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We did a review of previous chapters including Laws of Sine, Cosine, and deriving various trigonometric identities. We practiced solving parametric equations involving sin(x) and cos(x) functions.

We used concept map to review concepts, theorems, and formulas covered in geometry. We went over the student's worksheets to review formulas for areas, perimeter, volume. Topics are divided into three categorizes: planes, solids, and coordinate planes. We did extra exercises to test understanding of each concept. Also, examples were presented to demonstrate difficult theorems. She was not very used to use special Pythagorean triplets and was confused with some circle related length and angle measurement questions. After reviewing geometry, she was confident for the final exam.

Today the student spent our session working on his geometry homework which dealt mostly with finding side lengths, angles, and areas or several shapes. We began finding the area of trapezoids, kites, and rhombuses using the triangles to determine the lengths of necessary sides. The next section we worked on dealt with regular polygons, their radii and apothems. We used the formula A=1/2(apothem)(perimeter) for several regular polygons. To obtain the needed lengths we worked with implied triangles inside the figure and used the Pythagorean theorem and properties of 30-60-90 triangles. We ended with a general overview of all the concepts we had covered, then discussed our next meeting time.

Today we covered English/ Literature. The student finished his worksheet that is due Monday. Afterwards, we practiced sample math problems using the new calculator he received. We reviewed mean, median and mode. I also taught him how to input data into the calculator and using it to solve the mean/ median. Afterwards, we also graphed a scatter plot using the graphing calculator. He has been doing extremely well as a student this year!

We compared and worked through SAT and ACT reading passages side by side, to give the student an idea of the similarities and differences between the two. We also worked an ACT science passage, just to get her familiar with it, since there is no equivalent on the SAT. Then we turned focus back to the SAT, and worked some math and vocab practice problems. I left her with instructions to begin working through a list of vocabulary root words.

The student and I covered a few more chain rule examples and how they apply to situations where one function is a function of another, natural log, and natural exponents. We then reviewed a few concepts from before, and I also introduced him to a little more notation. He is a strong calculus student and picks it up very quickly. Once he gets used to the typical algebraic simplifications that come with the calculus, he will fly through his assignments.