<p>Hi there. I'm currently a rising sophomore, and I can score 700-720 on the math section - I usually only get three or four questions wrong. How can I improve from 700 to 800?</p>
<p>I don't feel like I need to get the Gruber's math book, because there are only a few kinds of questions that I need help with. Generally, they are split into two groups: the first is composed of problems that I don't know how to officially do, so I come up with my own method of getting the right answer, and I end up wasting a LOT of time (a couple of minutes for one problem). The second group is full of questions that I have no clue how to solve.</p>
<p>Specifically, the questions are grouped based on their level of difficulty and which areas of math they cover. I can post a couple of them later.</p>
<p>How can I 1. solve these kinds of problems the official, quick way and 2. learn how to solve the problems I don't know how to solve?</p>
<p>The same situation is with me. My score is going near 700 but never gets 800. I can solve all questions, but I need time.(I usually late on 5-7 minutes). In couple of cases mistakes were on “functions”. I bought GRUBBER’S and I’m veeeeeery disappointed!</p>
<p>stef1a, I am in the exact same position! I am also a rising sophomore with a math score stuck at 700-720. Unfortunately, that’s where I’m stuck in all the sections xD It’s a good score though, but I think i can improve. Anyways, I think with practice, you’ll improve, after all, you’re only a sophomore</p>
<p>Honestly I wouldn’t worry too much about it. In my sophomore year, I was still stuck in the 650-700 range. I took pre-calc that year and studied tremendously for the math IIc subject test, using three different test books. After that test, I started scoring 750+ on the sat I math.</p>
<p>If you are diligent and continue spending time on improving your math score, you should be able to get near 800. Also, your coursework from your sophomore year should help you a lot.</p>
<p>I think I should try figuring out which kinds of problems I get wrong and then studying those and how to get them right. Perhaps silverturtle is the right person to ask.</p>
<p>Stefla, I remember when I was in your situation (8th grade). I got a 700 on the Math and I was disappointed. I think the key to getting the 800 is learning how to solve a few very particular problems quickly:</p>
<ul>
<li><p>Venn Diagram Problems (these always irritated me, but I figured out to solve them systematically, and in around 20 seconds)</p></li>
<li><p>D=rt (again, annoying problems… but I found a very systematic way to solve them)</p></li>
</ul>
<p>These two types of problems prevented me from getting the 800, but now I can solve them as easily as the rest.</p>
<p>mm
have you tried getting every question right? that would probably get you an 800 in the math section. I had a friend who thought math had a curve similar to cr (-2 = 800) and left 2 questions blank, as a result, he failed to achieve 800 in math.</p>
<p>Here is a sample Venn Diagram question (from an actual SAT):</p>
<p>At jones college, there are a total of 100 students. if 30 of the students have cars on campus, and 50 have bicycles, and 20 have both cars ad bicycles. How many students have neither a car nor a bicycle? </p>
<p>It is going to be kind of difficult to explain this without actually drawing the Venn Diagram, but I’ll try my best.</p>
<p>If 30 have cars and 20 have cars and bikes, that means 10 have JUST cars. Similarly, since 50 have bikes, and 20 have cars and bikes, there are 30 with JUST bikes.</p>
<p>Just Cars = 10
Just Bikes = 30
Both C&B = 20</p>
<p>10+30+20=60. So 60 people have some form of transportation.</p>
<p>Since there is a total of 100 students and 60 have either a bike or car, then 40 don’t have a bike or car. Thus the answer is [40].</p>
<hr>
<p>Conclusions: Remember this</p>
<p>Only ‘A’ + Only ‘B’ + Both ‘A&B’ = Total number of people that have either ‘A’ or ‘B’</p>
<p>@zala2022: I always try to answer every question, but sometimes I can’t do it in the time limit. I suppose I should first try solving the problems with no time restriction…</p>