All my grade 8 & 9 students (10 students) passed the Algebra Core Regents exam. Only one student had to retake it in August and she passed with an 83%. In June she scored 53%. My two Trigonometry students passed the Regents, but only 2 out 4 students passed the Geometry Regents exams.

**If you wrote down the wrong step once, you must write down the correct step twice.**
Re-write the correct steps, start to finish, at least twice, at most 5 times start to finish.
That way, you will have recorded the incorrect method once, but you will have recorded the correct method twice. That will reinforce the right method more, so you don't accidentally memorize your mistake.
It's easy to teach yourself the wrong way to solve a problem if you don't correct your mistakes more often than you make them in the first place. Everybody learns visually (reading), verbally(hearing), and kinetically(writing), so if you wrote down the wrong ?? step once, you're one step closer to teaching yourself your mistake.
Do not review any mistakes by only looking at the answer given to you on the sheet. It won't sink in (without writing it down.) Like I always say, nobody likes studying, least of all me. ;) Correcting yourself in the short run will allow you to study less in...
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Sure, we have all heard our math teachers say "Study for your test tomorrow." While we can all agree the importance of studying and getting prepared for an exam, not many math teachers actually tell you HOW to study. I am sure we have all spent time making flash cards, staring at our notes, or watching last minute videos on youtube, only to realize the test results often don't correlate to our effort. Before long, these upsetting experiences and test results created a scar in our minds, that statement we have all heard before: I am just not good at math.
The truth of the matter is, many people who have expressed their inability to understand and perform well on mathematics simply don't know how to study for a math exam. After all, those negative signs and multiple choice questions are often so tricky, even though you calculated every step correctly until the very end, all it took was one single mindless error that can well ruin the entire result. If we closely...
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Physics students make up the lion's share of my current teaching efforts here at Wyzant. I've stuck mostly to AP and the first-year undergraduate level of physics, specifically in the non-calculus-based version of physics.
For non-calc physics, the mathematical skills required are surprisingly low. Since students at that level are rarely (if ever) asked to derive or define equations, the only math they need to succeed is the most basic form of algebra - we're talking about adding and subtracting variables from both sides of the equation! Without exception, every physics student I teach knows how to do at least that much. So why do they need our help?
My theory is that as a tutor, physics is best taught as a puzzle game. My students' classroom teachers provide the rules of the game at the beginning of every unit, and those rules are nothing more than the various equations and constants relating to whatever topic the students are learning at the time.
I...
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Greetings!
Are you preparing for the PSAT, SAT, & ACT quantitative exams?
So are we!
My name is Paul J. and currently I have 3 students in Vero Beach, Florida who are preparing for these exams this summer. We are looking for motivated students to join us for private lessons. A limit of 5 students has been placed, so there are only 2 positions available.
Lessons will cost $30 an hour, and we plan to do 2 one hour lessons a week for 5 weeks starting in early.
Our goal is to score well enough to compete for scholarships such as Bright Futures and the National Merit Scholarship.
If you are interested, please message me on my WyzAnt Profile.
Best regards!

There is some confusion among students about the distinction between "undefined" and "indeterminate". This article will give a couple examples of both, along with some explanation.
First, here's a generic example from algebra, where we solve an equation by finding the value of the variable.
2x + 4 = 12
The solution to this equation is the value of x that will make the equation true. We can simplify by subtracting 4 from both sides:
2x = 8
Then, divide both sides by 2:
x = 4
Placing 4 back into the original equation in place of x:
2(4) + 4 = 12
8 + 4 = 12
12 = 12
With that illustration in mind, let's look at an expression that is said to be undefined:
5/0
Rather than just saying "we can't divide by 0", let's see what happens when we turn this into an equation and try...
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Settle in, folks, today's a long one.
In
The Function Machine, we learned that functions can be depicted as curves graphed on a coordinate plane. In
What Does the Function Look Like?, we learned how to tell the general shape of a function's graph based on characteristics of its equation, and vice versa. Today, we'll be focusing on linear equations (meaning any equation that graphs into a straight line).
The defining characteristic of a linear equation is that the highest power of x in the equation is x to the first. This denotes that for every y value, there is exactly one corresponding x value. Of course, there is always exactly one corresponding y value for every x, but this is one of those “square is a rectangle; rectangle is not necessarily a square” moments. We know there's exactly one y for every x because we choose our x's independently and the y's are dependent on them. There can't be more than one y for any given x; you've only got one output slot...
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Here are 48 of my favorite math words in 12 groups of 4. Each group has words in it that can be thought of at the same time or are a tool for doing math.
between
on
over
in
each
multiply
of
many
ratio
divisions
distribution
compartments
limit
neighborhood
proximity
boundary
infinite
infitesmal
mark
differentiation
graph
width
height
depth
circle
sphere
point
interval
hyper
extra
spacetime
dimensional
geometry
proportion
sketch
spatial
four
table
cross
squared
target
rearrange
outcome
result
area
volume
space
place
What are your favorite math words? If you aren't sure, search for "mathematical words" and pick a few.

