i can confidently say that out of all prep channels for sat on youtube, you are absolutely the most useful and educational one when it comes to advanced and high level questions. Thank you.
You're welcome! I worked super hard on this playlist so that people shooting for 800 would have helpful study materials. Your words mean the world to me. Make sure you let me know how your exam goes by stopping by the Community Tab. Best of luck - you got this!!!
i gave my sat today. my math section went really well, and your videos played a huge role in that (especially the ottocento series). i think i got just one wrong in the entirety of the math section. thank u so much!!
You're welcome! Make sure you stop by the Community Tab and let me know how your SAT goes. Scores drop Friday September 6. www.youtube.com/@Tutorllini/community All the best!
Thank you so much for your kind words! Make sure you stop by the Community Tab and let me know how your SAT goes. Your kind words mean so much to me (almost no one mentions my jokes). Peace!
You're welcome! Don't forget to let me know how your exam went by dropping by the Community Tab. Best of luck on your test- so glad I was able to help =)
@@Tutorllini hi kyle! i got a 730 and it’s unfortunately not exactly the score i wanted so i’m gonna be retaking it in october for a 750+ =) gonna keep watching ur vids tho!! thanks for the help!
@@adalmiina722 Awesome! And thanks for letting me know. Update me on your October attempt here: www.youtube.com/@Tutorllini/community I hope you get the score you want! 💙
You can do my worksheet as well, found here: th-cam.com/video/FlpZN4KIcVw/w-d-xo.html There are six questions on worksheet exactly like this. Thank you once again Kara for taking the time to validate. I feel many viewers understand my explanations but they don't take the time to comment... I appreciate it! I don't know what zone you are in but you should stop by my livestream Saturday if you can after your test (I need to schedule it still...). Peace! P.S. I made the graph nicer for another comment: www.desmos.com/calculator/k4lk61vsjl
Remember - another viable strategy once you have the starting equations. For example, make b = 50, compute c, then compute a, and you can use arithmetic/number sense to find the percents at the end without doing so much algebra. I hope this helps!
For number 5 you could substitute 100 into b. That would make c= 62.5. it would look like a=12.56(100-62.5)=471. Then you could so 62.5 multiplied by x/100=471 and vice versa
@@Tutorllini yeah ur a goat i def got a 780-790 in math finishing like 10 minutes early (missing doing 1 "hard question" i KNEW how to do bc of my own stupidity) much appreciated
For the last one (question 7) you can just type the full equation on desmos and then make a table so you know how many degrees Torte is 0 degrees celsius. Then you add 3.3 to it so you should get -581.2 so you just need to find the corresponding x value (degrees celsius) for the y value of degrees Torte. Then just just type in a line T(a)〰-581.2 a should be 1.18462 which is the difference from 0
Hey neat idea! However, I can't recommend anyone actually do this. Regressions aren't necessary. If a student insists doing this on Desmos, I suggest they just type in the x or y values and observe the change. No regression is required (you just need to understand how to subtract two numbers and how to click). Remember, understanding deeply the meaning of rise over run (delta y over delta x) will only help you get more questions correct. I adjusted my drawing to address some of the sources of confusion the other commenters were having: www.desmos.com/calculator/k4lk61vsjl I hope this helps - and thanks for teaching me more about Desmos :)
In question 5, the comma in 1,156% made me think that a is actually 1 which is 156% of the difference between b and c (had it been 1156%, without the comma, I might have gotten it). Instead, I got an answer of 10,000 (exact 10,000).
Ah sorry mate! I wrote that comma begrudgingly knowing it would cause confusion. Unfortunately, College Board does write it like that in the Bluebook app. Don't sweat it - better to make these mistakes now
Are any of these questions from SAT Practice Test 6? I ask because I haven't taken it yet and don't want to spoil any of those questions before I watch this. Thank you again goat.
Hey mate! I wrote these questions myself. Question 1 bares strong resemblance to a question in SAT#6 (but I'm not sure if you count that spoiling?). Best of luck!
Hi! For question 2, for the quadratic 5x^2+8x-4p=0, the product of the solutions is -4p/5. Because this value is already the product of the solutions of that equation, I added that to this equation ((7p/3)(-4)(4)(-3)) to find the total product of the entire equation. My new total product equation then turns out to be ((7p/3)(-4)(4)(-3)+(-4p/5). With this equation, when I solve for 'p,' I get p=-700/1251. When I plug everything in to check my work, my total product of solutions is exactly -62.22222222 repeating. The difference between how I did it and you did it is that I added the product of solutions (-4p/5) whereas you multiplied it. How come both ways work? Shouldn't we add the c/a value to the product of the other solutions to get the total product of solutions? Sorry if this is a mouthful, I am just confused. Please let me know if you would like me to elaborate on how I worked this problem out compared to how you did. Anyways, you did a fantastic job at explaining each problem thoroughly and I am glad I stumbled across your videos. Thank you!
