Recent Tutoring Session Reviews
"The student is happy with his critical reading skills. Today we spent the lesson covering math and error identification in the writing section."
"Today the student and I reviewed the vocab and math packets I had assigned her previously. She did well with both; having more time to work on the vocab seemed to help the meanings of the words sink in. She and I reviewed absolute value, defined operations, quadratics, and inequalities to finish up the algebra and functions portion of our math review. We then moved on to the geometry and measurement section, working on lines and plots today. Overall, she is doing very well with the math portion of the review; she catches on to new ideas quickly and is familiar with the vast majority of the math topics covered on the SAT. At this point, we're halfway through our prep (finished with CR and halfway through math), so I've asked her to take a full-length practice test before our next meeting to get an idea of where her scores are right now. Our goal is for her to score between a 600 and 650 on the CR and as well as possible on the math and writing given the amount of prep we've done for those sections thus far."
"Today, we picked up where we left off in the Mathematics review, discussing properties of algebraic equations. I began by explaining how word problems can be "translated" into algebraic expressions, and the importance of paying attention to wording. I also explained concepts of linear equations, such as how to find the slope of a line by using points, and functions, including the definition of domain and range. I also tried to illustrate how a graph of an equation is simply a visual representation containing the exact same information as the equation, so they can be thought of as equivalent expressions. I wanted to ensure that the student grasped this concept. I made a point to emphasize conceptual understanding as we progressed in the math review, trying to ensure that the student gained a flexible and robust knowledge of the principles we were covering. We moved from algebra to geometry, discussing the properties of lines and angles before moving onto to special properties of triangles. I tried to challenge the student to think creatively about these properties by asking questions such as "Would it be possible for an equilateral triangle to have different interior angles?" and "How do we know that the hypotenuse of a right triangle is always opposite the right angle?" By engaging the student's abstract reasoning with such questions, I hoped to expand his understanding of the concepts that make expressions such as the Pythagorean theorem true. I believe that this was successful, as when I presented him with practice questions using these geometric concepts, he showed greater engagement with the question and more flexibility in the use of the concepts we discussed to solve the problem, and ultimately greater problem-solving ability."