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Our pre-calculus tutors go through an intensive application process, including a background check, to prove they are highly qualified.

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Pre-Calculus Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience Pre-Calculus tutoring by highly credentialed tutors in New York City, NY. Top tutors will help you learn Pre-Calculus through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Pre-Calculus Tutors in New York City, NY

These Pre-Calculus tutors are exceedingly qualified to help you reach your goals. They come from such prestigious universities as MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and additional high-caliber institutions.

A photo of Winnie who is a New York City  Pre-Calculus tutor

Undergraduate Degree:
Mit - Computer Science/Literature

A photo of Lawrence who is a New York City  Pre-Calculus tutor

Undergraduate Degree:
University Of Notre Dame - 3.0

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Fred J.

Undergraduate Degree:
Princeton University - Mechanical And Aerospace Engineering

How your tutor helps you master: Pre-Calculus


You will have learning objectives mapped out by our educational director based on your specific academic needs.


Your instructor will identify your current Pre-Calculus skill level, as well as specific weaknesses to be addressed.


1:1 Pre-Calculus tutoring is specifically designed to help you meet and surpass your goals.

Recent Tutoring Session Reviews

In this session, the student and I reviewed some of chapter 11, and continued to review chapter 12. We spent some time discussing the difference between continuous compounding and discrete compounding problems, such as in investment problems. We worked through several of the problems in chapter 12, with a focus on identifying fast manipulation of exponential problems. We also discussed the rates as applied to exponential formulas.

During this session we wrapped up the trigonometry portion of pre-calculus and started to look at synthetic division cans graphing higher power algebraic expressions. This session went well. The student definitely has a good grasp on the subject. Next week we will cover logs and exponential expressions, along with hyperbolas and going over an introduction to calculus. Overall this session went well

The student and I focused primarily on graphing hyperbolas, ellipses, circles, and parabolas during today's session. She sent me photos of several pages from her book with problems of these type. We worked through several of them together.

He was just starting off his precalculus/stats year so we completed his first precalculus homework then his first statistics homework over sampling. We finished up by just talking about a random English assignment he had over pronoun adverbs.

We covered functions and graphing. We did problems where you match the function to the graph. We also did problems where you interpret a graph. In our extra time, we did practice SAT math problems.

The student and I spent our time working interpreting graphs of, aka f(x) = 7 at what x? After some work he got through all his homework and seemed confident in the material.

The student doesn't have school the rest of this week, so we reviewed logarithms and then practiced that for a bit. Then we reviewed and did practice problems for sections 1.1-1.4 in her book since she has a Chapter 1 test a week from Friday. She has definitely been making good progress since when we started and is showing better understanding of the concepts.

We covered: the equation of a line being mx + b = y; and if there are two lines with the same slope (m), then those lines are parallel. If their slopes are opposite reciprocals, the two lines are perpendicular. Piecewise functions: how to graph them and differ between a closed and open hole on the graph.

Last session, I assigned the student review questions, so we began the session by readdressing DeMoivre's Theorem and the trigonometric form of a complex number. We then moved on to matrices and systems of equations. Since he was already familiar with the substitution method, we focused more on the elimination method for solving systems of equations. As for matrix algebra, we covered addition, multiplication by a constant, and matrix multiplication. He says he remembers learning about determinants, so he was instructed to review that for next session and also given problems on matrix algebra.

We went over his test corrections, reworking problems that he'd missed on the test. He seemed to understand his mistakes and I taught him a more visual way to factor equations. We then went through his homework together that is due tomorrow.

Session 9/9 6:30 - 7:30:
We worked on an online set of practice problems. Points of learning - definition and use of open and closed intervals; determining range and domain of a function and how to work on intervals within a function; determination of odd and even functions using graphical and algebraic methods; finding the equation of secant lines. There were several problems that involved the concept of limits and area under a parabolic curve. None of these had been covered in class and were not found in the text until a much later date - so the student is going to talk to his teacher about the expectations.
Extremely focused student and productive sessions.

The student and I reviewed for her test on Wednesday, focusing on radians and the unit circle. She was precise with her questions and was very well prepared. Then we went through her Geometry homework on converse, inverse, and contrapositives. She did a great job with symbolic logic.

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