# Tutor profile: Kristen P.

## Questions

### Subject: Pre-Algebra

The school has two options for lunch every day. On Tuesday, they are offering hamburgers and Caesar salad. 54 students ate hamburgers, and 40% ate Caesar Salad. The last 15% ate the lunch that they brought from home. How many students total are there?

To be successful, organization of the missing and relevant information is required. We know that the total percentage of students will always be represented by 100%. Therefore, the percentages of students must be % Hamburgers + 40% Caesar salad + 15% Lunch from home = 100%. The percentage who ate hamburgers was 45%. From this information, we know that the ratio 45/100 is equal to 54/total students. Using cross multiplication, the answer will be represented as (54 x 100) ÷ 45. The total number of students is 120.

### Subject: Basic Math

Eliza bakes a challah loaf for her family's Hanukkah celebration. They eat 1/3 of the loaf on the first day, and save the rest of the loaf for the second day. On the second day, there are six people splitting the challah. How much of a loaf will each person eat on the second day?

To solve, the first step is to organize the information and write an equation. Since we know she started with a whole loaf and 1/3 was eaten, the amount remaining would be (1 - 1/3). Then, once we know the amount remaining, it needs to be divided among 6 people. Therefore, the equation is (1 - 1/3) ÷ 6. When solving, we first do what is inside the parenthesis, 1 - 1/3. This equals 2/3. Then, I need to divide 2/3 by 6. I can do this either by drawing a model of 2/3 and splitting it into 6 equal pieces, or by multiplying the inverse. With both strategies, the final answer is 1/9 of the loaf.

### Subject: Education

You are a 6th grade teacher with 32 students in the class. One particular student aces every practice lesson in Math, but tends to perform at a mediocre to poor level on assessments. Another scholar seems to understand the conceptual information, but has trouble applying it to various problems and scenarios, including having frequent computation errors. One more scholar seems to understand each day's skill and performs well on exit tickets, but the information seems foreign during review the next day. These three students are selected for an intervention group, meeting 45 minutes three times a week. Describe your strategy in the first week of intervention, including any skills to practice, evaluations to take place, and timings.

Each day of intervention should start with a 5 minute warm-up game practicing multiplication and division math facts. This will allow scholars to transition into the block and access prior knowledge. After math facts, we will transition into 5 minutes of computation practice, focusing on decimals and fractions. Scholars will compare their work to my exemplars and find their mistakes, name what was incorrect, and practice doing it correctly. After this, we will have 20 minutes of practice on the day's skill. These skills will be selected through analysis of previous assessments, focusing on which skills are foundational and also given the most weight on the state standards or common core. The skill lesson will follow the structure of <Model, Guided Practice, Independent Practice> with a minimum of 10 minutes of independent practice within that 20 minutes. Afterward, there will be 5 minutes to review the independent practice work and 10 remaining minutes to complete a cyclical review worksheet of various skills from previous units.

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