I'm going to list what I believe are the key concepts that you need to master across different math subjects. These are the tools that I have to use most often in order to solve problems, so you should get very familiar with the theory behind them and very comfortable with applying them.
Algebra 1:
order of operation (PEMDAS)
solving equations
slope-intercept form of linear equations
point-slope form of linear equations
systems of linear equations (elimination and substitution methods)
inequalities
domain and range
undefined and imaginary expressions
asymptotes (horizontal and vertical)
discontinuities (removable and non-removable)
rational expressions
factoring
quadratic formula
radical properties
exponent properties
transformations and translations of functions
Algebra 2:
1. recognizing and factoring the three most common polynomial forms:
quadratic equations
common factor expressions...
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The primary student baseline communication skills a student should learn from their tutor are the following:
Precise use of vocabulary
Express complete thoughts
Asking questions
Interpreting and following instructions
These baseline communication skills are common in academia, particularly Mathematics. Any behaviors, thoughts, attitudes, philosophies, etc. that hinders these baseline communication skills presents learning hindrances for the students and tutors.
Let me know your thoughts.

Purpose: This series shares tips on how to identify, manage, and overcome Mathematics Negative Self Talk (NST). We cannot avoid NST totally because the NST about Math skills in general is a widely accepted habit.
So what is Mathematics NST anyway? Mathematics NST is when we speak in our minds or to others about an inability to learn, do, and/or understand Mathematics in general. Focus here is what we cannot do or have never done in Mathematics. For example, "I hate Math." "I can't do Math!" "This is too complicated!" " I could never do Math!" "My parents aren't good at Math either." "What can we use Algebra for anyway?" "The teacher is confusing me." The NST phrases list is endless, but also popular in today’s culture.
Downside of NST: NST in Math is simply a bad habit of thinking and attitude. This habit limits learning Math...
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Reading Formulas can make or break how a student comprehends the formula when alone - outside the presence of the teacher, instructor, tutor, or parent.
Formula For Perimeter of Rectangle: P = 2l + 2w
How To Read: The Perimeter of a Rectangle is equal to two (2) times the Length of the longer side of the rectangle (L) plus two (2) times the Width of the shorter side of the rectangle (W).
When is reading formulas like this necessary? At three particular moments, reading this formula in this manner can be effective.
When students are initially learning what the formula means
When student are learning what it means when they should already know (remediation).
When students want to remind themselves (basics learning study skill habit)
Remember, Formulas at their introduction are complete statements or thoughts. Students cannot and will not recall complete thoughts or statements...
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One of the first things you notice in algebraic expressions (besides the sometimes haphazard mix of operations) are numbers that appear with a smaller number above them (like this 54). These smaller numbers are called exponents and, in this post, I'll give a basic rundown of what they represent and a few basic rules that you will need to follow when dealing with them.
So, you're probably thinking, what do exponents represent anyway. In short, it's a special way of writing a special form of multiplication. I know it sounds hard to grasp, so I'll give you an example:
- Let's look a 3*3. Of course we know it as 9, but in dealing with the order of operations writing a number multiplied by itself may be combersome if you already have several parentheses in the expression. so the way that 3*3 would be written is 32
as your multiplying 3 by a second 3.
But what if you want to represent 4*4*4 or need to multiply 10 5's? Simply count up the...
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Four years ago, I came up with this math trick. Take a look at it, and at the end I'll show you why it works!
~
Let's play a game. I’m going to let you make up a math problem, and I will be able to tell you the answer from here. I can’t see what you’re doing, I’m not even in the same room as you, but I will still be able to tell you the correct answer.
Trust me. I’m a professional. Ready?
Okay. First, pick a number. It can be any number you wish, large or small. Now add 5 to that number. Got it? Okay, now double your new number (multiply by 2). Alright, now subtract 4 from the double.
Next, divide your new number by 2. Now, finally, subtract your original number from this new quotient. Got it? Okay. Here comes the cool part. Ready?
The answer is 3. Nifty, huh? What’s that? How’d I do it? Oh, magic.
Okay, okay, it’s not magic. The answer will always be 3, no matter what number you pick. Let’s illustrate this by...
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In math you learn new terminologies and many significant things pop up. Guys, do you ever dream about analytical calculus? No? Well, why not!
As a high school student you learned algebra and pre-calculus and those are great, but you can really figure that there is more to math than just that. I assume you were dazed and confused. That's okay. Perhaps though you enjoyed your subjects. That is pretty good.
There, you must try to learn analysis, because it is the most-funnest part of mathematics! Do you think I'm wrong? Well, begin with a subject like real analysis. During your study of analysis, you learn about continuity, metrics, and integration. I would like to know more about metrics.
The weird thing is that math is everywhere. Sorry, but I like math because of this fact.
It takes a real scholar to learn math. Got me wrong? Gals sometimes support the most advanced mathematical conclusions. You can make their notions yours...
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Suppose I place you at one end of a long, empty room. Your task is to get to the door at the other end of the room. Simple, right? But what if I told you that this simple task is actually mathematically impossible?
Think about it – in order to traverse the whole room, you first have to get to the halfway point, right? You'll have to travel one-half of the way there. And before you can get to that halfway point, you have to travel one-quarter of the way there (halfway to the halfway point). And before you can get to the one-quarter point, you have to travel one-eighth of the way there (halfway to the quarter-way point). Since you have to go half of each distance before you can go the full distance, you'll never actually get anywhere. The task requires an infinite number of steps, and you can never complete an infinite number of steps since there will always be another one. Furthermore, in order to even start your journey you would need to travel a specific distance, and even...
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Hello Students!
Start this year off strong with good organizational and note taking skills. Make sure you understand the material and are not just taking notes aimlessly. Try to take in what your teacher is saying and don't be afraid to ask questions!! If you start taking the initiative to learn and understand now, college will be a much more pleasant experience for you. Trust me!
Stay organized and plan your homework and study schedule!
Quiz yourself!
Study with friends!
READ YOUR TEXTBOOK! :)
Remember, homework isn't busy work and a chance to copy down your notes, it is part of the learning process. This is especially important with math, as it builds on itself and understanding the basics will make the other subjects easier!
Have a fantastic and fun year!

