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Private InHome and Online Math Tutoring in Inglewood, CA
Receive personally tailored Math lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"We reviewed for the student's test on the Pythagorean theorem, rational and irrational numbers. She has Pythagorean theorem down. We took some time to review real, natural, integers, rational and irrational numbers."
"The students are still working on the same material namely identifying corresponding sides, finding missing sides and whether or not two figures are similar. I gave them practice problems and they both did extremely well with them."
"We reviewed the student's first homework assignment. The assignment primarily covered issues related to sampling, and how to calculate relative frequencies and the cumulative relative frequency. The session went well. The student struggled a bit with some of the concepts early on but she appeared to be clear on how to perform most of the calculations by the end of the session. She also had some trouble with how to define and identify the independent and dependent variable. Similar to the calculations she appeared to have a good understanding of how to define these by the end of the session."
"We covered ratios, ratio units, percentages, using percentages, proportions, crossmultiplication, and the areas for triangles and rectangles. The student could maybe use a little bit more practice with tricky word problems related to percentages, but she is picking up on all the concepts quite well."
"The student and I worked on multiplying and dividing fractions with whole numbers and other fractions as well as extracting information from word problems. She is great with math, she just makes little mistakes sometimes, like not flipping the fraction when going from multiplication to division, but these mistakes are very sporadic. When I reminded her to be mindful of them, I didn't notice them anymore. I have been working with the student to help her understand conceptually what is going on, because she really doesn't need help with the computational parts. She really seemed to understand what I was talking about and she seemed very confident by the end of it. As always, she was very excited to be working and understanding what we were doing."
"Today, the student and I went over a worksheet that he was given for spring break, dealing with the basics of logs and exponential functions. After completing the worksheet, we covered new material that he has yet to learn in class, primarily introducing natural log and e, and discussing the properties of logs. He seems comfortable with the material and can continue to practice on his own using the practice problems. We have another session tentatively scheduled."
"Continued working on chisquared testing. The student has grown more comfortable with the material and the math involved with calculating chi squared/ determining whether to retain or reject the null. She was still a little troubled over the difference between goodness of fit, homogeneity, and independence. I described and showed examples of all three tests. I made sure she understood what was being asked for all three tests and how to interpret the results for all three tests. We then reviewed linear regression and introduced her to regression of means. After a brief explanation, she understood the concept and was able to apply it to her classwork."
"Today we started radical functions and knocked out a quiz while I was present. Then we covered the next section which went into domain and range as well as graphing parameters. The student may have some issues with the second section. As we were a little rushed at the end of the session but she felt confident she would be able to give it a good try. I encouraged her to email for clarification if she has any difficulty while taking that quiz."
"Today was my first session with the student. To begin with he told me that he was working on the area between two curves. I decided to start with an example problem to see how he likes to work through a problem and what gaps in knowledge existed. He seemed to understand the basic concept but had trouble with the difference in integrating with respect to y and x. I tried to correct this by walking through each portion of an integral and what it meant. Specifically, I wanted him to understand that dy (or dx) has physical meaning and is not just a formality. After a few examples and practice problems he began to get the hang of things better. Then we moved on to volumes of solids of revolution. Again the main issue was knowing what variable to integrate with respect to. We worked on this but ran out of time in the session to get to where I would have liked. I plan on picking up here in our next session."
"The student and I went over her online assignment over statistics, measures of spread and center, and histograms. I encouraged her to draw out the graphs and measurements to help her solve the problems and get a visual idea of what she is looking for in a problem."
"We reviewed radicals, geometric mean and mean proportion. The student is worried she has a lot of material to cover on her exam and that seems to be the case. Thus I'm coming back Wednesday to review the rest of the topics. We also worked on Spanish, she failed her last exams and I saw it was because she doesn't know how to conjugate verbs and doesn't know the adjective agreement for singular/plural feminine/masculine. Fortunately, this is something that can be easily fixed as long as she works on memorizing the verbs and adjectives in her review sheet. Next time we will work on writing out full sentences."
"The student had a positive attitude throughout the entire session. She worked hard and stayed very focused. I worked with her on her math homework. It was multiplying fractions and whole numbers. She did a great job understanding the process, or the steps to follow to solve the problem, but she struggled with comprehending the actual concept of what it was she was doing or what the process meant. She did a great job using the white board and counting chips to show what it was she was solving. We finished her homework and then worked on some multiplication practice. She said that she passed her 8's multiplication test and will be working on 9's so we practiced 9's. We looked for patterns in the numbers and the answers. She said she learns best from songs, so I told her I'd look up a song for next time to help her. Overall, I feel it was a very successful session. I look forward to continuing to work with her."
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