<p>alargeblackman14 i cited webster’s definition man. whether or not conjecture’s definition is contentious, you cant say that that the paragraph had repetition. he wasnt pressing the same point, not with different examples, not with the same example. </p>
<p>all of you are my hoes and ill pimp you all to a 2400 whether u like it or not.</p>
<p>It was I, II, and III. II was: does Texas plant more than 50 % of the total cotton that is planted. </p>
<p>Conjecture, simply speaking, is a guess. He sounded pretty convinced.</p>
<p>Anyone know how many I can get wrong to get 700 if I already omited 2?</p>
<p>It depends every time, man. Which section?</p>
<p>lol speaking since I got a 2070 last time superscored… I don’t leave much out but I do make errors. Just saying.</p>
<p>I think the answer was I, II, III, but I could be wrong. </p>
<p>Does anyone think that this curve will be more generous than the May SAT? I think I missed more questions than last time, and this June one seemed harder overall.</p>
<p>May
CR: -2=800
M: -3=740
W: -2, essay 8=720</p>
<p>yeah it was i, ii, and iii. if you checked all of them they worked out. it was repetition since he repeated teachers can… teachers can… in several sentences. it was the only technique that was used consistently throughout the passage. it couldn’t have been conjecture because he said this educators, etc would fail. he was pretty confident.</p>
<p>it was snide remark.</p>
<p>did anyone get a grammatical mistake on the last ISE to be much underlined because it should have been many of her paintings</p>
<p>yeah it was many. i got that.</p>
<p>what was the answer to the question about k…
it was like g(x) = sqrt(25x) and f(x)=k+x</p>
<p>or , for instance, on the improving paragraphs</p>
<p>k=10 my good friend.</p>
<p>yeah i got for instance.</p>
<p>for the writing section where you had to find the error, can an underlined portion not having a comma be considered an error?</p>
<p>idk what was the question.</p>
<p>what was the one with the graph with y=f(x) and you had to find the points where y=1.</p>
<p>@RedPassion I don’t understand how III works. The 5 states added up to 10.75 (I may be off a bit). III states that at least 5 more states would bring the number up to 14.9. NC was approximately .75 (the pictogram looked like it was between the half piece and the whole piece), and the pictograph listed them in descending order. That means that the next 5 had to be less than or equal to .75. 14.9-10.75=4.15
.75*5=3.75
Even if the next 5 states all equaled .75, they would not bump the total to 14.9.</p>
<p>My reasoning exactly wise jew but everyone says im wrong so whatevs.</p>
<p>don’t remember the math but i do remember that it did work out.</p>