**About me:**

Hi there! I am currently a student at the University of Exeter, and I have always had what some might view as a slightly absurd **love of maths**. The fact is, maths is everywhere around us and a good understanding of it is essential! I hope my **enthusiam and passion** for the subject will come across in my tutorials.

I have been a **friendly and** **patient **gymnastics coach for four years, working with children aged 5 and up, and as such have a lot of experiencing teaching others.

__The Lessons:__

During the sessions it is** up to you to decide what we cover**, whether you want to be **talked through whole topics, help on homework, or exam practice**, I will follow your lead and aim to fill in any blanks along the way too.

I will use a mixture of different ways to explain things (diagrams, videos, real life examples etc) until you are **confident** enough to work **on your own** and even explain questions/topics back to me!

Most of all, the sessions will be **fun**! You can achieve a lot each session, especially if what you are learning is made **enjoyable** and so that it what I aim to do!

__So...what next?__

If you have any questions, send me a Webmail or book a 'Meet the Tutor Session', both of which you can access through this website. Remember I'll need to know **what year you're in, the exam board** (if applicable) and** what you're struggling with.**

I look forward to meeting you!

**About me:**

Hi there! I am currently a student at the University of Exeter, and I have always had what some might view as a slightly absurd **love of maths**. The fact is, maths is everywhere around us and a good understanding of it is essential! I hope my **enthusiam and passion** for the subject will come across in my tutorials.

I have been a **friendly and** **patient **gymnastics coach for four years, working with children aged 5 and up, and as such have a lot of experiencing teaching others.

__The Lessons:__

During the sessions it is** up to you to decide what we cover**, whether you want to be **talked through whole topics, help on homework, or exam practice**, I will follow your lead and aim to fill in any blanks along the way too.

I will use a mixture of different ways to explain things (diagrams, videos, real life examples etc) until you are **confident** enough to work **on your own** and even explain questions/topics back to me!

Most of all, the sessions will be **fun**! You can achieve a lot each session, especially if what you are learning is made **enjoyable** and so that it what I aim to do!

__So...what next?__

If you have any questions, send me a Webmail or book a 'Meet the Tutor Session', both of which you can access through this website. Remember I'll need to know **what year you're in, the exam board** (if applicable) and** what you're struggling with.**

I look forward to meeting you!

Enhanced DBS Check

07/11/20144.5from 11 customer reviews

Freddy (Student)

April 25 2016

really good session fell more confident about my exams

Freddy (Student)

April 14 2016

really good session fell more confident about my exams

Freddy (Student)

April 6 2016

really good session fell more confident about my exams

Freddy (Student)

March 23 2016

really good session fell more confident about my exams

Fraction questions can confuse a lot of students when phrased in this way, a good place to start therefore is to think of the number 9 as the fraction 9/1.

Now we know the rule that when you have a fraction you have to do the same to the numerator (the number on the top) as you do to the demoninator (bottom).

We know we want the denominator to be 3 as that is stated in the question, so to get from 1 to 3 we times by 3, so by doing the same to the top, we get (9 x 3)/3, which is 27/3, so there are 27 thirds in 9.

Fraction questions can confuse a lot of students when phrased in this way, a good place to start therefore is to think of the number 9 as the fraction 9/1.

Now we know the rule that when you have a fraction you have to do the same to the numerator (the number on the top) as you do to the demoninator (bottom).

We know we want the denominator to be 3 as that is stated in the question, so to get from 1 to 3 we times by 3, so by doing the same to the top, we get (9 x 3)/3, which is 27/3, so there are 27 thirds in 9.

In a survey people had to choose either A, B, C or D.

The percentage of people that chose B, C and D are shown here:

B- 25%

C- 35%

D- 30%

You are also told that 150 people chose B. How many chose A?

So first of all lets see what percentage of people chose A. We know that all the %s must add up to 100, so the percentage of people who chose A can be worked out by:

100 - (25 + 35 + 30) = 100 - 90 = 10

So 10% of people chose A.

Now lets look at how many people 10% is, we know that 150 people chose B, and so 25% of the sample is 150 people. So there must have been 150 x 4 = 600 people who answered the survey as 25% x 4 = 100%.

So now we work out 10% of 600, which equals 60.

So, 60 people chose A.

In a survey people had to choose either A, B, C or D.

The percentage of people that chose B, C and D are shown here:

B- 25%

C- 35%

D- 30%

You are also told that 150 people chose B. How many chose A?

So first of all lets see what percentage of people chose A. We know that all the %s must add up to 100, so the percentage of people who chose A can be worked out by:

100 - (25 + 35 + 30) = 100 - 90 = 10

So 10% of people chose A.

Now lets look at how many people 10% is, we know that 150 people chose B, and so 25% of the sample is 150 people. So there must have been 150 x 4 = 600 people who answered the survey as 25% x 4 = 100%.

So now we work out 10% of 600, which equals 60.

So, 60 people chose A.

Jodie works for a bookshop, she is paid £6.50 an hour plus 5% of the cost of each book she sells. On Saturday she worked for 3 hours and sold £220 worth of books. How much did she earn on saturday?

Here we need to look at the two parts of the question separately before we put them together at the end.

So first lets see how much she earns from her wages, to work this out we need to do £6.50 multiplied by 3 (the number of hours she worked). You can do this multiplication a number of ways but the easiest is to do 6x3=18 first and then 0.5x3=1.5, and add the two together, to get 6.50x3=18+1.50=£19.50.

The next part of the question is to work out is how much Jodie gets from selling £220 worth of books, ie what 5% of 220 is. To get 5% of a number, we times that number by 5/100, which can be simplified to 1/20. So 220 x 1/20 = 220/20 First divide top and bottom by 10 to get 22/2, and then we can divide top and bottom by 2 to get 11/1 = £11. So Jodie earns £11 because of how many books she manages to sell.

The final part is to add the two together, how much she earns from working there, and the commission she gets from selling the books, which is 19.50+11=£30.50.

So on Saturday Jodie earns £30.50

Jodie works for a bookshop, she is paid £6.50 an hour plus 5% of the cost of each book she sells. On Saturday she worked for 3 hours and sold £220 worth of books. How much did she earn on saturday?

Here we need to look at the two parts of the question separately before we put them together at the end.

So first lets see how much she earns from her wages, to work this out we need to do £6.50 multiplied by 3 (the number of hours she worked). You can do this multiplication a number of ways but the easiest is to do 6x3=18 first and then 0.5x3=1.5, and add the two together, to get 6.50x3=18+1.50=£19.50.

The next part of the question is to work out is how much Jodie gets from selling £220 worth of books, ie what 5% of 220 is. To get 5% of a number, we times that number by 5/100, which can be simplified to 1/20. So 220 x 1/20 = 220/20 First divide top and bottom by 10 to get 22/2, and then we can divide top and bottom by 2 to get 11/1 = £11. So Jodie earns £11 because of how many books she manages to sell.

The final part is to add the two together, how much she earns from working there, and the commission she gets from selling the books, which is 19.50+11=£30.50.

So on Saturday Jodie earns £30.50