Recent Tutoring Session Reviews
"We discussed the current material (quadratic equations) as well as going back to the beginning of the class and going over solving functional relations generally as well as handling aspects of parabolas. The student is catching the material in general, but needs to practice so that he doesn't seize up if he can't recall a specific formula or process. Picking problems that we work in parallel seemed to help get practice in. We are set to meet again Thursday for a quick review before his next quiz."
"We discussed the differences between rational, irrational , whole numbers and integers. We talked about the key ways to remember the difference between each one. We went through a PowerPoint presentation of the material for even better understanding and finished up the session with practice problems."
"We extended our study of factoring to trinomials beginning with x. The general procedure will have to wait for another day, as will "completing the square". We also discussed graphing polynomials, and how factoring can be used to ease the process. The student had no trouble plotting points, though it would be worth spending some on techniques for graphing functions in general (including transformations of parent functions)."
"We finished up the Scientific Notation section, which was the end of the Pre-Algebra material. She had some problems in knowing for sure which step was next for the problems. She was fairly accurate overall. I suggested that she start making flashcards for the review, and we agreed that writing the steps in the margin of her notebook during problems would be helpful when she reviews her past work. I can see that she is definitely making progress. I just know that the review of how to do certain operations will be critical, since Algebra involves a lot of manipulation of the variables."
"We finished up with graphically solving algebraic systems. I gave him algorithms for solving any size algebraic system via elimination and substitution. I also gave him a primer for matrices and how they apply to algebraic systems and their solutions. Reduced row-echelon form was the focus for matrices, and the three possible scenarios were covered. He appears to be improving his understanding of algebraic concepts."
"We first reviewed sequences. The student was concerned about what made a sequence arithmetic, so I showed him the common pattern of addition and subtraction associated with it. I then introduced him to geometric sequences and how they were similar and different. Through the review, he had a better understanding of the additional formulas given to him in class. We spent the rest of the session reviewing articles for his geography class and creating an outline for his knowledge class. He was able to get through these assignments without much help, but I made sure he made a note of all the significant factors of both pieces of homework, so that he could show comprehension of what he was doing."