Recent Tutoring Session Reviews
"He is still on the unit of solving systems of equations. He is supposed to take the second part of the test on this unit soon. They have also been EOC reviewing in class. Tonight, we focused on some homework he needed to finish over the unit. It was all word problems. He really showed he knew the material tonight. He was able to set up most of the systems from the word problem without any help. He also was able to solve them with only a couple errors using substitution, elimination, and by graphing. I showed him that actually going through the process of solving systems has worked perfectly so far for him. He should do really good on the second part of his test!"
"We covered the following concepts: Solving equations by factoring, by taking square roots, by completing the square, with the quadratic formula, evaluating the discriminant of quadratic formula and telling the type & number of solutions, solving multi-step equations in one variable using distributive property, combining like terms & having variables on both sides. The student struggled in solving multi-step equations in one variable. He got confused in procedural steps in deciding solving steps to be used in proper mathematical orders. We will review these skills in our next session. He is putting a great effort in his studies, and I am proud of him."
"Today the student and I reviewed a study guide for his algebra test on Wednesday. He worked through most of the problems quickly and got almost all of them right except two where he made minor errors and included a positive number in the quadratic formula when it should have been negative. He seems to struggle more with word problems. Although he knows how to use the underlying equations when they are not associated with word problems, he gets a little put off when he is presented with a lot of words and isn't sure what he is looking for. After we wrote down what the variables were and what was given in the problem it was much easier for him to work these kinds of questions out. I am going to send him a worksheet consisting of only word problems so he can become more familiar with the types of questions that are asked. Once he gets into the habit of writing down what is given to him and what he is looking for, I am confident that he will be able to complete word problems much more quickly and easily."
"The student had some homework problems to complete. I observed as she completed her homework problems and helped her as needed. She is working on FOIL and factoring polynomials, and she still needs a lot of practice. She can generally solve after she is told which method to take - she can FOIL pretty well and factor with some help."
"The student had an upcoming quiz in her Algebra class, so we spent the majority of the session doing a review worksheet for it. The assessment was on solving quadratic equations using the factoring method, square root method, graphing, and the quadratic formula. The student easily understood how to use factoring and the quadratic formula, but she had more difficulty when it came to the square root method and graphing, especially involving vertex form. We discussed a problem she had solved in class, in order for her to understand the steps necessary to get the solution, then we went through a new problem together, noting each step. The student was eventually able to complete these types of problems on her own after we went through a few more together. By the end of the session, she felt more comfortable with the material. We also worked through a few questions from her Science homework about recognizing types of chemical reactions (i.e. synthesis, combustion, decomposition, etc.). We discussed what were some of the "give-away" components of these reactions that could help her to categorize them more efficiently. She began to get more comfortable with using the terms to describe the reactions. The material was recently introduced in her class, so I hope that with additional in-class discussion and independent homework, she will master the material."
"First lesson of the new program. We started with core algebra concepts and moved on to graphing linear functions and then to word problems. I tried to make it all a lot more fun and engaging, and it seemed to work. His attitude was much better. I focused on the slope intercept form for graphing and how to graph using slope and intercept as he's been struggling with this in the past. I also introduced word problems using cartoons and ocean themes, and he seemed much more engaged in the word problems and much better and getting there intuitively. Hopefully this will help bridge the gap. I want to see how much this sticks before adding to his considerable work load. This lesson seemed like a success!"