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

"Today we went over some sections about probability that the student needed help with. These included independent, dependent, mutually exclusive, and inclusive probabilities. After practice, she was able to completely understand the concepts. "

"The student and I worked on more problems involving radicals. These problems involved the multiplication and division, addition and subtraction, and the solving of radicals without perfect squares. He took a little bit of time to get warmed up initially, but then really impressed me with how fast he recalled information from the last session. Soon he had declared that these seemed too easy and he wished to work ahead on some more advanced radicals. We then moved into finding the domain and graphing functions that included radicals. He again responded positively and we were soon working efficiently through all problems of this type. The last topic of the session was squaring functions that involved radicals. We were able to relate this to the foiling that we had previously worked on in earlier sessions, and it was no problem for him. The biggest win from the session was how organized he was being as he worked through the problems. He is beginning to understand the importance of showing all of his work, and as he works in more detail, he is catching more of his own mistakes. He reported that he had taken a quiz over radical functions and said that he feels pretty good about it. He still had plenty of questions left over to practice on, and he also agreed that he will take some of our tutoring notes with him to class so that he can go over them before lessons, quizzes, and tests. "

"We started a review packet on the unit circle and related material. The student has his exam this Friday. We will be meeting tomorrow to work on the material and go over other material that he feels he needs more practice in. He must memorize the unit circle in order to do well on this exam!"

"We continued with the current technique. Since he says he knows this topic very well, I give him questions on the topic the teacher is teaching. We review anything he doesn't get correct. His percentage of questions between our last session and this session went from 50% to 70%. He has a quiz on Monday next week and an exam on Friday next week."

"The main concepts covered were derivatives, chain rule, and domains. The student was alert on answers and responsive to questions. I provided a few simple strategies on how to provide a complete solution and not rely on a calculator. I left him a cheat sheet with all derivatives, identities, and integrals. "

"We covered dilations, rotations, and transformations. The student is always positive attitude and very respectful. "

"We reviewed antiderivatives and special substitutions such as when you have an expression that is inside a square root you set u^2 equal to the expression or if you have a cube root you set u^3 equal to the expression, etc. In order to simplify the expression to the point where you can recognize the pattern such as 1/v or some other easily recognizable antiderivative. There were a few complicated problems that required multiple substitutions in order to solve and a few antiderivatives that had products that we had to solve using uv-antiderivative vdu."

"The student continued on with a homework packet and study guide covering the graphing of linear inequalities. He is improving all the time. He was slightly confused when to graph the horizontal and vertical line, so we went over that graphing skill. He has become good at changing the equations from standard form to the slope-intercept form to prepare for graphing. Although he occasionally mistakes which area to shade on the graph, he is improving on that skill. "

"The student and I began by going over his homework from last week, covering word problems and fractions. He made a few mistakes on writing the expressions, so we went over those. We also worked on correcting some of the adding fractions problems, although I think issues there were due to miscalculations, rather than not understanding the concepts. Then we went over his homework for today, which is building up to solving simple linear equations. We tried to use the intuitive technique his teacher taught them in class, but this turned out to be quite difficult for some of the problems with decimals and fractions, which can't be calculated mentally. Instead, I helped give him a preview of how he will be solving equations soon. "

"Today, the student and I went over reaction mechanisms, the rate determining step and rate law expression. Initially, he had some difficulty with fully determining the rate law expression, but I showed him an intuitive method for solving for it, and he told me it helped him immensely. This was evidenced by the ease with which he was able to solve the other rate law problems. He also showed proficiency in the reaction mechanism problems, after I showed him the importance of the rate determining step. He now understands why the slowest reaction is always the most important in the overall reaction. I think he will do great on this quiz as long as reviews his notes and shows his work. "