Recent Tutoring Session Reviews
"The student completed a comparison and contrast language arts assignment. She also started the author's purpose assignment. She had a little trouble writing complete sentences. I will help her with writing sentences. She also started on her math packet. She did very well with finding equivalent fractions. We will discuss renaming fractions next session."
"We went over new material - writing trigonometric equations for sinusoidal motion from word problems and solving for time or horizontal distance given height. We walked through the first example together, and I had to spend some time explaining how to arrive at certain variables, but the student was able to complete the rest of the examples almost entirely on her own. We had some questions with why we were getting negative answers, but we seemed to clear that up at the end, though we will have to revisit another example next time."
"The student and I continued to work with negative numbers, as this is something she is still struggling with. We used a board game that involved addition and subtraction of negative numbers, dancing, and "would you rather" questions, which she really enjoyed! In class, she has been working on additive and multiplicative inverses, and has absolutely no trouble with that concept. I decided to go ahead and start her on solving one-step equations. She understood the concept well, but had some trouble with the actual execution (particularly when negative numbers became involved). I'd like to keep incorporating negative numbers as we go forward on solving for variables."
"For this first session, we spent a fair bit of time talking about mutual expectations, general outlook for future sessions, scheduling around upcoming quizzes/ tests, etc. As far as material itself, we worked some word problems concerning z-score interpretation and calculation and hopefully cleared up some of the student's questions about that concept. It is a pretty low key week for her at school, and right now her class is working on scatterplots, which she seems to understand quite well. Nevertheless we did a surface-level review of scatterplot shape and also talked a lot about correlation (and its quantification as the correlation coefficient) and how it differs from causation and is an inappropriate measure of relational strength for clearly nonlinear relationships."
"Today, the student wanted to study for her test the next day. She had her list of math concepts she wanted to go over to be more prepared for her test. We began with multiplying and dividing decimals by 100, 1,000, and 10,000. She was unsure about the placement of the decimal as she worked through the problems. I just made up different equations, first with multiplication then with division. She can perform the steps correctly, but needed reminders to place her numbers in the correct position as well as leaving her decimal in the same place as the numbers "moved." I also had to show her that the first number is what she is dividing into. She is understanding that the number will increase when she multiplies and they will decrease when she divides. She asked for more examples to practice on and we continued until she felt more confident! Next, we moved on to powers of 10 which she said she was comfortable with. What she wanted to understand better was powers of single digit whole numbers such as 3 to the 4th power. We talked about it and she practiced first with lower numbers, then with higher numbers until she was ready to move on. For a short time, I gave her a decimal to write in standard form. Then I asked her to write that decimal in word form, expanded form, and unit form. She did an amazing job with all of these! After that, we practiced adding and subtracting decimals to make sure she lined up the numbers in the correct place value. This was simple for her. We had a little bit of time to play Compare Fractions which is the game we play to improve her understanding of fractions. The first game had pictures, but now she is challenged to use the game without pictures. We both use regular cards to place digits in the numerator and in the denominator. We compare and whoever has the higher fraction wins. She can compare correctly 90% of the time! She used her fraction chart if the fractions were too close to tell. I reminded the student to take her time, think of the steps she needs to use, and check her work before she turns her test in. She is definitely ready to meet or exceed those standards!"
"The student has an exam tomorrow. This exam is a standard Calc II exam given across all teachers at her college. We reviewed the topics of integration using substitution, parts, trigonometric substitution, and algebra simplification. We also reviewed the integral comparison test for convergence or divergence, Riemann sum (left, right, mid and trapezoid), integration of area by slices and revolution of volume by disks and washers, and applications of integrals of work, force, pressure, and mass."