Recent Tutoring Session Reviews
"In this session we prepared the student for a unit test on systems of equations. He had to solve systems of equations through substitution or elimination and also show some solutions graphically. The student needed help the most with switching between the two methods of solving and understanding which one was better for problems. He also needed help with word problems. I left him and his father to continue reviewing substitution and elimination problems in order to prepare for his test tomorrow."
"Today we went over optimization problems. She needed the most help with the ones that concerned inscribed rectangles under curves. By the time our session was over she really had a handle on setting up the problems and finishing them with very little complication."
"Yesterday, we reviewed substitution as a method of solving systems of equations, and then covered elimination/combination as a more efficient method. The rest of the chapter is essentially word problems and applications of these two methods, so I think the student is going to do really well on the next test."
"The student and I worked on a review packet for an upcoming test (Friday). Packet covered geometric concepts (quadrilateral, angles, triangles, comparing shapes, etc.). The student had a sturdier grasp on Wed. than on Tues. so I think that the tutoring when compounded with class review has allowed her to retain more. We also worked on problems outside the packet so as to reinforce the areas that didn't immediately sink in."
"The student needed help for the math homework and the upcoming test; so I covered the algebra section on: solve for the variable and find measure of each angle. I also covered the section on: find missing measures and tell whether triangles are isosceles, scalene, equilateral, acute, obtuse and right angles because they will be on the test. I also helped him to understand how to find radius or diameter of each circle."
"We started with a self test from his algebra book that focused on multiplying binomials and factoring trinomials that are perfect squares. He flew through these, struggling briefly with problems that required him to first factor out some factor before being able to see that the trinomial is a perfect square. I expect him to do very well on his test on this section. We proceeded to work through his math homework, which was on similar material, and ended with some verbal (synonyms) HSPT problems. He did well on these also, and we paused on words he was unfamiliar with to discuss their meaning and usage, and (where helpful) cognate words and roots."
"I put together a review packet for the student and went over various laws and properties of logarithms. At this point, I think that she has a good understanding of the material, but she still has a few lingering conceptual questions like "what exactly is a natural logarithm?" and "what is an asymptote?" Other than that, we went over a number of practice problems that she found difficult. With the exam coming up on Wednesday, I think the best thing for her will be to continue doing practice problems and reviewing some of the proofs. I have no concerns from this session."
"The student needed to finish up a few pages of math review. Her strength is definitely multiplication. She's been working on this a lot in school and has a good foundation for multiplying. The hardest part for her on the review was adding and subtracting with regrouping. We are using base ten blocks to help her better understand this concept. We will continue practicing place value until she is consistently able to regroup on her own. She always works hard and is a pleasure to tutor."
"The student needed some help on simplifying radicals with variables involved and rationalizing the denominator. She needed some help on when a variable needs absolute value around it after it is pulled out from the radical. After talking about it, she seemed to have it better. Also, we went over some of the homework problems that she already tried but had wrong. On some, I tried a new approach on having her talk with me what she did originally. I did this because she had made some slight errors. Most of the time, she caught her errors when talking it back to me (like adding instead of multiplying, etc.). For her quiz on Friday, she should do fine on these types of problems."
"We covered WS 3-2 Point Slope Form. The student converted equations from point slope form to slope-intercept form, given a point and slope value he was able to write in point slope form, he simplifies to slope-intercept form, he finds the point and slope from the equation and graphs them with knowledge of y-intercept equals b."
"In our session, I helped the student prepare for some upcoming math quizzes. We practiced strategies for solving two types of math problems: (1) conditional statements (if - then) and (2) double inequalities. With conditional statements, we focused on identifying a statement's hypothesis and conclusion and using that identification to create a converse statement. With double inequalities, we developed strategies that draw on his visual learning strengths to help him solve problems, such as drawing number lines and writing down possible outcomes. To finish our session, we discussed how we will tackle some of the topics he will see on his state assessment standardized test this spring. I created an online document to communicate with his family the concepts that we will learn over the coming months."
"The student and I worked on his math homework that was solving multi-step equations and he has come a long way with his ability to work with them. We finished that early and then spent the remaining time going over and checking his previous corrections and work."