Duane Baptiste
Experienced tutor helping for grade improvement




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Duane Baptiste
Bachelors degree
/ 55 min
Duane - Know your tutor
My name is Duane Ryan Baptiste, and I have always been passionate about leveraging my experiences to assist others. Academically, I hold a bachelor's degree in Mathematics. Professionally, I bring to the table 8 years of tutoring experience, 5 years of teaching experience, and 3 years in leadership roles. Throughout my educational career, I have taught in various parts of the New York City Metropolitan Area and collaborated with leaders from diverse educational agencies, both large and small. I have worked with the City University of New York and the Human Resources Administration of New York State. Currently, I am a freelance tutor with Varsity Tutors, a national tutoring agency. Black Wisdom Concepts is a Supplemental Education Services program I developed to support learners from diverse backgrounds. To summarize its essence, it aims to bridge gaps in traditional education and enrich the knowledge we acquire in school. In the words of a notable book, "There are three types of knowledge: Inert knowledge, Activated Ignorance, and Activated Knowledge." My educational philosophy is rooted in the belief that learning should be applicable and relatable to our daily lives, rather than simply memorized and forgotten. My goal is to create a hub of knowledge that teaches essential life skills and enhances our appreciation for the education we receive in school.
Duane graduated from Allegheny College

Specialities of your tutor
Common Core State Standards - CCSS (USA)
State-Specific Standards (USA)
Practice Tests
Test prep strategies
Learning Plans
Exam Simulation
Problem Solving
AI modules
Summary
Podcast
Quiz
Learnings
Flashcard
Spotlight
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1-yr validity
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Student types for classes
Middle School students
High School students
College students
Home schooled
Elementary School students
Anxiety or Stress Disorders
Class overview
My name is Duane Ryan Baptiste, and I have always been passionate about leveraging my experiences to assist others. Academically, I hold a bachelor's degree in Mathematics. Professionally, I bring to the table 8 years of tutoring experience, 5 years of teaching experience, and 3 years in leadership roles. Throughout my educational career, I have taught in various parts of the New York City Metropolitan Area and collaborated with leaders from diverse educational agencies, both large and small. I have worked with the City University of New York and the Human Resources Administration of New York State. Currently, I am a freelance tutor with Varsity Tutors, a national tutoring agency. Black Wisdom Concepts is a Supplemental Education Services program I developed to support learners from diverse backgrounds. To summarize its essence, it aims to bridge gaps in traditional education and enrich the knowledge we acquire in school. In the words of a notable book, "There are three types of knowledge: Inert knowledge, Activated Ignorance, and Activated Knowledge." My educational philosophy is rooted in the belief that learning should be applicable and relatable to our daily lives, rather than simply memorized and forgotten. My goal is to create a hub of knowledge that teaches essential life skills and enhances our appreciation for the education we receive in school.
Duane also teaches
Algebra
Algebra 2
Arithmetic
Calculus
College Algebra
College Math

Mathematics concepts taught by Duane
The Tutor and Student worked through a series of practice problems involving multiplication and division of fractions. The session heavily focused on correctly applying the "keep, change, flip" rule for division and consistently simplifying all final answers to their lowest terms. They concluded with a final practice problem and plan to meet again tomorrow.
Multiplying Fractions Directly
Order of Operations with Fractions: Operate First
Then Simplify
Simplifying Fractions: Using the Greatest Common Factor (GCF)
Dividing Fractions: The Keep
Change
Flip Method
The Student and Tutor practiced simplifying fractions, focusing on finding common factors and the greatest common factor to reduce fractions. The session then introduced a new topic on combining fraction multiplication and division with simplification, demonstrating different approaches to achieve the final answer. They plan to continue practicing these combined operations in the next session and discuss homework assignments.
Identifying the Greatest Common Factor (GCF)
Strategic Simplification in Fraction Operations
Dividing Fractions: Keep
Change
Flip (KCF)
Simplifying Fractions
Finding Factors of a Number
Multiplying Fractions
The Student and Tutor continued their lesson on simplifying fractions, practicing how to find the greatest common factor (GCF) to reduce fractions to their lowest terms. They successfully simplified two fractions, 5/50 and 30/72, and began work on another, 12/30, which will be completed in the next session.
Identifying Factors of a Number
Simplifying Fractions to Lowest Terms
Understanding Equivalent Fractions
Determining the Greatest Common Factor (GCF)
The Student and Tutor reviewed previously covered topics of multiplying and dividing fractions before transitioning to a new concept. The session focused on understanding and practicing two methods for simplifying fractions: using the Greatest Common Factor and iterative division. They worked through several practice problems, with plans to continue with more examples in the next session.
Simplifying Fractions by Repeated Division
Simplifying Fractions using the Greatest Common Factor (GCF)
Review: Multiplying and Dividing Fractions
Understanding Equivalent Fractions
The Student and Tutor practiced multiplying fractions and simplifying the results through a series of problems. The session focused on both direct multiplication and various techniques for reducing fractions to their simplest form, including simplifying before multiplying. They agreed to complete the remaining practice problems and transition to division topics in their next session.
Identifying Irreducible Fractions
Simplifying Fractions (Reducing to Lowest Terms)
Simplifying Before Multiplication
Multiplying Fractions
Greatest Common Factor (GCF)
The Student and Tutor practiced multiplying fractions, working through several problems together and identifying common factors for simplification. They also discussed the distinction between multiplying fractions and adding/subtracting fractions, particularly concerning the need for common denominators. The next session is planned to cover division of fractions, with remaining practice problems from today serving as a warm-up.
Multiplying Fractions: The Core Rule
Simplifying Fractions: Finding the Greatest Common Factor (GCF)
Distinguishing Fraction Operations: When Common Denominators Are Needed
Simplifying Before Multiplying (Cancelling Common Factors)
Teaching tools used by tutor
Quizzes
Digital whiteboard
Graphing Tools
Assessment
Interactive lessons
Pets are welcomed
Record lessons
Parent feedback
Weekend lessons
Note taking

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