Featured by

Tutors from

Harvard

UNIVERSITY

Yale

UNIVERSITY

Princeton

UNIVERSITY

Stanford

UNIVERSITY

Recent Tutoring Session Reviews

★ ★ ★ ★ ★

"The student and I discussed unit conversions (customary-metric) and probability. I made sure to position the content in a broader context, and we he was able to complete his homework related to those areas."

★ ★ ★ ★ ★

"Tonight the student and I started working on finding the volume of solids with cross-sections and whose bases are bounded by functions. He seemed to be struggling a bit with this topic, and he has a project coming up on it, so we went back and started with an easy example to establish the basics. He followed pretty well, but he could use some more practice. I sent him a link to some examples that he could look over, and we will continue learning these at our next session."

★ ★ ★ ★ ★

"Today I worked on mostly geometry with the student. We went ahead a little bit so he would be better prepared for class. He also did his Spanish homework."

★ ★ ★ ★ ★

"I met with the student on Thursday. She informed me that she will have a test on Tuesday. We discussed Chapter 4, Lessons 1 - 6 as covered by her teacher. These lessons covered operations with exponents, the least common multiple, greatest common factor, prime factorization, and division of exponents. We reviewed these skills, and I clarified the difference between finding the LCM and GCD. "

★ ★ ★ ★ ★

"This evening, we continued our work on geometric and arithmetic sequences. The concept of non-geometric/ arithmetic sequences was also introduced on this homework, but was not taught in class due to a scheduling conflict with math extracurriculars. The student and I were able to get through the two difficult problem on material that has not yet been taught. She did exceptionally well with the rest of the problem set. I am very pleased to see her applying some of the skills we've gone over (e.g. using exponent rules to simplify explicit sequence equations) in session to in-class work. She also expressed that she feels more prepared for class due to our work together, which is of course wonderful!"

★ ★ ★ ★ ★

"The student read a difficult story about the Inuit people that had hard vocab and was 4 pages long. He also did a comprehension worksheet. He struggled with the new words some, but was able to get through it with my sharing the reading."

★ ★ ★ ★ ★

"We went over the graphs of quadratic functions, spending most of our time reviewing domain and range. We also went over the graphical interpretation of the roots of a polynomial and briefly went over transformations."

★ ★ ★ ★ ★

"During this session, ACT work covering the first 3 sections of the math review workbook were reviewed and homework was given to be finished before the next session. Topics reviewed include fractions, integers, and percents."

★ ★ ★ ★ ★

"We went over material that the student had for an upcoming test. This material included trigonometric functions, the unit circle, and graphs of sine and cosine functions. He had a little trouble remembering some of the material from the unit circle, but a little studying of that material will help him with that. He also had some initial trouble with plotting various sine and cosine functions; by the time we got the second half of his problems involving this, he understood what he was doing and could complete the task easily. Overall, I think he understands this material and is prepared to take his test."

★ ★ ★ ★ ★

"We worked on a previous year's math state assessment released test. We practiced problem-solving strategies and elimination of impossible answers. We also focused on using pictures (rectangles and circles) to visually break the problem down so that it was easier to figure out the correct math operations needed to solve the problems correctly. We talked about key words and how to figure out what they mean for each individual problem, as some keywords have different meanings based on the situation. "

★ ★ ★ ★ ★

"We went over the student's assignment on regressions and her homework on sampling distributions. For regressions, she should remember that the y-intercept is where the regression line crosses the y-axis, or what the y-score is when x=0. Also, the r^2 value tells you how much of the variability in y is due to x. For sampling distributions, she should remember that the population mean is the same as the mean for the sampling distribution, and to calculate proportions she should use the fraction #successes/#total. "

Call us today to connect with a top Crystal tutor

(612) 807-1702

Call Now

View Crystal Tutors

Award-Winning Test Prep & Academic Tutoring in Crystal, MN

Affordable 1-on-1 home tutoring by top U of M grads! 4.9/5.0 Satisfaction Rating*

Work With The Perfect Tutor For You

About Crystal

Affordable 1-on-1 home tutoring by top U of M grads! 4.9/5.0 Satisfaction Rating*

Recent Tutoring Session Reviews