Recent Tutoring Session Reviews
"The student has shown tremendous growth and has made leaps forward in being able to solve challenging, multi-step geometry problems independently. I often act as the confidence-booster or motivator for the student so that he continues working to his full potential and remains positive about his self-criticism. He worked on a chapter review assignment to help prepare him for an upcoming assessment. He truly understands how to approach and correctly answer problems from each topic in this chapter, including solving for a variable from a given formula, using special right triangles to find areas of regular polygons, using composite figures to find areas of irregular figures, describing how perimeter, circumference, and area are affected by changing one or multiple dimensions of a shape, and problem solving by finding geometric probability, sketching his own diagram representing a particular situation with parameter of time. We are both confident that he will do excellent on this assessment."
"The student has a test on similar triangles Friday so I brought a bunch of similar triangle worksheets and practice tests to go over. Her teacher handed out a review sheet as well so we started with that first. It was pretty long and it took us almost the whole session to complete. She had the most difficulty with 45-45-90 and 30-60-90 right triangles and their side lengths. Specifically the 30-60-90 triangle, she was getting confused between the longer leg and the hypotenuse. So I went back and drew a 30-60-90 with side ratios drawn in and that seemed to clear up the confusion. We did a bunch more practice with those until she got the hang of it. She is very confident with similar triangles and proportions that part of the review sheet was easier for her."
"Today, we covered finding the vertices of a parabola and the x-intercepts of a parabola. We also covered factoring quadratic functions. Monday we will begin working on circles and volumes."
"Today we talked about the Tangent-Secant Theorem and how it can be used to solve for the lengths of various line segments. We went through various examples, and I sent the student all of the work we had done along with a differently-worded example of the theorem."
"The student has mostly finished up the geometry part of the course and is now learning about probability, permutations, and combinations. She was pretty confident on her probability packet. The only thing is that she read a few questions as "and" instead of "or" so she needed to make a few adjustments. When it came to the counting principle questions, she was a bit uneasy about being able to tell whether a problem would use a factorial or not. We went over how with these problems, it's always the number of choices that we multiply together. If the number of choices is declining (ex. ordering problems) then it will be a factorial. If it's different phone numbers, outfits from different articles of clothing, meal combinations, etc., where there is not any counting down, then it won't be a factorial. She wanted some extra practice, so I showed her some online resources (with answer keys so she can check her work) she can use to get more practice problems."
"The student was getting ready for a test in geometry so we spent the whole session studying for her test. We went over all of the theorems and postulates for the chapter. The chapter covered circles, tangents, secants, and chords. The student had a lot of worksheets to practice with so we spent the whole session working through those."