Precalculus

Enter the 7th year of Liger, my math class also advanced to the next level of math, Precalculus. This subject is very hard and fascinating for me. First of all the idea of studying precalculus has always floated my mine since I am an aspiring engineer but it is very hard to fully grasp every lessons and rule in this subject. Many of the formulae had a pattern and it will be easier to solve if you can understand the rule apply to it. For example, the rule for Slant asymptotes(a line which a graph will infinity or negative infinity if it gets near the value): Slant asymptotes look like this,

This graph comes from the division of x^2 + x + 1 and x+1. In the lesson that I have learned stated that if the equation has a greater power in the numerator then there is a possibility that there is a slant asymptote. To find the asymptote you just need to divide the equation until you cannot go any further. Then ignore the remainder if there is any and what you can divide is the line of the slant asymptote. In this case, y=x is the asymptotes because we can only divide x out of x^2+x+1 with a remainder of 1.

Pre-SAT

What a drag! I have to take the SAT, Scholastic Aptitude Test. This international test consists of many varieties of concepts from math and English. The most important goal in taking this test is to show colleges that I am worthy of their scholarship.

One month effort had been put into this test although not many hours every week are spent on it. I have learned many things during the preparation but most importantly, this test is not to measure your abilities rather how good is your test-taking skill.

I have learned many strategies such as quick pattern realization, skip lengthy questions, and fast problem-solving techniques on different topics. I also expand many topics that I review in class but surprisingly more tactics are becoming handier when facing actual SAT questions during practice.

What I cover in class with facilitators and friends far exceed what has mentioned on this texts today. But I just want to express the gratitude toward my math teacher who had taught me so much technique. One that really interests me is pattern realization, it is as said that SAT question often repeat the same concept or the way they ask questions.

Example: The recommended daily calcium intake for a 20-year-old is 1,000 milligrams (mg). One cup of milk contains 299 mg of calcium and one cup of juice contains 261 mg of calcium. Which of the following inequalities represents the possible number of cups of milk m and cups of juice j a 20-year-old could drink in a day to meet or exceed the recommended daily calcium intake from these drinks alone?

This type of question does come often with different context but they’re the same concept, turn the word problems into an equation. Once you noticed it, transform it into an equation won’t be hard and take a long time because the reading itself give sufficient clue to how the equation should form.

Many more methods are put into play I hope to get the best possible result for my future.

AP stat prep

Currently, I am involved in advanced statistic class, which undergo intense practice and preparation for the Ap test. The AP test is hard and stressful that’s why we need to prepare for it. In this statistic class is probably my most challenging class all year because it is consist of many subjects and hard vocabularies to understand the context. So far I have learned about univariable and bivariable data, also the different way to place the different type of data into form and organize for easy interpret the data. That includes scatterplot, bar graph, box plot, histogram and many other. Currently, I am studying about the line of predicted data and the real data. If you have data on something you can predict a new outcome from the line. For example height and weight, predict height based on weight, if you are 80 kg the graph shows that your height would be around 180cm.