Conquering the AIMS Test: Tips for Passing in 2 Days

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Discussion Overview

The discussion revolves around preparing for the AIMS test, focusing on the challenges faced by a senior student who feels unprepared due to a lack of recent math practice and understanding of various concepts. Participants explore the content of the test, including graphing, geometry, and trigonometry, while expressing concerns about their readiness and the need for additional support.

Discussion Character

  • Homework-related
  • Debate/contested
  • Exploratory

Main Points Raised

  • One participant expresses doubt about passing the AIMS test due to forgetting fundamental math concepts, including basic graphing and advanced topics like mirror graphs.
  • Another participant suggests that the student should have retained some understanding of earlier math material and encourages them to identify specific weak areas for targeted help.
  • Concerns are raised about the test content, including geometry with intersecting circles and advanced trigonometry concepts such as sine and cosine waves.
  • A participant mentions the inclusion of quadratic equations in the test, adding to the perceived difficulty.
  • There is a discussion about the meaning of the equation y=x, with one participant attempting to explain it through a table of values, while another questions whether it should be considered a curve.
  • Some participants express frustration with the concept of curves in mathematics, indicating a struggle with calculus concepts despite understanding the theoretical aspects.
  • Clarification is sought regarding the terminology of curves versus straight lines, highlighting potential confusion in definitions.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the best approach to prepare for the test, and multiple competing views regarding the understanding of mathematical concepts and terminology remain evident throughout the discussion.

Contextual Notes

Participants express uncertainty about their knowledge and the specific content of the AIMS test, indicating a reliance on study guides that may not cover all necessary topics. There are also unresolved questions about the definitions of mathematical terms, which could affect understanding.

QuantumTheory
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There's no way I'm going to pass it. I go to a charter school, and I've completed all my math credits. I've forgotten all the math, even simple stuff like how to graph. Some other stuff I haven't learned since the highets math I took was algebra I, like mirror graphs.

I'm a senior too. :sigh:
 
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Have you been studying? You should have been able to cover a fair amount of material that you learned in your early high school years. The material should be easier because you, theoretically, should have a better understanding of basic mathematical principals than you covered when you were younger.
What does the test cover and what are your weak spots? Post some problems in the appropriate section and we will try to help you.
 
Ive forgotten so much. Even basic graphing on a x y plane. What does it mean again when y=x?

I never got that far into geometry, and the geometry on the study guide he is going to give us has interceting circles and terms i don't recognize
There is also somewhat advanced trigonmetry including sine waves and cosine waves which I'm not even close to a level to learning

He also gave us another study guide but it only covers a few basic problems, like probability and change

This isn't going to be easy

The last one I took had mirror graphs. The farthest I got into algebra was graphing and shading upper and lower parts of the graph.

Someone tried to explain to me mirror graphs before but I just don't understand
I need a teacher or tutor for this and unfortunately there is no one in my class that can help me
 
I'm sure its going to have those interceting lines with the degrees too..
 
It also had quadratic equations..
 
QuantumTheory said:
Ive forgotten so much. Even basic graphing on a x y plane. What does it mean again when y=x?
This means that the y-coordinate of every point on this curve has the same value as the x-coordinate. You can start by making a table. Choose a bunch of x-values and determine the corresponding y-values; in this case, they will be the same as the x-values. So x=3 means y=3; x=0 means y=0 and x= -2 means y=-2. You now have three pairs : (3,3), (0,0) and (-2,-2). Plot these points on a graph and see how they look. Add more points to the table to get a better picture.
 
would it still technically be a curve ?

The colloquial meaning of curve may confuse him .
 
roger said:
would it still technically be a curve ?
The colloquial meaning of curve may confuse him .


ahh i hate curves. if it wasnt for curves there wouldn't be calculus..i understand the concepts of calculus but i just can't do it

by the way, i was talking about a straight line, not a curved line
 
QuantumTheory said:
ahh i hate curves. if it wasnt for curves there wouldn't be calculus..i understand the concepts of calculus but i just can't do it
by the way, i was talking about a straight line, not a curved line



I guess it all boils down to what one exactly means by a curve or a straight line.
 

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