<p>1)photo-4</a> | Flickr - Photo Sharing!</p>
<p>2)photo-2</a> | Flickr - Photo Sharing!</p>
<p>3)photo-5</a> | Flickr - Photo Sharing!</p>
<p>4)photo-3</a> | Flickr - Photo Sharing!
EXCUSE THE WRITING lol</p>
<p>5)photo-6</a> | Flickr - Photo Sharing!</p>
<p>Please help with as many as you can, all is appreciated drastically!</p>
<p>Thank you in advance!</p>
<ol>
<li>It’s A. It should be exists right?</li>
<li>Not sure</li>
<li></li>
<li>For this one make s=9000 and r= 9999 the answer would be 999.</li>
<li>Find the slope of l: 2/3. equation of l is y=2x/3 . Then the perpindicular line would be y=-3x/2. The point of line k would be then 3 = -3(-2)/2. The answer is C.</li>
</ol>
<ol>
<li>Isn’t it C? Because of “an infinite number”?</li>
</ol>
<ol>
<li>I think it’s A. Because “whose” is possessive. But I could be wrong and “whose” is referring to a person… And a panda is an “it” lol</li>
</ol>
<p>for 4, thats not possible because the thousands digit of S and R are equal, thus a 9 in R and a 0 in S do not work.</p>
<p>1.C (Number → Was)
2.D (to contort)
3.E (C would result in a super wide parabola)
4.B (9999-9000) --you made the hundreds tens and one digit the same not the thousands–
5.C ( The picture is drawn to scale so you can visualize it)</p>
<p>** B might trick you though so… Line L passes through the origin so find the slope 2-0 and 3-0 and you get 2/3. Do the negative reciprocal to get the slope for Line K (-3/2). Put it in Y=mx+b [slope-intercept) and graph it up and look at the table. This might seem labor intensive, but its not.)</p>
<p>Line L in slope int= Y=2/3x
Line K in slope int= Y=-3/2x</p>
<p>[Decimals:</a> Place Value - EnchantedLearning.com](<a href=“Page Not Found... - Enchanted Learning”>Decimals: Place Value - EnchantedLearning.com)</p>
<p>Wow I was looking at the ones digit place value the whole time ***. THANKS SO MUCH SOLATE</p>
<p>Its alright, we all make simple mistakes. </p>
<p>*** it’s alright as long as we learn from them.</p>
<p>I don’t understand why it’s “to contort” because both ways make sense to me? Why isn’t it “whose”</p>
<p>PLEASSSEEE IM SOOO CONFUSED!</p>
<p>Ivykid, where did you receive the Jan 2013 SATS? I would love to acquire it!</p>
<p>Can somebody explain #2 to me…</p>
<p>1) The answer is (C)—it should be “was” not “were.” Although (A) seems kind of wrong too, it is right. It doesn’t make sense to say “there is an infinite number of worlds…” It makes sense to say “there are an infinite number of worlds.”</p>
<p>2) The answer is (D)—it should be “to contort.”</p>
<p>3) The answer is (E). We can approximate one of the zeros to be around x=-1.5, give or take a little bit. So we have the equation y = a(x+2)^2 -1, and need to plugin the point (-1.5,0). Doing so gives 1 = a(0.5)^2 ===> you can clearly see that “a” is much larger than 1.</p>
<p>4) The answer is (B). The thousands digit is the 4th digit (after ones, tens, and hundreds). Thus, the largest possible value of “s” is 9999, and the smallest value of “r” is 9000. s - r = 9999-9000 = 999.</p>
<p>5) The answer is (C). An equation for line “l” is y = 2x/3 ===> the equation of the perpendicular is y = -3x/2. Rule out (A), (B), and (E) because they clearly aren’t on the line. This leaves (C) and (D). Plugin the coordinates for (C) to see that it works. The coordinates for (D) do not.</p>
<p>I am 99.99% sure I am correct on all these. Someone please correct me if I am not.</p>
<p>1) C ; but this has nothing to do with the word “number” in the sentence. Implicit in the sentence is “(The idea/notion/theory) that there exist…”, so the writer is employing the verb with respect to that singular subject. The sentence could be reduced to a simpler form, “The idea [was].”</p>
<p>2) D ; I will elaborate on the “(to contort)” by saying that when ability is used in the context of ability to do, an infinitive is always used. If you are a native speaker of English, “ability of contorting” should jump out at you as unnatural.</p>
<p>3) E ; Think of the quadratic coefficient this way: by increasing the value of (a), you’re increasing the output value for any given input value, which means the “arms” of the parabola will extend higher with less extreme values of (x).</p>
<p>You might also think of it like an acceleration curve, if you are increasing the rate of acceleration by a factor, you will get to a higher velocity, f(x), in a shorter time, (x), making the curve steeper/closer to the y-axis/however it helps to think about it.</p>
<p>Hopefully one of those two explanations makes good sense to you.</p>
<p>4) B ; I think this has already been clearly resolved, but I’m writing anyway.</p>
<p>(s) is an integer, and it is less than 10000. This is the larger variable, so to find the greatest difference, it must be as large as possible. The largest possible integer that is less than 10000 is 9999.</p>
<p>Similarly, (r) is an integer, and (in addition to being greater than 1000) must be at least 9000. To find the greatest difference, (r) must be as small as possible, and the smallest number allowed is 9000. </p>
<p>9999 - 9000 = 999</p>
<p>5) C ; Again, this has already been said, but I like completeness and I have nothing better to do/am procrastinating on something I should be doing.</p>
<p>The equations for these lines will be simply (y = mx), as both cross the origin. So find dy/dx for the line (l), which is 2/3, then take the negative reciprocal of that to determine the slope of (k), as it is perpendicular to (l). The answer is the point which creates a slope equal to that of line (k) when connected to the origin. And stuff.</p>
<p>lol; you are using dy/dx…this is an SAT prep forum.</p>
<p>My answers were simple and direct haha.</p>
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<p>The derivative of a linear function is its slope. Derivative = rate of change (at a given point, but that doesn’t apply), slope = rate. Ironically, I didn’t want to write out “change in”. (I didn’t think that would matter)</p>
<p>It’s not a competition… but your answers were not explanations. You restated the answer in a sentence.</p>
<p>That revision of what I said is pretty childish.</p>
<p>I was cursory, but the questions were easy once you got the right way of looking at it.</p>
<p>Anyway, you were more thorough than I am. I admit it.</p>
<p>Enjoy the evening.</p>
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<p>A normal person should be able to take this light remark in good spirits, not get defensive because I added “XD so randum”.</p>
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<p>You caught me, this was an elaborate ruse to have you admit defeat, not merely me wondering why you wanted to quibble over the most insignificant piece of my explanation.</p>
<p>I really don’t understand why you felt the urge to compare our responses in the first place, the OP asked for assistance, I just tried to offer a complete explanation.</p>
<p>Did you consider that other people read these threads to help themselves prepare for the test without ever posting, and some of them might appreciate a detailed explanation? </p>
<p>Some people do struggle with this test, and it’s not my place to pass judgement on whether or not they deserve explanation.</p>
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<p>Yeah, I thought the questions were easy, too, but I didn’t make a thread asking for them to be explained. If they have the Jan QAS, letter answers aren’t helpful.</p>
<p>You enjoy your evening as well.</p>