8/20 SAT WORK Session

SCORE:18/20

INCORRECT ANSWERS:

1.The figure above shows the graph of a quadratic function  h whose maximum value is h(2). If h(a)=0 which of the following could be the value of a?

*-1

*0

*2

*3

*4

Well i put 2 in the spot of h and got 2a=0 so i thought the answer was 0. How do i do this?

2. If k is a positive integer, which hof the following myst represent an even integer that is twice the value of an odd integer?

*2k

*2k+3

*2k+4

*4k+2

*4k+1

I thought it would be 2k+3 because i substituted an odd integer  into k and that worked. But the answer was 4k +2?

8/14 SAT WORK (Combined Session 1+2)

BOOK: The Official SAT Study Guide: For the New SAT

SCORE:

-Session 1:18/20

-Session 2:15/16

-Session 3:14/18

INCORRECT ANSWERS:

-Session 1

Both were a careless mistake.

-Session 2

Careless Mistake.

-Session 3

Two were careless mistakes.

1. If y is inversely proportional to x and y=15 when x=5, what is the value of y when x=25?

*1/2

*1/3

*3

*5

*75

I set up my equation as y*1/3=x. Then my answer was 75.  I thought that the 1/3 was "inverse." What is inverse in this equation?

3. Line m (not shown) passes through the origin and intersects line AB between A and B. What is one possible value of the slope of line m?

First i found the slope of line AO. that was 3/8

. Then I found the slopo of BO which was 0. Then i added them ad divided it by two which was 1.5/4...

For this problem do i just pick any slope less than 3/8 but more than 0?

& I will do one section for writing. I'll let you know my score.

8/13 SAT WORK (Session 2)

BOOK: The Official SAT Study Guide: For the New SAT

SCORE: 14/18

One of them was a careless mistake.. i'll do half a section or whatever

1.

8/13 SAT WORK (Session 1)

BOOK: The Official SAT Study Guide: For the New SAT

SCORES:

-Section 1: 18/20

-Section 2: 14/16

I spent some more time on each section and i made sure i had no careless mistakes!

INCORRECT ANSWERS:

-Section 1:

1. If y=(5x^3)/z, what happens to the value of y when both x and z are doubled?

* y in not changed

*y is halved

*y is doubled

*y is tripled 

*y is multiplied by 4

My answer was the 'y is doubled' because i used my own numbers for x and z. x= 2 and x=4, therefore making y=5(x^3)/z equal 10. Then the new equation was 5x^6/z^2 and i got 20. I know i shouldn't put in my own numbers but how else would you know what happens to y?

2. In the figure above, three wires are braided. That is, by starting in the order A, B, C, the outer left wire A is brought over wire B to the middle position, forming the order shown in step 1, then the outer right wire C is brought to the new middle position shown in step 2 and so on, alternately bringing each new left  and each new right wire to the middle. At what numbered step does the braid first repeat the original order A, B, C?

My method was more hands on.... i braided my own hair and got 5.

The answer was 6 .____. I guess my method should die.

-Section 2

1. g(n)=n^2+n

   h(n)=n^2-n

*g(m)

*g(m)+1

*g(m)-1)

*h(m)+1

*h(m)-1

Which of the following is equivalent to h(m+1)?

I don't understand this problem. i do not even see the variable m in the equations given, so i feel like its really random and could mean any number.

2. In rectangle ABCD point E is the midpoint of line BC. If the area of quadrilateral ABED is 2/3 what is the area of rectangle ABCD?

*1/2

*3/4

*8/9

*1

*8/3

I thought this was a trick question so i put 1 down because it's 2/3's of the rectangle..

& sorry for the bootleg pictures.

my camera is spazzing and is like broken

it's a camera picture

8/12 SAT WORK (Combined Session 1+2)

BOOK: The Official SAT Study Guide: For the New SAT

SCORE:

-Section 1:16/20

-Section 2:12/16

-Section 3:15/18

INCORRECT ANSWERS:

-Section 1

One of them was a careless mistake so i just wont mention that.

