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Award-Winning Private Trigonometry Tutoring in Ypsilanti charter Township, MI

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Private In-Home and Online Trigonometry Tutoring in Ypsilanti charter Township, MI

Receive personally tailored Trigonometry 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 Trigonometry tutoring help you succeed?

Preparing for the Michigan Student Test of Educational Progress (M-STEP) and the Michigan Merit Examination (MME), takes time, practice, and dedication. There's not a lot of classroom time dedicated to test preparation, and that's why tutoring is so important. If you know your trigonometry skills will be tested on these exams or when you're enrolling in college, give yourself a competitive edge. To connect with trigonometry tutoring in Ypsilanti Charter Township, MI, call Varsity Tutors today.

When you're preparing for exams, tutoring might help you feel more confident going into the test. If you want to study math in college or prepare for a career, a tutor could steer you in the right direction and help you focus on the areas that will be most beneficial to you now and in the future. Maybe you've always done well in math, but the functions and tangents of trigonometry have you struggling and confused. Contact our educational directors in Ypsilanti Charter Township today to find trigonometry tutors who can possibly help you address all of your problem areas. You could have the option of meeting with your tutor in-person or face-to-face online. Your tutor can work around your schedule and get together when it's most convenient for you. 

Private 1-on-1 Tutoring by top U Mich Honors Grads! 4.9/5.0 Satisfaction Rating*

Session Summaries by Trigonometry Tutors

Ypsilanti charter Township, MI Trigonometry tutoring
We first reviewed the homework problems I had assigned him after the last session. He had some difficulty with a few questions but after we went over them, he had a pretty good grasp the material. We then moved on to graphing analysis of complex numbers and performing different operations with them. For this section, the student needs become more familiarized with his graphing calculator and his textbook offers guidance on how to perform certain functions. I assigned him more problems on complex numbers as well on material that we covered previously. He was engaged during the session and receptive to learning. He said he found the new material to be rather interesting, which is a good sign.
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Ypsilanti charter Township, MI Trigonometry tutoring
On Tuesday I started the session working with Student K. We completed lesson 9, which covered the number line in terms of ordering and comparing numbers, and lesson 10, sequences and scales. These two lessons were completed with ease and he is doing well with solving equations that have missing information (such as solving for x from x/12=5). We also reviewed his test and corrected the problems that he had missed. We noted that he should slow down when taking the test in order to understand what the question is asking for and to avoid little mistakes. Then I was able to help Student S with his lesson for the day, which he needed very little help with as he was able to answer everything on his own.
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Ypsilanti charter Township, MI Trigonometry tutoring
The student and I went over the timed addition and subtraction worksheets I had given her last time. She fully completed both of the sheets in three minutes each, which is good. However, while the addition worksheet was completed perfectly, she got about 10 of the problems wrong on the subtraction one, and funnily, was always one number off. She is aware that subtraction is harder for her, and I think she is making the mistake while counting in her head. We will continue to practice the subtraction facts, as the only way to get better at them is repetition. We also talked about what subtraction actually means. She has a bit of trouble understanding the concept of a "difference," and while she knows how to complete a subtraction problem, she doesn't always know when it should be used to solve a problem. I had her work with a bunch of different picture representations of what it is (making addition facts into subtraction facts, number lines, etc.), and I think it's starting to sink in, but again, she really needs repetition. I could tell she was really working very hard and didn't complain!
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Ypsilanti charter Township, MI Trigonometry tutoring
The student worked on financial calculations involving predicting payment amounts, present value to invest, and future value to invest. She also calculated return on investment, and the annualized return on investment. On some compounding problems. she struggled because the formulas were not readily available and some of the problems used complex formulas. Throughout the session, she kept working hard and displayed a cheerful demeanor.
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Ypsilanti charter Township, MI Trigonometry tutoring
The student and I started by reviewing some of the algebraic concepts that we began with last week. We followed these concepts up by working with formulas--specifically the formulas for area and circumference of circles. He did very well with the circles and then we followed up by showing him a video that explained why pi goes on forever. We also did a little bit of reading to prepare him for the beginning of school, and we focused on a passage about Pluto being downgraded from becoming a planet.
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Ypsilanti charter Township, MI Trigonometry tutoring
Student J: We worked on logic and truth tables. He required very little assistance with this material. He completely understands the concepts with ease, and is able to articulate responses to essential questions of understanding. My only role in this session was to check his work, as he isn't completely confident he is doing the work correctly. Student M and I worked on solving word problems. She does an excellent part at breaking the problem down into its component pieces, but she has had difficulty deciding which pieces of information are necessary and unnecessary, as well as relating the information to the problem to determine what she needs to do with the given information. We worked through multiple examples, where I helped reinforce the strategies her teacher gave her to use to break down problems. We also worked on relationships within sequences, which she was able to solve with ease, including difficult relationships. I did notice that she needed help to articulate what the relationship is using proper mathematical vocabulary, so I have begun to have her read to me and explain her answers to me, correcting her and teaching her appropriate vocabulary when necessary.
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