## How to find a math tutor for high school in canada?

Math is one of the most challenging courses in school, especially in high school. It is difficult for many students to learn math. But there are some ways that can make learning math easy and enjoyable. Hiring a qualified and certified math tutor is one of them.

If you seek the best math teacher, we recommend reading this article. Here we offer some tips for how to find a good math tutor.

## Before hiring a math tutor, Ask these questions:

There are some important considerations that you should think through before finding a  good math teacher.

● Should your student work with a one-on-one tutor or does he/she can learn math online?

●How much money can you be able to pay for a math tutor?

●How many sessions does your student need to work with a tutor?

●Are there free options to use before hiring a teacher?

There are some places that offer tutoring services free. Do research before paying someone. For example, sometimes your child’s teacher has more time to teach your child before or after school for free.

Moreover, some local colleges or universities often have free tutoring programs, especially for high school students to help them to prepare for the entrance examination. Ask around and see if there are such programs available.

Another option might be at local community or public libraries. Some local communities often have weekly teaching programs.

If you can’t find any free programs, or they don’t meet your student’s needs, you can try other options: there are lots of teaching websites or videos that can help your student with math. But if you are still looking for someone to help answer your student’s specific math questions, here are some ideas to find a math tutor.

## How to find the best math tutor?

There are two ways to find a certified math teacher for high school:

### 1- Tutoring companies

definitely, Tutoring companies are the best sources to find a qualified teacher. Tutor companies check teacher’s background and their academic qualifications. Therefore, you can confidently choose a skilled math tutor. Moreover, Tutoring companies are almost all over. therefore, You can find a nearer one in your area and save your time!

But tutor companies usually don’t pay the teachers well. So skilled and certified teachers usually have their own business and make more themselves.

### 2- Private Math Tutors

Hiring a one-on-one tutor is a way to find the best math tutor.  private teachers’ rate is usually higher. However, you get more qualified instruction. In fact, their teaching quality matches their rate.

However, many math tutors are willing to hold their teaching sessions at your home or school and work based on your schedule. This saves your cost and time noticeably. Moreover, the private tutors aren’t limited to fulfilling any other obligations.

So they can teach based on your child’s individual style of learning.

However, hiring a one-on-one math tutor directly has its own difficulties. For example, You yourself have to find a private teacher and check his credential. Decrease the lack of certainty in his background by your own abilities and verifying his certification.

## Where to find a private math tutor?

Finding the best private math tutor on your own may be difficult. But it can help you to save money in a long time as well as get you great outcomes. Here are some sources:

The most easiest and obvious approach is asking your friends, neighbors, or your child’s academic counselor to suggest a private math teacher in your area.  Ask them questions like “how much does he/she charge?”  or “How effective is he/she?”

These questions can help you find out whether he is a good fit for your child or not.

### 2- Check local Bulletin Boards

Local community boards are the other way to find a math private tutor. Many one-on-one tutors advertise their business on such boards. Your local community center, library, bus stops, or metro stations are good places to find such posting. You can also check online boards such as Craigslist or Nextdoor.

If you find a tutor through a posting, it is suggested to have a meeting at a public place such as a public library, then ask him about his background, availability, and cost. You can also ask the following questions:

●Do you have any tutoring experience?

●Which teaching methods do you use to teach math?

●For big tests, will you be available to help more?

●What is your price per hour?

This information might not seem important but they are what you have to base your final decision on while you’re choosing a math tutor for high school. Choose someone who is a good match according to your Priority.

### 3-find a tutor online

If you don’t want to ask around for finding a private math tutor, try one-on-one tutoring websites such as schoolmath.ca. These websites are an almost reliable system to communicate with private tutors in different fields. There are lots of qualifies teachers in such online sources. Each teacher has a profile in which you can find every information you need to know about him/her. There are also other students’ comments on that tutor. They help you to decide if a tutor is fit for your child.

Price transparency and the provision of one-on-one and online tutoring services are other advantages of private tutoring websites.

We hope you’ve found this article helpful as you look for the right person or option for your student. What is your idea about how to find the best math tutor for a high school student? If you have any recommendations, please share them in the comments.

If you have any other questions about how we may be able to help you, feel free to text us at 647-249-2491

First of all what is a quadratic equation?

A quadratic equation is any equation that you can write it in the form of $ax^2+bx+c=0$. For example, $x^2+x+5=0$. Next, how to solve this equation.

There are some methods to solve this type of quadratic equations. One of the main methods is to use quadratic formula.

The quadratic formula: $\dfrac{-b\pm \sqrt{b^2-4ac}}{2a}$ gives us the solutions. There are some important points:

• If $b^2-4ac$ is negative, there is no solution.
• If $b^2-4ac =0$, we have only one solution.
• If $b^2-4ac$ is positive, we have two solutions.
• The sum of solutions is: $\dfrac{-b}{a}$
• The product of solutions is : $\dfrac{c}{a}$.

