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Private InHome and Online Calculus Tutoring in Prospect Heights, IL
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
"Today the student worked on his math homework. He did great on his last math test, and he is understanding these concepts just as well."
"The student has an algebra 2 test tomorrow. The material covered completing the square and word problems that lead to binomials and subsequently using the quadratic equation.
She knows how to work the equations and when to apply the concepts.
We also briefly worked on chemistry, in which she also has an exam tomorrow. We continued the review of phase changes, calculating energy used and vapor pressure calculations."
"We covered geometric properties of parallelograms. This includes kites, rhombuses, squares, and rectangles."
"The student and I had a particularly productive session yesterday. We started by listing all the categories of functions that we have worked with together so far, which came to a total of ten. Six of these we learned in the last week. We did a brief review of each of the ten, and by "review" I mean we went over the formula for the function, domain and range, and the shape of the graph and any other distinguishing characteristics. After the first couple I asked her to lead the discussion of domain and range for each function. Overall, she did really well with this. Again, domain and range of the logarithmic and exponential were the toughest things to understand so we talked at length about these and really went through the explanation. We then did some practice problems where I showed her the picture of a function and asked her to tell me (from four choices) what kind of function it was. At first, she had a little trouble with identifying exponential functions but that was just with one problem then she did fine. We wrapped up with a couple practice problems which involved her modifying a function like y=x^24 in order to shift it 5 units left and 3 units up (for example) on the graph. We'll move on to new material next week and then at the end of next week or beginning of the week after we'll do one of our review sessions of material covered over the last several weeks."
"Student 1 is working on dividing fractions. He had a general sense of the concept but frequently forgot to reduce to the lowest common denominator. He completed his assigned homework and then did more online practice. During the review we discussed the importance of practicing multiplication factors so that lowest common denominators pop out. We finished his session with a review game for lowest common denominator, and a 5 min review on equivalent fractions.
During Student 2's session we covered the Pythagorean theorem. She was a bit overwhelmed in the beginning, so we started with just analyzing the triangle, created by a grouping of 3 rectangles. Once the student could see that each rectangle simply provided information about 2 of the triangle's legs, it was easier for her to see what was being asked of her. We did an interactive practice online for the Pythagorean theorem. She then completed her assigned homework. The session finished with a challenge to find the area of the all 3 rectangles now that we know the missing leg's measurement. She did very well in her review."
During Student 2's session we covered the Pythagorean theorem. She was a bit overwhelmed in the beginning, so we started with just analyzing the triangle, created by a grouping of 3 rectangles. Once the student could see that each rectangle simply provided information about 2 of the triangle's legs, it was easier for her to see what was being asked of her. We did an interactive practice online for the Pythagorean theorem. She then completed her assigned homework. The session finished with a challenge to find the area of the all 3 rectangles now that we know the missing leg's measurement. She did very well in her review."
"We began the session by focusing on multiplication, division, addition, and subtraction problems all mixed together. I wanted him to concentrate on being able to distinguish between the operations and also using previously learned skills in order to solve the problems. As I expected, he was able to complete multiplication problems and division problems without any errors. He seemed to struggle a bit when solving the addition and subtraction problems. The errors occurred when he needed to regroup and also borrow. Once he made a few of these mistakes he was able to catch that he was not doing something right. We then talked and revisited what we have been working on in previous weeks. Once we got on the right track, he was able to complete all of the problems.
We then moved onto talking about Fractions. We used colored foam squares and talked about how many were a certain color out of how many total. He was able to pick up on this very quickly.
Lastly, we talked about money again. Just as before, we began by using the number line in order count the coins. Once he was able to count using the number line, we took it away, and he has become much more fluent when counting coins."
We then moved onto talking about Fractions. We used colored foam squares and talked about how many were a certain color out of how many total. He was able to pick up on this very quickly.
Lastly, we talked about money again. Just as before, we began by using the number line in order count the coins. Once he was able to count using the number line, we took it away, and he has become much more fluent when counting coins."
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