1. If x^3=y^9, what is x in terms of y?

*Square root y

*y squared

*y cubed

*y^6

*y^12

Well the general rule for division is to subtract. So i did, and i got y^6, but the actual answer is like y^6?

2. If k, n, x, and y are positive numbers satisfying x ^-4/3=k^2 and y^4/3 = n^2, what is xy^-2/3 in terms of n and k?

*1/nk

*n/k

*k/n

*nk

*1

I was confused with everything, my main problem being negative & fractional exponents.

3. The figures above show the graphs of the functions f and g. The function f is defined by f(x) =x^3-4x. The function g is defined by g(x)=f(x+h)+k. where h and k are constants. What is the value of hk?

*-6

*-3

*-2

* 3

* 6

Okay, so i found out what f(x) = x^3-4x was, and it was -3. But then i put that in the other equation and i was not sure where to get the h and the k from? 

-Section 2:

One of them was a careless mistake so yeah.

1. If a and b are positive integers and a^2 -b^2 =7, what is the value of a?

*3

*4

*5

*6

*7

I broke it down to (a+b)(a-b)=7, meaning that a-b had to equal 7 in one of the cases. 7  was the only integer in which b would be positive. Suppose that a was 6 then b would have to be -1, but since both integers have to be positive, i thought that b couldn't be anything under 7?

2. In the xy coordinate plane, line m is the reflection of line l about the x axis. If the slope of line m is -4/5 what is the slope of line l?

*5/4

*4/5

*1/5

*-4/5

*-5/4

Since it's a reflection, shouldn't the slope still be constant?

3.

I tried a bunch of things and got like 3.

-Section 3

Two of these were careless mistakes so i wont mention them.

18. The average (arithmetic mean) of the test scores of a class of p students is 70 and the average of the test scores of a class of n students is 92. When the scores of both classes are combined, the average score is 86. What is the value of p/n?

I don't know how to set up this equation

8/11 SAT WORK (Combined Session 1+2)

BOOK: The Official SAT Study Guide: For The New SAT

Section 1: Score 16/18

INCORRECT ANSWERS:

1. A school ordered 600 $ worth of light bulbs. Some of the light bulbs cost 1$ each and the others cost 2$ each. If twice as many 1$ bulbs as 2$ bulbs were ordered, how many light bulbs were ordered altogether?

Okay so i got 300$ worth of 1$ light bulbs and then 150$ worth of 2$ light bulbs and then by accident i had 150 instead of 300. This was all a careless mistake.

2.  The three dimensional figure above has two parallel bases and 18 edges. Line segments are to be drawn connecting vertex V with each of the other 11 vertices's in the figure. How many of these segments will NOT lie on an edge of the figure?

I mainly didn't understand this problem because i thought that all of the segments lie on the edges. I am really confused so I put 0, but the real answer was 8.

Section 2: Score 11/16

The rest were careless mistakes besides the following two:

1. The number that results when an integer is multiplied by itself CANNOT end in which of the following digits?

*1

*4

*5

*6

*8

I immediately crossed out 1 & 4 because 1 can be multiplied by 1 to equal 1 and 2 can be multiplied by 2 to equal 4.  5, 6 and 8 cannot be multiplied by anything to equal that....

but the answer is 8?

2.  In the figure above, what is the sum, in terms of n, of the degree measures of the four angles marked with arrows?

*n

*2n

*180-n

*360-n

*360-2n\

My answer was 360-2n. This was because i thought that in order to get the inside angle that wasn't defined yet, i should minus n from 180. That's what i did, and then i added 2n from the other angles and i got 180 -n +2n which brought me 180-n. Then i multiplied it by 2 and got 360-2n. 

The answer was 2n?

Section 3: 15/18

One of them was a careless mistake, so i won't mention that.

