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Private InHome and Online Trigonometry Tutoring in Leominster, MA
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Recent Tutoring Session Reviews
"The student worked to finish his Algebra homework. The problems were on factoring cubic functions, and applications of quadratic functions. He had no difficulties in these, so the process was fluent. We also reviewed his physics class. We reviewed not by listing equations, but talking about the concepts and the connections between them, and only when we saw the connections did we formalize them as equations."
"We discussed normal distribution, transformation, and zscore transformation. I reviewed why a zscore transformation is done, what to look for in problems to identify when it is appropriate to use. We practiced problems in her book and I provided a few practice problems for her to do on her own."
"We worked on polynomials specifically the division of polynomials with its factor or factors either by synthetic or long division method. He was able to solve most of the questions he had by himself after I showed him how to do some. His main difficulty was dividing the polynomial by a factor using the synthetic division. By the end of the session, we had gone through all the problems provided by his professors and I am confident that he will be able to do well in his exam. In general, It was a great session and I think he learned a lot from it."
"We covered simplifying radical expressions. At first, the student's problem was understanding what it meant to have a simplified radical expression (e.g., the square root of 12 simplifies to 2 multiplied by the square root of 3). Once we established that, she got the hang of the procedure to simplify.
She can do very well in this portion of Algebra 2 (and I suspect the entirety of Algebra 2) but (1) she suffers from confidence that she can do math well and (2) she needs to work a little more slowly without skipping steps. If she gets better at (2) then (1) will inevitably be resolved.
We worked on a take home assignment with about 26 problems. I asked her to work on similar problems in her text book, even the ones she has not been assigned."
She can do very well in this portion of Algebra 2 (and I suspect the entirety of Algebra 2) but (1) she suffers from confidence that she can do math well and (2) she needs to work a little more slowly without skipping steps. If she gets better at (2) then (1) will inevitably be resolved.
We worked on a take home assignment with about 26 problems. I asked her to work on similar problems in her text book, even the ones she has not been assigned."
"The student's quiz was postponed by one day so we spent the majority of the session going through practice problems covering 7.1  7.7. We really focused on rationalizing denominators and simplifying expressions, as these have been her greatest challenges. She felt much better about both topics after we really focused on a few key test prep problems and engaged in some back and forth discussion about the sequence for approaching these problems. We were also able to review newer topics  function operations/compositions, inverse functions, and graphing radical expressions. She did very well on the new material. This weekend she will be assigned review problems covering linear equations  systems of linear functions, piece wise and absolute value functions."
"The student understands factoring and expanding the algebraic expressions pretty well. He also did very well on his quiz last time. So this time, we went through the addition and subtraction of algebraic expressions and how to simplify algebraic expressions. We also started solving word problems using algebraic expressions. After that, I gave him a sheet to practice fractions and algebraic expressions. He finished some of the problems, and the rest of them are left as his homework."
"Today the student and I went over questions from her homework for the online Algebra 3 course. We should have results from her first test in Algebra 4 next Tuesday to gauge her progress. Our next session is scheduled for Tuesday."
"We covered matrix multiplication, inverse matrices, systems of equations, identity matrices, diagonalizing a matrix, percent change, and word problems involving the aforementioned subjects. We then discussed the Catcher in the Rye; many central themes, how it's relevant to today, the main character Holden, etc. I recommended that the student really step up his notetaking in class. We talked about him improving his grades and he expressed a desire and belief that he would be able to bring them up. I also left him with the rest of his Algebra 2 homework; I only started the problems with him and gave him hints on where to start."
"Chapter 7 logarithm properties and calculating variable values. We went through all of the assigned homework questions from section 7.5. I corrected the student on some of the more difficult logarithm property questions involving addition and subtraction of logs. I had no concerns at the end of the session as she was able to complete the questions after I showed her the correct steps and she understood her mistakes."
"First, it turns out that the student scored an 86 on his algebra 2 final last semester and ended up with a B in his class!
He has an algebra 2 quiz on inverse functions tomorrow. He had a homework sheet that we completed together. He seems to understand most of the questions/concepts of inverse functions. While doing the work, he did get a little confused on remembering the proper rules for solving certain equations. For example, the square root of (xsquared + 1) can be simply broken down to (x + 1) or that (x + 2)squared isn't just xsquared + 4.
We went over some additional practice problems, and he did well.
We also went over a little chemistry as he has an exam tomorrow. We briefly reviewed empirical formulas, molecular formulas, percent composition and molar mass. He had a solid understanding of this material."
He has an algebra 2 quiz on inverse functions tomorrow. He had a homework sheet that we completed together. He seems to understand most of the questions/concepts of inverse functions. While doing the work, he did get a little confused on remembering the proper rules for solving certain equations. For example, the square root of (xsquared + 1) can be simply broken down to (x + 1) or that (x + 2)squared isn't just xsquared + 4.
We went over some additional practice problems, and he did well.
We also went over a little chemistry as he has an exam tomorrow. We briefly reviewed empirical formulas, molecular formulas, percent composition and molar mass. He had a solid understanding of this material."
"We only had time to work on the pretest that the student did from the previous day (i.e. before session day). By the end, it does seem that he knows how to perform exponent problems. My main concern is that his foundation from previously, in particular PEMDAS and fractions, is still shaky. Hopefully, he will not commit those mistakes on the test, and that it does not catch up with him."
"The student had a Language Arts assignment that she wanted help on, so we wrote a narrative paragraph together, focusing on using illustrative verbs as well as sentence and word variety. She had some percentage problems for math that we set up, and then moved on to math topics. She's covered most of the material in class, but is shaky on a bit of it. We did a brief review of statistics that she can expect a short quiz on next week."
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