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?