Featured by

Tutors from

Harvard

UNIVERSITY

Yale

UNIVERSITY

Princeton

UNIVERSITY

Stanford

UNIVERSITY

Recent Tutoring Session Reviews

★ ★ ★ ★ ★

"The student went through some of her math homework with me to make sure she had a handle on the concepts. The course seems to be moving pretty slowly, so she had no problem with the assignment. When I was satisfied with her capability we moved on to further discussion of basic trigonometry, and I think she is making great progress."

★ ★ ★ ★ ★

"In this session, we discussed logarithmic and exponential functions, as well as their applications of solving algebraic equalities with them. We proceeded to solve practice problems given from the online interface. She showed diligence to finishing each problem given and was very attentive when given mnemonics and identities to aid in these problems."

★ ★ ★ ★ ★

"We reviewed for the student's AP Calculus exam that is scheduled for Tuesday. She will schedule another session with me for Sunday."

★ ★ ★ ★ ★

"We covered shapes, sequencing and analogies. The student was strongest with shapes and though she didn't struggle, she was least familiar with analogies. She seemed very positive. I used modeling and pretended to play school with her and let her be the teacher and teach me some of the time. We got through all the material I planned and are on target for the test."

★ ★ ★ ★

"I covered solving inequalities, functions, parallel lines, perpendicular lines, and graphing inequalities. I have suggested the student to practice more and check for mistakes after every step. He has a very good attitude towards his studies and wants to improve himself. I will assign him some homework on the topics that we discussed."

★ ★ ★ ★ ★

"Since the student's final is coming up next week we went over the concepts which he will be tested on. The major concept we worked on was solving for a given variable and he was having some difficulty on it. The major complication was the wording on the steps, but after he saw how to solve for x or y visually, he began to understand. We worked on this concept since many of the other sections deal with solving for x or any other given variable."

★ ★ ★ ★ ★

"The student had math homework tonight on multiplication with 8's. The strategy for the day was to multiply by 4, then double it. For example, 6x8 would be 6x4=24 and 24+24=48. We completed this as well as studied for his spelling test. He read an /oo/ story to practice his fluency, as well as see words with the /oo/ as in zoo in written text. He got all 5 comprehension questions correct."

★ ★ ★ ★

"We began with math, a two-step process of figuring out the problem. At first the student was a little hesitant with the process, but after working on it, we did pretty well with it. He became able to ID the process and do it quite well. We were able to complete the work in less time than I thought it would take us. After we completed that, we looked at the writing that he has to do this week, and I was quite surprised at the quality of the work. I was able to give him some deserved praise and was able to get some really good smiles and a few laughs from him. It has been a long time between days of that! Overall a good day turned out after a very poor start."

★ ★ ★ ★ ★

"The student has a review packet on radical functions due next week, so we worked on it. He needs to review transformations of functions in vertex form as well as his exponent/ radical rules, all of which I've provided him with in the packet I made for him last semester. He seems to be making progress is simplifying these expressions, so I believe he will be ready for the test. He just has to hand in his homework!"

★ ★ ★ ★ ★

"The student worked on completing his math homework first. He had to use PEMDAS to simplify an expression. He needed some reminders as the rules of using PEMDAS. He also used the four operations (add, subtract, multiply and divide) with mixed numbers. He needed to be reminded on how to add and subtract mixed numbers, and find the common denominator. He remembered how to multiply and divide mixed numbers. After finishing the math, he had a worksheet in English regarding the use of thinking maps to organize given information in a passage. He was required to use five different thinking maps: cause and effect, Venn diagram, sequence, timeline, and problem and solution. He did well with identifying which thinking map needed to be used with each passage. "

★ ★ ★ ★

"The student had a long list of trigonometric equations to solve, so we picked some as examples, almost at random, and worked through them. Taking on the most difficult problem in the set, we managed to come up with the solution by looking at the problem in several ways (analytical, graphical, guess-and-check, etc.). It was instructive to see which methods work best and to test one's intuition against the math. Sometimes, failure to try multiple methods can result in missed or extraneous solutions, so it is always wise to check one's answers--if not against the answer key then against one's self. All indications so far are that the student has the makings of a fine mathematician. She does a wonderful job of calculating sines, cosines, etc., in her head, and she is also careful and deliberate. She seems happy to let me lead the way, but I made sure she was able to perform the skills we covered. Overall, I think it was a productive first session. "

Call us today to connect with a top Melrose tutor

(617) 947-9800

Call Now

View Melrose Tutors

Award-Winning Test Prep & Academic Tutoring in Melrose, MA

Private 1-on-1 Tutoring by Harvard Honors Grads! We serve Boston and all Suburbs.

Receive A High-Caliber Tutor

About Melrose

Private 1-on-1 Tutoring by Harvard Honors Grads! We serve Boston and all Suburbs.

Recent Tutoring Session Reviews