Scoring high on ACT Math means handling 60 questions in 60 minutes, which leaves no room for getting stuck on coordinate geometry or probability problems. Anna earned a perfect 36 ACT composite and teaches a triage strategy — identifying which questions to solve immediately, which to set up and return to, and which to skip strategically. That pacing discipline is often the difference between a 30 and a 34+.

Most ACT Math questions below #40 test concepts students already know — the points get lost to pacing mistakes and misread setups, not missing knowledge. Asta, who scored a 35 ACT composite, coaches students to identify exactly what each problem is asking before touching their calculator, a habit that cleans up the careless errors that quietly drag scores down. Her 5.0 rating speaks to how well that disciplined, read-first approach clicks during timed practice.

Most ACT Math questions aren't actually hard — they're designed to punish rushed thinking and shaky fundamentals, which is something Viktor learned firsthand while studying math at UChicago, where every concept had to be understood from the ground up. He scored a 35 ACT composite and a 1600 SAT, and he uses that test experience to teach students how to read each problem precisely and pick the cleanest solution path before touching their calculator.

I'm Lizz, a middle school math teacher working in Chicago Public Schools. I love to see students go from describing themselves as "not a math person" to feeling like they meet exciting challenges in math and other parts of their lives. Even though I love working in the classroom, I feel like tutoring allows me to make more of an impact and connect with students.

Every ACT Math question has a time pressure solution — a faster path that avoids lengthy computation if you know where to look. Spencer earned a 36 composite and brings an engineer's efficiency to the Math section, teaching students to recognize problem types instantly and choose the right approach for coordinate geometry, trigonometry, or probability questions. He keeps sessions problem-driven, so students build speed and confidence simultaneously.

Oliver's industrial engineering training at Northwestern means he's spent years converting real-world constraints into equations — exactly the skill the ACT Math section tests when it buries algebra and geometry inside wordy, multi-step setups. He scored a 36 ACT composite and uses that familiarity with the test's structure to teach students which of the 60 questions to attack immediately and which to flag and revisit. Rated 5.0 by students.

Scoring a 35 ACT composite gave Blake firsthand knowledge of the math section's structure — where it front-loads coordinate geometry and algebra, then escalates into trigonometry and matrices in the final stretch. He teaches pacing strategies alongside the actual math, so students aren't just accurate but fast enough to reach those higher-value problems.

I am an MD/PhD student at Northwestern University (PhD Chemistry). I previously received my B.S. in Chemical Science from the University of Michigan in 2020, and am continuing my education both in medicine and in organic synthesis. Although I am capable of tutoring a number of academic topics, my expertise specifically lies in organic chemistry. It is my goal to provide students a fundamental feel for and understanding of chemistry which will enable them to critically analyze problems as opposed to relying on memorization. Outside of classroom, I've both worked on and led a number of academic research, industry, and engineering projects. Additionally, I enjoy photography, going on long walks, and binging TV shows!

I am comfortable tutoring a variety of subjects, I am most passionate about writing and language, and I truly believe that strong writing skills are an asset in every area of life. Through my experience as an after-school program manager, I learned to build relationships and work well with students, parents, and teachers to meet student goals. In response to the pandemic, I quickly learned ways to adapt my educational youth work to a virtual setting. My social work background helps me connect with students on a personal and social-emotional level, which lays a trusting foundation for real growth and learning.

Jack's economics training at Northwestern kept him deep in quantitative reasoning — regression models, optimization problems, marginal analysis — which maps cleanly onto the algebra, functions, and data-interpretation questions that fill most of the ACT Math section. His 35 composite means he knows how the test thinks, and his 5.0 rating suggests he's effective at showing students how to cut through wordy setups and find the calculation hiding underneath.

Scoring well on ACT Math means moving efficiently through 60 questions that jump from pre-algebra to trigonometry with no warning. Gabe's background in neuroscience gave him strong quantitative training, and his own 35 ACT composite came from learning exactly when to set up an equation versus when to back-solve or estimate. He teaches those same decision-making shortcuts so students stop running out of time.

I'm thrilled to work with anybody on any subjects of interest, reach out with any questions!

Scoring a 35 ACT composite means Jacob performed at an elite level across every section, math included. He approaches ACT Math by drilling the specific algebra, coordinate geometry, and trigonometry concepts that appear most frequently, then teaching students to recognize which tool each problem calls for so they can move quickly through all 60 questions.

Scoring well on ACT Math isn't about knowing advanced topics — it's about solving pre-algebra through trigonometry problems quickly and accurately under a brutal time constraint. Benjamin, who earned a 35 composite, teaches students to recognize problem types on sight and match each one to the fastest solution path, whether that's back-solving, plugging in values, or setting up an equation. He covers the full range of subjects on the exam, from coordinate geometry to logarithms.

Earning a 35 ACT composite, Ilana developed a pacing strategy for ACT Math that accounts for the section's unusual difficulty curve — where the first 40 questions should be locked in quickly to bank time for the trickier coordinate geometry and trigonometry problems at the end. She teaches students to recognize problem types instantly and choose the most efficient solution path.

