Recent Tutoring Session Reviews
"We reviewed the basics of linear regression. We discussed how to estimate the regression line, how to interpret residual plots, and how to calculate confidence intervals for the point estimate in a bi variate regression. We also reviewed ways to display data, including histograms, box plots, and density curves. The student felt that the review was very helpful because it clarified much of the material for him. I don't have any concerns from this session."
"Went over comparing fractions. The student is a quick learner and can easily comprehend the subject if given the steps. She was able to master the concept of comparing fractions (with and without identical numbers) rather fast."
"Today we covered line integrals, work, and gradient fields. Although the student is struggling with some of the steps and concepts behind the topics, particularly finding functions describing vector fields, she was able to complete every problem she attempted and has been creating a study guide that should help her remember how to approach the problems later. She has made a lot of improvement over the semester in topics like parameterizing functions. With some more practice, she will do the same with the more complicated application of integrals she is working on now."
"I gave the student a practice problem for completing the square, and he did the problem perfectly (catching that the square root must be plus or minus). We then took time to review his 2nd test because he had no homework. He can handle the problems very well when we split them into small steps. He should also focus on understanding the word problems in terms of steps."
"We reviewed transformations of quadratic, absolute value graphs, and linear graphs. We reviewed factoring, foiling quadratic equations and complex numbers, and we reviewed word problems associated with complex numbers and quadratic equations in preparation for her exam."
"This week we introduced ourselves and began working on her homework assignment covering inverse functions, composition of functions, and graphing domain and range of both functions. The student struggled at first to understand what a problem was asking of her. When it came to working with the numbers, she excelled, but hesitated to know what to do with the numbers first. Some of this, I think, stemmed from a confusion over notation. As we looked at the wording of the problems, the notations, and discerned how each problem was to be read and set up, it was increasingly easier for her to complete and evaluate the rest of the problem. After working on a few problems, we reviewed what main points the chapter wished for her to understand and why each question was being asked. After that review, she seemed to better understand the relationship between functions and their inverse."
"We continued working on discounts and taxes questions. We also reviewed the questions he got wrong on his exam. I will give him more questions similar to the questions that were incorrect to ensure understanding. He also got 92% on his homework and 100% on a pop quiz today."
"The student and I did an extra long session so we could review some homework she's been struggling with. We spent almost the whole time on completing the square, which she understood quickly once I explained it to her. However, since it involves a lot of algebra, it is a bit of a struggle for her. We worked on making each line of math written on the page "true" and double-checking each line to make sure it is "true"."
"I began the session with a quick review of what we did during our previous session. We practiced solving proportionality problems. We then worked on converting decimal to percentage and the reverse. Our session ended with practices on solving the percentage problems."
"We worked on addition skills playing a game of cards, then the student showed me a game he knows. Both involved addition and building automaticity in calculating. We also discussed his reading, and I suggested he spend some time with books on his shelf. I went over keeping a word inventory with him, finding words he has difficulty identifying and breaking them into syllables. I asked him to identify one word per day, write it on a card, break it into syllables, and keep the word in a card box. We also spent some time with the "magnetiles" and studying the hermit crabs."
"I checked in with the student about her Language Arts vocab quiz, and she did well on it. She reported getting a 'B' on her Science test and feeling like she did badly on her Math quiz. She said that she didn't understand what some of the questions were asking. We will address the misunderstandings when she gets her Math quiz back. We spent the session reviewing Social Studies notes on current events."
"We covered material from a practice test that the student had. This included graphing, imaginary numbers, quadratic equations, modeling with quadratic functions using the vertex and intercept forms, and inverse forms of linear equations. The student wasn't struggling with any of the subjects."