Session Date: 10/16/2017 8:04PM ET

Length: 18.1 minute(s)

Subject: Advanced Placement (AP) Subjects and Test Prep - AP Calculus AB

System Message
[00:00:00] *** Please note: All sessions are recorded for quality control. ***
[00:00:00] Tool Added > Whiteboard
(Customer)
[00:00:00] derivatives
(Tutor)
[00:00:03] Welcome!
[00:00:07] How are you today?
(Customer)
[00:00:09] hello
[00:00:13] I'm doing good and you /.
(Tutor)
[00:00:20] I'm good as well, thanks!
[00:00:27] How may I help you today?
(Customer)
[00:00:39] I was wondering w eoculd work on some derivatives
(Tutor)
[00:00:53] Sure! Do you have any problems in mind? (Nice enthusiasm and further clarification)
(Customer)
[00:00:58] yes
(Tutor)
[00:01:08] Great! What would you like to go over? Continued enthusiasm and clarification helps
to keep the session moving forward and the student engaged
(Customer)
[00:01:20] File Shared > screen shot 2017-10-16 at 5.04.47 pm.png
(Tutor)
[00:01:49] Problem 10 or Problem 11 ? Nice way to continue clarification
(Customer)
[00:02:00] 9
[00:02:03] the one I got wrong please
(Tutor)
[00:02:27] Okay! How did you find the derivative of the 5th root of x ? Excellent question to
encourage the student to show her work
(Customer)
[00:03:13] so I did this
(Tutor)
[00:03:32] That's correct so far.
[00:04:07] Great job!
[00:04:13] That's exactly right.
[00:04:36] That's right too. By commenting on the work the student is doing and praising
her for a job well done, we encourage the student to continue working and help to build her
confidence.
[00:04:55] And then you translated those back into roots and powers? This question encourages
the student to think about what she did, but can be answered with a yes or no. Another way
to do this is to ask "What did you do next?" or "What is our final step?"
(Customer)
[00:04:58] yes
(Tutor)
[00:05:11] That's perfect. The only problem is the subtraction symbol then Here we see the tutor
give information instead of continuing to engage the student. To encourage the student to
find her own mistake we can say, "That's perfect! How does this differ from what you did
before?"
(Customer)
[00:05:17] AHHH
[00:05:18] omg
(Tutor)
[00:05:30] It should still be addition. No biggy.
[00:05:51] Did you want to go over any more?
(Customer)
[00:05:54] yes
[00:05:56] 10 please
System Message
[00:05:59] Tool Added > Whiteboard
(Tutor)
[00:06:00] Okay!
[00:06:19] How would you start this one? This is a good question to engage the student with
the new problem.
[00:07:30] Nice work.
(Customer)
[00:07:36] is that all ?
(Tutor)
[00:07:44] That's it, yes!
[00:08:01] Did you want to go over 11 as well?
(Customer)
[00:08:10] yes
System Message
[00:08:14] Tool Added > Whiteboard
(Customer)
[00:08:18] that one is tricky because its the e rule
[00:08:22] and sometimes I get confuse
(Tutor)
[00:08:37] No worries. e^5 is not a function that varies. It is a constant. Here the tutor
provides information to put the student at ease and help her to see how to approach the
problem. The clear explanations here allow the student to tackle the problem on her own.
[00:08:45] e^x is a function.
[00:08:52] But there is no e^x here.
(Customer)
[00:09:08] ahhhhhhhh
[00:09:15] so that becomes 0
[00:09:17] right
(Tutor)
[00:09:20] Right. Good job of continuing to encourage the student. The use of emoticons
helps to build student confidence as well.
(Customer)
[00:09:31] so this is basically the answer
(Tutor)
[00:09:34] You've got it.
[00:09:39] That's the exact answer.
[00:09:55] Great job! Did you have any further questions? Good job of praising the student and
checking for other questions.
(Customer)
[00:09:58] do we have time to do more ?
(Tutor)
[00:10:08] We can go over a couple more if you like. We are only 10 minutes into the session
so there is time to work more problems. This comment not only lets the student know we can
continue, but also sets some limits on the session so the student will not be surprised when
the session needs to be wrapped up.
System Message
[00:10:28] Tool Added > Whiteboard
(Customer)
[00:10:40] File Shared > screen shot 2017-10-16 at 5.14.36 pm.png
(Tutor)
