Wednesday, March 11, 2020

How to Get the Most Out of ACT Math Practice Questions

How to Get the Most Out of ACT Math Practice Questions SAT / ACT Prep Online Guides and Tips Now that you’ve gathered together all your ACT math study materials, it’s time to put together a plan of attack. Having the right study materials is key, but understanding how to use them to their best effect is just as important. (What good is a tool wielded improperly, after all?) We’ve put together a comprehensive plan on how to make use of your ACT math study materials and boost your math score. We’ll walk you through how to best use your math practice problems and how to make the best study plan possible to prepare yourself for test day. Importance of Using Proper ACT Study Materials Before we talk about how to use your study material, it’s important to make sure you have the best material possible from which to work. Unfortunately, the internet is teeming with â€Å"ACT study materials† of questionable quality, and using this material as a resource is more likely to hinder you than help you. Using poorly designed study material will give you a false sense of how you’ll do on the real ACT (whether better or worse), which is not helpful for your study time and test prep. The most accurate and highest quality study material will come from ACT, Inc. itself. After that, only prep programs that use and truly base their questions off this material are worth your time. We have gathered together all the best free ACT study material and practice problems, so definitely start there for all your ACT math practice problem needs. Ready, set, let's go! How to Begin - Identifying Your Current Strengths and Weaknesses Before you tailor your study plan to your needs, you must first find your current strengths and weaknesses by running a diagnostic on your current performance. Step 1: Take a Practice Test If you haven’t taken one already, start by taking a full practice test. This will give you the best sense of your current projected score and percentile rank. Though you may be more focused on improving your math score right now, you will still need to take a full test so that you can best replicate a real testing environment. Not only will taking a full test show you your current strengths and weaknesses, but it will also show you how your math scores fit into your larger test-taking picture. The ACT is a marathon, and your scores will fluctuate depending on your energy and concentration levels over the course of the entire test. So you’ll only get a full picture of your current levels per topic if you take the complete test all together. This is a baseline, so be honest. Only then will you be able to tell where you’re starting and how far you have to go. So take it as you would the real test, adhere to the timing rules and don’t stop and look things up. As you go through, make sure to also mark your test- put a mark any time you feel unsure about a question and cross out any eliminated answer options. This will help you to identify patterns in your overall test-taking later. Step 2: Examine Your Test-Taking Patterns Once you’ve corrected your practice test, look at your spread of right and wrong answers. Are there any patterns to the distribution? There are two general ways to categorize your mistakes: by location on the test and by content. If you can organize your errors accordingly, it will help you understand why you're missing questions and make a study plan to address your weaknesses. The ACT math section is 60 questions, and they are arranged in ascending order of difficulty, which means that location-specific errors are generally errors due to difficulty. To spot patterns of location-based errors, ask yourself whether you are: Missing questions over the entire math section, seemingly evenly throughout? Missing several questions in the 1-20 range? (Though it is normal to miss some or even several questions on the overall ACT math section, try to carefully analyze and improve upon your mistakes in this range. The earlier questions will be the quickest and "simplest" to solve and so will net you a nice cushion of points if you can grab them.) Missing questions in a cluster around the 30-40 marker? (This is where the test transitions from "easy" to "medium-level" difficulty and that transition can trip many students up.) Missing questions mostly in the 40-60 range? (This is the transition from "medium" to "medium-high" difficulty.) Missing questions mostly in the 50-60 range? (This is the "highest" difficulty range and so is tough for the vast majority of students.) You may also be getting questions wrong by topic. Though math topics on the ACT tend to cluster in certain locations (for example, more algebra questions appear at the beginning of the test than they do at the end), you will also find each topic scattered throughout the test (more on this in our ACT Math question distribution guide). As such, you must look at each of your errors closely in order to see if there is a topic-specific pattern to your errors. To spot trends in content errors, ask yourself whether you are: Getting all or most questions wrong in a particular topic, no matter where the questions are located in the test? (E.g., are you missing all triangle questions, whether they are appear as question 5 or question 50?) Getting questions wrong by topic only in the medium or high level difficulty? (For instance, can you solve "easy" slope questions, but miss all the "difficult" slope questions?) Having a seemingly even spread of right and wrong answers by topic throughout the test? (If you answered questions 12 