Recent Tutoring Session Reviews
"The student did great today! We worked on his math facts, and he set a personal best on his subtraction facts with me. He did well on his sight words, and was able to use them in a complete sentence. We focused most of our time on understanding his math vocabulary, matching definitions, and making sure he understood some of the concepts he had been struggling with. He did really well, and had a good grasp on the concepts by the time our session was through."
"The student did not have homework, so we worked on a few ideas in geometry, along with a little practice on factors and multiples, which is the unit he is on now. We graphed several equations to see what kinds of shapes would occur. We then used the graph paper to look at the area formula for rectangles and triangles; introduced the Pythagorean Theorem; and compared the theorem to the formula for a circle. We worked on translating word problem language into functions or formulas, and ended working on similar triangles. He hung in there on some tough concepts! I am trying to keep him slightly ahead of his class."
"The student did not have math homework. We reviewed and previewed fractions!!! We went over prime and composite vocabulary, as well as using the rainbow method to find all factors. We worked on rounding and on mental math pre-algebraic thinking. We started a comprehensive Grade 4 State Test that will be similar to her end of the year test. Topics include geometry, fractions, multiplication, long division, word problems, measurements, multi-digit addition, multi-digit subtraction, place value, and rounding. She did well, only making one mistake with circling the correct answer and one mistake with reading comprehension. The more we practice these type of test questions and learn test-taking strategies, the more those type of mistakes will decrease."
"The student did not have much homework, so we mostly worked on review and story problems that I provided. He showed confidence and understanding in sequencing numbers with decimals and was really excited to do word problems. With word problems, he had difficulty with the concept of "x times as many as," which we've talked about before. I used a lot of illustrations and examples with smaller and simpler numbers to help with comprehension. As we've noted before, his computational skills are strong, but his comprehension often keeps him from correctly answering word problems. His mom and I debriefed at the end of the session and discussed this in more detail."
"The student did pretty well today. With every session, he seems to resign himself a bit more to the fact that he will have to focus and do math, so hopefully, we will keep making progress! We worked with coins to do counting, adding, and subtracting. When he focuses he knows the values of all the coins, and he can count by 10's and 5's with prodding. He is most comfortable with pennies, but we worked on him seeing the equivalencies and using the coins in combinations (i.e., 100 pennies is $1, and 1 dime + 1 nickel = 15 pennies). I incorporated even/odd numbers into the session, with him using the coins and making groupings to see if numbers were even/odd."
"The student had a fraction cubes manipulative that she wanted to use, as she is learning fractions in school. We practiced a bit. We also worked on patterns and what comes next. We practiced telling time on an analog clock in 15-minute intervals"