Brainard Tutoring: Tutors in Brainard, NY

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Session Summaries by Tutors

★ ★ ★ ★ ★

"This session we covered positive/negative numbers and solving equations. The student understands most of the problems. The student has been left vocabulary work for Friday."

★ ★ ★ ★ ★

"We discussed the student's review sheet for the upcoming math test. Included factoring polynomials, graphing functions, including piecewise linear and step functions."

★ ★ ★ ★ ★

"The student showed me her test from last week, on which she scored an 90%. We reviewed the problems she missed, and she verbalized her understanding of her mistakes. We then reviewed material that she will be tested on this week. She identified the areas that are hardest for her, so we worked on those problems together. We did take a "brain break" and I introduced her to a quick reset exercise for her brain. After we had reviewed chapter vocabulary, I gave her a 6 question quiz from my math resources, and she was able to complete all but one successfully. We talked about the problem she struggled with, and she identified the mistake. I reviewed test taking strategies with her again, and asked her to keep a list of concepts / lessons that challenged her for our next session."

★ ★ ★ ★ ★

"The student has a test coming up this week, so he wanted to review the sections that will be on the exam, particularly solving inequalities using addition and subtraction. He knows how to solve the inequalities, but he tends to have some difficulty when adding and subtracting negative numbers. He makes small errors in calculation. Graphing the solutions is something he does well in, so he just needs to practice using negative numbers."

★ ★ ★ ★ ★

"The student and I covered circles, arc length, sector area, triangles, slopes of lines, equations of lines, and coordinate geometry. He initially had a hard time with the concept of slope, but he asked good clarifying questions. By the end, he had fully understood the concept and how to apply it to many kinds of problems. Other aspects of the other topics, or some analog of them, were more familiar to him, and once he connected it to a topic he already knew, he was able to perform the problems fluently."

★ ★ ★ ★ ★

"We continued our work on solving expressions for linear equations. As we took on more examples, it was clear that the student was slowly but surely understanding why all the work done in the past 6 weeks mattered a lot. To solve for the gradient and y-intercept as well as problems involving parallel lines, a student is expected to know how to solve algebraic expressions of two variables and be comfortable with graphs. Hence, it was gratifying to see the student apply all the concepts in each problem that he was assigned in class. "

★ ★ ★ ★ ★

"During tonight's session, the student completed her geometry homework reviewing how to write proofs using various theorems. Theorems included corresponding angles, interior/ exterior angles of a triangle, commutative property of addition/ multiplication, etc. She showed improvement in her understanding of the material throughout. Proofs are a difficult concept for students to master, so I am happy to do additional sessions with her on this, if a test is approaching. In the last 10 minutes we reviewed how to add, subtract, and multiply fractions and how to convert to mixed fractions. "

★ ★ ★ ★ ★

"Today, I worked with the student on solving sections 7.5 and 7.6 so that he could review and understand the concepts. We practiced several problems to make sure he understood them. Afterwards we began practicing for the ACT where I was able to work with him on understanding logic problems. He needed help to understand the logic problems and I encouraged him to continue practicing because the ACT would post problems that would try to make him select a different answer than the correct answer."

★ ★ ★ ★ ★

"The student was assigned a worksheet on factoring quadratic polynomials. She was not quite aware of the significance of the linear factors and their roots, so we went over how factoring can help us solve quadratic equations for roots, and how they relate to the graph of the function, i.e. they give us the points where it crosses the x-axis. We also drilled some more on factoring quadratics that are perfect squares. She also practiced going in the opposite direction, from factored expressions to standard form polynomials. She needs to practice polynomial multiplication more to understand distributing the terms and to get faster at it. We will continue to work on that. "

★ ★ ★ ★ ★

"We worked on note taking and time management. The student has 3 more papers due this week and needed a little help deciding what to focus on. I suggested that it was best to focus on the paper due Tuesday because it's due first, the prof seems less lenient than others, and her grade is probably lowest in that class, so this paper really matters to her final grade. We talked about the subject of that paper, her sources and made a plan to get it finished on time. Her homework is to finish reviewing her outside sources and take notes so that she can work on an outline Tuesday morning. "

★ ★ ★ ★ ★

"I'm really impressed with how well the student is picking up on the concepts being covered in physics. We discussed and practice transitioning between distance, velocity and acceleration graphs while going over the practical applications of each. Since she is reaching the end of the school year, I'm open to additional sessions to review additional material before her testing. "

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Session Summaries by Tutors