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Calculus Tutoring in Washington DC

Customized private in-home and online tutoring

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

Selected Washington DC Calculus Tutors

These highly-credentialed Calculus tutors in Washington DC are uniquely qualified to help you. They have attended institutions including 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 nationally recognized programs.

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Undergraduate Degree:
University Of California, Berkeley - Public Health

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Undergraduate Degree:
Hamilton College - Neuroscience

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Undergraduate Degree:
The George Washington University - Computer Science

How your tutor helps you master: Calculus


Your personal learning style and needs will be assessed by our educational director to ensure your key Calculus goals are met.


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


The tutor you select will create a unique curriculum to help you master your objectives.

Recent Tutoring Session Reviews

We continued with exam review. We worked through the student's professor's supplement to the departmental review. Comparatively, this review had less convenient algebra and fewer rational answers. He had trouble with this element, but I think it will be less representative of the actual exam. I have suggested the student focus his remaining time on the departmental review and homework, and I have left in a brief review sheet of important derivative rules and formulas.

We finished reviewing the student's first test, and he is now able to correctly do problems he previously missed on the test. He was able to readily identify when to apply the chain rule, quotient rule, and product rule. The student seemed to do well with differentiation, and he mainly needed assistance with proofs.

During the last session I asked the student to review chapter 4.4. This was an incredibly productive session. He completed all the problems of the packet on chapter 4. I feel confident that he is ready for his test tomorrow.

The student had recently been introduced to the exponential function and its inverse, the natural logarithm function. We practiced some derivatives with these functions. We then focused on chain rules with multiple steps and product rules that required substantial simplification of the result. The student did very well taking these derivatives by himself.

The student and I did a brief review of how to think about integration. We went through several problems related to integration and I taught her the method of integration by parts, which is essential for doing some of the problems she needed to do for homework.

The student and I reviewed derivatives today. We went over the compound chain rule and quotient rule again, and today, we went through several problems step by step. We identified which graphs corresponded to a function, that function's first derivative, and that function's second derivative. We also looked at position, velocity and acceleration graphs, which are related in a similar way (original function, first derivative, and second derivative respectively). He really seems to understand these ideas, and is solving problems successfully.

The student has her second midterm on Monday. We got through as many review problems as we possibly could. I made sure we did problems from the beginning of the sections to assure she understood the background information before tackling the difficult problems.

This session with the student was spent reviewing for her next test. We reviewed area problems, critical points, plotting graphs based on the first and second derivatives, using the Newtonian approximation method and calculating concavity. We started by looking at the Newtonian approximation function and reviewing her professor's notes. Afterwards we looked at some questions that required us to plot graphs of functions ourselves. This procedure utilized calculating the first and second derivatives, horizontal and vertical asymptotes, finding critical points and finding concavity. We ended the session by having a quick review of the trig circle.

During my session with the student, we discussed ellipses. The student worked through many examples in which she had to determine the equation of the ellipse from the graph. In other problems, she had to determine the graph from the equation. The material was quite easy, and the student understood it well.

Today the student and I worked on derivatives of log functions, which she has a quiz on tomorrow. We went over the rules for each potential scenario, and then worked on her homework problems and her teacher's review problems. She grasped the concepts quickly, and her confidence in approaching problems is improving a lot.

Today we went over some implicit differentiation topics to review for the student's exam on Monday. We went over free response problems and discussed conceptual bases of calculus principles such as derivatives and double derivatives, and how they relate to function movement.

We went over Riemann sums today and how they are converted into sequences, along with how they are written in sum notation. We worked on numerous sum problems. While the concepts were fairly new to him, he had no problem understanding them and applying them to problems of various difficulty.

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