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MATH

Math Overview:

The Math portion of the SAT is made up of three multiple-choice sections containing a total of 44 questions, along with one 10 question "student-produced response section." All questions come from one of three general topics: arithmetic, algebra or geometry.


1) Avoid Careless Mistakes!

If you follow the four-step plan below you will stop making "careless mistakes."

  1. Read with intent: Underline exactly what the question wants you to solve. Underline all mathematically significant terms: integer, negative, consecutive, etc.
  2. Write down everything: Draw pictures, write down equations, and create visual aids. Write down all of your steps so that you can track down your mistakes.
  3. Use your calculator: Do all your arithmetic on your calculator; use your calculator for graphing questions, for probability questions (nCr and nPr), and for fraction questions (FRAC).
  4. Confirm your answer: Make sure you solved for the correct parameter: perimeter versus area, x versus 2x, Billy's age versus Billy's age two years ago, etc. Always check your solution by plugging it back into the original question.

2) Never Get Stumped Again!

Solve harder questions at the end of sections by using the following three tools:

  1. Make Up Numbers: When you see variables at the end of the math sections, you can solve them by Making Up Numbers. If you are tempted to create an equation, STOP and make up numbers! Think with concrete numbers, and not with abstract equations.
  2. Work Backwards: When a question asks you to pick a value that makes an equation or situation true, work backwards. Work backwards when you can test whether an answer is true; work backwards when you don't know what else to do.
  3. Estimate and Eliminate: You can produce accurate geometric estimates as long as the problem does not say "Not drawn to scale." If you have no idea how to solve a problem, ask yourself what a reasonable answer might look like; most answers can be eliminated because they are far different from your estimate.

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