There's a famous (and probably apocryphal) story about the mathematician Carl Friedrich Gauss that goes something like this:
Gauss was 9 years old, and sitting in his math class. He was a genius even at this young age, and as such was incredibly bored in his class and would always goof off and get into trouble. One day his teacher wanted to punish him for goofing off, and told him that if he was so smart, why didn't he go sit in the corner and add up all the integers from 1 to 100? Gauss went and sat in the corner, but didn't pick up his pencil. The teacher confronted him, saying “Carl! Why aren't you working? I suppose you've figured it out already, have you?” Gauss responded with “Yes – it's 5,050.” The teacher didn't believe him and spent the next ten minutes or so adding everything up by hand, only to find that Gauss was right!
So how did Gauss find the answer so fast? What did he see that his teacher didn't? The answer is simple, really – it's all about pattern...
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Normally, an equation has a single solution when it contains only one undefined variable. For example, take the equation 3x + 7 = 19.
3x + 7 = 19 [original equation]
3x = 12 [subtracted 7 from both sides]
x = 4 [divided both sides by 3]
This is one case of a larger trend in algebra. As I've already said, you can solve an equation for one answer when it contains a single variable. However, this is derived from the larger rule that you can solve a set of equations where there are as many distinct equations as there are variables. These are called simultaneous equations, and occur any time that two equations are both true over a certain domain. In the more practical sense, this is what you should do if an exam asks you to solve for a value and gives you two different equations to use.
To solve simultaneous equations, we can use three strategies.
Addition...
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Back when I was still in middle school, I was sitting at my kitchen table during a family gathering, and my uncle posed the following puzzle for me to solve: A vendor is selling apples for 10 cents apiece, oranges for 5 cents apiece, and peanuts two for a penny. Someone comes along and buys exactly 100 items for exactly one dollar. How many apples, oranges and peanuts did that person buy?
I took out a sheet of paper and a pencil and came up with the answer in a couple of minutes. This astonished my uncle because, it turns out, he had posed this problem to two adults, including a geometry teacher, and they couldn't solve it in less than a half hour. I had a bit of a reputation for mathematical cleverness, and he had posed this problem to stump me and test the extent of my cleverness. Decades later I still remember exactly how I solved it, probably because it was a boost to my ego to learn that I was apparently smarter than a geometry teacher!
In this article...
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