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!!!
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!!!
Wednesday, January 30, 2019
WHY SKIP THE "TRIAL ACT"
Don't let the first ACT obscure your true potential to succeed in college.
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.
Wednesday, October 17, 2018
TRANSLATING GPA TO COMPARIBLE ACT/SAT SCORES
The following chart suggests ACT and SAT goal scores to support and verify GPA on a college application.
GPA COMPATIBLE SCORES
ACT SAT
-----------------------------------------------------------------------------------------------
+4.0 36 1570-1600
4.0 35 1530-1560
3.9 34 1490-1520
3.8 33 1450-1480
3.7 32 1420-1440
3.6 31 1390-1410
3.5 30 1360-1380
3.4 29 1330-1350
3.2-3.3 28 1300-1320
3.0-3.1 27 1260-1290
2.8-2.9 26 1230-1250
2.6-2.7 25 1200-1220
2.4-2.5 24 1160-1190
2.2-2.3 23 1130-1150
2.0-2.1 22 1100-1120
1.8-1.9 21 1060-1090
1.6-1.7 20 1030-1050
1.5 19 990-1020
1.4 18 960-980
1.3 17 920-950
1.2 16 880-910
1.1 15 830-870
1.0 14 780-820
-----------------------------------------------------------------------------------------
While every college will have its own desired GPA and entrance exam standards, these guidelines are based on a compilation of schools across the nation. If the student's GPA is significantly higher than the ACT or SAT would suggest, he or she should be prepared to introduce the disparity and provide a reasonable explanation on college application essays and interviews. For example, "I've always worked harder than the classroom teacher requires and taken advanced classes where I had to study longer and smarter than some other students. My grades are an indication of my commitment to challenging myself to achieve academic excellence."
If the entrance exam score is noticeably higher than the GPA, an explanation might include reference to an illness that was overcome or a "slow start Freshman year" that can be shown to have risen impressively over the next 2 years.
The best outcome is the highest possible GPA supported fully by the ACT or SAT result. But if the situation requires, a college essay about a hurdle that was overcome can counter anomalies.
GPA COMPATIBLE SCORES
ACT SAT
-----------------------------------------------------------------------------------------------
+4.0 36 1570-1600
4.0 35 1530-1560
3.9 34 1490-1520
3.8 33 1450-1480
3.7 32 1420-1440
3.6 31 1390-1410
3.5 30 1360-1380
3.4 29 1330-1350
3.2-3.3 28 1300-1320
3.0-3.1 27 1260-1290
2.8-2.9 26 1230-1250
2.6-2.7 25 1200-1220
2.4-2.5 24 1160-1190
2.2-2.3 23 1130-1150
2.0-2.1 22 1100-1120
1.8-1.9 21 1060-1090
1.6-1.7 20 1030-1050
1.5 19 990-1020
1.4 18 960-980
1.3 17 920-950
1.2 16 880-910
1.1 15 830-870
1.0 14 780-820
-----------------------------------------------------------------------------------------
While every college will have its own desired GPA and entrance exam standards, these guidelines are based on a compilation of schools across the nation. If the student's GPA is significantly higher than the ACT or SAT would suggest, he or she should be prepared to introduce the disparity and provide a reasonable explanation on college application essays and interviews. For example, "I've always worked harder than the classroom teacher requires and taken advanced classes where I had to study longer and smarter than some other students. My grades are an indication of my commitment to challenging myself to achieve academic excellence."
If the entrance exam score is noticeably higher than the GPA, an explanation might include reference to an illness that was overcome or a "slow start Freshman year" that can be shown to have risen impressively over the next 2 years.
The best outcome is the highest possible GPA supported fully by the ACT or SAT result. But if the situation requires, a college essay about a hurdle that was overcome can counter anomalies.
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
-------------------------------------------------------------------------------------------------
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
-------------------------------------------------------------------------------------------------
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.
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
-------------------------------------------------------------------------------------------------
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
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.
Tuesday, June 5, 2018
GETTING READY TO STUDY FOR A COLLEGE ENTRANCE EXAM
As tenth grade students wind down Sophomore year and begin to think about which college has the best academic reputation, sports opportunities, geographic location, and parties, they might also be thinking about when to take the ACT OR SAT college entrance exam. Now is an optimum time to collect information and create a study plan.
ACADEMICS: Consider the academic load in eleventh grade. List the courses in which the student will be enrolled and estimate the time requirements for homework completion based on the student’s previous subject experiences. Try to be realistic when judging how quickly the student learns, especially when considering honors or AP courses, but lean toward over estimating rather than under estimating time commitments.
OUTSIDE OBLIGATIONS: If the student will have a job or will be participating in extracurricular activities, estimate the calendar of events and the time commitments involved. Starring in the musical, for example, will undoubtedly occupy all available time a week before the performance. Again, it is useful to allot more time than to find out later that the student is over committed.
SOCIAL COMMITMENTS: Look at the school calendar and the family’s vacation plans to identify blocks of time unavailable for study. Include birthdays and other social events that may disrupt a study plan.
KNOW THE LIMITS: Research a few possible schools to determine the academic and entrance exam expectations. Visiting schools in person or on internet can provide all needed information and also the motivation for the student to implement a study schedule.
