<p>Hello.
I will be grade 12 from this september, and I have SAT test to take in October as well as November.
I am trying to get my math score higher than 700, but I keep having the score around 600-690.
How do you guys study and prepare for the math? any steps or advice?? I heard that the math section is really easy so that everyone should get a high score easily. I am using the official sat study guide and barron math guidebook.</p>
<p>It’s considered the EASIEST, but that doesn’t mean everyone does well on it…
You’re problem is that your using barrons and barron book questions hold problems that are way harder than the actual SAT Math’s… There is a theory to adding several points to you math score if you took the test from Barrons I believe… You should do find on the actual SAT.</p>
<p>Barrons over-preps you, so I’d recommend PWN the SAT or Dr. Chungs</p>
<p>I would definitely recommend first exhausting the material in the College Board books and do TIMED practice sections. When you mark your practice sections make sure to review all of the questions you get incorrect or can’t figure out and see if there are any you get consistently wrong. This will help direct your studying by identifying your problem areas. For example, maybe a good chunk of the problems you get wrong are trig, then you’ll know where you should focus your attention. It may be a different issue altogether. Maybe you’re reading the questions too quickly and making silly errors that you would never make if you were spending more time. Whatever the issue, to help you identify it and improve, definitely do timed practice exams, mark them fully, and review the questions you don’t give an answer for or get wrong.</p>
<p>well, thank you guys.
I am just wondering that in the math section, there are ones that I have to actually write the answers down. In those cases, if I get them wrong, do I lose 1/4 mark or not??</p>
<p>@rikacara - No, you do not lose 1/4 point for missing a grid-in. Therefore, it is in your best interest to guess on grid-ins.</p>
<p><a href=“http://www.scribd.com/doc/110664351/SAT-October-2010”>http://www.scribd.com/doc/110664351/SAT-October-2010</a> if anyone can help me with 16 17 19 20 please. im trying to get a 650. keep scoring in the 500’s in math</p>
<p>@sat2014 - Which section?</p>
<p>@EngineBus2015 first math section. section 2</p>
<p>@sat2014:</p>
<p>16) Since 7 of the 78 watch neither program, we can take the TV-watchers out of 71. If 56 watch X and 42 watch Y, this adds up to 98, which is 27 more than the total number of TV-watchers. Obviously, this means overlap. Thus, 27 people watch both programs - ©.</p>
<p>17) There are two ways to do this problem. One way is Heron’s Formula (Google this - it’s pretty straightforward), but I’ll explain the other method, which is easier to understand without memorizing a random formula. Basically, we have an isosceles triangle with AB equal to AC. If it helps to imagine the triangle better, turn it so that the base BC (the unequal side) is on the bottom. Then, drop an altitude from vertex A to the middle of BC. Call the point that falls as BC’s midpoint D. As a result, since AD bisects (divides into two) side BC, BD = CD = 3. We know that the hypotenuses (AB and AC) of these right triangles are 5. Given one leg of a right triangle as 3 and the hypotenuse as 5, we can see that this becomes a 3-4-5 Pythagorean triple.</p>
<p>So, we have base BC = 6 and height AD = 4. Area = 1/2 * bh; therefore, Area = 12 - (D).</p>
<p>19) As soon as you see the 30 degree angle, you should immediately think of the 30-60-90 special right triangle with sides in the ratio of 1 : sqrt3 : 2. Slope = rise/run and rise = 1 in this case with run = sqrt 3. With y-intercept = 0, the equation of slope 1/sqrt3 has an equation y = x/sqrt3 - ©.</p>
<p>20) You should immediately recognize the expansion for (x+y)^2 to be x^2 + 2xy + y^2. Substitute in the given expressions for x^2 + y^2 and xy to get: a + 2(a-10) = a + 2a - 20 = 3a-20 - (D).</p>
<p>Hope this helps! Good Luck! :)</p>
<p>@EngineBus2015 thanks alot. 