Hi Ayush! Working thru an example without a "p" in it might help you realize why what you are doing doesn't work. See below: www.desmos.com/calculator/bhhkql2rco Does this clear things up for you?
@@Tutorllini Hi, I appreciate your prompt response! I worekd through your example and it makes sense. However, for some reason, when I solved question 2 in your video, I got it right when I used addition instead of multiplication like you. Here is my desmos for my work: /rb7dcyazus Thank you so much!
@@ayushdoshi8646 Hi! So unfortunately you did not do it right. The product when p=-700/1251 is very clearly not -560/9. See below: www.desmos.com/calculator/vupg0yfe3v Good luck!
@@Tutorllini Ok, yes this makes much more sense, thank you! Is there a way or chance you could explain why I multiply though? I get that to find the right answer I must multiply the solutions with the c/a value, but I don't get why. Thanks!
Don't fret - I design some of them to be longer than an actual question for the sake of review. This way you get more topics covered in the 7 questions. I hope this helps!
For the first question, is the reason _w_ is 48/56 because the question is asking: Given the tree is unhealthy, the probability of selecting apple is equal to _w_ ? Are phrases are just switched to make it harder to pick out the right numbers? Because I've seen College Board do that but it actually seems to make sense now if I'm right about this
Yup! Basis for this question is here: th-cam.com/video/TwFdRz5jCC0/w-d-xo.html I added a couple words to define the constants (and make the sentences shorter) so I am not sure if it affects the grammar of the sentence. Regardless - it wasn't a trick. The word GIVEN is a key word that tells you the target group (stuff you put box around that makes up your total). Here is another problem that goes over this (though I suggest you add the total rows/columns and put boxes on the chart): th-cam.com/video/W1ywKC73MAI/w-d-xo.html Keep in mind there are multiple ways to indicate the target group. GIVEN is one way. They could also say, for example.. 1) If an unhealthy tree is selected at random, what is the probability it is an apple tree? or similarly 2) What fraction OF the unhealthy trees are apple trees? Does this clear things up for you?
i think the basis question college board wrote itself is badly worded; it's not your fault. the grammar of the sentence makes it seem as if (i'm using the og question for this example) you're choosing only maple trees that are 20 feet or taller out of the total number of trees (which leaves you with 9/164). im pretty sure college board did that on purpose because when you read it at first it seems simple and you get 9/164, but when you switch it to the correct way of writing the question, which is: "A tree from one of these rows will be selected at random. Given that the tree is 20 feet or taller, what is the probability of selecting a maple tree?" but thats just the my opinion i'm not sure if its really true :D
@@kara35873 You're welcome! Thanks for taking the time to write that out - I was driving myself crazy over the wording. I hope you do awesome on your exam - please stop by the Community Tab / Livestreams and let me know how you did - peace!
for question 5 I got 8502 by rounding the percents when I did it to 654 and 13 and I got an answer of 8502. How do i know when to round in the problem if such huge discrepancies arise bteween the solutions when i rounded the pecrcentages?
Great question! The lesson: don't round until the very end of the problem. You can use fractions to keep the numbers exact until the end. See below: www.desmos.com/calculator/ssls5cpm8s Does this clear things up for you?
For question 5, I noticed we added 1 for the percent multiplier but a similar question on bluebook practice test 6 (question 18 2nd mod math) doesn't add 1. Is this because your question says a is x% MORE than whereas the bluebook question says a is x% of??? Let me know if my question doesn't make sense and thanks.
Yes that seems right. "of" just divide by 100 to find multiplier. For a %increase/decrease you need to use the expressions outlined here: th-cam.com/users/shorts2u6I92--WYI Also see the percent of short: th-cam.com/users/shorts9M_B9hZZu2g And the percent relations short: th-cam.com/users/shortsghNTZ0NIzIU I hope this helps!
i've been redoing all of your [problem sette's], and this one was hardest so far, do you think that this august will be harder? (thank u for creating such content btw!)
A question: if the 7th question would have a student-produced answer, would 1.184 be an acceptable answer or would it be wrong since 1.1846.. round up to 1.185?
