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!!!
Showing posts with label TEST-TAKING TIPS. Show all posts
Showing posts with label TEST-TAKING TIPS. Show all posts
Friday, February 8, 2019
Thursday, February 7, 2019
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!
Tuesday, February 5, 2019
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!!!
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....
Three days left.....keep working!!!
Monday, September 6, 2010
THE DIFFERENCE BETWEEN LEARNING AND STUDYING
At the risk of stimulating the philosopher that lurks in the farthest recesses of your mind, I’d like to first describe briefly what is covered in a philosophy course called “epistemology.” It is the study of the nature of knowledge especially with regard to its limits and validity. In epistemology, we think about questions like, “If you know, does it follow that you know that you know?”
And that’s the difference between learning and studying. In learning, you come to know something; in studying, you ensure that you know that you know it and can use the information when appropriate -- on a test for example.
So you’ve done your duty and competed every homework assignment. You might even have checked your answers, found your own mistakes and corrected them. You’ve LEARNED the material. Now comes the test and it’s time to actually STUDY. Here are a few tricks to help design a smart study plan.
1. REVIEW PAST ERRORS. Look at your Math homework, for example. Rework any problems that you didn’t answer correctly the first time. If you’ve been correcting mistakes on daily work, you should have learned the algorithms and now is the time to check to make sure that the steps have been effectively stored in long term memory. You’re asking yourself, “CAN I SOLVE THAT PROBLEM OR ANSWER THAT QUESTION CORRECTLY NOW?”
This is a cyclical process. Any mistakes put the problem back in the cycle until you can correctly answer without error. It’s like when you were in grammar school and had those weekly spelling tests. To help you study, your mom may have quizzed you on the words, eliminating each as you could spell it correctly but coming back to any “misses” until you got it right.
Homework assignments are just the beginning. Save and review all related quizzes and class notes also.
2. LOOK AT A QUESTION BACKWARDS. Actually, you’re looking at the answers and thinking of questions which would result in those answers. This is an especially useful tool for anyone who is thinking in only a straight line. It happens frequently in Algebra. If you see a quadratic equation, you instinctively know to factor, set the factors equal to zero, and solve for X. But what happens if you’re given the binomial factors? Normally the instruction would be to FOIL, so you do. But if you were supposed to solve the problem, your straight line of thinking would have led you down the wrong path. By looking at problems “through the back door” so to speak, you’re developing a deeper understanding of the role each solution step plays. You’ll be able to jump into a question at any point and be sure you’re working through it in the right direction.
3. PREDICT TEST QUESTIONS. By looking at a Math problem backwards, you are predicting the kinds of questions which could be asked on the test. But this strategy works well in other disciplines also. Take History as the example. If you have learned a series of dates, you can predict that a question might ask “What happened next?” -- or “What caused this event?” -- or “How is this event similar to or different from another?” Thinking about what might be asked puts you in better position during the test because you’ve already considered how to answer.
It is also useful to look at questions that weren’t covered in homework. In History, look at the chapter review questions that weren’t assigned. In fact, in EVERY class, check out all of the textbook resources (the questions, study stimulators, discussion starters, and reviews) that were never assigned. Some teachers create the tests from these assets.
4. LIST TOPICS AND RELATED ISSUES. If you did any “webs” in grammar school, you understand this process. Start with a central idea and branch out to related concepts. Some elementary schools use KWL: what do you Know, what do you Want to know, what did you Learn? Start with a central idea and list every thing you already Know about it. Same strategy, one using a visual diagram with words and the other using a list of words. (Refer to the blog on learning styles to discover which approach fits your style.)
5. BE PHILOSOPHICAL. Ask yourself the question, “Just because I know the material, do I know it in such a way that it will be useful to me on the test? Do I KNOW that I KNOW?” Your grade on the test will provide an answer for you, but too late for you to do much about it. So study what you’ve learned and be truly prepared to achieve the "A" you deserve.
And that’s the difference between learning and studying. In learning, you come to know something; in studying, you ensure that you know that you know it and can use the information when appropriate -- on a test for example.
So you’ve done your duty and competed every homework assignment. You might even have checked your answers, found your own mistakes and corrected them. You’ve LEARNED the material. Now comes the test and it’s time to actually STUDY. Here are a few tricks to help design a smart study plan.
