Certified Tutors From Northern Illinois University

We reviewed questions from chapter 7 review and discussed the mistakes that were made. I encouraged the student to K.I.S.S. (Keep It Simple Sweetie) when multiplying with fractions, a way to remind her to always simplify her answers. We then reviewed the comprehension readings that she had difficulty on during the week. We went over scanning for keywords and reading directions very carefully. The student expressed that she rushes through her work because those around her finish quicker and she doesn't want to seem like she doesn't know the information. We discussed ways for her to ignore what others are doing and the importance of taking her time to avoid simple mistakes.

We completed all of his make up algebra homework to get him back on track since he was absent from school.

Today we learned how to write a given equation in standard form with integer coefficients, to write a given equation in standard form of a line that passes through given points with a given slope, and how to write an equation in standard form of a line that passes through two points. We discussed horizontal and vertical lines, and the tricks to tell the slope of each respectively. Other topics covered include: solving equations, graphing equations, and slope-intercept form.

Today the student completed Tuesday's algebra 2 math homework relating to absolute value equations, and we reviewed for her anatomy exam from PMAT to tissue types and function. She will continue to study for anatomy exam. She is doing a great job on her math and anatomy assignments.

The student got 100% on his previous two assessments. Today we worked on functions and their properties, and completed sections on inverse functions and graphing transformations. We also worked through the Module 1 practice test and the discussion based assessment. He did an excellent job paying attention and working hard on the practice problems and assessments. He wrote up and completed the discussion based assessment after discussing it with me.

Today's topics included linear and quadratic functions. Both brothers seemed pretty strong on linear functions, and the review was helpful. They had less experience with quadratic functions, so that was where we spent most of our time. The method of completing the square had been a subject of some concern, but things started to register when I showed them how to interpret the method graphically. We spent considerable time on it, since it is essential when graphing quadratic functions by hand. I emphasized that the point of graphing functions is to convey information about the graph; hence, it is imperative to label at least three points in order for the equation to be uniquely determined, and to locate the vertex for easy translation between graphical and equation form.