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Award-Winning Private Algebra Tutoring in Norfolk, VA

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Private In-Home and Online Algebra Tutoring in Norfolk, VA

Receive personally tailored Algebra 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.

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At Varsity Tutors, we're committed to connecting you to top tutors capable of delivering an outstanding experience. That's why we provide a 100% tutor satisfaction guarantee.

How can Algebra tutoring help you succeed?

Spanning over centuries and civilizations, algebra has provided incredible inventions and discoveries that have expanded humanity's potential to its limits. Still, comprehending these formulas and properties can be a difficult task, especially if you follow new rules of logic and reasoning. Thankfully, Varsity Tutors is here to help by finding you an expert algebra tutor in Norfolk who will create a comfortable learning environment!

Despite its complex nature and formulas, algebra can be easily understood once simplified into everyday situations. Take for example your finances. Without the help of algebra, you may be taken advantage of from loan agreements and high-interest rates. By using the formulas of compound interest, you can determine what is an acceptable interest rate for the loan you want to take out! Similarly, algebra can even assist with scheduling your sleep schedule on a school night! With the help of your tutor, you can build a graph with the line/linear function with a number of hours working in conjunction with the number of hours sleeping. By balancing how many hours you want to work with how many hours you want to sleep, algebra can be helpful to you in both academics and real life!

4.9/5.0 Satisfaction Rating!* Contact us to hear why. Private tutoring from top tutors.

Session Summaries by Algebra Tutors

Norfolk, VA Algebra tutoring
The student was originally scheduled to have a quiz today, but his teacher postponed it, which gave us a welcome opportunity to review for it. Before doing so, we finished a worksheet that he had started on class that covered factoring monomials from polynomials. Based on what he covered in class, he seemed to have a solid foundation to work off of, and he was able to finish the worksheet under my supervision. I did not have to step in too often except to remind him to check his work for a few problems. After we completed this assignment, we began our review for the quiz. I started by covering the basics of each chapter, highlighting the important definitions and concepts for the student to keep in mind. Afterwards, we took a comprehensive chapter quiz. He was able to quickly get through the definitions, and when it came time to add and subtract polynomials, I instructed him to write the problem vertically to line up like terms. I found this method helpful, and I hoped that he would understand how it would help him be more careful with his signs and allow him to more easily check his work. The few problems that he missed in this section were a transcription error in which he did not correctly write down the problem. We then moved on to multiplying monomials by polynomials. It seemed that the student was not multiplying each term thoroughly, and he ended up combining terms that should not have shared common variables. I gave him a tip that when doing these problems, he should end up with the same number of terms in the polynomial that he started with. The student was pretty solid on the FOIL method, so the last section we covered was the special case of squares of differences, squares of sums, and the product of sums and differences. At first, the student did not memorize the formulas for these patterns, but after I demonstrated how quickly they could make the process, he decided to learn this strategy in order to work more effectively.
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Norfolk, VA Algebra tutoring
The student and I reviewed a recent test in preparation for him to take the next test. We primarily worked on solving and graphing systems of equations and inequalities. I explained to him how to determine the equation of a line in a system that has no solution by using parallel lines with the same slopes but different y-intercepts. He seemed to be more comfortable re-writing equations in slope-intercept form, graphing inequalities and correctly shading the overlapping region for solutions. We continued to check his answers by selecting points within the shaded regions to plug into the original inequalities for the problem. He and I will complete some additional practice with equations or inequalities that involve fractions and decimals instead of whole numbers. He was able to problem-solve more independently for each systems problem. We also reviewed how to use the graphing calculator to find solutions of systems of equations, which he seemed to find helpful. I provided him a few calculator tips, including entering the equations with appropriate parentheses and adjusting the window minimum/maximum settings in order to view the fully graphed lines and their intersecting point. I encouraged him to check his calculator problems by re-doing them. I also provided him some additional practice problems on solving systems of inequalities in preparation for his test. He was again very cooperative and motivated during the session.
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Norfolk, VA Algebra tutoring
The student and I spent the session working on the latest section they had covered in class, namely on geometric sequences. A few weeks previously, they had learned arithmetic sequences, so we started by comparing and contrasting the two in order to do some review. Once we had finished doing that, we started with her homework, which she had already started. The first few questions involved finding the next couple of terms in given geometric sequences, which was achieved by using the terms given to plug into the base formula (an=a1(r^n-1)). She did very well with these questions, several of which had large numbers as answers that I also asked her to put into scientific notation to incorporate some review from the previous week as well. The next part of the homework was similar to the first, but it presented the geometric sequences in sentence form, instead of alphanumeric. We finished looking over her homework and she said she wanted to look ahead to the next section, which covered recursive formulas (vs. explicit). The recursive formulas were, for the most part, either arithmetic or geometric, each with their base formulas. We went through one of the guided practice problems at the front on how to figure out terms using recursive formulas, which she did well with.
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Norfolk, VA Algebra tutoring
We covered pretty much the same material that we've been working on so far. We went over the practice problems that I gave the student to do on her own time. She did a wonderful job conceptually with the problems from the practice sheets! I know she knows exactly how to solve all the problems. All she needs to do is be very careful with her arithmetic and she'll do great! We also talked about how to check your work on a test using the problem given to you, so hopefully she will use those tips to ensure she's getting correct answers. I am looking forward to seeing how she does on the midterm; she's really been a hard worker.
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Norfolk, VA Algebra tutoring
For today's session, the student and I started the section in his textbook on factoring monomials and trinomials. He had finished about half of his homework assignment for that section, so we started on the more complex problems. He did a great job, making no mistakes. He pays attention to detail and knows the concept of each section after going over it only a few times. I worked with him on connecting factoring with a graphical representation of what he was working on. I showed him what roots, or zeros, look like on a graph so he can understand why the factoring of polynomials is important. We moved on to the next section in his textbook. I taught him how to factor trinomials from a polynomial using key equations to help him figure out the factors. Even though this was the first time learning this material, he got all of the practice problems correct the first time. The last 20 minutes of our session we went over his end-of-year exam. We went through general topics that were going to appear on the exam and started to go through the questions one by one. He remembered almost all of the material from previous sections. Next session we will work more on his end-of-year exam.
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Norfolk, VA Algebra tutoring
Today we spent most of the time going over adding and subtracting polynomials. I created practice problems for the student to work on, and then went over them. She also did a couple problems on parallel and perpendicular equations, solving inequalities, and solving for variables. This was in preparation for her quiz in Algebra tomorrow.
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