Instructions​ ​and​ ​Tips

We’re​ ​excited​ ​to​ ​see​ ​you​ ​teach!​ ​Keep​ ​the​ ​following​ ​in​ ​mind:

-​ ​You​ ​will​ ​have​ ​10​ ​minutes​ ​to​ ​prepare​ ​and​ ​then​ ​the​ ​video​ ​will
automatically​ ​start​ ​filming.​ ​Keep​ ​an​ ​eye​ ​on​ ​the​ ​countdown
timer!

-Click​ ​“Start​ ​Recording”​ ​if​ ​you’re​ ​ready​ ​before​ ​the​ ​10​ ​minute
mark.

-​ ​You​ ​will​ ​be​ ​recorded​ ​even​ ​if​ ​you​ ​are​ ​not​ ​able​ ​to​ ​see​ ​yourself
with​ ​this​ ​document​ ​open.

-Choose​ ​subjects​ ​and​ ​age​ ​groups​ ​you​ ​are​ ​most​ ​qualified​ ​to
tutor.​ ​ (​ for​ ​example,​ ​if​ ​you’ve​ ​only​ ​ever​ ​tutored​ ​college​ ​math,​ ​don’t​ ​pick
phonics).​ ​ ​If​ ​you​ ​don’t​ ​see​ ​your​ ​subjects​ ​listed,​ ​please​ ​choose
“Other​ ​Subjects”​ ​at​ ​the​ ​bottom​ ​of​ ​the​ ​Table​ ​of​ ​Contents.

-REMEMBER!​ ​Quality​ ​of​ ​instruction​ ​over​ ​quantity​ ​of​ ​questions

answered.​ ​How​ ​will​ ​we​ ​know​ ​that​ ​a​ ​student​ ​you​ ​work​ ​with​ ​is
really​ ​going​ ​to​ ​“get​ ​it?”
History
American​ ​History…………………………………………………………………………………………….2
European​ ​History……………………………………………………………………………………….…...3
World​ ​History……………………………………………………………………………………………...…4

Languages
General​ ​Foreign​ ​Language-Learning...............................................................................................5
Arabic...............................................................................................................................................6
ESL..................................................................................................................................................6
French..............................................................................................................................................7
German............................................................................................................................................7
Japanese…………………………………………………………………………………………………….7
Korean……………………………………………………………………………………………………….8
Mandarin…………………………………………………………………………………………………….8
Russian……………………………………………………………………………………………………...9
Spanish............................................................................................................................................9

Math
Elementary​ ​/​ ​Middle​ ​School​ ​Math.....................................................................................................10
Algebra.............................................................................................................................................11
Calculus............................................................................................................................................12
Geometry..........................................................................................................................................13
Statistics...........................................................................................................................................15
Trigonometry………………………………………………………………………………………………...16

Reading​ ​and​ ​Writing

Phonics.............................................................................................................................................17
3-8th​ ​Grade​ ​Reading........................................................................................................................18
Literature...........................................................................................................................................19
Writing/​ ​Grammar​ ​and​ ​Mechanics……………….………………………………………………………..20

Science
Biology..............................................................................................................................................21
Chemistry..........................................................................................................................................22
Computer​ ​Science............................................................................................................................23
Earth​ ​Science...................................................................................................................................25
Genetics...........................................................................................................................................26
Physical​ ​Science​ ​/​ ​Middle​ ​School​ ​Science.......................................................................................27
Physics.............................................................................................................................................28

Test​ ​Preparation
Elementary​ ​/​ ​Middle​ ​School​ ​Test
Prep..............................................................................................29
ACT...................................................................................................................................................30
SAT...................................................................................................................................................32
GRE.................................................................................................................................................34
GMAT................................................................................................................................................3
6
LSAT.................................................................................................................................................38
MCAT................................................................................................................................................39

1
 Other​ ​Subjects​……………………………………………………………………………………………..40
American​ ​History

1. Jonathan​ ​is​ ​your​ ​new,​ ​18​ ​year-old​ ​History​ ​student​ ​and​ ​is​ ​taking​ ​an​ ​entry​ ​level
U.S.​ ​history​ ​course​ ​at​ ​his​ ​university.​ ​Jonathan​ ​is​ ​not​ ​particularly​ ​interested​ ​in
history,​ ​but​ ​he​ ​needs​ ​to​ ​pass​ ​this​ ​course​ ​as​ ​a​ ​college​ ​requirement.​ ​His​ ​professor
has​ ​stressed​ ​that​ ​in​ ​the​ ​course​ ​they​ ​will​ ​explore​ ​broad​ ​themes​ ​in​ ​US​ ​history,
such​ ​as​ ​American​ ​Exceptionalism​ ​and​ ​Expansionism.​ ​Please​ ​describe​ ​how​ ​you
would​ ​help​ ​teach​ ​these​ ​broad​ ​topics,​ ​and​ ​how​ ​you​ ​would​ ​keep​ ​Jonathan
engaged.​ ​You​ ​are​ ​welcomed​ ​to​ ​focus​ ​on​ ​one​ ​aspect​ ​or​ ​event​ ​in​ ​U.S.​ ​History,​ ​or
speak​ ​more​ ​generally​ ​about​ ​how​ ​you​ ​would​ ​address​ ​these​ ​topics​ ​in​ ​U.S.​ ​History
as​ ​a​ ​whole.

2. Edgar​ ​is​ ​your​ ​new,​ ​16​ ​year-old​ ​History​ ​student​ ​preparing​ ​to​ ​take​ ​the​ ​AP​ ​U.S.
History​ ​exam.​ ​He​ ​is​ ​concerned​ ​about​ ​the​ ​free​ ​response,​ ​document​ ​based​ ​and
essay​ ​portions​ ​of​ ​the​ ​exam.​ ​He​ ​believes​ ​the​ ​essay​ ​will​ ​either​ ​ask​ ​about​ ​the
Seven​ ​Years​ ​War​ ​and​ ​its​ ​impact​ ​on​ ​the​ ​colonies,​ ​or​ ​how​ ​World​ ​War​ ​I​ ​marked​ ​a
turning​ ​point​ ​in​ ​U.S.​ ​international​ ​relations.​ ​Please​ ​describe​ ​how​ ​you​ ​would​ ​help
prepare​ ​Edgar​ ​for​ ​one​ ​of​ ​these​ ​essay​ ​topics,​ ​and​ ​how​ ​you​ ​would​ ​keep​ ​him
engaged.​ ​You​ ​are​ ​welcome​ ​to​ ​focus​ ​on​ ​either​ ​topic,​ ​but​ ​should​ ​include
information​ ​about​ ​the​ ​synthesis​ ​and​ ​analysis​ ​of​ ​events​ ​that​ ​the​ ​College​ ​Board
expects​ ​when​ ​evaluating​ ​AP​ ​essays.

3. Johanna​ ​is​ ​your​ ​new,​ ​18​ ​year-old​ ​History​ ​student​ ​and​ ​is​ ​currently​ ​learning​ ​about
Civil​ ​War​ ​reconstruction​ ​and​ ​the​ ​agricultural​ ​problems​ ​faced​ ​by​ ​farmers​ ​in​ ​the
Gilded​ ​Age.​ ​Please​ ​describe​ ​what​ ​you​ ​would​ ​teach​ ​Johanna​ ​related​ ​to​ ​this​ ​topic,
as​ ​well​ ​as​ ​how​ ​you​ ​would​ ​engage​ ​her.​ ​You​ ​are​ ​welcome​ ​to​ ​focus​ ​on​ ​one​ ​aspect
of​ ​these​ ​topics,​ ​or​ ​speak​ ​more​ ​generally​ ​about​ ​the​ ​post​ ​Civil​ ​War​ ​period.

2
European​ ​History

1. Yen​ ​is​ ​your​ ​new,​ ​20​ ​year-old​ ​European​ ​history​ ​student.​ ​She​ ​is​ ​currently​ ​learning
about​ ​the​ ​events​ ​leading​ ​up​ ​to​ ​World​ ​War​ ​I​ ​in​ ​her​ ​20th​ ​century​ ​European​ ​History
course​ ​at​ ​her​ ​college.​ ​Please​ ​describe​ ​what​ ​you​ ​would​ ​teach​ ​Yen​ ​on​ ​this​ ​topic,
as​ ​well​ ​as​ ​how​ ​you​ ​would​ ​keep​ ​her​ ​engaged.​ ​You​ ​are​ ​welcome​ ​to​ ​focus​ ​on​ ​the
events​ ​in​ ​one​ ​European​ ​country​ ​in​ ​particular,​ ​or​ ​to​ ​speak​ ​more​ ​generally​ ​about
pre-World​ ​War​ ​I​ ​Europe​ ​as​ ​a​ ​whole.

2. Tyler​ ​is​ ​your​ ​new,​ ​21​ ​year-old​ ​European​ ​history​ ​student.​ ​He​ ​is​ ​currently​ ​learning
about​ ​European​ ​life​ ​and​ ​culture​ ​just​ ​after​ ​the​ ​fall​ ​of​ ​Rome​ ​in​ ​his​ ​Medieval
European​ ​History​ ​class.​ ​Please​ ​describe​ ​what​ ​you​ ​would​ ​teach​ ​Tyler​ ​on​ ​this
topic,​ ​as​ ​well​ ​as​ ​how​ ​you​ ​would​ ​keep​ ​him​ ​engaged.​ ​In​ ​your​ ​analysis,​ ​you​ ​are
welcome​ ​to​ ​focus​ ​on​ ​one​ ​aspect​ ​of​ ​European​ ​life​ ​and​ ​culture​ ​in​ ​particular​ ​(i.e.
language,​ ​education,​ ​art,​ ​government,​ ​etc.)​ ​or​ ​to​ ​speak​ ​more​ ​generally​ ​about
post-Roman​ ​Empire​ ​life​ ​and​ ​culture​ ​as​ ​a​ ​whole.

3. Tatiana​ ​is​ ​your​ ​new,​ ​19​ ​year-old,​ ​European​ ​history​ ​student.​ ​She​ ​is​ ​currently
preparing​ ​for​ ​a​ ​midterm​ ​coming​ ​up​ ​in​ ​her​ ​college​ ​history​ ​class​ ​on​ ​the​ ​Roman
Empire.​ ​Her​ ​professor​ ​has​ ​a​ ​strong​ ​interest​ ​in​ ​and​ ​has​ ​lectured​ ​extensively​ ​on
Roman​ ​foreign​ ​relations​ ​during​ ​both​ ​its​ ​rise​ ​and​ ​fall.​ ​Tatiana​ ​is​ ​positive​ ​that​ ​this
will​ ​be​ ​a​ ​major​ ​theme​ ​on​ ​the​ ​midterm.​ ​Please​ ​describe​ ​what​ ​you​ ​would​ ​teach
Tatiana​ ​on​ ​this​ ​topic,​ ​as​ ​well​ ​as​ ​how​ ​you​ ​would​ ​keep​ ​her​ ​engaged.​ ​In​ ​your
analysis,​ ​you​ ​are​ ​welcome​ ​to​ ​focus​ ​in​ ​on​ ​Rome’s​ ​relations​ ​with​ ​one​ ​people​ ​in
particular​ ​(i.e.​ ​the​ ​Egyptians,​ ​the​ ​Huns,​ ​the​ ​Goths,​ ​the​ ​Carthaginians,​ ​etc.)​ ​or​ ​to
speak​ ​more​ ​generally​ ​about​ ​Rome’s​ ​foreign​ ​relations​ ​as​ ​a​ ​whole​ ​during​ ​this
period.

3
World​ ​History

1. Malcolm​ ​is​ ​your​ ​new,​ ​20​ ​year-old​ ​world​ ​history​ ​student.​ ​He​ ​is​ ​currently​ ​learning
about​ ​the​ ​independence​ ​movements​ ​of​ ​Latin​ ​American​ ​countries​ ​in​ ​his​ ​Modern
World​ ​History​ ​course.​ ​Please​ ​describe​ ​what​ ​you​ ​would​ ​teach​ ​Malcolm​ ​on​ ​this
topic,​ ​as​ ​well​ ​as​ ​how​ ​you​ ​would​ ​keep​ ​him​ ​engaged.​ ​You​ ​are​ ​welcome​ ​to​ ​focus
on​ ​one​ ​Latin​ ​American​ ​country​ ​in​ ​particular,​ ​or​ ​to​ ​speak​ ​more​ ​generally​ ​about
Latin​ ​American​ ​independence​ ​from​ ​European​ ​colonialism​ ​as​ ​a​ ​whole.

