<p>Can somebody re-state the jeans question?</p>
<p>AND…the answer choices.</p>
<p>raw score/scaled score/percentile</p>
<p>50 800 90
49 800 90</p>
<h2>48 800 90</h2>
<p>43 800 90
42 790 87
41 780 84
40 770 81
39 760 78
38 750 74
37 740 71
36 730 69
35 720 66
34 710 62
33 700 58
32 690 55
31 680 51
30 670 48
29 660 44
28 650 40</p>
<p>Going back to the question with 3 identical primes and a fourth prime, I still don’t get 8 possible divisors…</p>
<p>Written out:</p>
<p>x = r<em>r</em>r*p</p>
<p>Possible Divisors:
1
x
r
r^2
r^3
pr
pr^2
pr^3
p</p>
<p>That is 9…</p>
<p>Edit - forgot the 9th one, lol</p>
<p>pr^3 = x (r<em>r</em>r*p = pr^3)</p>
<p>you’re counting x twice, since those two above are equivalent</p>
<p>The Jeans question was: A store sells their Jeans at 60% more than the price they buy the Jeans at. Half of the order was sold at regular price, 1/4 at 25% off regular, and 1/4 50% off regular. What was this person’s profit or lost.</p>
<p>Thanks fcs</p>
<p>Do curves vary? I mean it can’t be the same every year, the one from CB book must be like at least 5 years old.</p>
<p>Shahein:</p>
<p>pr^3 = x (by the definition of the formula). Thus you double count it.</p>
<p>But 9 wasn’t an answer choice. And there are 2 example’s you can use to prove it’s 8.</p>
<p>2x2x2x3=24</p>
<p>Factors of 24= 2,3,4,6,8,12,1,24 that has EIGHT factors.</p>
<p>Or even, 2x2x2x5=40</p>
<p>Factors of 40= 1,40,2,4,5,8,10,20 that has EIGHT factors.</p>
<p>jeans: i got 40%:</p>
<p>20 jeans
100 purchase price
160 sale price</p>
<p>10 * 160 = 1600
5 * 120 = 600
5 * 60 = 300</p>
<p>Total Profit 2500
Net Profit 500</p>
<p>500/2000 = 40%</p>
<p>AAHHH POSTING PROBLEMS:</p>
<p>THIS IS WHAT I MEANT</p>
<p>jeans: i got 25%:</p>
<p>20 jeans
100 purchase price
160 sale price</p>
<p>10 * 160 = 1600
5 * 120 = 600
5 * 60 = 300</p>
<p>Total Profit 2500
Net Profit 500</p>
<p>500/2000 = 25%</p>
<p>“Do curves vary? I mean it can’t be the same every year, the one from CB book must be like at least 5 years old.”</p>
<p>The College Board often changes the scaling table slightly to better fit the results to the modified version of the bell curve they use.</p>
<p>However, if you don’t know the precise curves, data, and baseline sets they’re using, it’s very hard to guess the grading scale to the exact digit.</p>
<p>That said, it typically only deviates about ±1, and maybe ±2 very rarely.</p>
<p>This is for two reasons. First, the test questions and difficulty level are substantially similar year to year. CB estimates that, across the history of the test, one scaled score is bounded by a range of about ±30 (that is, a one-time score of 740 is definitely equivalent to a score within the range of 710-770, no matter what year or specific form you’re talking about). That means that adjustments are relatively minor in magnitude when made. The second reason is due to the fact that many students take the test. In a large sample like this, individual fluctuations get smoothed out naturally and the results tend to fit themselves well to a bell-curve. It only takes minor tweaking every year to get the raw results to precisely equal what the College Board wants.</p>
<p>So yes, I think it would be a safe assumption that things on that chart will only change by ±1 (since it doesn’t seem that this test was exceptionally hard or easy).</p>
<p>EDIT: This does not apply to the Language SAT II’s, by the way. Since many native speakers take those and score perfectly (especially on Chinese!), CB has to use some messier and more volatile scaling there, I’d imagine.</p>
<p>You can find some truly fascinating data on the score distributions and scoring statistics of each SAT II exam [url=<a href=“College Board - SAT, AP, College Search and Admission Tools”>College Board - SAT, AP, College Search and Admission Tools]here[/url</a>]. (not for the feint hearted, I suppose 
)</p>
<p>final list?</p>
<p>8 divisors
6! for cars
4.8 cone
.997 probabilty
all sides for law of cosines
.93 for x
30% for jeans
s(root)3/2 for sphere
2sin(theta)
2,3,4 roots
5 for judges
5 for sums
a^2 + 1
f(x-1) = shift 1 to right
7.78% for NYC
x+y = -1
I and II for -sinx and abs(sinx)
II only for degree one. it reached 75 but never 50 i think
(a^3)^2 = 123.1 a = 2.2
0 for integral
the first problem was like whats f(x-2)^2 or something, i think was 2
(2,-4,0) for distance
39.55 for bounceball</p>
<p>add if i’ve forgotten?</p>
<p>can somebody explain how they got 30% for the jeans question?</p>
<p>thrills4ever: for the temperature one, it starts at 75 and approaches 55 as t –> infinity. i don’t know which answer choice it was, but there were two that were true.</p>
<p>iso i think it was D then. I and II were true.</p>
<p>the equation was like 55+e^(-.0231t)?? right</p>
<p>thrills4ever:</p>
<p>For the temperature problem, both answers I and II were correct. The first said that the temperature tends toward 55 as time goes to infinity (this can be proved by taking the limit as t -> infinity). The second said that it started at 75, which can be confirmed by plugging in 0 for t.</p>
<p>There was an integral question on the test?</p>
<p>Also: you forgot the tan(a) tan(b), what is angle c question I think.</p>
<p>3,4 roots. …since the ques is saying that at least one different root</p>
<p>Ok, lets say for example that the orginal supply of jeans that she bought were 8 jeans, and she paid 1.00 for them each. So initially, she spent 8.00</p>
<p>1/2 was sold at regular price, which was 60% more than what she had paid, therefore, she sold 1/2 or 4 of them at (1.00)(1+6%)=1.6.</p>
<p>1/4 was sold at 25% off the regular price, (not to be confused with the initial price) so 25% off of the 1.6. (1.6)(.25)=.4 so subtract .4 from the regular price, which is 1.2. So 1/4, or 2 jeans, were sold at 1.2</p>
<p>1/4 was sold at 50% off the regular price, so 50% off of the 1.6. (1.6)(.5)=.8 so subtract .8 from the regular price, which is .8. So 1/4, or 2 jeans, were sold at .8</p>
<p>2(.8)+2(1.2)+4(1.6)=10.4</p>
<p>If she spend 8 initially, she gains, 2.4 from her sales. 2.4 is exactly 30% of what she spent, 8.</p>
<p>general it was the (73,83) question. integrals as in integers.</p>