KNOW THE LIMITATIONS: Use results from the PLAN (a standardized test given in Sophomore year) or have the student take a practice ACT (OR SAT) to evaluate the level of existing knowledge. Every test has a basic structure and list of concepts to be included. The ACT, for example, incorporates fundamental Trigonometry, but the SAT goes only to Algebra II. Consider consulting an experienced testing coach who can match the student’s current skill set to the testing company’s expectations and recommend the level of study required to achieve a desired score.
CREATE A STRUCTURE FOR THE STUDY PLAN: Use a 9-month or longer calendar to mark out large blocks of time that are already committed. For example, if the student is a football player or cross country runner, block out the Fall when focus will be on the sport and keeping up with school work. Don’t forget semester finals which may consume as much as 2 weeks for intense study.
Based on previous experience, estimate the length of time the student will need for entrance exam preparation. For an average student, incremental improvements in any of the 4 ACT sections might require a week for each 2 point elevation in score. For example, if the entry score for English is 24 and the target score is 30, figure 3 weeks of concentrated study to accomplish the goal. This estimate should be adjusted according to the student’s academic history and current level of achievement. It will take longer to go from a score of 34 to a 35 than from 14 to 15. In the first case, the student will need to search for unknown concepts to study, while the latter might be accomplished by studying just one of many possible rules.
Determine when the student will be taking the ACT. For public school students in Illinois, the SAT is given in mid April of the Junior year, is required for high school graduation, and may become part of the student’s permanent high school record. While the SAT score need not be the highest the student will ever achieve, a respectable score is necessary since every potential college may see it. Don’t rush into a national administration of the test, however. December of Junior year is a recommended ACT testing date only for students who have completed a course in Trigonometry and have adequate time in the Fall to prepare. February’s test results do not include actual answers to test questions and cannot be used for effective study. ACT offers an early April test, but many Juniors wait until June, or the new July date added in 2018. An incoming Senior can take the test in September or October and usually have results in time for early admission to the college of their choice. College Board runs a similar schedule for the SAT.
STUDY SMARTER: The best results on any test come from a smart plan of action. Realistic evaluation of the knowledge expectations of the specific test, the student’s existing skill set, school and family obligations, and desire to excel are vital components for designing an effective program of study.
ACADEMICS: Consider the academic load in eleventh grade. List the courses in which the student will be enrolled and estimate the time requirements for homework completion based on the student’s previous subject experiences. Try to be realistic when judging how quickly the student learns, especially when considering honors or AP courses, but lean toward over estimating rather than under estimating time commitments.
OUTSIDE OBLIGATIONS: If the student will have a job or will be participating in extracurricular activities, estimate the calendar of events and the time commitments involved. Starring in the musical, for example, will undoubtedly occupy all available time a week before the performance. Again, it is useful to allot more time than to find out later that the student is over committed.
SOCIAL COMMITMENTS: Look at the school calendar and the family’s vacation plans to identify blocks of time unavailable for study. Include birthdays and other social events that may disrupt a study plan.
KNOW THE LIMITS: Research a few possible schools to determine the academic and entrance exam expectations. Visiting schools in person or on internet can provide all needed information and also the motivation for the student to implement a study schedule.
KNOW THE LIMITATIONS: Use results from the PLAN (a standardized test given in Sophomore year) or have the student take a practice ACT (OR SAT) to evaluate the level of existing knowledge. Every test has a basic structure and list of concepts to be included. The ACT, for example, incorporates fundamental Trigonometry, but the SAT goes only to Algebra II. Consider consulting an experienced testing coach who can match the student’s current skill set to the testing company’s expectations and recommend the level of study required to achieve a desired score.
CREATE A STRUCTURE FOR THE STUDY PLAN: Use a 9-month or longer calendar to mark out large blocks of time that are already committed. For example, if the student is a football player or cross country runner, block out the Fall when focus will be on the sport and keeping up with school work. Don’t forget semester finals which may consume as much as 2 weeks for intense study.
Based on previous experience, estimate the length of time the student will need for entrance exam preparation. For an average student, incremental improvements in any of the 4 ACT sections might require a week for each 2 point elevation in score. For example, if the entry score for English is 24 and the target score is 30, figure 3 weeks of concentrated study to accomplish the goal. This estimate should be adjusted according to the student’s academic history and current level of achievement. It will take longer to go from a score of 34 to a 35 than from 14 to 15. In the first case, the student will need to search for unknown concepts to study, while the latter might be accomplished by studying just one of many possible rules.
Determine when the student will be taking the ACT. For public school students in Illinois, the SAT is given in mid April of the Junior year, is required for high school graduation, and may become part of the student’s permanent high school record. While the SAT score need not be the highest the student will ever achieve, a respectable score is necessary since every potential college may see it. Don’t rush into a national administration of the test, however. December of Junior year is a recommended ACT testing date only for students who have completed a course in Trigonometry and have adequate time in the Fall to prepare. February’s test results do not include actual answers to test questions and cannot be used for effective study. ACT offers an early April test, but many Juniors wait until June, or the new July date added in 2018. An incoming Senior can take the test in September or October and usually have results in time for early admission to the college of their choice. College Board runs a similar schedule for the SAT.
STUDY SMARTER: The best results on any test come from a smart plan of action. Realistic evaluation of the knowledge expectations of the specific test, the student’s existing skill set, school and family obligations, and desire to excel are vital components for designing an effective program of study.
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