19 and 20 I just couldn’t finish the problem. 17 still confuses me but geometry isn’t my strongest part of math. Really need to get a 650 in math because i struggle even more in CR. </p>
<p>@sat2014 - Don’t worry about it. Once you master these types of common concepts, the math section will be well within reach for you. If you would like more practice (in addition to the Blue Book and official tests), I would recommend Khan Academy (online, free) or PWN the SAT Math. </p>
<p>Hi! Can you guys help me with this question? I keep getting e), but the answer should be c). </p>
<p>Grade Number of Hours
9 5
10 27/3
11 19/2
12 35/4</p>
<p>The table above shows the average (arithmetric mean) time a student spent on homework per school week during each of 4 years of high school. In total, how many hours did the student spend on homework during 4 years of high school? (Assume that 1 school week contains 5 days and 1 school years contains 180 days.)</p>
<p>a)322
b)1008
c)1080
d)5040
e)5400</p>
<p>You guys’ help would be thankful for me!</p>
<p><a href=“Box”>https://app.box.com/s/nr6n326vo8c2s6o1sdlx</a> section 6. skipped 7. got 8 wrong. 16. i put 15 for the answer and the answer was between 10-14 :(. 17 and 18 i also got wrong. please help if you can</p>
<p>@rikacara - Your table is a little hard to read (are you saying that 10th graders spent an average of 27/3 or 9 hours a week on homework?), but there is an interesting discrepancy that you’re missing seeing as you put E instead of C. Notice that the problem gives values for average number of hours spent per WEEK. With 180 school days in a year and 5 days per week, you only need to multiply the total hours per week by 36 weeks in a school year, not 180. Since E) 5400 is exactly 5 times C) 1080, I assume you made the mistake here.</p>
<p>Hope this helps! :)</p>
<p>@sat2014:</p>
<p>7) Try drawing this - I assume you skipped it since it looked overwhelming. One way you could draw it is draw line l and draw m perpendicular to it in a way such that they form the L shape. From m, draw another line r down (perpendicularly) and draw s again perpendicularly such that r and s form another L. It could also be drawn as a rectangle. Nevertheless, the answer is B) l is perpendicular to s and l is parallel to r, but m is not perpendicular to s.</p>
<p>8) You have a couple of options; however, since x always seems to be by itself in the answer choices, try to get rid of the sqrt3 and move it to the other side. </p>
<p>So we get: x > ysqrt5/sqrt3 - which is obviously not an answer choice (otherwise it’d be too easy, right? and the College Board doesn’t want that…)</p>
<p>Since all the numbers in the answer choices look really round, now would be the time to get rid of roots by squaring.</p>
<p>Squaring the expression gives us:
x^2 > 5y^2/3 - well would you look at that? It’s option E!</p>
<p>16) Seeing a 6 and an 8 should make you think of the Pythagorean Triple 6-8-10, a variant of the 3-4-5. However, this would only happen if x = 90 degrees. So, we know that BC must be greater than 10. BUT, it must also satisfy the Triangle Inequality Theorem which states that the sum of any two sides must exceed the third side’s length. Since 6 + 8 = 14, BC must be less than 14. The range for the answer is therefore 10 < BC < 14. </p>
<p>17) g(m+2) = (m+2)(m+2-1) = (m+2)(m+1) = m^2+3m+2 = 12. Now, set it all equal to 0: m^2 + 3m - 10 = 0. This can be factored into (m + 5)(m - 2) = 0, which when solved gives m = -5 or 2. m is a positive number (as specified in the problem), so m = 2.</p>
<p>18) If 20% of 9th graders were assigned a locker in Hall B, 80% of them had lockers in Hall A and Hall C. Hall A and Hall C (for 9th grade) have a combined 180 students. Since this represents 80%, we know that 20% is just 1/4 of 180 or 45 students in Hall B. Now, add up 45 + 100 + 70 + 75 to get 290 students assigned a locker in Hall B. </p>
<p>You’ll notice that a lot of these problems just demand a little patience and creativity. My advice is that you try some untimed tests for practice. It seems that content is troubling you more than speed or accuracy, and that’s important to brush up on.</p>
<p>Lol btw I think you guys might be hijacking OP’s thread. I would advise that you post troubling questions on your own thread. Or, feel free to message me.</p>
<p>Anyways, hope this helps! Good Luck! :)</p>
<p>@EngineBus2015 you are an SAT math genius. I struggle with hard SAT math problems. Thanks for the explanations</p>
<p>When having an answer like 4/20, whenever it can be smaller, I should grid in 1/5 on the answer sheet. Is it correct??</p>
<p>What I mean is when I do a textbook from Barron, it sometimes shows fraction answers which can be made in smaller. Like an answer for probability, I first get 4/20, and then I made it to 1/5. However Barron keep showing those answers the way they are, like 4/20. </p>