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Recent Tutoring Session Reviews

★ ★ ★ ★

"The student got 100% on his most recent French math test. We went over long division problems with 2 digit divisors with a remainder. I tried to urge the student to test out dividends through multiplication as opposed to addition, as multiplication is more efficient. We also reviewed some conversion problems (cm to m, minutes to months). "

★ ★ ★ ★ ★

"She completed the assignment over finding inverse functions. We discussed the nature of domain and range of a function and how to find them, how to find the inverse of a function, and how to determine if the inverse is also a function. I showed her the vertical line test to determine graphically whether an equation is a true function."

★ ★ ★ ★

"In this lesson, we reviewed for the student's upcoming test. We covered the first and second fundamental theorem of calculus, some related rates, and how to convert between a graph of a function and the function's antiderivative."

★ ★ ★ ★ ★

"We finished reviewing the precalculus review worksheet and solved problems dealing with finding exact values for sin/ cos/ tan functions. I explained how to find the exact values in different ways in hopes that the student can understand it with at least one method. He was able to understand how I explained finding exact values using unit circles. Then we worked on graphing a sinusoidal function given a word problem. We went through it step by step and he was able to organize the different steps in order to figure out these kinds of questions. He was actively participating and was responsive, which helped our session move at a good pace."

★ ★ ★ ★ ★

"Today, the student and I reviewed what he has learned so far in his new unit. We practiced a couple of problems from each of his previous homework assignments, especially focusing on the word problems. When we reworked some of the problems over completing the square, I could see he was still struggling. So we spent a bit more time practicing these problems. Next he completed his homework on solving problems using the quadratic formula. He enjoyed this procedure much better and he got in the hang of it very quickly. He was very focused and motivated today. I advised him to keep practicing completing the square, which seems to be his weakness as of now. "

★ ★ ★ ★ ★

"We reviewed body parts, introductory conversations, common phrases, letters, questions words, and formatting questions. The student did very well. She seems to be getting more comfortable with speaking. Keep up the good work!"

★ ★ ★ ★ ★

"Today we covered a 10-page review for the upcoming test. Topics included transformations, matrix multiplication, matrix inverses, and standard tasks like simplifying powers and ratios, adding complex rational functions, and solving equations with complicated structures. In transformations, shifts, dilations, contractions were combined. The student is getting to be very well prepared for this final test. He has currently a high grade in calculus, and is intending to keep it."

★ ★ ★ ★ ★

"We went over a variety of topics, including domain, range, and inverses. The student had a few concepts he was struggling with, but he learned very quickly and seemed to have a good grasp on everything by the time we were done."

★ ★ ★ ★ ★

"I began working with this student today and we did a session on a spelling website. We did read and find the words and other reading games. I continued the session with her doing her homework. We talked about math vocabulary and she made a chart of words and definitions. I think I would like to continue working with her on her vocabulary for math and math facts. "

★ ★ ★ ★ ★

"Today, the student and I worked on longer-sounding letter combinations, such as "oo" and "ake." To ensure that he understood these concepts, rather than just memorizing words as he saw them, I created an exercise. I took some index cards and placed letters along their edges. I then wrote down the ending part of the word on a piece of paper, and combined different letters on the index card with the consistent ending part written on the paper. For example, I would write "ake" on the paper. I would then put an "L" on one end of the index card, and an "M" on the other. Depending on which letter on the index card I would combine with the "ake" written down on the paper, he would either have to read "Lake" or "Make" to be correct. He performed very well on this exercise. Interestingly, his performance improved once I gave him a piece of chewing gum."

★ ★ ★ ★ ★

"During this session we covered inequalities and systems of equations. We solved inequality equations and graphed them, learning how to isolate the "y"; that a positive function faces upward while a negative function faces downward; that a dotted line is used for greater/ less than, while a solid line is used for greater/ less than or equal to; and where to shade an inequality graph. Then we covered systems of equations, learning that equations that intersect are called independent equations, and their intersection is the solution to the system of equations; equations that are parallel have no solutions, because they do not intersect at all; equations that overlap are the same, therefore they intersect at all points and all points on the line are solutions; and to check your work on a system of equations question, plug in the solution coordinates to both equations and make sure they are true."

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Top tutors from Columbia and other respected universities serving the NYC metro area. 4.9/5.0 Satisfaction Rating*

Recent Tutoring Session Reviews