Recent Tutoring Session Reviews
"I covered the remaining part of the probability chapter with the student. She felt more comfortable with the material after our session."
"Student is taking a fast-paced AP statistics class and is already on chapter eight. This means the teacher has already gone through 1. exploring data, 2. modeling distributions, 3. describing relationships, 4. designing studies, 5. probability, 6. random variables, and 7. sampling distributions. This class assumes a foundational knowledge of statistics or at least is designed to first introduce the student to the objective of statistical analysis, the classification of data, what kind of questions can we ask and conclusions made from the data? With what level of confidence? These important concepts have been rushed and now they need to be integrated into our future lessons. The session focused on chapter one - classification of data (quantitative or categorical), ways of organizing data (bar graphs, frequency and cumulative frequency distributions), box-and-whisker plots, and why data would be organized one way over another. We also reviewed the five number summary of mean, median, Q1, Q3, and standard deviation and what these numbers tell us about the data. Since the TI 83/84 is used in the class, we also performed some basic calculations and plots using a set of data. I assigned her three problems from the chapter, 1.61, 67 and 73 to be completed by our next session. I will create an outline containing parts of chapters 2, 7 and 8 and provide a practice quiz for our next session. The outline will focus on modeling normal data from a sample of the population and calculating the confidence intervals for the population proportion or mean depending on whether the outcome variable is binomial or discrete/continuous respectively."
"Today we covered continuous and discrete level variables, measures of central tendency, and levels of measurement. He is a proactive student who I expect will make an A in the class."
"The topics that me and the student covered today were multiplying, factoring, and adding polynomials. We also looked at adding, subtracting, multiplying and dividing fractions. He was very good with the arithmetic and knew exactly what he was doing for each set of problems I gave him. I advised him to possibly start doing some algebra in his head that he was already doing very quickly on paper. The student is a very nice kid."
"We worked on solving and graphing the essential features of real valued functions. After we clarified how to work out the asymptotes and the details of the domain, the student seemed adequately prepared for her test Monday."
"The student and I worked on multiplying numbers larger than 3 digits by expanding out the numbers and multiplying the parts and then adding those results. He did well when the numbers were expanded already, but when he had to expand the numbers out himself, he struggled a bit with remembering all of the parts. We talked about how writing down the individual parts was okay and that with more practice his memory would improve."