###### OUR APPROACH

We use a unique combination of mental, verbal, visual and written techniques in our education strategy. Study Pattern Service's proprietary curriculum focuses on helping kids build their number sense so they truly understand math. If the teacher doesn't collect assignments and give the students an exam on the material. Those students not work on their assignments will do poorly on their exam. Perhaps their performance on that exam will convey to them that not collecting the homework should not have been interpreted as they should not work on their assignments.. Another aspect of taking responsibility for one’s education is asking for help, and taking advantage of the opportunities that are available to them. Students should seek help as soon as possible if they’re having difficulties in a course . They should know that waiting is not a good strategy.

###### ASSESSMENTS

All our students start by taking a customized assessment which pinpoints their learning needs. We meet them where they are and take them where they need to go. Study Pattern Service's unique assessment process determines (with great accuracy) exactly what each child knows and what they need to learn. Our assessment reveals each specific skill area that needs to be mastered so kids aren’t wasting time reviewing concepts they already know. Assessments continue throughout your student’s Study Pattern Service’s instruction. These assessments are regularly given to ensure progress and that your child retains the skills they’ve learned.

**Homework Hotline**

This is the homework hotline, where you can get help for your homework assignments from experts in the field.

Here you get from "huh I can't do it" moment to " aha I got it " moment. Here the **instructor doesn't tell you the answer they will guide you to it until you arrive at the "aha" moment** that you will be able solve the problems of similar types.

If you are confused about anything, just send us a screenshot of your homework, along with a brief explanation of what you don’t get, and we’ll respond as soon as we can.

We’d prefer if you actually tried to solve most of the questions on your own, so we can see your work.

For this reason, please ensure your work is legible, so that our faculty can review it and figure out what you’re having difficulties with.

Please **understand that we can’t just do your homework for you and if you don’t put your full effort to solve the problem on your own.**

If you tried hard and couldn’t do the problem on your own because you didn’t understand the concept that was taught in the school.

This is where our experts come to help you. If you are confused with the concept then please specify what you’re confused about. If you are confused with the concept and taking too long to complete your assignments, please get help from your teacher or our experts or wherever you can get help who can clear your doubt. Please don't postpone!

Be careful, this ignorance habit could come back to haunt you on college days or in your high school days if you miss too much material covered in the lecture. Also please don't get help from a person who knows how to solve problems but never understand the concept behind the complexity of the problem. Never!. Because they will help you to solve just that one problem only, not other complex problems.

Here is an example where **unqualified** tutor used the wrong formula and end up in getting the right answer without unit measure.

**Common errors made by students as well as by unqualified tutors.**

**Problem 1:** Find the area of a circle of radius 2 cm?

We all know that area of a circle is given by πr^{2} but an **unqualified **tutor used the wrong formula 2πr( formula for circumference)

Tutor's solution is 2πr = 2π(2 cm) = 4π cm

The correct solution is πr^{2} = π2^{2 } =4πcm^{2}

Here is the agony if the radius is 3 cm. Correct answer is 9πcm^{2} but **unqualified** tutor's advice would give 6π cm.

**Problem 2: Suppose you have to find the derivative of 9 ^{x }**

Correct answer is:

- 9
^{x}ln 9 - Explanation
- Let y = 9
^{x}Take natural log on both sides of the equation we get ln y = ln 9^{x} - ln y = x ln 9 Now take derivative with respect to x we get
- 1/y dy/dx = ln 9 Solve for dy/dx
- we get dy/dx = y ln 9 = 9
^{x}ln9

But **unqualified** tutor would come up with x9^{x-1 for problem }2

**Problem 3: Some students seem to think that lim _{n→∞} (1+(1/n))^{n} = 1 ( correct answer is e Euler's number )**

Their reasoning is this: "When n→∞, then 1+(1/n) → 1. Now compute lim_{n→∞} 1^{n} = 1." Of course, this reasoning is just a bit too simplistic.

**Problem 4: **

**Problem 5: **

**Everything is additive.** In advanced mathematics, a function or operation *f* is called *additive* if it satisfies *f*(*x*+*y*)=*f*(*x*)+*f*(*y*) for all numbers *x* and *y*. This is *true* for certain familiar operations -- for instance,

- the limit of a sum is the sum of the limits,
- the derivative of a sum is the sum of the derivatives,
- the integral of a sum is the sum of the integrals.

But it is *not* true for certain other kinds of operations. Nevertheless, students often apply this addition rule indiscriminately. For instance, contrary to the belief of many students,

**Problem 6: **

**Everything is commutative.** In higher mathematics, we say that two operations *commute* if we can perform them in either order and get the same result. We've already looked at some examples with addition; here are some examples with other operations. Contrary to some students' beliefs,

etc. Another common error is to assume that multiplication commutes with differentiation or integration. But actually, in general

(uv)′ does **not** equal (u′)(v′) and ∫ (uv) does **not** equal(∫ u)(∫ v).

However, to be completely honest about this, I must admit that there is one very special case where such a multiplication formula for integrals is correct. It is applicable **only** when the region of integration is a rectangle with sides parallel to the coordinate axes, and

u(x) is a function that depends only on x (not on y), and

v(y) is a function that depends only on y (not on x).

Under those conditions,

(I hope that I am doing more good than harm by mentioning this formula, but I'm not sure that that is so. I am afraid that a few students will write down an abbreviated form of this formula without the accompanying restrictive conditions, and will end up believing that I told them to equate ∫ (uv) and (∫ u)(∫ v) in *general*. Please don't do that.)

Please note that by “specifying”, we mean telling us what concept you’re confused about, whether it’s factoring or simplifying,** not just saying that you’re confused.**

We already know you’re confused, since you wouldn’t be at the Homework Hotline if you weren’t.

From your work and explanation, we can explain how to solve your homework with other examples, so that you can solve questions just like the one you’re uncertain about.