<p>Hi. My son is a rising junior who will be taking AP calculus next year. He is smart, but not too savvy- particularly with standardized, timed tests- and is slooow in his work. He has been prepping for the level 2 math test using Princeton Review. We are hoping he can score in the 720-760 range. (From what I have read, the Barron's book is the one of choice for those who want to get an 800. I had him use PR instead because i didn't think he would commit to slogging through Barrons)</p>
<p>He just tried a PR test and didn't even get past question 35. I can see that some of the later questions in the test might be easier for him. So, the question is: how do you approach this test? Do you first scan for all the problems you know you can do straight off, and then come back to the ones that might take more time? I see some advantages with that-except that time is spent reading through some questions and then leaving them. It might encourage skipping too many questions that could be answered with a bit more effort. Also, are there key equations or programs that should be programmed into the graphing calculator? What are they? </p>
<p>I would suggest that your son become very familiar with using his graphing calculator. Math II is one of the few tests where more reliance on calculator can actually be a good thing.</p>
<p>An example I often use regarding the Math II test:</p>
<p>Questions that often show up are “solve for x” questions, like e^(4x)=37581.</p>
<p>There are 2 ways to solve this:</p>
<p>Way #1: By hand. This is error-prone and more time-consuming then the other method (and requires that you actually know HOW to do this).</p>
<p>Way #2: Graphing the equation on a calculator and using calculator utilities to find x. While this sounds more complicated, this should be a skill your son has (given that he’s going into AP Calculus). In addition, the only possible error that comes from this is mistyping the equation. And, it’s much faster.</p>
<p>In addition, if your son’s calculator has a CAS, using the CAS to his advantage would be even faster and less error-prone.</p>
<p>Ultimately, familiarity with calculator really speeds up the testing and reduces the risk for error.</p>
<p>A CAS is a Computer Algebra System. The most common calculator that has a CAS is probably the TI-89 Titatnium. It does what it sounds like it does: it can do symbolic manipulation. For example, it can differentiate and integrate equations, something that a TI-83 and TI-84 can’t do. Consequentially, many AP Calculus teachers ban the TI-89 in their classes (though the AP exam doesn’t do the same).</p>
<p>Using my above example (solve e^(4x)=37581 for x), the TI-89’s CAS would use this input:</p>
<p>solve(e^(4x)=37581,x)</p>
<p>And spit out the value of x.</p>
<p>However, there’s no need to spend $130 on a new graphing calculator. A TI-83 or 84 (which is what I assume your son has) is definitely enough for the Math II exam. As I mentioned earlier, knowing when using a calculator can save time and improve accuracy is crucial to success on the Math Subject Tests (though not so much on the SAT Math section).</p>
<p>Graphing calculators help but your son doesn’t have to know all the secret tricks to get a high score. When I took it (800), I just plowed through. If there were problems I got stuck on or thought would take a long time, I immediately skipped them. Even if he doesn’t end up answering some questions, it’s ok. Maybe he didn’t get past 35 because he was taking too long on some. SAT MathII has a generous gurve (~5 wrong for an 800), so it’s best to just forget about ones that are too hard or time-consuming.</p>
<p>Also, I find that Polysmlt is the most beneficial app. The TI-83 and up may already have it programmed in.</p>
<p>Thank you, 314… for your thorough response, and sa… for your perspective and the Polysmit tip. Your responses are really quite helpful.</p>
<p>I think that the greatest improvement in my son’s score will probably come from recognizing which questions to skip. It seems that his biggest weakness is with basic arithmetic- especially regarding speed. In an expression like 4x^2 -3x +12, if i ask him to plug in 2 for x, it takes him waaay longer than i would expect. I don’t think we can overcome this problem. it is a bit the way he is wired. In his pre-calc class, the teacher would sometimes give group quizzes. The others in the group would be much quicker and in the end, he would be basically copying their answers (because they all had to agree on the submitted answers). But, when it came time for the test (taken individually), he often got the highest grade. He just doesn’t do anything terribly quickly. I hope this is not a poor predictor of success in a stem type major. It is very frustrating to me to see a math test where time is such a critical factor. I don’t know of any mathematicians or physicists who would claim speed (in this context) is important in their work.</p>
<p>If this is true and something like this shows up on the Math Subject Test, this would be a great time for him to pull out his calculator. He could graph the equation and use the table or just type in 4(2^2) -3(2) +12 and have the calculator spit out the answer.</p>
<p>If he has a Ti-89, he can type in the expression, then hit the “bar” button, and type x=2.</p>
<p>That plugs numbers in for you. Maybe that will help? I use it all the time whether it is in class or during hte AP test. It saves a lot of time and lots of aritmetic errors :D</p>
<p>Honestly, a graphing calculator makes a world of a difference on standardized tests like these. I really doubt I would’ve scored 800 on my Math II test without my TI-84. Many of the questions can be solved in literally seconds with the push of a few buttons whereas they could take minutes by hand. Keep in mind your son only has a bit over a minute for each question on the Math II. </p>
<p>Bottom line: Learn how to use the GDC as efficiently as possible.</p>
<p>i’m stuck, what is the difference between the TI-84 and TI-89. I’m in AP Cal AB and my teacher didn’t care which one. Does the 89 just have more functions and abilities?</p>
<p>it’s easier to get used to the 84, but the 89 has far more capability, especially in calculus (it does derivatives and integrals for you :p)
OP, time is a big concern on SAT Math Level 2…one of the biggest problems students have with time is checking over their work while they’re going through the problems. Most of the time this is unnecessary and chews up time…so tell your son to check his work at the end, not the beginning. Just make sure he doesn’t take that as a signal to work through carelessly; the best thing to do is to work carefully but efficiently through every problem.</p>
<p>Has your son taken a thorough course in trigonometry, or “precalculus”? Is he taking AP Calculus as a junior or senior?</p>
<p>If he is taking calculus as a junior, I recommend taking the SAT II AFTER he has taken the AP test; the rhythm of the AP Multiple Choice questions will make the SAT II seem like a piece of cake to him. </p>
<p>On the other hand, if he is only taking AP Calc as a senior, then he would simply have to
learn ENOUGH TRIG, functions, and review matrices
Take ALL of the practice tests in the PR Book. Take all the PR tests in the Barron’s book.</p>
<p>As for “key formulas”, when I took the Math II, I did not need to use my calculator except for some combinatorics problems and some roots graphing as far as I remember.</p>