2. Jessica​ ​is​ ​your​ ​new,​ ​19​ ​year-old​ ​world​ ​history​ ​student.​ ​She​ ​is​ ​learning​ ​about​ ​the
spread​ ​of​ ​Islam​ ​across​ ​North​ ​Africa,​ ​the​ ​Middle​ ​East​ ​and​ ​Central​ ​and​ ​Southeast
Asia​ ​in​ ​her​ ​history​ ​course​ ​on​ ​the​ ​Middle​ ​Ages.​ ​Please​ ​describe​ ​what​ ​you​ ​would
teach​ ​Jessica​ ​on​ ​this​ ​topic,​ ​as​ ​well​ ​as​ ​how​ ​you​ ​would​ ​keep​ ​her​ ​engaged.​ ​You
are​ ​welcome​ ​to​ ​focus​ ​on​ ​one​ ​cultural​ ​change​ ​in​ ​particular​ ​that​ ​occurred​ ​as​ ​a
result​ ​of​ ​the​ ​spread​ ​of​ ​Islam​ ​at​ ​this​ ​time​ ​(i.e.​ ​artistic,​ ​religious,​ ​linguistic,​ ​etc.),​ ​or
to​ ​speak​ ​more​ ​generally​ ​about​ ​cultural​ ​change​ ​as​ ​a​ ​whole​ ​during​ ​this​ ​period.

3. Krishna​ ​is​ ​your​ ​new,​ ​19​ ​year-old​ ​world​ ​history​ ​student.​ ​He​ ​is​ ​currently​ ​learning
about​ ​the​ ​development​ ​of​ ​the​ ​world’s​ ​first,​ ​major​ ​ancient​ ​civilization​ ​in​ ​his
Ancient​ ​World​ ​History​ ​course.​ ​Please​ ​describe​ ​what​ ​you​ ​would​ ​teach​ ​Krishna​ ​on
this​ ​topic,​ ​as​ ​well​ ​as​ ​how​ ​you​ ​would​ ​keep​ ​him​ ​engaged.​ ​You​ ​are​ ​welcome​ ​to
focus​ ​on​ ​one​ ​ancient​ ​civilization​ ​in​ ​particular,​ ​or​ ​to​ ​speak​ ​more​ ​generally​ ​about
the​ ​development​ ​of​ ​these​ ​civilizations​ ​as​ ​a​ ​whole.

4
General​ ​Foreign​ ​Language-Learning​ ​Questions

1. What​ ​are​ ​some​ ​typical​ ​challenges​ ​or​ ​mistakes​ ​that​ ​native​ ​English​ ​speakers
make​ ​when​ ​learning​ ​the​ ​language​ ​you​ ​are​ ​interested​ ​in​ ​tutoring?​ ​How​ ​do​ ​you
help​ ​them​ ​overcome​ ​these​ ​challenges?

2. Some​ ​students​ ​are​ ​self​ ​conscious​ ​about​ ​speaking​ ​new​ ​languages​ ​when​ ​their
pronunciation​ ​may​ ​not​ ​be​ ​accurate.​ ​What​ ​activities​ ​or​ ​exercises​ ​would​ ​you​ ​work
on​ ​with​ ​them​ ​to​ ​help​ ​them​ ​feel​ ​more​ ​comfortable​ ​with​ ​their​ ​pronunciation?

3. It​ ​is​ ​impossible​ ​to​ ​learn​ ​a​ ​language​ ​without​ ​being​ ​given​ ​continuous​ ​opportunities
to​ ​speak,​ ​listen,​ ​read,​ ​and​ ​write.​ ​Please​ ​provide​ ​an​ ​example​ ​of​ ​a​ ​lesson​ ​that
would​ ​engage​ ​all​ ​these​ ​modalities.

5
Arabic

1. Please​ ​answer​ ​the​ ​questions​ ​on​ ​p.​ ​5​ ​before​ ​answering​ ​the​ ​following.

2. Yun-Mi​ ​is​ ​a​ ​31​ ​year-old​ ​engineer​ ​learning​ ​Arabic​ ​for​ ​fun.​ ​You​ ​are​ ​teaching​ ​her
about​ ​subject-verb​ ​agreement.​ ​She​ ​says​ ​that​ ​she​ ​recently​ ​read​ ​the​ ​sentence:
"​Thahaba​ ​al-awladu​ ​ela​ ​al-madrasah,​"​ ​which​ ​translates:​ ​"the​ ​boys​ ​went​ ​to
school"​ ​with​ ​the​ ​sentence​ ​structure:​ ​"verb​ ​(past+singular)​ ​+​ ​definite​ ​article​ ​+
subject​ ​(plural)​ ​+​ ​preposition​ ​+​ ​noun​ ​(genitive​ ​case)".​ ​What​ ​grammatical​ ​concept
is​ ​Yun-Mi​ ​missing?​ ​How​ ​would​ ​you​ ​explain​ ​this​ ​to​ ​her?

ESL​ ​(English​ ​as​ ​a​ ​Second​ ​Language)

1. Dinara​ ​is​ ​your​ ​new,​ ​11​ ​year-old,​ ​middle​ ​school​ ​ESL​ ​student.​ ​You​ ​are​ ​working
with​ ​her​ ​at​ ​home​ ​for​ ​the​ ​first​ ​time,​ ​trying​ ​to​ ​develop​ ​her​ ​vocabulary.​ ​In​ ​particular,
you​ ​are​ ​working​ ​on​ ​cultivating​ ​her​ ​vocabulary​ ​of​ ​items​ ​in​ ​a​ ​kitchen.​ ​How​ ​would
you​ ​teach​ ​these​ ​items​ ​in​ ​context,​ ​specifically​ ​trying​ ​to​ ​shy​ ​away​ ​from​ ​using​ ​rote
memorization​ ​with​ ​her?​ ​What​ ​types​ ​of​ ​resources​ ​and​ ​activities​ ​would​ ​you​ ​use​ ​to
facilitate​ ​this?

​ ​ ​ ​ ​ ​ ​2.​ ​ ​You​ ​have​ ​two​ ​new​ ​ESL​ ​students:​ ​Alicia​ ​and​ ​Aziz.​ ​Aziz​ ​is​ ​an​ ​elementary​ ​school
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​student​ ​whose​ ​first​ ​language​ ​is​ ​Arabic​ ​and​ ​Alicia​ ​is​ ​a​ ​businesswoman​ ​whose
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​first​ ​language​ ​is​ ​Spanish.​ ​How​ ​would​ ​you​ ​assess​ ​the​ ​needs​ ​of​ ​the​ ​two​ ​students?
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​How​ ​would​ ​you​ ​differentiate​ ​instruction​ ​between​ ​Alicia​ ​and​ ​Aziz?

​ ​3.​ ​ ​You​ ​have​ ​a​ ​new​ ​14​ ​year-old,​ ​high​ ​school​ ​ESL​ ​student​ ​named​ ​Nikolai.​ ​Nikolai​ ​is
​ ​having​ ​a​ ​hard​ ​time​ ​understanding​ ​English​ ​pronouns.​ ​More​ ​specifically,​ ​he​ ​is​ ​not
​ ​sure​ ​about​ ​the​ ​difference​ ​between​ ​"those"​ ​and​ ​"them”​ ​in​ ​English.​ ​For​ ​example
​ ​he​ ​is​ ​not​ ​sure​ ​why​ ​"those​ ​flowers"​ ​is​ ​correct​ ​and​ ​"them​ ​flowers"​ ​is​ ​not,​ ​even
​ ​though​ ​both​ ​words​ ​are​ ​plural.​ ​How​ ​would​ ​you​ ​explain​ ​the​ ​difference​ ​to​ ​Nikolai?
​ ​What​ ​would​ ​you​ ​do​ ​to​ ​practice​ ​proper​ ​usage​ ​of​ ​the​ ​two​ ​words​ ​to​ ​help​ ​reinforce
​ ​what​ ​you​ ​taught?

6
French

1. Please​ ​answer​ ​the​ ​questions​ ​on​ ​p.​ ​5​ ​before​ ​answering​ ​the​ ​following.

​ ​ ​ ​ ​ ​2.​ ​ ​Maria​ ​is​ ​a​ ​15​ ​year-old​ ​sophomore​ ​in​ ​high​ ​school​ ​taking​ ​French​ ​1​ ​for​ ​the​ ​first
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​time.​ ​She​ ​is​ ​struggling​ ​with​ ​the​ ​new​ ​unit​ ​her​ ​class​ ​is​ ​doing​ ​on​ ​adjective
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​placement.​ ​In​ ​particular,​ ​she​ ​has​ ​difficulty​ ​knowing​ ​and​ ​remembering​ ​when​ ​an
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​adjective​ ​comes​ ​before​ ​the​ ​noun,​ ​and​ ​when​ ​they​ ​come​ ​after.​ ​How​ ​would​ ​you
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​teach​ ​this​ ​concept​ ​to​ ​Maria?​ ​Please​ ​provide​ ​examples.

German

1. Please​ ​answer​ ​the​ ​questions​ ​on​ ​p.​ ​5​ ​before​ ​answering​ ​the​ ​following.

​ ​ ​ ​ ​ ​2.​ ​ ​Sarah​ ​is​ ​a​ ​14​ ​year-old​ ​freshman​ ​in​ ​high​ ​school​ ​taking​ ​German​ ​1​ ​for​ ​the​ ​first​ ​time.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​She​ ​is​ ​having​ ​trouble​ ​understanding​ ​the​ ​differences​ ​between​ ​the​ ​verbs​ ​kennen
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​and​ ​wissen.​ ​As​ ​her​ ​new​ ​tutor,​ ​how​ ​would​ ​you​ ​explain​ ​the​ ​differences​ ​to​ ​Sarah?
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​What​ ​examples​ ​would​ ​you​ ​provide​ ​in​ ​order​ ​to​ ​help​ ​further​ ​her​ ​understanding
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​of​ ​the​ ​differences​ ​between​ ​the​ ​two​ ​verbs?

Japanese

1. Please​ ​answer​ ​the​ ​questions​ ​on​ ​p.​ ​5​ ​before​ ​answering​ ​the​ ​following.

2. Teneal​ ​is​ ​a​ ​14​ ​year-old​ ​freshman​ ​in​ ​high​ ​school​ ​taking​ ​Japanese​ ​1​ ​for​ ​the​ ​first
time.​ ​She​ ​is​ ​having​ ​trouble​ ​understanding​ ​the​ ​differences​ ​between​ ​the​ ​verbs​ ​aru
and​ ​iru.​ ​As​ ​her​ ​new​ ​tutor,​ ​how​ ​would​ ​you​ ​explain​ ​the​ ​differences​ ​to​ ​Teneal?
What​ ​examples​ ​would​ ​you​ ​provide​ ​in​ ​order​ ​to​ ​help​ ​further​ ​her​ ​understanding​ ​of
the​ ​differences​ ​between​ ​the​ ​two​ ​verbs?​ ​How​ ​would​ ​you​ ​practice​ ​this​ ​with​ ​Teneal
in​ ​conversation?

7
Korean

1. Please​ ​answer​ ​the​ ​questions​ ​on​ ​p.​ ​5​ ​before​ ​answering​ ​the​ ​following.

2. Roma​ ​is​ ​a​ ​businessman​ ​in​ ​his​ ​late​ ​20’s​ ​studying​ ​Korean​ ​for​ ​his​ ​work.​ ​He​ ​is
having​ ​trouble​ ​understanding​ ​when​ ​to​ ​use​ ​the​ ​conjunctions​ ​-​서​ ​(-seo)​ ​and​ ​-니까
(-nikka)​.​ ​As​ ​his​ ​new​ ​tutor,​ ​how​ ​would​ ​you​ ​explain​ ​the​ ​differences​ ​to​ ​Roma?
What​ ​examples​ ​would​ ​you​ ​provide​ ​in​ ​order​ ​to​ ​help​ ​further​ ​his​ ​understanding​ ​of
the​ ​differences​ ​between​ ​the​ ​two​ ​conjunctions?​ ​How​ ​would​ ​you​ ​practice​ ​this​ ​with
Roma​ ​in​ ​conversation?

