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Lisa I.

Chicago, IL

$35/hr

Math tutor specializing in algebra

Usually responds in about 2 days

Math tutor specializing in algebra

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I have experience tutoring algebra and trigonometry one-on-one at the college level as well as experience in a commercial tutoring center working with young children on introductory concepts as simple as telling time and addition. (I have also served as an assistant teacher for first grade students in an art class.) The actual process--helping the student think about the problem and what it means and understand why the answer is what it is--is really pretty similar. Nearly all math can be viewed as counting (subtraction is counting backwards, multiplication is counting by groups, exponents are just a fast way to write a specific type of multiplication) and mathematicians have just found shortcuts to make it go faster.

The hardest problems for students at all skill levels are always the story problem, because even students who have mastered the algorithms of working out a problem often don't understand what any of it really means. When asked in written word form to solve a problem, the student often is stumped at how to even begin. Language is fluid, carrying multiple meanings, and it's sometimes tricky to understand what is really being asked. Once a story problem can be re-written as a simple (possibly lengthy, but still simple) math problem, you're almost done. The most important lesson in math, the one you will use (or fail to use to your frustration) throughout your life, is learning how to interpret a real-world problem using math concepts. The fancy calculator will do you no good if you don't know what to type into it. My goal with students is to help them understand more than just the assignment in front of them.

I prefer to meet with students in college study areas where we can sit at a table without distractions. The McCormick Tribune Campus Center (IIT near the Green Line) works well for me, but I'm willing to take suggestions for other similar areas accessible by public transportation.

Math:
Algebra 1, Algebra 2, Geometry, Prealgebra
Elementary Education:
Elementary Math
Homeschool:
Algebra 1, Algebra 2, Geometry, Prealgebra

Approved subjects are in bold.

Approved subjects

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.

Elementary Math

I have experience tutoring young students with the basics of addition, subtraction, multiplication, division, fractions, and story problems.

Prealgebra

I have tutored at the college algebra level as well as establishing pre-algebra foundations. Of all concepts, I think graphing and factoring are the most important for algebra success and factoring seems to be something many students like to skip over before establishing the full proficiency they need. I like to drill students on simple factoring skills such as "What two numbers multiplied together equal twelve and those same two numbers added together equal seven?" After a few such riddles, I can then show them how they already know the solution to factoring a polynomial like x^2+7x+12.

Lisa’s Resources

Tutors have the ability to create educational resources and share them with the WyzAnt community. Here are some of the resources created by Lisa. View all of Lisa’s resources

See Nataliya's answer for the full explanation. The key point where you went wrong was on b2. The b value is -1, which means the entire value including the negative sign is being squared, (-1)2=1. So the value under the radical should have been 1+80=81 and you accidentally ended up with...

To do this, you need to know what fraction the wedge represents, which should be given as part of the problem. Either the wedge is defined as being 1/6 or 1/8 or something like that, or the length of the arc segment will be given so that you can compare it to the perimeter to determine this. For...

–x + 3 > 7 (answer)

-x + 3 > 7 -x + 3 - 3 > 7 - 3    This step is straightforward and the same as an equality. -x > 4    It's this next step that confuses a lot of students. -x/-1 < 4/-1   When you divide out the negative, you flip the sign So...

Hourly fee

Standard Hourly Fee: $35.00

Cancellation: 2 hours notice required

Travel policy

Lisa will travel within 5 miles of Chicago, IL 60616.


About Lisa

I have experience tutoring algebra and trigonometry one-on-one at the college level as well as experience in a commercial tutoring center working with young children on introductory concepts as simple as telling time and addition. (I have also served as an assistant teacher for first grade students in an art class.) The actual process--helping the student think about the problem and what it means and understand why the answer is what it is--is really pretty similar. Nearly all math can be viewed as counting (subtraction is counting backwards, multiplication is counting by groups, exponents are just a fast way to write a specific type of multiplication) and mathematicians have just found shortcuts to make it go faster.

The hardest problems for students at all skill levels are always the story problem, because even students who have mastered the algorithms of working out a problem often don't understand what any of it really means. When asked in written word form to solve a problem, the student often is stumped at how to even begin. Language is fluid, carrying multiple meanings, and it's sometimes tricky to understand what is really being asked. Once a story problem can be re-written as a simple (possibly lengthy, but still simple) math problem, you're almost done. The most important lesson in math, the one you will use (or fail to use to your frustration) throughout your life, is learning how to interpret a real-world problem using math concepts. The fancy calculator will do you no good if you don't know what to type into it. My goal with students is to help them understand more than just the assignment in front of them.

I prefer to meet with students in college study areas where we can sit at a table without distractions. The McCormick Tribune Campus Center (IIT near the Green Line) works well for me, but I'm willing to take suggestions for other similar areas accessible by public transportation.

Tutor Policies

Cancellation
2 hours notice required
Travel Radius
Travels within 5 miles of Chicago, IL 60616

Lisa’s Subjects

Math:
Algebra 1, Algebra 2, Geometry, Prealgebra
Elementary Education:
Elementary Math
Homeschool:
Algebra 1, Algebra 2, Geometry, Prealgebra

Approved subjects are in bold.

Approved subjects

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.


Lisa’s Resources

Tutors have the ability to create educational resources and share them with the WyzAnt community. Here are some of the resources created by Lisa. View all of Lisa’s resources

See Nataliya's answer for the full explanation. The key point where you went wrong was on b2. The b value is -1, which means the entire value including the negative sign is being squared, (-1)2=1. So the value under the radical should have been 1+80=81 and you accidentally ended up with...

To do this, you need to know what fraction the wedge represents, which should be given as part of the problem. Either the wedge is defined as being 1/6 or 1/8 or something like that, or the length of the arc segment will be given so that you can compare it to the perimeter to determine this. For...

–x + 3 > 7 (answer)

-x + 3 > 7 -x + 3 - 3 > 7 - 3    This step is straightforward and the same as an equality. -x > 4    It's this next step that confuses a lot of students. -x/-1 < 4/-1   When you divide out the negative, you flip the sign So...


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