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We went back and reviewed some example problems dealing with factoring. Most of them were variations of factoring binomials from quadratic trinomials in the form of ax^2+bx+c. I ramped up the difficulty by making some practice problems with an "a" coefficient > 1 and then gave a few more where the student needed to find a common factor before getting the trinomial in quadratic form. Finally, we reviewed her test from last week to prepare her for next Monday's test. We may schedule a follow-up session this Sunday for any last minute questions before Monday's test.

We when over the student's most recent test. She did great on most of it. It was simple calculation errors and using the wrong equations that lost her points. The test covered graphing sine and cosine functions, determining the equation of a given graph, and recursive equations. When we went over obtaining the correct answers she quickly saw where her mistakes were made. She should continue to work through her homework assignments.

The student and I finished preparing for his Algebra 2 final exam, working from his review packet and textbook problems.

For the first portion of the session, we covered the student's quiz on his history textbook, Chapters 1 to 4, and we focused on the questions that he missed. Much of what he missed was due to some semantics and precisely worded questions and multiple choice answers, and I taught him more strategies on how to answer these questions confidently for future quizzes and tests and what to expect in future tests from his AP World History teacher. Otherwise, he scored very well, his studying showing strongly in the quiz (he received a 21/23, a 91.3%). After we looked at his quiz questions and created the groundwork and strategies for future tests and quizzes, he worked on his history assignment which comprised of creating a Venn diagram comparing the Roman Empire and the Han Dynasty of China. We looked at his textbook as the go-to source for filling in the Venn diagram, and found contrasts and similarities. He learned deeply about China at this time and the Roman Empire as we detailed their political operations, their military structure, their bureaucracies, their political philosophies, and their social structures. Once he finished the Venn diagram assignment, we also finished his guided reading questions on the Roman Empire and the Han Dynasty, talking about the contrast between a patrician and a plebeian in Roman times and the legacy of the Han Dynasty, which was Confucianism as an all-encompassing measure to install governmental officials for future dynasties. After completing all of the questions for this assignment, he then covered an assignment for his Language Arts class, which comprised of delving into the archetype of the "superhero" and the myths created and associated with the concept. He was assigned Superman, and we went into detail about Superman, stating that he embodied and was a paragon for the values and Zeitgeist of each time period/ decade since his inception. A very productive session where we accomplished a lot and covered much material.

We covered common grammar concepts that show up on the PSAT, including parallelism, faulty comparison, and subject-verb agreement. We also did more work on proper semi-colon use. The students grasped everything quickly and for the most part, only seemed to struggle with making minor mistakes. We talked a lot about keeping an eye out for certain traps the PSAT likes to set, and paying attention to the precise question wording. They seemed to have a much stronger grasp on SAT grammar after this session.

We went over the past week's work, which was function drawing ad nauseam. I clarified how to find vertical asymptotes, zeros, horizontal and slant asymptotes, and holes in functions, and what the easiest ways to distinguish graphs are (namely vertical asymptotes, then zeros).