Award-Winning ACT Tutors serving Cambridge

The student completed the last passage from the reading section of the third practice test, and we talked about ways to improve focus the morning of the ACT. Then, she finished a science section; after each passage, we discussed any incorrect answers. With the remaining time, she completed another passage from the reading section and we reviewed her responses.

We began the session by discussing various test taking strategies and spent the second half working through practice problems from the prep book science sections. We also talked about the challenges the student faces in taking the exam, mostly finishing each section within allotted time, and we discussed strategies to do the problem faster. We also discussed essay structures. The session was 1:30 but that's not an option, so I will subtract the time from next session.

During this session, I touched base with the student on her performance with the ACT. She had taken a practice ACT and scored in the high 20s in English, Math and Reading. We went over the questions in the English and Math sections to minimize the chance of her repeating those mistakes. She does do well on other science passages and we will work with getting her more consistent with the science section.

During today's session, the student and I reviewed the English and science sections of the ACT. She had previously attempted an entire ACT English section by herself. I was pleasantly surprised to see that her scores are improving. I provided her with a review packet detailing common grammatical pitfalls and asked her to work additional problems on her own throughout the week.

ACT Science (How to identify which problems to do first, identify trends, direct and indirect correlation) - practiced several sections. ACT Math - Primarily reviewed Geometry, also began to introduce common math shortcuts.

The student and I worked on statistics this evening, including probability, factorials, combinations, and permutations. She initially had a little bit of a tough time with each one, but she caught on pretty quickly after explanation. I don't anticipate binomial probability to be very important on the ACT, but I showed her how to tackle a problem, just in case. I also showed her how to do these things in her calculator.