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Recent Tutoring Session Reviews

★ ★ ★ ★ ★

"The student and I went through a homework assignment of his that covered finding the important points of a quadratic equation. The vertex, x and y intercepts. We worked through a few of them; we also revisited the topic of completing the square, which was necessary in order to convert the quadratic equation into its standard form; a topic we should revisit in the future. "

★ ★ ★ ★ ★

"We covered operations with rational expressions: simplifying a rational expression and multiplying two rational expressions. "

★ ★ ★ ★ ★

"We covered exponents and PEMDAS and story problems with variables. These were the areas the student said she was struggling with most and wanted to go over. She seemed to be able to solve problems that were given to her pretty well."

★ ★ ★ ★ ★

"During this session, we looked at questions focusing on the parallel line with a transversal and angle relationships. The student was getting the hang of it but still needs more practice. We will continue to go over this in our next session. Overall, this session went well."

★ ★ ★ ★ ★

"The student is currently working on trinomials where there is a coefficient other than one in front of the first term. He needed some reminders to finish the process, but with practice, he was doing well by the end of the session. He was still struggling a bit with factoring out greatest common factor, which is a useful tool in this chapter. I added an extra step where we write out the factor beneath each term so he remembers that he needs to divide each term by the factor. He was able to factor on his own by the end of the lesson, but we will need to return to factoring GCF again to make sure he doesn't forget."

★ ★ ★ ★ ★

"Today, the student and I worked on Reading and Math. Specifically, we worked on reading fluency and math pre-assessment. Reading fluency with a focus on intonation, accuracy, and prosody, was practiced via the repeated reading strategy. A grade 1 reading passage was used for fluency practice. Additionally, sight words, identified in a previous pre-assessment, were practiced through the constant time delay reading intervention strategy. A math pre-assessment was also completed in the areas of numbers and operations. The results of this assessment will be used to plan future sessions. Progress was made related to intonation and prosody with regarding to reading fluency practice. "

★ ★ ★ ★ ★

"The student and I went over section 7.5 as we planned. It went well, but we need to reinforce the trig identities and how to use them before the test date. We get plenty of practice as we are going through the homework assignments, so I don't foresee this as an issue for the test. I will gather information on what I felt were points that he needs to reinforce before our review session next week. This way, I can directly teach him these concepts during that session."

★ ★ ★ ★ ★

"For this session, the student wanted additional help understanding linear functions. We reviewed coordinates, and how to graph a line from the y-intercept form of a line and with picking points. He practiced graphing and answered some word problems and how to assess if a function is linear or nonlinear. Then he wanted help with fractions. I helped him work on reducing fractions, and then adding and subtracting fractions. I also worked with him on greatest common factors and least common multiples and how to use those for fractions. Lastly, he did some word problems with adding and subtracting fractions. "

★ ★ ★ ★ ★

"The student and I reviewed addition and subtraction of vectors and matrix notation while going back over his homework. The differences between bracket and ij notation were causing some comprehension problems, but illustrating their similarities through matrix notation seemed to make the difference. The student is fairly intuitive when he sees the trick, but he defaults to plodding through the same method until he finds the trick. Next session, we'll address this habit by enforcing a 'no calculation' rule so he has to see the problem to its end before pulling out the numbers."

★ ★ ★ ★

"The student had just started working on a new topic in his math class. He was now learning about angles, so we focused on this topic. First, we went over the definitions of acute, obtuse, right, and straight angles. I had great worksheets on this topic with pictures of all the angles and explanations of each. Next, I had him complete some angle matching worksheets. After he mastered that, I started teaching him about angles inside of a triangle and how different types of triangles can be named and classified based on their angles. Then, I had him complete some vocabulary matching worksheets. At the very end, I had him explain all of the angles in his own words without looking back at his papers. "

★ ★ ★ ★ ★

"The student began to learn multiplying fractions in school, so we spent a fair amount of time doing problems. As he just learned it, he got a little mixed up when I gave him a set of problems that had addition, subtraction, and multiplication. He is getting better at finding a common denominator, but finding the least common denominator is not automatic yet. He has yet to learn how to simplify fractions, which we will work on next time. Today was also the first day that he got all of the questions correct on the timed multiplication test I give him twice a session; he also completed the second one faster than he has before. We continued with reading; I am going to try to focus on comprehension as well as vocabulary next session. "

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Affordable 1-on-1 Tutoring by top UofM Honors Students. 4.9/5.0 Satisfaction Rating*

Recent Tutoring Session Reviews