LAST DAY TO CRAM BEFORE THE ACT - MATH TIPS

Last day to CRAM for the ACT!  Let's look at Math.

Math equations that you will need to use.

     SOH-CAH-TOA

     Pythagorean Theorem
          a^2 + b^2 = c^2

     distance = Pythagorean Theorem
                   = √ [(X1 - X2)^2 + (Y1 -Y2)^2]

     slope = rise over run
              = ∆ y/ ∆ x
              = (Y1 - Y2) / (X1 - X2)

     Mean = Average = Sum / Number

     Median is the middlemost

     Mode is the most frequent

     Midpoint = (the average x, the average y)
              = [(X1 + X2)/2, (Y1 + Y2)/2]

     All AREA formulas:
         Parallelogram....bh
         Triangle.....1/2 bh
         Trapezoid (often forgotten, frequently needed).....1/2 (b1 + b2)h
         Rhombus and Square (special ones using diagonals).....1/2 (d1)(d2)
         Circle.....π r^2

     General VOLUME formula:
         Flat-top prisms and cylinders……area of the base times height
         Pointed-top cones and pyramids..(area of the base times height) / 3

     Probability
         Successes / Total Possible

PROCESSES that will come in handy.

     1)  Set up ratios and proportions
          for SIMILAR TRIANGLES
          for RATES
          for CONGRUENT FRACTIONS

     2)  Write out equations and substitute values

     3)  Use all the data provided.

     4)  Draw diagrams.

     5)  Use the calculator to visualize by graphing and to check calculations.

     6)  Compare fractional values by finding a common denominator.

Don't get hung up on a single question.  Remember that the score is an accumulation of points, so missing 1 is not as bad as not finishing all 60.  Plan to spend the least amount of time on the first 30, an average of 1 minute or less on 31 through 45, and invest the remaining time efficiently on the final 15.  This last group will probably contain the most challenging problems, but be sure to recognize the 2 or 3 that are super simple; they are your reward for getting that far within the allotted time.

GOOD LUCK!!!

ACT 2 DAYS TO EXAM - ENGLISH TIPS

Only 2 days left to CRAM for the ACT.  Since you’re probably applying at an American school, let’s make sure the English section demonstrates a respectable level of knowledge. 
ENGLISH - REVIEW RULES OF GRAMMAR
Several standard rules are ALWAYS tested, some more than once on a single test.

ITS-IT’S 
its is like his — it shows possession
it’s is an abbreviation for it is

INTRODUCTORY PHRASES must relate to the subject of the sentence
(good)  Sitting on the balcony, we watched the parade.
(not good)  Sitting on the balcony, the parade passed right by us.

SUBJECT-VERB AGREEMENT
Single subjects do not usually end in ’s’ but single verbs do.
Plural subjects usually end in ’s’ but plural verbs do not.

VERB TENSE does not change in the middle of a paragraph.

PRONOUN REFERENCE
The pronoun usually refers to the preceding noun.
If you can’t answer the question “who?” then use the noun.

SPECIAL NOTES ON PUNCTUATION:
 --  Two commas (or two dashes) means that the words in between are not needed.
 --  The subject and verb can NEVER be separated by a single comma.
 --  When adding an ‘-ing’ phrase after a full sentence separate it with a comma if it does NOT describe the preceding noun.
 --  A COMMA ALONE CAN NEVER, NEVER, NEVER SEPARATE TWO INDEPENDENT SENTENCES!   (But comma-conjunction can.)
--  A period, colon, semicolon, and comma-conjunction are usually interchangeable when there is a full sentence in front, so finding more than one in the alternatives tells you to look for special circumstances.

REMOVE REDUNDANCIES
If a shorter alternative gives enough information, pick it.

COULDAV-WOULDAV-SHOULDAV
Spell it out, don’t just say it.  These contractions replace ‘could HAVE,’ ‘would HAVE,’ ‘should HAVE,’ so abbreviate them as could’ve, would’ve, should’ve.

ADVERBS VERSUS ADJECTIVES
The difference may be in the -LY (which makes the word modify a verb, adjective, or another adverb).

OMIT, DELETE
If ‘omit’ is an alternative, there is a 50% chance that it’s the right answer.  Be sure information is VITAL  before including it.
 
WHO-WHOM
“Who” is the subject doing the action.
“Whom” is the person the action is affecting (direct object, indirect object, object of a preposition).

REFLEXIVE PRONOUNS (himself, herself, myself)
The person DOING and the person RECEIVING the action must be the same person.