Mandarin

1. Please​ ​answer​ ​the​ ​questions​ ​on​ ​p.​ ​5​ ​before​ ​answering​ ​the​ ​following.

2. You’ve​ ​just​ ​been​ ​assigned​ ​to​ ​work​ ​with​ ​Shantal,​ ​an​ ​adult​ ​businesswoman​ ​who
needs​ ​to​ ​learn​ ​Mandarin​ ​for​ ​a​ ​business​ ​trip​ ​next​ ​year.​ ​She​ ​has​ ​no​ ​exposure​ ​to
the​ ​language​ ​at​ ​all,​ ​she’s​ ​a​ ​beginner​ ​student.​ ​If​ ​this​ ​were​ ​your​ ​first​ ​session​ ​with
Shantal,​ ​what​ ​would​ ​be​ ​the​ ​very​ ​first​ ​thing​ ​you​ ​would​ ​teach​ ​her?​ ​How​ ​would​ ​you
make​ ​the​ ​lesson​ ​engaging​ ​and​ ​interactive?​ ​How​ ​much​ ​is​ ​appropriate​ ​to​ ​cover​ ​in
this​ ​first​ ​session,​ ​and​ ​how​ ​will​ ​you​ ​build​ ​off​ ​of​ ​that​ ​for​ ​future​ ​sessions?

3. Hans​ ​has​ ​never​ ​heard​ ​of​ ​the​ ​concept​ ​of​ ​“tones”​ ​before.​ ​ ​Please​ ​teach​ ​Hans
what​ ​the​ ​different​ ​tones​ ​are,​ ​and​ ​their​ ​purpose.​ ​ ​What​ ​specific​ ​things​ ​would​ ​you
do​ ​to​ ​ensure​ ​that​ ​Hans​ ​fully​ ​understands,​ ​and​ ​can​ ​demonstrate​ ​that
understanding?

8
Russian

1. Please​ ​answer​ ​the​ ​questions​ ​on​ ​p.​ ​5​ ​before​ ​answering​ ​the​ ​following.

2. Paul​ ​is​ ​your​ ​new,​ ​18​ ​year-old​ ​beginning​ ​Russian​ ​student.​ ​He’s​ ​never​ ​taken​ ​a
Russian​ ​language​ ​course​ ​before​ ​this​ ​year,​ ​and​ ​is​ ​struggling​ ​with​ ​cases.​ ​Please
explain​ ​how​ ​you​ ​would​ ​teach​ ​Paul​ ​prepositional​ ​case,​ ​as​ ​well​ ​as​ ​the
prepositions​ ​associated​ ​with​ ​it.​ ​Feel​ ​free​ ​to​ ​use​ ​examples,​ ​and​ ​describe
activities​ ​you​ ​would​ ​assign​ ​to​ ​reinforce​ ​the​ ​concept.

3. Eve​ ​is​ ​your​ ​new,​ ​19​ ​year-old,​ ​second-year​ ​Russian​ ​student.​ ​She​ ​has​ ​completed
a​ ​first​ ​year​ ​course​ ​in​ ​Russian,​ ​but​ ​is​ ​now​ ​struggling​ ​with​ ​the​ ​differences​ ​between
accusative​ ​and​ ​genitive​ ​case​ ​endings.​ ​Please​ ​describe​ ​how​ ​you​ ​would​ ​teach
Eve​ ​these​ ​case​ ​endings.​ ​Feel​ ​free​ ​to​ ​use​ ​examples,​ ​and​ ​describe​ ​activities​ ​you
would​ ​assign​ ​to​ ​reinforce​ ​the​ ​concept.

Spanish

1. Please​ ​answer​ ​the​ ​questions​ ​on​ ​p.​ ​5​ ​before​ ​answering​ ​the​ ​following.

2. Luis​ ​is​ ​a​ ​14​ ​year-old​ ​freshman​ ​in​ ​high​ ​school​ ​taking​ ​Spanish​ ​1​ ​for​ ​the​ ​first​ ​time.
He​ ​is​ ​having​ ​trouble​ ​understanding​ ​the​ ​differences​ ​between​ ​the​ ​verbs​ ​ser​ ​and
estar.​ ​As​ ​his​ ​new​ ​tutor,​ ​how​ ​would​ ​you​ ​explain​ ​the​ ​differences​ ​to​ ​Luis?​ ​What
examples​ ​would​ ​you​ ​provide​ ​him​ ​in​ ​order​ ​to​ ​help​ ​further​ ​his​ ​understanding​ ​of​ ​the
differences​ ​between​ ​the​ ​two​ ​verbs?

3. Adriana​ ​is​ ​a​ ​college​ ​intermediate​ ​Spanish​ ​student.​ ​ ​She​ ​is​ ​having​ ​trouble
remembering​ ​when​ ​and​ ​how​ ​to​ ​use​ ​some​ ​more​ ​advanced​ ​cases​ ​like​ ​the
conditional​ ​and​ ​the​ ​imperfect.​ ​ ​How​ ​would​ ​you​ ​teach​ ​these​ ​concepts,​ ​and​ ​what
activities​ ​or​ ​materials​ ​would​ ​you​ ​use​ ​to​ ​reinforce​ ​these​ ​concepts?​ ​ ​How​ ​would
you​ ​know​ ​whether​ ​or​ ​not​ ​she​ ​has​ ​mastered​ ​them?

9
Elementary​ ​School​ ​Math

1. What​ ​manipulatives​ ​or​ ​tools​ ​have​ ​you​ ​used,​ ​or​ ​would​ ​you​ ​use,​ ​to​ ​teach​ ​math
concepts​ ​to​ ​younger​ ​students?​ ​Please​ ​give​ ​a​ ​specific​ ​example​ ​of​ ​using​ ​one​ ​of
those​ ​tools​ ​effectively.

2. Imagine​ ​you​ ​are​ ​working​ ​with​ ​a​ ​third​ ​grade​ ​student​ ​named​ ​Mary​ ​who​ ​is​ ​just
learning​ ​about​ ​adding​ ​fractions​ ​with​ ​unlike​ ​denominators​ ​(for​ ​example,​ ​⅔​ ​+​ ​¼).
Mary​ ​is​ ​struggling​ ​with​ ​remembering​ ​the​ ​steps​ ​to​ ​solve​ ​the​ ​problem,​ ​and​ ​you
quickly​ ​realize​ ​it’s​ ​because​ ​she​ ​doesn’t​ ​understand​ ​WHY​ ​each​ ​step​ ​needs​ ​to​ ​be
done.​ ​ ​How​ ​would​ ​you​ ​help​ ​this​ ​student​ ​understand​ ​WHY​ ​things​ ​work​ ​they​ ​way
they​ ​do​ ​in​ ​fractions?​ ​ ​What​ ​manipulatives​ ​or​ ​other​ ​materials​ ​would​ ​you​ ​have​ ​on
hand,​ ​and​ ​what​ ​would​ ​you​ ​be​ ​asking​ ​her​ ​to​ ​do​ ​to​ ​make​ ​sure​ ​she’s​ ​actively
engaged?

Middle​ ​School​ ​Math

1. How​ ​would​ ​you​ ​teach​ ​a​ ​sixth​ ​grade​ ​student​ ​to​ ​solve​ ​the​ ​following​ ​problem?
Please​ ​discuss​ ​materials​ ​you​ ​might​ ​use,​ ​and​ ​what​ ​you​ ​would​ ​do​ ​to​ ​make​ ​sure
that​ ​the​ ​student​ ​is​ ​the​ ​one​ ​doing​ ​the​ ​critical​ ​thinking.​ ​ ​Remember,​ ​we​ ​are​ ​not
looking​ ​for​ ​a​ ​step-by-step​ ​explanation​ ​of​ ​how​ ​YOU​ ​would​ ​solve​ ​the​ ​problem​ ​but
rather​ ​how​ ​you​ ​would​ ​teach​ ​a​ ​student.
¾​ ​x​ ​⅝​ ​x​ ​½​ ​=

2)​ ​ ​Imagine​ ​you​ ​are​ ​working​ ​with​ ​a​ ​6th​ ​grade​ ​student​ ​named​ ​Elise.​ ​ ​Elise​ ​is​ ​having
a​ ​very​ ​difficult​ ​time​ ​with​ ​word​ ​problems.​ ​ ​She​ ​struggles​ ​identifying​ ​what
information​ ​is​ ​important​ ​and​ ​how​ ​to​ ​identify​ ​which​ ​operation​ ​she​ ​will​ ​need​ ​to
use.​ ​ ​She​ ​has​ ​a​ ​good​ ​understanding​ ​of​ ​vocabulary​ ​and​ ​does​ ​not​ ​have​ ​a​ ​problem
understanding​ ​the​ ​problem.​ ​ ​How​ ​would​ ​you​ ​approach​ ​the​ ​problem​ ​below​ ​with
Elise?​ ​ ​What​ ​materials​ ​might​ ​you​ ​use​ ​and​ ​what​ ​questions​ ​would​ ​you​ ​ask​ ​Elise?
What​ ​would​ ​you​ ​do​ ​to​ ​ensure​ ​she​ ​is​ ​the​ ​one​ ​doing​ ​the​ ​critical​ ​thinking,​ ​and
you’re​ ​not​ ​doing​ ​the​ ​work​ ​for​ ​her.

Half​ ​a​ ​class​ ​is​ ​going​ ​on​ ​a​ ​field​ ​trip​ ​to​ ​Chicago.​ ​Another​ ​third​ ​is​ ​going
on​ ​a​ ​field​ ​trip​ ​to​ ​Houston.​ ​The​ ​remaining​ ​students​ ​have​ ​school​ ​as

10
 usual.​ ​If​ ​there​ ​are​ ​36​ ​students​ ​in​ ​the​ ​class,​ ​how​ ​many​ ​are​ ​NOT​ ​going
on​ ​a​ ​field​ ​trip?

Algebra

1. Imagine​ ​you​ ​are​ ​working​ ​with​ ​a​ ​student​ ​named​ ​Isabelle​ ​on​ ​the​ ​question​ ​below.
Isabelle​ ​is​ ​an​ ​Algebra​ ​2​ ​student​ ​in​ ​10th​ ​grade.​ ​ ​She​ ​is​ ​not​ ​sure​ ​what​ ​absolute
value​ ​means​ ​and​ ​thinks​ ​there’s​ ​supposed​ ​to​ ​be​ ​two​ ​answers,​ ​but​ ​doesn’t
understand​ ​how​ ​to​ ​solve​ ​for​ ​x.​ ​ ​How​ ​would​ ​you​ ​help​ ​Isabelle​ ​understand​ ​the
concept​ ​and​ ​solve​ ​the​ ​problem?​ ​ ​What​ ​strategies​ ​would​ ​you​ ​use​ ​to​ ​build​ ​on​ ​the
knowledge​ ​she​ ​already​ ​does​ ​possess?

What​ ​are​ ​the​ ​possible​ ​values​ ​of​ ​x​ ​in​ ​|15-3x|​ ​=​ ​6?

2. Imagine​ ​you​ ​are​ ​working​ ​with​ ​a​ ​student​ ​named​ ​John.​ ​ ​John​ ​understands​ ​what
parallel​ ​and​ ​perpendicular​ ​mean,​ ​but​ ​he​ ​is​ ​having​ ​a​ ​hard​ ​time​ ​understanding​ ​the
meaning​ ​of​ ​the​ ​equation​ ​he​ ​has​ ​seen​ ​in​ ​class.​ ​ ​How​ ​would​ ​you​ ​help​ ​guide​ ​John
to​ ​solve​ ​the​ ​problem​ ​below,​ ​given​ ​the​ ​knowledge​ ​he​ ​already​ ​possesses?​ ​How
can​ ​you​ ​help​ ​him​ ​relate​ ​an​ ​equation​ ​to​ ​the​ ​meaning​ ​in​ ​a​ ​graph?​ ​What​ ​additional
materials​ ​would​ ​you​ ​use​ ​to​ ​explain​ ​these​ ​concepts​ ​to​ ​John​ ​if​ ​he​ ​continues​ ​to
struggle?
Find​ ​the​ ​slope​ ​of​ ​the​ ​line​ ​that​ ​passes​ ​through​ ​the​ ​points​ ​(-4,​ ​7)​ ​and​ ​(-6,
-4).​ ​What​ ​is​ ​the​ ​slope​ ​of​ ​a​ ​line​ ​that​ ​is​ ​perpendicular​ ​to​ ​this​ ​line?

