Recent Tutoring Session Reviews
"We moved on to fractions. He seemed to pick up on this concept fast. He struggled a little with simplifying the fractions but got the hang of it as he wrote out the steps. We also worked on conversion of fractions to decimals and vice versa. We were then able to do addition and subtraction of decimals, which was also his assignment as practice."
"We covered prime factorization(mental math), prime factoring monomials (mental math), and variables/expressions. The student did a great job with prime factoring numbers in exponential notation using mental math. He had a little trouble expressing the algebraic version of the product of a verbally given factor and an unknown number algebraically, but he showed progress with practice. He seems ready for the content he will have to master for this scholastic year. He was given practice on simplifying exponential expressions."
"We continued reviewing some of the questions that the student missed on her recent test as she prepares to submit her corrections. She seems to really grasp the use of limits to find the derivatives of functions. Most of her mistakes now seem to be missing signs or numbers. Because of this, we worked on some strategies to keep all of her equations organized so she can get through them better and faster on her next quiz."
"Finished adding and subtracting fractions via a real-world baking example. Really tried to focus in on ways to make adding and subtracting a little faster. Practiced mathematical properties using a game and some matching."
"We started with some Algebra review, going over the concepts that are most challenging for the student. Primarily, we focused this part of the session on solving quadratic equations and factoring. Then we moved back to geometry, where we went over perimeter and area formulas for trapezoids, triangles, and other shapes and then continued our study of proofs. She quickly grasped the concept of area and perimeter but she needs to be a little more careful when reading the questions."
"We worked on solving systems of equations by graphing, substitution, and elimination. The student understood the strategies well but made a few computation mistakes. Word problems were a bit difficult for her, so we will work on those more."
"We reviewed topics we had learned since June like word problems, multiplying, and dividing. The student took a test to measure his progress. During his timed test he completed 100 multiplication problems in 3 minutes and got 99 correct. When we started the student was only able to finish 80 problems. His accuracy has improved by 10 percent. He also did very well on the word problem portion. We will continue to work on multiplication and division with double and triple digits."
"During this session, we worked on the write-up of the statistical analysis performed in the prior session. Specifically, we worked on a report write-up for an independent-samples t-test, chi-square test, and an ANOVA."
"In our first session, the student and I focused primarily on steps for solving for standard deviation and variance of both populations and samples. By the end of our session, she seemed much more comfortable, with these equations. At the end of our session, I suggested that she invest in a graphing calculator which will allow her to solve statistics equations much more rapidly, and will also serve as a tool which she may check her calculated answers. I am very glad to be working with the student, and our next session will take place on Thursday."
"We covered confidence intervals for z-distribution, t-distributions. I saw a quiz grade to note progress- the student scored a 10/10. The student was struggling most with definitions and understanding where they related to other concepts. The biggest struggle was knowing when to use a z or t distribution related statistical inference to find the true population mean statistic."
"We reviewed confidence intervals of a sample and population, proportional testing, and two sample t-testing. Of the 3 two-sided t-testing problems completed on the practice exam, she solved two of them correctly. She is concerned about proportional testing, confidence intervals, and probability. We decided the student will complete 2 problems per chapter as well as reread all chapters on the midterm (next Monday). We will review 2 problems per concept when we meet on Sunday."
"The student had a couple of her test papers back. We went through one of them and were able to identify the reason for some of her incorrect answers. I'll go through the second paper and give her feedback at our next session. We moved ahead to the next section in the text book and did several of the exercises of analyzing data, identifying proportions and percentages of marginal and conditional data and sketching bar charts. We then made some inferences about the results. We went over Simpson's paradox and did a sample question on batting averages against left and right hand pitchers. As a preview to what comes up in later chapters, I showed her how to use her calculator to do a proper statistical test of significance. She was interested in how this works and how the z score and p values are related."