Recent Tutoring Session Reviews
"Continued review for the general knowledge math exam. Student acknowledged that some things seem a bit easier when she worked on it at home since the last review session"
"We began the session by going back over his test. He knew how to complete all but one of the questions. From here, we turned to his math homework for the week. He was required to deal with fractions, particularly multiplying them and visualizing them in image form. He did very well with this, and I can tell he understands fractions much better now. After that, we went to an online site to practice more fractions; we worked on finding equivalent fractions and simplifying them, and we worked on rounding decimals as well. Finally, I wanted to reinforce graphing. The student loves baseball, so I had him graph the wins of each leading pitcher and using the graph, I had him project how many wins each pitcher will get this season. Then we used their salaries and I had him create a formula that would tell me which pitcher was the best value for his team. He really seemed to enjoy this, and it allowed us a fun way to practice graphing, fractions and creating equations from a random set of numbers. Overall, it was a very good session."
"I worked with the student first on some review problems that she had. We were working with finding the solutions to quadratic equations by using the square root method, factoring, distributing, quadratic formula, and completing the square. The student remembered how to do it all pretty well, and was only making minor errors by flipping the formula or forgetting the positive and negative solutions. She thought she struggled with the axis of symmetry, but she actually knew how to calculate it (since she knew how to find the vertex and the axis of symmetry is the x value of the vertex). We also stated how many solutions an equation should have, so I taught her how to only use the discriminant to find out rather than finding the actual solutions. I then worked with the second student on some probability questions in geometry and reduced ionic equations in chemistry. She really only needed me there to check her work and help balance the equations for chemistry. Finally, I worked with the last student to review his probability worksheet, which were all simple probabilities, P(A and B), and P(A or B), with and without replacement and for independent and dependent events. He had missed the lesson for the homework, but he picked it up really well. The homework was really the same questions over and over again so I just needed to help him with the beginning and then he pretty much could do the rest."
"We started the session with a multiplication drill. The student did fairly well on this. We devoted the rest of the session to practicing long division. The student had trouble at first estimating what number to try first when dividing, so we worked some on estimating quotients. It took her a little while to catch on, but once she did, she was able to do it fairly well. We then applied the principles of estimating and rounding to long division, and she was better able to solve this type of problem. To help her get better and faster at solving long division problems (and math problems in general), I instructed her to keep practicing multiplication, division, and rounding a little each day. She is able to solve long division problems, but practicing will help her improve."
"During our session, the student and I completed an assignment through her course's online tool that her teacher assigned for points. Through this process, we completed several problems covering simplifying equations involving radical expressions and imaginary numbers. She did well during our session. We will meet again next week."
"Since the student is having a test on Friday, we decided to review some fundamentals in integration. I started off by explaining the geometric representation of what it means to take a definite integral; to find the area underneath a curve. Then I explained how to find the area in between two curves, first when the curves don't intersect and bounds are given, later when curves do intersect. When curves intersect, we need to find they points of intersection and that becomes our bounds on the integral. We would then need to figure out which function is the top (right) most function and subtract the bottom (left) most function from it. We went through a lot of examples ranging from finding the area under a curve, integrating with respect to y, finding the area between two curves, using symmetry to find area and looking at trigonometric and exponential functions and finding the integral of them."