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The math EOGs were new three years ago - the questions are HARDER and the passing grade is HIGHER!

- The state is making the EOGs more

challenging…

- We have to work harder to be prepared…

- What worked before may not work now…

Not only do you need to work HARDER now, BUT you also need to work SMARTER!

Let’s look at some STRATEGIES that will help you “work smarter”…

before the EOGs!

Remember, work slowly and carefully on the tests!

“I did my very best!”

Try your hardest on EVERY problem – don’t give up!

I’ll just fill in any circle – I’ll just fail anyway!”

If you can narrow it down to two good choices – choose the best of the two!

“Well, I know it’s either A or C, but I think C is better so I’ll mark C!”

1.) In which list are all three numbers

rational?

A. 2, 5/9, 36

C. -11, 13, 14

D. 2/5, 0.16,

B. 0, 3, 4.2

Math vocabulary is very important!

Pay attention to the math words and think about their meaning.

Slide 13

CLICK HERE

WHEN DONE

Math vocabulary is very important! Try to really think about the meaning of the math words!

2.) A museum has an interactive exhibit on mountains. Entering a natural number n causes it to speak the name of the nth highest mountain in the United States. Entering number 16 causes it to say Mt. Mitchell. This exhibit models a function. What is the domain?

A. the numbers entered

B. the interactive exhibit

C. the names of the mountains

D. the museum

Think about a GOLF COURSE …

- You hit the ball straight out at a driving range – that is the y-axis. Where the ball lands is dependent on where you start!!

- You stand on a horizontal line to hit the ball – that is the x-axis. The x-axis is called the domain. Where you stand on that line doesn’t matter, it is independent!!

Click here

Click here

ALWAYS use Order of Operations!

Your calculator is a tool – use it!

1.) Parenthesis (and other grouping symbols)

2.) Exponents

3.) Multiplication or division, left to right

4.) Addition or subtractrion, left to right

Remember order of operations - “Please excuse my dear Aunt Sally.”

YES !!!

- 1

- 125
- 2

- 250
- 1

- 75
- 2

4.) Julie and Marco were hiking up a hill. They noticed that every ½ hour their elevation changed by 125 feet. What is the slope of this relationship?

Sometimes they make the answers very tricky!

It may not look like the answer is here, BUT…. It is!

Here’s a hint:

Always look for answers that may be simplified or written in another “form”!

CLICK HERE

WHEN DONE

Slide 16

Don’t let them trick you!

Always look for answers that may be simplified or written in another “form”!

5.) A function is a relationship where every value of x has a “unique” value of y. Which graph demonstrates a functional relationship?

B.

A.

C.

DON’T FALL for common mistakes!

WRONGanswers that students often pick are usually included in the answer choices.

Think before you choose!

What do you know about functions?

Slide 10

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Remember, common wrong answers are often included as choices – take your time and think before you write!!!!

6.) Which list shows the numbers in

order from greatest to least?

A. -2, 5/9, 1.815, 67%, 36

B. 0, 33.3%, -3/4, 4.2, 12

3

C. 99%, 10, 8/9, 0.36, 27

D. 1, 2/5, 0.16, 11.5%, -0.8

Read carefully to see what the question asks for:

greatest to least

OR

least to greatest!

- Remember:
- Numbers are easiest to compare when they are written in the sameform!
- ALL negatives are less than ALL positives!
- Whole numbers are greater than fractions!

Click here

Slide 28

To compare numbers, change them to the same form – usually decimals!

Be sure you know WHAT the question is asking for!!

7.) The manufacturer’s price for a tent is $19.50. A camping store that buys the tents sells them for $39.75. What is the approximate percent of increase in the price of the tents?

A. 50%

B. 104%

C. 200%

- 75%

Think hard aboutprocedures!

Don’t just “jump” at answers that seem right at first glance…

% of increase OR decrease = ???

difference

original

Click here

% of INCREASE or DECREASE can be found by putting the difference over the original and then dividing!