1. REVIEW PAST ERRORS. Look at your Math homework, for example. Rework any problems that you didn’t answer correctly the first time. If you’ve been correcting mistakes on daily work, you should have learned the algorithms and now is the time to check to make sure that the steps have been effectively stored in long term memory. You’re asking yourself, “CAN I SOLVE THAT PROBLEM OR ANSWER THAT QUESTION CORRECTLY NOW?”
This is a cyclical process. Any mistakes put the problem back in the cycle until you can correctly answer without error. It’s like when you were in grammar school and had those weekly spelling tests. To help you study, your mom may have quizzed you on the words, eliminating each as you could spell it correctly but coming back to any “misses” until you got it right.
Homework assignments are just the beginning. Save and review all related quizzes and class notes also.
2. LOOK AT A QUESTION BACKWARDS. Actually, you’re looking at the answers and thinking of questions which would result in those answers. This is an especially useful tool for anyone who is thinking in only a straight line. It happens frequently in Algebra. If you see a quadratic equation, you instinctively know to factor, set the factors equal to zero, and solve for X. But what happens if you’re given the binomial factors? Normally the instruction would be to FOIL, so you do. But if you were supposed to solve the problem, your straight line of thinking would have led you down the wrong path. By looking at problems “through the back door” so to speak, you’re developing a deeper understanding of the role each solution step plays. You’ll be able to jump into a question at any point and be sure you’re working through it in the right direction.
3. PREDICT TEST QUESTIONS. By looking at a Math problem backwards, you are predicting the kinds of questions which could be asked on the test. But this strategy works well in other disciplines also. Take History as the example. If you have learned a series of dates, you can predict that a question might ask “What happened next?” -- or “What caused this event?” -- or “How is this event similar to or different from another?” Thinking about what might be asked puts you in better position during the test because you’ve already considered how to answer.
It is also useful to look at questions that weren’t covered in homework. In History, look at the chapter review questions that weren’t assigned. In fact, in EVERY class, check out all of the textbook resources (the questions, study stimulators, discussion starters, and reviews) that were never assigned. Some teachers create the tests from these assets.
4. LIST TOPICS AND RELATED ISSUES. If you did any “webs” in grammar school, you understand this process. Start with a central idea and branch out to related concepts. Some elementary schools use KWL: what do you Know, what do you Want to know, what did you Learn? Start with a central idea and list every thing you already Know about it. Same strategy, one using a visual diagram with words and the other using a list of words. (Refer to the blog on learning styles to discover which approach fits your style.)
5. BE PHILOSOPHICAL. Ask yourself the question, “Just because I know the material, do I know it in such a way that it will be useful to me on the test? Do I KNOW that I KNOW?” Your grade on the test will provide an answer for you, but too late for you to do much about it. So study what you’ve learned and be truly prepared to achieve the "A" you deserve.
Sunday, April 25, 2010
DO YOUR BEST ON THE PSAE
With only 3 days left before the required PSAE for Illinois high school juniors, any study of concepts should be nearing an end. Cramming probably won't be effective at this point, but preparation should continue in the form of "attitude adjustment."
I admit to being personally "test compulsive" -- a test of any kind does not pass my eyes without me wanting to "see how I can do." If you are of the same ilk, you're looking forward to the test day and will want your results as quickly as possible. You are ready. Have fun. Take the test with the expectation that you will do well.
For a majority of the population, tests are not the highlight of the day. Fear, anxiety, lack of confidence, unrealistic expectations, peer pressure, lack of sleep, poor nutrition -- each of these detractors can create an unnecessary hurdle to demonstrating your best effort on a test. Here are some suggestions for dispelling test demons so you can earn the score you really deserve.
1. Recognize your situation. If you didn't study and are taking the test "cold," admit that it wasn't particularly important to you a month ago, so why why bother to obsess about it now? Even though the result will become part of your permanent high school transcript, it's not the end of your academic options if the score doesn't support your GPA. In a later blog, we can examine ways to overcome deficiencies during the application process and college interviews.
2. Recognize your strengths. If you prepared for the test, go back through your homework and acknowledge the progress that you've made. Celebrate EVERY concept that you didn't remember a few weeks ago but are well-versed in now. Even if that particular question does not appear on the PSAE, it'll come up somewhere sooner or later and you can expect to get it right when it does. Each strategy that you've identified as effective for your personal test-taking style will add to your confidence in approaching the test as a whole.