Here are the acceptable decimal answers for Question 7: www.desmos.com/calculator/uk5zlreoym Too much to explain here - but my Desmos #18 covers this: th-cam.com/video/IFBTj353NHI/w-d-xo.html Does this clear things up for you?
I didn't understood the first one... It is said that probability of selection an unhealthy tree given that the tree is apple so shouldn't it be 48 over 168...if not then why is 8 over 48 but not 48 over 168
I think the part of the question you are referring to says: "The probability of selecting an apple tree, given that the tree is unhealthy" Based on what you typed in your comment, seems you just misread the question. I hope this helps!
Hi! It seems you don't understand how to calculate Percent Multipliers when given the Percent Change. See my videos below and free worksheet which help with this: Percent Multipliers SHORT: th-cam.com/users/shorts2u6I92--WYI Percent Change SHORT: th-cam.com/users/shortsr4EZIARdVeQ NET %change SHORT: th-cam.com/users/shortst4qYmg_GPIY Percent Of SHORT: th-cam.com/users/shorts9M_B9hZZu2g Percent Relations SHORT (this topic, substitute however you want mine was confusing in the example): th-cam.com/users/shortsghNTZ0NIzIU Ottocento #1 Percents (with free worksheet): th-cam.com/video/E9sAOPfGKsM/w-d-xo.html I hope this helps - Peace!
Here are the decimal answers for question 7: www.desmos.com/calculator/fh1vkhs9f2 I go over this in this video: th-cam.com/video/IFBTj353NHI/w-d-xo.html I hope this helps!
Any august sat takers here?? Guys have you got confirmation mail yet? Test day is approaching and I haven't received mail were I have to respond that I am ready to take the test.
No that would be marked wrong. Why would you elect not to use a simplified fraction? (your calculator will do it for you). Anyway, here are the decimal answers: www.desmos.com/calculator/wxrzcn9cin I hope this helps!
@@haiyen-laura365 I put the acceptable decimal answers in my prior comment. I'll put it here again for your convenience: www.desmos.com/calculator/4kh2dxerej
Sure thing! Basis for this question is here: th-cam.com/video/TwFdRz5jCC0/w-d-xo.html I added a couple words to define the constants (and make the sentences shorter) so I am not sure if it affects the grammar of the sentence. Regardless - it wasn't a trick. The word GIVEN is a key word that tells you the target group (stuff you put box around that makes up your total). Here is another problem that goes over this (though I suggest you add the total rows/columns and put boxes on the chart): th-cam.com/video/W1ywKC73MAI/w-d-xo.html Keep in mind there are multiple ways to indicate the target group. GIVEN is one way. They could also say, for example.. 1) If an orange tree is selected at random, what is the probability it is an unhealthy tree? or similarly 2) What fraction OF the orange trees are unhealthy? You should also watch Settele's video on this: th-cam.com/video/G39Ae3bgoDM/w-d-xo.html TLDR: question says GIVEN the tree is orange, so the total is the number of orange trees (you chose the total as unhealthy) Does this clear things up for you?
any idea how to factor question 6? i managed to factor all of question 2 but im not sure how to approach 6, just asking so i can know in case i forgot those formulas on test day
It's not designed to be factorable. I would highly suggest memorizing Vieta's formulas. They are covered here: th-cam.com/video/UapG82wxmuM/w-d-xo.html And then cover the advanced questions here: th-cam.com/video/YVTD7JfwwNY/w-d-xo.html Do the examples and worksheets and you won't forget!
For the first question, I'm always confused on the wording of probability questions on the SAT. how do they work? Any tips or tricks to decode it?? Thanks!
Yup! Basis for this question is here: th-cam.com/video/TwFdRz5jCC0/w-d-xo.html I added a couple words to define the constants (and make the sentences shorter) so I am not sure if it affects the grammar of the sentence. Regardless - it wasn't a trick. The word GIVEN is a key word that tells you the target group (stuff you put box around that makes up your total). Here is another problem that goes over this (though I suggest you add the total rows/columns and put boxes on the chart): th-cam.com/video/W1ywKC73MAI/w-d-xo.html Keep in mind there are multiple ways to indicate the target group. GIVEN is one way. They could also say, for example.. 1) If an unhealthy tree is selected at random, what is the probability it is an apple tree? or similarly 2) What fraction OF the unhealthy trees are apple trees? Does this clear things up for you?
For the last question, why can't you substitute 3.3 for T(x)? I understand the way you did it but I just want to clarify why how I did it would be wrong.
