Award-Winning Test Prep & Academic Tutoring in Helderberg, NY

"Today we finished the chapter on factoring. We talked about factoring polynomials with four terms by grouping. We also reviewed for the end of chapter test by doing some review problems. We'll clear up any questions next time and move on to the next section."

"The student worked on a review packet for her upcoming final, reviewing and applying theorems related to circles, tangents, secants, chords, and angles formed when tangents/secants/chords intersect in/on or outside of a circle, and the relationships between the length of those segments."

"The student did a problem set to review complex numbers. We started covering statistics topics for algebra 2: normal distributions, z-scores, extrapolation, interpolation. I will create a problem set for him to work on for Monday."

"We covered inequalities, midpoints and distance of lines, factoring, and working with radicals. Student 1 was positive and was familiar with the material. I included some test-taking strategies that might save time, and I made some suggestions as to how to stay organized while working out problems. She has clearly gone over the material before, she just has not worked with math in over a year. She gained some confidence in working out certain problems during our session today, and undoubtedly she is more comfortable with her homework than she was before. We went over her last test, and she knows how to complete the ones that she got incorrect. I feel great about how we parted today."

"We covered the same concepts as we did the previous week, with an emphasis on domain, range, continuity, and asymptotes. We covered how to tell if a graph has a hole in it also. The student most struggled with remembering the difference between computing the vertical asymptotes and domain. Other than that, the student seemed to grasp the concepts great. I sent home a sheet in Cornell notes form that can be used to create flashcards for memory help before the test."

"The student and I covered macroeconomics. Concepts ranged from GDP, NDP, nominal vs. real, a general overview of macroeconomics, and methods for studying. The student is highly capable and able to grasp material quickly. Her attitude was positive and motivated. She has gained confidence in the material and is comfortable moving forward as she learns these concepts. "

"Today we studied for the student's upcoming midterm exam. We finished 3 pages from his review sheet, covering material including graphing inequalities and matrix operations. There wasn't anything he didn't understand, although he had to look up the matrix operations rules at first."

"We spent the 1st hour and fifteen minutes working on adding and subtracting fractions with unlike denominators. We used the computer program the student needs to complete for class. Then, we spent the last 45 minutes having him write creatively and read out loud. He did a great job!"

"We went over multiplying/ dividing/ powers/ roots with/ of complex numbers in standard and polar forms. We went over how to convert a complex number into polar form to solve a power or root problem, and how to simplify expressions involving imaginary numbers. The student has a hard time remembering conversion equations, so I tried to relate it to previous questions so she can make those connections."

"The student is so full of life and energy and I am excited to be working with him this summer. Because this was our first encounter, I wanted to make him feel comfortable. We both filled out an "All About Me" page and shared our likes, dislikes, and our favorite things. We both noticed that we have a lot of things in common. I then asked him to create three goals that he wants to accomplish. His first goal was to master addition and subtraction. We played a fun addition fluency game and then he made flip books to support his learning of the 1 and 2 addition facts. I am really looking forward to our next session!"