tomorrow to go over concepts, and will finish the problem set."
"The student and I reviewed her homework, which included input/output tables, coordinate plotting, and a basic introduction to slope. She did really well, and I noticed that she was using a lot of the strategies we've been working on to come to her answers. Since this was our last session together, I also gave her some advice for how to continue using the strategies we've worked on over the past couple of months."
"The student and I began tackling new material today which consisted of the introduction to algebra. While she was comfortable with the graphing elements of the assignment (I left her with three rules for remembering how to use graphs) she had not yet developed s comfortable strategy for solving balance problems. I was pleased to see that she was adept at knowing to cancel out terms (in these problems terms were oranges, pencils or coins) that were the same in type and number on each side. I instructed her to make her next step creating an equation out of the balance (for example: 6 pencils = 3 triangles). Next, I had her write the value they were looking for as an equation (1 triangle = ? pencils) and asked how she got from 3 triangles to 1 triangle (divide by 3). This then meant that she had to divide the other side of her equation by 3 to find the answer (1 triangle is equal to 2 pencils). I was glad to see that she felt good about this step-wise process but encouraged her to seek her math teachers help to ensure that she is understanding this critical concepts."
"The student and I worked on a couple of worksheets that practiced using the relationships of inscribed angles and the arcs they subtend as well as central angles. Sometimes we were to find the arc degree measure and sometimes the angle measure. But, these were very complicated circle structures usually requiring us to find the degree measure of at least three different angles or arcs. We also had to find the measures of angles that were in places outside a circle, and we had to use specific formulas to find these measures. We also had to use relationships such as opposite angles of a quadrilateral inscribed in a circle, a triangle inscribed in a semi-circle, and tangent and chord relationships to angles in a circle. We also had to find the volume of a specified cone and cylinder after being given only the circumference of the circle involved. It was a good workout, and we got a lot done. He was to make a reference card after I left that included the formulas and relationships with which we had worked."