1. D. The roads are slippery because it just rained. – Subordinating conjunctions are ones that show a cause and effect relationship between the two ideas. In this sentence, the subordinating conjunction used is “because” which tells that the cause of the slippery road is the rain.
2. B. Adverbs –They are used in describing adjectives, verbs, and other adverbs. There are different types of adverbs such as manner (how the action is done), place (where the action is done), time (when the action is done), and frequency (how often the action is done).
3.A. Planning – This is the stage in the writing process that involves choosing and organizing the thoughts the writer would like to include in his piece. It is a critical stage because the quality of the story would depend on how it is planned.
4. D. Abstract – Abstract nouns are nouns that cannot be perceived by the senses. They cannot be smelled, touched, seen, heard, or tasted because they don’t have a tangible or physical form and only exists in the mind or imagination of a person.
5.C. descriptive – Descriptive words are used by the writers to help the readers picture out what he wants to tell in the story. These words also color the reader’s imagination and can be a means for better understanding and perception of the story.
6. A. Creating a first draft– This is stage of the writing process which involves writing down the ideas and saving them. This comes after the planning stage. Usually, a lot of erasures are made in this stage. it will be revised before being finalized.
8.D. Body–This is the part of nonfiction writing which provides the details that would support the main idea. The body is where you can find the informative content and where the arguments are written with proofs that they are facts.
9.A.Subject-verb agreement–In the sentence, the subject is not paired with the correct verb. The subject “three military fighters and an army helicopter” is plural and should be paired with the verb “are” which is the plural equivalent of the verb “is”
10.C.Every Friday, the nanny watch the children at the water park but worry that something will happen to them–The verbs used in the sentence are “watch” and “worry” which are their plural form. Verbs in their plural forms don’t have end with ‘s’
11.C.First-person–The first person point of view is popular for personal narratives because the writer is telling his own story, so it would make the writing directly stated. For the reader, it would seem like he is just listening to a friend narrate a story
12.B.Sequence–The information provided by this organizational structure are shown in a chronological order and can be explored according to the pattern the events happened. This arrangement is convenient to be able to look back or forward with the events
13.A.Comma–This is type of punctuation mark that is used to set off words that add details in the middle of a sentence. It makes the thought of the sentences more understandable by sorting the words and separating them as another thought
14.D. Conclusion – This is the part of nonfiction writing that reiterates the main idea of the piece while summarizing supporting details stated in the body. It is near the end so it's important that the purpose of the writer is retained in the reader’s mind
15.B.Jules moved into a new apartment.–This sentence tells the reader that Jules did something in the past, which is moving into a new apartment. The verb used in the sentence is “moved” and in its past tense
16.D.Imperative–This is the type of sentence that gives out a request or order to somebody. Imperative sentences are often punctuated with a period but can also be punctuated with an exclamation point especially when it is urgent and to be read as a shout
17.B. the intended audience. – Writers should consider the intended audience before presenting an essay. They should see to it that the tone and message of the writing is appropriate for the audience. If it’s for the children, then better use simpler words and no harsh ones. There’s also a tone that could be insulting to some audience, so the writer should also consider that
18.B.Once presented, the content may be available to anyone–It is important to understand that the Presenting stage of writing is similar to publicizing it, thus its content may be available to anyone who can have access to it. It means that the writing is shared to other people
19.A.Submitting the work to the intended audience–This is the main action of the presenting stage. This stage would not be complete if the work has not been submitted. The compliance of this action is critical because be by then the work is publicized
20.A.transitional–Transitional words are those that connect ideas in sentences and paragraphs. They are used to smoothen the transition of thoughts. Some examples of transitional words are thus, for example, for instance, namely, to illustrate, in other words, etc.
You’ve studied and now you’re geared up for the ACT math section (whoo!). But are you ready to take on the most challenging math questions the ACT has to offer? Do you want to know exactly why these questions are so hard and how best to go about solving them? If you’ve got your heart set on that perfect score (or you’re just really curious to see what the most difficult questions will be), then this is the guide for you.
We’ve put together what we believe to be the most 21 most difficult questions the ACT has given to students in the past 10 years, with strategies and answer explanations for each. These are all real ACT math questions, so understanding and studying them is one of the best ways to improve your current ACT score and knock it out of the park on test day.
