Certified Tutors From Rasmussen College-North Dakota

The student was struggling with equation solving last session, so that was the first thing we went over. She figured it out quickly this session. We then went over how equations correlated to lines on a graph and converting slope intercept equations into standard form. I discussed finding the slope of the equation and y-intercept. Overall, the session was very successful. Once she began to understand solving equations, all the other concepts went by quickly.

I went through the process with him of solving and graphing inequalities. We looked at how similar it is to solving equations, first using the additive inverse and then the multiplicative inverse to isolate the variable. I showed him how the variable should be on the left side of the inequality, so that the graph will point in the same direction as the pointy end of the inequality symbol. We also looked at the reason you don't want a negative variable, since that is really signifying the opposite of the variable. This concept supports why, when isolating the variable by multiplying or dividing by a negative number, the direction of the symbol reverses. If negative, the variable's coefficient could originally be seen as being multiplied by negative one, so you were originally looking at the opposite relationship. Once the variable has been isolated from the negative one and becomes positive, the relationship reverses. I think he got it. We did a few online practice problems, and I left him with some notes. I also advised him to practice and review on his own.

We started out reading from the student's book again. After some reading and vocabulary quiz, we practiced math concepts of mean, median, mode, and range. I first gave the student sets of numbers and had him calculate each measure, then we assigned real-world units to the data and discussed which of the measures would most accurately reflect the data in each scenario. The student answered each question and made successful attempts to get the right answer each time.

The student started school last week and has been enjoying working with her new teacher. She had some homework about rounding, which she has been learning about using number lines. She easily worked through problems rounding to the nearest ten, but struggled with larger numbers. We talked about the tick marks on the number line and the space between them (1, 10, or 100). She eventually figured it out, but we will review it more to make sure it sticks.

The student and I review for her test. We discussed integration by parts and finding volumes using integrals.

Today the student and I covered work power, isolated systems, conservative and nonconservative forces, and centripetal and centrifugal force. The student needed help with the application of the concepts which is indirectly related to the in-depth understanding and comes only with practice.