Award-Winning French Tutors serving Westminster

The student and I continued to work on his geometry work.  I am encouraging him to use his calculator more recently.  He said he is allowed to use one on his tests, so I suggested that he do his homework in the same manner as he would be tested.

Worked with the student on math homework on dividing numbers by tens. Taught the student some tricks to make multiplying and dividing with zeros easier. She did well, but still needs to be careful.

The student and I read one chapter in "Fever 1793." As we went through the chapter, we marked figurative language and clarified difficult vocabulary. We also spent time reviewing comprehension questions for the previous chapters, paying particular attention to those questions with which the student had previously struggled or could not find the answers. When I marked passages for him to read, he was largely able to identify correct answers. Overall, he seems to do well with summarizing the book.

I started this session by helping the student with his homework.  His class has started a new chapter on graphing quadratic equations and we worked on how to graph and define certain characteristics of quadratic equations and parabolas.  After completing his homework, her and I reviewed for his upcoming make-up quiz.  We utilized review exercises in his book to review factoring concepts.  I also went back through his test with him. During our session, the student showed excellent improvement in his understanding of how to graph parabolas.  He also showed that he was very well-prepared for his make-up quiz.

I began today's session with the student. They had recently covered displacement, velocity, and acceleration - specifically the graphs of each vs. time - and had a quiz over the material later in the week. As such, we started by working through the review problems she had been assigned, stopping frequently to review or elaborate on concepts. Overall, we reviewed how to analyze and interpret (displacement vs time) and (velocity vs. time) graphs. We used the examples of walking and driving to illustrate the various concepts (often getting up to demonstrate it ourselves to help better visualize the material). The student had not been assigned any homework, and as such we spent her session reviewing the material she had covered in biology that day - muscles. I had her explain to me the difference between smooth vs. cardiac vs. skeletal muscles, how myosin and actin interact in a sarcomere, and how signals from the brain lead to muscle contraction (elaborating on her explanations as needed).

The student and I had a great French lesson today. Her colors are coming along very well. We are starting to learn more about counting and fruits as well as body parts like eyes, ears, arms, legs, etc.