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AwardWinning Private PreCalculus Tutoring in Cordova, TN
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Private InHome and Online PreCalculus Tutoring in Cordova, TN
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
"Today we went over a huge test she took on vectors, vector operations, projections, polar and rectangular coordinates, parametric equations, and De Moivre's Theorem. I first introduced the basic properties of vectors and their operations: addition, subtraction, and dot products. I went over how to find the magnitude of the vector and how to find unit vectors. She did her best, but still struggled/confused somehow because some formulas are very similar to each other. I did my best to explain the differences, and she seemed to get it at the end. Then we moved into coordinate systems and how to convert one system to the other. Again, she was confused at first, but got somehow better at the end. I told her that the only four formulas she needs to memorize to convert systems are: x=rcos(theta). y=rsin(theta). x^2 + y^2 = r^2, and y/x=tan(theta). She knew the formula, but could not apply them in a flexible way. I gave her some practice on the test questions. Then we went over projection and parametric equation and ended the lesson. Due to the lack of time and the difficulty of the substantial materials, I gave her the general formula of projection and did one example on each topic for her. Then I assigned some practice problems for her. She can turn them to me whenever she is ready. I just want to make sure that she feels confident on all of these things. I can provide some extra help after. Overall, this lesson is very different from those of before because I was covering at least 45 topics this time (I have to, because of her test schedule), but in the past I only had to cover 1 topic each session due to the abundance of time. Overall, I think she can succeed on her studies!"
"We reviewed how to go back and forth between the rectangular form of conic sections and the Diophantine equation form (Ax^2 + Bxy +....+F =0). We discussed the parabola case specifically and the student will use the method we discussed to figure out the ellipse and hyperbola cases. Then we discussed rotations about the origin. We looked at the general rotation of a single point and we expanded to rotating an entire shape. She was able to see why it was useful (and necessary) to express our conic section equations (and any function) as parametric equations. Doing this allows you to obtain equations that express your rotated shape or conic section as a set of equations, instead of having to rotate point by point and figure out a function from there (which would be much more complicated). To understand rotations we had to look at rotation matrices. She was not familiar with matrix multiplication, so we talked about matrix multiplication. She will practice general matrix multiplication and rotations to internalize everything we discussed today. Overall, she seemed to have a good understanding of what we discussed, so we had a successful session."
"We went over polar coordinates, equations, and special polar functions. To assist with conversions, we discussed and memorized the four polar identities. We derived them by recognizing that the polar and rectangular coordinates made up different parts of the same right triangle. She picked up conversions easily once she got the hang of the formulas. Equation conversion proved trickier so we worked on common methods of conversion. Generally, the methods involved manipulating the equation to result with identities (so they could be replaced with its corresponding polar/rectangular form). We worked on specific cases of polar to rectangular equation conversions because they were harder than the converse.
We also talked about four special polar function types. They were limacons, roses, circles, and leminscates. We talked about what was special about each type and their parameters (gathered from their equations). We went through the steps of graphing each of type as well as how to recognize the shape type by just analyzing the equations. It was a lot of information so it was a bit confusing but practice should make the topic less cloudy. The test is at the end of the week so we'll reinforce the comprehension next session."
We also talked about four special polar function types. They were limacons, roses, circles, and leminscates. We talked about what was special about each type and their parameters (gathered from their equations). We went through the steps of graphing each of type as well as how to recognize the shape type by just analyzing the equations. It was a lot of information so it was a bit confusing but practice should make the topic less cloudy. The test is at the end of the week so we'll reinforce the comprehension next session."
"The student and I had our most productive session of just studying and preparing his sheet that he gets to use for the second half of his final exam. We worked on logarithms, exponents, converting between exponential equations and logarithmic equations, trigonometry, coterminal angles, identities such as double angle, half angle, sum and difference identities, unit circle, trigonometric functions, solving these functions, and much more. The student did not struggle with much. I asked him how the first half of his final had gone, and he felt very confident about his work. With limited time, we focused mainly on the topics that were on his review, but weren't on the first half of his final. I went in depth with small strategies here and there that he could use on how to solve problems. I had also gone over the unit circle with him in depth and guided him on what was useful to know/have on his sheet that his teacher allowed him to have during his exam. I also showed him how to convert easily between radians and degrees. Overall, I'd say this was my best session yet! The student had little to no struggles with anything. As stated before, he is a fast learner and very willing to learn. All three of my sessions with him have been very successful. I wish great things for the student and his family and am very grateful for the opportunity to have worked with them!"
"We began working on function composition today. I suggested that he consider that the output of the first function will be the input of the second function. I told him that the first function to evaluate will always be the one closest to the input, then he can work his way to the left. He started with a couple of function composition problems using tables and graphs. The only problem he had was confusing when to use the x or ycoordinate on the graph; I reminded him that if he had an input he needed to look for the point with that xcoordinate, and the corresponding ycoordinate would be his output. At that point he was able to get the answers without trouble. After that we looked at function composition algebraically. He got how to do this very quickly, the one issue he needs to be careful with is that if he plugs in a binomial as input and it gets squared he must foil this, not just square each term individually. I reminded him that square means multiply a term by itself, so whenever he sees something squared he should write everything down twice and then multiply it to make sure he doesn't omit anything. Finally we looked at some problems that asked for the domain. The student remembers that the domain is restricted only if there are radicals or denominators in the problem. He only needs to remember that for function composition problem the domain can be limited by both the final simplified answer as well as the first function that is evaluated. We will have to look at this type of problem more next lesson."
"Today we covered a couple topics in more depth than usual. We went over logarithmic and exponential functions for the first 45 minutes, and then went over trigonometric identities for the next 45 minutes. The logarithmic and exponential properties were all review for the student, he seems to know them very well. He did well on the practice problems that we went over from the textbook. This is good news, as this can be a difficult topic for some students.
The trigonometry was a bit harder however. He didn't have all of the formulas memorized, but he does seem to know what he is doing in general. I instructed him to keep studying the formulas and make flashcards to study with. He was able to solve the problems, after review a few formulas. Thus, I'm not very concerned here, so long as The student puts in the time to memorize the identities. To be more specific, the types of identities we went over included the Pythagorean, half angle, double angle, and addition and subtraction identities for sin, cos, and tan.
One small point we also went over was the multiplication of radical equations. This only took a few minutes though."
The trigonometry was a bit harder however. He didn't have all of the formulas memorized, but he does seem to know what he is doing in general. I instructed him to keep studying the formulas and make flashcards to study with. He was able to solve the problems, after review a few formulas. Thus, I'm not very concerned here, so long as The student puts in the time to memorize the identities. To be more specific, the types of identities we went over included the Pythagorean, half angle, double angle, and addition and subtraction identities for sin, cos, and tan.
One small point we also went over was the multiplication of radical equations. This only took a few minutes though."
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Memphis PreCalculus Tutors, Bartlett PreCalculus Tutors, Collierville PreCalculus Tutors, Germantown PreCalculus Tutors, Millington PreCalculus Tutors, Lakeland PreCalculus Tutors, Arlington PreCalculus Tutors, Horn Lake PreCalculus Tutors, Marion PreCalculus Tutors, Olive Branch PreCalculus Tutors, Southaven PreCalculus Tutors, West Memphis PreCalculus Tutors, Shelby County PreCalculus Tutors, New Pathways PreCalculus Tutors, Tennessee PreCalculus Tutors
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