1.NUMBER OF SIBLINGS PER STUDENT IN A PRESCHOOL CLASS

Number of Siblings:            |       Number of students

0         |       3    

1 |       6

2 |       2

3 |       1

The table above shows how many students in a class of 12 preschoolers had 0 1 2  or 3 siblings. Later, a new student joined the class and the average ( arithmetic mean ) number of siblings per student became equal to the median number  of siblings per student. How many siblings did the new student have?

This question just confused me. I still don't understand it.

2. h(t) = c - (d-4t)^2

At time t=0, a ball was thrown upward from an initial height of 6 feet. Until the ball hit the ground, its height in feet, after t seconds was given by the function h above, in which c and d are positive constants. If the ball reached its maximum height of 106 feet at time t=2.5, what was the height, in feet, of the ball at time t=1?

This is how i went about the problem:

106=c-(d-4t)^2

106=c-(d-10)^2

106=c-(d^2-20d+100)

106=c-d^2+20d-100

206=c-d^2+20d

Since i have two variables, i realized there must  be a problem in the way i set this up 

8/8 SAT WORK (First Session)

BOOK: The Official SAT Study Guide: For the New SAT

SCORE: 14/20

Three of these were careless mistakes. They were really easy and we don't need to go over them. I need to get rid of them!

1. The graph of y=f(x) is shown above. Which of the following could be the graph of y= f(x+2)?

I thought that the "dip" had to be on 2. But i guess that the inclined line has to be on 2.

2. If a,b,c and f are four nonzero numbers, then all of the following  proportions are equivalent EXCEPT:

*a/f=b/c

*f/c=b/a

*c/a=f/b

*a/c=b/f

*af/bc=1/1

I tried the numbers 2,3,-2,-1 respectively, and none of the five answer choices worked! When they said a,b,c and f, did they mean 3 consecutive numbers?

3. For all numbers x and y, let the operation "circle" be defined by x "circle" y=xy-y. If a and b are positive integers, which of the following can be equal to zero?

I. a "circle" b

II. (a+b) "circle" b

III. a "circle"(a+b)

*I only

*II only

*III only

*I and II

*I and III

I tried two sets of numbers

7&1 

3*4

none of them worked !!

What was i doing wrong?

8/7 SAT WORK (Second Session)

BOOK: The Official SAT Study Guide: For the New SAT

SCORE: 13/16

INCORRECT ANSWERS:

1. The graph g(x) is shown above. If g(k)=1 which of the following is a possible value of k?

* -1.5

*-.5

*1

*1.5

*2

I thought it would be 1 because g(k)=1... Another function problem.

You know what i am gonna say

I'll go over it on the weekend. But explain this to me for now..

2. A regulation for riding a certain amusement park ride requires that a child be between 30 inches and 50 inches tall. Which of the following inequalities can be used to determine whether or nor a child's height h satisfies the regulation for this ride?

A.|h-10|<50

B.|h-20|<40

C.|h-30|<20

D.|h-40|<10

E.|h-45|<5

So i brought it down to two choices, D & E.

I used two numbers to plug in: 25 & 55. If a number made the sentence correct, than that letter was not an answer. And then i was dumbstruck when i came down to the last two. What should be my approach be?

3. The pattern shown above is composed of rectangles. This pattern is used repeatedly to completely cover a rectangular region 12L units long and 10L units wide. How many rectangles of dimension L by W are needed?

*30

*36

*100

*150

*180

.. um i really need help..

& I don't think i will do another session today. It's been a very short day as i woke up at 2:30 and i'm sort of tired. All this work is really wearing me out. 

I will be back on schedule tomorrow.

Thanks for everything and enjoy your birthday 

8/7 SAT WORK (First Session)

BOOK: The Official SAT Study Guide: For the New SAT

SCORE: 15/18

INCORRECT ANSWERS:

1. If m & k are positive and 10m^2k^-1 = 100 m, what is m^-1 in terms of k?

*k/10

*k/90

*square root of k/10 

*1/10k

*1/90k

i really need to review negative exponents. That's my main problem. But can you please explain me this ?

