Recent Tutoring Session Reviews
"Today we went over the student's practice test for his AP Statistics test. He seemed to struggle with some of the topics his teacher didn't teach, such as counting problems and the inclusion-exclusion principle. He seemed to approach the material with confidence after our tutoring session."
"The student and I reviewed the homework. She did well on everything except for systems of 3 variables by substitution. As such, we went over that and I had her do a few more practice problems. I pointed out some tips and tricks to keep it easy and to eliminate the variable she wanted. After a few tries, she got the hang of it. Then we went into matrices. She has started doing some of this in geometry class in school, but I took it further and went into determinants, inverses, and Cramer's rule for 2x2 and 3x3 matrices. I left her with several practice problems for homework. She is getting more curious about the topics and is asking more questions. I'm glad I can engage her. Next week I am administering a test to her to see how well she learned the topics from the first 3 weeks of our lessons (everything we've done except matrices)."
"In our first session, we solved a series of problems about finding extrema of functions. The student has good basics of algebra, and needed to become more confident with the solving methods used. So, I created a table for her with the main properties to use, and a scheme with the steps required to find the solution. I also gave her some new tips and tricks to speed up the solutions, and she was able to understand and apply them quickly."
"Today we reviewed the student's homework and looked at how he was approaching problems. His strengths lie in the ability to be formulaic of approaching problems. In that, once he is shown how to approach the problem, he is able to reproduce the effect. However, when shown a new problem, he struggles with the manner to solve until reminded how. I think in the future, I will have to vary his problem sets so that he is constantly needing to determine how to solve the problem and recall his past problem sets."
"Today we worked on the quiz the student had taken in class on Tuesday. He informed me that it was a group quiz; however, no one in the class came close to finishing it. Thus, the teacher let the students take it home and bring it back Thursday. There were about 21 problems covering every aspect of Chapter 3. Most of the problems were time consuming as the given functions, their respective derivatives, and solutions were what we call "ugly math." There were quite a few problems that the student was able to complete on his own. Some rephrasing of questions instilled some doubt for him on how to start the problem. I assured him, it's just another way of asking the same question as the previous problem. I felt this quiz was a good review for his Chapter 3 exam which is scheduled for this Friday."
"Yesterday the student and I started her session reviewing her homework: multiplication stacking, a concept she had no problem with. We returned to working on multi step word problems using division and multiplication. She has been making progress with determining relevant information from the problem and writing diagrams to help her solve, however, she struggles with interpreting words into functions (i.e.: in rate problems: "per" = multiplication), so we went over various key vocabulary and which functions they translate into. I find that she still struggles with multiplication and division tables after multiples of 7 so we did a short drill practicing those. In the second half of the session we worked on writing. We identified the important elements of an essay (5 paragraphs: intro, 3 body, conclusion) and continued working on her essay from last week. At the end of the session we filled out a brainstorming outline for an essay that she has coming up for school on Betsy Ross."