Recent Tutoring Session Reviews
"I worked with the student on strengthening her trigonometry foundation. She seems clear on the concept of finding integrals & finding derivatives, but when they involve trig functions she was unclear how to do these types of problems. So we spent most of the time: 1) Defining sine and cosine as sinusoidal functions 2) How to convert from degrees to radian mode 3) How sinusoidal functions are derived from the unit circle 4) How to identify and use trig identities when solving calculus problems I gave her some exercises to work on to strengthen her trig background. We also had time to look over her calculus homework."
"Worksheet on fractions, including multiplication and division. Student struggled with the division, so I had to teach her two digit divided by one digit division. I also reviewed problem solving. For extra practice she will attempt to complete the other worksheets."
"Student is beginning a new chapter so I wanted to make sure that she was prepared for it. So, we discussed the definition of a rational number and reviewed how to convert decimals into fractions. We practiced a new trick to do this even with repeating decimals. From there, we reviewed adding, subtracting, multiplying, and dividing with rational numbers. She did very well."
"This session, the student agreed that he would make copies of future homework assignments before turning them in so that we have enough material to review toward the end of the semester. This week we focused on his new homework problems, specifically matching graphs with their equations as well as exponential growth and decay functions. We also tackled word problems using the exponential functions and I feel he now has a strong grasp of all the material from this session."
"We covered long division, review of multiplication tables, and multiplying decimals. Student did not struggle very much with any of the material, but is still a little slow with recalling multiplication tables. We will continue to work on improving speed and accuracy with multiplying."
"We discussed a few research papers submitted by the student's peers for an analysis. He is understanding data from the point of view of real research questions, and he is able to now think in greater detail about his own research."
"We covered portions of the student's budgeting assignment and finalized the spreadsheet for the project. The budgeting project consisted of analyzing a proposal to open a training facility for employees, and determining the projected expenses and revenue of the project into the future. We then reviewed statistics homework that covered inferential statistics (population, standard deviation, and sample sizes), central limit theorem, normal distributions, t-distributions, and proportions."
"Algebra two- First session. Worked on radical equations, function operators, inverse functions/relations, and graphing radicals to prepare for a test the following day. He seemed very prepared for the test."
"Today the student and I had our first meeting to discuss the material for her PhD stats examinations. She brought her text that she has been using and also a large set of previous exam materials. We spent a majority of the session simply discussing what she previously did and did not know about identifying statistical tests and research designs. Today we started by going through an example of how I would pick out a chi-square test of independence given a description of a research problem. We identified the issue, the variables, and then went through an example of how to calculate and discuss the statistic. For "homework," she is going to go through her other previous exams and identify any chi-square that she can find. She will also be using some of the materials that I sent her in order to practice identifying other statistical tests. Next session we plan to practice what we learned and move on to t-tests if we are comfortable."
"We had three worksheets covering factoring ax^2 + bx + c into (x+h)(x+k). We had quickly gone over completing the square the prior week, so this was familiar. He picked up the concepts very quickly and we flew through the worksheets. I initially showed him conceptually why the b needs to be sum of h and k and c needs to be h*k and worked through a problem with him. He seemed very encouraged and proud that he almost got through five sheets of math within an hour and a half."
"Student is a bit shaky on now to approach seemingly-complicated problems. He generally knows what he is supposed to do, but he needs some prompting to set him on the right track. We worked on some homework assignments that dealt primarily with factoring, least common denominators, greatest common factors, adding and subtracting fractions, and multiplying and dividing fractions. Overall, he knew the rules, but just needed guidance to work through them step-by-step. I left him to finish the homework we didn't get through."
"I covered: 1) Explaining and calculating the average rate of change. 2) Finding the equations of the tangent line and the normal line at a given point. 3) Calculating velocity and acceleration as rates of change."