5 average from 55,921 reviews

Matt was amazing! I would highly recommend him as a tutor. Eddie has struggled with Maths for years, yet Matt was able to teach him concepts that other teachers had failed to do. He was extremely patient, but above all his sessions were fun. Eddie organised all his own sessions with Matt and was keen to do so. The whole process gave Eddie confidence and self belief, and this was the best outcome, regardless of results.

Nikki, Parent from Cheshire

Fantastic first session. My son came away very positive and thought it helped alot. Alexander was very dedicated to finding the best way to help my son who has been struggling in a level maths. thank you so much for a brilliant experience, great service, great value. Will be booking another session.

Carolyn, Parent from Wiltshire

Why limit yourself to someone who lives nearby, when you can choose from tutors across the UK?

By removing time spent travelling, you make tuition more convenient, flexible and affordable

We've combined live video with a shared whiteboard, so you can work through problems together

All your Online Lessons are recorded. Make the most out of your live session, then play it back after

Usually we cover both subject knowledge and exam technique, although that can change depending on each individual student. Then we go through diagrams, and they ask questions, and we go from there.

Lots of students say that the classes are too big in school, or that they don't have time to ask teachers after Online Lessons. In my Online Lessons, we take time to explore things in a little in a bit more detail.

I always look up the board my students are taking so the Online Lessons are really relevant. Then we go through past papers or set texts, whatever the student finds helpful.

I use the shared whiteboard. We make diagrams together and label them, and often the student prints it off because they know it's right and they completely understand it.

After tutoring one girl went and told all her friends the new explanation I gave her. And she was so excited about what she wrote in the exam she emailed me immediately afterwards.

There was one girl who had her exam on Monday. She wanted tuition on Friday, Saturday and Sunday beforehand. It was very intense, but she said the exam went well.

First "Separate the Variables" by rearranging the equation to get the ys on the LHS and the xs on the RHS:
(1/y) dy=x dx
Now Integrate:
Integral(1/y) dy = Integral(x) dx
ln(y)=x^{2}/2 + constant of integration (c)
Rearrange to get y=:
e^{(lny)}=e^{(x2/2)+c}
y=e^{(x^2/2)+c} = e^{c }* e^{x}^{^2/2} = Ae^{0.5x^2}
This is your GENERAL SOLUTION (GS)
Now plug in the coordinates:
3=Ae^{0.5*0}=A*1=A
A=3
So:
y=3e^{0.5x^2}
This is the PARTICUAR SOLUTION (PS) and also the answer to original question

Before we begin lets quickly do some reviewing. What are fractions and how can we write them? Fractions are often used when we don't want to write down numbers that are really long. A **fraction**, simply put is a **division**. The number on the top of the fraction is called the *numerator*,** **whilst the number on the bottom is called the **denominator**. These terms might be a bit tricky to remember so I'll quickly show you a method to remember these words. Drawing wierd pictures with them actually help me to remember what term means what, for example, whenever I hear the word numerator I might think of the moon because the first bit of the word 'numerator' sounds a little bit like the word 'moon', which is very high up, like the numerator in a fraction. Similarly, 'denominator' begins with the letter 'd', as does the word 'down' so we can think of denominators as being on the bottom of the fraction. You may remember these words slightly differently, but silly images can actually help these words stick in your head and can be very funny too! You can also **simplify fractions. **This means that we can write the fraction with smaller numbers on the top and bottom, but the fraction gives exactly the same value. Let's see which of the above fractions can be simplified: 3/10 : Let's quickly count our 3 times tables, since 3 is the numerator, and stop once we get on or above the denominator 10: 3, 6, 9, 12. Unfortunately, we did not hit 10 so this fraction can't be simplified further, so we can now ask whether this equals 1/4. The answer is no since 3 is not equal to 1 and 10 is not equal to 4. So let's move onto the next one. 2/8: As 2 is the numerator, we count our 2 times tables until we reach or go over the denominator 8: 2, 4, 6, 8. This time the fraction can be simplified! We've landed on the denominator 8 and we added 2 each time so we can divide the top and the bottom of the fraction by 2. If we do this we get 1/4, since 2 divided by 2 is 1 and 8 divided by 2 is 4. Now we can see that this answer is equal to 1/4! I should let you know that there are other fractions in the list that equal 1/4! I'll leave the rest of this question up to you but now you should have all the skills neccessary to simplify fractions with ease! Best of luck!

First it is necessary to notice that 4x^2-9 can be written as (2x-3)(2x+3). To solve this question, you first have to write all the fractions in terms of their lowest common denominator. In this case that is (2x+3)(2x-3). Therefore you have to multiply 3/2x+3 by 2x-3/2x-3 and 1/2x-3 by 2x+3/2x+3. This will leave you with 3(2x-3)-1(2x+3)+6/(2x-3)(2x+3). If you multiply this out you are left with 4x-6/(2x-3)(2x+3). 4x-6 can be rewritten as 2(2x-3), and therefore the 2x-3s cancel out leaving 2/2x+3 which is the final answer.

(4-2x)/(2x+1)(x+1)(x+3) = A/(2x+1) + B/(x+1) + C/(x+3)
4-2x = A(x+1)(x+3) + B(2x+1)(x+3) + C(2x+1)(x+1)
let x = -1:
4-2(-1) = B(2(-1)+1)((-1)+3)
6 = B(-1)(2)
B = -3
let x = -3:
4-2(-3)= C(2(-3)+1)((-3)+1)
10 = C(-5)(-2)
C = 1
let x = -1/2:
4-2(-1/2) = A(-1/2 + 1)(-1/2 + 3)
5 = A(1/2)(5/2)
A = 4
f(x) = 4/(2x+1) - 3/(x+1) + 1/(x+3)
int(f(x)) = int(4/(2x+1)) dx - int(3/(x+1)) dx + int(1/(x+3)) dx
= 2int(2/(2x+1))dx -3int(1/(x+1))dx + int(1/(x+3))dx
= 2ln|2x+1| - 3ln|x+1| +ln|x+3| + c

x^{2 }+ y^{2 }= 13
y = 3/2 x - 13/2

Answered by Dean S.

Studies BEng Civil and Structural Engineering at Sheffield

Any example give would work
x = 1.5 and x = -0.33

Answered by Dean S.

Studies BEng Civil and Structural Engineering at Sheffield

mtw:mercury1:status:ok

With personalised help from a maths tutor, you can learn to tackle even the trickiest of problems.

Enjoy individual support in the topics you struggle with most, or across the whole syllabus.Our Maths tutors have helped with 13+, GCSEs, IB, A Level and have even given a hand to the odd university student.

Your tutor will be a bright young student at a leading UK university, selected for their subject knowledge and ability to explain tricky concepts. You'll meet in our online classroom, where your tutor will talk through problems with you and use diagrams, graphs and illustrations to bring the subject to life.