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We require the most rigorous qualifications of Belleville tutors, in addition to a background check. Only a tiny fraction of those candidates who apply ultimately make it through our demanding interview process. From this elite group, an expert director will help you find the best tutor to meet your individual needs – and we stand behind your satisfaction with our money-back guarantee.

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About Belleville

Located just under 30 miles from Detroit and 15 miles from Ann Arbor, is the city of Belleville, Michigan. French for "beautiful town," the city is nestled along the shore of Belleville Lake. It was first established as a village in 1905 and later became a city in 1946. It is now home to nearly 4,000 people.

The city is located in the Van Buren Public School District, which consists of one high school (Belleville High). As a student, you will find that tutors in Belleville, MI, will motivate you to try to achieve the best possible outcome in your course or exam. Private tutoring in Belleville is available both online or in-home to help you with general course instruction or test prep. If you are planning on attending a local college there are plenty to choose from such as Cleary University and Washtenaw Community College in Ann Arbor or Marygrove College and the College for Creative Studies in Detroit. Wherever you choose to attend, an online or in-person Belleville, MI, tutoring session can provide you one-on-one attention that could help you work to stay ahead of your peers with your test prep and class work.

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Recent Tutoring Session Reviews

Tutoring review by Christian in Belleville, MI
We focused our efforts of successfully solving problem 108 from his Practice Exam that had given us trouble in our first meeting. I prepared for the session by solving the problem and noting the core mathematical concepts that I used in doing so. The specific concepts that we covered during this session included angle notation, phasor notation, and polar notation, and how those three concepts relate to each other. We also covered addition, subtraction, multiplication, and division of complex numbers, and Euler's formula. While it seems tedious keeping track of all of the algebraic operations that are going on at once, we still succeed at moving through problems. We are working together to meet his needs by being as clear and explicit as possible during each step and taking as much time as necessary to explain things before moving on. He expressed a great deal more confidence during this session that we would be able to successfully work through the difficult problems of the exam in the time remaining before he sits the test in April. Since the student is allowed to bring reference materials into the exam with him I recommended beginning to work on a mathematics formula sheet as an aid. I left him with copies of the rules for operations with complex numbers, and the explanation of angle/phasor/polar notation. At the end of the session we made a plan for our next meeting. He is going to keep working through the exam problems and identify more trouble areas. I am going to work through solutions to a couple of the problems with which he has already provided me to present and explain on Friday. I think he scored a win today by both feeling much more confident moving forward, and that he will be able to solve the test problems with his electrical engineering background.
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Tutoring review by Monisola in Belleville, MI
During this, the student and I reviewed finding area of hexagon, heptagon, octagon, nonagon, and decagon given the side, apothem, or perimeter.
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Tutoring review by Tina in Belleville, MI
Reviewed probability & combinations. Formula for selecting r things out of n total options, n C r is n!/r!(n-r)!. When considering total number of choices, e.g. select 1 out of 3 choices, or 4 out of 8 choices, and order doesn't matter, combinations should be used. In general, probability P = (# of ways the event can happen)/(total # outcomes). Explanation for Q6 is thus: there are 7 remaining options in the cooked fixings, and he must choose 4 of them. So therefore, number of all possible outcomes is 7 C 4 or 35. And then one must consider the number of combinations that contain garbanzo beans, which is 6 C 3 or 20. So the probability that his choice of 4 fixings containing garbanzo beans is 20/35 or 4/7.
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Tutoring review by Vivaldi in Belleville, MI
This session focused on writing algebraic expressions and application of the distributive property (factoring). We first reviewed the student's homework from the week: application of the distributive property (distribution). I then gave him a table of common algebraic expressions which we reviewed. We then went through a few examples of writing algebraic expressions followed by an independent practice. We next went over the distributive property (factoring). We tied in factoring to the area of a rectangle. I modeled the factoring of the GCF when using the distributive property. The student and I walked through a few examples of factoring in application of the distributive property, and he completed an independent practice. He has homework in writing algebraic expressions and distributive property (factoring and distribution).
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Tutoring review by Kumuda in Belleville, MI
We worked on solving inequalities using addition or subtraction, as well as graphing them. This involved one step, and multistep problems. We worked on word problems as well, and then moved onto solving inequalities using multiplication or division.
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Tutoring review by Brett in Belleville, MI
Worked on questions from the student's homework, which involved topics with circles, tangents to circles, secants to circles, determining the length of whole and external segments of secants/tangents, triangles with inscribed circles, etc.
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