Recent Tutoring Session Reviews
"First we reviewed improper fractions and speed conversions. Then we focused on monomials. He did well with multiple-choice but not writing out the factoring by hand. It was the first time we used more than one algebraic letter in one equation. I will emphasize it more next time."
"First, the student and I did some work with number sentences. He rolled two 10-sided dice and then one 10-sided and one 20-sided die, we then formed math problems out of the dice rolls. We did a total of 40 math problems, or 20 dice rolls. He responded really well to being able to roll the dice and then figure out the totals. Then we worked on some phonics, we did a few pages out of a phonics workbook. Finally, he got to play math games on my computer. He really responds well to getting to work with the computer and I think that the interactive quality of the activity really motivates him."
"First, the student and I went over the problems I assigned her for homework. We spent additional time on that because I discussed two new strategies to use in order to find the LMC aside from listing the multiples (grid strategy and prime factorization strategy). She uses the grid method in school, so we focused on that one. After, we worked on ELA. First, we went over the definition of a conjunction. We then discussed coordinating conjunctions, which she can remember using the acronym "FANBOYS" (for, and, nor, but, or, yet, so). I gave her extra practice on coordinating contractions. I have noticed that her attitude towards math has changed in a positive way, which excites me so much!"
"First, we did did geometric sequencing with fractions. The student did great. Then we reviewed dividing fractions and dividing fractions with word problems. Then, we tried something new. I modeled all the steps of how to multiply two mixed numbered and then did some examples. He started off slowly, and was doing better at the end. We'll do more of this tomorrow."
"First, we reviewed order of operations covering questions from past assignments where he did minor things that led to point deductions. Next, we reviewed areas of squares, parallelograms, and triangles (Area = Base x Height). We built on this to calculate the volume of prisms (Volume = Base x Height). The student will work on rewriting the entire equation as he does each step of Order of Operations. His past work showed that he was flipping numbers, thus coming up with positive numbers when the answer is supposed to be negative. He quickly mastered finding the area of square and triangular prisms. Odd-shaped prisms took him some time to work through, but ultimately led to a deeper understanding. His homework is Sections 9.8 and 9.9 in his workbook."
"For literacy, we read a fiction story and completed a main idea/detail graphic organizer. I noticed that when answering questions, I find it beneficial to underline key words in questions to help the student locate the evidence correctly in the text. I want her to slow down when searching for text evidence and reread the question for clarity on what specifically she is answering. For math, we focused on 2-step word problems, making sure to draw a picture representation. She still needs assistance with regrouping with addition. Next session, we will continue with graphic organizers and comprehension questions as well as 2-step word problems and regrouping."