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AwardWinning Private PreCalculus Tutoring in Avon, IN
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Private InHome and Online PreCalculus Tutoring in Avon, IN
Receive personally tailored PreCalculus lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"The student and I went over her chapter review for next week's test. We started by going over trig identities. She is doing much better with these, and was confidently solving them. The one exception was one problem that she didn't recognize was in the form of a quadratic and that she needed to factor it in this manner. After this she worked on solving trig equations for x. She needs to remember that in these kinds of problems that it is ok to work on both sides of the equation. She also needs to study up on the unit circle so that she knows the value of the trig identities for specific radians. Finally the student did some problems on the difference formulas for trig equations. She did well with these, too, but needs to study the formulas so she knows them by heart for the test. The last skill was that she needed to find two fractions that added or subtracted to a value not on the unit circle and then plug those values into the trig difference formulas. I suggested that she choose two denominators that multiplied to the denominator of her target fraction, then change the denominator of the first fraction to see what the second fraction will have to multiply to. She understood the concept of this, but needs some practice to get the hang of it. Overall she is getting the ideas and doing the problems much more confidently than before, but needs to memorize the unit circle and important identities."
"In the first part of the session, we reviewed for a test covering series and sequences. The test would cover arithmetic and geometric sequences/series. We first discussed the formulas used to determine the value certain terms of arithmetic and geometric sequences and from where the formulas came. Then, we derived the sum formulas of the corresponding arithmetic and geometric series. He did not have any problems understanding the theory or formulas. We went through some of the more difficult questions on the test review. The general strategies we discussed involved breaking complex series into two or more simpler series with which we could use the sum formulas to solve. The hardest problem involved finding the area and perimeter of the "snowflake" curve. We solved the problem by listing the unevaluated expressions for subsequent areas/perimeters and by comparing the terms, we found patterns. We used the pattern to write the general sequence equations and solved the series summations.
We then went through a worksheet that covered solving trigonometric equations. The general strategy used was to isolate the present trig function on one side and then use the corresponding inverse trig function to find the angle solutions. We discussed how to report angle solutions in a general form which would include all angles (an infinite amount) that would satisfy the equations. The simpler equations just required basic algebra while the more complex ones required some factoring. I highlighted the fact that caution should be taken when a quadratic is present because losing solutions is very easy if not careful. The hardest equation required the use of trigonometric identities to turn all the present trig functions into a common one. She did really well in understanding the topics."
We then went through a worksheet that covered solving trigonometric equations. The general strategy used was to isolate the present trig function on one side and then use the corresponding inverse trig function to find the angle solutions. We discussed how to report angle solutions in a general form which would include all angles (an infinite amount) that would satisfy the equations. The simpler equations just required basic algebra while the more complex ones required some factoring. I highlighted the fact that caution should be taken when a quadratic is present because losing solutions is very easy if not careful. The hardest equation required the use of trigonometric identities to turn all the present trig functions into a common one. She did really well in understanding the topics."
"Concepts covered: Parametric Equations and general Manipulation of Mathematical Expressions.
We went over what parametric equations are and some real applications of them, so the student could have a better understanding of this concept.
The student seemed to be confused with the concept overall, but mostly connecting it to other mathematical concepts that are crucial to solve these problems.
She has been assigned to convert parametric equations into rectangular form. We focused the session on understanding the goal of these problems and devising a general strategy to approach them. The student responded well to this. It seemed to be that she has a much better understanding of the concept AND what steps she needs to take to solve these problems.
We also talked about how to efficiently manipulate expressions. We focused on an example that required some creative use of trigonometric identities. The student hadn't previously realized that using trigonometric identities was the most efficient way (and probably the only way) to solve such problems. Once she realized this and we identified what she should be looking for to simplify the mathematical expressions, the student seemed much more confident in tackling her assignments. Throughout the session we discussed some problem solving strategies as well.
Overall, the student responded very well to the session. She followed well and asked questions when something was unclear. By the end of the session she said she understood much better and we agreed on her working on her homework applying the strategies she learned. We will discuss any problems she is struggling with in tomorrow's session. We will also set up a regular schedule."
We went over what parametric equations are and some real applications of them, so the student could have a better understanding of this concept.
The student seemed to be confused with the concept overall, but mostly connecting it to other mathematical concepts that are crucial to solve these problems.
She has been assigned to convert parametric equations into rectangular form. We focused the session on understanding the goal of these problems and devising a general strategy to approach them. The student responded well to this. It seemed to be that she has a much better understanding of the concept AND what steps she needs to take to solve these problems.
We also talked about how to efficiently manipulate expressions. We focused on an example that required some creative use of trigonometric identities. The student hadn't previously realized that using trigonometric identities was the most efficient way (and probably the only way) to solve such problems. Once she realized this and we identified what she should be looking for to simplify the mathematical expressions, the student seemed much more confident in tackling her assignments. Throughout the session we discussed some problem solving strategies as well.
Overall, the student responded very well to the session. She followed well and asked questions when something was unclear. By the end of the session she said she understood much better and we agreed on her working on her homework applying the strategies she learned. We will discuss any problems she is struggling with in tomorrow's session. We will also set up a regular schedule."
"During our session the student and I reviewed for his upcoming precalculus final. Instead of going through problems from a packet, he and I went over the concepts and topics he felt he needed to review the most for the final. He brought up each concept one by one, and we then reviewed the necessary formulas and steps that would be taken for problems covering that concept. After reviewing each topic and stating the appropriate formulas, we worked through example problems of the sort that would appear on a test for that particular topic. We covered a wide variety of material, including De Moivre's theorem, finding the nth roots of a complex number, arithmetic and geometric sequences, exponential growth and decay problems, applying Cramer's rule to a system of linear equations, requiring the knowledge of how to find the determinant of a 3x3 matrix. He understood all of the material very well, and he seems very prepared for his final tomorrow."
"We went over piecewise functions. The student had trouble interpreting the functions into graphs and vice versa. I showed her how to use changes in the slope as cutoff points for their respective functions. After that, I told her to solve for the equation of each newly created portion. After a couple of examples, she was able to do the problems on her own. The same system was applied when going the other way (using functions to graph) and she had less trouble doing those problems. Once she had a handle of piecewise functions, we went over trig identities and using them to solve for equations. She was fine with the actual math work, but needed to remember the actual identities. I showed her all the identities to memorize and how to apply them. With the identities in front of her, she was able to go through the problems with little assistance. I sent her a copy of all the identities and assigned her to memorize them."
"We conducted a review of matrix properties and equations. In addition, conducted calculator tools and instruction to facilitate matrix solutions. We also review how matrix combination rules and how to setup inverse matrix equations. Verification of data and solutions that make since given certain information exercises were conducted for mastery of understanding."
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