Award-Winning Test Prep & Academic Tutoring in Weber State University, UT

"We finished up division word problems today. These were 3-digit numbers divided by 1-digit numbers and the final problems had no remainders. He did really well with these! We then moved on to division of 4-digit numbers by 1-digit numbers. He has got the steps of the process down (which is impressive as they are lengthy) and it seems his biggest difficulty was the actual calculations. So we took a break from this today and created a multiplication table for 1-9. He was very happy with the result and how helpful it was during subsequent division problems. Although the table is in my handwriting, he gave me all the numbers to fill in!"

"We started reviewing logical reasoning as presented in his book: introduction to if (hypothesis) then (conclusion). He also went through his homework, and for each question he gave his answer and the ones he was in doubt or got wrong we analyzed together to reach the right answer. After that, we advanced to the next week's class through the study of simple proofs. He practice 4 proofs by himself and he did it very well. He told me he understood everything and he seemed to be more confident with the material given in class. Overall the wins from this session is that the student had a better understanding of the proofs and he is ready to keep moving forward."

"We covered the squeeze theorem and how that applies to limits going to zero. The student didn't seem to have any problem with that and was learning it fine. We then moved on to a more difficult part of differential calculus which is implicit differentiation. He actually understood this better than I had anticipated and he was able to solve related rates questions very well and efficiently. We spent a short time on Euler's identity involving complex exponentials and how it relates to sine and cosine. We then went on to talk a little more about the limit definition of the derivative, and how there are two different definitions that both give you the same result. I showed him how one definition is better than another in some contexts, Overall, the student has a very good grasp of calculus so far. "

"The student continues to improve at such an incredible rate! His fluency is increasing dramatically, and he is gaining confidence in reading aloud. We are now focusing almost entirely on reading comprehension, with a review of flashcards at the beginning of each session. He really needs to focus on sequencing -i.e. figuring out what happened at the beginning, middle, and end of a story. He can typically recall what's happened at the beginning, but the middle and end can get a little confusing for him. Asking him to recall what happened at the beginning, middle, and end of the story after reading is a great activity to do at home!"

"Reviewed sections 3-1, 3-2, 3-3, 3-4, 3-5, and 3-6 in preparation for the student's upcoming final exam. He understood the material quickly and remembered it when I did example problems."

"The student and I went over practice algebra exercises involving the topics of exponents, scientific notation, and radicals. He was very receptive, and by the end of the session, he was able to perform the exercises correctly."

"We covered average value of the function, how it is derived, and how to find the values of x for which the function achieves its average value. We then moved on to the fundamental theorem of calculus, deriving it and showing how it can be used to bypass integration in special cases, as well as why constant bounds get negated. We finished up with u-substitution, which was not yet covered in class, but we wanted to get ahead of the class. She understood the concept, but the application is tough and only comes with practice. We will continue to work on that. "

"The student had upcoming quizzes and tests in her geometry and government classes, so we spent this session reviewing for them. We went over various math problems involving density of objects and population density using the d=m/v formula. This involved reviewing how to solve for volume of various shapes as well. I then went over some flashcards with her for government, which focused on the executive office. We came up with some mnemonic devices to help her remember the tricky vocab."

"Today the student and I spent the entirety of this session working on various math topics on an online format. We worked on scatter plots (both creating and analyzing), finding the measurements of angles, algebra and determining slope. We finished the session with watching a couple of brain teaser videos, pausing the video along the way to talk through possible solutions. "

"We spent most of the session reading passages on a sixth grade reading level. These passages were related to science to integrate other subjects. We then broke down the passages by talking about vocabulary words and comprehension questions. We finished the session by reviewing other vocabulary words and turning those words into sentences. She did great!"