8.) A 5-ounce box of strawberry gelatin costs $0.52 and a 3-ounce box costs $0.59. What is the difference in cost per ounce between the larger and smaller boxes?

A. $0.10

B. $0.75

C. $1.50

D. $0.45

Remember, you want to work “smarter” - NOT “harder”!

Always ESTIMATE before you work the problem…

Hmm…

This helps you ELIMINATE choices AND helps you know if your answer is REASONABLE!

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ESTIMATINGbefore you work a problem helps you eliminate choices and determine if your answer is REASONABLE!

Slide 22

If a question seems confusing think about

it in small parts!

You can think…

1.) Do I know what 10 -4 means?

(Or use the calculator to find this part!)

2.) Then look at the rest of the problem…

Remember, if you are confused –

start somewhere! See if you can

begin with a small part of the

problem first!

4

3

-4

-3

-2

2

0

-1

Negative numbers can be very confusing – don’t JUMP at an answer – THINK before you write – DRAW a number line!

Remember that numbers get smaller

as you go left on the number line!

Slide 44

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11.) A rectangular piece of land measuring 16 feet by 12 feet is going to be divided diagonally into two congruent sections. One section will be covered with grass, and the other section will be paved. How much fencing would be needed to go around the grass section after it is divided?

B. 20 feet

- 192 feet

D. 56 feet

C. 48 feet

Sometimes, if you do not understand a problem, drawing a picture of what is happening will help!

Start drawing and labeling the gardens…

12 ft

16 ft

Slide 43

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If you are confused about a problem, try to draw a picture! This will often help you understand the problem.

12.) The expression 0.69x + 0.97y gives the cost of x bunches of green onions and y cucumbers. About what is the cost of 8 bunches of green onions and 6 cucumbers?

A.$11

B.$16.87

C. $8

D. $24.56

The word about in this problem means that you do not need to have an exact answer!

Use the information that is given to make a reasonable estimate…

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Remember that “about” does NOT mean you need an exact answer! You may not have to work the problem out.

3

13.) What is the approximate volume of a cone with a radius of 6 inches and a height of 9 inches?

V = r2h

A. 113.04 in.3

B. 339.29 in.3

C. 1.017.88 in.3

D. 1,356.48 in.3

When you see a formula think:“SUBSTITUTE” and SOLVE!

1.) Rewrite the formula, substituting numbers in place of variables wherever you can!

This is called “substituting!”

2.) Solve for the variable that is left by using inverse (or opposite) operations!

This is called “solving!”

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“Substitute” and then “Solve!”

14.) A copying machine reduces a 12-inch line segment to 10.5 inches. At this setting, what would a 16-inch line segment become?

A. 12 inches

B. 14 inches

C. 16 inches

D. 18 inches

If you see 3 numbers given as part of the data and they are looking for a 4th piece of data, that should alert you to a POSSIBILITY!

Proportions!

Use LABELS to set it up!

Click here

Be alert and look for places where proportions may be used!

Remember to use labels so that the numbers are placed in the correct place in the proportion!

15.) Sara is looking at a drawing showing two similar triangles. Use the drawing to find the approximate distance across the river from point K to point T.

T

M

12 ft

18 ft

L

K

9 ft

N

B. 18.5 ft.

A. 15 ft.

C. 13.5 ft

D. 12 ft.

You can find missing measurements on similar triangles if you have some of the important data!

What data do you need?

1. A pair of “corresponding” sides that have measurements AND…

2. A side that “corresponds” to the unknown side that has a measurement.

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Similar polygons have “corresponding sides” AND congruent angles.

Put the polygons in the same position to find the corresponding sides and congruent angles!

16.) Figure PQRS figure JKLM. Which of the following completes this proportion?

PS QR

JM ?

=

A. KL

B. LM

- PQ

D. JK

Just checking to see if your paying attention!!

What kind of figures are these????

Use LABELS when setting up your proportion!!!!

Click here

Look for problems that may involve proportions! Similar figures are proportional!!!

What are consecutive integers?

