Industrial engineering at Georgia Tech is essentially applied math under pressure — optimization, probability, statistical modeling — which maps neatly onto the algebra, functions, and data questions that fill the ACT Math section. Ilesh pairs that quantitative training with a perfect 36 ACT composite and a pacing approach built around identifying which of the 60 problems deserve full attention and which can be solved in under 30 seconds. Rated 5.0 by students.

I am double majoring in Neuroscience and Behavioral Biology and Philosophy at Emory University. I genuinely enjoy working with students to achieve their academic goals. I have experience teaching children and adolescents language skills, science, and math. In my free time, I can mostly be found outside hiking, running, or doing yoga.

Pacing is everything on ACT Math — the jump from question 40 to question 60 is where most students lose points on coordinate geometry, trigonometry, and probability. Jennifer scored a 35 ACT composite and teaches a triage strategy that identifies which harder problems are worth the time and which to skip strategically. Her comfort with math through calculus means she can break down even the trickiest problems into familiar steps.

I'm always up for the challenge of changing my methods of instruction and breaking down topics to foster a deeper understanding of a subject. On a different note, I generally spend my spare time playing lacrosse or running outdoors when possible. I also play the violin with a school quartet, and teach lessons to beginning students working through the Suzuki program.

Scoring well on ACT Math means handling everything from pre-algebra ratios to trigonometric identities within a single 60-minute sprint. Ethan's approach is triage-based: he teaches students to categorize each problem's difficulty on sight so they bank easy points first and spend remaining time on the harder coordinate geometry and matrix questions. With a 35 ACT composite and a science major's comfort with quantitative reasoning, he makes the pacing strategy feel natural.

Scoring a 35 on the ACT means Tyler knows the math section's particular pressure: 60 questions in 60 minutes leaves no room for getting stuck. He teaches students to sort problems by type — coordinate geometry, matrices, trigonometric identities — and to recognize which ones deserve full work and which ones can be solved in under 30 seconds with the right shortcut.

Having taken college-level Calculus 1, 2, 3, and linear algebra before finishing high school, Jackson finds the ACT Math section's trickiest problems — coordinate geometry, matrices, logarithms — straightforward rather than intimidating. He teaches students to recognize which concept each question is really testing, cutting through the ACT's tendency to disguise simple math in complicated wording. His 35 composite and 5.0 student rating speak to the results.

Scoring a 34 ACT composite, Marion knows that ACT Math rewards speed and pattern recognition across a wide spread of topics, from coordinate geometry to logarithms to probability. She breaks the 60-question gauntlet into difficulty tiers so students learn which problems to solve quickly, which to set up strategically, and which to skip and return to — a pacing approach that often unlocks several extra points.

I am currently a graduate student at Georgia Tech studying Prosthetics and Orthotics. My career goal is to become a certified prosthetist/orthotist, which means I would make and fit artificial limbs (prostheses) to patients who need them as well as make and fit assistive devices that support existing body parts (orthoses) to treat various conditions.

Scoring high on ACT Math isn't about knowing advanced topics — it's about executing algebra, coordinate geometry, and trigonometry quickly and without careless errors under a tight 60-minute clock. Burhanuddin's 35 ACT composite and his background as a Georgia Tech physics major mean he can show students the fastest path through each problem type, from matrix questions to logarithm properties to unit-circle trig. He's rated 5.0 by students.

I am a Biotechnology Master's Student at the Swiss Federal Institute of Technology, ETH Zurich. I completed my undergraduate degree in Chemical and Biomolecular Engineering from Georgia Tech in 2018 while minoring in Biomedical Engineering. My passion is researching novel ways to use ethically derived induced pluripotent stem cells in both research and therapeutic environments, and I love to share my knowledge and excitement for science, math, and language with others.

I am an undergraduate at Rice University in Houston pursuing a Bachelor of Science in Biochemistry and Cell Biology. I have both formal and informal tutoring experience: I worked as an assistant teacher in my high school's math department in Atlanta teaching geometry, algebra and pre-calculus to students over the summer. As an Academic Fellow at Rice, I provide academic assistance to my peers in the natural sciences, specifically chemistry and biochemistry. Although my studies are focused in STEM, I am a strong writer and I excel in helping students improve grammar and essay organization. Additionally, I have abundant experience in both standardized and AP testing. I am a friendly and empathetic person, and I want to do whatever I can to help other students succeed!