West Lebanon Tutoring: Tutors in West Lebanon, NY

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Session Summaries by Tutors

★ ★ ★ ★ ★

"-Comparing fractions using multiple methods. -Equivalent fractions with multiple methods. -Finding parts of wholes when given the fractional amount and vice versa. "

★ ★ ★ ★ ★

"The student and I continued working through a new section of his textbook during our session, from which all the problems were dedicated to the topic of integration by parts. The problems involved both definite and indefinite integrals and just like last time, he understood how to apply integration by parts to solve the integrals very well. One section of one of his assignments included various integrals that could have required integration by parts but also could have been solved by other more simple methods learned in class. So for these integrals we had to identify the simplest method that could be used and remember the proper techniques to evaluate the integrals. He shared a method his teacher shared with the class, which allowed integrals that adhered to certain criteria to be evaluated using a type of shortcut that made the problem much easier to solve. Others could be solved with u substitution and no matter what method used, he did an excellent job of identifying it and solving the integral with the appropriate technique."

★ ★ ★ ★ ★

"The student and I worked on volume problems, dealing with surface areas and composite figures. We managed to find connections between the previous problems we've worked on and worked with the given formulas. Once she works through a few problems, she learns how to approach the questions and solve for what is needed."

★ ★ ★ ★

"We went through many exercises needed to rationalize denominator and simplify, to determine if an equation containing radicals has a root or no solution. I suggested the student to memorize (A +/- B)^2=A^2 + B^2 +/- 2AB and (A+B)(A-B)=A^2 - B^2 because he seemed to forget them often."

★ ★ ★ ★ ★

"We worked on introductions and basic diagnostics. He is a bright student with strong mental math abilities. Once he adapts to the vocabulary of this first unit, he will be in a better position to succeed at all aspects of algebra. He was given information to practice problem sets. He can use a little more practice on function notation and slope-intercept forms of lines. "

★ ★ ★ ★ ★

"We started by reviewing the student's social studies homework from school. We worked on how to identify things on the map using a compass rose. We then worked on math. We started by reviewing how to tell elapsed time. We used a clock for hands on instruction. She does fine adding the time up, but still gets a little mixed up on how many minutes are in an hour, half hour, and quarter hour. We finished the day by working on 2-step addition and subtraction problems. She did very well remembering when to borrow and when to regroup."

★ ★ ★ ★ ★

"The student is continuing to use advanced reasoning and judgment in her math practice, paying attention to not only the problem but the answer choices to solve efficiently. However, her habit of doing complex calculations in her head (adding three-digit numbers, solving exponents) can get her in trouble. Exponents and operations with negative numbers are occasionally a source of confusion. I wrote out some tables for her to refer to in her practice when multiplying/ dividing with negatives (factors with same sign = positive and vice versa) and adding (subtract, take the sign of the term with greater absolute value). Over the course of practice during the session, we demonstrated how writing out work and breaking it down into each step helps eliminate the likelihood of error."

★ ★ ★ ★ ★

"I first explained to the student how to solve mixture/solution type math questions. He understood the concepts with ease, and then we solved questions related to them from his book's exercise. Afterwards, I gave him an ACT Math exam to do. He solved most of the questions correctly, and I explained the concepts of equation of a line, trigonometry, and geometry."

★ ★ ★ ★ ★

"Concepts for the exam were covered, mainly setting up area integrals and solving for the area. The main problem seemed to be the initial setup. Integration, plugging in, and solving were all areas that seemed fine. Overall, we will see how the exam turned out and go on from there to see what areas need to be focused on."

★ ★ ★ ★

"We covered data analysis and statistics. This included probability distributions, normal distributions, z-scores, random and nonrandom sampling, and margin of error. The student already kind of understood this, but after we went over his sample problems, he felt he understood it much better. "

★ ★ ★ ★ ★

"This was the student's final session with me. She was finished with chapter 9 and was going to start chapter 10, so I gave her an overview of the sections of the chapter. This included the distance and midpoint formula, slope, slope intercept form, point slope form, graphing lines, writing linear equations, and circle equations. I explained the concepts to her and then we completed a few practice problems for each. She understood slope very well and was able to graph lines without difficulty. She has seen major improvement over the past few months. "

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Session Summaries by Tutors