Tag Archives | SAT Math Section

SAT – Common Math Misconceptions

‘1’ is a prime number ‘1’ is not a prime number because a prime number is divisible by only itself and ‘1’. Since ‘1’ is itself, it doesn’t really fit the definition.   ‘2’ is not a prime number ‘2’ is a prime number. Many think that because it is even it is not. But […]

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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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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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SAT Math Basics – Triangles

What you need to know about triangles on the SAT is nowhere near as much as you probably learned in high school. Remember law of cosines? Exactly, most people do not. But the law of cosines, and just about every thing else from trigonometry, is not tested on the SAT. Ahh…I think I just heard […]

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SAT Permutations and Combinations Practice Questions

If you’ve read the combination and permutation posts, have a go at the following questions. These combinations/permutations questions are about as hard as any combinations or permutations questions you could see test day. Don’t forget to use the dash method! 1. Sally owns five different blouses. If she cannot wear the same blouse on two […]

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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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