Read More: Linear Equations

## Math tricks for 3 to 7 year olds

Most parents think that starting to teach math to their children, like any other job, requires backgrounds and that children should reach an age where they can understand the basics of math!
Therefore, they are kind of afraid and prefer to leave this serious responsibility to their child’s preschool and elementary school teachers, and they prefer not to leave a bad effect of mathematics in their child’s mind until they reach the age of 6 or 7, so that they can kick him out of mathematics.

Most parents teach their children the alphabet from the age of 3 or 4, so that when their beloved child enters school, he or she is a head and neck taller than the other children and the teachers see him or her as smarter and smarter!
But the interesting thing is that almost none of the parents have this obsession with teaching math to their child before preschool age!

Unfortunately, this group of parents should know that the best age to teach math to their beloved child is the age of 3 to 7 years, which they unfortunately miss!

## The importance of teaching math to children

Research by reputable institutions around the world has shown that most babies are born with mathematical intelligence, and with this intelligence and their mathematical understanding and analysis, well-trained and on the right track will provide brilliant conditions for children in the future.
Because as you probably know; Most of our lives are tied to understanding and analyzing mathematical problems, and if a person is not able to understand and analyze mathematics, his growth rate and progress in today’s societies will be very slow and close to zero!

Therefore, according to scientists, the best age to start teaching math and understanding the basic concepts of math for children is the same age of 3 to 7 years!

Of course dear parents, It’s not your fault if you neglect this important issue for your child’s education!
Because even the best and most expensive kindergartens and preschools do not spend much time teaching your child math concepts!
Because they still do not understand the importance of learning math at this age can affect the future of the child!

On the other hand, if parents and kindergartens really want to put an end to the development of children’s talents in mathematics, they will be taught to count numbers from 1 to 10 or 1 to 100, and after the child has learned these basics; They feel that they have made him a mathematical scientist!
If learning to count numbers for children is one of the least important and least relevant to understanding the concepts of mathematics!
You teach him to count numbers like learning the letters of the alphabet through poetry and games, but you do not add a bit to his mathematical intelligence and comprehension!

Of course, we still say that in the meantime, it is not the fault of the parents and teachers of the kindergarten, because the right way to teach math concepts to children aged 3 to 7 has not been given to them!

According to hopscotch.in there are some tricks to help your kid:

### Trick 1: Multiplying a number by 5

To multiply a number by 5, simply divide the number by 2 and multiply it by 10.

For example, multiply 86 by 5.

Step 1: Divide 86 by 2 = 43

Step 2: Multiply 43 by 10 = 430

This is one of the first and easiest tricks I’ve taught my kids. Once your kids get the hang of it, they’ll take only a moment to find the answer.

### Trick 2: Multiplying a double-digit number by  11

Multiplying any double-digit number by 11 takes only a moment. All you have to do is add up the two numbers and place the sum in between the two numbers.

For example, multiply 54 by 11

Step 1: Add 5 and 4 = 9

Step 2: Place 9 in between 5 and 4 = 594

### Trick 3: Multiplying a number by 6

This trick is only helpful when multiplying even numbers by 6. You will have to divide the number by 2 to get the first digit of the answer. The next digit will be the number you divided 6 with.

For example, multiply 8 by 6

Step 1: Divide 8 by 2 = 4

Step 2: Place 8 after 4 = 48

### Trick 4: Multiplying a number by 9

Once my kids mastered the simple tricks such as those mentioned above, I taught them tricks like this one.

To quickly multiply a number by 9, you should subtract 1 from the number to get the first digit of the answer. Then, subtract this number from 10 to get the second digit of the answer.

For example, multiply 7 by 9

Step 1: Subtract 1 from 7 = 6

Step 2: Subtract 7 from 10 = 3

Step 3: Place the two together = 63

### Trick 5: Squaring a double-digit number ending with 5

Once your kids learn how to square numbers, you could teach them this trick to square numbers ending with 5. What you have to do is add 1 to the first digit of the number (being squared) and multiply the sum to the first digit of the original number (being squared). Your answer will be this answer followed by 25.

For example, square 45

Step 1: Add 1 to 4 = 5

Step 2: Multiply 5 by 4 = 20

Step 3: Place 25 after 20: 2025

If you have any question, we are here to help you.

## Interview with Martin Haier after receiving the Breakthrough Award

Martin Haier Fields Medalist of 2014, won the \$ 3 million (75 billion USD) Breakthrough award in 2021.

The Breakthrough Award was established in 2013 by a group of tech billionaires (as well as millionaires Anne Wojciech, founder and CEO of “23andMe” Genomics and Biotechnology).

These awards are presented annually to leading researchers in mathematics, basic physics and natural sciences. Past winners decide who in each group will win in the next round.

### Which direction is your field, stochastic PDEs, developing?

One direction in which it is going now is to try to understand in a more systematic way how stochastic PDEs arise from classical models of statistical mechanics. What one is often interested in is to take some discrete microscopic model (spin model, particle model, etc), put some dynamic on it, and then try to understand what happens at very large scales. Typically, at very large scales, some form of the law of large numbers kicks in, leading to an effective description of the system by a PDE. In some typical situations, the system furthermore depends on a parameter like the temperature, external magnetic field, etc., such that, when one tunes this parameter there will be a critical value at which something happens, there is a change of large-scale behavior.

