Certified Tutors From Widener University-Delaware Campus

The student and I covered some common applications of the vertex form of a parabola/quadratic (graphing, vertices, putting it in form by completing the square, etc.) and the solubility rules for double replacement reactions. We also went over how to predict the products for replacement reactions (by matching ions). As usual, she is a quick and spirited learner of the material and there were no major issues - in fact she reports that on her chemistry midterm she got 100% correct on the balancing equations section. We also clarified our understanding for how to do linear transformations and are continuing to improve the mental model.

He just wrapped up the section on rational functions so instead we worked on SAT math problems. He has a book of tough problems and I picked out some nice techniques to work on that he had never seen before. We used equality of coefficients in polynomials to solve for unknowns.

We went through his final review. We solved several problems and I showed him the questions that he was struggling with. I explained the concepts and solved them for him and asked him to solve the similar questions by himself to make sure he understood how to solve them. He is doing well.

Today we focused primarily on order of operations, calculating slope, and solving linear equalities. He occasionally needed to pause and strategize his approach to solving a problem, but I am confident that with additional practice he will be able to move through problems quickly and with ease.

We spent this session focusing on linear equations, working through materials that the student had from her teacher to help her prepare for her test. She did a nice job, she just needs to make sure that she keeps track of all of the information (writing it all out should help her with this) and remember the formulas. Once she remembers what each part of the formula means, she's just fine. We spent the most time reviewing y=mx+b, going over what each part of the formula means (m=slope=rise over run; b=bump or the y-intercept). We also worked on intercepts, finding the slope, interpreting the slope, and graphing lines. She improved nicely over the session, and she already knows a really good study strategy (giving herself practice problems and checking them as she works). I left her with Spectrum Algebra (6-8), so that she can use Chapter 8 of the book for additional practice. It covers most of what she's doing in class.

The student did well today! Today we met and she worked on her homework and we talked about what she's learning in her class right now. This chapter I think she'll do well with! It has to do with graphing and transformations of graphs. She's improved and I could tell by working with her today that her confidence has gone up and she's getting better at figuring things out on her own!