Certified Tutors From Trine University

Today we worked with a number line and a number square. The task was to fill in the missing numbers from 1 - 100.  1 - 30s were fairly easy for the student.  She needed more time as the numbers increased over 50.  Using the line and number square, we also worked on "Which is larger?  45 or 89?"  She seemed to grasp this, however when asked to locate a number on the number line or in the number square, she hesitates and asks where it is.   We worked on addition going a bit higher (9+2, etc) and to understand this visually, we used styrofoam pieces to add together how many we needed to make the addition problem and get to the correct answer.   We reviewed counting down from 20 and pronunciation of the numbers.  She sometimes says FORTY instead of fourteen (fifty instead of fifteen and so on) so we are working to master the difference in sound and value of numbers that sound similar.

Student did an awesome job today. We worked in his math workbook dealing with range, median, and mode. He worked very hard with interpreting the differences between the three. He had to put data in order from least to greatest and then determine the range, median, and mode. He has a spelling test on Wednesday so we studied twice for his spelling test. He also read his book for twenty minutes. He did a great job today.

The student and I worked more on direct and indirect objects.  We worked our way from English examples to Spanish ones.  He is getting better slowly, but steadily.  He continues to confuse direct and indirect objects, but I expect to get him to the point where he understands how to say what he needs to, without relying on the directions telling him what grammar points he should be looking for.

Topics covered include currents (Ohm's Law, resistance, etc.), magnetism, and induced EMF. We made progress in understanding the equations and theory behind these topics and applying them to upcoming exams.

Finished up our survey of nouns - The student had her highest rate of retention yet, and attacked the word web exercises in a way that showed the benefit of experience. She also responded well when prompted to develop example sentences that were different or more descriptive than ones we had come up with previously with flash cards, which I took as an encouraging sign of development. I will introduce test-level adjectives next session. We continued by returning to usage and grammar mechanics; her comprehension of language rules remains good, but recognizing some of the "trickier" examples of incorrect usage will remain a focus of our work until test day. Overall: great progress, great work ethic.

Today was focused on helping the student prepare to study by himself over the weekend. To that end, I reviewed with him some of the earlier material that he seemed to be struggling with, and then formulated a study plan for him to follow over the weekend. This study plan consisted of a number of parts. First, he was instructed to make flashcards based on particular diagrams I had selected. Next, I supplied him and his mother with a number of different tests and quizzes for him to practice on. Not only will these tests and quizzes make him more comfortable with the final, but they will also give a good indication of where he needs to study further. Finally, I suggested an optimal amount of time to spend studying. In addition to this preparatory work, I also worked with him on understanding some basic chemistry, as well as some relevant biochemistry.