Recent Tutoring Session Reviews
"The student worked on his homework, which consisted of several worksheets on percentages, ratios, and fractions. It was worth going through again and once more outlining the steps and rules for converting between decimals, fractions, and percents."
"Today we did some diagnostic work so that I can gauge where he is as far as math. This is our first meeting so no scores to suggest progress. I did leave him with a few questions to practice. No concerns with this session."
"The student came to this session with quizzes from her classes on which she received Bs and we reviewed her errors. We then spent the entire lesson on calculating perimeter and area of quadrilaterals and parallelograms, then we worked on figuring out which one we needed for which type of problem. We tried a new teaching style today, and it was effective and engaging for her."
"The student had recently been learning about sequences and binomial expansions; we thus found a variety of problems that would allow him to practice these skills. Overall, he was very adept at expanding expressions using Pascal's triangle; his facility with sequences was also great, though we had to go over some of the vocabulary regarding whether a given definition of a sequence is explicit or recursive. For the next session, I'll bring him an activity about the Fibonacci sequence that will integrate many of these skills with some that he learned in the last chapter (like fractional decomposition)."
"The session began with the student identifying equivalent fractions. He completed the worksheet with an accuracy rate of 100%. We then continued to review various math equations that required him to add and subtract decimals, solve word problems, and compare fractions in preparation for the upcoming city math test. I left extra math practice sheets for him to complete until our next session."
"Today the student and I went over additional problems I assigned to him on calculating classical probabilities. The language associated with compound probabilities (probabilities involving two or more events) appears to be a major stumbling block. We went over formalism for calculating unions and intersections of two probabilities, including the conditions of independence of events and mutual exclusion of events. When events are independent or mutually exclusive, the student gets the intuitive addition and multiplication rules, but when they are not, the more complex formulas give him a lot of trouble. The abstraction makes things more difficult, so I will have more concrete examples next time. I would like to see the student have a firmer grasp on these concepts before moving on to his next module on probability distributions."