and 48 on functions correctly, but missed question 20, it may have less to do with your understanding of functions as a topic and more to do with the phrasing of the question or the speed at which you were taking the test. Take a careful look at each problem to see if you can spot the pattern.) The less familiar you are with a particular math topic, the harder it will be to answer the variety of problems on it that you’ll see on the ACT. Take a look at our individual math guides for topic-specific help and practice questions for any of your ACT math topic problem areas. Most people will start out their ACT practice by missing a combination of location-specific and topic-specific questions, so don’t worry if your pattern starts out this way too. As you get more and more used to both the material and the way the ACT tests this material, you’ll narrow your range of wrong answers and increase your accuracy in both fields. Step 3: Make a List of Your ACT Math Strengths and Weaknesses Now that you’ve looked at your test-taking patterns, make a list on a separate piece of paper of all the math topics in which you missed questions. (For reference, we have put together a complete list of ACT math topics.) In addition to the topics missed, make a list of the types of errors you made. Why do this? There is a big difference between types of errors on the ACT math test- not knowing how to approach a question at all is very different than misreading a question. You’ll need to examine exactly what kinds of errors you’ve made so that you can learn to avoid them in the future. Finding the wrong variable or final value This is one of the most common errors, especially on problems where you must find an "unusual" final answer. For instance, the problem may ask you to find the value of x + y for your final solution, when your natural instinct is to find the value of x or y alone. Misreading the question This can include misreading any value or variable in the overall question or simply misreading what the question is asking you to do. For example, in a word problem, did you mix up "Andy" and "Amelia"? Did you read "subtract" as "square"? It is easy to make assumptions or to mix up similar words if you're going too quickly through your problems. Stopping your solve too early or too late In a problem that requires multiple steps, you may accidentally find yourself stopping a step or two too early or going a step or two too far. For instance, if you need to find the 10th number in a sequence and you're counting by hand, you might accidentally find the 9th or th number in the sequence instead. Many answer choices are generated by this type of error, so be extra cautious in only taking the exact number of steps necessary. Running out of time If you run out of time in the math section, you will likely start making several errors either because you didn't have time enough to solve the question properly or you didn't even have time to look at the question. Not knowing how to approach the question at all Whether it's the wording of the question or the math topic involved, sometimes you'll find yourself completely flummoxed. You may not know how to set up the solve to the problem in the slightest, or you may try and fail to set up the solve. Either way, this is a problem that you simply don't know how to approach. Mixing up or forgetting your formulas You will NOT be given any formulas, so it can be easy to misremember or mix up your formulas in your head if you aren't vigilant. If you need to find the area of a circle, make sure you're using the area formula and not the circumference formula. Note: don’t take â€Å"careless errors† like misreading the question lightly! It is easy to think that you wouldn’t make such an obvious mistake next time, but don’t underestimate the effects of adrenaline and exhaustion on your thinking patterns. With practice and diligence, you can avoid making these kinds of mistakes, but you must dedicate yourself to being very careful. Always double check to make sure your answer matches exactly what the test is asking you to find. Got all your ducks in a row? Excellent! How to Proceed - Using ACT Math Practice Questions to Raise Your Score Now that you’ve got your baseline, how do you use your practice material to raise your score? Let’s take a look. #1: Take a look at your list of strengths and weaknesses and brush up on those math topics that lie in your weak zone. If you’re simply unfamiliar with a particular math topic, then practicing problem after problem isn’t going to help all that much. You would never walk into French 4 without taking French 1, and math is exactly the same. So don’t dive off the deep end of polygon problems if you’re unfamiliar with their basic principles. For every topic on the ACT, you must first understand both the ins and outs of the particular math topic as well as how you’ll see it tested on the ACT. Our ACT math guides are tailored to reflect and demonstrate how each topic is presented on the ACT, so you won’t have to waste time reading and memorizing more strategies and facts than you absolutely need to. By studying the topic first (before diving right into all your practice problems), you’ll also keep your practice problems â€Å"fresh.