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Private InHome and Online Math Tutoring in Kyle, TX
Receive personally tailored Math 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 briefly discussed the test over systems of equations that the student had recently taken. She told me that she had felt mostly comfortable with the material, and I had her work a couple problems over areas she had less certainty with, and she solved them correctly. Afterwards, I introduced her to the unit she would be seeing next: exponents and polynomials. I gave her a sheet that covered the different exponential operations, and then I had her answer a number of questions using the exponent rules. Once she got a feel for it, she did not have to refer to the sheet as often. Lastly, we looked at her homework for the night, which covered adding, subtracting, multiplying and dividing fractions. She did not need help with it after I showed her how to crossfactor."
"The student and I covered the chemistry homework that he had for the week of Thanksgiving, a smaller section on electron modeling for ionic solids versus pure metals, including discussion of properties like ductility and malleability, as well as the difference between insulators and conductors. Afterwards, we reviewed the math chapters he had in inverse functions and logarithms."
"We continued review on equations of lines in algebra sections emphasizing direction writing and writing which equation(s) correspond to which directions in the problems. Continued to emphasize the student learns the other methods of graphing more but won't stress it till after her next test as it might throw her off."
"We went over an extra credit packet. Questions dealt with solving and graphing systems of equations, graphing/factoring/solving quadratic equations and factoring polynomials. The student was already proficient at factoring, but needed help with graphing and solving. I showed him some tricks to look out for and to use in order to make graphing easier and I reviewed solving equations. He felt more confident after the review as he was able to do the majority of problems correctly with no help."
"We started today's session by reviewing the rules of exponents that we talked about in an earlier session. We proceeded to work through a study guide worksheet the student had from class, and practiced identifying characteristics and important points in polynomial functions. We continued to work on factoring by various methods, and then reconstructing polynomials given qualities such as zeroes (xintercepts) and leading coefficients. We also talked about how he felt on his test he took the week before break. He felt he did well with knowing the concepts but still ran out of time on a couple problems. In the future, we will practice doing these types of problems more efficiently."
"To further practice addition between numbers 120, we tried using a number wheel concept. First, we started by listing the addition facts for each separate numberi.e.: one list for all the facts that make one, another list for all the facts that make 2, etc. Then with dry erase markers we used a number wheel where the sum was written in the middle, then the student would have to write all the facts making up that sum in each section of the wheel by heart."
"The student had begun the section on exponential and logarithmic functions. We discussed the structure of each, the differences between growth and decay and basic plot templates. We then proceeded to practice graphing these functions and, conversely, identifying the function from a given plot. Finally we practiced how to solve various problems involving these functions.
She is a good listener and wants to learn. She is aware of the areas she struggles in and has an agenda for what she wants to accomplish."
She is a good listener and wants to learn. She is aware of the areas she struggles in and has an agenda for what she wants to accomplish."
"We did another review of linear transformations on the 7 typical parent functions, as well as a quick reminder on how to define a function and know what its domain and range were. She got an 81% on her most recent quiz, which is significantly better than previous scores, so there is good reason to be excited for progress. She made flash cards for the different parent functions and we drilled numerous aspects of linear transformations, including how to apply them (at which she excelled) and determining what transformations were applied by looking at a graph."
"The student and I reviewed her new topic, solving sets of equations through elimination. She has a solid understanding of this, as she did with solving sets of equations through substitution. We then began to review her quizzes and exams. She performed well. It appears that working her way through harder material has helped her gain an understanding of the earlier material. Next session we will continue to work our way through her exams to try to identify topics where she needs assistance."
"The second half of his calculus test was pushed to Monday, so we spent our time reviewing the topics that were not on the first half of the exam (min/maxing of functions, applications). He did very well with the material and seemed prepared for the upcoming test. We talked about the first part and what made it difficult, hopefully figuring out things that may have been trouble spots earlier."
"The student and I continued going over regression analysis with statistical analysis software. We worked on how to run, the analysis and interpret the statistical analysis software output files. This is a very complex topic because there are a number of tests one must run on the data before even conducting the main analysis. He seems to be getting a better grasp of the overall topic, as well as statistical analysis software."
"We began by practicing the simplification of compound fractions, and then again by looking at the focus of the parabola. We then had a discussion on quadratic function transformations, wherein we graphed them and identified the equation based on either a graph or a description of the parabola. There was a marked improvement over the previous session, and I am happy to report that she did very well with the parabola problems. We finished the session with a review on completing the square. I did one example with her, discussing some of the nuances of the process, and gave her a couple resources and some practice problems to work with. We will revisit completing the square during our next session."
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