Featured by

Tutors from

Harvard

UNIVERSITY

Yale

UNIVERSITY

Princeton

UNIVERSITY

Stanford

UNIVERSITY

Recent Tutoring Session Reviews

★ ★ ★ ★ ★

"The student and I worked on sample problems for sections 7.4-7.6 in chapter 7. We covered the concepts of subtracting fractions using models, adding and subtracting fractions, and renaming improper fractions and mixed numbers. I stressed the importance of checking over the work and showed him how to do so. He explained that he felt much more confident at the end of our session."

★ ★ ★ ★ ★

"We went through problems that involved graphing absolute value functions, simplifying expressions, and doing word problems using system of equations. I showed the student how to do these problems and she's able to understand how to do them. In addition to doing the problems, I showed her a website. I explained to her that this is the website that I've been getting practice problems from. I decided to have her browse the Algebra section of the website to see what other areas of Algebra that she's weak on and we could review. "

★ ★ ★ ★

"Yesterday afternoon the student and I worked on section 10-6 of his algebra book in preparation for his chapter 10 test this Thursday. The section dealt with absolute value, with an emphasis on inequalities. We continued our focus on not losing minus signs and drilled the connection between "less than"/conjunctive/"and" and "greater than"/disjunctive/"or." As guiding images for each, we talked about a tennis shot for conjunctive--where the shot needs to be strong enough to get over the net but not so strong as to be out of bounds--and chocolate milk for disjunctive--where you want it either to be cold or hot, but not room temperature."

★ ★ ★ ★ ★

"The student and I covered days of the week, months, parts of the body, the difference between tu and usted and when to use each, expressing dates and the seasons of the year and weather associated with each. He seems to have already been making significant progress in his understanding of simple sentence structure and I was pleased to see this understanding as he will need to understand the basics to be able to build on them in the future. I left him with a list of vocabulary I noticed he missed more than two times, as well as the two "homework" sheets at the end of the packet he nearly completed that was assigned by his teacher in class. "

★ ★ ★ ★ ★

"The student did well in this session as we mainly worked on his lab assignment. The session was an hour and fifteen minutes long. "

★ ★ ★ ★

"I checked the student's homework at the beginning of the session. It was mostly complete; he did a good job. We went over telling time problems and he had some questions, so I brought in my Judy clock and answered his questions for him. I also had him do a couple of worksheets. I assigned some homework to complete."

★ ★ ★ ★ ★

"The student and I worked on her preparation for the January Algebra assessment exam. We spent the majority of the time with an in depth look at the discriminant and how we can use that information to tell us what to expect when looking at the roots of a function. Although we spent a lot of time on the topic, she had a much better understanding and felt very comfortable with the topic once the session was over."

★ ★ ★ ★ ★

"I covered Taylor series and power series. We focused on power series. The student initially had trouble conceptually knowing what to do, but he got it down pretty fast. I showed him the different possibilities for the outcome of the power series. "

★ ★ ★ ★ ★

"The student and I did practice problems from a standardized exam he took recently, regarding probability and maximization. He was positive and willing to learn. I was proud to hear that he scored a 53/55 on his last exam."

★ ★ ★ ★ ★

"In our first session, we reviewed a test that the student had taken recently. The test covered common Algebra 2 concepts such as algebraic word problems, inequalities, and systems of equations. She showed proficiency in applying algebra techniques. As we continue to practice problems, her problem solving skills will develop, and I'm sure she'll feel more comfortable when test taking. I will be notified between sessions about what topic she's currently learning. I'll then find resources online (practice sheets, etc.) that we can cover during our sessions. This method of tutoring is new to me, and I look forward to seeing how it goes!"

★ ★ ★ ★

"First, I wanted us to continue our work from last time on scales and scale factors, because I had found some new great materials that I wanted to put to use. We read a passage together on how scales and scale drawings are used in real life and we discussed these real life examples. Then, we reviewed what similar figures and ratios are. Next, we went over how to solve scale problems using ratios and then cross-multiplying. After that, we went over how to find the scale factor. Then, we started going over area of circles, since that is the topic he had started just before the Easter break. We went over the meaning of area, radius, diameter, circumference, and pi. Next, we went over the formula for finding the area of a circle. At the very end, I had him complete some practice problems on finding the area. "

Call us today to connect with a top New Hope tutor

(612) 807-1702

Call Now

View New Hope Tutors

Award-Winning Test Prep & Academic Tutoring in New Hope, MN

Affordable 1-on-1 home tutoring by top U of M grads! 4.9/5.0 Satisfaction Rating*

Work With The Perfect Tutor For You

About New Hope

Affordable 1-on-1 home tutoring by top U of M grads! 4.9/5.0 Satisfaction Rating*

Recent Tutoring Session Reviews