† It’s no use throwing yourself against a wall of function problems if you’ve never studied functions in school- it will only leave you with no new material to study from once you’ve brushed up on how to actually solve function problems. Once you’ve refreshed your understanding of a math topic and learned what you need to learn, you can use your practice problems solidify the knowledge in your head and get you to where you need to be by test day. #2: When you do find practice questions, always try to solve them yourself first without looking to the answer. If you look at a problem and then look straight to the answer, you are not really solving the problem. The answer explanation might make sense to you and even make you feel as though you would have been able to solve the problem on your own, but this feeling can be deceiving. Solving a puzzle yourself and understanding how a puzzle was solved require two entirely different parts of your brain. Always (always!) try to solve a problem yourself first and commit to an answer choice, before you look up the final answer. Remember- you can only improve if you have an accurate picture of your current skill level. #3: Once you’ve brushed up on the topic, take practice problems in multiples at a time, as if you were truly working on the test. As you go through your practice questions, don’t solve questions one at a time and stop to look up the answer after each one (e.g., solve, stop to look up answer, solve, stop to look up answer, solve, stop, etc.). This kind of pacing does NOT give you an accurate picture of how you’ll do on test day and can hamper your progress. (Remember: you won’t be able to verify whether your answers are correct or not on test-day- you simply have to do your best and move forward on multiple questions at a time.) Even if you don’t always sit down to take a full test or a full math section at once, it is still better to answer two or three questions at a time and look up your answers at the very end than it is to simply answer one. #4: If you can use multiple solving methods on a problem, try all the different ways so that you can find the one most comfortable for you. Many ACT math questions can be solved in a variety of ways. Plugging in answers and plugging in numbers are strategies that work for many different types of math questions, but there are others as well. For instance, systems of equations questions can be solved by graphing, subtraction, or substitution, while sequence, polygon, and distance questions can be solved via formulas or by working them out by hand. These are just a few examples and each of our guides will go into further detail. The point remains that most every ACT question is purposefully designed to be solved in multiple ways and different methods work best for different people. Once you’ve finished solving your set of problems, go back and solve them again using a different strategy. Compare this to the first time- which method did you like better? Which was faster? Which made you feel the most confident in your answer? #5: Pace yourself (and your practice questions) Though it may be tempting to get your studying out of the way, do NOT cram all your studying in one go! Improvement happens over time, and you must pace yourself to get the most out of your prep time. In addition, if you blow through all your practice problems at once, you will not have anything else to work with fresh. Again, solving a puzzle yourself and understanding how a puzzle was solved are two very different concepts, so try to pace out your fresh material and your review material so that you can use both parts of your brain in your study prep. #6: Sign up for a test-prep program if you feel you need more material than the free practice questions available. If you feel you’ve exhausted your free study material, then definitely sign up for a test-prep program or buy one of the official study guides available, like the Real ACT Red Book. Not only can a prep program provide you with additional material, but can also help you make the most out of your study time. Our ACT study program at PrepScholar automatically targets your areas of strength and weakness and tailors your studying to you and your needs. No need to assess your patterns yourself- we’ll do all the work for you! And don't underestimate the power of a good nap after you're done studying. The Take-Aways The ACT is unlike most tests you’ll ever come across- it is long, comprehensive, and very specifically designed. Going into it blind (or poorly prepared) is difficult and rarely goes well. The more you can prepare, and the higher quality that preparation is, the better you’ll do. So make sure your study material always comes from the best sources and that you use this material to its absolute best effect while studying. Your goal is to train your brain to look at and solve puzzles in the way that the ACT wants you to, and most people can only do so with focused effort and practice. But always keep in mind too that the ACT is designed to be an achievable and trainable test. With the right practice, it is absolutely possible to succeed and get the scores you want. Once you know how to hone your focus and target specific areas to study, you’ll be mastering ACT math questions in no time. What’s Next? Now that you've looked at your ACT test-taking patterns, check out our individual ACT math guides to help you brush up on any topic that was less familiar to you. Running out of time on the ACT math section? If you found that you didn't have enough time to finish your ACT math section, check out our guide for how to beat the clock and maximize your ACT math score. Unsure about your ACT math formulas? Make sure you've memorized your most important formulas and then check out how to use that knowledge to its best effect. Looking to get a perfect score? Our guide to getting a perfect 36 on ACT math will help get you to where you need to be. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Monday, February 24, 2020