A. slope​ ​of​ ​line​ ​=​ ​3/2,​ ​slope​ ​of​ ​perpendicular​ ​line​ ​=​ ​2/3
B. slope​ ​of​ ​line​ ​=​ ​1,​ ​slope​ ​of​ ​perpendicular​ ​line​ ​=​ ​-2
C. slope​ ​of​ ​line​ ​=​ ​11/2,​ ​slope​ ​of​ ​perpendicular​ ​line​ ​=​ ​-2/11
D. slope​ ​of​ ​line​ ​=​ ​11/2,​ ​slope​ ​of​ ​perpendicular​ ​line​ ​=​ ​2/11

11
Calculus

1) Imagine​ ​you’re​ ​working​ ​with​ ​a​ ​student​ ​new​ ​to​ ​Calculus.​ ​The​ ​student​ ​is​ ​struggling
to​ ​understand​ ​the​ ​graph​ ​below​ ​on​ ​a​ ​conceptual​ ​level.​ ​He​ ​wants​ ​to​ ​know​ ​why
anyone​ ​would​ ​ever​ ​need​ ​to​ ​understand​ ​or​ ​use​ ​something​ ​like​ ​this.​ ​Please
provide​ ​a​ ​real​ ​life​ ​example​ ​of​ ​the​ ​application​ ​of​ ​first​ ​and​ ​second​ ​derivatives​ ​to
help​ ​your​ ​student​ ​understand​ ​this​ ​concept,​ ​then​ ​use​ ​that​ ​example​ ​to​ ​help​ ​him
make​ ​meaning​ ​from​ ​this​ ​graph.

At​ ​which​ ​point​ ​on​ ​the​ ​graph​ ​are​ ​(dy/dx)​ ​and​ ​(d​2​y/dx​2​​ ​)​ ​both​ ​negative​?

2)​ ​You​ ​are​ ​working​ ​with​ ​a​ ​student​ ​who​ ​has​ ​been​ ​struggling​ ​with​ ​Calculus​ ​since​ ​the
beginning.​ ​She​ ​is​ ​simply​ ​not​ ​understanding​ ​the​ ​relationship​ ​between​ ​derivatives
and​ ​tangent​ ​line​ ​graphs,​ ​or​ ​even​ ​derivatives​ ​on​ ​a​ ​fundamental​ ​level.​ ​The​ ​student
has​ ​become​ ​a​ ​bit​ ​overly​ ​reliant​ ​on​ ​using​ ​a​ ​calculator​ ​to​ ​solve​ ​derivatives​ ​and
needs​ ​help​ ​doing​ ​everything​ ​without​ ​the​ ​use​ ​of​ ​a​ ​calculator.​ ​How​ ​would​ ​you
approach​ ​this​ ​problem​ ​with​ ​the​ ​student​ ​and​ ​ensure​ ​she​ ​understands​ ​the
foundations​ ​of​ ​derivatives?

What​ ​is​ ​the​ ​equation​ ​of​ ​the​ ​line​ ​tangent​ ​to​ ​the​ ​graph​ ​of​ ​the​ ​function
below,​ ​at​ ​the​ ​point​ ​ :

12
Geometry

1) Imagine​ ​you​ ​are​ ​working​ ​with​ ​a​ ​high​ ​school​ ​student​ ​named​ ​Jared.​ ​Jared​ ​is
struggling​ ​with​ ​Geometry.​ ​Jared​ ​does​ ​understand​ ​parallel​ ​and​ ​perpendicular.
However,​ ​he​ ​struggles​ ​with​ ​finding​ ​side​ ​lengths​ ​of​ ​triangles​ ​and​ ​their​ ​angles.
How​ ​would​ ​you​ ​help​ ​guide​ ​Jared​ ​to​ ​solve​ ​this​ ​problem?​ ​ ​Remember,​ ​we​ ​are​ ​not
looking​ ​for​ ​how​ ​you​ ​would​ ​solve​ ​the​ ​problem​ ​but​ ​rather​ ​how​ ​you​ ​would​ ​help
Jared​ ​find​ ​the​ ​solution.
In​ ​the​ ​figure​ ​below,​ ​sides​ ​AB​ ​and​ ​CD​ ​are​ ​parallel.​ ​ ​What​ ​is​ ​x​ ​in​ ​terms​ ​of​ ​y
and​ ​z?

A. y+z
B. 2y+z
C. 2y-z
D. 180-y-z
E. 180+y-z

2)​ ​Imagine​ ​you​ ​are​ ​working​ ​with​ ​Fiona,​ ​a​ ​sophomore​ ​student​ ​taking​ ​a​ ​Geometry
course.​ ​ ​She​ ​is​ ​working​ ​on​ ​the​ ​problem​ ​below.​ ​ ​Fiona​ ​has​ ​found​ ​that​ ​she
struggles​ ​with​ ​visualizing​ ​Geometry​ ​problems.​ ​ ​She​ ​also​ ​struggles​ ​with
remembering​ ​the​ ​difference​ ​between​ ​radius​ ​and​ ​diameter,​ ​and​ ​does​ ​not
immediately​ ​see​ ​how​ ​the​ ​rectangle​ ​is​ ​going​ ​to​ ​help​ ​her.​ ​ ​How​ ​would​ ​you​ ​help
Fiona​ ​approach​ ​the​ ​problem​ ​(found​ ​on​ ​the​ ​next​ ​page)?

13
14
Statistics

1. Imagine​ ​you​ ​are​ ​working​ ​with​ ​a​ ​student​ ​named​ ​Alice.​ ​ ​Alice​ ​is​ ​taking​ ​a​ ​basic​ ​Statistics
course​ ​at​ ​her​ ​high​ ​school.​ ​ ​She​ ​is​ ​taking​ ​this​ ​course​ ​because​ ​it​ ​is​ ​a​ ​requirement​ ​and​ ​she
is​ ​not​ ​doing​ ​very​ ​well.​ ​ ​You​ ​have​ ​discovered​ ​that​ ​Alice​ ​is​ ​much​ ​more​ ​successful​ ​with
visuals​ ​or​ ​interactive​ ​learning.​ ​ ​How​ ​would​ ​you​ ​approach​ ​the​ ​problem​ ​below​ ​with​ ​Alice​ ​to
get​ ​her​ ​involved​ ​in​ ​the​ ​learning​ ​and​ ​to​ ​help​ ​her​ ​succeed?

A​ ​committee​ ​of​ ​2​ ​is​ ​to​ ​be​ ​chosen​ ​from​ ​a​ ​group​ ​of​ ​5​ ​people.​ ​How​ ​many
different​ ​possibilities​ ​are​ ​there​ ​for​ ​this​ ​committee?

A. 10
B. 20
C. 30
D. 2
E. 5

2.​ ​ ​Imagine​ ​you​ ​are​ ​working​ ​with​ ​a​ ​student​ ​named​ ​Jackie.​ ​ ​Jackie​ ​is​ ​a​ ​freshman​ ​in
college​ ​and​ ​has​ ​forgotten​ ​the​ ​formula​ ​for​ ​z-scores.​ ​You​ ​find​ ​she’s​ ​also​ ​struggling
with​ ​the​ ​meaning​ ​and​ ​purpose​ ​of​ ​z-scores.​ ​ ​She​ ​has​ ​been​ ​given​ ​the​ ​problem
below​ ​and​ ​does​ ​not​ ​know​ ​where​ ​to​ ​start.​ ​ ​How​ ​would​ ​you​ ​approach​ ​this​ ​problem
with​ ​Jackie,​ ​and​ ​then​ ​ensure​ ​that​ ​she​ ​would​ ​be​ ​able​ ​to​ ​solve​ ​similar​ ​problems?

A​ ​national​ ​achievement​ ​test​ ​is​ ​administered​ ​annually​ ​to​ ​3rd​ ​graders.​ ​The
test​ ​has​ ​a​ ​mean​ ​score​ ​of​ ​100​ ​and​ ​a​ ​standard​ ​deviation​ ​of​ ​15.​ ​If​ ​Jane’s
z-score​ ​is​ ​1.2,​ ​what​ ​was​ ​her​ ​score​ ​on​ ​the​ ​test?

A. 82
B. 88
C. 100
D. 112
E. 118

15
Trigonometry

1)​ ​ ​You​ ​are​ ​working​ ​with​ ​a​ ​student​ ​who​ ​is​ ​struggling​ ​to​ ​understand​ ​the​ ​law​ ​of​ ​sines
and​ ​cosines.​ ​He​ ​is​ ​aware​ ​these​ ​laws​ ​are​ ​formulas​ ​used​ ​to​ ​solve​ ​certain​ ​types​ ​of
trig​ ​problems,​ ​but​ ​he​ ​is​ ​confused​ ​about​ ​when​ ​specifically​ ​to​ ​use​ ​them,​ ​or​ ​how
the​ ​formulas​ ​are​ ​derived.​ ​How​ ​would​ ​you​ ​present​ ​the​ ​material​ ​in​ ​a​ ​way​ ​that​ ​the
student​ ​can​ ​easily​ ​visualize​ ​the​ ​problem​ ​and​ ​the​ ​law​ ​of​ ​sines?

Triangle​ ​ABC​ ​has​ ​sides​ ​AB​ ​=​ ​2,​ ​BC​ ​=​ ​1​ ​and​ ​angle​ ​C​ ​is​ ​45°.​ ​Use​ ​the​ ​Law
of​ ​Sines​ ​to​ ​find​ ​angle​ ​A.

16
Phonics

1. What​ ​resources​ ​do​ ​you​ ​have​ ​or​ ​know​ ​of​ ​to​ ​help​ ​students​ ​systematically​ ​study
and​ ​practice​ ​phonics​ ​or​ ​early​ ​literacy​ ​instruction?​ ​ ​In​ ​what​ ​order​ ​should​ ​phonetic
concepts​ ​be​ ​taught?

2. How​ ​would​ ​you​ ​teach​ ​a​ ​student​ ​who​ ​is​ ​ready​ ​to​ ​learn​ ​vowel​ ​blends​ ​and
digraphs?​ ​What​ ​concepts​ ​would​ ​be​ ​taught​ ​first,​ ​and​ ​what​ ​activities​ ​would​ ​you
plan​ ​to​ ​support​ ​the​ ​lessons?

3. Imagine​ ​you​ ​are​ ​working​ ​with​ ​Michael,​ ​a​ ​6​ ​year​ ​old​ ​1st​ ​grade​ ​student.​ ​ ​He’s​ ​not
meeting​ ​the​ ​beginning​ ​of​ ​the​ ​year​ ​benchmarks.​ ​ ​He​ ​knows​ ​all​ ​his​ ​letters,​ ​letter
names​ ​and​ ​sounds,​ ​but​ ​struggles​ ​from​ ​there.​ ​ ​When​ ​planning​ ​your​ ​first​ ​sessions
with​ ​Michael,​ ​what​ ​would​ ​you​ ​be​ ​thinking​ ​about?​ ​ ​How​ ​would​ ​you​ ​know​ ​exactly
what​ ​to​ ​focus​ ​on?​ ​ ​What​ ​materials​ ​or​ ​resources​ ​are​ ​you​ ​familiar​ ​with​ ​to​ ​support
instruction?​ ​ ​Lastly,​ ​how​ ​are​ ​you​ ​going​ ​to​ ​divide​ ​the​ ​time​ ​in​ ​an​ ​hour​ ​long​ ​session
to​ ​keep​ ​Michael​ ​actively​ ​engaged​ ​the​ ​entire​ ​time?​ ​ ​Remember,​ ​he​ ​is​ ​6​ ​years​ ​old.
Attention​ ​spans​ ​at​ ​that​ ​age​ ​are​ ​not​ ​long,​ ​they​ ​enjoy​ ​being​ ​active​ ​physically​ ​and
mentally,​ ​but​ ​the​ ​parents​ ​expect​ ​him​ ​to​ ​be​ ​able​ ​to​ ​complete​ ​an​ ​hour​ ​session.

