Anonymous asked:

I don't understand well faulty pronoun reference. Could you please give me a example of that? Also, I read that the antecedents should always be nouns or gerunds. But, can a clause be an antecedent? Thanks

Most faulty pronoun mistakes occur because the writer tries to use a clause as an antecedent. For example:

Sally ran 10 miles yesterday, and it felt good.

That’s a faulty “it,” because “Sally ran 10 miles” can’t be an antecedent. I know people talk like that all the time, but on the SAT, if you can’t point to a noun or gerund (which is really just a noun) as an antecedent, then you shouldn’t be using a pronoun.


Anonymous asked:

This question is from Dr. Chungs's SAT Math book and it is literally ruining my life (its a number 20...): In a certain class, 4/7 of the students are boys, and the ratio of students older than or equal to 10 years old to the students less than 10 years old is 2:3. If 2/3 of the girls are less than 10 years old, what fraction of the boys are older than or equal to 10 years old? A) 9/20 B) 11/20 C) 2/3 D) 14/15 E) 9/35

Can we all just take a minute to be amazed at how awesome I am for answering questions from other dudes’ books? 

OK, cool.

Anyway, the key insight here is that the number of students must be a multiple of 7 (4/7 of students are boys) and also a multiple of 5 (the ratio of 2 old to 3 young can be converted easily to 2 old to 5 total). So let’s see what happens if we start by assuming that there are 35 students in the class, and working back from there.

4/7 of the students are boys, which means 3/7 are girls. So if there are 35 students, there are 20 boys and 15 girls

If 2/3 of the girls are less than ten years old, then 10 girls are less than ten years old, which means 5 girls are ten years old or older

So far so good?

OK, now back to the proportions of old and young. I noted before that 2/5 of the students are older than or equal to ten years old. That means 14 out of the 35 students are ten years old or older. 5 of those older students are girls, which means 9 of them are boys

The question asks what fraction of boys are ten years old or older. That’s 9/20.


Anonymous asked:

#20 in your book the section on right triangles) I'm confused in that you utilized the pythagorean to find side AB and then go directly into finding the area of the circle? Can you explain the solution more in depth, thanks!

I’m not finding AB there, I’m finding AO, which is also the radius of the circle. Once you have AO, there’s nothing to do but square it and multiply it by π to get the circle area.

dreaminsidethebox asked:

for how many integers N is (2N+1)(3N-1) a negative number?

For that to be negative, you need one factor to be negative and one to be positive. So you might start by plugging in some numbers that might work:

  • When n = 0, you’ll have (1)(–1) = –1
  • When n = 1, you get (3)(2) = 6
  • When n = –1, you get (–1)(–2) = 2

Therefore, the only integer n for which (2n + 1)(3n – 1) is negative is 0.

You can also see this easily by graphing if you have a graphing calculator:



Anonymous asked:

What is the sum of odd numbers smaller than 24?

It should take no longer than 20 seconds to just type them into your calculator, so even if you don’t know a shortcut there’s really no reason to get this question wrong. (Also, not a real SAT question, right?)

1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21 + 23 = 144

Because a question like this won’t appear on your SAT, I’m ambivalent about saying the following because it feels like Kitchen Sink Prep to even mention it, but the shortcut is that you can find the sum of a set of evenly spaced integers by multiplying their average by how many numbers there are in the set. 

In this case, there are 12 positive odd integers less than 24, and their average is 12. 12 × 12 = 144

Seriously, though, by the time you’ve counted the number of terms and figured out their average, you’ve probably already figured out their sum, or could have if you’d just started by doing that instead. 


Anonymous asked:

Hi Mike, I've been studying SAT Math for about a month now utilizing your book and some other references. I've improved my math score about 100 - 150 points from a 500 to 600-650 (depending on test) and ultimately will keep working to achieve above a score of 700+. I've taken about 3 Blue Book tests and was wondering what you'd recommend to reach my goal. I will surely be taking more practice tests but was wondering are there any other books you would recommend?

Sounds like what you’re doing is working pretty well—a 150 point improvement in a month is exceptional. Just stay on your grind.


Anonymous asked:

The integers m and k are positive; m is divisible by 2 and k is divisible by 5.? if m/k=7/9 and m+k<500 what is one possible value of m+k? How can i do this algebraically?

You can’t easily do this with algebra because of the divisibility restrictions. Algebra will just give you a line (m = 7k/9) that ends abruptly when the sum of m and k reaches 500. There are an infinite number of solutions on that line. Besides, why would you want to overcomplicate a problem like this with algebra?  

70 is divisible by 2 and 90 is divisible by 5. So one easy possible value of m + k is 70 + 90 = 160.


Anonymous asked:

Do you possibly have any questions that deal with these type of problems..I need help on these the most..or if you have any tips?...How I can automatically select numbers that will be divisible by for example "4", given that the two numbers have 2-3 digits? This is a long shot, but hopefully, you can help me

I think you’re asking how you can tell, just from looking, whether a number is divisible by 4. There are some neat divisibility rules, but honestly for SAT purposes you can just use a calculator to test a number’s divisibility.


Anonymous asked:

2x - 5y = 18, 4x + ky = 17. For which of the following values of k will the system of equations above have NO solution? (A) -10 (B) -5 (C) 0 (D) 5 (E) 10 (I don't know what the answer is.)

A system of two linear equations has no solution when the lines are parallel. 

2x – 5y = 18
–5y = –2x + 18
y = (2/5)x – 18/5

4x + ky = 17
ky = –4x + 17
y = (–4/k) + 17/k

Parallel lines have the same slope, so you need –4/k to equal 2/5. That happens when k = –10.


Anonymous asked:

(To trap and remove large alligators) greatly affected the ecosystems of some southeast swamp lands. / D. (The trapping and removal of large alligators) is correct but I dont understand why the original is wrong? I thought the infinitive can serve as the subject of the sentence?

Yeah, it can sometimes, but not here. I can’t put my finger exactly on why right now—maybe a commenter can help me out. I think it’s parallelism (“to trap… is to greatly affect…” would work), but I’m not sure that’s a complete explanation.

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