Yes! But here is the thing: Sum and product of solutions of a cubic are NOT in the SAT syllabus. Factoring by grouping IS in the SAT syllabus. So it wouldn't really make sense to include something not tested in the video (it won't help you get lots of other questions correct). Still - this was a creative idea. Great work!!!
If these appeared on the SAT, would they be the last questions in the modules? I haven’t taken the real SAT yet so I’m nervous that the questions are going to be a lot harder
I wrote all of these questions myself. They are heavily inspired by questions that show up at the end of the modules in the practice tests. Keep in mind, I don't work for College Board! Remember on test day to just do your best in the moment (easier said than done). The best indicator of how you will perform is your most recent Bluebook app SAT score. Best of luck - you got this!!!
@@Tutorllini Would you say they’re harder than the end of module questions? Also, completely random, but your Ottocento videos are quite literally life saving and made the topics so much easier to understand!!
@@kripavemula4419 I have no way of measuring how difficult they are - you are better off asking your peers that. I can say, however, that I design many of the questions to be LONGER for the sake of review. A longer question that you make a mistake or 2 on is better than a short question you get right (that way you are reviewing MORE concepts) in my opinion. Best of luck!
Yeah that should work - great idea! My only caution is when you pick constants - stray away from using 0 or 1 since they have a lot of special properties. Maybe pick 2,3,4,5... like this. I believe 1 works here but it might not work on SOME questions so it is not the best habit to have. I hope this helps!
![Digital SAT Math - 7 HARD Problems for the OCT 2024 DSAT [Problem Settele #9]](http://i.ytimg.com/vi/IlqM6bc72wc/mqdefault.jpg)
![Digital SAT Math - 7 HARD Problems for the OCT 2024 DSAT [Problem Settele #9]](/img/tr.png)
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![[December SAT Math] These 3 Questions were JUST added](/img/n.gif)
Heyy, I just got my SAT score and I scored 720 on math section. Thank you so much for you help. You were videos were the most helpful ones!!
You're welcome mate! Glad to help. Keep me posted on your admissions journey 🍻
i can confidently say that out of all prep channels for sat on youtube, you are absolutely the most useful and educational one when it comes to advanced and high level questions. Thank you.
You're welcome! I worked super hard on this playlist so that people shooting for 800 would have helpful study materials. Your words mean the world to me. Make sure you let me know how your exam goes by stopping by the Community Tab. Best of luck - you got this!!!
i gave my sat today. my math section went really well, and your videos played a huge role in that (especially the ottocento series). i think i got just one wrong in the entirety of the math section. thank u so much!!
You're welcome! Make sure you stop by the Community Tab and let me know how your SAT goes. Scores drop Friday September 6.
www.youtube.com/@Tutorllini/community
All the best!
U ARE SAVIOR, YOU TEACH SO PATIENTLY AND CLEARLY!! THANK YOU
I love the little jokes you put in! It makes watching the videos and learning more fun!! Thank you!
Thank you so much for your kind words! Make sure you stop by the Community Tab and let me know how your SAT goes. Your kind words mean so much to me (almost no one mentions my jokes). Peace!
I got most right and thanks to you I feel ready for the rigor of math module 2
That's awesome friend! Glad to hear it. I hope your exam goes great. Don't forget to stop by the Community Tab to let me know how you did - peace!
really struggling with these hard, conceptual questions but you're making it easier to practice kyle thank you =)
You're welcome! Don't forget to let me know how your exam went by dropping by the Community Tab. Best of luck on your test- so glad I was able to help =)
@@Tutorllini hi kyle! i got a 730 and it’s unfortunately not exactly the score i wanted so i’m gonna be retaking it in october for a 750+ =) gonna keep watching ur vids tho!! thanks for the help!
@@adalmiina722 Awesome! And thanks for letting me know. Update me on your October attempt here:
www.youtube.com/@Tutorllini/community
I hope you get the score you want! 💙
OH MY GOSH I UNDERSTAND THE BASIS FOR NUMBER 7 FINALLY *THANK YOU SO MUCH*
i just went through and did both college board versions of Question 7
You can do my worksheet as well, found here:
th-cam.com/video/FlpZN4KIcVw/w-d-xo.html
There are six questions on worksheet exactly like this. Thank you once again Kara for taking the time to validate. I feel many viewers understand my explanations but they don't take the time to comment... I appreciate it! I don't know what zone you are in but you should stop by my livestream Saturday if you can after your test (I need to schedule it still...). Peace!
