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Category: SAT Math Strategies

Chris Lele

SAT Math Formula Sheet

Many students are blown away by the fact that every SAT Math Section has a geometry cheat sheet at the very beginning (hopefully, they pick up on this before they take the actual test). Today, I’m going to do better than just rehash those formulas. I’m going to tell you which ones you should memorize […]

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Lucas Fink

How to Answer SAT Math Questions

No, I’m not about to give you the answer to every SAT math problem. Sorry. But I am going to tell you how to improve SAT math by being a test-taking machine—that is, being methodical. Now is the time to stop asking “How hard is SAT math?” and focus on overcoming your math challenges.   […]

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Lucas Fink

SAT Shortcut: Avoid Algebra By Drawing Word Problems

It’s pretty often on the SAT that you’ll have the choice of doing something algebraically or by some other route. While you might be pretty comfortable working with equations, it’s often not so easy to figure out how translate the words on the page into a workable algebra problem. And you might not even have […]

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Chris Lele

SAT Math – Looking for Patterns

Some questions seem almost impossible at first sight. You probably groan, thinking that solving the problem will take forever. You may also think that you’d be able to answer the question if you only knew the formula. This last thought is misguided: the SAT is testing the way you think, not whether you can memorize […]

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Chris Lele

SAT Math Basics – FOIL Method

The SAT loves testing questions that rely on the FOIL method. A subset of algebra, FOIL relates to polynomials, and, unlike many other algebra sections, you cannot rely on plugging in (a method I otherwise encourage you to use often). Before I tell you exactly how to use FOIL, it is important that I tell […]

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Chris Lele

SAT Geometry Strategy: Plugging in Numbers

A great strategy on the SAT is plugging  in our own numbers. Many students forget this and instead try to set up ugly algebraic equations (while some have a knack for this, for the rest of us it is easier to think in 1, 2, 3, then in x, y, z). Other times students think […]

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