2. Let the function f be defined by  f(x)=x+1. If 2f(p) =20, what is the value of f(3p) ?

Okay so my answer was 27, but i was off by one. But i think i was totally off in my method, although the answer was actually 28.

What i did was first isolate 2f(p)=20, to get f(p)=10. Then i put the 10 in the x spot, to get 10=x+1, so x=9. Then i put 9 in the p's spot to get 27. My method sounds wrong. 

3.In the xy- coordinate plane, the distance between point B(10,18) and point A(x,3) is 17. What is one possible value for x?

My answer was 8, but the actual answers were 2, and 18. I actually do understand how they got this. First you have to know what the distance formula is. Then square 17 to get 289. 18-3= 15, then you square 15 and get 225. 289-225 is 64. That is how i got 8. But then i forgot to plug it back into the problem and either add or subtract 8 from 10.

8/6 SAT WORK (Second Session)

BOOK: The Official SAT Study Guide: For the New SAT

SECTIONS: 

1. First SAT Test, Math Section 3 

2. Third SAT Test, Math Section 1

SCORE:

1. 13/20

2. 18/20

INCORRECT ANSWERS:

*FIRST SAT TEST MATH SECTION 3*

I am not going to list them, but i had three careless mistakes in this chapter that are all not a big deal.

1. If x^2 + y^2 =73 and xy=24, what is the value of (x+y)^2?

How to i break up x^2+y^2=73?

2. If (a+b)^(1/2)= (a-b)^(-1/2), which of the following must be true?

* b= 0 (zero) 

*a+b=1

*a-b=1

*a^2 +b^2 =1

*a^2-b^2=1

I understood how to break down (a+b)^(1/2) 

into a square root sign but i'm still not completely clarifyed on a negative square root. This weekend, when i am completely free ( as i won't have any work to do and no friends to catch up with) I will spend my extra time trying to learn everything (functions, negative square roots)

3. The figure above shows the graphs of y=x^2 and y=a-x^2 for some constant a. If the length of line PQ is equal to 6, what is the value of a?

*6

*9

*12

*15

*18

My problem is i don't get this diagram & i have never seen anything like it.

4. Set X has x members and say Y has y members. Set Z consists of all members that are in either set X or set Y with the exception of the k common members (k>0). Which of the following represents the number of members in set Z?

*x+y+k

*x+y-k

*x+y+2k

*x+y-2k

*2x+2y-2k

I just don't understand any of this problem. I have thought about it but mainly i am puzzled at "k>0". What does that mean??

*THIRD SAT TEST, MATH SECTION 1*

1. For which of the following functions is f(-3)>f(3) ?

*f(x)=4x^2

*f(x)=4

*f(x)=4/x

*f(x)=4-x^3

*f(x)=x^4+4

My fundamentals are screwed up. I will study functions this weekend. 

2. A total of k passengers went on a bus trip. Each of the n buses that were used to transport the passengers could seat a maximum of x passengers. If one bus has 3 empty seats and the remaining buses were filled, which of the following expresses the relationship among n, x and k?

*nx-3=k

*nx+3=k ~

*n+x+3=k

*nk=x+3

*nk=x-3

I filled in numbers again. I used 23 for k, 4 for n and 5 for x. My answer was~.'

8/6 SAT WORK ( First Session)

BOOK: The Official SAT Study Guide: For the New SAT

SECTIONS: 1 Learning Section & 1 Practice Section ( NOT FROM SAT TEST)

SCORE: 12/20

INCORRECT ANSWERS:

3. For which of the following graphs of f does f(x) = f(-x) for all values of x shown

Okay so i had answer choice C chosen at first because it hit -1, but i thought that since f(x) means y and y is height ,i erased it and put D because that shows height at -1.

I think if i have a thorough lesson on functions i won't have any problems on them.

5. Which of the following is an equation of the line that has a y intercept of 2 and an x intercept of 3?

*-2x+3y=4

*-2x+3y=6

*2x+3y=4

*2x+3y=6

*3x+2y=6

I don't know how the 6 got there? & I'm confused a little  because i thought that the y intercept was 2, but isn't 6 the y intercept too?