17
3-8th​ ​Grade​ ​Reading

Pretend​ ​you​ ​are​ ​tutoring​ ​Sam,​ ​a​ ​late​ ​elementary​ ​or​ ​early​ ​middle​ ​school​ ​student,​ ​on
reading​ ​for​ ​the​ ​very​ ​first​ ​time.​ ​ ​You​ ​quickly​ ​realize​ ​that​ ​Sam​ ​struggles​ ​a​ ​lot​ ​with
fluency​ ​(reading​ ​too​ ​slowly,​ ​robotically,​ ​not​ ​paying​ ​attention​ ​to​ ​punctuation),​ ​paying
attention​ ​to​ ​and​ ​remembering​ ​what​ ​she's​ ​reading​ ​about,​ ​and​ ​she​ ​also​ ​hates​ ​to​ ​read.
How​ ​would​ ​you​ ​approach​ ​reading​ ​a​ ​new​ ​picture​ ​book​ ​with​ ​Sam?​ ​ ​What​ ​specific​ ​skills
would​ ​you​ ​work​ ​on​ ​before,​ ​during,​ ​and​ ​after​ ​reading?

18
Literature

Please​ ​give​ ​a​ ​brief​ ​summary​ ​of​ ​your​ ​background​ ​with​ ​comparative​ ​literature,
including​ ​literature-specific​ ​courses​ ​you've​ ​taken,​ ​or​ ​specific​ ​periods/schools​ ​of
literature​ ​you​ ​feel​ ​confident​ ​discussing​ ​at​ ​length.​​ ​What​ ​if​ ​you're​ ​working​ ​with​ ​a
student​ ​who​ ​is​ ​writing​ ​an​ ​essay​ ​based​ ​off​ ​a​ ​piece​ ​of​ ​literature​ ​that​ ​you​ ​haven't​ ​read,
or​ ​haven't​ ​read​ ​in​ ​quite​ ​some​ ​time?

19
Writing

1. Imagine​ ​you​ ​are​ ​working​ ​with​ ​a​ ​student​ ​who​ ​said​ ​"I​ ​have​ ​this​ ​two​ ​page,​ ​five
paragraph​ ​essay.​ ​ ​I've​ ​been​ ​working​ ​on​ ​it,​ ​and​ ​I​ ​think​ ​it's​ ​fine.​ ​ ​It's​ ​due​ ​tomorrow.
Can​ ​you​ ​edit​ ​it​ ​for​ ​me?"​ ​What​ ​would​ ​you​ ​do​ ​in​ ​this​ ​session?​ ​Please​ ​be​ ​as
specific​ ​as​ ​you​ ​can.​ ​ ​What​ ​would​ ​you​ ​look​ ​for,​ ​and​ ​in​ ​what​ ​order?​ ​What​ ​would
you​ ​be​ ​doing?​ ​ ​What​ ​would​ ​the​ ​student​ ​be​ ​doing?

2. Imagine​ ​you​ ​are​ ​working​ ​with​ ​Julio,​ ​a​ ​high​ ​school​ ​freshman​ ​on​ ​a​ ​brand​ ​new
persuasive​ ​essay​ ​on​ ​the​ ​merits​ ​of​ ​extending​ ​high​ ​school​ ​to​ ​five​ ​years,​ ​instead​ ​of
four.​ ​ ​He​ ​has​ ​to​ ​choose​ ​whether​ ​he​ ​is​ ​for​ ​or​ ​against​ ​the​ ​idea,​ ​and​ ​support​ ​the
claim​ ​with​ ​cited​ ​research.​ ​ ​Julio​ ​is​ ​having​ ​a​ ​hard​ ​time​ ​deciding​ ​which​ ​side​ ​of​ ​the
argument​ ​he​ ​falls​ ​on,​ ​and​ ​coming​ ​up​ ​with​ ​a​ ​clear​ ​thesis​ ​with​ ​strong​ ​reasons.​ ​ ​He
is​ ​trying​ ​to​ ​get​ ​you​ ​to​ ​come​ ​up​ ​with​ ​a​ ​thesis​ ​for​ ​him.​ ​ ​What​ ​will​ ​this​ ​session,​ ​and
any​ ​following​ ​sessions​ ​on​ ​this​ ​paper​ ​look​ ​like?​ ​ ​What​ ​will​ ​the​ ​student​ ​be​ ​doing?
What​ ​will​ ​you​ ​be​ ​doing?

Grammar​ ​and​ ​Mechanics

Some​ ​grammatical​ ​errors​ ​are​ ​obvious​ ​when​ ​read,​ ​or​ ​spoken​ ​aloud.​ ​Others,​ ​like
incorrect​ ​subject-verb​ ​agreement​ ​or​ ​dangling​ ​modifiers,​ ​can​ ​be​ ​more​ ​difficult​ ​to
recognize,​ ​given​ ​how​ ​often​ ​they’re​ ​used​ ​in​ ​speech.​ ​How​ ​would​ ​you​ ​teach​ ​a​ ​student
to​ ​independently​ ​recognize​ ​these​ ​errors,​ ​or​ ​other​ ​common​ ​grammatical​ ​mistakes?

20
Biology

1. Grace​ ​usually​ ​does​ ​well​ ​in​ ​biology,​ ​but​ ​she​ ​is​ ​struggling​ ​with​ ​DNA​ ​and
nucleobases.​ ​She​ ​understands​ ​that​ ​nucleobases​ ​have​ ​specific​ ​pairings​ ​that
have​ ​to​ ​be​ ​equal,​ ​but​ ​she​ ​doesn’t​ ​know​ ​what​ ​function​ ​these​ ​pairing​ ​have​ ​within
DNA.​ ​She​ ​also​ ​wants​ ​to​ ​know​ ​WHY​ ​certain​ ​bases​ ​pair​ ​only​ ​with​ ​each​ ​other.
How​ ​can​ ​you​ ​help​ ​Grace​ ​understand​ ​the​ ​function​ ​and​ ​applicability​ ​of
nucleobases?

2.​ ​Judd​ ​is​ ​taking​ ​an​ ​advanced​ ​biology​ ​class​ ​this​ ​year​ ​and​ ​is​ ​really​ ​struggling.​ ​He
has​ ​always​ ​been​ ​a​ ​hands-on​ ​learner,​ ​and​ ​his​ ​biology​ ​teacher​ ​likes​ ​to​ ​lecture.
Judd​ ​doesn’t​ ​understand​ ​the​ ​process​ ​of​ ​the​ ​sodium​ ​(Na+)/potassium​ ​(K+)​ ​pump
in​ ​a​ ​neuron.​ ​How​ ​would​ ​you​ ​explain​ ​this​ ​process​ ​and​ ​function​ ​to​ ​Judd?​ ​What
would​ ​you​ ​do​ ​to​ ​make​ ​the​ ​learning​ ​experience​ ​hands-on?

21
Chemistry

1. Kai​ ​loves​ ​chemistry​ ​experiments​ ​and​ ​does​ ​well​ ​with​ ​lab​ ​work,​ ​but​ ​he​ ​struggles​ ​to
conceptualize​ ​the​ ​same​ ​principles​ ​on​ ​paper.​ ​ ​In​ ​what​ ​ways​ ​would​ ​you​ ​help​ ​him
conceptualize​ ​his​ ​love​ ​of​ ​chemistry​ ​experiments​ ​to​ ​help​ ​him​ ​solve​ ​this​ ​problem
and​ ​succeed​ ​in​ ​chemistry​ ​overall?​ ​Kai​ ​has​ ​been​ ​assigned​ ​the​ ​following
chemistry​ ​problem:

An​ ​unknown​ ​ideal​ ​gas​ ​has​ ​pressure​ ​of​ ​1​ ​atm,​ ​volume​ ​of​ ​2​ ​L,​ ​and
temperature​ ​of​ ​250​ ​K.​ ​What​ ​is​ ​the​ ​new​ ​pressure​ ​of​ ​the​ ​gas​ ​if​ ​the
temperature​ ​is​ ​kept​ ​the​ ​same,​ ​but​ ​the​ ​volume​ ​increases​ ​to​ ​3​ ​L?
Note:​ ​Ideal​ ​Gas​ ​Law​ ​PV​ ​=​ ​nRT
A. 2/3​ ​atm
B. 3/2​ ​atm
C. 1/2​ ​atm
D. 250/3​ ​atm
E. 250/2​ ​atm

2.​ ​ ​Emelio​ ​is​ ​a​ ​college​ ​chemistry​ ​student,​ ​who​ ​is​ ​learning​ ​how​ ​to​ ​balance​ ​reactions.
He​ ​understands​ ​the​ ​idea​ ​that​ ​both​ ​sides​ ​of​ ​the​ ​reaction​ ​have​ ​to​ ​come​ ​out​ ​even,
but​ ​struggles​ ​with​ ​where​ ​to​ ​start,​ ​and​ ​the​ ​best​ ​order​ ​to​ ​look​ ​at​ ​the​ ​individual
components.​ ​ ​He​ ​does​ ​not​ ​have​ ​a​ ​good​ ​system​ ​for​ ​keeping​ ​track​ ​of​ ​his​ ​work
either.​ ​Describe​ ​how​ ​you​ ​would​ ​help​ ​Emelio​ ​with​ ​the​ ​concept​ ​of​ ​balancing
reactions​ ​in​ ​general,​ ​and​ ​then​ ​solving​ ​this​ ​problem​ ​in​ ​particular?

​ ​Please​ ​balance​ ​the​ ​following​ ​reaction:

__​ ​HCl​ ​+​ ​__​ ​Mg(OH)​2​​ ​→​ ​__​ ​MgCl​2​​ ​+​ ​__​ ​H​2​O

22
Computer​ ​Science

1. What​ ​computer​ ​languages​ ​are​ ​you​ ​comfortable​ ​with?​ ​ ​At​ ​an​ ​introductory​ ​or
advanced​ ​level?

2. What​ ​information​ ​might​ ​Day​ ​One​ ​of​ ​a​ ​C++​ ​college​ ​course​ ​contain?

3. What​ ​are​ ​method​ ​names?​ ​ ​How​ ​are​ ​they​ ​formatted?

4. Imagine​ ​you​ ​are​ ​working​ ​with​ ​Charlie,​ ​a​ ​computer​ ​science​ ​student.​ ​ ​He​ ​has
been​ ​assigned​ ​the​ ​following​ ​two​ ​questions.​ ​ ​He’s​ ​not​ ​sure​ ​what​ ​either​ ​of​ ​the​ ​two
are​ ​asking,​ ​nor​ ​how​ ​to​ ​approach​ ​them.​ ​ ​How​ ​would​ ​you​ ​approach​ ​this​ ​scenario
with​ ​Charlie?​ ​ ​What​ ​would​ ​you​ ​start​ ​with?​ ​ ​How​ ​would​ ​you​ ​ensure​ ​he’s​ ​learned
the​ ​topics?

1.​ ​ ​What​ ​is​ ​the​ ​number​ ​of​ ​times​ ​that​ ​the​ ​loop​ ​below​ ​will​ ​display​ ​“HELLO”
assuming​ ​that​ ​b>a?
for(x=a;​ ​x<=b;​ ​x++)
System.out.println(“HELLO”);
A. b​ ​-​ ​a
B. b​ ​-​ ​a​ ​+​ ​1
C. b
D. b​ ​+​ ​a

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​2.​ ​ ​(SEE​ ​NEXT​ ​PAGE)

23
2.

​​
24
Earth​ ​Science

1. James​ ​is​ ​a​ ​middle​ ​school​ ​earth​ ​science​ ​student​ ​who​ ​has​ ​just​ ​begun​ ​a​ ​unit​ ​on
the​ ​rock​ ​cycle.​ ​ ​What​ ​are​ ​some​ ​activities​ ​you​ ​might​ ​do​ ​with​ ​him​ ​in​ ​order​ ​to
illustrate​ ​core​ ​concepts?​ ​How​ ​would​ ​you​ ​help​ ​a​ ​student​ ​improve​ ​their​ ​rock
identification​ ​abilities?​ ​Please​ ​use​ ​specific​ ​examples.

2.​ ​ ​ ​Julia​ ​is​ ​having​ ​difficulty​ ​with​ ​the​ ​concept​ ​of​ ​weathering--physical,​ ​chemical,​ ​and
otherwise.​ ​How​ ​would​ ​you​ ​effectively​ ​teach​ ​her​ ​the​ ​differences​ ​between​ ​the
different​ ​types​ ​of​ ​weathering?​ ​How​ ​would​ ​you​ ​know​ ​whether​ ​or​ ​not​ ​she​ ​really
understands?

