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# Award-Winning ACT Reading Tutors in Gilbert, AZ

Expert online ACT Reading tutoring for students at all levels

150,000+ clients. 4.9 / 5.0 Rating of Tutoring Sessions

### Private In-Home and Online ACT Reading Tutoring in Gilbert, AZ

Receive personally tailored ACT Reading lessons from exceptional tutors in a one-on-one setting. We help you connect with in-home and online tutoring that offers flexible scheduling and your choice of locations.

### Your Personalized Tutoring Program and Instructor

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Your tutor can customize your lessons and present concepts in engaging easy-to-understand-ways.

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## Session Summaries by ACT Reading Tutors We covered questions from the assets provided in the Model Test. Specifically, we covered: Ambiguous triangles (For angle A greater than 90, check against b as a minimum required side length 'a,' for angle A less than 90, check against altitude as a minimum required side length 'a.'). In the latter case, there are three possible triangles. We covered parabolas, hyperbolas, ellipses only to realize how many equations must be memorized. One way to reduce the number of equations to memorize is to look for differences between the formulas. For example, the only difference for the equation of an ellipse and hyperbola is the - sign. We went over arithmetic and geometric sequences, and how to get the sum of a sequence on a calculator. Special note for a geometric sequence when abs(r) < 1, and n->infinity, then we have a simple formula that the sum is the first term divided by 1-r. Also, geometric mean = sqrt(a*b). We went over some questions from the previous set. Specifically, questions with variables. E.g. how the constant of ax2+bx+c is the product of the constants in (a1-r1)(a2-r2). And how to avoid confusion when they ask for x in the form of x=f(x). We covered imaginary numbers, and how the only thing you need to know is that i^2 = -1. Therefore i^15 = i2^7*i = -i. We covered combination and how to visualize them. We also covered coin flips and how they can be visualized as a tree. We covered how to shift the graph given f(x) and f(x-3) by choosing a point. E.g. x=3. What used to be at f(3) is now happening at x=x-3=3-3=0. We went through two timed math sections today. We concentrated on re-evaluating geometric shapes, and time management strategies. The student and I worked on more word problems. We worked on some problems relating speed, time, and distance. I pointed out how word problems usually turn into systems of equations in two unknowns.   