Brief Overview of the ACT Math Section
Like all topic sections on the ACT, the ACT math section is one complete section that you will take all at once. It will always be the second section on the test and you will have 60 minutes to completed 60 questions.
The ACT arranges its questions in order of ascending difficulty. As a general rule of thumb, questions 1-20 will be considered “easy,” questions 21-40 will be considered “medium-difficulty,” and questions 41-60 will be considered “difficult.”
The way the ACT classifies “easy” and “difficult” is by how long it takes the average student to solve a problem as well as the percentage of students who answer the question correctly. The faster and more accurately the average student solves a problem, the “easier” it is. The longer it takes to solve a problem and the fewer people who answer it correctly, the more “difficult” the problem.
(Note: we put the words “easy” and “difficult” in quotes for a reason—everyone has different areas of math strength and weakness, so not everyone will consider an “easy” question easy or a “difficult” question difficult. These categories are averaged across many students for a reason and not every student will fit into this exact mold.)
All that being said, with very few exceptions, the most difficult ACT math problems will be clustered in the far end of the test. Besides just their placement on the test, these questions share a few other commonalities. We'll take a look at example questions and how to solve them and at what these types of questions have in common, in just a moment.
But First: Should You Be Focusing on the Hardest Math Questions Right Now?
If you’re just getting started in your study prep, definitely stop and make some time to take a full practice test to gauge your current score level and percentile. The absolute best way to assess your current level is to simply take the ACT as if it were real, keeping strict timing and working straight through (we know—not the most thrilling way to spend four hours, but it will help tremendously in the long run). So print off one of the free ACT practice tests available online and then sit down to take it all at once.
Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate ACT score. If you’re currently scoring in the 0-16 or 17-24 range, your best best is to first check out our guides on using the key math strategies of plugging in numbers and plugging in answers to help get your score up to where you want it to. Only once you've practiced and successfully improved your scores on questions 1-40 should you start in trying to tackle the most difficult math problems on the test.
If, however, you are already scoring a 25 or above and want to test your mettle for the real ACT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult ACT math questions look like and how to solve them. And luckily, that’s exactly what we’re here for.Step-by-step explanation:
You’ve studied and now you’re geared up for the ACT math section (whoo!). But are you ready to take on the most challenging math questions the ACT has to offer? Do you want to know exactly why these questions are so hard and how best to go about solving them? If you’ve got your heart set on that perfect score (or you’re just really curious to see what the most difficult questions will be), then this is the guide for you.
We’ve put together what we believe to be the most 21 most difficult questions the ACT has given to students in the past 10 years, with strategies and answer explanations for each. These are all real ACT math questions, so understanding and studying them is one of the best ways to improve your current ACT score and knock it out of the park on test day.
Brief Overview of the ACT Math Section
Like all topic sections on the ACT, the ACT math section is one complete section that you will take all at once. It will always be the second section on the test and you will have 60 minutes to completed 60 questions.
The ACT arranges its questions in order of ascending difficulty. As a general rule of thumb, questions 1-20 will be considered “easy,” questions 21-40 will be considered “medium-difficulty,” and questions 41-60 will be considered “difficult.”
The way the ACT classifies “easy” and “difficult” is by how long it takes the average student to solve a problem as well as the percentage of students who answer the question correctly. The faster and more accurately the average student solves a problem, the “easier” it is. The longer it takes to solve a problem and the fewer people who answer it correctly, the more “difficult” the problem.
(Note: we put the words “easy” and “difficult” in quotes for a reason—everyone has different areas of math strength and weakness, so not everyone will consider an “easy” question easy or a “difficult” question difficult. These categories are averaged across many students for a reason and not every student will fit into this exact mold.)
All that being said, with very few exceptions, the most difficult ACT math problems will be clustered in the far end of the test. Besides just their placement on the test, these questions share a few other commonalities. We'll take a look at example questions and how to solve them and at what these types of questions have in common, in just a moment.
But First: Should You Be Focusing on the Hardest Math Questions Right Now?
If you’re just getting started in your study prep, definitely stop and make some time to take a full practice test to gauge your current score level and percentile. The absolute best way to assess your current level is to simply take the ACT as if it were real, keeping strict timing and working straight through (we know—not the most thrilling way to spend four hours, but it will help tremendously in the long run). So print off one of the free ACT practice tests available online and then sit down to take it all at once.
Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate ACT score. If you’re currently scoring in the 0-16 or 17-24 range, your best best is to first check out our guides on using the key math strategies of plugging in numbers and plugging in answers to help get your score up to where you want it to. Only once you've practiced and successfully improved your scores on questions 1-40 should you start in trying to tackle the most difficult math problems on the test.
If, however, you are already scoring a 25 or above and want to test your mettle for the real ACT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult ACT math questions look like and how to solve them. And luckily, that’s exactly what we’re here for.
1. In my opinion, the best option is c. Jade is used to doing things that don't involve Karla. Karla seems to be an insecure girl with little self-confidence. She looks for support in other people, but doesn't seem to find as much of it as she would like to. Jade, on the other hand, is pretty much independent. So, Karla must make her own decisions, at her own time. Eventually, she realizes that it's for the best.
2. The best option, in my opinion, is a. After school, Jade tells her cousin Karla to try out for the step team. We don't see from this passage that Jade cares about Karla, so the B option isn't right. The C option isn't right because it doesn't mention the school. The D option isn't right because Karla's running into Jade is not the point.
3. The correct option is a. what Karla says, does, and thinks. We get to see not only her dialogues and interactions with other people, but also her intimate thoughts and fantasies. For example, we see her picturing Jade's shrugging.
4. Yes, I also think the best answer is b. encouraging. It is not just an ordinary friendship. We see that Jade urges Karla to join the step team, and does it more than once. It is not competitive because Karla is not jealous at Jade, nor vice versa. It is not unpredictable either, as everything has a logical order. Karla doesn't act on impulse. She really changes her mind.
5. Although Karla definitely is grateful, I don't think it's her primary concern at this point. I rather think the best option is a. determined. Saying "thanks" is a matter of courtesy (even though she really means it). But she has just made a decision to refrain from curiosity and go home to practice math, as it seems the right thing to do. So, she must invest all of her determination to do it.
afjhs
Step-by-step explanation:
1. D. The roads are slippery because it just rained. – Subordinating conjunctions are ones that show a cause and effect relationship between the two ideas. In this sentence, the subordinating conjunction used is “because” which tells that the cause of the slippery road is the rain.
2. B. Adverbs –They are used in describing adjectives, verbs, and other adverbs. There are different types of adverbs such as manner (how the action is done), place (where the action is done), time (when the action is done), and frequency (how often the action is done).
3.A. Planning – This is the stage in the writing process that involves choosing and organizing the thoughts the writer would like to include in his piece. It is a critical stage because the quality of the story would depend on how it is planned.
4. D. Abstract – Abstract nouns are nouns that cannot be perceived by the senses. They cannot be smelled, touched, seen, heard, or tasted because they don’t have a tangible or physical form and only exists in the mind or imagination of a person.
5.C. descriptive – Descriptive words are used by the writers to help the readers picture out what he wants to tell in the story. These words also color the reader’s imagination and can be a means for better understanding and perception of the story.
6. A. Creating a first draft– This is stage of the writing process which involves writing down the ideas and saving them. This comes after the planning stage. Usually, a lot of erasures are made in this stage. it will be revised before being finalized.
8.D. Body–This is the part of nonfiction writing which provides the details that would support the main idea. The body is where you can find the informative content and where the arguments are written with proofs that they are facts.
