Award-Winning Test Prep & Academic Tutoring in Mead, WA

"We covered hypothesis test for proportions, 1-proportion confidence intervals, conditions for a 1-proportion confidence interval. The student attitude was very positive! "

"This session time includes 45 min prep time from yesterday when I reviewed a document for the student. During this session we reviewed independent t-tests including how to formulate null hypotheses, how to run them on SPSS, how to interpret the printout and how to write them up. Then for the last part of the session, we discussed possible research topics for her paper in the same class."

"Student went over setting up inequalities, solving word problems with inequalities for test prep, and math vocabulary to aide in understanding how to change word problems into equations."

"In Wednesday's session, the student and I worked on basic probability, box-and-whisker plots, and word problems. She understood the concepts we worked on very well, as they had been covered in class recently. We started the session with a few basic probability word problems. The questions, which asked about the probability of single events occurring, required her to set up simple equations and to add fractions. She had not learned about calculating the probability of a sequence of events occurring yet, but we touched on this briefly; I explained that in these cases, multiplication is used instead of addition. We will review this more in-depth in future sessions. She had a good handle on box-and-whisker and stem-and-leaf plots already, so we did not spend a great deal of time on these. I set up word problems and asked her to create tree diagrams showing all the various combinations of events that could occur; for example, if she is choosing between three sports, for which she could wear either a white or purple jersey in size small or medium, how many possible jerseys might she wear? We then explored how the tree diagram relates to mathematical calculations of probability. She did make some errors in her math. I suggested that rather than waiting until she makes it through an entire problem to check her work, she double check after each step in solving a problem. Once she finishes a line of work, she should check the line before it to make sure she has copied everything correctly and has not made any arithmetic errors. This strategy will help make checking her work a bit less time-consuming. I asked her to continue working on the word problems I had given her in the previous session. This will be a good review, to make sure that she still understands the concepts. In our next session, we can go over these problems and work on reinforcing the probability concepts she has worked on in class."

"In this session, we covered some SAT grammar and then continued with a number of math problems from a variety of topics. For the grammar, the student is doing very well and has a good grasp of both the grammar concepts and the exam. For the math, we went over a few data analysis problems, which the student was generally pretty comfortable with. If she takes time to carefully read the SAT math's wordier questions, I am sure she will do exceedingly well on this section. We also went over a number of algebra problems, which she also is very confident with. While she does have a tendency to try and solve in the most technical way possible, she is quick to realize that there are faster alternatives. Overall, she is doing very well, has a good attitude, and is on her way towards doing very well on the SAT."

"The student and I covered some work from the previous sections in Chapter 1 that we did and then continued on to real numbers and the number line. It seemed like an abstract concept to him at first but once he started doing problems, he was able to grasp the concept and understand everything. He even mentioned that he usually does not understand math, but is seeming to understand what we are doing so far. Tomorrow, we will continue on with problems and move into the next section as well. He does have a positive attitude for learning. Soon, we will begin getting him ready for his algebra exam in June. "

"We first reviewed the student's math test. We then reviewed place value for ones, tens, hundreds, and thousands. She then completed her math homework worksheet. The topic was greater than, less than, and equal to. She understood the concept and was able to complete it accurately. I then gave her a practice spelling test. She practiced writing the one she got wrong 3x. She then read The Best Teacher in Second Grade by Katharine Kenah. She sounded out unfamiliar words and used picture clues. She was also able to make predictions."

"The first half of the session was dedicated to matrices. We covered inverse matrices and solving linear systems of equations. The second half was dedicated to basic conic sections. We went over getting the equation of a hyperbola and ellipse."

"I created a few online quizzes and activities for today's session that covered the phonics tools and reading comprehension strategies that we have been using. I could really see improvement in the student's reading abilities during our session. Her recall and understanding of these concepts was excellent; she did a fantastic job on each quiz and with each activity. Furthermore, her application of these tools and strategies as she read aloud today was superb. She maintained a careful pace and was adamant about utilizing the reading strategies to correctly pronounce each word and understand what was going on in the story. Besides strengthening her abilities, her enthusiasm for reading and writing continues to grow! This fact was made clear this morning and was the best part about today's session. It continues to be a pleasure to work with her."

"We did a full independent samples t-test analysis in the format of the upcoming test. Step-by-step instructions were recorded for use at that time. We also picked a preferred measure of effect size."