Recent Tutoring Session Reviews
"We reviewed how to read time, addition, subtraction, division, and multiplication. We also briefly reviewed fractions (determining if two fractions are equivalent)."
"Today, we worked on reading and answering questions about author's purpose and main idea. We also completed math work based on fractions."
"We studied sequences of numbers and recursive and explicit forms. We worked on proving when an explicit and recursive form are congruent via induction."
"We reviewed the student's last quiz. She missed one problem and got the rest of the problems perfectly. She scored an 8/10. She explained to me what she had done wrong. It was obvious she used the quiz as a tool to reflect on her mistakes, and that she could correctly identify what her mistakes were. She then went over chapter 3 homework. The topics covered were scatterplots, explanatory/ response variables, positive/ negative association in data, and strong/ weak relationship identification. We also talked about the correlation coefficient and how it can help us discern the relationship between two variables in a set of data. We also went over how to decode the strength and direction of a linear relationship between two variables using the correlation coefficient. We went over how to calculate the correlation coefficient by hand and also how to calculate it using the calculator. I also went over how to use the seq() command in the Ti-83 calculator to automatically fill in a list with a sequence of numbers. The student is grasping the material very well. She has told me she feels confident about the material at this point."
"With Student S, I worked on concepts from algebra, including the distributive property and the relationships between arithmetic operations and fraction notation. I have been emphasizing the distributive property, since I saw that she struggled to apply it in the early going. She is clearly an able student, but she has a habit of guessing when she doesn't see how to solve a problem right away. Going forward I want to encourage her not to settle for an answer that seems right when she is capable of finding an answer that she is sure is right. With Student C I worked on problems from his geometry class, specifically dealing with arithmetic on angles. I have been emphasizing that these early problems reduce to relatively straightforward algebra problems when given information is properly interpreted. I have encouraged him to draw the relevant diagrams, since they serve to make clear the relationships between the pieces of information given. A few times he got stuck because he did not see that the information he had was enough to solve the problem, but once missing connections were pointed out (usually by way of diagram) he was able to complete the problem without any trouble. From the looks of it he will do just fine once he gets comfortable with the way things are done in geometry."
"We went over graphing inequalities, solving equations and other review topics. We also went over some nomenclature for the student's geometry class. He didn't struggle much, but did make the occasional minor error in practice problems."