Certified Tutors From Jackson State University

In this session, we reviewed breaking down double digit by single digit multiplication problems and using arrays to model the equation. The student understood the concept, but wanted to complete the problems without modeling the equation. I reinforced this skill by reminding her to model the equations. After reviewing the array multiplication problems, I showed her the shorthand version of multiplying two-digit numbers. She understood the concept and just needs additional practice to memorize the process. I informed her that this method could be used to double check her answers. For a short time, I had her add random numbers in her head using dice. This was just an exercise for her to practice adding in her head which could be a useful skill in multiplication and other future topics. We then reviewed multiplication facts for 6, 7, 8, and 9. I asked these questions mainly in order, but occasionally switched the order. I believe she knows most of her multiplication facts, but just needs reinforcement and practice to sharpen those skills. I left multiple dice with her and gave her ideas of how to practice multiplication and higher level addition.

Today was the student and my first meeting. We primarily spent the time discussing what would be most effective focus of our work together and what the most productive way to move forward together will be. We discussed general study skills and strategies. The student seemed very positive and open toward suggestions. I asked the student to write out a study schedule for himself and his goals for each class. We will review this on Monday at our next meeting.

We finished up the unit on rotation, translation, and reflection today, and he has a good handle on all of those and is able to do them mostly in his head. Then we moved on to nets, and after a little bit of strategy work looking at relationship of sides, I started giving him problems and throwing the hardest nets I could think of at him and he kept up. Next week they start a new unit, and we will have more new material to work on.

In this final session with the student, I helped him prepare for the second day of his math Final exam by going over questions he had from part one as well as giving him more practice with certain topics he struggled with during the year, such as probability and inverse trigonometric functions. He showed determination as he always does to work through the problems. He did not struggle with any concept in particular, but just needed someone to jog his memory on some of the older concepts. In addition, we were able to answer all of his questions and prepare him for any other trouble he may face with more difficult concepts. Overall, it has been my pleasure teaching and tutoring him over the past year, and I've seen him come a long way over the time that we have worked together.

Concepts covered; supply and demand, representative markets, GDP, and components. The student had a very good attitude and did well with most of these concepts.

The student and I went over log properties (domain, vertical asymptote, etc.), how to solve x when it's the power of a base (Euler's number or a counting number), and how to dissect a word problem involving growth models. I also explained to him a mistake he was making in entering numbers into his calculator. The calculator follows order of operations (PEMDAS) witlessly, so parentheses must be thoughtfully added to ensure you get what you want.