You don’t know the integers, BUT can you “represent” unknowns in a certain way???

EQUATIONS can often help you find missing information!

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Think about writing an equation and solving it to find missing information!

Think about a fan!

- Before the fan opens it is level and has a slope of 0!

- As a fan starts to open, the edge is pointed up and to the right. This is a positive slope!

- As the fan passes the half-way mark, the leading edge starts to point to the left. This is a negative slope!

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A line that moves away from the y axis - up to the right - has a positive slope!

A line that moves away from the y axis - down to the left - has a negative slope!

A line of best fit is a line that CAN be drawn through the approximate middle of a group of points!

Click here!

A line of best fit can be drawn through the approximate center of a group of points to show whether the data has a correlation!

20. Use the graph to find the equation of the line of fit that contains the points A and D.

(-6,7)

A

H

B

C

G

F

(4, -3)

E

D

C. y = x - 1

A. y = -x + 1

B. y = x + 1

D. y = -x - 1

What are the characteristics of a linear equation?

- There are points located on the straight line.

(-6,7)

A

H

- All straight lines have a slope.
- Remember, slope is m = y2-y1
- x2-x1

B

C

- Find the slope!

G

F

(4, -3)

E

D

m= -3-7

4-(-6)

m= -1

Now that we have the slope, what do we need to determine the equation of the line?

That’s right…a point or coordinate!!!

What form will we use to find our equation?

Point-Slope Form: y - y1 = m(x – x1)

Point: (4, -3) Slope: -1

y – (-3) = -1 (x – 4)

y + 3 = -x + 4

- 3 - 3

y = -x + 1

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Don’t panic when something looks confusing! Think about everything you have learned about equations and start putting the pieces together!!!

21. A frying pan is circular with a radius of 24 inches. What effect would doubling the radius have on the area of the pan?

A. The area will increase by a factor of 2.

B. The area will increase by a factor of 48.

C. Doubling the radius would only affect the diameter, not the area.

D. The area will increase by a factor of 4.

You can NOT know what effect it will have unless you TRY it!

Find the area of the frying pan first……

THEN double the radius and find the area again to see what effect it has on the area!

Click here!

Try problems both ways before you try to COMPARE!!!!

0

0

0

0

B.

C.

D.

22. In the inequality -3R + 2 > 11, R represents the number of days that Eddie runs per month. Which of the following graphs shows the number of days that Eddie runs per month?

First, pretend that the inequality is JUST a normal equation and solve for the variable!

There’s only ONE LITTLE THING to remember…

WHAT?????

Click here!

Remember to treat inequalities like equations, EXCEPT that you need to reverse the inequality sign if you multiply or divide by a negative number!

A colored in circle means “or equal to” and an open circle means NOT including that number!

Identify the equation that matches the graph on the right.

A. y = 3x + 2

B. y = -3x - 2

C. y = -2x + 3

D. y = -3x + 2

Notice that you answer choices are written in slope-intercept form. (y = mx + b)

- Identify the y-intercept first!!! (b)

- Identify the slope second!!! (m)

- Substitute m and b
- into y = mx + b

Click here!

That’s right, there are “clues” that help you when an equation is written in slope-intercept form!

THINK! There’s more than one way to solve this problem!

Remember the slope formula?

m = y2-y1

x2-x1

m = 10-5

40-20

m= 5

20

m= 1

4

Click here!

You can graph the equation by hand or use the “list” option on your graphing calculator.

40

30

20

Click here!

10

30

50

10

70

Great job!!! Formulas are important!

Identify the slope intercept form

- of the following equation: 6x+2y=18

A. y = -3x - 9

B. y = 3x + 6

C. y = -3x+9

D. y = 2x + 9

y = mx + b!!!

Start with the original equation (6x+2y=18) and solve for y.

6x + 2y = 18 – 6x

-6x

2y= 18- 6x

2 2 2

y =9 – 3x

y = – 3x + 9

Click here!

To solve an equation for a specific variable (in this case y), use inverse operations to isolate y on one side of the equation.

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