[00:11:12] Do you know how to do this one? e^x is in this one. Good question to engage the
student as well as a reminder that in this one we have the function e^x which the student had
concerns about earlier.
(Customer)
[00:11:19] so this one it is not a constant
(Tutor)
[00:11:28] Right. Its value varies with x Good job confirming the student's thoughts and
providing a little more information to help the student continue to move forward.
(Customer)
[00:11:27] but because the x doesn't have anything infront
[00:11:30] it stays the same right
(Tutor)
[00:11:42] Right. The derivative of e^x is the value of e^x. By confirming the student's
statement and clearly stating the rule being used, the tutor provides the student with the
confidence to continue working her problem.
[00:11:58] A very interesting occurrence
(Customer)
[00:12:23] right
[00:12:25] so this would be
(Tutor)
[00:12:48] You've got it.
[00:13:06] Which of the others would you like to go over? Good question to allow the student
take the lead and determine which other problem is discussed.
System Message
[00:13:18] Tool Added > Whiteboard
(Customer)
[00:13:19] 15 please
(Tutor)
[00:13:45] Hmm, I don't see any numbers in the screenshot A non-threatening way to clarify
which problem the student is referring to :)
(Customer)
[00:13:52] the last one
(Tutor)
[00:13:54] Do you mean the one on the board? Good job continuing to clarify so they are both
focused on the same problem
(Customer)
[00:13:54] the one about
(Tutor)
[00:13:57] Ah, okay
(Customer)
[00:13:58] where c is a constnat
[00:14:01] sorry about that
(Tutor)
[00:14:21] No worries!
[00:14:30] Do you know what will happen to that part? Good encouragement followed by a
question to encourage the student to think about the problem.
(Customer)
[00:14:49] im not sure
[00:14:57] because when its a constant it becomes 0
[00:14:59] so then
(Tutor)
[00:15:04] What would you do if it was just 22z^2 ? The student is going down a path that does
not apply to this part of the problem, so the tutor asks her about a simpler problem to help
redirect her thinking without telling her what to do.
(Customer)
[00:15:10] if we multiply it would be 0 ?
(Tutor)
[00:15:13] Does the 22 become 0 because it is a constant? Another question to help the
student to think about the problem in more detail
(Customer)
[00:15:20] I believe so...
(Tutor)
[00:15:26] Not quite.
[00:15:29] Remember 2e^x ? Here we see some gentle correction and redirection. The tutor
lets the student know that her answer is not right, but then directs her to a previous problem
that she did correctly to help her determine the right path. This is a great way to keep the
student thinking without discouraging her.
(Customer)
[00:15:35] yes
(Tutor)
[00:15:36] 2 did not become 0. You kept it
(Customer)
[00:15:44] right
(Tutor)
[00:15:46] The derivative was 2e^x, not 0e^x
(Customer)
[00:15:51] oh
[00:16:01] so are you saying this would be 22 z^2
[00:16:05] and ignore th c ?
(Tutor)
[00:16:12] When a constant is multiplied by a function, the constant is kept. After illustrating
the concept with an example previously done, he states the rule clearly for the student.
(Customer)
[00:16:20] ohhhhhhhh
(Tutor)
[00:16:21] 22c is a constant multiplied by the function z^2 One more hint is used to help the
student make the connection to the problem she is working on and we can see below it
worked.
(Customer)
[00:16:22] so maybe like
[00:16:29] 44cz
[00:16:32] is the derivativ
(Tutor)
[00:16:35] Right.
(Customer)
[00:16:42] and the 23z is 23
(Tutor)
[00:16:48] You've got it. Continued praise is important to keep the student engaged.
(Customer)
[00:17:14] make senses
[00:17:18] thank you very much
[00:17:27] this. session was very much useful!
[00:17:29] day have a g
(Tutor)
[00:17:32] No problem, you did great!
(Customer)
[00:17:35] great day!
(Tutor)
[00:17:41] Have a wonderful rest of your day as well!
[00:17:54] Thanks for using our service. Please fill out the survey as you leave so we can learn how
wecan better help you in the future! Great ending to the session :)
Advanced Placement (AP) Subjects and Test Prep - AP Calculus
AB occurred 10/16/2017 @ 8:04PM and lasted 18:07

derivatives