 Sign In
 Tutor Bios
 Pricing

Test Prep
HIGH SCHOOL
GRADUATE SCHOOL
Search 50+ Tests
Loading Page

Academic Tutoring
foreign languages
Search 350+ Subjects
Loading Page
 About
We are open Saturday and Sunday!
Call Now to Set Up Tutoring:
(847) 8402442
CBS ranked us "Best Tutors in Chicago"! Contact us to hear why. We serve the entire metro area.
AwardWinning Private Statistics Tutoring in Prospect Heights, IL
Get Tutoring Info Now
Featured by
Private InHome and Online Statistics Tutoring in Prospect Heights, IL
Receive personally tailored Statistics 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.
Tutors have attended
Recent Tutoring Session Reviews
"The student and I started our session by covering the latest concepts covered in his Algebra 2 class. We discussed exponents and what it means to have a fraction as an exponent on a number. I explained that the top number of the fraction is like a normal exponent, and the bottom number is a root. For example, 4^1/2 is equal to four to the first power, square rooted, or 2. At first this was confusing to the student, but after some practice, he understood this well. We then applied the regular rules of exponents to the same rules for fraction exponents. With practice, he was getting all the questions right.
Next, we covered some grammar, reviewing the next unit in the student's grammar packet. The unit covered fragments, runons, and the correct use of semicolons. The student understood semicolons and fragments well, but he sometimes missed recognizing a runon. We practiced the first practice set for this unit, and by the end he was doing better with runons. He will do the second practice set for homework. To finish, we reviewed the intro paragraph that he wrote for homework. He added a hook in the beginning that made the paragraph better, but it still didn't flow well, and he introduced his main points too early in the intro. We talked about how he can fix it for next week. He will write another draft before then. Overall it was a very productive session!"
"Covered using matrices to solve systems of equations. The student does this very well, and it seems that he enjoys this concept."
"The student and I worked on logarithms this week. She really caught on to this subject. Not only did we finish reviewing her current assignment, but we also went over the material she will be seeing in class this week. The material in algebra seems to be getting easier for her, and she is doing much better over all."
"The student and I had our first tutoring session this afternoon. She needed help in preparation for her upcoming trigonometry exam, on Tuesday. To keep her A in the course, we were determined to aim for a 100% on this test.
First, we went over the latest quiz done in class; this raised her concern, due to the sudden change in grade scores. It impressed me that the student had already worked out the solutions for the problems she missed. I noticed that the main reason she made errors was related to the time limit of the quizzes. I find it common to make small mistakes in those circumstances, but she will have a longer time available during her exam. She mentioned this is one of the reasons she gets a much higher score on tests.
Secondly, we discussed a couple of concepts she was challenged to fully grasp in class. Halfangle identities and trig addition laws were an area that we decided could use brush up.
Within minutes, she found clarity in these concepts, and was able to successfully explain them to me. I realized after 30 minutes of working with the student, she had the conceptual knowledge required, which is most of the battle.
I went on to give her some advice to assure her that 100% score. Besides giving her some memorization tips on trig identities, I reassured her that she is brilliant in math! With her thorough understanding of trigonometry, she ought to walk in that test with confidence.
She has the brain and the work ethic to shine on Tuesday's exam. Within an hour, I covered all possible angles and we mutually decided that the goals of this tutoring session had been reached."
First, we went over the latest quiz done in class; this raised her concern, due to the sudden change in grade scores. It impressed me that the student had already worked out the solutions for the problems she missed. I noticed that the main reason she made errors was related to the time limit of the quizzes. I find it common to make small mistakes in those circumstances, but she will have a longer time available during her exam. She mentioned this is one of the reasons she gets a much higher score on tests.
Secondly, we discussed a couple of concepts she was challenged to fully grasp in class. Halfangle identities and trig addition laws were an area that we decided could use brush up.
Within minutes, she found clarity in these concepts, and was able to successfully explain them to me. I realized after 30 minutes of working with the student, she had the conceptual knowledge required, which is most of the battle.