9.A.Subject-verb agreement–In the sentence, the subject is not paired with the correct verb. The subject “three military fighters and an army helicopter” is plural and should be paired with the verb “are” which is the plural equivalent of the verb “is”
10.C.Every Friday, the nanny watch the children at the water park but worry that something will happen to them–The verbs used in the sentence are “watch” and “worry” which are their plural form. Verbs in their plural forms don’t have end with ‘s’
11.C.First-person–The first person point of view is popular for personal narratives because the writer is telling his own story, so it would make the writing directly stated. For the reader, it would seem like he is just listening to a friend narrate a story
12.B.Sequence–The information provided by this organizational structure are shown in a chronological order and can be explored according to the pattern the events happened. This arrangement is convenient to be able to look back or forward with the events
13.A.Comma–This is type of punctuation mark that is used to set off words that add details in the middle of a sentence. It makes the thought of the sentences more understandable by sorting the words and separating them as another thought
14.D. Conclusion – This is the part of nonfiction writing that reiterates the main idea of the piece while summarizing supporting details stated in the body. It is near the end so it's important that the purpose of the writer is retained in the reader’s mind
15.B.Jules moved into a new apartment.–This sentence tells the reader that Jules did something in the past, which is moving into a new apartment. The verb used in the sentence is “moved” and in its past tense
16.D.Imperative–This is the type of sentence that gives out a request or order to somebody. Imperative sentences are often punctuated with a period but can also be punctuated with an exclamation point especially when it is urgent and to be read as a shout
17.B. the intended audience. – Writers should consider the intended audience before presenting an essay. They should see to it that the tone and message of the writing is appropriate for the audience. If it’s for the children, then better use simpler words and no harsh ones. There’s also a tone that could be insulting to some audience, so the writer should also consider that
18.B.Once presented, the content may be available to anyone–It is important to understand that the Presenting stage of writing is similar to publicizing it, thus its content may be available to anyone who can have access to it. It means that the writing is shared to other people
19.A.Submitting the work to the intended audience–This is the main action of the presenting stage. This stage would not be complete if the work has not been submitted. The compliance of this action is critical because be by then the work is publicized
20.A.transitional–Transitional words are those that connect ideas in sentences and paragraphs. They are used to smoothen the transition of thoughts. Some examples of transitional words are thus, for example, for instance, namely, to illustrate, in other words, etc.
Feature_chess-1
You’ve studied and now you’re geared up for the ACT math section (whoo!). But are you ready to take on the most challenging math questions the ACT has to offer? Do you want to know exactly why these questions are so hard and how best to go about solving them? If you’ve got your heart set on that perfect score (or you’re just really curious to see what the most difficult questions will be), then this is the guide for you.
We’ve put together what we believe to be the most 21 most difficult questions the ACT has given to students in the past 10 years, with strategies and answer explanations for each. These are all real ACT math questions, so understanding and studying them is one of the best ways to improve your current ACT score and knock it out of the park on test day.
Brief Overview of the ACT Math Section
Like all topic sections on the ACT, the ACT math section is one complete section that you will take all at once. It will always be the second section on the test and you will have 60 minutes to completed 60 questions.
The ACT arranges its questions in order of ascending difficulty. As a general rule of thumb, questions 1-20 will be considered “easy,” questions 21-40 will be considered “medium-difficulty,” and questions 41-60 will be considered “difficult.”
The way the ACT classifies “easy” and “difficult” is by how long it takes the average student to solve a problem as well as the percentage of students who answer the question correctly. The faster and more accurately the average student solves a problem, the “easier” it is. The longer it takes to solve a problem and the fewer people who answer it correctly, the more “difficult” the problem.
(Note: we put the words “easy” and “difficult” in quotes for a reason—everyone has different areas of math strength and weakness, so not everyone will consider an “easy” question easy or a “difficult” question difficult. These categories are averaged across many students for a reason and not every student will fit into this exact mold.)
All that being said, with very few exceptions, the most difficult ACT math problems will be clustered in the far end of the test. Besides just their placement on the test, these questions share a few other commonalities. We'll take a look at example questions and how to solve them and at what these types of questions have in common, in just a moment.
But First: Should You Be Focusing on the Hardest Math Questions Right Now?
If you’re just getting started in your study prep, definitely stop and make some time to take a full practice test to gauge your current score level and percentile. The absolute best way to assess your current level is to simply take the ACT as if it were real, keeping strict timing and working straight through (we know—not the most thrilling way to spend four hours, but it will help tremendously in the long run). So print off one of the free ACT practice tests available online and then sit down to take it all at once.
Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate ACT score. If you’re currently scoring in the 0-16 or 17-24 range, your best best is to first check out our guides on using the key math strategies of plugging in numbers and plugging in answers to help get your score up to where you want it to. Only once you've practiced and successfully improved your scores on questions 1-40 should you start in trying to tackle the most difficult math problems on the test.
If, however, you are already scoring a 25 or above and want to test your mettle for the real ACT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult ACT math questions look like and how to solve them. And luckily, that’s exactly what we’re here for.Step-by-step explanation:
Feature_chess-1
You’ve studied and now you’re geared up for the ACT math section (whoo!). But are you ready to take on the most challenging math questions the ACT has to offer? Do you want to know exactly why these questions are so hard and how best to go about solving them? If you’ve got your heart set on that perfect score (or you’re just really curious to see what the most difficult questions will be), then this is the guide for you.
