Award-Winning Test Prep & Academic Tutoring in Dayton, TX

"Today, the student and I covered two sections. We left it at two because the book continued with the distance/rate formula by adding in separate distances in the word problems and that made the problems harder, therefore we spent extra time working through them. The second section covered calculating the distance between two points on a graph and calculating the slope using the slope formula. She does very well any time there is a formula presented. I believe during the next session, we should create a review sheet with a list of all the formulas that the book has covered. "

"The student and I continued preparation for her AP Stats exam scheduled for tomorrow. She informed me that she completed an additional practice test and made a passing score; we reviewed the multiple choice questions that she missed. We re-worked and discussed the following concepts: probability (i.e., distinguishing between predicted values, false positives, sensitivity, specificity, independent/mutually exclusive events, subsets, etc.), chi-square/empirical rule (i.e., observed vs. expected values), z-scores (i.e., using the actual values and expected mean and standard deviation), variance estimates, normal distribution, alpha levels (e.g., 0.05 vs. 0.10), hypothesis testing, type I vs. type II errors, correlation values vs. slope of a regression line, confounding variables, and appropriate research design (e.g., census, survey, experiment, or observation). I advised her to leave no problems in the free response unanswered to ensure that she earns partial credit; I also suggested that she review the multiple choice questions and answer the ones she knows how to do first before returning to the questions that may take more time. She asked several clarifying questions, and she understood some of her mistakes without our having to review them (i.e., some of them were minor reading mistakes). I wished her the best of luck on her exam as we closed out our session. "

"The student finished the chapter 9 assignment and made significant progress on chapter 10. She continued to be successful with the formulas like law of cosines and law of sines that we had been working with on Monday. The chapter 10 assignment starts with trigonometric graphs, which even I find to be a little confusing still, but she was totally willing to keep trying. She put in a lot of effort towards her goal of finishing tomorrow - I really hope we can do it! "

"We went over the student's homework, and did some formulaic multiplication and division problems, as that was what he was doing in class. I then moved forward, because he understands that, to working on detecting patterns and making predictions off of them."

"The next module of the student's algebra class is focused on polynomials. We covered adding polynomials and began the section on multiplication. She also completed the assessments for two sections of this module and got 100% on both."

"We went over chapter 5 today. We went through old homework problems as well as extra practice problems. The student did alright with it; most of her trouble was in remembering how to do the problems. Once she took a look at each type of problem solved out she was able to do new ones. We went through the concepts behind the problems to try to help her remember them more."

"We spent the session covering Teotihuacan and the Mayans of Mesoamerica. We then discussed the Anasazi in the Southwest and the Adena, Hopewell, and Mississippian "mound-builders" of the Ohio River Valley. We finished with the Aztecs and Incas and discussed their military and agricultural similarities and dissimilarities regarding gender roles in contrast to the previously studied Mediterranean civilizations. "

"Today, the student and I worked on mitosis, meiosis, chromosomes, chromatids, sister chromatids, diploid, normal human karyotype, interphase, spindle apparatus, cancer, senescence, radiation, chemotherapy, Punnett squares, heredity, genome, genes, dominant genes, recessive genes, androgyny, Swyer syndrome, and Turner syndrome. She did great and always asks the best questions. She seems genuinely interested and motivated to learn!"

"The student and I reviewed adding and subtracting fractions without common denominators, including negative signs inside and outside of parentheses. I also gave organizational tips regarding the use of folders to differentiate between classes and to separate work to be completed from work that has been completed."

"The student did excellent today. We worked on word problems and reading comprehension focusing on syllables. Her reading comprehension, fluency, and speed improved dramatically once she started using syllables to break down the words."