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AwardWinning Private Elementary Math Tutoring in San Gabriel, CA
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Private InHome and Online Elementary Math Tutoring in San Gabriel, CA
Receive personally tailored Elementary Math lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"I had the first student recite her multiplication tables to me from 2 to 5. She struggled with the 4s the most. I had a worksheet of 5 addition and subtraction word problems that we went over together. She had no problem with knowing whether to add or subtract, but had a little bit of a struggle when subtracting with two digit numbers. For the next session, I will be bringing more subtraction word problems for her to practice with. She understood the concept right away and was able to do the rest. After the worksheet we continued with the multiplication tables from 6 to 9. She spent the longest amount of time on the 6s and said those were the hardest to do. After the 9s, I gave her a mix of multiplication problems from the 2s to 5s that she had already recited and only got two wrong and went through them pretty quickly. We then continued with the tables from 10 to 12. I assigned her another sheet of addition and subtraction word problems for homework, as well as to learn and recite her 6s the next time we meet. The second hour was with the other two students. I had a worksheet of 5 multiplication problems for them, using double digit multiplication. They understood the problems very well, and one of them introduced multiplication with decimals, which they had never seen before. The problem was in terms of cents so I explained it in terms of how much something would cost, as well as how to move the decimal point once you get the answer. I gave them more practice problems with three digit multiplication and assigned them a sheet of problems to do as homework. For the next session, I will start bringing division word problems mixed in with multiplication problems."
"She got 100% on her homework of adding unlike fractions. She practiced two additional problems without using her "steps" chart. She was able to do it independently with 100% accuracy. She was introduced to subtraction with unlike fractions. She mastered this as well without the chart. She completed multiplication minute. This was our first time doing this. Our goal within 2 months is to increase her speed and fluency. She needs to answer 50 multiplication questions within 1 minute. She was able to answer 10 questions, but 2 were incorrect. Her second time trial, she answered 14 questions but 2 were incorrect. She increased by 2. Each session, we will complete 3 time trials to see the increase. She is going to do flash cards every day to increase her fluency and accuracy. After this, she was introduced to multiplication of fractions. She did this perfectly! After, she was introduced to converting improper fractions to mixed numbers. We will continue to work on this next week. Within 2 sessions she was able to master adding, subtracting, and multiplying fractions."
"During today's session with the student, our main concentration was on practicing multiplication. We first started with a brief multiplication quiz. She did very well with the "1's", "2's", "3's", "5's", and "10's". The main objective for today's session was consistent repetition with both oral and written practice so that the repetition was maximized for her. As the session progressed, she did extremely well with the "4's", "6's", as well as the "11's". Our session was going great and she herself was very happy that she was being able to remember her multiplication. I was very pleased with the session but I felt that more practice and repetition were necessary. I felt that she needed to practice more on her own so I left her extra written work/practice to do for the week so that she can keep improving."
"We covered the concept of adding tens and ones by using ten(s) blocks and ones. We discussed how we can add from left to right (ones first) and from right to left (tens first). The student seems to grasp the concept. We will revisit this and I will be forwarding work for her to practice with. We also covered how we can develop a fictional character by using adjectives to describe their personality (the things they do and say). She made a list of her character's traits. She still needs to develop the personalities of two other characters she created. I am forwarding a list of describing words and a character development template/ graphic organizer to help her. She is very bright and always works hard during our sessions."
"The student did a good job today and finished all of his math homework before the session had ended. He started out with the word problems first  they involved finding the volume or a triangular prism, volume of a cylinder, similar triangles, and ratios. The volume problems took longer than normal because that was the first time he's actually worked on those types of problems before. This is where I really tried to focus on having him write out the steps. We then moved on to the worksheets, of which he had three (he completed 1 on his own prior to the session). The problems mainly focused on finding fractions, decimals, and percentages in numerical or word problems. He remained calm and focused during the entire session. After completing math, he had a few minutes to start his reading homework."
"Today the new topic that was covered was converting degrees Celsius to Fahrenheit, which the student did not have trouble with. At the end of the session I had him think about how to convert Fahrenheit to Celsius, and he correctly deduced that the formula would be applied in reverse. Topics that were reviewed in the homework were adding, subtracting, and multiplying decimals and fractions, which he did not need help on, and long division, where I only pointed out one small error in the three problems he did. He has needed less and less of my help recently, and is making fewer errors. We did go over his most recent test and what he got wrong. As there was a delay between administration and grading, we had actually already covered some of the areas of difficulty in recent sessions, specifically in the case of misplacing zeros when converting fractions to decimals."
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