Letter Assignment Example | Topics and Well Written Essays - 250 words - 5

Letter - Assignment Example Should the misunderstanding between Felicia and Curt persist, E&Y is most likely to lose its highly esteemed clients because of the eminent and unprofessional attendance they experience. It is appreciable that Felicia has been a great mentor and serves diligently as the client team leader at E&Y for two and a half years. Being the Department Supervisor, your immediate attention is critical to addressing the situation. Your actions are also important to getting a viable resolution to the disagreement that would enable the two work efficiently and in coordination. Therefore, there is necessity that you schedule for another meeting in which you will resolve the contentious issue affecting E&Y. In addition, a meeting with Felicia and Curt would help solve their existing disagreements and subsequently prevent future challenges to attending to clients at E&Y. Moreover, peace would remain maintained within our department besides enhancement of the relationship between Tulsa office of Ernst & young and E &Y client Midcontent

Saturday, February 8, 2020

You choose the topic Essay Example | Topics and Well Written Essays - 1000 words - 5

You choose the topic - Essay Example The governments that exist today and related organization like the United Nations have attributed their democratic tastes from the theories of John Winthrop and Thomas Hobbes. In Social Contract, Hobbes states in his Second Law of Nature that preservations are self-sought communally and rationally. Winthrop’s Model of Christian Charity comes out with several rules that are necessary for carrying out various activities. It is through the ideas of the two renowned scholars that the ideals of democracy have been adapted. In Hobbes account of the widely respected field of human psychology, he illustrates the first law of nature (Fabre 32). The rule states that human beings are forbidden from carrying out acts that can destroy their lives or take away the means of preserving the very same lives. He further explains that self-preservation is sought rationally through a communal agreement (Fabre 34). It is, therefore, natural for individuals to give up on some freedom or liberty so as to attain the security of self-preservations. From this, Hobbes comes up with a concept that socials organizations and political settings that are present today are anchored on or pay much emphasis on them. The condition that forces individuals to give up rights at the expense of collective security is termed as a social contract. Contract emerges from the mutual transfer of the rights (Fabre 12). Nature has it that all are entitled to everything. There should be no limits to the right of natural freedom or liberty. So when individuals agree to transfer these rights to freedom, the social contract is achieved. In the place of natural right, a limited right comes in, for example, the right to property (Lijphart 45). According to Hobbes, these agreements are not made only because one is raised in a more civil society that has rules and conventions (Fabre 11). It is, therefore, by performance throughout experimentations regarding state of nature and adhering to the