3. Eat well on Tuesday. Get enough sleep Tuesday night. Have a good breakfast on Wednesday morning. Get up early enough that you aren't rushed on your way to school.
4. During the test,
- sit up so your brain gets enough oxygen to function properly. If you start to get fatigued, take a second or two to stretch and breath before jumping back into the questions.
- take advantage of breaks. Walk around. Grab a nutritious snack. Get back to the testing room in time to take your seat without rushing.
- use a number 2 pencil that has a "flat side" on the lead. Burnish the point so there is a broader surface for bubbling the scantron.
- bubble by starting in the center and fill in about 80% of the bubble area by circling 3 times from the center to the outside edge.
- unless you're striving for a perfect score, avoid spending too much time on a very difficult question. It might be more effective to finish each question than to correctly answer only the ones you have time to get to.
- have a default answer ready. If a question is too tough, fill in your default answer and move on to other questions that you have a better chance of answering correctly.
- let go....move on. Once you've answered a question, let it go. Don't try to remember it for later discussion. Don't get stuck on one question when there are 39 to 74 others to think about. Keep your short term memory and your working memory centers free to focus on the problem at hand. For English, Reading, and Science Reasoning, this means clearing your memory after each passage, essay, and data set. For Math, dump your memory after each problem.
- RELAX! Live in the moment. Avoid thinking about the outcome of the test and center your attention on one question at a time. You'll know you've achieved a productive test-taking attitude if time is called and you have to look around the room to reorient yourself to your surroundings.
GOOD LUCK!
I admit to being personally "test compulsive" -- a test of any kind does not pass my eyes without me wanting to "see how I can do." If you are of the same ilk, you're looking forward to the test day and will want your results as quickly as possible. You are ready. Have fun. Take the test with the expectation that you will do well.
For a majority of the population, tests are not the highlight of the day. Fear, anxiety, lack of confidence, unrealistic expectations, peer pressure, lack of sleep, poor nutrition -- each of these detractors can create an unnecessary hurdle to demonstrating your best effort on a test. Here are some suggestions for dispelling test demons so you can earn the score you really deserve.
1. Recognize your situation. If you didn't study and are taking the test "cold," admit that it wasn't particularly important to you a month ago, so why why bother to obsess about it now? Even though the result will become part of your permanent high school transcript, it's not the end of your academic options if the score doesn't support your GPA. In a later blog, we can examine ways to overcome deficiencies during the application process and college interviews.
2. Recognize your strengths. If you prepared for the test, go back through your homework and acknowledge the progress that you've made. Celebrate EVERY concept that you didn't remember a few weeks ago but are well-versed in now. Even if that particular question does not appear on the PSAE, it'll come up somewhere sooner or later and you can expect to get it right when it does. Each strategy that you've identified as effective for your personal test-taking style will add to your confidence in approaching the test as a whole.
3. Eat well on Tuesday. Get enough sleep Tuesday night. Have a good breakfast on Wednesday morning. Get up early enough that you aren't rushed on your way to school.
4. During the test,
- sit up so your brain gets enough oxygen to function properly. If you start to get fatigued, take a second or two to stretch and breath before jumping back into the questions.
- take advantage of breaks. Walk around. Grab a nutritious snack. Get back to the testing room in time to take your seat without rushing.
- use a number 2 pencil that has a "flat side" on the lead. Burnish the point so there is a broader surface for bubbling the scantron.
- bubble by starting in the center and fill in about 80% of the bubble area by circling 3 times from the center to the outside edge.
- unless you're striving for a perfect score, avoid spending too much time on a very difficult question. It might be more effective to finish each question than to correctly answer only the ones you have time to get to.
- have a default answer ready. If a question is too tough, fill in your default answer and move on to other questions that you have a better chance of answering correctly.
- let go....move on. Once you've answered a question, let it go. Don't try to remember it for later discussion. Don't get stuck on one question when there are 39 to 74 others to think about. Keep your short term memory and your working memory centers free to focus on the problem at hand. For English, Reading, and Science Reasoning, this means clearing your memory after each passage, essay, and data set. For Math, dump your memory after each problem.
- RELAX! Live in the moment. Avoid thinking about the outcome of the test and center your attention on one question at a time. You'll know you've achieved a productive test-taking attitude if time is called and you have to look around the room to reorient yourself to your surroundings.
GOOD LUCK!
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