25
Genetics

Ada,​ ​a​ ​college​ ​Genetics​ ​major,​ ​is​ ​working​ ​on​ ​the​ ​question​ ​below.​ ​ ​It​ ​has​ ​been​ ​some
time​ ​since​ ​Ada​ ​has​ ​worked​ ​with​ ​something​ ​like​ ​this,​ ​and​ ​she​ ​doesn’t​ ​remember​ ​what
this​ ​means.​ ​ ​How​ ​would​ ​you​ ​guide​ ​her​ ​through​ ​this​ ​question,​ ​and​ ​how​ ​would​ ​you​ ​know
whether​ ​she​ ​would​ ​be​ ​able​ ​to​ ​apply​ ​that​ ​learning​ ​later?

26
Physical​ ​Science

1. Many​ ​students​ ​have​ ​difficulty​ ​reading​ ​graphs​ ​and​ ​charts.​ ​The​ ​following​ ​graph
shows​ ​the​ ​distance​ ​an​ ​object​ ​travels​ ​during​ ​a​ ​12​ ​second​ ​time​ ​period.​ ​Imagine
you’re​ ​working​ ​with​ ​Anne,​ ​a​ ​sixth​ ​grade​ ​student​ ​who​ ​has​ ​just​ ​started​ ​learning
how​ ​to​ ​interpret​ ​a​ ​variety​ ​of​ ​graphs​ ​in​ ​her​ ​science​ ​class.​ ​How​ ​would​ ​you​ ​would
help​ ​Anne​ ​decipher​ ​this​ ​graph?​ ​How​ ​would​ ​you​ ​assess​ ​current​ ​knowledge?​ ​How
would​ ​you​ ​check​ ​for​ ​understanding?

27
Physics

1. Jimmy,​ ​a​ ​17-year-old​ ​high​ ​school​ ​student,​ ​considers​ ​himself​ ​a​ ​natural​ ​poet,​ ​and​ ​likes​ ​to
use​ ​metaphors​ ​to​ ​help​ ​explain​ ​the​ ​world​ ​around​ ​him.​ ​He​ ​has​ ​to​ ​take​ ​physics​ ​and
considers​ ​physics​ ​homework​ ​to​ ​be​ ​his​ ​hardest​ ​chore.​ ​His​ ​dream​ ​in​ ​life​ ​is​ ​to​ ​be​ ​a​ ​poet
laureate,​ ​and​ ​doesn’t​ ​understand​ ​how​ ​physics​ ​can​ ​be​ ​applicable​ ​to​ ​that​ ​dream.​ ​How
would​ ​you​ ​use​ ​your​ ​knowledge​ ​about​ ​Jimmy​ ​to​ ​help​ ​him​ ​with​ ​the​ ​problem​ ​below?​ ​What
comparisons​ ​could​ ​you​ ​use​ ​to​ ​make​ ​this​ ​topic​ ​relatable​ ​to​ ​Jimmy?​ ​How​ ​will​ ​you​ ​know
whether​ ​he​ ​truly​ ​understands​ ​the​ ​concepts​ ​explored​ ​in​ ​this​ ​problem?

28
Elementary​ ​/​ ​Middle​ ​School​ ​Test​ ​Preparation​ ​(ISEE,​ ​SSAT,​ ​PSAT,
HSPT)

1. If​ ​a​ ​student​ ​is​ ​taking​ ​this​ ​test​ ​for​ ​the​ ​first​ ​time,​ ​what​ ​should​ ​he​ ​or​ ​she​ ​know​ ​about
the​ ​test,​ ​scoring​ ​system,​ ​test​ ​format,​ ​types​ ​of​ ​questions,​ ​testing​ ​environment,
etc.?

2. Let's​ ​say​ ​a​ ​student​ ​was​ ​getting​ ​nervous​ ​or​ ​stressed​ ​out​ ​every​ ​time​ ​he​ ​or​ ​she
came​ ​upon​ ​a​ ​particular​ ​type​ ​of​ ​question​ ​(for​ ​example,​ ​word​ ​problems​ ​in​ ​math
sections​ ​or​ ​finding​ ​the​ ​main​ ​argument​ ​of​ ​an​ ​esoteric​ ​passage​ ​for​ ​English
sections)​ ​and​ ​felt​ ​that​ ​he​ ​or​ ​she​ ​was​ ​wasting​ ​too​ ​much​ ​time​ ​searching​ ​for​ ​HOW
to​ ​solve​ ​the​ ​problem?​ ​How​ ​would​ ​you​ ​explain​ ​the​ ​most​ ​effective​ ​way​ ​to​ ​manage
time​ ​efficiently?

1. Imagine​ ​you​ ​are​ ​working​ ​with​ ​Henry,​ ​a​ ​4th​ ​grade​ ​student​ ​preparing​ ​to​ ​take​ ​the
lower​ ​level​ ​ISEE​ ​for​ ​entrance​ ​to​ ​independent​ ​school​ ​next​ ​year.​ ​ ​This​ ​is​ ​the​ ​very
first​ ​time​ ​he’s​ ​had​ ​experience​ ​with​ ​a​ ​test​ ​like​ ​this.​ ​ ​He’s​ ​completely​ ​unsure​ ​how
to​ ​approach​ ​any​ ​of​ ​the​ ​test,​ ​including​ ​first​ ​steps.​ ​ ​Using​ ​the​ ​two​ ​questions​ ​below
as​ ​an​ ​example,​ ​how​ ​would​ ​you​ ​begin​ ​to​ ​teach​ ​Henry​ ​what​ ​to​ ​do​ ​when​ ​he​ ​sees​ ​a
problem​ ​on​ ​the​ ​page,​ ​and​ ​then​ ​answer?​ ​ ​Keep​ ​in​ ​mind​ ​that​ ​you​ ​will​ ​not​ ​be​ ​in​ ​the
final​ ​testing​ ​session​ ​with​ ​him,​ ​so​ ​the​ ​ultimate​ ​goal​ ​is​ ​to​ ​work​ ​toward​ ​complete
independence.

a.​ ​ ​Sam​ ​had​ ​3​ ​van​ ​models,​ ​4​ ​truck​ ​models,​ ​and​ ​6​ ​racecar​ ​models.​ ​Today,
his​ ​father​ ​gave​ ​him​ ​one​ ​model​ ​of​ ​each​ ​type.​ ​How​ ​many​ ​models​ ​does​ ​he
have​ ​in​ ​his​ ​collection​ ​now?
A. 16
B. 17
C. 18
D. 19
E. 20

b.​ ​ ​Deer​ ​is​ ​to​ ​forest​ ​as

A. apple​ ​is​ ​to​ ​fruit
B. lion​ ​is​ ​to​ ​tiger
C. whale​ ​is​ ​to​ ​ocean
D. sock​ ​is​ ​to​ ​shoe

29
ACT
(Please​ ​answer​ ​1-3​ ​first,​ ​then​ ​4​ ​and/or​ ​5​ ​depending​ ​on​ ​comfort​ ​level)

1. If​ ​a​ ​student​ ​is​ ​taking​ ​this​ ​test​ ​for​ ​the​ ​first​ ​time,​ ​what​ ​should​ ​he​ ​or​ ​she​ ​know​ ​about
the​ ​test,​ ​scoring​ ​system,​ ​test​ ​format,​ ​types​ ​of​ ​questions,​ ​testing​ ​environment,
etc.?

2. Are​ ​you​ ​penalized​ ​for​ ​guessing​ ​and/or​ ​incorrect​ ​answers?

3. Let's​ ​say​ ​a​ ​student​ ​was​ ​getting​ ​nervous​ ​or​ ​stressed​ ​out​ ​every​ ​time​ ​he​ ​or​ ​she
came​ ​upon​ ​a​ ​particular​ ​type​ ​of​ ​question​ ​(for​ ​example,​ ​word​ ​problems​ ​in​ ​math
sections​ ​or​ ​finding​ ​the​ ​main​ ​argument​ ​of​ ​an​ ​esoteric​ ​passage​ ​for​ ​English
sections)​ ​and​ ​felt​ ​that​ ​he​ ​or​ ​she​ ​was​ ​wasting​ ​too​ ​much​ ​time​ ​searching​ ​for​ ​HOW
to​ ​solve​ ​the​ ​problem?​ ​How​ ​would​ ​you​ ​explain​ ​the​ ​most​ ​effective​ ​way​ ​to​ ​manage
time​ ​efficiently?

4. Imagine​ ​you​ ​have​ ​just​ ​started​ ​tutoring​ ​Kate​ ​on​ ​the​ ​ACT,​ ​which​ ​she​ ​plans​ ​to​ ​take
for​ ​the​ ​first​ ​time​ ​in​ ​a​ ​month.​ ​ ​Please​ ​approach​ ​the​ ​problem​ ​below​ ​in​ ​two​ ​ways.
First,​ ​Kate​ ​says​ ​that​ ​she’s​ ​not​ ​even​ ​sure​ ​how​ ​to​ ​approach​ ​this​ ​problem,​ ​she
thinks​ ​there​ ​must​ ​be​ ​a​ ​math​ ​rule​ ​she’s​ ​forgetting.​ ​ ​Please​ ​teach​ ​her​ ​how​ ​to​ ​solve
this​ ​problem​ ​conceptually.​ ​ ​THEN,​ ​let’s​ ​say​ ​Kate​ ​runs​ ​into​ ​this​ ​same​ ​problem
later​ ​in​ ​her​ ​studies​ ​in​ ​a​ ​timed​ ​practice​ ​test,​ ​and​ ​is​ ​suddenly​ ​blanking​ ​on​ ​the​ ​best
approach.​ ​ ​She​ ​knows​ ​she​ ​is​ ​running​ ​short​ ​on​ ​time​ ​for​ ​this​ ​section.​ ​ ​What​ ​would
be​ ​your​ ​advice​ ​to​ ​her​ ​to​ ​try​ ​to​ ​get​ ​the​ ​right​ ​answer​ ​as​ ​quickly​ ​as​ ​possible,
without​ ​necessarily​ ​needing​ ​to​ ​work​ ​through​ ​it​ ​start​ ​to​ ​finish?
a. If​ ​x​ ​is​ ​a​ ​positive​ ​integer​ ​where​ ​x7​​ ​ ​=​ ​k​ ​and​ ​x9​​ ​ ​=​ ​m,​ ​which​ ​of​ ​the​ ​following
must​ ​be​ ​equal​ ​to​ ​x11​
​ ?
A. m​2​​ ​/​ ​k
B. m​2​​ ​-​ ​k
C. m​2​​ ​-​ ​7
D. 2k​ -​ ​ ​3

5.​ ​ ​ ​Gladys​ ​has​ ​been​ ​preparing​ ​for​ ​the​ ​ACT​ ​for​ ​a​ ​while​ ​now,​ ​and​ ​she’s​ ​already​ ​aware
of​ ​some​ ​of​ ​the​ ​test-taking​ ​strategies​ ​commonly​ ​used​ ​for​ ​the​ ​English​ ​section,
such​ ​as​ ​reading​ ​sentences​ ​aloud​ ​and​ ​narrowing​ ​down​ ​answer​ ​choices.​ ​She’s
looked​ ​at​ ​the​ ​question​ ​below​ ​and​ ​has​ ​crossed​ ​off​ ​option​ ​A,​ ​and​ ​perhaps​ ​even
option​ ​B.​ ​Even​ ​after​ ​reading​ ​the​ ​answer​ ​choices​ ​aloud,​ ​however,​ ​she's​ ​still
30
having​ ​difficulty​ ​coming​ ​to​ ​a​ ​decision.​ ​How​ ​would​ ​you​ ​explain​ ​which​ ​is​ ​the
correct​ ​answer,​ ​and​ ​why?​ ​How​ ​would​ ​you​ ​help​ ​her​ ​arrive​ ​to​ ​the​ ​correct
conclusion​ ​independently,​ ​instead​ ​of​ ​just​ ​giving​ ​her​ ​the​ ​answer​ ​yourself?​ ​How
would​ ​you​ ​assess​ ​understanding?

Choose​ ​the​ ​best​​ ​modification​ ​for​ ​the​ ​underlined​ ​portions.