CONNECTOR AND TRANSITION WORDS
Lump them into general categories:
    a) showing contrast (however, but, instead, although, nevertheless, yet)
    b) showing cause and effect (therefore, consequently, as a result)
    c) giving proof or more examples (likewise, besides, moreover, indeed)
    d) Since the English section is usually informal, when given a choice between ‘however’ and ‘but’ or ‘therefore’ and ‘so,’ choose the informal ‘but’ and ‘so.’


ONLY 2 DAYS LEFT TO SATURDAY'S ACT, so if cramming is your style, you'd better get to it!

3 DAYS BEFORE ACT TIPS

With only 3 days left to CRAM for the ACT, the panic is starting to set in.  Here are 6 last minute activities to maximize your efforts.

1.  REVIEW PREVIOUS WORK
Pull out all the tests you used for practice and review the answers you got wrong.  Think about what you SHOULD HAVE DONE to get the right answer.

2.  ENGLISH - REVIEW RULES OF GRAMMAR
Since about 2/3 of the English test involves grammar, you stand to gain the most points in this area.  Tomorrow's post will list several concepts that will most likely be on Saturday's test.

3.  MATH - REVIEW BASIC ALGEBRA AND GEOMETRY EQUATIONS
Make a list of those that appear in your practice problems.  There are quite a few, but they are always the same.

4.  READING - PRACTICE FINDING SPECIFIC WORDS IN CONTEXT
Take any magazine or newspaper article.  (Magazines are better because the columns are generally  wider and more like the layout of the test.)  Have someone list 5 or 6 words they find in the article. (Nouns are the best sources since ACT questions usually refer to specific names or ideas.)   Peruse the article, circling the words listed.  This practice will help you to more quickly find specific information from the Reading passages without the need to actually READ the whole article. 

5.  SCIENCE - PRACTICE READING CHARTS AND GRAPHS
Search "science graphs" in your browser.  When I 'google' it, I get samples, pictures under the heading 'images.'  Click on one and answer the following questions:
      a) what is the independent variable? (What does the x axis represent?)
      b) what is the dependent variable?  (What does the y axis represent?)
      c) pick a spot on the graph and identify the meaning.
Here's an example:

    
      a) hours elapsed 
       b) bacteria 
       c) after 5 hours had elapsed, approximately 23 bacteria were reproducing.

Don't obsess over why we need to know this information.  Just answer the question and move on.  The test task is to read the graph accurately and work on the next question.

6.  SCIENCE - COMPARE RESULTS
Using the same graphs, analyze results.  In this example, an analysis statement might be "as the hours increase, the number of bacteria reproducing increases."  Personally, I use a shorthand system that looks more like.... 

   ....to take less time than full sentences.

Three days left.....keep working!!!

WHY SKIP THE "TRIAL ACT"

Don't let the first ACT obscure your true potential to succeed in college.

Taking a "trial" ACT just to see "how I might do on the real test" is putting the cart before the horse.  The ACT and SAT are supposed to predict readiness for college, and although you might be intellectually prepared for everything a university curriculum might challenge you with, a "pop quiz" effort is not likely to present a realistic portrait of your talents.
  
Taking any test without knowing how to respond to the
unique parameters (content, format, structure, allotted time) is like  trying to take a typing test on a manual typewriter without ever having seen a QWERTY keyboard.  You will be slow.  You won't know how much pressure is needed to make those keys hit the paper. Your fingers will accidentally hit wrong keys.  Mistakes
generated by lack of practice will obscure your true ability to type.  Don't let your first ACT obscure your true potential for success in college.

According to the publishers of the ACT, the practice of retaking the exam has gained popularity over the years.  In 2009, 41% of the tested students took more than one administration; by 2015, the number had increased to 45%.  Although 57% of the multiple-testers improved the score, 27% went down!  Of the retesters, an average increase of only 2.9 points was earned and only by sitting up to 10 times!!  Based on statistical analysis, ACT predicts that simply taking the test a second time will earn an average of only 1.1 composite points. 

To achieve a noticeable elevation in score requires identifying
     -- a clear baseline of existing knowledge,
     -- gaps in comprehension AND application, and
     -- suggested alternative strategies.

The first ACT experience should be untimed and given over a period of days so that each section receives "fresh eyes."

Analysis of the results should differentiate between concepts the student already knows and can be exploited, as well as principles that require a revised approach or additional study.

The test, taken in a stress-free environment, should pinpoint the student's natural pace in order to predict the need for timing mitigations to be instituted after sufficient mastery of concepts has been proven.

And the results should be presented as input for the sole purpose of designing an efficient, effective study program, not an intimidating appraisal of the student's intelligence.

Sitting for the ACT or SAT (in either a national administration or a "mock" setting) without sufficient preparation doesn't give a fair reading of the student's true potential on the exam.  So skip those options and find a program that focuses on a workable analysis that will inform your personal study plan.

Work smarter, not just longer or harder.