6. In a certain game, each of 5 players received a score between 0 and 100, inclusive. If their average (arithmetic mean) score was 80, what is the greatest possible number of the 5 players who could have received a score of 50?

I don't know how to set up this equation.

10. Another Function Problem:

According to the table above, if k=f(3), what is the value of g(k)?

*1

*2

*3

*4

*5

11. In a certain school, there are k classes with n students in each class. If a total of p pencils are distributed equally among these students, how many pencils are there for each student?

*p/kn

*kn/p

*kp/n

*np/k

*npk

I used my own numbers, and i got kp/n. But that was wrong. I guess i need to start thinking about it without numbers?

5. Tim wrote a seven-digit phone number on a piece of paper. He later tore the paper accidentally and the last two digits were lost. What is the maximum number of arrangements of two digits, using the digits 0 through 9, that he could use in attempting to reconstruct the correct number?

I thought it would be 72 because i fell for two things:

1. I only thought there were 9 numbers i could use, but it was actually 10 because i didn't count the zero.

2. I also became more confused with a previous lesson that i had done in the workbook right before that, having to deal with permutations and combinations

7.One adult and 10 children are in an elevator . If the adults weight is 4 times the average (arithmetic mean) weight of the children, then the adults weight is what fraction of the total weight of the 11 people in the elevator?

Once again, i made up my own numbers. I know i shouldn't and I'll set up an equation next time.

8/5/08 SAT WORK (Second Session)

BOOK: The Official SAT Study Guide: For the New SAT

SECTION: Second SAT Test, Math Section 3

SCORE: 12/18 :[

INCORRECT ANSWER:

1. If "18 square root 18" = "r square root  t," where r and t are positive integers and r>t, which of the following could be the value of rt ?

*18

*36

*108

*162

*324

Well my problem with this was i just reduced my radicals wrong and everything is basically fine. Just a careless mistake. I'll try to be more careful next time.

2. In the figure above, what is the value of c in terms of a and b ? 

My only attempt to solving this problem was plugging in numbers 

for the degrees and seeing how i could make a correlation between the numbers and an equation. That didn't work, so i need your advice on how to do this kind of problem in the RIGHT way.

3. In  triangle PQR above, QS/QV =1/3 and PT/PR= 3/4. What is the value of the fraction (area of triangle PST)/( area of triangle PQR)?

First i subtract 1x from 3x to get the ratio for SV. So then i made a fraction: 2/3 so it was in accordance to the numerator and denominator of 3/4. Then found the common denominator and added them together to get 17/12 ( I DONT KNOW WHY.. .___.) and then i squared the 17 cause your suppos

ed to square the side for areas in ratio.

BUT that is completely wrong( i just found that out) because i came up with that after the test and i thought the answer to that problem was 149 but it was actually the answer to another problem.. the actual answer is 1/2

Help.

4. Let the function h be defined by h(x)= 14 + (x^2)/4. If h(2m)=9m, what is one possible value of m 

 

Um this is just a little confusing.. there are 2 equations! Is this like systems of equations?

5. A merchant sells three types of clocks that chime as indicated by the clock marks in the table above. What is the total number of chimes of the inventory of clocks in the 90-minute period for 7:15 to 8:45?

Okay, so i got:

TYPE A, CHIMES ONCE ON THE 1/2 HOUR = 30 Chimes

TYPE B, CHIMES ONCE ON THE HALF HOUR= 3 Chimes

TYPE C, CHIMES ONCE ON THE HALF HOUR =9 Chimes

=42 chimes

Then i didn't know what to do with the rest, but the answer is 149

6. If the 5 cards shown are above are placed in a row so that "the dark square" is never at either end, how many different arrangements are possible?

I came up with 9 (retarded, again) but the answer is actually 72?