I went on to give her some advice to assure her that 100% score. Besides giving her some memorization tips on trig identities, I reassured her that she is brilliant in math! With her thorough understanding of trigonometry, she ought to walk in that test with confidence.
She has the brain and the work ethic to shine on Tuesday's exam. Within an hour, I covered all possible angles and we mutually decided that the goals of this tutoring session had been reached."
"We covered material from sections 8.1 and 8.2. The topics were integration techniques to calculate the arc length of a curvature, and the surface area of the object created by rotating a length of function about an axis.
We briefly reviewed the terms and definitions from these sections for about 20 minutes. We spent the remaining time working through and completing his practice problem set.
His attitude was positive. He seemed more confident with his ability to recall various integration routes, and he definitely was more comfortable with the introduction of the material from this chapter than he had been for chapter 11 topics.
I mentioned that by performing more recent problems, the skills introduced in Ch. 7 and Ch. 11 would continue to be honed indirectly through completion of problems from Ch. 8, because the problems require computation of various integral forms.
He had extra practice problems he told me he was comfortable with doing. He also mentioned what our plan was going to be for our next session, in preparation for his upcoming exam (Exam 2) next week.
After we were finished, he seemed really pleased with the work we had done together. I decided to make a practice exam over the exam 2 material (late Ch. 7, 11, 8.18.2) to help build his confidence taking exams."
We briefly reviewed the terms and definitions from these sections for about 20 minutes. We spent the remaining time working through and completing his practice problem set.
His attitude was positive. He seemed more confident with his ability to recall various integration routes, and he definitely was more comfortable with the introduction of the material from this chapter than he had been for chapter 11 topics.
I mentioned that by performing more recent problems, the skills introduced in Ch. 7 and Ch. 11 would continue to be honed indirectly through completion of problems from Ch. 8, because the problems require computation of various integral forms.
He had extra practice problems he told me he was comfortable with doing. He also mentioned what our plan was going to be for our next session, in preparation for his upcoming exam (Exam 2) next week.
After we were finished, he seemed really pleased with the work we had done together. I decided to make a practice exam over the exam 2 material (late Ch. 7, 11, 8.18.2) to help build his confidence taking exams."
"Today, the student and I practiced solving systems of linear equations by graphing and by substitution. To help him understand the graphing method, I had to reexplain to him what slopeintercept form of a line is and how to graph based on it, but after that point, he caught on to the technique. The substitution method went more smoothly."
Nearby Cities:
Sun Prairie Statistics Tutoring, Woodstock Statistics Tutoring, Fitchburg Statistics Tutoring, Watertown Statistics Tutoring, Huntley Statistics Tutoring, Yorkville Statistics Tutoring, Whitewater Statistics Tutoring, Oconomowoc Statistics Tutoring, Hartford Statistics Tutoring, Fort Atkinson Statistics Tutoring, Campton Hills Statistics Tutoring, Oregon Statistics Tutoring, McFarland Statistics Tutoring, Cottage Grove Statistics Tutoring, Marquette Statistics Tutoring
Nearby Tutors:
Sun Prairie Statistics Tutors, Woodstock Statistics Tutors, Fitchburg Statistics Tutors, Watertown Statistics Tutors, Huntley Statistics Tutors, Yorkville Statistics Tutors, Whitewater Statistics Tutors, Oconomowoc Statistics Tutors, Hartford Statistics Tutors, Fort Atkinson Statistics Tutors, Campton Hills Statistics Tutors, Oregon Statistics Tutors, McFarland Statistics Tutors, Cottage Grove Statistics Tutors, Marquette Statistics Tutors
Call us today to connect with a top Statistics tutor in Prospect Heights, IL
(847) 8402442
Top Subjects
ACT Tutors
Algebra Tutors
Biology Tutors
Calculus Tutors
Chemistry Tutors
French Tutors
Top Locations
Atlanta Tutoring
Boston Tutoring
Brooklyn Tutoring
Chicago Tutoring
Dallas Tutoring
Denver Tutoring
1. CBS Chicago awarded Varsity Tutors "Best Test Prep Tutors in Chicago" on 1/11/2013.