Certified Tutors From Quincy College

We began our session with him taking the quiz on the app I introduced him to. This time he answered 101/105 correct in 13 minutes, which is about 7.7 problems correct/min. On Tuesday he scored 65/65 in 7.5 minutes which came out to 8.6 correct/min. He decreased by 1.1 problems/minute. He also completed his homework on equivalent fractions and reducing fractions.

She is a great student who has fallen a bit behind in geometry. She mentioned at the beginning of our session that she recently did poorly on an exam and doesn't want to fall further behind in the class. We started out by completing her homework, using her textbook and examples from that to complement her homework problems. She is a quick and attentive learner, so once she got the hang of the concepts she was able to complete her homework without a problem. After we covered those concepts as well as some prior concepts that she hadn't grasped from previous chapters, we decided to review the concepts on the exam. We plan to continue next week, but I feel confident that she is now truly understanding some of the things she missed at the beginning of the semester. We also plan to work on chemistry next session, which she says she is also struggling in but has just recently taken an exam in so didn't have any new material to review.

The student started on linearization. I showed a few examples on linearized functions. Then she solved several problems with some help from me. By the end of the session she had a much better understanding than at the start.

We went over the multiple choice section for the practice test I gave her last week. On the non-calculator section, of 28 questions she got eight wrong and skipped two. On the calculator section, of 17 questions she got four wrong and skipped four. Most of the errors in the non calculator section were clerical in nature, not due to a misunderstanding of the math. In the cases where she didn't understand, we clarified the problem. We will go over the free response section next week, and see where to go from there. I think I will get more calculator problems for her and work on setting them up and knocking them down to build up some of her calculator confidence.

I continued working with the student on measurements. I started out by having her pour colored water into a measuring cup and showing her how the same amount of water can be different amounts of cups, ounces, tablespoons, etc. She enjoyed the practical lesson. Then we did some practice on my dry erase board and graduated to worksheets. I started really simple and gradually increased the difficulty. Today's lesson definitely improved her knowledge. I gave her some practice problems for homework; seeing what she does on her own will help me gauge her understanding. Next time, her mom wants me to cover multiplication with two and three digit numbers and long division.

Today we began by working through a proof that the students were assigned. They asked me questions about differentiating between certain theorems and postulates, which I broke down for the girls to make it easier for them to remember. I helped provide them with hooks to help remember what some of the relationships are as well. We then transitioned to reviewing their homework that was unrelated to proofs. They needed more assistance knowing when to use point-slope or slope-intercept form, and needed assistance in reviewing the midpoint formula. We spent the remainder of our time working through the homework, where I addressed areas where I could see gaps in their understanding.