Recent Tutoring Session Reviews
"We went over a variety of trig inverse problems as well as two from her last test. She is doing very well. Great student."
"Prior to this session, I put together a short chapter 13 'cheat-sheet'/study-guide with various images to help with the content along with practice problems for each section. The student's chapter 13 exam will be next week, so he should have ample time to prepare. We spent our session reviewing all of the sections from chapter 13. He has a very good grasp of the material, his only current shortcoming is that he relies too heavily on his calculator. I've started making him complete all of the work we do together without a calculator in the hopes that he can refine these past math skills. In preparation for his exam, he should continue to complete several practice problems per day without the use of a calculator. His main emphasis for studying should be on 13.3-13.5 (radian-degree conversion, arc length, unit circle, and sin/cos graph translations). I know that he understands the material. I can see a clear difference in the way he approaches practice problems in contrast to when I first started working with him. As long as he slows down and pays close attention to problem details, I believe he will do quite well on his next exam."
"We went over problems involving the Law of Sines and the Law of Cosines. By the end of the session, the student demonstrated he understood the work by solving the problems correctly."
"Tonight we reviewed percent of increase and decrease. We went over two worksheet that the student had from class. She said she feels ready for Thursday's test. The last few minutes we went over practice questions."
"The student and I covered inequalities and best line fit. He has an exam tomorrow, I told him to revise and revise again his test before submitting it, that way he can find the errors and fix them. He is very bright; he just needs to check his work before saying he's done."
"The student and I worked on his homework on graphing story problems. He had some difficulty translating the words into equations, so we worked on strategies such as breaking them into parts and parsing words. He is quite comfortable with the actual graphing and interpretation of the graphs. With our remaining time, I wrote him problems to translate into "math sentences," and he seemed to be more comfortable with them than before."