Wednesday, January 29, 2020

Moral Self-Knowledge in Kantian Ethics Essay Example for Free

Moral Self-Knowledge in Kantian Ethics Essay In the article titled, Moral Self-knowledge in Kantian Ethics, Emer O’Hagan discusses Kant’s views and ideas concerning self-knowledge and the role it plays in duty and virtuous action. O’Hagan first introduces a key feature of Kant’s ethical theory which is its recognition of the psychological complexity of human beings. O’Hagan uses this recognition of psychological complexity by Kant to dive into Kant’s feeling on self-knowledge. Once a basic understanding of Kant’s attitude towards self-knowledge has been established, O’Hagan then uses Kant’s ethical theory to show how self-knowledge can be used as a means to help determine the goodness of an action. The arguments presented by O’Hagan are logical and clearly supported and verified through the presented evidence. Kant is shown to have recognized the psychological complexity of the human being in recognizing that, â€Å"judgments concerning the rightness of actions are vulnerable to corruption from self-interested inclination† (O’Hagan 525-537). Kant is saying that that even though an action may start out as from duty, our internal feelings as human beings can create a beneficial end as a means for the action, thus rendering it not from duty. Kant also recognizes that our own judgments about us may not be accurate. Moral self-development is a practice to develop accuracy for our self-judgments and takes into consideration one’s motives for action. O’Hagan tells us that this moral practice requires moral self-knowledge which is a form of self-awareness disciplined by respect for autonomy, the theoretical foundation of Kantian ethics. According to Kant, the first command of the duties to oneself as a moral being is self-knowledge. This is the ability to know yourself in terms of whether your heart is for good or evil and whether your actions are pure or impure. Kant describes duties of virtue to be wide duties, in that there is not a clear standard for how one should go about performing action for an end that is also a duty. O’Hagan tells us that Kant’s duty of moral self-knowledge is the duty to know one’s own heart. Kant tells us that moral self-knowledge is quite difficult because it involves abstracting, or taking a non-biased analysis of one’s self. Because we are bound to our own feelings and inclinations, we cannot completely separate ourselves from our own bias. The power of self-knowledge is the power to see things in objectivity instead of subjectivity. The final step of the argument is relating self-knowledge to determining the goodness of an action. O’Hagan tells us that developing self-knowledge will develop one’s self-understanding and will develop guards against self-deception. Using these skills to truly understand one’s heart allows for one to know one’s motives, and thus practical stance in action. According to Kant, the goodness of an action is determined by one’s motives, so the goodness of one’s action can now be evaluated. O’Hagan clearly demonstrates the importance of self-knowledge in Kant’s theory of ethics and validates its importance by describing application for use of the practice of self-knowledge (O’Hagan 525-537).

Tuesday, January 21, 2020

Humanities - The Heart of Liberal Education Essay -- Education Philoso

I justify the humanities by sketching four views of knowledge in which the idea of an academy or an integration of disciplines might be understood. I assume that every system of higher education inevitably appeals to concepts of knowledge. Such concepts cannot be isolated from political and civic dimensions of life as well as from personal cultivation and character. Nonetheless, older views based on these aspects are open to serious criticism. The four views considered are Aristotelian-Thomistic, Cartesian-positivist, Kantian, and "traditionalist" (in a liberal and hermeneutic sense). The paper describes key elements in each of these views and notes several objections, with a marked preference for Kantian and "traditionalist" views. Kant provides for rehabilitation of the humanities, especially ethics and literature (the moral and aesthetic), within a framework in which modern science displaces ancient teleological nature. "Tradition" is justified on practical grounds--by the need to appropriate for oneself the knowledge and experience of past generations (without which human life loses continuity and meaning). Further, the humanities save the great texts from oblivion to which "progress" would otherwise consign them. The humanities counteract the tendency of science to undermine the conditions of its own possibility, as well as the discipline, knowledge, and virtue required for its own origin. Two questions are urgently posed to the modern academy: what is the justification for congregating all the disciplines of modern knowledge under one roof as if they belonged integrally together—if, that is, there is one? For perhaps it is merely a convenience. And secondly, what is the justification—if there is any—for insisting upon th... ...ndered unnecessary by its existence. Technology makes perpetual adolescents of us, because of the ease with which it puts great power in our hands; its power diminishes our desire (and thus our capacity) for responsibility. In the face of this fact of modern life, the traditionalist view of education seeks to reverse this effect, without denying the legitimacy of science. It cultivates liberal virtues by keeping the classics and all the great texts alive, including the classics of science itself (physical and human), abandoned by later science. Traditional stances like those of (1), (2), and (3), may be suspicious of it because it declines the attempt to found education upon the dogma of a metaphysics or an epistemology. But it may well be the most practical way pedagogically that the aims and content of those approaches can be sustained within a modern environment.