P.S. I made the graph nicer for another comment:
www.desmos.com/calculator/k4lk61vsjl
@@Tutorllini 💗
tysm for the problems! i'll be practicing #5 that made me literally fill my whole scratch paper with decimals
Remember - another viable strategy once you have the starting equations. For example, make b = 50, compute c, then compute a, and you can use arithmetic/number sense to find the percents at the end without doing so much algebra. I hope this helps!
everyone taking it on Saturday good luck 🙏
Bro single handedly brought my math score up to the 700+ range
can u please explain how
Awesome to hear, Milad! Keep me posted =)
Fffggfggfgf@@Tutorllini
For number 5 you could substitute 100 into b. That would make c= 62.5. it would look like a=12.56(100-62.5)=471. Then you could so 62.5 multiplied by x/100=471 and vice versa
Nice work! Yeah coming up with valid values is a great way to tackle these.
lol dude i just went through all 8 of these videos ur lowkey a goat
www.desmos.com/calculator/gciqw9x7sr
@@Tutorllini yeah ur a goat i def got a 780-790 in math finishing like 10 minutes early (missing doing 1 "hard question" i KNEW how to do bc of my own stupidity) much appreciated
@@vxd7952 Please stop by the Community Tab on Friday Sept 6 and let me know how you did! Thanks for your kind words =)
@@vxd7952 how did u do
@@rebeccaleitman6616 i got a 790 in math!
Def more subscribers deserved brother ❤
Thanks mate! Let me know how your exam goes - you got this!!!
Please continue uploading the SAT math flashcards shorts. These are really helpful ❤
Thank you so much for a brilliant explanation! Wish everyone luck!
Sir plz recommend one of your best videos for sat prep. I am your big fan sir. Really appreciated❤
For the last one (question 7) you can just type the full equation on desmos and then make a table so you know how many degrees Torte is 0 degrees celsius. Then you add 3.3 to it so you should get -581.2 so you just need to find the corresponding x value (degrees celsius) for the y value of degrees Torte.
Then just just type in a line T(a)〰-581.2
a should be 1.18462 which is the difference from 0
Hey neat idea! However, I can't recommend anyone actually do this. Regressions aren't necessary. If a student insists doing this on Desmos, I suggest they just type in the x or y values and observe the change. No regression is required (you just need to understand how to subtract two numbers and how to click). Remember, understanding deeply the meaning of rise over run (delta y over delta x) will only help you get more questions correct. I adjusted my drawing to address some of the sources of confusion the other commenters were having:
www.desmos.com/calculator/k4lk61vsjl
I hope this helps - and thanks for teaching me more about Desmos :)
My Man 💪
#10,000!!!
In question 5, the comma in 1,156% made me think that a is actually 1 which is 156% of the difference between b and c (had it been 1156%, without the comma, I might have gotten it). Instead, I got an answer of 10,000 (exact 10,000).
Ah sorry mate! I wrote that comma begrudgingly knowing it would cause confusion. Unfortunately, College Board does write it like that in the Bluebook app. Don't sweat it - better to make these mistakes now
Are any of these questions from SAT Practice Test 6? I ask because I haven't taken it yet and don't want to spoil any of those questions before I watch this. Thank you again goat.
Hey mate! I wrote these questions myself. Question 1 bares strong resemblance to a question in SAT#6 (but I'm not sure if you count that spoiling?). Best of luck!
@@Tutorllini Thank you kind sir. Your moment to fame is coming.... keep posting great videos and know you are insanely helpful🫡
Hi! For question 2, for the quadratic 5x^2+8x-4p=0, the product of the solutions is -4p/5. Because this value is already the product of the solutions of that equation, I added that to this equation ((7p/3)(-4)(4)(-3)) to find the total product of the entire equation. My new total product equation then turns out to be ((7p/3)(-4)(4)(-3)+(-4p/5). With this equation, when I solve for 'p,' I get p=-700/1251. When I plug everything in to check my work, my total product of solutions is exactly -62.22222222 repeating.
The difference between how I did it and you did it is that I added the product of solutions (-4p/5) whereas you multiplied it. How come both ways work? Shouldn't we add the c/a value to the product of the other solutions to get the total product of solutions?
Sorry if this is a mouthful, I am just confused.
Please let me know if you would like me to elaborate on how I worked this problem out compared to how you did.
Anyways, you did a fantastic job at explaining each problem thoroughly and I am glad I stumbled across your videos. Thank you!
Hi Ayush! Working thru an example without a "p" in it might help you realize why what you are doing doesn't work. See below:
www.desmos.com/calculator/bhhkql2rco
Does this clear things up for you?