When you then look at what happens to the large scale behavior at these critical values, one typically sees something random. So the small random fluctuations of the microscopic system build up to give a macroscopic random effect. In some cases, one can describe explicitly what happens at these large scales, how one has to rescale things in order to see a non-trivial limit. But in many cases one doesn’t know – one maybe knows it for some special situations and then one has a guess that because a given system “looks like” some other system for which one can describe the large-scale behavior, it should behave in the same way. Unfortunately, there are very few rigorous results that go beyond certain special situations.

For example, the two dimensional case is very special because of its very rich symmetry group of conformal transformations. Some systems have nice integrability properties, which allow one to compute certain observables explicitly and then take limits on these explicit formulas. What is much easier, at least to some extent, is to figure out what happens with systems that have some additional parameter that one can play with, allowing to tune the behavior between one where one understands the large-scale behavior, typically via a central limit theorem yielding Gaussian behavior, and one where one doesn’t really understand the large scale behavior. When the parameter is tuned to be close to the critical value, one can observe a “crossover” regime at some intermediate scale.

The behavior in this regime is typically described by classically ill-posed stochastic PDEs. One direction in which this field is going is trying to justify mathematically the story I just told you. One knows how to justify it for certain models and these are very nice results. But there isn’t yet a clean general machinery that would unify these proofs, they are still very much ad hoc.

### You have been in your area for 10 years. When and why, if ever, would you like to change the field?

I worked on stochastic PDEs during my PhD, then moved away to do more work on finite-dimensional systems and recently moved back. I suppose it really depends on whether there are still enough interesting questions around… One just never really knows these things in advance. You work on a problem and might find an interesting question in a different area, which might drag you away from the problem that you started with in the first place. You just have to keep an open mind and be willing to explore where your explorations might take you.

### Once asked about HairerSoft, the name under which you distribute Amadeus, sound editing software, you mentioned your interest in Pink Floyd. Did their music have any influence on your becoming a mathematician?

No, I just like Pink Floyd. (Laughs). My interest in sound came from the point of view of the physical phenomena of sound. I was in high school, and became interested in what sound is, how we perceive it, what does it mean to play a certain note or tune, how could you recognize these things, etc. That’s how my work on the Amadeus software started. In the very beginning, the plan was to write not a sound editor, but a program to which you could just feed a recording, and it would spit out the musical score. But I was 17, and that was beyond my programming abilities. (Laughs). The first step was to get the recording into the computer, so I started to write the sound editor that could do the recording and actually allow me to then mess around with sound. That’s how I started out.

### Do you have an answer to a question most interviewers have why the sound of one’s own voice is so terrible?

I am not a biologist, but if you take a recording of your voice and play it back you only hear through your ears, whereas if you speak yourself you also get it directly through the bones and your body, this is why it doesn’t sound the same.

#### Is it true that when you were 12 your father gave you a calculator that could execute 26-variable ­programs, and that triggered your interest in math?

I don’t think it was triggered by it—I got that­ ­calculator because I asked for it, so my interest in maths was there already. But my interest in ­programming was certainly triggered by it.

In the 2014 Fields Medal Simons Foundation video you demonstrate some serious scone baking skills— do you have advice for our chefs, or a recipe for our readers?

I think your chefs are very good! At home we tend to do very simple cooking. We think that the most important thing is good ingredients, and we tend to keep their preparation very simple. My wife is Chinese, so we tend to mix things up a bit—Chinese spices with whatever vegetables we get. And relatively simple preparations, like steamed fish, or pan-fried tuna steak. We eat meat, but Xue-Mei isn’t terribly keen on it, so we eat more fish.

You’ve referred to yourself as an “ambassador of mathematics.” In this capacity, is there a question you wish you were asked, and you are not?

There is one thing that I would certainly like to change for mathematics, particularly in the UK, and it is to do with how the funding agencies work. There seems to be more of this tendency towards handing out big grants, singling out a few stars, handing them loads of money, and then that’s it! Many people would be very happy to get modest travel grants, I think that in the US the Simons Foundation does that, and for most mathematicians that’s fantastic —just a few thousand dollars per year to be able to go to a few conferences and to stay connected to the community. This is something that the funding agencies in the UK don’t seem to be interested in. For them, it is of course easier to administrate one large grant, rather than many disparate small pots of money.

But it would certainly create a much healthier atmosphere and not divide the community into haves and have-nots. Right now, some people find it very easy to travel around to present their results and to meet new people, and some people are stuck. That’s something I would really like to see change, but unfortunately it seems to be going precisely in the wrong direction.

## Linear Equations

In all math courses in high school including advanced functions and vectors and calculus you need to know how to solve a linear equation.

A linear equation is an equation of form ax+b=c. Here, a, b and c are number and x is our unknown. In order to find x we move b to the other side so we have ax=c-b, now we divide both sides by a, so $x=\dfrac{c-b}{a}$. Let see an example:

Solve 2x+1=8.
To solve this we move 1 to the other side, so 2x=8-1=7 and the we divide both sides by 2. Then we have x=7/2 =3.5