8/5 SAT WORK (First Session)

BOOK: The Official SAT Study Guide: For the New SAT

SECTION: Second SAT Test, Math Section 2

SCORE: 8/16 :[

INCORRECT ANSWERS:

1. The Figure above shows the graph of the function h. Which of the following is closest to h(5)?

*1

*2

*3

*4

*5

I really didn't understand this & i probably have learned it before so please explain to me how to do this problem.

2. Positive integers x,y,and z satisfy the equations x^-1/2 = 1/3 and y^2=16. If z.y, what is the value of x+z?

*5

*7

*11

*13

*15

I could only figure out that y=4. My fundamental problem here is how to isolate x^-1/2= 1/3. Once i find that out, then i could easily solve the problem.

3.If p is an integer and 3 is the remainder when 2p+7 is divided by 5, then p could be

*2

*3

*4

*5

*6

I was not sure how to formulate the equation because i didn't know simply how to put in " a remainder" in this equation.

I set up my equation like this:

2p+7

____ =3

   5

 & that is how i came up with 4 as the answer. Please tell me how to set this equation up.

4. Stacy noted that she is btoh the 12th tallest and the 12th shortes student in her class. If everyone in the class is of a different height, how man

y students are i

n the class?

*22

*23

*24

*25

*26

I think that there were 24 students in the class, but when there are apparently 23??

I still don't get it.

5. The quadratic function g is given by g(x) = ax^2+bx+c where a and c are negative constants. Which of the following could be a graph of g?

Okay. The primary problem here is i don't remember how to graph that.  I know its supposed to be a parabola because it has an exponent (besides 1) 

6. In the figure above, ABCD is a rectangle with BC= 4 and AB=6. Points P, Q,  and R are different points on a line (not shown) that is parallel to line segment AD . Point P and Q are symmetric about line CD. What is the length of line segment PR?

I thought "symmetric about" meant that is was equal to so when they said symmetric about, i took both of them to be 6 each, therefore i got 12. But the actual answer is 8?

7. When the number w is multiplied by 4, the result is the same as when 4 is added to w. What is the value of 3w?

*3/4

*1

*4/3

*3

* 4

??????

8.If x is an integer greater than 1 and if y=x + 1/x, which of the following must be true?

I. y does not equal x

II. y is an integer

III. xy>x^2

So i chose two this time. But i make a careless mistake in my multiplication. 

At least my careless mistakes have gone down!

8/4 SAT WORK ( Second Session)

BOOK: 7 Days to a Better SAT Score

SECTIONS: Third Section in the "Full Length SAT"

SCORE:13/16

TIME: 19 Minutes (20 Minutes Alloted)

( I was timing myself but i just finished whenever i finished.)

INCORRECT ANSWERS:

1. The most economical price among the following prices is :

10 oz. for 16 cents

2 oz. for 3 cents

4 oz. for 7 cents

20 oz. for 34 cents

8 oz. for 13 cents

I got this problem wrong because i unattentively divided ounces by cents, and not cents by ounces. It just didn't click that i needed to divide cents by ounces, but now i know.

I put 4 oz.for 7 cents, but the correct answer was 2  oz. foro 3 cents. 

2. Each of the integers h, m, and n is divisible by 3. Which of the follwoing integers is always divisible by 9?

I. hm

II. h +m

III. h+m+n

I got this problem wrong because i first off didn't read it right and mistook the 9 for 3.  But still, i took the approaach of filling in the answers and i thought that was a fool-proof method, but i am now even hesistant to use this method because i got this problem wrong.

 I used 6,9,12 because all of those are divisible 3. This fulfills I, & III. Which is what i guessed.

The correct answer happened to be only I though. 

You just have to represent h,m, & n with variable as such: 3a,3b,3c and then multiply and add blahblah

When should i substitute numbers in and when should i not?

3. A postal truck leaves its station and heads for Chicago, averaging 40 mph. An error in the mailing schedule is spotted and 24 minutes after the truck leaves, a car is sent to overtake the truck. If the car averages 50 mph, how long will it take to catch the postal truck?

