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AwardWinning Private Math Tutoring in Rancho Cucamonga, CA
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Private InHome and Online Math Tutoring in Rancho Cucamonga, CA
Receive personally tailored Math 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
"We discussed finding series representations for functions using the geometric series and its derivative and integrals. We also practiced finding a Taylor Series expansion for Log(x+1)"
"The student and I continued to work on the addition of fractions with uncommon denominators through prime factoring to find the lowest common denominator. This took most of our time, but we finished up by adding in algebraic principles into the issue. I closed with a reminder of the order of operations."
"The student is continuing to use his agenda to write down all of his assignments and note which subject he doesn't have homework for which is a huge improvement! In this session he and I worked on his math and science homework. The student felt pretty confident with the science material and conceptually had a good handle on the material (measurements). His math homework focused on estimating percents. He was able to articulate that he did not understand certain aspects of the problems and he started to pick up on it towards the end."
"The student is continuing with his chapter on graphing and equations in slopeintercept form. In class on Monday his teacher showed the class the formula for calculating slope given two coordinates on an x,y plane. He "taught" (verbalized the process) me how to do this and then we solved several problems on our own. In particular, he was really struggling with remembering that the formula for slope is "change in Y"/ "change in X"... he explained to me that he "reads" the coordinate (X,Y) with X first so it is tough to remember to flip this reading frame for calculating slope. The strategy we came up with to combat this problem is for him to write down, regardless if he thinks its an easy problem, the basic formula "change in Y"/ "change in X" every time he solves a problem. That way he can see the formula on the paper and doesn't get stuck trying to plug numbers in his head. This strategy we are going to continue to expand on in upcoming lessons because he is still not writing down and showing his work on paper since he has the ability to do complicated math in his head accurately most of the time. Next week we will focus more on writing since he has a draft of his 2nd argumentative essay due soon."
"We spent most of the session working on input/output tables and graphing coordinates. By reviewing what kinds of numbers (positive/negative x or y) went in each quadrant, she improved her graphing skills. She also improved on plugging in new values for x into equations, and began working on how to isolate variables in equations. We spent the last ten minutes or so reviewing some more essential math skills, like solving problems with positive and negative integers. We also reviewed adding, subtracting, multiplying, and dividing, with an emphasis on improving both accuracy and speed. Overall, she showed some good growth over the session, getting better at realizing when she knew how to do something, instead of saying "I don't know" before trying, which is a great step in the right direction."
"The student and I spent all of the time reviewing skill sets on her Daily Math Review. First, we focused on solving problems with unknowns. I wanted to demonstrate to her the meaning of an equals sign and express that we needed to "balance" the numbers on either side of the equals sign. Since we previously were working with creating numbers and adding and subtracting them using ten's and one's, I had her draw out the visual representation of the numbers. When she was given and addition statement, she was able to combine the numbers and when given a subtraction statement, she was able to take a certain number away. On the other side of the equals sign, with the unknown, we talked about what she needed to do next with her visual representation in order to make both sides equal the same thing. She was able to either add or subtract ones from her drawings. We then talked about the "act" of adding or subtracting, was the unknown piece the problem. After she was able to complete a few problems by herself, we used the same strategy in order to solve multistep, addition and subtraction problems. As mentioned before, she has a great understanding of the concrete meaning of numbers, so I was really concentrating on having her draw her own pictorial representation of the problems. This seemed to help her organize the different numbers in the problem."
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