Award-Winning Test Prep & Academic Tutoring in San Anselmo, CA

"This lesson turned out great! I found some practice problems for her and we went over them and now she and I are confident that she has these concepts down, like factoring for example. I am very confident with her. There are still a few concepts we need to go over but we have another lesson next tomorrow. I will be sure to have more practice problems as well! "

"We continued reviewing for the AP exam. The student has improved on definitions, conditions, and experiment setup. I quizzed her on normal distribution, chi squared tests, regression, and random sampling. She just needs to memorize how to calculate standard error for testing scenarios. We began to review how to identify which test to select. We then reviewed her previous work to make sure she understood her mistakes and how to correct them. She takes the AP exam in two weeks."

"We prepared for a quiz over graphing three types of equations. The types of equations covered were linear, absolute value, and quadratic equations. The student had no problems graphing linear equations, especially if they were already in slope-intercept form. We discussed the method of how-to convert linear equations into slope-intercept form. Absolute values and quadratic equations proved a bit more difficult for him to digest. For absolute values, we began with a discussion regarding the parent function and its general v-shape. We discussed its translations and how to determine them for the equations. I switched from teaching a theory based method of graphing absolute value functions to an algorithm based method to simplify it for him. We broke it down into finding the vertex of the function (by finding the x value that made the absolute value zero) and taking a couple of test points around the vertex. He can apply the algorithm fairly well but still is not comfortable with the "why" behind the method. Once he became more comfortable with graphing absolute value function, graphing quadratics became less difficult because the methods were similar. We found the vertex and found test points to graph parabolas. Finding the vertex was easy when the function was already in vertex form but we had to complete the square to transform standard equations into vertex form."

"We went over the different types of triangles that depend on angle and side measures. The student took a little while to remember all of them but eventually he had a solid grasp on the different types. After he finished his homework, we worked on a few system of equations problems because he felt he needed more practice. He made a few mistakes but for the most part, he was able to easily solve the problems. "

"We discussed the overarching outline and thesis of the student's paper and narrowed it down to a concrete topic and analysis."

"This session we continued focusing on proofs for congruent triangles. The student has shown great improvement over the past few weeks in demonstrating his understanding of the concepts being covered in this chapter. He is getting a grasp on the regular form of the problems and the specific vocabulary involved."

"The student and I worked on algebra material solving functions of a function by inserting one function into another function, domain and range of a function, and solving for system of linear equations by completing the square, etc. We also worked on trigonometry and geometry. She seems pretty comfortable with most of the material, but mainly just needs to review the concepts for trig a little bit more. We will continue to work on this. "

"This week we covered genetics--specifically, modes of inheritance. We reviewed an assignment of the student's in which his class had tallied how many male and female fruit flies had a certain trait, and from that information were asked to determine if the trait was dominant or recessive, x-linked or autosomal. We then proceeded to go over the different types of mutation (insertions, deletions, point) and their subtypes, before moving on to meiosis (creation of gametes), other modes of inheritance (besides complete dominance), and ended with genetic linkage. Overall he was familiar with or understood of the concepts very quickly. We spent a little extra time on meiosis and linkage, though, since both were new. Since he is now ahead of his class, I didn't leave him with any extra practice. For next time he said he would ask his teacher what was coming up in the class so we could tailor our studying to that."

"Today the student and I worked on Singapore math problems. He did ok with them. His math skills are improving with time and patience. We also worked on some simple algebraic equations for some review for him. For the next session, we will work on Singapore math again. "

"We solved and graphed inequalities on a number line. At first, the student was a bit shaky on making this directional adjustment. Gradually, he learned that the location of the variable was the key as to when to switch and when not to. Also, when the inequality sign had the equal sign, the graph will show a filled circle. He completed correctly 15 problems for his homework assignment. We used the remaining time to do several more problems in this lesson which included matching the inequality with its graph, stating what should be added to each side, and deciding whether to have an open or filled-in circle at the point. He is showing steady improvement thanks to his perseverance. "