Stop The Summer Slide!

20 May

Summer vacation is around the corner and with summer comes the threat of the dreaded summer slide.  After an entire school year of hard work your child is at risk for losing an average of two months of academic skills.

The good news is that the summer slide can be prevented with summer learning. Do not fret, tackling summer learning does not have to be complicated. Creating a summer learning plan can be simple and begins by determining your child’s needs. Below are questions to consider regarding your child and ways to support their summer learning.

Did your child struggle with a specific subject this school year?

  • Focus on that subject by relearning concepts your child struggled with.
  • Consider hiring an expert tutor in that specific subject.

Is your child anxious about transitioning to a new grade or new school?

  • Spend time introducing new concepts during the summer to help your child feel more confident in their transition.

Your child had an amazing school year and you would hate for their learning spree to end during the summer?

  • Encourage summer learning by challenging your child with new learning opportunities!

Happy summer learning!

Need specific ideas on how to create a summer learning plan for your child? Follow I Love Reading Tutoring  www.instagram.com/i_love_reading_tutoring

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What are Functions?

19 May

Functions are an important concept and are therefore, heavily tested on the new SAT. It is important to become proficient with them. But, what is a function anyway? In mathematics, a function relates to an output that resulted from an input. It is like in computer science when you learn about input and output devices and the relationship between both. For example, you put in an input into the computer in the form of instructions, and it resulted in an output in the form of a printed document. In the real world context, other ways in which the concept of functions occurs it in factories where you have large machinery. The machines work in the same context of input and output.

A function is usually denoted by “f(x) =…” , the f, is not unique and any letter can be used.

A function has three main parts:

  1. The input
  2. The relationship
  3. The output

Example: “Multiply by 4” is a very simple function you can grasp.

Input = 5, Relationship = × 4, Output = 20.

Consider this: For an input at 40 what is the output?

Examples of functions

f(x) = x2 + 3

g(x) = 2x – 7

The above definition of a function is considered as the basic understandable definition. It goes deeper. A function may also be considered as a relation that uniquely maps one member of a domain unto another member of a range which is a subset of a codomain. This means, if you have a function which maps set A to B, it is an object f such that   is mapped onto one or more members of the range such that. The range is part of a codomain. This means that a function can be a many to one or one to one relation. If you have a one to many relation that is not a function. Let us look at range, domain and codomain to get a better understanding of the aforementioned definition. But first let us look at one to one and one to many mapping.

Understanding the difference between the range and the codomain is very critical. It even becomes more critical when doing further math such as pre-calculus where a function is undefined.

Example 1

What is the domain and range of the function: f(x) = 2x2 + 6?

To answer this question, you need to think about all the possible values than can be inputted into the function and get an output. By looking at the function you realize than any real number can be placed into the function to produce an output. Also, you may also realize that the set of integers can also be used. If you use any random integer for example -3, you can check

Thus f(-3) = 2(-3)2 + 6

= 2(9) + 6

= 18 + 6

= 22

You may also notice that all the output for the set of real numbers will be the same for the set of integers because of the x2. Therefore the domain is the set of integers. Since the set of real numbers is a subset of the set of integers, we can exclude it. Note that the domain does not have one set definition, because it could also be the set of counting number, whole numbers, etc. However for the range, you will never get a negative output, so the range could never be the set of integers, but it could possibly be the set of even numbers, however the range is the set {8, 14, 22…}. Though the question didn’t ask, but the codomain could be the set of counting numbers, since the output could be any possible counting number.

Evaluating Functions

Evaluating functions is quite simple, all you need to do, if plug in the value that is given, substitute the value for I, then solve the equation.

Example 2

Function f is defined by
f(x) = – 2x2 + 6x – 3, find f(- 2).

What you do in this instance, you substitute -2 for ‘x’ in the function then solve

= -2(-2)2 + 6(-2) – 3

= -2(4) – 12 – 3

= -4 – 12 – 3

= – 19

Example 3

Two functions f and g is defined by

f(x) = 2x + 7 and g(x) = -5x – 3, find (f + g)(x).

When you look at the question it might seem hard, but it is quite simple. You may note that (f + g)(x) denotes is the product of two numbers ideally. It can be expanded as such

(f + g)(x) = f(x) + g(x). As such, this is in a form that we can understand therefore it is:

f(x) + g(x) = (2x + 7) + (-5x – 3). Note: the brackets are there to show the two distinct functions

2x + 7 – 5x – 3 by grouping like terms”

2x – 5x + 7 – 3

= – 3x + 4

Therefore (f + g)(x) = – 3x + 4

Example 4

Two functions f and g is defined by

f(x) = 2x2 – 3x and g(x) = x + 1, find f (g)(-3).

