Presentation on theme: "Courtesy of The Real ACT booklet, 3rd edition, copyright 2011"— Presentation transcript:
1Courtesy of The Real ACT booklet, 3rd edition, copyright 2011 ACT OverviewBy Penny WoodCourtesy of The Real ACT booklet, 3rd edition, copyright 2011
2What’s in this Presentation: Parts of the testTypes of problemsFocus skills
3Parts of the Test English – 75 questions, 45 minutes Reading – 40 questions, 35 minutesMath – 60 questions, 60 minutesScience – 40 questions, 35 minutesWriting – 1 response, 30 minutes
4English Test Mechanics # questions Punctuation 10 Grammar and Usage 12 Sentence Structure18RhetoricStrategyOrganization11Style
5Mechanics Example Questions 1. Choose the correction for the first underlined portion.Otherwise, this difference points to significant underlying cultural values.F. No changeG. onH. atJ. Omit the underlined portionIf you plug in each of the answers, you will discover that no change is the best choice.
6Rhetoric Example Questions May be about strategy (purpose), point of view, word connotation, and style.Might ask about making revisions to underlined portions of essays.May ask about organization or paragraph progression.
7Rhetoric Example Questions 1. In the early 1900s the O’odham became acquainted with marching bands and woodwind instruments (which explains the presence of saxophones in waila).Given all the choices are true, which one is most relevant to the focus of the paragraph?A. NO CHANGEB. (although fiddles were once widely used in waila bands).C. (even though they’re now often constructed of metal).D. (which are frequently found in jazz bands also).Choice A would keep the phrase as is. It is the phrase that gives the best example of the main idea (a saxophone is a marching band and a woodwind instrument).
8Summary Grammar – about 60% of total test Rhetoric – about 40% of total test (word choice, connotation, paragraph progression, point of view, purpose, style)
9Focus Skills Recall and Apply Grammar Rules Teach Using Main Ideas to Help with Rhetoric Questions (key words)Both these skills we taught with success on the Graduation ExamTest format is a different – sometimes there is no question, only an underlined portion of a passage and choices given
13relocating their operations to a common geographic area in Europe Although Kalndborg is a cozy co-location, industries need not be geographically close to operate in a food web as long as they are connected by a mutual desire to use waste. Already, some companies are designing their processes so that any waste that falls on the production-room floor is valuable and can be used by someone else. In this game of “designed offal,” a process with lots of waste, as long as it’s “wanted waste,” may be better than one with a small amount of waste that must be landfilled or burned. As author Daniel Chiras says, more companies are recognizing that “technologies”that produce by-products society cannot absorb are essentially failed technologies.”So far, we’ve talked about recycling within a circle of companies. But what happens when a product leaves the manufacturer and passes to the consumer and finally to the trash can? Right now, a product visits one of two fates at the end of its useful life. It can be buried in a landfill or incinerated, or it can be recaptured through recycling or reuse.Traditionally, manufacturers haven’t had to worry about what happens to a product after it leaves their gates. But that is starting to change, thanks to laws now in the wings in Europe (and headed for the United States) that will require companies to take back their durable goods such as refrigerators, washers, and cars at the end of their useful lives. In Germany, the take-back laws start with the initial sale. Companies must take back all their packaging or hire middlemen to do the recycling. Take-back laws mean that manufacturers who have been saying, “This product can be recycled,” must now say, “We recycle our products and packaging.”When the onus shifts in this way, it’s suddenly in the company’s best interest to design a product that will either last a long time or come apart easily for recycling or reuse. Refrigerators and cars will be assembled using easy-open snaps instead of glued-together joints, and for recyclability, each part will be made of one material instead of twenty. Even simple things, like the snack bags for potato chips, will be streamlined. Today’s bags, which have nine thin layers made of seven different materials, will not doubt be replaced by one material that can preserve freshness and can easily be remade into a new bag.8. According to the passage, the common element for companies that want to be part of a food web is their mutual interest in:relocating their operations to a common geographic area in Europeproviding industrial waste to private homes and farming operationseliminating the need for raw materialsusing industrial waste as raw materialsOnce again, use your clue words to help you find the answer. In the paragraph above, it is clear that the waste of one company should be used by another company “someone else.”
14Reading Summary In Sample Passages, test questions were about: Overall Main Idea 10%Supporting Details with Key Words - 40%Supporting Details or Main Idea with Inference (where you had to figure out word meaning or add info not directly stated) - 50%Items with key words that lead to answers is about 75% overall
15Focus Skill Use Key Words that match/lead the reader to answers “Read and Dig” Strategy. Read questions first then look for answerVery similar to skills and strategies used for graduation examDifference is the reading level is higher and passages are longer
17Types of Questions Basic Math What is 4% of 1000? A. 4 B. 4.4 C. 40 D. 44E. 440
18Types of Questions Basic Elementary Algebra For all x, (x+ 4)(x-5) =A. x2-20B. x2-x-20C. 2x-1D. 2x2-1E. 2x2-x+20vUsing the foil method, solve.FrontOuterInnerLastx2 -5x + 4x -20x2– x-20
19Types of Questions Intermediate Algebra If x+y=1, and x-y=1, then y=?A. -1B. 0C. ½D. 1E. 2One of the easiest ways to solve this systems of equations problem is to plug in answers and solve for x until the same value for x is found. The only answer that results in x=1 for both equations. So the answer is B. Y has to be 0 to get the same result.