We’ve put together what we believe to be the most 21 most difficult questions the ACT has given to students in the past 10 years, with strategies and answer explanations for each. These are all real ACT math questions, so understanding and studying them is one of the best ways to improve your current ACT score and knock it out of the park on test day.
Brief Overview of the ACT Math Section
Like all topic sections on the ACT, the ACT math section is one complete section that you will take all at once. It will always be the second section on the test and you will have 60 minutes to completed 60 questions.
The ACT arranges its questions in order of ascending difficulty. As a general rule of thumb, questions 1-20 will be considered “easy,” questions 21-40 will be considered “medium-difficulty,” and questions 41-60 will be considered “difficult.”
The way the ACT classifies “easy” and “difficult” is by how long it takes the average student to solve a problem as well as the percentage of students who answer the question correctly. The faster and more accurately the average student solves a problem, the “easier” it is. The longer it takes to solve a problem and the fewer people who answer it correctly, the more “difficult” the problem.
(Note: we put the words “easy” and “difficult” in quotes for a reason—everyone has different areas of math strength and weakness, so not everyone will consider an “easy” question easy or a “difficult” question difficult. These categories are averaged across many students for a reason and not every student will fit into this exact mold.)
All that being said, with very few exceptions, the most difficult ACT math problems will be clustered in the far end of the test. Besides just their placement on the test, these questions share a few other commonalities. We'll take a look at example questions and how to solve them and at what these types of questions have in common, in just a moment.
But First: Should You Be Focusing on the Hardest Math Questions Right Now?
If you’re just getting started in your study prep, definitely stop and make some time to take a full practice test to gauge your current score level and percentile. The absolute best way to assess your current level is to simply take the ACT as if it were real, keeping strict timing and working straight through (we know—not the most thrilling way to spend four hours, but it will help tremendously in the long run). So print off one of the free ACT practice tests available online and then sit down to take it all at once.
Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate ACT score. If you’re currently scoring in the 0-16 or 17-24 range, your best best is to first check out our guides on using the key math strategies of plugging in numbers and plugging in answers to help get your score up to where you want it to. Only once you've practiced and successfully improved your scores on questions 1-40 should you start in trying to tackle the most difficult math problems on the test.
If, however, you are already scoring a 25 or above and want to test your mettle for the real ACT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult ACT math questions look like and how to solve them. And luckily, that’s exactly what we’re here for.
Step-by-step explanation:
1. In my opinion, the best option is c. Jade is used to doing things that don't involve Karla. Karla seems to be an insecure girl with little self-confidence. She looks for support in other people, but doesn't seem to find as much of it as she would like to. Jade, on the other hand, is pretty much independent. So, Karla must make her own decisions, at her own time. Eventually, she realizes that it's for the best.
2. The best option, in my opinion, is a. After school, Jade tells her cousin Karla to try out for the step team. We don't see from this passage that Jade cares about Karla, so the B option isn't right. The C option isn't right because it doesn't mention the school. The D option isn't right because Karla's running into Jade is not the point.
3. The correct option is a. what Karla says, does, and thinks. We get to see not only her dialogues and interactions with other people, but also her intimate thoughts and fantasies. For example, we see her picturing Jade's shrugging.
4. Yes, I also think the best answer is b. encouraging. It is not just an ordinary friendship. We see that Jade urges Karla to join the step team, and does it more than once. It is not competitive because Karla is not jealous at Jade, nor vice versa. It is not unpredictable either, as everything has a logical order. Karla doesn't act on impulse. She really changes her mind.
5. Although Karla definitely is grateful, I don't think it's her primary concern at this point. I rather think the best option is a. determined. Saying "thanks" is a matter of courtesy (even though she really means it). But she has just made a decision to refrain from curiosity and go home to practice math, as it seems the right thing to do. So, she must invest all of her determination to do it.
The answers to your question is a quick version is
caaba
If you want an explanation look at the other guys answer!
1. D
2. A
3. B
4. D
5. C
6. A
7. C
8. D
9. A
10. D
11. C
12. C
13. A
14. D
15. B
16. D
17. B
18. B
19. A.
20. A.