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.

ACT SCORES CAN LOWER COLLEGE TUITION COSTS

Over the years, my students have reported impressive scholarship awards based on higher classroom grades and ACT scores.  To motivate students to aim high and work hard, I mention that a scholarship or tuition reduction is a gift to give to the parents.  For parents, an investment of a few hundred dollars in test preparation can significantly lower the cost of tuition.

Here are some examples of Freshman awards given to former students and renewable annually. Each of these were "automatic," based solely on exam score and GPA.
 
School                                 Past Awards             ACT            GPA
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Hope College (Michigan)              $3000                  25            3.6
Hope College (Michigan)              $6000                  28            3.75
Illinois Wesleyen                       $10,500                   28           Top 25%
Roosevelt                                     $1500                   24           3.2
Roosevelt                                      $6000                  28           3.5
Indiana University                         $8000                  30           3.8
Indiana University                         $5000                  29           3.8
Carroll University                        $15,000                 27           3.75
Carroll University                         Full Ride               34           3.9
U of Colorado-Boulder                  $6250                  29           3.85
University of Iowa                         $7000                   26          3.6         

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From a strictly business standpoint, preparation for the ACT has visible return-on-investment benefits.  Even a small improvement could have tremendous financial advantages across the 4 year college experience.  To get the quest for scholarship money underway, follow a few easy steps.

1.  Have the student take a verifiably accurate test to determine the current level of competence.  That means taking a test by the actual publisher, either a retired version from a previous student or from a study manual by ACT (ACT exam) or College Board (SAT exam).  Do not rely on a manual published by any other source since the questions may be mere facsimiles and not truly representative of the type or format of the real exams.  (Using authentic, published retired exams, Tutoring Resources-Barrington, IL offers a nationwide ACT/SAT Readiness Evaluation to help students analyze current strengths, knowledge gaps, and potential strategies for success.  This narrative report can be used by any qualified tutor to design a personal study program for the individual student.)

2.  Identify weaknesses for the student to mitigate through either independent study or tutorial assistance.  See "Getting Ready to Study for a College Entrance Exam" in Thenormalgenius@blogspot.com, Tuesday, June 5, 2018 -- or read suggestions for finding study help at tutoring-resources.com/test preparation/when, what, how to study.

3.  Establish a goal score that supports the student's GPA** and aims toward a result that will earn the highest potential scholarship or tuition reduction amount based on guidance from the student's college choices.

4.  Set interim benchmarks and don't forget to CELEBRATE incremental steps toward improvement. 

**Check out the next blog for suggested ACT goals based on GPA.

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.

SELECTING A STUDY PLAN FOR THE ACT

With the structure of a study plan in hand (see "Getting Ready to Study for the ACT," posted 5/1/10), it is time to choose the best program for the individual student. There are many formats from which to select, each with unique benefits for specific students.

INDEPENDENT STUDY
An independent program of study requires the student to set pacing goals or completion dates and stick to them. One missed practice session is expected; two in a row should be an indication that a different plan is needed. If the student loses motivation or begins to question his or her ability to accomplish the desired goal, the independent study plan should be modified.

PUBLISHED STUDY GUIDES: For the self-motivated student who can learn independently, one or more of the published study guides could be the least expensive alternative. Ranging from $20 to $40, many published workbooks are available for purchase on the internet or from a bookstore. Avoid the temptation to buy a book which has already been marked up by a previous student. Independent learners will have their own style of note taking and practice that will be most effective if using a pristine book.
I recommend the Barrons text because of the easily-understood explanations of answers and because I find them to be the most accurate in terms of "ACT-like" questions. THE REAL ACT is also a good choice, mostly because it is published by the creators of the ACT and is therefore consists of the most authentic questions and scoring instructions.
ONLINE RESOURCES: A self-motivated, independent learner may also explore using online resources for acquiring sample tests and solution keys. Some programs are free; others are available for a fee. The student's ability to continue progressing toward the desired goal will determine whether any costs are worthwhile. ACT's web page has a free option to send a "Daily Question" directly to your email.

GROUP STUDY
For students who do well in the regular classroom and have the scheduled time available, this type of program is worth considering. The environment is most effective for the student who is capable of focusing on the curriculum which has direct benefit for him or her, who is not distracted by a room full of peers, and who would benefit from directed assignments and the availability of a teacher to provide instructional lectures, demonstrations, and answers to specific questions.

The student should have the benefit of an entry assessment and should be encouraged to deisgn an individual plan which includes special areas for concentration. Periodic evaluation in the form of sample tests or graded homework will help to motivate the student toward success and provide input for measuring progress toward benchmark goals.

The number of students in a class and flexibility in scheduling make-up classes are important criteria to compare with the student's study structure designed earlier.

IN-SCHOOL CLASSES: Many high schools offer classroom programs for students preparing for the ACT. The costs are generally comparatively low. In addition, if the teacher is someone the student already knows through previous classes, familiarity with the student's style can be a valuable asset.
OUTSIDE CLASSES: Group programs offered by companies or individuals will usually follow a prescribed syllabus with varying degrees of modification based on the student population. The benefit of prior experience with successful course design can make this type of study program very efficient. Study materials are included in the fees which can range from competitive to costly.

ONE-TO-ONE PRIVATE STUDY
This type of program focuses on the student who has limited time available or fluctuating schedule restrictions, needs personal attention in specific areas either because of high ability or special needs, benefits from supervision of effort or accomplishment, requires extrinsic motivation, or who is shy about asking questions in front of peers. Fees may be structured in blocks or charged for individual sessions and range from competitive to costly.

One-to-one study should include predetermined benchmark goals and frequent evaluation of student progress.

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!

ACT - APRIL 10, 2010

Only 3 days left to study for Saturday's ACT. Plan well. Work smart. Relax.

Tuesday: Select the section in which you predict you will have the most trouble. Review your past study materials and remind yourself of the strategies that you have discovered for doing your best work. Go over questions or problems that you missed before and ensure that you could select correct answers now. Use a note card to jot down any vocabulary, formulas, or steps that you want to brush up on at the last minute. Even if you never use it, you will benefit from making the list in terms of both memory and self-confidence.

Wednesday: Review the section in which you predict you will receive your highest score. Again look over your past study materials. Use this section to remind yourself how successful you can be when you put your mind to it. Look over your note card from yesterday with the confidence that you can achieve an outstanding score even on your weakest section.

Thursday: Only two more sections to review. Remind yourself of the strategies that resulted in your greatest success. Congratulate yourself on studying smart and prepare to reap the reward of a terrific ACT score.

START SLOWLY. WORK SMART. DO IT TODAY!

I know from experience how difficult it is to get moving on a task that seems as massive as working toward the score you deserve on the ACT. But this weekend of Spring Break is the perfect time to start.



Begin slowly: download a few questions from the ACT website, sign up for the question of the day while your there, get a copy of The Real ACT Prep Guide (about $25). Complete a small part of each section:
English -- answer the 15 questions in any of the 5 passages.
Math -- work 10 problems.
Reading -- answer the 10 questions in any of the 4 essays.
Science Reasoning -- pick one data set and answer all of the questions. Just for fun, keep track of the data sets as you do them and we can look later at a pattern that should tell which are the easiest and which are more challenging.

Work Smart: Stick to this daily plan and you'll gain knowledge of each of the sections. Don't time yourself yet. Concentrate on thinking about the problems you're working. It should take you only about half an hour to do this work but at the end of the week, you'll have completed 1.5 English sections, 1 Math, 2 Reading, and one whole Science Reasoning. That's a pretty good study week, especially since you may be on holiday!! CONGRATULATIONS!!