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Private InHome and Online Trigonometry Tutoring in Woonsocket, RI
Receive personally tailored Trigonometry lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"Our final session went well. I went over any questions and homework with both students (both Math). Afterwards, I recapped everything we learned thus far and gave some practice worksheets and drills. I ended the shortened session by going over questions from my homework and questions in general. Both students learned strong fundamentals that will help them in the future."
"The student and I worked on homework and moved ahead in his textbook, working on properties of right triangles. He and I reviewed a test, made corrections and did practice problems. We talked about strategies for making fewer computational mistakes and practiced them."
"We reviewed the types of quadrilaterals and the characteristics of each. The student said his classwork was to define the types of quadrilaterals. He completed these and seemed to have a good sense of the shapes. I then decided to try a program which requires using visual pictures to help him with his recall of his multiplication facts. He is a good artist, so I think this technique might work. It involves pairing a picture with each numeral and then using it to create a picture for each multiplication fact. Today, I gave him a baseline multiplication test, reexplained the concept of multiplication and began teaching him to associate a particular picture for each numeral. We did the numerals 2 through 6. When I see him next, I will see if he has retained the "pictures.""
"Today, the student covered her classwork from Tuesday and Wednesday in school. She first went over concepts and math for her homework due tomorrow, which included internal angles, exterior angles, Pythagorean theory, and similar triangles and quadrilaterals. She mostly had trouble understanding where the equations came from, and when to use which equation; however, after many practice problems, she began to understand it. Following this, she went over Tuesday's homework, which consisted of mostly radicals. She had the most trouble understanding the math behind these kinds of questions, and will need some more work on this before her next quiz. I explained how to visually write out radicals to make them easier to understand, and how to do radicals with variables. I left her with extra practice concerning triangles that we went over last class, and will bring more concerning radicals for next class. She is very eager to learn, and I believe she will do significantly better on her next quiz."
"The student received a grade for his first quiz of the semester. He received a 12/14 (86%). He had great success on the more challenging problems but made very minor errors that cost him points on simpler problems. He is still naturally inclined to solve easier problems in his head which greatly increases the occurrence of avoidable mistakes. We work on this issue every session and it is improving. Based on the results from the quiz I also strongly encouraged him to spend time at the end of tests and quizzes reexamining the problems and his answers quickly, to double check that they make sense (e.g. accidentally using the wrong operation, such as addition instead of subtraction, would yield a substantially different and impossible answer). Otherwise, his written work is very good and he has a superior grasp on the addition and subtraction of fractions. This week we also started looking at word problems and the various techniques to solve them: algebra and assignment of variables to unknowns, as well as working backwards from given information to answer the question. For the moment, it is more important that the student understands how to work backwards in word problems than to use more complicated algebra, but its introduction will help him understand how to set up equations from word problems and also make the transition into 7th grade algebra smoother. He had missed the past two days of school so we also spent time catching up on a worksheet the rest of his class was working on to make sure he was not falling behind in content. His ability to organize his scratch paper and written work for homework, quizzes and tests has improved greatly but he still needs encouragement to maintain this habit or he will easily fall back into old tendencies to over use mental arithmetic and problem solving."
"Today, we began with multiplication practice. We practiced x6, x7, and x8 problems by playing a game. Then, we did a multiplication fast facts check to see how many facts he could get in one minute. He got stuck on x6 problems, but seems to have all his x1x3 and x5 memorized! We will continue working on automaticity of multiplication facts. Next, we completed two lessons: measuring length to .4 and .25 inch and using/reasoning with customary units of length. I drew on my previous work with him around fractions and working with equal groups to help him understand how to measure to the quarter and half inch. Then we measured some items around the room and discussed with measuring to the quarter inch is a closer measurement than measuring to the half or whole inch. When discussing customary units of length, I also challenged him to use multiplication to determine how many feet were in multiple yards or how many inches were in multiple feet. Finally, we ended our discussion with a brief review of metric units of length. We will elaborate on that topic during our next session."
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