@@Tutorllini Hi, I appreciate your prompt response! I worekd through your example and it makes sense. However, for some reason, when I solved question 2 in your video, I got it right when I used addition instead of multiplication like you. Here is my desmos for my work: /rb7dcyazus
Thank you so much!
@@ayushdoshi8646 Hi! So unfortunately you did not do it right. The product when p=-700/1251 is very clearly not -560/9. See below:
www.desmos.com/calculator/vupg0yfe3v
Good luck!
@@Tutorllini Ok, yes this makes much more sense, thank you! Is there a way or chance you could explain why I multiply though? I get that to find the right answer I must multiply the solutions with the c/a value, but I don't get why.
Thanks!
@@ayushdoshi8646
Product => multiply
sum => add
ecdn.teacherspayteachers.com/thumbitem/FREE-Sum-Difference-Product-and-Quotient-Posters-3284364-1522952456/original-3284364-4.jpg
I think the exact answer to question 5 is 8434. c is 1/7.536 of a. so w is 100/7.536. p=635.6. So p*w=8434.18259023.
p is 653.6 NOT 635.6 , probably just a small typo
Here is my work if you want to follow along:
www.desmos.com/calculator/8uzdcycerj
I hope this helps!
@@Tutorllini Thanks, Sir
i love you Sat math😊
TYSM
the good part is that I did all of them correctly, the bad part is that some took me around 6 minutes to finish 😭
Don't fret - I design some of them to be longer than an actual question for the sake of review. This way you get more topics covered in the 7 questions. I hope this helps!
Question 2 was in the SAT and I still f’d it up😭
Hey Kyle, funny intro JAJAJA will the livestream on Saturday be on YT?
Thanks I worked really hard on that LOL => yes here it is:
th-cam.com/video/mtXfaSTq7Bg/w-d-xo.html
Hope to see you there!
For the first question, is the reason _w_ is 48/56 because the question is asking: Given the tree is unhealthy, the probability of selecting apple is equal to _w_ ? Are phrases are just switched to make it harder to pick out the right numbers? Because I've seen College Board do that but it actually seems to make sense now if I'm right about this
Yup! Basis for this question is here:
th-cam.com/video/TwFdRz5jCC0/w-d-xo.html
I added a couple words to define the constants (and make the sentences shorter) so I am not sure if it affects the grammar of the sentence. Regardless - it wasn't a trick. The word GIVEN is a key word that tells you the target group (stuff you put box around that makes up your total).
Here is another problem that goes over this (though I suggest you add the total rows/columns and put boxes on the chart):
th-cam.com/video/W1ywKC73MAI/w-d-xo.html
Keep in mind there are multiple ways to indicate the target group.
GIVEN is one way.
They could also say, for example..
1) If an unhealthy tree is selected at random, what is the probability it is an apple tree?
or similarly
2) What fraction OF the unhealthy trees are apple trees?
Does this clear things up for you?
@Tutorllini oh man yeah it makes so much more sense now tysm :D
i think the basis question college board wrote itself is badly worded; it's not your fault.
the grammar of the sentence makes it seem as if (i'm using the og question for this example) you're choosing only maple trees that are 20 feet or taller out of the total number of trees (which leaves you with 9/164). im pretty sure college board did that on purpose because when you read it at first it seems simple and you get 9/164, but when you switch it to the correct way of writing the question, which is:
"A tree from one of these rows will be selected at random. Given that the tree is 20 feet or taller, what is the probability of selecting a maple tree?"
but thats just the my opinion i'm not sure if its really true :D
This actually makes sense now thank you so, so much for giving me a reason to finally figure this question out
@@kara35873 You're welcome! Thanks for taking the time to write that out - I was driving myself crazy over the wording. I hope you do awesome on your exam - please stop by the Community Tab / Livestreams and let me know how you did - peace!
for question 5 I got 8502 by rounding the percents when I did it to 654 and 13 and I got an answer of 8502. How do i know when to round in the problem if such huge discrepancies arise bteween the solutions when i rounded the pecrcentages?
Great question! The lesson: don't round until the very end of the problem. You can use fractions to keep the numbers exact until the end. See below:
www.desmos.com/calculator/ssls5cpm8s
Does this clear things up for you?
For question 5, I noticed we added 1 for the percent multiplier but a similar question on bluebook practice test 6 (question 18 2nd mod math) doesn't add 1. Is this because your question says a is x% MORE than whereas the bluebook question says a is x% of??? Let me know if my question doesn't make sense and thanks.
