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Each of our trigonometry tutors has proven they are highly talented through an incredibly thorough application process and background check.

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Trigonometry Tutoring in New York City, NY

Customized private in-home and online tutoring

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

Selected Trigonometry Tutors in New York City, NY

These Trigonometry 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 other highly ranked institutions.

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Undergraduate Degree:
Binghamton University - Bioengineering

Graduate Degree:
Binghamton University - Mba

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Undergraduate Degree:
Northeastern University - Chemical Engineering

Graduate Degree:
City University Of New York Graduate Center - Biochemistry

A photo of Adaobi who is a New York City  Trigonometry tutor

Undergraduate Degree:
Houston Baptist University - Mathematics, Chemistry, Biology

Graduate Degree:
Baylor College Of Medicine - Medicine

How your tutor helps you master: Trigonometry


Our educational director will build your personal Trigonometry learning profile, including strengths and weaknesses.


Your Trigonometry tutor will quickly assess your proficiency with the material, and identify areas for improvement.


Your tutor will design a custom-made program to get you on track to meet and exceed your goals.

Recent Tutoring Session Reviews

We went through each review problem, but this time with different tweaking of the variables. If he reviews each problem and practices them a bit, he should be good to go for the test.

We worked ahead, practicing using the Law of Sines after having looked at it briefly last week. He picked up on the patterns of the Law of Sines problems quickly, and he seemed to have no trouble focusing tonight either.

We worked through a quiz over trig function manipulation and inverse trig functions. The student was able to work much of it without help. We then when through most of a section on more trig function manipulation and phase shift and worked a homework assignment on the topic.

The student and I began to discuss angles, or specifically, the difference between quadrantal and coterminal angles. She went through her homework problems and practiced finding coterminal angles and determining the quadrant that the angle terminated in. She is doing well with this topic.

In this session, we continued with the Unit 1 material for trigonometry. Along with conversion factors between radians/degrees/revolutions, the student was introduced to the equation for arc length and how to solve word problems based on it. Using this formula, we also tackled problems that involved finding the distance between two cities given the latitude and longitude. These problems required the student to be able to connect all the information together, including the arc length formula, conversion factors, and converting latitudes to decimal degrees in a calculator. These problems were definitely more challenging but will make good practice for him come test time.

The student and I have been ahead of the assignment for a few days. Today her teacher gave them a worksheet on graphing parametric equations. We did a problem with free fall, which her teacher gave them because they are a type of parametric equation.

I showed the student how to use the unit circle to solve trigonometric composite functions. For example, sin[arctan(-1)]. I also showed her how to input an inverse sec, csc, or cot function into the calculator. We then started going over solving identity problems. We will continue identities next week

We went over the student's recent and upcoming class material involving the laws of Sines and Cosines. We first went over the Law of Sines, doing several practice problems from an assigned packet of problems, and then moved ahead to the ambiguous case and the Law of Cosines, which the class hadn't covered yet. Overall, the student seemed to understand the material.

Today we got a lot done. First we started with Trigonometry homework. There was two exercises that needed to be done. I reviewed the unit again and then he started the worksheet. Then once that was completed, we went onto his English homework. Then lastly we moved onto History. The student had a test the following day and so we decided to go over his review sheet. He worked really hard today and remained focused throughout the whole session. He even showed me his report card with joy, and I had nothing but a smile on my face to see his improvements.

We did quite a lot today. First, I helped him complete his English assignment on sentence structure. Then we studied for his Trig quiz. We then spent the rest of the session reviewing History. The student is not doing well on his History tests despite knowing the review material, so I am helping his mother try to come up with a new strategy to help him with is history.

We went through the vectors and I explained how he can add, subtract and multiply them. We also covered scalar multiplication and unit vector. I asked him to solve 2-3 question for each part. Then we worked on vectors through sin and cos and related them. He is doing good and he understood what he has to do.

The student was working on his homework on inverse trig functions today. We graphed the trig functions and then graphed the inverses, and got the domains from there. I think it was good for him to understand a little bit more of what is meant by inverse functions.

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