What did you guys get for that truncated cone question? Why did the 2 bases have to be parallel to find the height? Also what about that radians question? I did 4 over pi is equal to 6.5 over 13pi over 8 (6.5 times (8)/(13pi)) so the radian angles are the same for both circles. Is that ok? Also for that last proof, could I have stated that ABCD is a rhombus because diagonal AC bisected angle BAD? Also, what did you get for that dilated line segment question? I got 18.
I’m really nervous. The curve is only 14 points. The June 2015, August 2015, and January 2016 exams were so much easier.
All of that I think is correct @V1233333333 . I said that the bases have to be parallel because we need the proportional sides from similar triangles (CPSTP) to get the height. So, the angle measures need to be preserved and you get that the the corresponding angles must be congruent. Since if two lines, cut by a transversal, have congruent corresponding angles, they are parallel, both the diameters must be parallel.
I feel they may end up removing that question from the exam. While we went over frustum a as well, I’m pretty sure they’re not in the curriculum. But then again, NYS rarely cares when they make errors
The main focus was similar triangles triangles. The volume part was a bit sketchy though.
I had no idea what the volume of a truncated cone is. When I saw the equation, I freaked out because the question would be so much easier with it. It wasn’t on the reference sheet and it isn’t an equation we see regularly.
Also for the parallel bases, I stated that in order to find the height, you need two flat parallel bases in which if you make a straight vertical line through them, they will make two 90 degree angles. If the bases are not parallel, there will not be enough 90 degree angles to make a straight line and find the height.
That is also very true @V1233333333 because you would need an altitude for the cone and have right angles and then the corresponding angles are congruent.
@kimclan1 How did you do the question that had to do with the sectors of the circle, the arc length, and radians? We never went over this in class.
For that question regarding why they have to parallel I wrote:
They have to be parallel because then then the volume will be different, etc etc. I just made some thing up
Radians was literally the last thing we did. There are two ways of doing it:
There is a special formula to find the measure of the central angle: central angle = (intercepted arc length)/(radius). If the central angle measures is equal, then (pi)/(4) = (13pi/8)/(6.5). This actually is true because we can cross-multuply and get 6.5pi = 6.5pi.
Also, you can completely avoid using radians. Since the entire circumference of the circle is pi times diameter, you have that (8pi)/(pi) = 8 for circle 1 and (13pi)/(13pi/8) = 8 for circle 2. Now, we have 360/8 = 45 degrees for the central angle of each. Since if two angles have the same degree measure, they have teh same radian measure, or visa-versa.
It is important to note that the question just asks if the radian measure is equal and explain why, you do not actually have to know what the radian measure is. It would be very hard though if you never learned this stuff in class.
You had to use the formula θ = s / r , θ being the measure of the central angle in radians, s being the arc length, and r being the radius. Don’t remember the actual answer.
The question about the radian degrees?
I said they have the same scale factor
r u even a teacher? How do u know that ur actually correct?
A lot of people got different answers for the last question. Who knows we could all be wrong. Yes frustums are not in the curriculum or the gallons question either, but i doubt they will take it out because they already have the curved grades for it. They would have to make people retake the whole entire 6-point question. Nysed is stubborn, i hate them all.
There’s a teacher, Mr. Honner who looks through the regents exams when they’re given (math specifically) and finds the errors and posts them and why they’re erroneous/straight up wrong. Just google something like “erroneous regents questions” and it’ll come up. Pretty interesting. Also fits into this debate we’re having about the truncated cone
most likely won’t have them for the June 2016, but just take a look through the past ones
The question about the frustum was hard because you had to use binomial in the ratios. I think that this is just like the last trig problem on the January '16 exam, you technically know everything that you have to to answer the question, but is very “unconventional”.
Yeah for that last question, we may be all incorrect… ugh
this is stressful
All the math teachers in my school are FURIOUS with this exam, and NYSED right now. One of the teachers (he’s been there for a really long time) said it was the hardest geometry exam in 35 years. He said all the teachers mouths dropped open in shock in seeing the frustum question