Certified Tutors From Georgia Perimeter College

-Comparing fractions using multiple methods. -Equivalent fractions with multiple methods. -Finding parts of wholes when given the fractional amount and vice versa.

The student and I continued working through a new section of his textbook during our session, from which all the problems were dedicated to the topic of integration by parts. The problems involved both definite and indefinite integrals and just like last time, he understood how to apply integration by parts to solve the integrals very well. One section of one of his assignments included various integrals that could have required integration by parts but also could have been solved by other more simple methods learned in class. So for these integrals we had to identify the simplest method that could be used and remember the proper techniques to evaluate the integrals. He shared a method his teacher shared with the class, which allowed integrals that adhered to certain criteria to be evaluated using a type of shortcut that made the problem much easier to solve. Others could be solved with u substitution and no matter what method used, he did an excellent job of identifying it and solving the integral with the appropriate technique.

The student and I worked on volume problems, dealing with surface areas and composite figures. We managed to find connections between the previous problems we've worked on and worked with the given formulas. Once she works through a few problems, she learns how to approach the questions and solve for what is needed.

Today the student and I went over exponential growth and decay, as well as logistic functions. I've noticed steady improvement in her understanding of the concepts and comfort working through these types of problems.

We went through many exercises needed to rationalize denominator and simplify, to determine if an equation containing radicals has a root or no solution. I suggested the student to memorize (A +/- B)^2=A^2 + B^2 +/- 2AB and (A+B)(A-B)=A^2 - B^2 because he seemed to forget them often.

We worked on introductions and basic diagnostics. He is a bright student with strong mental math abilities. Once he adapts to the vocabulary of this first unit, he will be in a better position to succeed at all aspects of algebra. He was given information to practice problem sets. He can use a little more practice on function notation and slope-intercept forms of lines.