20Types of Questions Use the formula y1-y2 X1-x2 7- (-3) -2-3 10 -5 =-2 Coordinate GeometryWhat is the slope of the line containing the points (-2, 7) and (3, -3)?F. 4G. ¼H. 0J. -1/2K. -2Use the formulay1-y2X1-x27- (-3)-2-310-5=-2
21Types of QuestionsPlane GeometryIf the measure of an angle is 37 ½ degrees, what is the measure of its supplement?A. 52 ½B. 62 ½C. 127 ½D. 142 ½E. Cannot be determined from the information givenKnowing the definition of supplemental angles adding to 180 will help you find the correct answer. Take 180 and subtract it from 37 ½. The answer is thus 142 ½.
22Summary Basic Math: 50% of Problems Algebra Problems – 25% Geometry Problems: 15%Algebra with Trigonometry Problems: 10%
23Focus Skills Basic Math Skills (multiply, divide, percentages, etc) Know Formulas (Distance, Pythagorean Theorem, Area, etc)“Eric the Red Tutor” has a great page of formulas for the ACT Test (Google)Different from grad exam in that geometry and trig are tested (only about 25% of test)
25Types of Questions Reading and analyzing charts and tables Making estimates using data from one or two tables or chartsDetermining a missing piece of information to answer a question
261. Students used 2 methods to calculate D, a car’s total stopping distance; D is the distance a car travels form the time a driver first reacts to an emergency until the car comes to a complete stop. In Method 1, R is the distance a car travels during a driver’s assumed reaction time of 0.75 seconds, and B is the average distance traveled once the brakes are applied. Method 2 assumes that D=initial speech in ft/sec x 2 sec. Table 1 lists R, B, and D for various initial speeds, where D was computed using both methods. Figure 1 contains graphs of D versus initial speed for Method 1 and Method 2.Table 1 and Figure 1 adapted from Edwin F. Meyer III, Multiple Care Pileups and the Two-Second Rule. Copyright 1994 by The American Association of Physics Teachers.1. Compared to R at an initial speed of 20 mi/hr, R at an initial speed of 80 mi/hr is1/4 as great1/2 as great2 times as great4 times as greatMost science questions ask you to use a table to answer the question. First, find initial speeds of 20 and 80 on the table. Then, look at R for both values. You can then see that 88 is 4 times greater than 22.
277. According to Figure 4, the chain with the Y0 = 20 cm will have a fall time on the Moon of 2.0 sec if L is approximately75 cm94 cm113 cm135 cmThe first thing to do is find the 2.0 sec line that is closest to the Moon + marks. After this, the question asks the amount for L. The amount of L = 120 for about 2.4 seconds. The amount thus for 120 at 2 sec will be less than The closest estimate is 113 cm.
2810. The acceleration due to gravity on the surface at the planet Neptune is approximately 11.7 miles/sec2. Based on Figure 3, a chain’s fall time, calculated for Neptune’s surface and a given Y0 would beless than its fall time at Jupiter’s surfacegreater than its fall time at Jupiter’s surface, and less than its fall time at Earth’s surfacegreater than its fall time at Earth’s surface, and less than its fall time at the Moon’s surfaceD. greater than its fall time at the Moon’s surfaceIn order to answer this question, information from Table 1 is very useful. In fact, when answering any of these questions refer to all the info to help you. If Neptune’s acceleration is 11.7 miles per second, then it is between Earth and Jupiter’s acceleration. So, this tells us that on Figure 3, Neptune’s plots would be between Earth and Jupiter.
29SummaryOn Sample Tests 40% of the questions could be answered simply by reading the graphs30% of questions were answered by making estimates based on the graphs10% of questions were determined using extra information by looking at the graph20% of questions required looking at two graphs or two pictures for the answer
30Focus Skills Skills used in this practice test: Reading Tables Forming Estimates based on the TablesFinding missing information
32Content of the Writing Test Express judgments by taking a position on the issueMaintain a focus on the topicDevelop a position by using logical reasoning and by supporting your ideasOrganize ideas in a logical wayUse language clearly and effectively according to Standard English conventions30 Minutes to Write
33ScoresThe essay is scored holistically on a 1 – 6 scale with 6 being the highest score*6 – Effective skill in response, few if any errors, good command of language5 – Competent skill in response, organization is clear and logical, no distracting errors4 – Adequate skill in response, focus is maintained, transitions may be simple, some distracting errors*3 – Developing skill in response, limited development of ideas, focus may not be maintained, distracting errors may impede understanding2 – Inconsistent or weak skill, repetition, minimal intro and conclusion, errors are frequent*1 – Little or no skill, no understanding, few reasons, no logic, significant errors
34Focus Skills Writing with organization and with clarity Writing with few grammatical errorsVery similar to writing assessment except more emphasis on grammar
35SummationExperience from grad exam is applicable to preparing for the ACTOnly a few additional skills needed in addition to reading at a higher levelTest format is a little different – ACT website has a practice question each day