Award-Winning Trigonometry Tutors serving Reading

The student asked me to help him with an extra credit assignment; the extra credit also served as a review for the test he has on Wednesday. He did the packet himself - his teacher said that students would either get all of the extra points or none. He had incorrectly drawn the diagram for the first problem. The work he did was correct but for the wrong object. We went through the problem and drew the correct diagram. I also drew out the individual pieces of the cup. He knew his volume and surface area formulas. What he had the most trouble with for this and the other problems was working with pi and answering the problems in accordance with the directions. I think if he can see how a small error grows through multiplication and division he will understand the requirements. He also needs to give himself plenty of space to do his calculations and neatly record different information. He was trying to create all of his diagrams and solve his formulas in a very small space. He did better with the other two problems; he had a little trouble with dealing with pi but overall showed improvement. When we finished with his extra credit we did a brief review of inequalities and graphing on a number line.

We went over the student's spelling words. She had practiced them on her own already, and it showed! She knew all but one of them before we even practiced! We then went over what they have been working on in math to help prepare for the upcoming test. She knows her formulas well, and she knew how to apply them to find the area of shapes. We also went over her English project, and she felt confident that she could finish it on her own. She is doing very well, and I have seen a lot of progress in her lately!

We went through the information that she needed to know for the DBA. She also complete the DBA for module 3 and 5 while we were together, and gained the password for the final exam.

We worked on base ten riddles. The student was given clues about a certain number. He used the clues and base ten manipulatives to figure out the given number. Once he used the base ten manipulatives to find the given number, he wrote it down and read it. I provided him with a number line, which included a combination of marked and unmarked places. He had to fill in the number line based on the number already listed. We also analyzed properties of operations. We discussed whether the sum of an addition/multiplication problem would change based on the order of the given number if the numbers were the same. We concluded the lesson by looking at fractions and discussing greater than less than using pictures/drawings.

The student and I reviewed tangents, secants, chords, arcs, interiors angles, and central angles for her test tomorrow. We first reviewed all of the postulates that she needs to know for this material, and then she worked on different problems from her text book to practice applying those skills. She did a great job and worked through most of the problems independently. The practice and repetition really helps her to understand the material and build confidence. Reviewing the postulates first was a big help and a good study strategy that she should keep up. We're planning to meet next week Monday to prepare for another test.

Today I covered more math problems with the student. These were more difficult as they focused on a new concept - ex. 10-3=? and ??+3 = 10. He was able to do the first part very easily, and soon figured out that the answers for both were the same. The next set of problems was more complex. They were a mix of addition and subtraction, and they varied a lot - ex. 5+3 =?, ?-8= 3, 7+? = 12, and so on. The biggest win from this session was that the student was able to subtract 50-10 and 90-10 using a number chart, even though we only practiced problems below 20. This shows he's able to apply +/- concepts to larger numbers. He has made a lot of progress!