Recent Tutoring Session Reviews
"Met with the student and briefly discussed polar coordinate problems, the focused on her chemistry homework which covered molality conversion problems and determining change in freezing and boiling points of solvents upon addition of a solute. Then we went over a worksheet that covered fraction multiplication and determining the volume of 3 dimensional structures composed of layers of cubes."
"Tonight, the student and I reviewed mutually exclusive, inclusive, dependent, and independent probability. She understands these problems really well and was able to solve all of the practice problems I gave her with no trouble."
"We worked on test corrections. He got a 46, which is 16 points higher than his last test. He also was higher than the class average on this test. The corrections will allow him to get an even higher grade."
"The student and I spent yesterday's session reviewing the quiz he took last week. He was pretty disappointed with himself for the C-, but he did a lot of things well on the test. I tried to point this out to him by having us work on a list of things which he thought he did well on, and a list of things which he could have done better on. This was a good exercise because it demonstrated to both of us that he almost always set up his answer correctly using the right formula and using all the pieces of information given in the question. Two mistakes came from having trouble solving simple equations. For example, in something like 32=P*.05*3, the student mistakenly turned it into 32P=.05*3, then solved for P from there. We talked about copying down the whole entire equation from step to step; for example with the problem above, if you are simplifying just the right side as a first step, make sure to still write the whole 32=P*.15 in the next line, instead of just P*.15. He made a small mistake by confusing "salary" with "commission" but employed the formula for those kinds of problems perfectly, over several steps. He also made one mistake with remembering that percent change = amount of change/original amount. The student did very well with remembering that "to" tells you the new amount, and that the amount change is equal to the different between the new amount and old amount. He should feel proud for this because this was the concept that I think he had the most trouble with over the last couple weeks, and he did that part perfectly on the test! Again, he also did very well with the simple interest problems, and demonstrated his understanding of the formula. He also always expressed a percent rate correctly by putting it over 100, and we could tell by some erasure marks on the test that he corrected a mistake he was going to make in one of the percent problems. All good things. We did a little bit of practice with solving simple equations for x, since that was where the conceptual mistakes on the test came from, and the student did pretty well with that but I could see he will need some more practice to build up the consistency."
"The student took the Practice Semester test of 45 questions. The student worked confidently and rapidly, using his calculator and double checking his answers. He worked with minimal prompting and review. The test score was 95% where he proved mastery of working with proportions, finding probability, reading graphs of various types, finding and moving points and figures in the (x, y) plane. The student is excited about finishing the course with a comparable score on the graded test."
"Our goal for this week is to have the pupil ready for the test on polynomials. We again worked on exponent operation rules: product of power, power of power, zero power, negative power, etc. We also started working on polynomial multiplications. I left her with practice questions and am going to send her more."