Recent Tutoring Session Reviews
"Found out the student did well on his log test. We began to review his final review packet. I realized that the work that he had done in the past was still a bit shaky. Given the mass of the material to be covered, we moved quickly rather than trying to truly get a complete proficiency in everything."
"Problems in implicit differentiation - discussed concerns and discovered the problem (finding certain information within the problem). Worked through a problem in related rates - more specifically a draining conical tank. Talked through problem and the client had solid comprehension by the end of the session."
"Continued to go through his final review going through problems he was unable to do between Thursday and Sunday. Worked on his equation note card, and then he practiced problems and test taking skills by doing quizzes he had due after his final. At the end of the session, we went over test taking skills that he should use depending on how his test is set up. Emphasized the importance of not rushing to answer every question but rather taking time to answer questions correctly even if it means he doesn't get through all the questions. As it's better to answer 7 out of 8 and have them all correct then it is to answer all 8 and get only 5 right."
"We covered much of the rational functions study guide. The student has showed constant improvement. She can factor greatest common factors out of expressions easily. We need to work more on factoring trinomials and finding the lowest common denominator. We will plan to finish the rest of the study guide during our next session."
"Today we worked on pacing ourselves during tests and double-checking answers. I would give the student a math worksheet with 5 word questions on it. On each word question, she had to decide what order of operations to use and what the necessary facts were. She did a wonderful job pacing herself, knowing that she had 5 minutes to complete the 5 problems. By the end of the session, she was automatically checking her answers before she asked me to review her work. I want to continue working on having her double-checking her answers, because she has a tendency to rush through questions. My hope is to have her automatically double-check her answers no matter what subject it is she is working on. We also reviewed place values during the session. I left her the rest of the place value worksheet to complete for extra practice."
"We continued to work through the same chapter section as the session prior, reviewing the 4 problems she was assigned as homework due on Monday. She had completed 3, the first 2 with little difficulty, but the 3rd causing more problems. The problems focused on using rates to calculate growth (usually given either a rate or a duration, a starting position, an end point and then tasked to solve for the unknown rate or duration, whichever was not originally given). The problems also focused more generally on determining relationships between values given and values unknown, with the goal of assigning variables to unknown values, solving for them, and then interpreting the available information both solved and given. The student still has no trouble with algebraic methods for solving for variables. Her most obtrusive issue is detecting relationships in material listed in word problems; she struggles to convert words into usable equations and manipulate the designated equations to solve for critical information. As we also did last week, we walked through problems that were difficult, going over step by step the proper way to approach all word problems that tested both algebra and reading comprehension. Our method relies on recording all available information, moving through the problem one sentence at a time and writing down all values and relationships that are given to us. We then determine what the problem is asking for, what additional pieces of information we might need, and which of these values are unknown. We assign variables to the unknowns, design equations based on our understanding of the question, solve for the variables and then re-approach the question. We manipulate the values we have solved in order to correctly answer the question that the problem asks. Some problems require the use of two variables and two separate equations in order to solve for one or both. She picks up material very quickly and I am confident that with practice, she will be able to move through word problems more quickly, using the same method but with greater acuity. After finishing the problems assigned for Monday we started additional problems for more practice."