Certified Tutors From Bay de Noc Community College

The student and I covered related rates. We review triangles, cones, cylinders, distance, and surface area. We did several problems from worksheets and some real AP calculus questions. The student has perfected differentiating by time and has greatly improved her critical thinking skills.

Today, the student and I covered experimental vs. theoretical probability and went over many problems to make sure he understands the difference. We created our own example problems and used them to demonstrate how experimental probability can turn into theoretical probability when related to a larger sample size. We also reviewed combinations and permutations as he gets ready for his unit test next week. I encouraged the student to start creating his own problems so he sees the questions not just as numbers to calculate, but to encourage application in his daily life. Next session, we will be going over many practice problems so that he is comfortable with all the material.

The student and I covered reading strategies this session. We used a cross-curriculum text on a current fourth grade topic. He is remembering his strategies and is able to pull out the main ideas easier, as well as some details. He is learning how to find the answers to comprehension questions within the text. His mother and I discussed focusing on his current math topics and making sure that he is understanding what he is learning in the classroom.

We met for the first time in two weeks or so, since the student sent off eight (EIGHT!) college applications, which is a huge accomplishment already. We worked on three prompts, fleshing out some shorter essays-in-progress and brainstorming for essays he is ready to start working on. Things seem to be in good shape, and he keeps plugging on through a major load of work and applications.

We reviewed stem changing verbs as a focus. We also revisited question words and responding to questions. We then did a little bit of vocab review from the list that the student had. We did exercises from a Spanish site, and I recommended that he use learning tool app to memorize what rules apply to what verbs.

We discussed how to approached free response questions on the AP chemistry exam, specifically to the concepts involving comparisons of the ideal gas laws and how this relates to gases under "real" conditions. The student did a wonderful job with his calculations and seems to have a proclivity for numeric logic. We discussed his "fatal flaw" as jumping to the answer of the free response rather than allowing his reader to navigate his understanding of the basic concepts to arrive at a conclusion. One extra homework problem was assigned to allow him the opportunity to navigate a free response in such a way that builds to a conclusion rather than providing the conclusion and justifying it with evidence.