I'm a tutor from Princeton University, studying in the School of Public and International Affairs and the Creative Writing Department. I have tutored children of all ages for the past 5 years firstly through the Latin School of Chicago's Middle School Writing Center and now through Varsity Tutors. Additionally, I have served as a Teacher's Assistant for various high school English classes. As a writer myself, I bring passion to my tutoringI hope to spread an appreciation for reading and writing, and to give back what the English language has given to me. I've edited for the international Literary Magazine Polyphony Lit. and am currently a reader for the Nassau Literary Review. I keep my lessons energetic and fun while also remaining focused so that my students can make meaningful progress to help them succeed for years to come.

Sixty questions in sixty minutes means ACT Math rewards pattern recognition as much as raw skill. Charlie, who scored a 35 composite, teaches students to sort problems by type — coordinate geometry, matrix operations, trig identities — and apply the fastest solution path for each. His approach turns a time-crunch section into one where students routinely finish with minutes to spare.

I am passionate for the sciences, specifically biology. Tutoring helps me directly engage with students in a way that is both fulfilling for the student and myself.

Most ACT Math questions test algebra and functions concepts that students already know — the challenge is executing them cleanly under a 60-minute time limit with no calculator breaks. Nathaniel, who scored a 34 ACT composite, treats the section as a decision-making exercise: read the problem, identify the shortest path to the answer, and move on without second-guessing. His public policy training at Northwestern built the kind of fast, structured reasoning that keeps careless mistakes from piling up in the back half of the test.

Timing is the hidden challenge on ACT Math — 60 questions in 60 minutes means students need to recognize problem types instantly and choose the fastest solution path. Hanlu, who scored a 34 ACT composite, teaches shortcuts for coordinate geometry, trigonometry, and probability questions that save critical seconds without sacrificing accuracy. She also covers the handful of pre-calculus concepts that consistently appear in the final ten questions.

I'm a recent graduate of Northwestern University, and have worked as a tutor for Westchester Counseling and Psychological Services and Scarsdale Recreation Camp.

MIT's computer science curriculum throws linear algebra, probability, and discrete math at students from day one — so the algebra, functions, and trig concepts on ACT Math are territory Mercy navigates daily. She scored a 33 ACT composite herself and uses that recent test-taking experience to teach the specific shortcuts and question-recognition habits that keep pace steady across all 60 problems.

Scoring well on ACT Math isn't about knowing advanced topics — it's about solving familiar algebra, geometry, and trig problems fast and accurately under pressure. Aaron's 32 ACT and 1530 SAT demonstrate exactly that kind of efficient problem-solving. He teaches students to recognize question types on sight and apply the shortest path to each answer, shaving minutes off their pacing.

Most students don't realize the ACT Math section is largely a speed test disguised as a math test — the content tops out around pre-calculus, but finishing 60 questions in 60 minutes requires knowing which approach to grab instantly. Brett scored a 34 composite and tutors math at every level from elementary through calculus, so he can quickly identify whether a student's bottleneck is a content gap or a pacing problem and adjust accordingly. Rated 5.0 by students.

I am a student at the University of Illinois Chicago in their Guaranteed Dental program, in which I have a guaranteed spot in their dental school after my bachelor's degree is complete. I have been involved in many activities throughout my undergraduate and high school career, including reading to third graders, teaching juniors how to take the ACT, and editing many essays in college as well. I love aiding other students, even my own peers, and one, it brings me satisfaction when the light bulb finally clicks in the students' minds as well as I feel as if I am contributing to society by passing on my knowledge and preparing the younger generation, as they are the future. My favorite subjects to tutor is English and Writing, Chemistry, and ACT prep. I have always been passionate about helping others more than myself, and I have proven that through the years and will never give up until my students understand the concept. I am a firm believer of taking my time with the student and taking the steps as slow as possible as well as giving them many practice problems, as that is the best way to drill the concepts. In my free time, I dance, paint and draw, bake, and be active outdoors.

I am a runner, a reader, a lover of outdoors, and a traveller! I am also a people person and enjoy spending time with family and friends, as well as meeting new people!

Scoring a 34 ACT composite means Zac knows how to navigate the Math section's jump from straightforward algebra to trickier coordinate geometry and trigonometry questions under tight time pressure. He teaches a pacing strategy that prioritizes banking time on early problems so students have breathing room for the harder back-half questions. Rated 4.9 by students.

Scoring well on ACT Math often comes down to pacing and pattern recognition more than advanced content — knowing when a problem is testing coordinate geometry versus a disguised proportion, and moving quickly through the early questions to bank time for the harder ones. Karishma earned a 34 ACT composite and builds timed drills around the specific question types where students lose the most points.

Scoring a 34 ACT composite, Mark knows the math section inside out — from the straightforward algebra questions early on to the coordinate geometry and trigonometry problems that trip students up in the final stretch. He teaches pattern recognition for common question types so students spend less time figuring out what's being asked and more time solving.