Yes that seems right. "of" just divide by 100 to find multiplier. For a %increase/decrease you need to use the expressions outlined here:
th-cam.com/users/shorts2u6I92--WYI
Also see the percent of short:
th-cam.com/users/shorts9M_B9hZZu2g
And the percent relations short:
th-cam.com/users/shortsghNTZ0NIzIU
I hope this helps!
i've been redoing all of your [problem sette's], and this one was hardest so far, do you think that this august will be harder? (thank u for creating such content btw!)
I don't work for College Board - sorry!
A question: if the 7th question would have a student-produced answer, would 1.184 be an acceptable answer or would it be wrong since 1.1846.. round up to 1.185?
Here are the acceptable decimal answers for Question 7:
www.desmos.com/calculator/uk5zlreoym
Too much to explain here - but my Desmos #18 covers this:
th-cam.com/video/IFBTj353NHI/w-d-xo.html
Does this clear things up for you?
@@Tutorllini yep thanks
thanks big sigma
www.desmos.com/calculator/dzt5f60f2c
@@Tutorllini i literally subscribed just because of this reply
thank you my goat! I love your videos.
how do I improve my vocabulary score in less than a week?
Check this video out from Settele for some helpful advice:
th-cam.com/video/oXwtz9dDgwo/w-d-xo.html
I didn't understood the first one... It is said that probability of selection an unhealthy tree given that the tree is apple so shouldn't it be 48 over 168...if not then why is 8 over 48 but not 48 over 168
Totally agree with you, I think that the author made a mistake solving first equation
I think the part of the question you are referring to says:
"The probability of selecting an apple tree, given that the tree is unhealthy"
Based on what you typed in your comment, seems you just misread the question. I hope this helps!
25:30 where did the 100 came to join 1+1156/100?? I have no idea
Hi! It seems you don't understand how to calculate Percent Multipliers when given the Percent Change. See my videos below and free worksheet which help with this:
Percent Multipliers SHORT:
th-cam.com/users/shorts2u6I92--WYI
Percent Change SHORT:
th-cam.com/users/shortsr4EZIARdVeQ
NET %change SHORT:
th-cam.com/users/shortst4qYmg_GPIY
Percent Of SHORT:
th-cam.com/users/shorts9M_B9hZZu2g
Percent Relations SHORT (this topic, substitute however you want mine was confusing in the example):
th-cam.com/users/shortsghNTZ0NIzIU
Ottocento #1 Percents (with free worksheet):
th-cam.com/video/E9sAOPfGKsM/w-d-xo.html
I hope this helps - Peace!
Hi sir been watching ur vids for a while , am taking the sat on october any questions i should look out for?
for question 7 could I round the answer to 1.18 or 1.2?
Here are the decimal answers for question 7:
www.desmos.com/calculator/fh1vkhs9f2
I go over this in this video:
th-cam.com/video/IFBTj353NHI/w-d-xo.html
I hope this helps!
Any august sat takers here?? Guys have you got confirmation mail yet? Test day is approaching and I haven't received mail were I have to respond that I am ready to take the test.
for QUESTION 2, can i write the answer as 0.83 instead of 5/6 ?? is it acceptable ???
No that would be marked wrong. Why would you elect not to use a simplified fraction? (your calculator will do it for you). Anyway, here are the decimal answers:
www.desmos.com/calculator/wxrzcn9cin
I hope this helps!
@@Tutorllini what should I write if I don’t use a fraction ??
Desmos only tells decimals in the graph
@@haiyen-laura365 See below:
www.desmos.com/calculator/8e3m8plhyc
@@Tutorllini I know , but what if I don’t do the equation but I let desmos do it for me in the graph and it provides me a decimal answer ???
@@haiyen-laura365 I put the acceptable decimal answers in my prior comment. I'll put it here again for your convenience:
www.desmos.com/calculator/4kh2dxerej
I gust want to know how 8 over 48 ?!
Why isn't 8 over 56 ?!
+thanks for your awesome videos.
Sure thing! Basis for this question is here:
th-cam.com/video/TwFdRz5jCC0/w-d-xo.html
I added a couple words to define the constants (and make the sentences shorter) so I am not sure if it affects the grammar of the sentence. Regardless - it wasn't a trick. The word GIVEN is a key word that tells you the target group (stuff you put box around that makes up your total).
Here is another problem that goes over this (though I suggest you add the total rows/columns and put boxes on the chart):
th-cam.com/video/W1ywKC73MAI/w-d-xo.html
Keep in mind there are multiple ways to indicate the target group.
GIVEN is one way.
They could also say, for example..
