Tutoring Write-Ups

(Scored Six Times)

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Score Requirements
Submit detailed write-ups tutoring sessions (six in total) based upon the strengths
and weaknesses identified in the DST: Math (4c).
Indicate the willingness and cooperation of the student in developing math concepts
(4a).
Know and understand childrens characteristics and needs in mathematics (4b).
Develop and plan actual tutoring sessions that include manipulative, technology
based upon the childs math knowledge (4b).
Analyze if the child is learning and how he/she is learning, related to his/her
characteristics and needs (4d).
Provide suggestions and ways to assist the student for further sessions (4d).
Develop a healthy, respectful, and supportive learning environment (4a).
Using learning standards, design, implement, and evaluate meaningful, challenging
tutoring sessions (4c).
Indicate the overall success of each session and if the students learned the math
concept(s) (4d).

Session 1
Standard: CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 8

as the number of objects in each share when 56 objects are partitioned
equally into 8 shares, or as a number of shares when 56 objects are
partitioned into equal shares of 8 objects each
Objective: Student will understand the art of divison by breaking down terms of
multiplication understanding.
The first session went really well. We talked about division. I started small
with basic division facts to see where the student was at. The student was able to
divide even numbered problems more likely than odd numbered problems. I used
pie charts and had her begin by dividing it in half and from there we moved to 4,6,8
and 10. Then I asked her to try and divide it into thirds. The student was able to
because she was visually seeing it. I concluded that she was a visual learner so ever
word problem that I came up with for her, we drew it out and I could tell that was a
bit easier for her to understand. Another strategy I used was to begin by
multiplication and then lead to divison using the same proble. Although she already
knew the answer, it helped her understand the connection between multiplication
and division. For the next session I would like to build on the division learning by
using larger numbers because she had already mastered the three, but I would like
to move to 5,7,9, etc.

Session 2
Standard: CCSS.MATH.CONTENT.3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole

is partitioned into b equal parts; understand a fraction a/b as the quantity
formed by a parts of size 1/b.
Objective: Student will learn the basics of fractions and then later apply them to
multiplcation that was learned in the last section.

The second session was a lot better because I came prepared and had
problems ready for the student to solve visually. We worked with drawings again.
That worked really well and the student made apparent progress. After that we
brought up fractions which were decently known. The multiplcation aspect was
pretty strong but only with simple fractions. I asked her if she knew how to multiply
fractions that were mixed. We moved to that and she showed strengths in that. Then
the student and I moved to multiplying fractions that were not already simplified
like 3 digit and 2 digit numbers. The student showed weakness in this area. She had
trouble simplifying fractions because of her earlier struggles with division. The
student and I went back to the visual learning and we talked about place value for a
little bit. In the next lesson, I am going to bring in the cup model in terms of place
value to hopefully help her understand the root of simplification and some
strategies to get there.

Session 3
Standard: CCSS.MATH.CONTENT.2.NBT.A.1

Understand that the three digits of a three-digit number represent

amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens,
and 6 ones.

Objective: Student will understand the place values and how from there problems
can be broken down in order to multiply or divide.

The third session was all about place value and finding the roots of the larger
numbers. We talked about how to break them down and how to round them to
make it easier to simplify them. The student tried a couple problems with numbers
like 300, 310, and 311. The place value in each one changed and we talked about
how to alter the problems but using the same root. The student really seemed to
struggle with this so we practiced many times. The student was finally able to
understand the palce value concept and then we went to apply it to the problems.
The student did well but still needs lots of practice. The student and I worked
through various problems that I had made up. In the next session I hope to continue
working on this at what ever pace the student may need.

Session 4:
CCSS.MATH.CONTENT.3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90

(e.g., 9 80, 5 60) using strategies based on place value and properties of
operations.

Objective: Student will learn to multiply whole number by values of 10. The
numbers selected will be numbers one through ten.

The fourth session was good. We talked about multiplication and worked on
multiplying values of 10. I first started by showing the student that it is similar to
multiplying one digit numbers but then adding a zero. So we started with one times
one which is 1 but then one times ten, you just add the zero. The student caught
onto this really quick and was able to follow through with almost very problem. The
student was doing great but then tripped up around the nine times tables. I showed
the student the finger tricks and we practiced that for a little bit. Once she got the
hang of that, we were able to use the 9 tens value, meaning 90. Her strengths were
in the fast paced multiplication but her weaknesses came around the larger
numbers of 8 or 9. For the next session, I would hope to keep working on the nines
and eights times table.

Session 5: CCSS.MATH.CONTENT.3.MD.A.1

Tell and write time to the nearest minute and measure time intervals in
minutes. Solve word problems involving addition and subtraction of time
intervals in minutes, e.g., by representing the problem on a number line
diagram.
Objective: Student will learn to add and subtract time on an analog and
digital clock.

The fifth session was a bit later because of the Easter Break so when
I came time to teaching her about multiplication she had already mastered
that. She was currently working on telling time in school so I helped her
with that. We talked about the hours hands being the numbers and then
for the minutes hand we talked about how they count by fives. The student
was good at adding and subtracting and that was one of her strengths
because it was so easy for her to add and subtract time on the clock. It
helped having a clock as a visual that she could move the hands on.

Session 6:
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set
with several categories. Solve one- and two-step "how many more" and
"how many less" problems using information presented in scaled bar
graphs.
Objective: Student will learn to interpret data by looking at graphs and
drawing conclusions from that be able to compare and contrast data.

The last session ended well. The student was currently talking about
data in her math class and had a quiz at the end of the week so we were
planning for that. The student had pictures of bad graphs, and pie charts
and were asked to pick which country had the most people. I aked the

student to look at what part of the bar graph was the tallest. I taught the
student that the tallest ones on the bar graph are the largest numbers and
the shortest ones are the smallest numbers. I also taught the student to
follow the line on the bar graph to check the actual number. From there,
the student was able to compare two sections of the bar graph. This was
the same for pie charts and talking about percentages.