Recent Tutoring Session Reviews
"Student and I focused on multiplication today, touching a bit on division. She did an excellent job on a timed test and worked really hard on the rest of the problems. Well done!"
"Today our primary focus was on reviewing and practicing multi-digit multiplication. Then understanding the basics of division and beginning long division."
"Today's session went smoothly. Our first hour of instruction was focused on reading and writing practice. Student is showing more effort in trying to sound out words that she hasn't seen before. We're continuing to improve. Our next hour was subtraction and mental math. She is starting to grasp the concept and is able to complete her mental math problems in two minutes. We're hoping she'll get faster as we continue to work together. Lastly, we focused on writing and spelling. I noticed she gets confused with her vowels and tends to forget them when she spells. With more practice and reading, I'm hoping to see improvement."
"The student and I had two areas of focus today - math and grammar. We worked through some math together practicing some more addition and subtraction. Then we discussed some grammar work that she has been looking at in school."
"Today we reviewed two post tests from the beginning of the year. We went over the different mistakes and the student was able to ask questions and get a better grasp on the concepts."
"We focused on computing percentages of whole numbers. The student had trouble doing the problems if the percents were in percent form but after I posited another way of solving using fractions instead of percents, he completed them fairly quickly. He had trouble seeing that 30%=3/10 or 30/100 or 2/5 = 40% and is not yet comfortable making those calculations. He struggles with simplification of fractions but has developed a method for this assignment. First, he converts the percentage into fraction form and writes out everything in fractions, including whole number (i.e. 25 = 25/1). His learning style, at least in math, seems to be re-explanation and he will understand certain methods of solving and will stick to a particular method. Once we do more practice, hopefully he can be more flexible with solving methods. He knows the multiplication tables well, but gets flustered when the questions ask for him to solve, divide, or apply. We also reviewed some social studies concepts regarding topography, climate zones, and vegetative zones of Europe and Russia (i.e. tundra, forests, arctic, Mediterranean, etc.) He needs to review geographic terms more and memorize definitions since his exams ask for and apply definitions in a multiple-choice or fill-in-the-blank format."
"Practice oral counting and alphabet with emphasis on vowels. Capital and lowercase O and N. Dot-to-dot puzzle to 50. Pencil and crayon grip strengthening."
"The student and I worked on word problems that involved division that I brought with me for her. She did well in figuring out how to solve the problems, although it was obvious that they were all division problems."
"Today, we covered greater than, less than, and what numbers come before and after. We also reviewed addition and subtraction and did one page out of the workbook that the student's teacher gave him."
"We began working on two-step word problems involving addition and subtraction. We also did two homework pages of multiplication problems. We concluded with doing some spelling word practice."
"We focused primarily on adding and subtracting time. At first, the student had difficulty knowing which value to subtract from which when both of the times were either the same a.m. or p.m. and what to do if the top time had less minutes than the bottom time. However, after practicing more, he felt more comfortable with adding and subtracting time. We also worked on some English work in his workbook, figuring out which phrase to use to complete different sentences and identifying the resultant sentence as either a compound sentence or a complex sentence. He was able to correctly match the 5 phrases to the 5 partial sentences and identify the compound versus complex sentences once we reviewed what compound sentences are in his English book. We ended by practicing his multiplication with flashcards for the 7s, 8s, and 9s. He is doing better but would benefit from continued practice daily. I had him start with the answer and one of the multipliers as well to figure out the answer."
"The student and I focused on the end of chapter 3 in our session today (3.6-3.9). We focused on subtracting numbers using regrouping and talked about the importance of lining up the ones, tens, hundreds, and thousands when doing so. We did ten problem solving problems and the student did very well on these. At first she was a little intimidated of the problems because they are multi-step, but when we broke them down and went slowly through each one, she did very well. At the end of the session we discussed strategies that she should use when taking her test at the end of this week: stay focused, check your work, work slowly, show your work. A great session!"