I was dumb struck when i first began to solve this problem. I didn't go to far, because i had absolutely no clue on what to do. I knew what the d=r x t equation was but i couldn't put it  in to effect here.

I understand that the distances are equal, and as they suggest in the book answers

50t=40 (t+.4)

but i don't get where the (t + .4) came from :[

BOOK: The Official SAT Study Guide: For the New SAT 

SECTION: Second SAT Test, Math Section 1

SCORE: 16/20

TIME: 24 minutes out of 25 minutes 

( I was timing myself but i just finished whenever i finished)

INCORRECT ANSWERS:

1. If 3/7 of n is 42 ,what is 5/7 of n?

Once again, a careless mistake.

2. What is the perimeter of the figure above?

24

25

28

30

36 

I put down 24 but it was actually was thirty. My mistake was a matter of 6*4 or 6*5. Simply another careless mistake :/

3. There are 75 more women than men enrolled in Linden College. If there are n men enrolled, then, in terms of n, what percent of those enrolled are men?

    n

A. ____  %

n + 75

     n

B. _____  %

2n+75

n

C. ________ %

100(2n+75)

100n

D. ____ %

n+75

100n

E. ____ %

2n+75 

I put down B. I picked two numbers once again 225 and 300, and it happened to work out with B. But the answer was  actually E. Can you explain this to me?

4.  5.101001000100001000001...

The decimal number above consists of only 1's and 0's to the right of the decimal point. What is the total number of 0's between the 98th and the 101st 1 in this decimal point?

I know there must be some formula to be used because no one would actually count out something like that and be able to finish the section in the allotted time. Can you show me how to do this?

8/4 SAT WORK ( First Session)

BOOK: 7 Days to a Better SAT Score

SECTIONS: Two Math Sections in their "Full Length SAT"

SCORE: 

First Section: 17/20

Second Section: 18/20

TIME:

First Section: I didn't time myself so i went at a nice pace, not really going fast at all

Funny thing that when i ended, it had been 25 minutes on the dot .___.

Second Section: Didn't time myself at all.

INCORRECT ANSWERS:

First Section:

1. If x^2-w^2=57 and x+w=19, what is the value of x-w?

2.The product of two numbers that differ by 2 is w. If x is the smaller number, then in terms of w, what is the larger number?

               3.

I got the first problem wrong because i simply didn't know how to do it. I first tried systems of equations and squared x+w=19 to cancel out w. But it still didn't work so i decided to skip it.

All i need to remember is to break down the proble

m into (x-w)(x+w)=57 and then substitution!

I got the second problem wrong because i didn't

 understand it. I thought it was a trick question and i answered w+2

I need to call you and ask you about this one.

I got the third problem wrong because i could not figure out how to get f or g. All you have to do is a big system of equations.

Second Section:

                                         1.

I got the first problem wrong for two reasons:

-I read the chart horizontally rather than vertically

-My approach to the problem is wrong, meaning that i was looking for the the biggest difference in dropouts (which would have lead me to the write answer anyways if i hadn't read the chart wrong) rather than adding all the patient dropouts for the week.

I got the second probelm wrong because :

- i don't understand what exterior angles are

7/30 SAT WORK

Book: Conquering SAT Writing ( Essay & Grammar )

Topic: Lesson 1,2,3  ( Writing Introductions)

-Secret to acing the SAT

-What does the SAT writing test

-What's on the SAT writing

-What is the experimental section?

-What will I be asked to write about on the essay?

-How is the essay scored?

-How will colleges use the SAT writing score

-Isn't it true that Ernest Hemingway would have failed the SAT essay?

-Don't the essay graders give scores based primarily on length and number of paragraphs?

-Will colleges see my SAT essay?

-How is the overall Writing score determined?

-Are some SATs easier than others?

-If I take the SAT will I also have to take the SAT II: Writing?

I know i didn't really have to list all those topics above, but i felt it was important for you to understand that I have gone over thus said and you will proabably never have to explain it.