1) If an orange tree is selected at random, what is the probability it is an unhealthy tree?
or similarly
2) What fraction OF the orange trees are unhealthy?
You should also watch Settele's video on this:
th-cam.com/video/G39Ae3bgoDM/w-d-xo.html
TLDR: question says GIVEN the tree is orange, so the total is the number of orange trees (you chose the total as unhealthy)
Does this clear things up for you?
any idea how to factor question 6? i managed to factor all of question 2 but im not sure how to approach 6, just asking so i can know in case i forgot those formulas on test day
It's not designed to be factorable. I would highly suggest memorizing Vieta's formulas. They are covered here:
th-cam.com/video/UapG82wxmuM/w-d-xo.html
And then cover the advanced questions here:
th-cam.com/video/YVTD7JfwwNY/w-d-xo.html
Do the examples and worksheets and you won't forget!
@@Tutorllini alright, thank you!
For the first question, I'm always confused on the wording of probability questions on the SAT. how do they work? Any tips or tricks to decode it?? Thanks!
Yup! Basis for this question is here:
th-cam.com/video/TwFdRz5jCC0/w-d-xo.html
I added a couple words to define the constants (and make the sentences shorter) so I am not sure if it affects the grammar of the sentence. Regardless - it wasn't a trick. The word GIVEN is a key word that tells you the target group (stuff you put box around that makes up your total).
Here is another problem that goes over this (though I suggest you add the total rows/columns and put boxes on the chart):
th-cam.com/video/W1ywKC73MAI/w-d-xo.html
Keep in mind there are multiple ways to indicate the target group.
GIVEN is one way.
They could also say, for example..
1) If an unhealthy tree is selected at random, what is the probability it is an apple tree?
or similarly
2) What fraction OF the unhealthy trees are apple trees?
Does this clear things up for you?
@@Tutorllini Yes! thank you!
For the last question, why can't you substitute 3.3 for T(x)? I understand the way you did it but I just want to clarify why how I did it would be wrong.
Hi! Did you watch the video that covers this topic? That might clarify things
th-cam.com/video/FlpZN4KIcVw/w-d-xo.html
Do u have a yt playlist of hard sat questions?
He has everything
Here you go!
th-cam.com/play/PLf3ypEs9Kobgeg-L9V8Z8ZT7gdAYZfJlt.html
for question 2, cant u just use -d/a to find the product of the cubic roots?
Yes! But here is the thing:
Sum and product of solutions of a cubic are NOT in the SAT syllabus.
Factoring by grouping IS in the SAT syllabus.
So it wouldn't really make sense to include something not tested in the video (it won't help you get lots of other questions correct).
Still - this was a creative idea. Great work!!!
these are thetype of questions that come for the real sat right?
I don't work for College Board - sorry! I wrote these questions myself focusing on important topics and questions that show up in practice tests.
If these appeared on the SAT, would they be the last questions in the modules? I haven’t taken the real SAT yet so I’m nervous that the questions are going to be a lot harder
I wrote all of these questions myself. They are heavily inspired by questions that show up at the end of the modules in the practice tests. Keep in mind, I don't work for College Board!
Remember on test day to just do your best in the moment (easier said than done). The best indicator of how you will perform is your most recent Bluebook app SAT score. Best of luck - you got this!!!
@@Tutorllini Would you say they’re harder than the end of module questions? Also, completely random, but your Ottocento videos are quite literally life saving and made the topics so much easier to understand!!
@@kripavemula4419 I have no way of measuring how difficult they are - you are better off asking your peers that. I can say, however, that I design many of the questions to be LONGER for the sake of review. A longer question that you make a mistake or 2 on is better than a short question you get right (that way you are reviewing MORE concepts) in my opinion. Best of luck!
are these questions that would be ont he test or are similar to the ones that are on the test.
I don't work for College Board - sorry! I wrote these questions myself focusing on important topics and questions that show up in practice tests.
can i solve the 2nd Q via desmos if i replace the P with y?
Good idea but I don't think this helps?
www.desmos.com/calculator/zn5a9qvouv
What a goat
www.desmos.com/calculator/ejqpi3jb83
how did you insert product function on desmos?
What do you mean?
For question no 4, can't we simply assume k=1 since the question states that k>0, and then determine d value of n???
Yeah that should work - great idea! My only caution is when you pick constants - stray away from using 0 or 1 since they have a lot of special properties. Maybe pick 2,3,4,5... like this. I believe 1 works here but it might not work on SOME questions so it is not the best habit to have.
I hope this helps!