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Kaplan ACT
Notes from 6-month access
| Question | Answer |
|---|---|
| Kaplan Math Method | 1. State what the question is asking 2. Examine the given information 3. Choose your approach 4. Confirm that you answered the right question |
| Use picking numbers when... | there are variables in the question and answer choices or percentage questions without a starting number (pick 100) |
| Use backsolving when... | you have managable numbers in the answer choices (start with B or C and test the answers until you find the right one) |
| Scientific notation | using expoents to express very big or small numbers |
| Radicals | can combine roots by multiplying, cannot combine roots by adding, can divide roots, square root is an exponent of 1/2, a radical can be written using a fractional exponent |
| Reading Passage strategy | 1. extract everything you can from pre-passage blurb (identifies passage type) title introduces topic, know why author wrote it 2. read each passage - use keywords (reveals authors intentions and POV) OPINION KEYWORDS |
| Reading Passage strategy #2 | passage structure is more important than details, think about why each paragraph was written, jot down a note identifying the purpose of the paragraph WHY, SHORT NOTE, SUMMARIZE MAIN IDEA, AUTHORS PURPOSE |
| Reading Question Method | 1. Unpack the question stem - gives clues of where to find the answer 2. Research the answer in the passage (open book) 3. Predict the answer 4. Find the correct answer |
| Reading Question Method #2 | "According to the passage..." = answer is directly in the passage "The author most likely mentions _ to _" - use your understanding of the passage's overall purpose. * why the author wrote the passage and find the main idea and author's purpose |
| Types of Keywords | Continuation, Contrast, Logic, Example, Sequence, Emphasis/Opinion |
| Continuation | (and, also, in addition, moreover) - tells you more of the same idea is coming up |
| Contrast | (although, but, however, on the other hand, nevertheless) - introduce a new idea - pause, recall the original idea, read the new idea, and note how the ideas differ |
| Logic | (because, since, thus, therefore) - tell how the author is structuring an argument - note the author's view and how they support their view |
| Example | (for example, as can be seen from) - introduce an explanation |
| Sequence | (first, second, then, finally) - tell the order of events - note location in the text to look up if a question asks |
| Emphasis / Opinion | (argues, most important critical, fundamental, sadly) - MOST IMPORTANT KEYWORD because they indicate sections of the passage likely to be tested - emotional words provide the author's tone, frequently tested - is the author +, - or neutral about situation |
| English Method | 1. Identify the issue - what writing problem is the question asking us to address? - question stem and answer choices 2. Eliminate answer choices that do not address the issue 3. Plug in remaining choices to the passage and find one correct answer |
| Development Questions | (how the writer develops their writing) - ask how to best convey ideas by asking to identify the best transition, best intro or conclusion, or where to place a sentence, + or - a sentence, or help writer achieve a goal USE QUESTION STEM |
| Grammar questions | test writing conventions, all start with "Which choice makes the sentence most gramatically acceptable?", use the answer choices for clues as to what grammar problem needs fixing |
| Slope = | rise/run or y2-y1/x2-x1 |
| The amplitude of a trig function is (amplitude= size) | the coefficient in front of sine, cosine, or tangent |
| Epiphany is | the "aha!" moment, relization |
| when asked about the tone, | consider the speaker's attitude and purpose behind the statement (usually one question about author's tone) |
| when an author introduces a scholor or another authority, | pay attention to their opinions about different topics |
| knowing the author's intended autidnce can help you understand | why details are/arent there |
| for science, use notes and definitions in the passage to know the | meaning of values in tables or graphs |
| the most precise word is the one that | most clearly conveys the author's meaning |
| least redundant almost always is | shortest answer |
| sentence fragment | an incomplete sentence missing a subject, verb, and/or complete thought |
| to correct a run on... | use a period, use a semicolon, use a comma + fanboys conjunction, change one clause - make one dependent |
| parenthetical information | info you can remove and still have a complete sentence (to know if a phrase is parenthetical remove the phrase from the sentence and if it's correct, the phrase is parenthetical |
| colons | signal additional information after a complete thought |
| the part after the colon can be a | complete sentence, but it doesn't have to be |
| Commas are used on the ACT... | to seperate items in a list, with a FANBOYS conjunctin to seperate 2 independent clauses, at the end of an introductory phrase, to mark off parenthetical info |
| Semiconons on the ACT... | seperate independent clauses without a FANBOYS conjunction, to seperate items in a list when a list item itself contains commas |
| Pronouns - look out for | Agreement - make sure the pronoun we're using matches the noun it's replacing Form - what role does the pronoun play in the sentence (subject or object) Commonly confused pronouns Common singular pronouns |
| Pronoun Form - | Subject - the thing doing the action Object - the thing being acted on Posessive - something belongs to the pronoun |
| Ratio | one number compared to another number - written as a fraction or colon |
| Common mutipier | a number multipied by both the numerator and denominator to get an equivalent ratio |
| proportion | two ratios set equal to each other |
| rate | a ratio that compares quantities in two different units (rate x time = distance) |
| percent change | the percent by which a value increased or decreased (amount of change/original amount x 100%) |
| solving "in terms of" | rewriting the equation so that the desired variable is by itself on one side of the equal sign |
| Word Problems | label your variabes translate words into algebra, one step at a time write equation and plug in numbers |
| Cosine of x starts at 1 when | x=0 (Cosine of 0=1) |
| Sin of x starts at 0 when | x=0 (Sin of 0=0) |
| slope= | rise/run - measures how steep a line is |
| vertical lines II have an | undefined slope |
| slope= | (y2-y1)/(x2-x1) |
| function | rule with one optput for each input |
| nested functions | (g(f(x)) work from the inside out |
| domain | all possible x values |
| range | all possible y vaues or f(x) values |
| transformation | a change to the graph of a function, such as a shift, a flip, or a stretch f(x) + c - shift up by c units f(x) - c - shift down by c units f(x + c) - shift left by c units f(x - c) - shift right by c units |
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