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

"We went over the next chapter in his textbook, which would be the material for his next quiz. His homework and material are all about sequences and series, and whether or not they converge or diverge. We covered the difference between sequences and series, how to tell if a sequence converges and diverges, and were beginning to start on the methods of finding out whether a series converges and diverges. We got through the first section of his homework. We also discussed his last quiz. He seems to have some sort of test anxiety. We discussed maybe making his cheat sheet neater, as well as labeling the formulas and examples he wrote with words so they would be easier to find of the test, such as writing out the words "Integration By Parts" next to the formula."

"Today the student and I focused our tutoring session on reviewing for a math test that she has tomorrow. Her math test focuses on the big theme of multiplication. She had review problem homework to use as review. We completed the different sections of this review homework. She had some sections already completed independently (multiplication properties and mental multiplication), and we checked over those together. We then completed the section on rounding and mental multiplication. When using rounding and mental math to multiply large numbers ending in zeros, she has some difficulty keeping track of how many zeros she had already used in her final product. Together, we came up with a "cross-off" method to verify that she has accurately used the correct amount of zeros in her final answer. She continued to use this method throughout the practice problems, and she was able to see the benefits. Next we completed the section on 2-digit by 2-digit multiplication. She was able to work through most of the problems completely independent using the "turtlehead" method of multiplication. The next section focused on exponents. Again, she did a nice job of organizing her work and accurately answering the problem questions asked. The final section contained two word problems. Because she could not highlight important information in her math book, we used a bullet point method to help extract the important information from each word problem. Today, as an organization strategy, I again modeled for her how to fold her math work paper into sections to keep her math work neat, tidy, and accurate. She liked this method, and chose to try it on her own on her second piece of math work paper. We ended the session by using playing cards to model different types of exponents. She completed all practice with 100% accuracy. To help the student see her learning and strategies that have helped her feel success in this unit, I wrote up a few reminders to "rock the test" for her to refer to before she goes into the test. She stated that she feels confident and ready to take her math test tomorrow. "

"The student worked on his homework for sections 6.3 and 7.1. Section 6.3 covered applications of the definite integral, especially working out the area defined by a curve and the average value of a function over an interval. Section 7.1 was all about integration by substitution, which he is doing very well with already."

"The student finished Quiz 3.2 test corrections; y=mx+b. Her time management is improving. She also developed a greater understanding of y=mx+b. She has a good attitude. She is opening up and applying the strategies. I showed her linear equation shortcuts using a graphing calculator. She was able to complete the assignment faster than before, and her answers were correct. She has said our sessions are helping her a lot! :-)"

"The student and I delved into geometric review dealing with triangles, parallel lines and perpendicular lines. The more and more we meet, the more and more I can see him connecting the visual, concrete understanding with the abstract equations. We went heavily over the connections between parallel and perpendicular lines with Point-Intercept form equations. We also discussed algebraic expressions and order of operations with some concrete proofs helping him see why such rules exist. Then we applied these concepts to factoring out polynomials. We also studied Punnet squares, genotypes and phenotypes. At the end of this session, he was completing problems by himself with ease."

"Today, we covered simplifying radicals using two methods (finding a perfect square and factoring). We covered simplifying radicals with integers, one variable, and multiple variables. Since the student missed this lesson in class, we went over multiple practice problems for these types of questions. He was able to complete part of that section on his homework assignment. He is very bright. He has determination and a willingness to work hard. Once he completed several practice problems, he had a good understanding of the material. "

"After reviewing what was going on in each of the student's classes this week, we focused on algebra. In class they are currently covering quadratics, which he says he feels comfortable with so far. We worked through a number of practice problems, specifically focusing on the content he missed. He seems to have a good grasp of the basic concepts, and we'll continue to work on this area tomorrow to ensure he has a strong foundation to build on as the difficulty of the material increases."

"We did 25 problems today and this time I made the student work through the problems more and I just guided her along the way. She was able to answer majority of the questions. With a little help the student is able to answer and complete each question efficiently and promptly. She remembers to use the tricks and hints taught from previous sessions which help her to save time. Today, I gave her some more tips. "