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Award-Winning Test Prep & Academic Tutoring in Washington, NJ

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About Washington

Washington, NJ, is a town within Warren County. The borough has a population of about 6,500. The town is one of the many that is named after George Washington, the first President of the United States.

The town is served by the Warren Hills Regional School District. Within the district, students attend Warren Hills Regional High School. If you are looking for private online or in-home tutoring to potentially improve in class or pass that big exam, professional tutors in Washington are skilled in instruction and test prep for all levels. You might benefit from online test prep and tutoring in Washington. One local option for students seeking a good college is DeSales University. The school was ranked in the top 100 regional school and offers a great opportunity for any student hardworking enough to be accepted. Those wishing to attend college must study hard, because only the best test scores will get you into the college of your dreams. You might improve your chances of getting into the best schools if you take advantage of Washington, NJ, tutors for either online or in-home private tutoring and test prep instruction.

Top tutors from Columbia and other respected universities serving the NYC metro area. 4.9/5.0 Satisfaction Rating*

Session Summaries by Tutors

Washington, NJ tutoring
The student and I worked on systems of linear equations and inequalities. We also did problem solving with these concepts.
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Washington, NJ tutoring
Today's session began with going over the practice problem I left the student with last week, covering cross sections of prisms. While this practice problem was a little more challenging than what his notes covered last week, we were able to work through the problem while also clarifying the difference between horizontal and vertical cross sections. After the small review, we began covering his notes that he's currently going over in class. This lesson looked at the lateral and surface areas of cones and pyramids. At the beginning, he had a few questions on some of the steps his teacher did in a practice problem, but that was quickly ironed out. This session not only looked at new concepts and formulas, but was also an interactive exercise of remembering "old tools" that he already has in his "math toolbox of concepts." He gave me an update on his test scores - on his last quiz he scored a 79 and on his last test, a 91. This was fantastic news, considering it's brought him to a 76% in the class in the matter of a few sessions from a class standing in the 60s. I left him with a practice problem from his notes that wasn't completed in class. In addition, I've added a second part to the question. We plan to go over this during our next session.
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Washington, NJ tutoring
The student and I reviewed both math and physics. We went over the problems from her most recent exam that she can submit for additional points. She was able to catch her errors on some of the problems, which is great and we went through the more challenging ones together. For physics, we completed her packet on energy, power, current, voltage, and resistance. She did great with these problems.
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Washington, NJ tutoring
The student and I reviewed his worksheet for his current physics studies, and reviewed the material for his algebra 2 and trigonometry session. We reviewed what he needs to do next to perform at an optimal level, and prepared for his upcoming physics text next week Thursday.
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Washington, NJ tutoring
First I determined from the student if there were any conceptually puzzling aspects of chapters 5 and 6. There were none, so we moved on to problems. Since she needs the most help getting comfortable with setting up problems I identified a few rather difficult multi-body problems to really challenge her. I'm glad that I chose the problems I did. The first 3-body problem was helpful. The student had a good intuition about how to break the problem up into smaller pieces, and was competent at producing free-body diagrams, but she had an erroneous notion about how the individual pieces fit in with the whole. In particular, she felt as if the externally applied force given in the problem had to apply to each piece of the problem. We considered why that wasn't true and set up the FBD's for each correctly - with those in place she easily solved the problem - she's very competent with the algebra of systems of equations and uses the elimination method effectively with few-no errors. The second problem we worked on was also useful. In this problem we had to consider how a tilted frame of reference might be represented. The two major take-aways from this were that it's really important (and not too difficult) to think about how a force at an angle can be decomposed (thinking about it intuitively - is my force, i.e. gravity, going to be stronger in one direction vs another - can clear up confusion about how to apply the sin and cos function) AND that the direction of coordinate axes matters a lot. In particular, a good rule of thumb is to point your coordinate axes in the direction that you think an object will accelerate because then you don't have to worry about getting the sign for acceleration wrong. I expect that by our next meeting the student's class will be deep into work-energy equivalence, which requires a different way of thinking about these problems. This may be the first section with conceptual difficulties.
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Washington, NJ tutoring
Today was a big reviewing session. I refreshed a lot of concepts with him, specifically proportions and how to use proportions in word problems. He seemed to struggle with the concept a bit in the beginning, but by the end, he had it nailed down. He was eager to learn, and I left him with extra practice that I will email to him in the future. Overall, I am very pleased with how the lesson went.
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