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AwardWinning Private Calculus Tutoring in El Segundo, CA
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Private InHome and Online Calculus Tutoring in El Segundo, CA
Receive personally tailored Calculus 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 were studying for her final the next day. The student drove the study session, deciding which topics to cover and which topics she understood. She was a rock star! Her understanding of calculus has increased dramatically over the past month and she felt confident in her ability to solve problems."
"The student needed help preparing for her calculus final, so we went over taking limits and differentiation. I was able to clear up a few things."
"The first session the student and I talked more about optimization problems, because his class was still discussing it. We did a few problems together, which he performed very well. This is a topic that we have spent some time on, though it still took us the majority of the session.
The other half of the session we talked about evaluating integrals more. We reviewed the basic idea of what was happening. Instead of taking a function and finding the slope of the function, which is like finding its rate, we are integrating the function to find the area under the curve. We also reviewed the integrals and derivatives of standard functions: sin x, cos x, e^x and ln x. I explained to him that a very commonly used integral is the integral of one over x, which is equal to ln x.
I then showed him why this was so by doing a practice problem on an integral involving a polynomial in the numerator of degree one less than the polynomial in the denominator. Using a u substitution, we were able to convert this integral to the form of one over u du which was equal to the ln of u. We finished up this which brought us to the end of the session.
Very good session. He is sufficiently ahead of his class at this time, and should do well the following months.
The second session, the student told me that in his class he was studying differentials. I advised him that another term for this was local linear approximation. This involves estimating the value of a function given a particularly difficult input to calculate, such as the square root of 170. This is done by picking a value for which the function calculates quite nicely, in this case, 169, for which the function value is 13. Then, the derivative of the function is taken at the chosen value (13). This provides the slope of the line tangent to the function at 169. Then the xdistance between the real value (170) and the estimated value (169) can be multiplied by the slope to obtain an approximate change in value from one point to the other. This is added to 13 and then the answer is stated.
This applies to more things than just the square root. We worked on other problems involving estimating the volume of a cylinder and the volume of a cone. We then brought this topic further by discussing how to calculate propagated error. The propagated error is obtained using the same method of taking the derivative of the function at the chosen value, but then instead multiplying that by the error and converting that calculation to a percentage to obtain overall percent error. We did examples of this which brought us to the end of the session."
"We worked on fractions  equivalence using a bar method, clock, and pizza circles. This showed a visual for identifying that 1/2 = 2/4 or 4/8. We also worked on dividing to reduce a fraction to lowest terms by dividing the top and bottom number by the same number. This also applies to finding an equivalent fraction by multiplying by the same number for the top and bottom. "Do to the top what you do to the bottom." I also created problems where the student has to solve for the missing number for equivalent fractions.
We reviewed 7's and 8's with multiplication. We also played math dice and speed. He is learning how to set up the game speed with few reminders. This is building selfadvocacy. He was also more focused today that in the past.
In addition to math, we read an article about types of lizards. He wrote his summary prior to us working together. The ideas were strong, and I was impressed with his determination to be a selfstarter by working on his assignment as soon as he got home (prior to me arriving.) We worked on spelling and sentence formation (no skipping necessary words). With spelling, I reminded him to refer back to the text for content words and to also break words into parts (blends, digraphs and syllables). We broke these words up by drawing lines to separate syllables.
He could use to slow down and consider the spelling of words, in addition to taking pride in his handwriting."
We reviewed 7's and 8's with multiplication. We also played math dice and speed. He is learning how to set up the game speed with few reminders. This is building selfadvocacy. He was also more focused today that in the past.
In addition to math, we read an article about types of lizards. He wrote his summary prior to us working together. The ideas were strong, and I was impressed with his determination to be a selfstarter by working on his assignment as soon as he got home (prior to me arriving.) We worked on spelling and sentence formation (no skipping necessary words). With spelling, I reminded him to refer back to the text for content words and to also break words into parts (blends, digraphs and syllables). We broke these words up by drawing lines to separate syllables.
He could use to slow down and consider the spelling of words, in addition to taking pride in his handwriting."
"Continued with multiple regression and began to connect them with ANOVA. The student has a made a profound improvement in understanding commands used for SPSS. We began to review how to interpret the summary info presented by the program. I showed him how to interpret the coefficients as well as identifying them as significant or otherwise. I then showed him other ways the actual regression can be written. We went over a couple of examples to apply what we reviewed. We then went over ANOVA and its connection to regression. I explained how regression is calculated and how ANOVA and the f statistic is used to confirm that it is the best fitting."
"We worked through an exam review packet covering the material for the student's next test. This was graphing polynomial functions (quadratic, linear, power, etc.), converting between vertex form and standard form, and writing equations from a given graph of a sine or cosine function. She had a very good understanding of the processes required to answer the questions. I asked that she check her answers by working backwards. After completing her exam prep, I challenged her to some more difficult problems dealing with the same concepts. She, again, did very well working through the exercises. She is well prepared for her exam."
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