What you see above is called a function of a function. It is quite easier than it looks. What is means that wherever you see x in function f, you are going to plug put the g function then plug in -3. Therefore:

f (g)(x) = 2(x + 1)2 – 3(x + 1). Thus, we first put the g function in the f function. Now we evaluate for:

f (g)(-3) = 2(-3 + 1)2 – 3(-3 + 1)

= 2(-2)2 – 3(-2)

= 2(4) + 6

= 8 + 6

= 14

Therefore f (g)(-3) = 14

If we were not asked to evaluate f (g)(-3), but just find f (g)(x)

The answer would just be: 2(x + 1)2 – 3(x + 1).

You may also note that a function can be graphed and in that context, the x is the domain and y is the range so sometimes you will see that f(x) = y.

Range, Domain and Codomain

The first diagram represents a one to one mapping, where each element of X maps exactly onto one Element of Y. The second diagram represents aone to many mapping where one element of X maps onto one of more element of Y.

A domain is simply all the possible values that can be inputted into a function to produce an output.

The range is simply all the output of a function.

The codomain is all the possible outcomes or output from a function.

 

For more awesome SAT math concepts review, visit our blog: http://exammasters.ca/category/math/

For a FREE SAT Math Practice Test: http://exammasters.ca/free-sat-math-practice-test/

 

How to Make Sure Your Child Sticks to Good Habits This Summer

16 May

For kids, summer is a time to slack off, goof off, and generally forget they have any sort of responsibilities whatsoever. And yes, while there is room for some of this, it’s the job of parents to make sure their children stick to good habits during the free-for-all that is summer break. Without some sort of schedule, kids can waste valuable time, fall behind in their education, and develop risky behaviors. Here’s how you can make sure your child maintains safe, productive habits.

 

Schedule time to learn/improve at a hobby

 

Instead of just setting a strict summer schedule for the sake of fitting in time to read, do chores, and setting consistent sleep patterns (all of which are important), use a summer schedule to build in time for self-improvement. Learn or get better at a task or hobby.

 

“If you love doing something enough, you should find time to do it. It will make you happier and healthier, which means you’re bound to do better in school and everything else as well,” notes HerCampus.com “Set aside a time every few days or every week, for instance, to pursue your newly found hobby. By working it into your schedule, it won’t feel like something you can do without,”

 

Setting goals for the summer is a great way to make sure kids stay occupied in a productive manner. One or two summer’s end goals is probably enough – you don’t want to overdo it and spread your child too thin. Summer still needs to feel like summer.

 

Prevent education stagnation

 

Though you want a good part of the summer to be about outdoor activities, sports, games, pool time, and just lounging around, you would be doing your child a disservice not to schedule in some sort of educational activity almost every day. Whether your kid needs help on a specific school subject they’re struggling with, or you simply want to give them a kickstart for the next school year, there are plenty of ways to fit education into the summer schedule – and a lot of it can even be fun.

 

  • Schedule reading hours every day. This one is a no-brainer. Have you child sit down and read a book every day of the summer. Coordinate with their school to see if they can get a head start on any of the upcoming year’s reading materials.
  • Take educational trips. In most cities/towns in the US you’re never too far away from some sort of museum, national landmark, or historical site of significance. Schedule day trips and even longer vacations with education in mind.
  • Get your child involved in summer meals. “Cooking is a great way to teach about measurements and how to use fractions. Theme nights for dinner not only teach cooking skills, but math, as you teach your child how to measure and convert weights, volumes and numbers,” notes The Huffington Post.

 

Talk to your child about the dangers of substances

 

Summer, with all its free time, increases the chances of your child experimenting with or falling into patterns of risky behavior. You must keep an open communication line when it comes to drugs and alcohol. Your kid needs to know that they can be honest with you without fear of unjust punishment, yelling, or any other general overreaction. Use books, TV, and movies as segways into frank discussions.

 

“Take advantage of ‘teachable moments’. If you see a character in a movie or on TV with a cigarette, talk about smoking, nicotine addiction, and what smoking does to a person’s body. This can lead into a discussion about other drugs and how they could cause harm,” says one good suggestion.
If you want to make sure your child sticks to good habits this summer, you need to set a schedule, occupy their time, and focus on fun sources of education and other out-of-the-box learning experiences. On top of that, you need to be frank about the dangers of substances, which can increase as your child spends more free time with friends during the summer months.

 

Author: Laura Pearson

Another Proud Moment! 

15 Apr

by Staff Contributor 

Just in time for National Poetry Month! All 4 One Tutoring is very excited and proud of our CEO, Dr. Charice Hayes. With the hectic role of running All 4 One Tutoring, she also takes time not only to teach others but write books. How exciting is that!!!

 Dr. Hayes just published a short book of empowering poems and quotes titled To Get You Through. This books encapsulates inspiring quotes and poems to keep you motivated and on path to whatever are your goals and desires. You can purchase the book at Barnes and Noble online. You can even download it in your Apple iBooks.