The​ ​number​ ​of​ ​local​ ​armed​ ​robberies​ ​in​ ​the​ ​past​ ​week​ ​jumped​ ​two​ ​more
Tuesday​ ​night,​ ​but​ ​a​ ​suspect​ ​by​ ​Mudville​ ​police​ ​was​ ​arrested​ ​this
morning​ ​they​ ​reported.

A. No​ ​change
B. but​ ​authorities​ ​reported​ ​that​ ​a​ ​suspect​ ​this​ ​morning​ ​was​ ​arrested
by​ ​Mudville​ ​police.
C. but​ ​authorities​ ​reported​ ​that​ ​Mudville​ ​police​ ​arrested​ ​a​ ​suspect​ ​this
morning.
D. but​ ​a​ ​suspect,​ ​authorities​ ​reported,​ ​was​ ​arrested​ ​by​ ​Mudville​ ​police
this​ ​morning.

31
SAT
(Please​ ​answer​ ​1-3​ ​first,​ ​then​ ​4​ ​and/or​ ​5​ ​depending​ ​on​ ​comfort​ ​level)

1. If​ ​a​ ​student​ ​is​ ​taking​ ​this​ ​test​ ​for​ ​the​ ​first​ ​time,​ ​what​ ​should​ ​he​ ​or​ ​she​ ​know​ ​about
the​ ​test,​ ​scoring​ ​system,​ ​test​ ​format,​ ​types​ ​of​ ​questions,​ ​testing​ ​environment,
etc.?

2. Are​ ​you​ ​penalized​ ​for​ ​guessing​ ​and/or​ ​incorrect​ ​answers?

3. Let's​ ​say​ ​a​ ​student​ ​was​ ​getting​ ​nervous​ ​or​ ​stressed​ ​out​ ​every​ ​time​ ​he​ ​or​ ​she
came​ ​upon​ ​a​ ​particular​ ​type​ ​of​ ​question​ ​(for​ ​example,​ ​word​ ​problems​ ​in​ ​math
sections​ ​or​ ​finding​ ​the​ ​main​ ​argument​ ​of​ ​an​ ​esoteric​ ​passage​ ​for​ ​English
sections)​ ​and​ ​felt​ ​that​ ​he​ ​or​ ​she​ ​was​ ​wasting​ ​too​ ​much​ ​time​ ​searching​ ​for​ ​HOW
to​ ​solve​ ​the​ ​problem?

4. Imagine​ ​you​ ​have​ ​just​ ​started​ ​tutoring​ ​Kate​ ​on​ ​the​ ​SAT,​ ​which​ ​she​ ​plans​ ​to​ ​take
for​ ​the​ ​first​ ​time​ ​in​ ​a​ ​month.​ ​ ​Please​ ​approach​ ​the​ ​problem​ ​below​ ​in​ ​two​ ​ways.
First,​ ​Kate​ ​says​ ​that​ ​she’s​ ​not​ ​even​ ​sure​ ​how​ ​to​ ​approach​ ​this​ ​problem,​ ​she
thinks​ ​there​ ​must​ ​be​ ​a​ ​math​ ​rule​ ​she’s​ ​forgetting.​ ​ ​Please​ ​teach​ ​her​ ​how​ ​to​ ​solve
this​ ​problem​ ​conceptually.​ ​ ​THEN,​ ​let’s​ ​say​ ​Kate​ ​runs​ ​into​ ​this​ ​same​ ​problem
later​ ​in​ ​her​ ​studies​ ​in​ ​a​ ​timed​ ​practice​ ​test,​ ​and​ ​is​ ​suddenly​ ​blanking​ ​on​ ​the​ ​best
approach.​ ​ ​She​ ​knows​ ​she​ ​is​ ​running​ ​short​ ​on​ ​time​ ​for​ ​this​ ​section.​ ​ ​What​ ​would
be​ ​your​ ​advice​ ​to​ ​her​ ​to​ ​try​ ​to​ ​get​ ​the​ ​right​ ​answer​ ​as​ ​quickly​ ​as​ ​possible,
without​ ​necessarily​ ​needing​ ​to​ ​work​ ​through​ ​it​ ​start​ ​to​ ​finish?

If​ ​x​ ​is​ ​a​ ​positive​ ​integer​ ​where​ ​x7​​ ​ ​=​ ​k​ ​and​ ​x9​​ ​ ​=​ ​m,​ ​which​ ​of​ ​the​ ​following
must​ ​be​ ​equal​ ​to​ ​x11​
​ ?
A. m​2​​ ​/​ ​k
B. m​2​​ ​-​ ​k
C. m​2​​ ​-​ ​7
D. 2k​ ​-​ ​3

5.​ ​Gwen​ ​has​ ​spent​ ​the​ ​last​ ​few​ ​weeks​ ​studying​ ​grammatical​ ​rules​ ​in​ ​preparation​ ​for
the​ ​SAT,​ ​and​ ​she​ ​finally​ ​feels​ ​as​ ​if​ ​she’s​ ​able​ ​to​ ​correctly​ ​define​ ​options​ ​more
often​ ​than​ ​not.​ ​She’s​ ​just​ ​come​ ​to​ ​the​ ​question​ ​below,​ ​however,​ ​and​ ​has​ ​realized

32
that​ ​she​ ​is​ ​unsure​ ​between​ ​two​ ​choices.​ ​How​ ​would​ ​you​ ​help​ ​her​ ​answer​ ​this
question?

We​ ​can’t​ ​give​ ​any​​ ​juice​ ​to​ ​the​ ​children​ ​in​ ​glass​ ​bottles;​​ ​someone​​ ​might​ ​drop​ ​one
and​ ​break​ ​it.

A. in​ ​glass​ ​bottles

B. someone
C. one
D. No​ ​error

33
GRE
(Please​ ​answer​ ​1-3​ ​first,​ ​then​ ​4​ ​and/or​ ​5​ ​depending​ ​on​ ​comfort​ ​level)

1. If​ ​a​ ​student​ ​is​ ​taking​ ​this​ ​test​ ​for​ ​the​ ​first​ ​time,​ ​what​ ​should​ ​he​ ​or​ ​she​ ​know​ ​about
the​ ​test,​ ​scoring​ ​system,​ ​test​ ​format,​ ​types​ ​of​ ​questions,​ ​testing​ ​environment,
etc.?

2. Let's​ ​say​ ​a​ ​student​ ​was​ ​getting​ ​nervous​ ​or​ ​stressed​ ​out​ ​every​ ​time​ ​he​ ​or​ ​she
came​ ​upon​ ​a​ ​particular​ ​type​ ​of​ ​question​ ​(for​ ​example,​ ​greater​ ​or​ ​less​ ​than
question​ ​format​ ​ ​in​ ​math​ ​sections,​ ​or​ ​finding​ ​the​ ​main​ ​argument​ ​of​ ​an​ ​esoteric
passage​ ​for​ ​English​ ​sections)​ ​and​ ​felt​ ​that​ ​he​ ​or​ ​she​ ​was​ ​wasting​ ​too​ ​much​ ​time
searching​ ​for​ ​HOW​ ​to​ ​solve​ ​the​ ​problem?

3. Keeping​ ​in​ ​mind​ ​that​ ​many​ ​students​ ​taking​ ​the​ ​GRE​ ​are​ ​returning​ ​to​ ​academics
after​ ​some​ ​time​ ​away​ ​from​ ​school,​ ​how​ ​would​ ​you​ ​help​ ​a​ ​student​ ​review​ ​content
that​ ​he​ ​or​ ​she​ ​hasn't​ ​studied​ ​for​ ​an​ ​extended​ ​period​ ​of​ ​time?

4.​ ​ ​ ​Amanda​ ​is​ ​a​ ​working​ ​professional​ ​who​ ​is​ ​taking​ ​the​ ​GRE​ ​before​ ​going​ ​to​ ​grad
school.​ ​ ​She​ ​hasn’t​ ​worked​ ​with​ ​math​ ​like​ ​this​ ​in​ ​15​ ​years,​ ​and​ ​does​ ​not​ ​know
what​ ​to​ ​expect​ ​for​ ​the​ ​math​ ​section.​ ​ ​How​ ​would​ ​you​ ​plan​ ​your​ ​approach​ ​with
Amanda​ ​to​ ​ensure​ ​that​ ​she​ ​gains​ ​the​ ​skills​ ​needed​ ​to​ ​score​ ​highly?
Additionally,​ ​please​ ​use​ ​the​ ​question​ ​below​ ​(continued​ ​on​ ​next​ ​page)​ ​as​ ​an
example​ ​to​ ​discuss.​ ​ ​Amanda​ ​has​ ​never​ ​seen​ ​a​ ​problem​ ​set​ ​up​ ​like​ ​this.​ ​How
would​ ​you​ ​walk​ ​her​ ​through​ ​questions​ ​like​ ​this?

Compare​ ​the​ ​quantities​ ​that​ ​are​ ​given​ ​in​ ​two​ ​columns​ ​and​ ​decide​ ​whether
one​ ​quantity​ ​is​ ​greater​ ​than​ ​the​ ​other,​ ​whether​ ​the​ ​two​ ​quantities​ ​are
equal,​ ​or​ ​whether​ ​the​ ​relationship​ ​cannot​ ​be​ ​determined​ ​from​ ​the
information​ ​given.

ΔRST​ ​is​ ​isosceles​ ​and​ ​∠RST​ ​=​ ​40°.

A B
The​ ​sum​ ​of​ ​the​ ​measures​ ​of​ ​the ​ ​ ​ ​ ​ ​ ​ ​120°
​ ​two​ ​angles​ ​of​ ​ΔRST​ ​that​ ​have
equal​ ​measure

**Continued​ ​on​ ​next​ ​page**

34
A. the​ ​quantity​ ​in​ ​Column​ ​A​ ​is​ ​greater;
B. the​ ​quantity​ ​in​ ​Column​ ​B​ ​is​ ​greater;
C. the​ ​two​ ​quantities​ ​are​ ​equal;
D. the​ ​relationship​ ​cannot​ ​be​ ​determined​ ​from​ ​the​ ​information​ ​given.

35
GMAT

1. If​ ​a​ ​student​ ​is​ ​taking​ ​this​ ​test​ ​for​ ​the​ ​first​ ​time,​ ​what​ ​should​ ​he​ ​or​ ​she​ ​know​ ​about
the​ ​test,​ ​scoring​ ​system,​ ​test​ ​format,​ ​types​ ​of​ ​questions,​ ​testing​ ​environment,
etc.?

2. Are​ ​you​ ​penalized​ ​for​ ​guessing​ ​and/or​ ​incorrect​ ​answers?

3. Let's​ ​say​ ​a​ ​student​ ​was​ ​getting​ ​nervous​ ​or​ ​stressed​ ​out​ ​every​ ​time​ ​he​ ​or​ ​she
came​ ​upon​ ​a​ ​particular​ ​type​ ​of​ ​question​ ​(for​ ​example,​ ​analyzing​ ​data​ ​in​ ​the
Quantitative​ ​section​ ​or​ ​critiquing​ ​an​ ​argument​ ​in​ ​the​ ​Writing​ ​section)​ ​and​ ​felt​ ​that
he​ ​or​ ​she​ ​was​ ​wasting​ ​too​ ​much​ ​time​ ​searching​ ​for​ ​HOW​ ​to​ ​solve​ ​the​ ​problem?

4.​ ​ ​Amanda​ ​is​ ​a​ ​working​ ​professional​ ​who​ ​is​ ​taking​ ​the​ ​GMAT​ ​before​ ​going​ ​to
business​ ​school.​ ​ ​She​ ​hasn’t​ ​worked​ ​with​ ​math​ ​like​ ​this​ ​in​ ​15​ ​years,​ ​and​ ​does
not​ ​know​ ​what​ ​to​ ​expect​ ​for​ ​the​ ​Quantitative​ ​section.​ ​ ​How​ ​would​ ​you​ ​plan​ ​your
approach​ ​with​ ​Amanda​ ​to​ ​ensure​ ​that​ ​she​ ​gains​ ​the​ ​skills​ ​needed​ ​to​ ​score
highly?​ ​ ​Additionally,​ ​please​ ​use​ ​the​ ​question​ ​below​ ​as​ ​an​ ​example​ ​to​ ​discuss.
Amanda​ ​has​ ​never​ ​seen​ ​a​ ​problem​ ​set​ ​up​ ​like​ ​this.​ ​How​ ​would​ ​you​ ​walk​ ​her
through​ ​questions​ ​like​ ​this?

