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The student made a 95 on his research paper. We reviewed various components of poetry and reread poems from Tuesday evening, as well as read several new poems. Finally, we ended with the student completing a couple of check tests.

The student is currently working on exponential growth and decay, and compound interest. She doesn't struggle at all with these concepts; she just needed practice with determining which values from given scenarios are needed in order to solve/calculate. She has also been working on identifying the properties and differences between linear and inverse functions. She is very familiar with standard linear form, and worked with me on identifying the properties of inverse functions and how to recognize them in other forms, such as tables, graphs, and in given scenarios. She continues to maintain an A average.

The student and I went over concepts involving ANOVA and independent and paired sample t-tests in preparation for her upcoming final exam this week. We went over these very advanced concepts in stats. I clarified issues she needed help with, and she did two problems in SPSS.

During this session the student and I reviewed some of the language arts projects she has been doing in school so far. We picked out areas she could work on, such as making her descriptions more specific (i.e. avoiding vague words like "things," etc.). She struggles to keep the same verb tenses in her writing and when reading she often skips over words or inserts a different one. Therefore, this session we did a lot of reading out loud and long response questions to practice reading passages as they are written and how to make responses more detailed.

The student and I went over the following concepts: order of operations, adding, subtracting, multiplying, and dividing fractions, decimals, and integers, word problems, and determining the difference between hundreds, hundredths, tens, tenths, thousands, and thousandths. First, we began by working on the problems together, then I had her complete problems on her own and re-check those problems. We found that once she rechecked her problems she was getting the answer correct on a few problems the second time around. I stressed the importance of her checking her work as well as completing the problems carefully and diligently. I left her with a worksheet on word problems for her completion and for us to check during our next session.

We covered inequalities for the student's test. There was one concept he was unsure of, but after we drilled through problems he was more than comfortable.