Can you explain a more direct way to solve College Board Official Practice Test 9, Math Section 4 #19, than the College Board’s explanation? I seem to remember something about making a chart to solve mixture problems. Would that work here?
COLLEGE BOARD Test 9 Math Section 3 #13
COLLEGE BOARD Test 9 Math Section 3 #13
Could you suggest a shortcut or fast way to solve this? All the answers are written in vertex form, so we can quickly eliminate two of them, as the coordinates of the vertex, as indicated by the graph provided, must be (3,1). That leaves choices A and C. Is there a quick way to solve from there without plugging in values from the graph?
Hey Mike, on question #3 page 189…
Hey Mike, on question #3 page 189 I dont understand how to make the equation with the problem and the explanation didnt help me.
Hello Mike, For problem 2 on page 284…
Hello Mike,
For problem 2 on page 284 (relating to “Working in Three Dimensions”), I had difficulty answering the question, because I don’t know what the inner radius of a sphere and how that differs from the outer radius of a sphere. Since I’m not able to find anything on the Internet that talks about this, could you please explain the difference to me?
And could you then tie it back to how the entire inner/outer radius thing is relevant to the question at hand (#2 on page 284)?
I do not understand question #4 pg 156 advanced systems of equations?
I do not understand question #4 pg 156 advanced systems of equations?
In question #10 of the backsolving chapter…
In question #10 of the backsolving chapter : in the xy plane, a line containing the points (a, a^3) and (10,40) passes through the origin. Which of the following could be the value of a?
I found the explanation in the answer key to be too time-consuming if I were to solve the equation with backsolving. Can you explain how to solve this question algebraically instead?
Hi Mike, can you explain how to solve SAT 8, Section 3, #6 as a “system of equations?” Thanks.
Hi Mike, can you explain how to solve SAT 8, Section 3, #6 as a “system of equations?” Thanks.
A question on polynomials practice question #10 (p. 149 in PWN the SAT Math Guide)…
A question on polynomials practice question #10 (p. 149 in PWN the SAT Math Guide): I understand how to solve using polynomial long division but can you explain your shortcut from the answer explanation? How would we know to plug in -3?
On page148, what does it mean when question 3 states,”[i]f r(x) is divisible by x?” Is this mentioned else where in the book?
On page148, what does it mean when question 3 states,”[i]f r(x) is divisible by x?” Is this mentioned else where in the book?
How do you know the shaded circle are 3/4 of the entire circle on page 271 question 4
How do you know the shaded circle are 3/4 of the entire circle on page 271 question 4
How does the arc length equal the radian measure of angle AOB ? (question 2 on page 271)
How does the arc length equal the radian measure of angle AOB ? (question 2 on page 271)
For question 5 on page 242(Angles, Triangle and Polygons)…
For question 5 on page 242(Angles, Triangle and Polygons), could you explain why the triangle was put into 60,30,90 right triangle and how you came up with b/2 *square root of 3 as the height?
if y is inversely proportional to x and y = 41 when x = 10, what is the value of y when x =7?
if y is inversely proportional to x and y = 41 when x = 10, what is the value of y when x =7?
Could you further explain your explanation of Practice Question #4 in PWN the SAT Math Guide “Polynomials” chapter (p. 148).
Could you further explain your explanation of Practice Question #4 in PWN the SAT Math Guide “Polynomials” chapter (p. 148). In your long division confirmation of the answer (explanation p. 326), how do you know to divide by 9x + 1?
if f(2x+3)=4x-7 for all values of x, for what value of t is f(t)=1
if f(2x+3)=4x-7 for all values of x, for what value of t is f(t)=1