Recent Tutoring Session Reviews
"The student is currently 2 chapters in to her class, so we began by talking about some concepts regarding types of data and choosing appropriate graphs. We also talked about how to find relative frequencies when given a frequency table. We also reviewed data dispersion and talked about comparing standard deviation, calculating it, and drawing some examples of data. We practiced using the Empirical theorem and solved some problems using it, and we also practiced finding z-scores."
"The student and I discussed the nature of his course (that it's online, what he needs it for, etc.). We went over an assessment from the course that covered the material that he had already been exposed to, and he's going to be working through modules between our sessions. During our sessions, we will go over any exercises and concepts that are giving him trouble, as well as studying for tests, etc. He seems to have a good grasp on the material that he has already been presented. He is very organized and quick."
"The student and I covered the four main types of data (nominal, ordinal, interval, and ratio) and how to categorize examples. We discussed probability theory and completed several practice problems pertaining to likelihood questions for her course. We covered standard deviation, means, and ranges on a conceptual level and then applied those ideas to an assignment for the student's course. We will continue to discuss elementary statistics concepts in future sessions to help the student improve in her course."
"This was my first session with the student, so we introduced ourselves and I asked him how he currently felt about math. We also took a look at all the neat tools on the online platform. Then, we started by reading one of the examples in his book on how to multiply fractions. The answers had to be simplified and converted from improper fractions to mixed numbers through the use of long division. We did six problems like that together, and then a word problem (which he did a great job of writing out the steps for). He struggled in the beginning with long division, but was doing an excellent job by the end of the lesson. The student was very proud of his work and excited to complete the rest on his own."
"The student and I began the session by reviewing one of his in-class math assignments about sales tax. He had made some errors in his work in terms of the process (which numbers do you multiply in order to determine the amount of sales tax, then which numbers need to add, etc.), but understood how to compute these problems correctly prior to our review. However, he made some errors when adding numbers with decimals by not lining up the place values accurately. We reviewed this concept and contrasted it with multiplying decimals in an algorithm because with multiplication the decimals do not need to be aligned in the algorithm. He had mostly internalized this idea but will likely need to review it more during our next session. The idea of lining up the decimals will become important again when we begin on dividing decimals. In future sessions, we'll spend the first few minutes reviewing his math homework or recent assignments, even if he says he's doing fine with the material. It couldn't hurt to have an additional review of the concepts. Following this review, we returned to our work multiplying with decimals. He remembered our work from last session and while he struggled at first to apply his number sense and adjust the placement of the decimal with more complex equations (i.e. 0.6 x 0.7), he ultimately showed mastery of the concept. He computed the following problem accurately the first time, which reflected a solid understanding of the concept: 67.394 x 82.07. This was a key moment and proved to him that he has the skills and knowledge to tackle problems that seem daunting or too complex. I was really proud of his focused and thoughtful approach to solving it and was impressed by the clarity of his explanation of how he solved and checked his answer. We continued with math, moving into application of concepts via word problems. He struggled at first with the second part of a two part problem involving the application of percents, decimals, and fractions. We did solidify the connection between percents and decimals and he even remarked that multiplying with decimals was much simpler than setting up percent-based ratios. We'll return to this problem during the next session as we begin work on dividing with decimals. We did not discuss writing and reading today because his school had used some of the same materials that we had been using and I worried the work would be redundant. I will email a new set of materials about invasive species that I'd like him to read or watch prior to next Wednesday's session."
"Today the student and I went over questions similar to the ones on his last test. I took some of the questions from the test that he missed due to not knowing concepts, rather than making math errors, and reworked them into similar problems. We would work through one or two together, and then I would have him do one of two on his own. In the case of the prisms, I walked through steps he could take if he couldn't remember the formula, and he did several problems correctly on his own. I also deliberately came up with problems where the answer would have to be written as radicals that could be simplified. He seemed very willing to go back and check his work, and THEN use any extra time to try his hand at the bonus questions."