Recent Tutoring Session Reviews
"The student and I started today's session by creating an area and perimeter formula sheet for the following shapes: triangles, trapezoids, parallelograms, rhombuses (kites), squares, and rectangles. We also discussed how each formula was derived, and how the Pythagorean Theorem can be used in finding area of various figures. Next, we worked together to complete the test review, which contained many figure examples and word problems. The student was able to draw most of the figures and solve the problems on his own with some of my help."
"She has been doing very well with the help of her other tutors and has been getting A's on her geometry and physics exams. We spent some time doing some of her geometry homework."
"Today, the student and I covered parallelograms and special cases of right triangles. He was very cooperative and receptive to the lesson. I left him with two practice problems almost identical to the two higher-level ones we went over during the lesson. Earlier in the lesson, I mentioned some methods to reason out some facts. We went over some study skills in the beginning. He seems to have a solid method down for studying biology (flash cards) that should help him out. He quickly seemed to pick up on methods of figuring out right triangle problems throughout the lesson and I think that he will have a firm understanding of it soon. I let him know that he can email me with questions at anytime."
"Today the student worked on a homework assignment dealing with making 2D into 3D figures using rotations and finding areas using cross-sections. From the beginning this assignment was tough for him because he had a hard time visualizing the 3D figures from the 2D. By cutting out shapes, in some cases I was able to provide a better visual. At one point he was having difficulty visualizing the cross-sections of a rectangular prism so I used his pencil box as a model to get him past a mental block. Good news: he scored an 84% on his quiz over previous material in the unit, missing a problem that most students in the class missed and actually getting pretty far on a problem that most students left blank. His teacher told his mother that he highly doubted the student would get less than a B in the class at the end of the semester."
"The student did very well on his last quiz. Today we went over sections 8.5-8.7 in Chapter 8, covering areas of parallelograms, rhombuses, trapezoids, and circles. I was happy to hear that he had read the material ahead of time. There was a lot of homework problems assigned for these 3 sections, roughly about 90 problems plus the 3 challenge problems. We started with the challenge problems. There were some questions in Challenge Problems 8.6a (area of an isosceles trapezoid), and 8.6b (area of a trapezoid inside a triangle). Both problems required the use of previous material such as the Pythagorean Theorem, Proportionality of Similar Triangles, among others. I can see him sometimes struggling in these challenge problems, specifically in figuring out what missing information he needs. I asked him if I can give him some feedback and he was very open to it. I suggested to be detail specific and write the actual equation first, then substitute the segments and points specific to the problem. He can then replace the given segments with their respective values and be able to see which one he still needs in order to move forward. I also mentioned the additional benefit of remembering the equations for the test if he was to write them for each problem. For Challenge Problem 8.7, finding the area of a bullseye along with its 2 outer rings, he did very well, almost completing the whole problem on his own. I congratulated him on the initiative and positively redirected him to find the correct solution. We had about 30 minutes left to work on the remaining problems and were able to get through the 32 exercises in section 8.5 which only had a few challenging ones. He is to complete the remainder of his homework on his own. Again, I was happy to see him put the effort and work through these problems."
"We covered a study guide which the student specifically mentioned would have questions taken from for his make up test on Friday. Specifically, we covered special triangles (45-45-90 and 30-60-90 triangles and their properties), as well as how to work with radicals such as multiplying and how to remove the radical from the denominator. He struggled mostly with handling the radical from the denominator and how to multiply radicals together. Applying the mentioned concepts into special triangles was not difficult for him however. He did mention that he feels more confident in the material now and felt that he could tackle the special triangles portion of his makeup exam with his new-found confidence. I offered other strategies of looking at the radical and how to simplify radicals by thinking of the radical as a fractional exponent or by breaking down what is inside the radical into its various factors. As for extra practice I gave him other practice problems that I made up for him to do to ensure that he has plenty of practice."