Recent Tutoring Session Reviews
"The student struggles with word problems, multi-step equations , and graphing. We completed a worksheet to review multi-step equations. We made a step by step checklist to use when solving these types of problems. The student said the checklist helped tremendously. Practice problems were left for the student to complete prior to the next session. The student practiced graphing points on the coordinate grid. The student was confused on the location of the x and y axis. I made a model with each axis labeled and the step s to use when graphing a point. The student did well."
"He had a great second session. He is making progress and informed me of an A he received on a recent math test. He was quite excited about it, and I congratulated him on his success. He is relaxed and eager to learn. He is understanding like terms better as well as his integers. We talked about the importance of showing our work and reviewed his past tests."
"We went over what extra ANOVA models to run for his study on the relationships amongst the variables Congressional Act, NYT, and Pub Law. I did not leave him with any extra practice."
"The student and I went over derivatives using the quotient ruled, tangent lines to functions, discontinuity, and limits. He easily grasped all the material."
"The student and I worked out of a 5th grade math workbook. We practiced multiplication with 2 and 3 digit numbers. She also started learning division, so I taught her how to do long division the traditional way. We worked on dividing one digit numbers into two and three digit numbers, both with and without remainders. I focused on having her double-check the problems, as she has a habit of moving on without doing so. At the end of the session, I had her write out the steps on how to complete a division problem so that she could commit them to memory and refer back to her notes. I plan to continue working with her on flashcards next week as it seems that she has not memorized her multiplication tables (she often counts on her fingers), which sometimes distracts her while she is trying to complete a problem."
"Today the student started the session with her homework. There was a simple word problem about working for a weekly rate and she needed to analyze how to write a function to express the situation, graph the function, and then talk about the domain and range of the function. She did really well. She definitely understands how to graph simple functions and find inputs and outputs. We spent the rest of the session online working toward her weekly points. We did some more complex function work which I guided her through. She had some questions at first when given the solution and having to work backwards, but quickly grew more confident."