Than we went over the qualities of a good essay, and went over the example of the Gettysburg Address in depth.

Time: 50 Minutes

. . . . . . . . . . . . . . . . . . . . . .

Book: Cliffs Math Review for Standardized Tests 

Topic: Algebra (pg 119-159)

What We Learned:

-Ratios & Proportions

-Systems of Equations

-Add/Sub/Mult/Div Monomials & Polynomials

-Factoring

-Difference of Squares

-Add/Sub Algebraic Fractions

New Things That I Learned: 

- How to Divide Polynomials

Ex:

  _______________

2x+1 | 14x^2 + 11x + 2

Time: 9:28 - 10:26

About 1 hour

Challenging Level: Easy ( Just cause it was a review of everything i had already learned in the 8th grade :] )

7/29 SAT WORK

Book: 7 Days to a Better SAT Score ( Day 4)

Topic: Math Section

Score: 6 pts out of 6pts! ( Student Produced Responses Section)

    4 pts out of 5 pts! ( Practice Exercises)

We learned about:

-Making connections to everyday life

-Cutting down on everyday errors

-Fractions

-"Time Cheating" - quickly solving problems without diving into heavy calculations

-Plugging in answers

-Picking your own numbers

-Picking set numbers

Time: 9:24- 10:41 pm

About 1 hour and 17 minutes 

Challenging Level : Easy - Medium

. . . . . . . . . . . . . . . . . . . .

Book: Cliffs Math Review for Standardized Test

Topic: Algebra Diagnostic Test & Algebra Review Cont.

Score: Algebra Test: 45/56 :[

What we learned /went over:

-Set theory ( i sorta forgot it so it was a nice review)

-Exponent / Exponent rules ( adding, mult)- forgot some stuff so i refreshed my memory

-Factoring

-Inequalities 

* Less careless mistakes on this one... More of what i forgot and rules i didn't remember which brought me down on my score

Time: 

-Algebra Diagnostic test took 28 minutes for 56 questions

- Rest of the lesson took 24 minutes

Challenge level: Easy to Medium ( just forgot somestuff)

7/28 SAT WORK

..well it was actually finished on 7/29 because i was really tired in the middle of the lesson so i decided to finish the rest of it the next morning (aka right now)

I finished "DAY3 in "7 Days to a Better SAT Score" and the lesson was on Critical Reading

TIME : About an 1 & 1/2 hour? (broken up between one night and one morning"

TOPIC: Critical Reading ( Long and Short Passages"

SCORES: 

- Three Sentence Completion Exercises *13 pts(out of 20)* which classifies me in the 6-14 points range; "You definitely ________ work on completing your______

-Three Short Passages Exercises*7 pts (out of 8)* which classifies me in the 6-8 points range; "Master of the Short Reading Passage"

-Three Long Reading Passages Exercises*20 pts (out of 23) which classifies me in the 16-23 points range; "Mater of the Long Reading Passage"

I thought the long and short passages were really really really easy and i don't think those were realistic passages cause i normally can't hold my attention to them cause of their boring themes and the complex vocab..

7/28 SAT WORK

Okay... so i started "Cliffs Math Review for Standardized Tests" yesterday and i did 1-64 yesterday aswell..

Today finished pages 65 to 96 & it took me quite along time ( 9:25- 10:57 pm) 

it was pretty dense but since the topic was on arithmetic it was easy because i knew everything.

the only thing i struggled on partially was probability cause i never really grasped the concept in the first place

but the book explained everything to me.. it's just a matter of remembering everything now

I also took a 100 question arithmetic test and it was facile but just long

that was what consumed most of my time 

& the fact that i was giving into a distraction by my cat

& also the music playing in the background..

we went over alot of exponents and easy crap, nothing big except proability.

I scored 95 out of 109 which is like 88% but i got 5 wrong on like stupid "naming the property" crap..

Now i have to go do the "7 Days to a Better SAT Score (DAY 3)