Monday, January 13, 2020

Old Times and New in “Goodbye, Lenin!”

Old Times and New in Wolfgang Becker’s Goodbye, Lenin! There are many themes in Goodbye, Lenin! The most obvious is the contrast between the old times and the new and the question of nostalgia or embracing the past. Two scenes which show this theme includes the scene when the main character’s mother, Christiane, asks Alex (the main character) for some Spreewald gherkins. The second is when Christiane ventures outside and sees all the changes that have affect East Germany since the collapse of the Berlin Wall.The story unfolds in the year following the collapse of the Berlin Wall in November of 1989. Alexander Kerner constructs the GDR in one room of his family’s apartment in East Berlin for his mother who has recently woken up from a coma. His mother, Christiane Kerner, has experienced nothing of the tumultuous events of 1989-1990. When she regains consciousness the doctor tells Alex that she will not survive another heart attack and to keep her excitement levels at a low.Alex decides to keep the events of the last year a secret and thus keeps the old GDR alive in their apartment. Alex uses systematic disinformation to manipulate his mother’s beliefs. One day, Christiane asks Alex for some Spreewald gherkins, her favourite. Unfortunately, the shops have got rid of their East German products. As he walks around the supermarket all Alex sees are jars of pickles from Holland. These foods were produced and sold in the old East Germany where often it was impossible to produce enough to meet demand.The director, Wolfgang Becker, juxtaposes shots which compares both systems of government (the old and the new). The supermarket shelves have been ‘invaded’ by new brands from Holland and the rest of the world. The differences between the two halves of the city are highlighted by a montage sequence where we see in bland colours the empty shelves of old East Berlin supermarkets. A single, defrosting, bloody chicken lies at the bottom of a huge freezer – this shot is juxtaposed with the vibrant colours of the brightly packaged goods on the shelves of shops in the new Berlin.These images in this scene shows the contrast and lacking that both the old and the new both have. The second scene which portrays the theme of old and new is when Christiane ventures outside of the apartment into Berlin. For Christiane, venturing out into the ‘real world’ means that she must confront this new world around her. For Alex, it means confronting the lies that he has been telling to build up the imaginary world in the apartment. Christiane has to face the changes that have been made in the past years and must see the new.She gazes upon the sights for the first time – West German’s moving into the apartment building, the new western vehicles, and of course the statue of Lenin. Good Bye, Lenin! is a thematically rich film, delving into politics, family dynamics, and, most especially, the contrast be tween the old and the new. The fall of the Berlin Wall was a tumultuous event for East Germany, triggering rapid changes in every aspect of the lives of the people who lived there.Overnight, the economy would be transformed from a socialist system to a capitalist one, Western consumer goods and ideas would come flooding in, and people could pass freely into the Western sector of the city. In these scenes we see the influence of the new on the old. We see Alex trying to keep his mother in the old East Germany by creating a world in their apartment with everything from the old GDR. Christiane eventually ventures outside and sees the new Germany and comes out of this experience with new strength and understanding.

Sunday, January 5, 2020

Hiku Japanese word of the day - hiku

Word of the Day: hiku Pronunciation: Click here to listen to the audio file. Meaning: to pull; to draw; to drag; to attract; to lead; to quote; to look up; to subtract Japanese characters: Ã¥ ¼â€¢Ã£   (㠁 ²Ã£  ) Example: Sono kotoba o jisho de hiite miyou.㠁 Ã£  ®Ã¨ ¨â‚¬Ã¨â€˜â€°Ã£â€šâ€™Ã¨ ¾Å¾Ã¦â€º ¸Ã£  §Ã¥ ¼â€¢Ã£ â€žÃ£  ¦Ã£  ¿Ã£â€šË†Ã£ â€ Ã£â‚¬â€š Translation: Lets look up the word in the dictionary. More Words of the Day: Previous wordNext wordWord of the Day by email