​ ​Decide​ ​whether​ ​the​ ​information​ ​in​ ​the​ ​statements​ ​(taken​ ​singly​ ​or
together)​ ​is​ ​sufficient​ ​to​ ​answer​ ​the​ ​question.

What​ ​is​ ​the​ ​area​ ​of​ ​isosceles​ ​triangle​ ​X?

1. The​ ​length​ ​of​ ​the​ ​side​ ​opposite​ ​the​ ​single​ ​largest​ ​angle​ ​in​ ​the
triangle​ ​is​ ​6cm
2. The​ ​perimeter​ ​of​ ​triangle​ ​X​ ​is​ ​16cm

A. Statement​ ​1​ ​ALONE​ ​is​ ​sufficient,​ ​but​ ​statement​ ​2​ ​ALONE​ ​is​ ​not
B. Statement​ 2​ ​ ​ALONE​ ​is​ ​sufficient,​ ​but​ ​statement​ ​1​ ​ALONE​ ​is​ ​not
C. Both​ ​statements​ ​TOGETHER​ ​are​ ​sufficient,​ ​but​ ​NEITHER
statement​ ​ALONE​ ​is​ ​sufficient
D. EACH​ ​statement​ ​ALONE​ ​is​ ​sufficient
E. Statement​ ​1​ ​and​ ​2​ ​TOGETHER​ ​are​ ​NOT​ ​sufficient​ ​to​ ​answer​ ​the
question​ ​asked,​ ​and​ ​additional​ ​data​ ​is​ ​needed

36
5.​ ​ ​ ​Amanda​ ​has​ ​just​ ​begun​ ​to​ ​study​ ​for​ ​the​ ​GMAT.​ ​ ​She​ ​is​ ​confused​ ​by​ ​the
​ ​ ​ ​ ​ ​ ​question​ ​below.​ ​ ​She​ ​says​ ​that​ ​any​ ​of​ ​the​ ​answer​ ​choices​ ​could​ ​be​ ​true,​ ​and​ ​is
confused​ ​by​ ​the​ ​way​ ​the​ ​question​ ​is​ ​framed.​ ​ ​What​ ​advice​ ​would​ ​you​ ​give
Amanda​ ​to​ ​guide​ ​her​ ​to​ ​correctly​ ​answer​ ​this​ ​question​ ​(as​ ​opposed​ ​to​ ​you
answering​ ​it​ ​for​ ​her),​ ​and​ ​then​ ​be​ ​able​ ​to​ ​transfer​ ​that​ ​same​ ​technique​ ​to​ ​other,
similar​ ​questions?

The​ ​airline​ ​industry​ ​argues​ ​that​ ​fare​ ​increases​ ​are​ ​necessary​ ​because​ ​of
the​ ​high​ ​cost​ ​of​ ​implementing​ ​tightened​ ​security​ ​regulations.​ ​However,
public​ ​schools​ ​and​ ​libraries​ ​are​ ​also​ ​adding​ ​tough​ ​new​ ​security
measures,​ ​and​ ​their​ ​services​ ​are​ ​still​ ​free.​ ​This​ ​proves​ ​that​ ​the​ ​airlines
are​ ​raising​ ​prices​ ​unnecessarily.

Which​ ​of​ ​the​ ​following,​ ​if​ ​true,​ ​provides​ ​the​ ​best​ ​reason​ ​to​ ​accept​ ​the
airline​ ​industry's​ ​argument​ ​against​ ​the​ ​challenge​ ​made​ ​above?

A. The​ ​quality​ ​of​ ​private​ ​schools​ ​is​ ​noticeably​ ​better​ ​than​ ​that​ ​of
public​ ​schools.
B. Airline​ ​prices​ ​are​ ​still​ ​a​ ​relative​ ​bargain​ ​when​ ​the​ ​time​ ​required​ ​to
drive​ ​long​ ​distances​ ​is​ ​taken​ ​into​ ​account.
C. Public​ ​schools​ ​and​ ​libraries​ ​receive​ ​state​ ​and​ ​local​ ​tax​ ​money​ ​to
subsidize​ ​their​ ​security​ ​enhancements.
D. The​ ​airline​ ​industry​ ​received​ ​federal​ ​money​ ​to​ ​improve​ ​security.

37
LSAT

1. If​ ​a​ ​student​ ​is​ ​taking​ ​this​ ​test​ ​for​ ​the​ ​first​ ​time,​ ​what​ ​should​ ​he​ ​or​ ​she​ ​know​ ​about
the​ ​test,​ ​scoring​ ​system,​ ​test​ ​format,​ ​types​ ​of​ ​questions,​ ​testing​ ​environment,
etc.?

2. Are​ ​you​ ​penalized​ ​for​ ​guessing​ ​and/or​ ​incorrect​ ​answers?

3. Let's​ ​say​ ​a​ ​student​ ​was​ ​getting​ ​nervous​ ​or​ ​stressed​ ​out​ ​every​ ​time​ ​he​ ​or​ ​she
came​ ​upon​ ​a​ ​particular​ ​type​ ​of​ ​question​ ​(for​ ​example,​ ​long​ ​passages​ ​in​ ​the
Reading​ ​Comprehension​ ​section​ ​or​ ​diagramming​ ​in​ ​the​ ​Logic​ ​Games​ ​section)
and​ ​felt​ ​that​ ​he​ ​or​ ​she​ ​was​ ​wasting​ ​too​ ​much​ ​time​ ​searching​ ​for​ ​HOW​ ​to​ ​solve
the​ ​problem?

4. Imagine​ ​you​ ​are​ ​working​ ​with​ ​Kaliyah​ ​who​ ​is​ ​studying​ ​for​ ​the​ ​LSAT.​ ​ ​She’s​ ​been
working​ ​independently​ ​for​ ​a​ ​while,​ ​but​ ​still​ ​has​ ​trouble​ ​with​ ​Critical​ ​Reasoning
questions​ ​like​ ​the​ ​one​ ​below.​ ​ ​How​ ​would​ ​you​ ​help​ ​Kaliyah​ ​master​ ​this​ ​type​ ​of
question?​ ​ ​Remember,​ ​we​ ​are​ ​NOT​ ​interested​ ​in​ ​simply​ ​hearing​ ​about​ ​how​ ​YOU
find​ ​the​ ​answer.​ ​ ​How​ ​would​ ​you​ ​teach​ ​Kaliyah​ ​techniques​ ​so​ ​that​ ​she​ ​can​ ​be
successful​ ​independently?

No​ ​one​ ​in​ ​the​ ​trauma​ ​unit​ ​that​ ​Dr.​ ​James​ ​belongs​ ​to​ ​can​ ​work​ ​more​ ​than
one​ ​shift​ ​in​ ​the​ ​emergency​ ​room​ ​per​ ​any​ ​given​ ​work​ ​week.​ ​For​ ​the​ ​next
week,​ ​all​ ​the​ ​shifts​ ​available​ ​to​ ​work​ ​are​ ​non-emergency​ ​room​ ​shifts.
Thus,​ ​it​ ​is​ ​untrue​ ​that​ ​Dr.​ ​James​ ​can​ ​work​ ​any​ ​emergency​ ​room​ ​shift​ ​in
the​ ​next​ ​week.

Which​ ​one​ ​of​ ​the​ ​following​ ​conditions,​ ​if​ ​true,​ ​most​ ​directly​ ​weakens​ ​the
argument​ ​concerning​ ​Dr.​ ​James​ ​working​ ​in​ ​the​ ​emergency​ ​room?

A. The​ ​shifts​ ​are​ ​scheduled​ ​and​ ​set​ ​only​ ​a​ ​few​ ​days​ ​in​ ​advance.
B. The​ s​ hifts​ ​still​ ​available​ ​were​ ​overtime​ ​shifts,​ ​and​ ​have​ ​no​ ​relation
to​ ​regularly​ ​scheduled​ ​shifts.
C. Dr.​ ​James​ ​has​ ​privileges​ ​at​ ​a​ ​different​ ​nearby​ ​hospital.
D. The​ ​trauma​ ​unit​ ​is​ ​affiliated​ ​with​ ​a​ ​mobile​ ​medical​ ​clinic.

38
MCAT

1. If​ ​a​ ​student​ ​is​ ​taking​ ​this​ ​test​ ​for​ ​the​ ​first​ ​time,​ ​what​ ​should​ ​he​ ​or​ ​she​ ​know​ ​about
the​ ​test,​ ​scoring​ ​system,​ ​test​ ​format,​ ​types​ ​of​ ​questions,​ ​testing​ ​environment,
etc.?

2. What​ ​are​ ​the​ ​different​ ​sections​ ​of​ ​the​ ​newest​ ​MCAT​ ​version​ ​(2015)?​ ​ ​Please
provide​ ​a​ ​little​ ​insight​ ​into​ ​what​ ​is​ ​covered,​ ​and​ ​what​ ​types​ ​of​ ​questions​ ​are
asked​ ​in​ ​each​ ​section.

3. If​ ​you​ ​are​ ​not​ ​familiar​ ​with​ ​the​ ​recent​ ​revamp​ ​of​ ​the​ ​MCAT,​ ​how​ ​will​ ​you​ ​make
sure​ ​you’re​ ​able​ ​to​ ​tutor​ ​a​ ​student​ ​who​ ​is​ ​taking​ ​the​ ​newest​ ​version?

4. When​ ​you​ ​were​ ​taking​ ​the​ ​MCAT,​ ​what​ ​did​ ​you​ ​find​ ​to​ ​be​ ​some​ ​of​ ​the​ ​most
helpful​ ​techniques​ ​for​ ​studying​ ​in​ ​different​ ​areas?​ ​Please​ ​use​ ​the​ ​question
below​ ​as​ ​an​ ​example​ ​that​ ​you​ ​would​ ​guide​ ​a​ ​student​ ​through​ ​who​ ​is​ ​having
trouble.

A​ ​patient’s​ ​parents​ ​both​ ​have​ ​a​ ​form​ ​of​ ​the​ ​disease​ ​rickets​ ​that​ ​is​ ​caused
by​ ​a​ ​sex-linked​ ​dominant​ ​allele.​ ​This​ ​disease​ ​has​ ​been​ ​passed​ ​down​ ​to
the​ ​patient’s​ ​mother​ ​from​ ​the​ ​patient’s​ ​grandfather.​ ​The​ ​probability​ ​that
the​ ​patient​ ​will​ ​have​ ​this​ ​disease​ ​is:

A. 25%
B. 50%
C. 75%
D. 100%

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Other​ ​Subjects

If​ ​you​ ​are​ ​interested​ ​in​ ​tutoring​ ​a​ ​subject​ ​other​ ​than​ ​those​ ​already​ ​presented,​ ​please
tell​ ​us​ ​now​ ​what​ ​subject​ ​or​ ​subjects​ ​you​ ​want​ ​to​ ​tutor.​ ​ ​Choose​ ​a​ ​topic​ ​within​ ​that
subject​ ​that​ ​you​ ​know​ ​a​ ​lot​ ​about,​ ​and​ ​teach​ ​a​ ​mini-lesson​ ​around​ ​that​ ​topic.
Imagine​ ​you​ ​are​ ​working​ ​with​ ​a​ ​student​ ​who​ ​is​ ​new​ ​to​ ​learning​ ​about​ ​your​ ​chosen
topic.​ ​ ​How​ ​are​ ​you​ ​going​ ​to​ ​present​ ​that​ ​material​ ​in​ ​a​ ​way​ ​that​ ​is​ ​engaging,​ ​clear,
and​ ​easily​ ​remembered?​ ​What​ ​background​ ​information​ ​does​ ​a​ ​student​ ​need​ ​to
have?​ ​ ​What​ ​might​ ​cause​ ​confusion?​ ​ ​How​ ​will​ ​you​ ​make​ ​sure​ ​the​ ​student​ ​is​ ​an
active​ ​participant​ ​in​ ​the​ ​lesson,​ ​and​ ​that​ ​he​ ​or​ ​she​ ​is​ ​retaining​ ​the​ ​information​ ​you
are​ ​presenting?

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