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AwardWinning Private Geometry Tutoring in Blasdell, NY
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Private InHome and Online Geometry Tutoring in Blasdell, NY
Receive personally tailored Geometry 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
"Geometry tutoring session. It went very well. The student focused on writing equations to solve word problems, specifically geared toward SAT preparation. He is excellent at remaining persistent through challenging problems, especially those that involve factoring and solving quadratic equations and other Algebra concepts that seem to appear throughout Geometry assignments. The student is beginning to see how older math topics tie into current ones. He also did an excellent job finding the geometric probability that a random point lands in the shaded region of a shape made up of polygons and circles. He is going to practice more questions from his SAT prep book during the week and we will review them together, addressing any questions or confusions he has. Great work!"
"We discussed two topics regarding circles. First, we covered the concept of angle measure by use of radians. I showed him why radians are more useful than degrees in the real world because of its connection with a circle's radius and inscribed arc length. We learned to convert between angle measures in degrees to radians and viceversa by use a factors equivalent to 1 (180/pi). I also showed him that the concept of radians allows us to arrive at the mysterious number, pi.
We derived and discussed the formula for the area of a sector of a circle and the length of an arc using a part of whole strategy. We used these formulas to find the area of some unconventional shapes. He didn't have too much difficulty understanding the notions of radians and the new formulas, but we need to focus on applying the topics to question types with which he is not familiar."
We derived and discussed the formula for the area of a sector of a circle and the length of an arc using a part of whole strategy. We used these formulas to find the area of some unconventional shapes. He didn't have too much difficulty understanding the notions of radians and the new formulas, but we need to focus on applying the topics to question types with which he is not familiar."
"The student had finished several assignments for school and was feeling very confident on his math. I found some practice problems online and discovered that he was quite sure of himself regarding all basic area and perimeter questions for regular polygons."
"Today we looked at the new material that the student's teacher has introduced into class, namely, coordinate geometry, circles, and slopes. We went through the concepts in the textbook that corresponded to his classwork, working specifically on areas he hasn't yet been able to master, which included equations for circles and the relationship between tangent and slope. On these topics, we did some of the more challenging problems in the textbook, including one which asked about how to prove that two circles share an external tangent line, and another which required us to figure out the equation of a circle which was expressed in the form of two combined quadratic expressions. We also continued to work on a hexagon challenge problem from the last lesson, which asked for the length of an internal segment. He was focused and enthusiastic throughout, and picked up some rather complex concepts quite quickly. At our next lesson, we'll start preparing for his next exam, going over any material that his professor indicates will be tested. We'll also continue working on the hexagon and straightedge parallel line challenge problems. He is to be praised for cleaning up his binder so that it's neat and wellorganized."
"I asked the standard firstsession questions of the student to gauge his level of interest and understanding. His fundamental understanding of math is very good, in general. He normally does well in math and liked trigonometric topics very much, but was not nearly as fond of solving and graphing higherorder equations. His biggest difficulty in his current honors geometry class is that while he often understands and solves problems well in homework and quizzes, he often does not recognize how to achieve the advanced solutions required in his teacher's tests. Therefore, I had him describe some of the harder, more confusing problems, and I first tested him in his fundamental understandings of using the knowledge and methods of solving those problems directly, which he did quite well. Next, I adjusted problems and chose deeper problems which required more creative problem solving and applications of the fundamentals. I did a lot of scaffolding to help him see "hidden" situations arising within problems in which he would be able to apply the basic methods and formulas in a new way. He understood well after the problem was solved, but admitted he would not yet have recognized the path to the solutions if he were alone. I let him know mostly everyone learning these methods for the first time will not achieve that vision until they have practiced applying the fundamentals in this way many, many times. This became our plan to help him study and prepare for tests, and he has decided to do anything he needs to bring difficult past quiz and test problems into our sessions, so he will take pictures, or recreate the problems immediately afterwards if necessary, so that we can review them and practice together during sessions."
"The student has a writing assignment he needs to complete by next week for his geometry class. It is a 200300 word essay about a famous mathematician. The assignment has clear instructions and so I worked with him in creating the basic structure that the essay will have. I broke up the essay into 4 paragraphs for him, and for each paragraph I included questions he had to address. (The assignment called for biographical information, historical background, contributions to math/science, and anecdotal stories.)
Once the framework for the essay was finished, we switched over to Algebra 1. I helped him through systems of linear equations and how to solve for them. He didn't understand where to start with them, but he quickly picked up the concept and completed several problems on his own."
Once the framework for the essay was finished, we switched over to Algebra 1. I helped him through systems of linear equations and how to solve for them. He didn't understand where to start with them, but he quickly picked up the concept and completed several problems on his own."
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Nearby Tutors:
Niagara Falls Geometry Tutors, Bowmansville Geometry Tutors, Angola Geometry Tutors, Bryant Geometry Tutors, Derby Geometry Tutors, Grand Island Geometry Tutors, Lewiston Geometry Tutors, Clarence Center Geometry Tutors, Niagara University Geometry Tutors, East Amherst Geometry Tutors, Medical Park Geometry Tutors, Niagara Falls International Airport Geometry Tutors, Harris Hill Geometry Tutors, Orchard Park Geometry Tutors, Cheektowaga Geometry Tutors
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(716) 7030319
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