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We went over volume of solids of rotation again. She was very confused going into this session. I tried to show it as concretely as I could and that helped her. By the end of the session she was able to solve these problems entirely on her own. We went through many practice problems and solved them step by step so she could really get comfortable with the process as well as the concepts behind what we were doing.

Parametric equations were the subject of her homework and our study, graphing and de-parameterizing them. I spent most of the session trying to help the student develop a stronger sense of what kind of points to test on a graph, or what kind of behavior she look for, or how to apply everything she's learned in class so far. We reviewed the workings of ln/e as well, and I left her with a few areas that she should strengthen both for this class and the next (unit circle, ln).

For today's meeting, we decided the most important things to address were generating interview questions, and refining the student's outline for his introduction. We discussed how he should approach the interview he hopes to have tomorrow. We came up with questions and an approach he can take. We spent the last part of the time going over the outline for his introduction.

English/Language Arts- We reviewed grammar sentences and rules. We did an interactive assignment on parts of speech. Math- We reviewed 2 and 3 digit multiplication. The student used accompanying graph paper to line up values.

We looked over the student's previous test grades. After sitting down with the family, we have decided her issues is more an issue of memorizing fast facts to bring up her speed instead of not understanding her work. She is getting everything correct, she is just not finishing her papers in time. We have decided to move down to just having sessions when she is having trouble with actual subject matter and working on her fast facts when sessions do not occur.

The student and I worked on a Physics worksheet about Newton's Second Law, weight, mass, and inertia. He picked up the key point, that the inertia of an object is as great on the moon as it is on Earth. I also made up some graphing problems for him, and he graphed them on the whiteboard.