UVic MATH 151 tutoring

Tutors who help with MATH 151

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What we can work on together

• Counting: Decide when order matters, choose between permutations and combinations, and account for restrictions.
• Probability: Identify the outcomes you need to count and set up conditional probability questions using a diagram when it helps.
• Linear equations and matrices: Translate a word problem into equations, work through matrix steps, and check what the result means.
• Quiz and exam preparation: Practise mixed and multipart questions so you can choose a starting point under time pressure.

Why counting and probability often feel hardest

Counting and probability are where most of the MATH 151 students we tutor get stuck. Many of the students we see coming from BC high school math have had little practice with these problems. Some students who studied in Alberta or took an AP course that covered probability have seen more of them before.

In a session, we can start with the wording of the question. Does order matter? What changes if you add a restriction? Around the middle of the course, the classes we’ve helped with often shift toward matrices and linear equations. Many of our students find that material easier to get started on, even when the matrix methods themselves are new.

How we unpack a conditional probability problem

In a recent session, Matt and a student worked through a practice problem where a die roll determined how many coins the player drew. Some coins were worth money and others were blank. The question gave the player’s winnings and asked what that told us about the earlier die roll. With several events packed into one paragraph, it was hard to see where to start.

1. Sketch the setup. We drew the bag, labelled how many coins of each kind it held, and wrote down the six possible die rolls. Then we marked which rolls led to one draw and which led to two.
2. Write down what’s given. Let A be the roll that leads to two draws and B be winning exactly $1. We wanted P(A | B) = P(A ∩ B) / P(B). That meant finding the chance of winning $1 along the two-draw branch and comparing it with the total chance of winning $1 across both branches.
3. Build the tree one branch at a time. We split the first branches by the number of draws, then worked out the chance of winning $1 on each. We multiplied along each path and added the paths that led to $1 to find the denominator.

Matt had the student work through the pieces he could do independently, then guided him through the steps where he got stuck. The sketch gave them a way to see which events depended on each other before doing the calculations.

For study strategies and more context on the course, read our UVic MATH 151 study guide. UVic lists the course as Finite Mathematics in its mathematics course directory.

What to bring to your first session

Bring your current course outline and a practice question, quiz review, or sample midterm you’ve tried. Show us where you got stuck. We’ll use your attempt to figure out whether to work on interpreting the question, choosing a method, or carrying out the calculations. Then you’ll try a similar problem with feedback.

Topic order and assessments can vary by section. We’ll use your current course materials to plan what to cover.