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Recent Nassau Tutoring Session Notes

Tutoring review by Terry in Nassau, NY
The student's mom has requested that I emphasize measurement and data in our sessions. Today, the student and I reviewed multiplication and partitioning into equal spaces and began to think about what kinds of things we can measure. She was able to offer that 12 inches = 1 foot, so 24 inches = 2 feet; she was also able to convert from 3 feet to 36 inches. She has to stop and count out many multiplication facts (8 x 3 is 8 x 2 plus count 8 more) and sometimes misses the count, so we will work on drills to help her memorize her multiplication facts. We discussed that two kinds of measurement are length and capacity and gave examples of these. The student's homework is to think about what the "other" category of measurement is.
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Tutoring review by Richard in Nassau, NY
The student received his previous test that covered areas of parallelograms, trapezoids, and triangles. Most of our time was spent going over problems that were missed and evaluating why he was not able to solve them correctly. The first set of problems he could have solved correctly, but worked too quickly, I believe, and used incorrect numbers for either base or height of shapes. The final set of problems it seems he genuinely still had trouble with. They were problems involving shapes he knew that were constructed in a complex context. For example, "Find the area of this octagon, given the dimensions of the two trapezoids and rectangle it is made of." I left extra practice mirroring the problems he missed for him over the break. Hopefully by our next session, he will be more confident in solving multi-shape area problems.
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Tutoring review by Christabel in Nassau, NY
Today, we reviewed for the student's test. She spent a lot of time practicing problems. She is doing a wonderful job.
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Tutoring review by Aaron in Nassau, NY
We went over some review tests for her final. Topics included net torque in static equilibrium, net force, centripetal force on a roller coaster, moment of inertia, angular momentum, and angular speed. She will need to remember the kinematic formula relating angular acceleration to angular speed, the formula for tangential speed to angular speed, and the formula for angular momentum. If she studies that, she will be able to do most or all of the problems. She easily followed the solutions when I showed them to her. We also worked on her lab. She understood that mass does not affect the period of a pendulum, and she knew how her experiment worked. I showed her how to write the lab report, with an introduction, theory and hypothesis, procedure, and analysis.
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Tutoring review by Vaishnavi in Nassau, NY
During this session, I helped the student with the concepts covered in his summer packet, prerequisites for his upcoming geometry class. We revised how to find slope, and how to find point-slope and y-intercept form using the given slope and points. We also went over how to graph the line using the y-intercept form. In addition, we went over solving equations using substitution and elimination. We also covered how to characterize a linear equation using a sequence of numbers that are given and further predicting the 20th value of the line. The student was attentive and was sure to ask questions when he did not understand any concepts. He struggled most with using negative numbers. Like I advised him, this problem can be avoided if he writes out all of his steps and double checks his work once he is done.
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Tutoring review by Alexandra in Nassau, NY
This past week, the student and I have worked on editing and revising her supplemental essays for college admissions. Her supplement included two essays, each with a 300-word limit. For her first essay (discussing what personal qualities made her a good fit for the university), I worked to clarify some of her phrasing and to ensure that her statements were affirmative and clear. Additionally, I replaced some of her verbs with more emphatic and descriptive synonyms (while avoiding seeming like we had dug deep in a thesaurus!). I instructed her to elaborate more on how her senior project fit well with the program the university offers. I finished by providing her with tips for her future writing such as avoiding intensifiers like "very" or "really," being aware of her use of the word "just," and correct forms of the term "alumna." Her second essay (dealing with opportunities or factors specific to the university that influenced her decision to apply) was a largely well-written paragraph concerning the programs with which she was involved and others she hoped to take part in. Again, I asked her to give greater detail on some of these opportunities and to cite specifics when possible. As always, I have invited her to contact me with any questions!
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