this is for Florida people?

Question

Im taking the FCAT SSS Math tomorrow,( 9th grade) because i was absent on the test taking day. I wanna know what was in it for those that already took it. I only want to know what types of questions u thought were hard so that i can study. remember only 9th graders. thank you.

Answer 1

One only needs to study the Sunshine State Standards for Grades 9-12--Mathematics:

Number Sense, Concepts,
and Operations
Standard 1:
The student understands the different ways numbers
are represented and used in the real world. (MA.A.1.4)
1. associates verbal names, written word names, and
standard numerals with integers, rational numbers,
irrational numbers, real numbers, and complex
numbers.
2. understands the relative size of integers, rational
numbers, irrational numbers, and real numbers.
3. understands concrete and symbolic representations
of real and complex numbers in real-world
situations.
4. understands that numbers can be represented in
a variety of equivalent forms, including integers,
fractions, decimals, percents, scientific notation,
exponents, radicals, absolute value, and logarithms.
Standard 2:
The student understands number systems. (MA.A.2.4)
1. understands and uses the basic concepts of limits
and infinity.
2. understands and uses the real number system.
3. understands the structure of the complex number
system.
Standard 3:
The student understands the effects of operations on
numbers and the relationships among these operations,
selects appropriate operations, and computes for problem
solving. (MA.A.3.4)
1. understands and explains the effects of addition,
subtraction, multiplication, and division on real
numbers, including square roots, exponents, and
appropriate inverse relationships.
2. selects and justifies alternative strategies, such as
using properties of numbers, including inverse,
identity, distributive, associative, transitive, that
Mathematics allow operational shortcuts for computational procedures
in real-world or mathematical problems.
3. adds, subtracts, multiplies, and divides real numbers,
including square roots and exponents, using
appropriate methods of computing, such as mental
mathematics, paper and pencil, and calculator.
Standard 4:
The student uses estimation in problem solving and computation.
(MA.A.4.4)
1. uses estimation strategies in complex situations
to predict results and to check the reasonableness
of results.
Standard 5:
The student understands and applies theories related
to numbers. (MA.A.5.4)
1. applies special number relationships such as sequences
and series to real-world problems.
Measurement
Standard 1:
The student measures quantities in the real world and
uses the measures to solve problems. (MA.B.1.4)
1. uses concrete and graphic models to derive formulas
for finding perimeter, area, surface area, circumference,
and volume of two- and three-dimensional
shapes, including rectangular solids, cylinders,
cones, and pyramids.
2. uses concrete and graphic models to derive formulas
for finding rate, distance, time, angle measures,
and arc lengths.
3. relates the concepts of measurement to similarity
and proportionality in real-world situations.
Standard 2:
The student compares, contrasts, and converts within
systems of measurement (both standard/nonstandard
and metric/customary). (MA.B.2.4)
1. selects and uses direct (measured) or indirect (not
measured) methods of measurement as appropriate.
2. solves real-world problems involving rated measures
(miles per hour, feet per second).
Grades 9-12
relationships to solve real-world and mathematical
problems including ratio, proportion, and
properties of right triangle trigonometry.
2. using a rectangular coordinate system (graph), applies
and algebraically verifies properties of twoand
three-dimensional figures, including distance,
midpoint, slope, parallelism, and perpendicularity.
Algebraic Thinking
Standard 1:
The student describes, analyzes, and generalizes a wide
variety of patterns, relations, and functions. (MA.D.1.4)
1. describes, analyzes, and generalizes relationships,
patterns, and functions using words, symbols,
variables, tables, and graphs.
2. determines the impact when changing parameters
of given functions.
Standard 2:
The student uses expressions, equations, inequalities,
graphs, and formulas to represent and interpret situations.
(MA.D.2.4)
1. represents real-world problem situations using finite
graphs, matrices, sequences, series, and recursive
relations.
2. uses systems of equations and inequalities to solve
real-world problems graphically, algebraically, and
with matrices.
Data Analysis and Probability
Standard 1:
The student understands and uses the tools of data
analysis for managing information. (MA.E.1.4)
1. interprets data that has been collected, organized,
and displayed in charts, tables, and plots.
2. calculates measures of central tendency (mean,
median, and mode) and dispersion (range, standard
deviation, and variance) for complex sets of
data and determines the most meaningful measure
to describe the data.
3. analyzes real-world data and makes predictions
of larger populations by applying formulas to calculate
measures of central tendency and dispersion
using the sample population data, and using
appropriate technology, including calculators and
computers.
2
Standard 3:
The student estimates measurements in real-world problem
situations. (MA.B.3.4)
1. solves real-world and mathematical problems involving
estimates of measurements, including
length, time, weight/mass, temperature, money,
perimeter, area, and volume, and estimates the
effects of measurement errors on calculations.
Standard 4:
The student selects and uses appropriate units and instruments
for measurement to achieve the degree of
precision and accuracy required in real-world situations.
(MA.B.4.4)
1. determines the level of accuracy and precision, including
absolute and relative errors or tolerance,
required in real-world measurement situations.
2. selects and uses appropriate instruments, technology,
and techniques to measure quantities in order
to achieve specified degrees of accuracy in a
problem situation.
Geometry and Spatial Sense
Standard 1:
The student describes, draws, identifies, and analyzes
two- and three-dimensional shapes. (MA.C.1.4)
1. uses properties and relationships of geometric
shapes to construct formal and informal proofs.
Standard 2:
The student visualizes and illustrates ways in which
shapes can be combined, subdivided, and changed.
(MA.C.2.4)
1. understands geometric concepts such as perpendicularity,
parallelism, tangency, congruency, similarity,
reflections, symmetry, and transformations
including flips, slides, turns, enlargements, rotations,
and fractals.
2. analyzes and applies geometric relationships involving
planar cross-sections (the intersection of
a plane and a three-dimensional figure).
Standard 3:
The student uses coordinate geometry to locate objects
in both two and three dimensions and to describe objects
algebraically. (MA.C.3.4)
1. represents and applies geometric properties and
Standard 2:
The student identifies patterns and makes predictions
from an orderly display of data using concepts of probability
and statistics. (MA.E.2.4)
1. determines probabilities using counting procedures,
tables, tree diagrams, and formulas for permutations
and combinations.
2. determines the probability for simple and compound
events as well as independent and dependent
events.
Standard 3:
The student uses statistical methods to make inferences
and valid arguments about real-world situations.
(MA.E.3.4)
1. designs and performs real-world statistical experiments
that involve more than one variable, then
analyzes results and reports findings.
2. explains the limitations of using statistical techniques
and data in making inferences and valid
arguments.
3

Answer 2

i could comply with a plan that is composed of keeping new primaries in the two states. in spite of each and every little thing, that replaced into the unique purpose of the DNC regulations. The Dems did no longer choose to disenfranchise each and every individual. they only needed the primaries to take place later, quite than quicker. i'm much less gentle with any plan that is composed of seating the delegates based on the early common consequences. There could be no thank you to make sure what the unquestionably share could have been, if applicants had campaigned and persons actually thought their votes could count extensive variety. yet I do agree that there is a extra effective case for seating the FL delegation than the MI delegation, as a results of fact a minimum of in FL the two have been on the poll.

Answer 3

It was really really really really really hard. If you don't pass, you get a scholarship to the University for mimes .