Scoring a 35 ACT composite means Owen didn't just survive the math section's 60-questions-in-60-minutes pace — he mastered it. He teaches the mental shortcuts behind coordinate geometry, matrices, and trigonometric identities that let students move quickly without sacrificing accuracy. His background as a CS and math student at the University of Illinois keeps these concepts sharp and accessible.

I am currently a freshman neuroscience major at the University of Illinois at Chicago in the B.S./M.D. GPPA Medicine Program. I am a member of UIC's Speech/ Forensics Team, a writer for Journal for Pre-Med Affiliated Students, and a research assistant in the neurobiology department at the University of Illinois College of Medicine.

Scoring well on ACT Math means handling everything from pre-algebra ratios to trigonometric identities in a single 60-minute sprint. Masooma maps out which question numbers correspond to which difficulty tiers, then teaches students when to solve carefully and when to estimate — a pacing strategy that prevents the common mistake of burning time on early problems and rushing the harder ones.

I'm currently a medical student at Northwestern Feinberg School of Medicine. I graduated summa cum laude in April 2020 from the University of Pittsburgh with a B.S. in Neuroscience, B.S. with honors in Psychology, B.A. in French, minor in Chemistry and certificate in Conceptual Foundations of Medicine. I love teaching and tutoring people in topics of all kinds and have done so since freshman year of high school when I began working as a private tutor and a junior teacher at a local learning center. Working with students is a passion of mine since I love learning, teaching and getting to know new people as well. I believe education is an important part of life and strive to give all my students a solid foundation to the best of my ability.

Every ACT Math section pulls from the same pool of about a dozen concept areas — coordinate geometry, trigonometric ratios, probability, and logarithms show up predictably. Zach scored a 34 composite and uses that familiarity to teach students which problems to prioritize and which shortcuts actually hold up under time pressure. His strategy-first approach is especially useful for students stuck in the 25-30 range trying to push higher.

Engineering coursework gave Victoria daily practice with the exact math the ACT tests — coordinate geometry, trigonometric identities, logarithmic properties, and probability. She teaches students to identify which of the 60 questions are quick wins and which deserve extra time, turning a 33-composite scorer's pacing strategy into a repeatable system.

I am a 2018 graduate of the University of Notre Dame, where I received my Bachelor of Business Administration in Information Technology, and a minor in Latin. Since graduation, I have lived in Chicago working for a high frequency trading firm, and volunteering on week nights with a nonprofit called Tutoring Chicago.

The ACT Math section rewards speed and pattern recognition more than deep computation, and Smith's approach zeroes in on the 15–20 question types that appear most consistently across tests. His background as a Kaplan ACT instructor means he knows which algebra and geometry concepts students need cold and which ones they can strategically skip to protect their time. His own 33 composite reflects that test-smart mindset.

I have studied engineering at UIUC and Oakton college, and am currently working on both my Bachelors and Masters degrees at Depaul University for Secondary Math Education. I have been tutoring for about 4 years as volunteering for a local elementary/middle school. Academics have played a major role in my life, as I was a student who personally struggled and took many steps to overcome the challenges presented during my early education. As somebody who has had to work to find new intuitive ways to learn, I highly value the qualities of patience and out-of-the-box thinking to help my students succeed! I have tutored all fundamental subjects for students in K-12. However, as a student currently pursuing a degree in Secondary Education Math, my affinity for tutoring especially lends itself towards STEM subjects. I believe that a vital component to learning is being able to appreciate and enjoy the presented content. I always hope to achieve this by contextualizing topics learned in the classroom, with the goal of helping students grasp the importance and real-world applications of each subject.

Northwestern's neuroscience curriculum leans heavily on statistics and quantitative analysis, so the algebra, probability, and data-interpretation questions that fill most of the ACT Math section are territory Seong navigates daily. With a 33 ACT composite backing up that coursework, he knows firsthand which problem types eat up time and teaches students to identify the fastest solution path before putting pencil to paper.

I am about to graduate this semester from the University of Illinois at Chicago majoring in Psychology on the pre-med track. I have also been accepted to and will be attending the University of Illinois College of Medicine next year. During my undergraduate experience, I was enrolled in the GPPA Medical Scholars Program and served as a mentor pre-med students. I tutored them in math and science courses as well as medical school level courses offered as a part of this program. I also served as an academic coach for high school and college students for 3 years through a peer tutoring program through my university and really enjoyed my experience working with a diverse group of students. While I tutor a broad range of subjects, I am most passionate about Psychology, English, Math, and Science. I have also prepped high school students for Standardized Tests, specifically on the ACT English portion. I enjoy working students all of all ages to help build concentration and make their studies feel less intimidating. My teaching method varies with what works best for the student I am tutoring. In our initial talks, we can figure out an efficient system and schedule that benefit you and make your learning experience optimal. I look forward to hearing from you and helping you feel more confident in your studies!