Certified Tutors From University of Phoenix-Madison Campus

Topics Covered: Percentages (Unit 10-8): Example mixing solutions of different concentrations to obtain a third solution of desired concentration. Homework (Unit 10-9): Competed with the student on each of the homework problems and kept the student focused through the end of the homework. Explained to the student how to: Divide a polynomial over 1) one monomial, 2) Binomial. To do the latter, the student now masters two methodologies; Long division and factorization. We looked ahead into unit 10-10

During this session, the student and I went over how she performed on her test as well as how she felt about the math portion of the ACT. She seemed to feel alright about her performance on the ACT and felt confident about her performance on her calculus test. Since she has a second part to the test coming up this week, we reviewed all of the concepts we had covered with derivatives. She did exceptionally well with all of the concepts besides the chain rule. I gave her specific steps on how to solve the problems that require the chain rule and recommended she do a couple more problems as practice before her second half of the exam.

Today the student and I worked on problems related to triangles in the xy-plane. We worked on altitudes, medians, and perpendicular lines. We also worked on two examples that are formative towards an understanding of triangle properties. He seems well prepared for his test tomorrow. I suggested that he slow down and check the signs of any slope he writes down. Great session today.

In this session, the student wanted to study for her upcoming unit multiple choice test in government. This covered material from three chapters, some of which she hadn't looked at in over a month. To help her review, we gathered all of her notes, study guides, and flashcards. I had her sift through the material and recognize what she knew very well and didn't need to look over. This helped to narrow down what she needed to look over and make studying more manageable. I then orally quizzed her and we discussed the material that she needed clarification on. Overall, she seemed comfortable with most of the material and confident going into the test.

Today we covered short vowel sounds, initial blends with -l, using context clues to determine the meaning of words in a text, and the RUNNERS comprehension strategy which was used on a short passage. The student struggled some with vowel discrimination. We will continue to work on this weekly until mastery is achieved. He was very successful in the other areas. He had an awesome attitude towards the session in general. We used RUNNERS as a study skill today. I left him with vowel tents to practice the vowel sounds with family members.

The student asked to focus primarily on an essay that she has due for English class. Her essay is centered around the deployment of the word like as an era accent. She has the ability to write well but struggles primarily with the structure of her arguments. She is often uncertain in differentiating the purpose of introduction versus support. We put a great deal of energy towards the following process: Introducing evidence, stating evidence (via quote or paraphrase), interpreting evidence, and connecting evidence to main argument. The process has taken a couple of times of re-explanation but she has been quicker to pick up on the purpose each time we've discussed it.