Recent Tutoring Session Reviews
"The student had a unit test coming up, so we reviewed the sections of the unit with which she was least comfortable, particularly factoring equations with variables raised to the third power or higher. She said she felt more comfortable with them by the end of our time. We also worked on word problems pertaining to 3-dimensional calculations where two of the dimensions were expressed in terms of the third. She had no trouble setting up the equations and solving for one of the dimensions, but then she would occasionally forget to solve for the other two dimensions. We talked about techniques she could use to remind herself to solve all parts of the problems. Most of the material she knows very well, so I expect her to do well on the test."
"The student had a very clear idea of what she wanted to focus on within her review packet, which were mainly rationalizing a denominator using complex conjugates, finding the definition of range (vs. domain), solving systems of equations by using elimination, and determining whether or not a relation. At the end, I threw out a few extra problems at her, including what became a really ugly complex conjugate mess, but she handled them perfectly. For her next test, I urged her to avoid second-guessing herself by just going with her first instinct because she's very good at math."
"The student had a very long homework assignment to work on. She was able to finish most, but not all of the homework. During our next session, we will review the questions she missed on her most recent exam to make sure there aren't any remaining gaps in her knowledge."
"The student had a worksheet for homework on solving one-step equations. We reviewed it, but it was a little challenging for her. I uploaded a similar worksheet and we spent time working on that until she seemed pretty proficient. We also went over how to check these problems."
"The student had a worksheet on using the quadratic formula to solve equations. She does well with straight equations. Then, there were word problems about projectile motion. We discussed the importance of the vertex and the meaning with respect to the question. We went over how to find the vertex and then the max height of a projectile given a function. Also, we looked at time to the ground. This required understanding the height of a projectile when on the ground and then applying the quadratic formula."
"The student had a worksheet to work on. He got through the substitution and one expression problem. He had to work harder at the beginning of the substitution problems, and didn't know that 3m means 3 times m. Once we got past this, he was able to do two on his own. This was great to have him work on the problems independently."