Відео

You’re very welcome 😊

There are two reasons why proportion comes up in this problem. When they ask for “what is BC/BD?” they’re asking for a proportion. And the way you find the lengths of those two sides is by comparing the similar (NOT congruent) triangles in the problem. Similar triangles have sides that are *proportional*, not congruent. So if I had a triangle with sides of 3, 4, and 5, it would be similar to a larger triangle with sides of 6, 8, and 10. The proportions should all be the same and they are 3/6 = 4/8 = 5/10, which all can be simplified to 1/2. This can definitely be confusing, but with practice I’m sure you’ll get a good understanding of how to find similar triangles when you draw an altitude in a right triangle (and the SAT loooooves putting problems in there about these triangles, so it will get you some points 😊)

I’m so glad it was helpful! 😊

Aw that’s so nice of you to say - I’m truly flattered 😊

You’re very welcome - I’m so glad I was able to help! 😊

Thank you so much! 😊

Thank you!! 😊 🙏

You’re welcome - I’m so glad it helped! 😊

Thank you so much 🥹

I’m afraid that’s a bit too long/graphic-oriented for me to answer properly in the comments 😓, but if you google this you’ll see some great sites with the details and graphics necessary to explain it, like at geometry help.net for example. Hope that helps! 😊

@@YouCanLearnMathwithAlyssa thank you

When you’re solving a system of equations using elimination, you want one of the variables to cancel out so you only have one variable left. When you have only one variable left, you can solve for that variable. It’s like if I had x + y = 10 and -x + y = -2. If I add those equations together, the x and -x will cancel out. x + y + -x + y = 10 + -2 2y = 8 y = 4 In the problem above, multiplying the bottom equation all by -1 changes the y to a -y. Then, when we add the two equations together, the y and -y will cancel out leaving just x’s. And then we can solve for x.

@@YouCanLearnMathwithAlyssa thanks ma'am i really appreciate

When you’re doing completing the square, it is incredibly important that the first term be a plain, positive x^2. Always always always divide everything by whatever coefficient is in front of the x^2 first to get rid of it before you start completing the square. Whether that’s a -1, a fraction, whole number, whatever, divide every term in the equation by that coefficient to get rid of it. So for -x^2 +8x+11=0, divide it all by -1 to change it to x^2 -8x -11=0 then go through the usual steps to complete the square

@@YouCanLearnMathwithAlyssathank you so much!! I was so confused:) really help full

Glad to help! 😊. I just remembered I have a video on completing the square that you might find helpful as well. It’s at ua-cam.com/video/pQinf1fPta0/v-deo.html

I think the Princeton Review will let you access some of their digital SAT’s if you buy one of their prep books (The hard part right now is that the fully digital SAT is so new that it looks like a lot of test prep companies haven’t had a chance to make comparable practice tests yet) I’ll also add that non-digital-SATs are a great way to zero in on any concepts you need to practice, but I totally agree that practicing with digital SATs is absolutely essential 😊

@@YouCanLearnMathwithAlyssa Thanks!!

I think the Princeton Review will let you access some of their digital SAT’s if you buy one of their prep books (The hard part right now is that the fully digital SAT is so new that it looks like a lot of test prep companies haven’t had a chance to make comparable practice tests yet) I’ll also add that non-digital-SATs are a great way to zero in on any concepts you need to practice, but I totally agree that practicing with digital SATs is absolutely essential 😊

That makes me so happy to hear it helped! 😊

Thank you so much - I’m so glad it helped! 😊

You’re very welcome - always glad to help! 😊

Aw you’re very welcome 😊

Aww thank you so much for the kind words! 😊

If a problem says “what is the minimum amount…” of something, you want to be using greater than or greater than or equal to in your equation. This can be confusing to students, since “greater than” and “minimum” sound like opposites. But what we’re saying is “if this is the absolute minimum value, then all the possible answers must be *greater than* that”

Aw thank you so much! Knowing I was able to help honestly brightens my day 😊

We have to subtract 2x and not just 2 because when we’re adding or subtracting we can’t split terms up. That’s because we have 2 x’s, not a 2 and an x. So if we’re trying to isolate y, we need to move both of those x’s to the other side. So we subtract both x’s - or in other words subtract 2x. Now multiplication and division are different. When I have 4y, I am saying I have 4 y’s - and it’s another way of saying “4 times y”. It’s just like how “3 times 2” is the same as 3 2’s or 2 3’s. Now “3 times 2” is 6. If I divide 6 by 2 what do I get? 3. So dividing “3 times 2” by 2 gets me back to 3. And that’s why dividing “4 times y” or “4y” by 4 will leave you with just y. And that’s our goal in these type of problems. Hope this helps! 😊

Here’s a quick rule of thumb for the number of roots - the maximum number of roots a “standard” function can have is the highest exponent you see. So if x^2 is the highest exponent, the function could have up to 2 roots. If it’s x^3, it could have up to 3 roots, etc. It may have less, but it won’t have more. The -1 here doesn’t affect the number of roots - it still only has 2 roots 😊

Aw I’m so glad they helped! 😊

You’re welcome- and thanks for visiting my channel

Oh my goodness, I think this is the nicest comment I’ve ever received 🥺. Thank you so much for all the kind words- and I’m so happy the videos helped you! 😊

Aw thank you! 😊

This has to do with what we see written in the word problem, not what we see on the chart. On the chart it absolutely looks like that first bar in Data Set B goes from 10-20. However, the text tells us that it represents numbers greater than or equal to 10, but LESS than 20. That’s why when we’re looking for the biggest possible number represented by that first bar in Data Set B, 19 is as high as we can go. And that’s going to apply all the way down the line.

Ah you’re very kind to say that - I’m so glad it helped! 😊

Yes that’s it exactly 😊. For “biggest difference” we would be lowering Data Set B’s mean and raising Data Set A’s mean as much as possible to increase that gap between them. And I totally understand what you mean about the answer key explanations. After I’ve taken the test myself and prepared my explanations I’ll go check out theirs - I can’t tell you how many times I’ve been like “what on earth…?” 😂 Anyways, I’m so glad this video helped - happy studying! 😊

@@YouCanLearnMathwithAlyssa Thank you so much! This is really wonderful!

Aw I’m so happy to hear that it helped! 😊

Great video thank you

Just double checked - you’re absolutely right! That was a mistake on my part - sorry about that. Thank you so much for pointing it out - I’ll add a pinned comment to let others know 😊

I’ll add it to the queue! 😊

😊🙏

Let’s say I told you “Pick one number that’s between 1 and 10. Now pick another number between 11 and 20. And make sure there’s the smallest possible difference between them.” If you just picked the smallest number between 1 and 10 and then the smallest number between 11 and 20 you’d get 1 and 11. The difference between them would be 10. However, if you picked the biggest number between 1 and 10 but the smallest number between 11 and 20, you’d get 10 and 11. The difference between them would be only 1, which is a way smaller difference than the 10 before. That’s what we’re doing here. We’re making B have the largest mean possible and A have the smallest mean possible so those two means are super close together and have the smallest difference possible.

@@YouCanLearnMathwithAlyssa Thank you for the detailed explanation on the logic! This makes so much more sense.