Award-Winning Test Prep & Academic Tutoring in Salem, NJ

"The student and I covered a lot of ground yesterday. We started by doing a review problem on Monday's material, and he did it perfectly and said they had practiced a lot in class. He had two lessons to do yesterday: Applications of Percent and Simple Interest Rate. We spent most of the session on the first lesson, which he did pretty well with. He understands that x percent is written as x/100 when setting up the proportions to these problems. For each homework problem I had him compare it to one of the examples his teacher gave in the video; I think this helped him a little bit to recognize the different ways that these problems can be written, and that you go about solving all of these problems in very similar ways. He was very motivated to complete all his work quickly, which I admire! I will continue trying to encourage him to take little breaks as I think that will ease frustration that builds up over the session. We took a little break before the second lesson, which I started by explaining the concept of interest to him and which he understood. He wanted to jump immediately into the homework problems, but I encouraged him to look at least one of the examples in the book first. We did the first homework problem together. He understood how to implement the formula but had a little trouble recognizing that the simple interest rate, expressed as a percent, needs to be converted into decimal form in order to use it in the formula. Since we did some practice with this before he watched the video, I think it will really click for him when he does watch the video and when his teacher explains it further in class this week. "

"We covered how bills are passed in the House versus in the Senate. The student seems to understand the material well. The main goal is to bridge the gap between what is possible in government and law-making and the reality of the processes. "

"I took the student on a whirlwind tour of Algebra today. We reviewed how the distributive property, then I showed him how to factor, both where elements share a common term as well as factoring polynomials. He did remarkably well with factoring polynomials and I was impressed. He is a quick learner and intuits all the principles behind the concept before I teach it to him. I honestly love working with him because we covered a week's worth of material from Algebra 1 in an hour and a half session and he understood it all. I will send some practice questions so that he has a chance to reinforce what I taught him."

"Today the student and I covered graphing linear equations, solving a system of equations in two variables by graphing, applications of simple systems, specifically concerning rates of money, and solving linear equations. She struggled most with being able to start the problems given. Her attitude toward learning was excellent, though, and she picked up on the material quickly. I look forward to seeing her progress after the upcoming test."

"In my first session with the student, I asked a few questions to get to know him and build rapport. He expressed that he enjoys math. Next, we reviewed fractions. He is able to name and identify parts of a fraction. He can add, subtract, and multiply fractions with prompting."

"The student was preparing for a Chapter 9 Mid-Unit test. He had been working on naming since I last met with him, and he was showing much greater proficiency. He has memorized some of the common ions, which reduces the cognitive energy he has to spend to solve these problems. He is able to easily write binary compounds, but struggled a bit with identifying transition metals when they are in compounds. I found that asking him whether an element was a transition metal or not was a good exercise that I encouraged him to internalize. "

"Today we mostly covered phase changes. We covered why each phase change happens and looked at how intermolecular forces affect when those phase changes happen. We went through some of his upcoming notes along with problems from his problem sets. On Friday, he should have gone over his test, so we will go back over that and do some more practice problems. "

"I had sent the student practice questions on probability to go over in her own time - so for the session, I asked her to explain her answers. I went over the solutions with her step-by-step and explained her mistakes. We also looked at some of the new material she has that will be on Friday's quiz relating to frequency charts and basic statistical analysis. She is making progress with those concepts and now is able to answer most of the questions (better than the other day when starting on it). I will continue to send her practice quizzes to work on between sessions. We have a session tomorrow and will focus on the topics covered on Friday's quiz."

"The student and I reviewed basic addition and subtraction, and we read a book for children about how presidential elections work together. She managed to make a lot of progress in the reading. She needed help with some words in the reading because they were hard words (there wasn't any getting around that, given the subject matter), but she seemed to have a decent understanding of what we read once we discussed it."

"The student and I are ahead of the game. We were able to go ahead and start the section on parameters. The student was quite impressed on how easy this section was. The graphing is heavily based on the graphing calculator. The other section involved rewriting the equation to where 't' is alone, and substitution. From all our practice from earlier sections, she has became wonderful at those two topics. This section will require practice but it should not require intense studying. The next session we will piggyback onto the previous chapters that she has outlined, and test her true understanding. "