Dr. Hayes is also the author of two children’s books Tommy and His Cars and Tomasito y Sus Coches. These books can also be purchased in iBooks and barnesandnoble.com

We’re Semi-finalist! 

17 Mar

by staff contributor 

All 4 One Tutoring is so grateful to be semi-finalist in Idea Cafe’s small business grant. We have made it through a very competitive initial round of selection by a panel of expert judges to advance to the semi-finalist. This is a very exciting time for us!
Please make sure to support and vote for us. The grant money will allow us to expand and reach others in order to build strong lives. Go to http://www.businessownersideacafe.com/18th-small-busines-grant/voting?profile=17809 to cast your vote. 

Blended Learning

14 Jan

by Dr. Charice Hayes 


What is blended learning? 

Blended learning is traditional teaching combined with digital media or online learning. I like to also refer to this type of learning as “hybrid” learning. 

Why use blended learning?

  • Research suggests that blended learning is more effective than learning in a traditional setting. 
  • Blended learning improves digital literacy, along with online learning skills. 
  • Some teachers/professors are using flip learning
  • Blended learning aligns with college and workplace readiness. 

How can you transform a traditional classroom into a blended classroom? 

  • You can use online videos to supplement instruction. 
  • You can use the flipped learning model.
  • You can incorporate chats and discussion boards. 
  • You can use software such as Socrative.com.

What are your thoughts on blended learning? Please share your thoughts. 

2016 Year in Review 

30 Dec

Contributed by Dr. Charice Hayes CEO


It has been a continued promising year for All 4 One Tutoring. This past year, we’ve put some things in place to diversify and expand our company and programming. Within the first five months of 2016, we were able to hire tutors and instructors in our after-school program. In November, we’ve started the process of hiring a marketing intern. This additional hiring helped us grow and continue to mirror the company’s mission statement. We’re looking forward to hiring more staff members in the first 3-4 months of 2017. 
In the summer of 2016, we continued a summer tutoring program. Some of our clients wanted to avoid that dreadful “summer learning loss.” We conducted online and face-to-face sessions. We plan to do the same summer 2017. 

During the summer of 2016, All 4 One Tutoring had to close one of its offices due to space. We are currently looking for a larger office (That’s a good thing!) We still have office space at The Empowerment Academy

Our after-school program continues to get praise by administrators, community leaders, and parents. This school year, we continued with more project-driven instruction and projects. We have even purchased state of the art headphones for our learning labs.

We are looking forward to finishing the 2016-2017 school year with continued success. 

Last but not least, for a fourth year in a row, All 4 One Tutoring‘s income and net profit has increased. Our income has increased 40% from 2015, and our net profit has increased 30%. We would love to see this trend occurring year after year. Being the owner of such a blossoming and empowering organization is such an honor. We are proof that when we work together to achieve a shared goal, we can expand quality education and training so that everyone can strive for positive social change. We have more plans underway for 2017!!!!
  

Here’s a look at All 4 One Tutoring’s agenda in 2017:
-more partnerships (international and nationwide)

-opening a bigger office

-increasing staff 

-offering more training and workshops 

-revisiting 21st CCLC (Century Community Learning Centers)

-expanding our foreign language service

-developing an internship program 

I’d like to thank everyone who has had a positive impact and who has supported All 4 One Tutoring this year previously, and I always look forward to your continued support. Together we can reach the goal of educational EMPOWERMENT and provide positive SOCIAL CHANGE.

Dr. Charice Hayes, CEO

Giving Tuesday 

29 Nov

It’s Giving Tuesday find a non-profit or organization that’s making a difference to impact lives. You can also help us raise money to help support those we serve by clicking the link. http://buff.ly/2fV8KEi 

Thankful 

25 Nov

by CEO 

As the Thanksgiving holiday comes to an end, All 4 One Tutoring is thankful for the ability to impact lives. We are also thankful that we’ve been able to grow each year to impact more lives. 

As this year comes to a close, All 4 One Tutoring‘s income is approaching double of our income statement from last year. We are looking forward to the outcome of final stretch of this quarter. We are thankful for all of the opportunities, partnerships, and support. We wish every life that we’ve touched,and those lives that we have yet to touch, a happy holiday season. 


Dr. Charice Hayes, CEO

Complete SAT 2016 Math Test Breakdown

29 Jul

                  SAT

PART I – About The SAT Math Test

I want to break down the whole SAT math test and show you what it’s composed of, what it tests, and how to ace to it. The first thing to realize is that the SAT math test has changed its focus to mainly test students on algebra and problem-solving using real-world scenarios. The majority of it covers Basic Algebra and Advance Algebra. Therefore, most of the concepts in these two divisions of math are fair game. And there are a lot of concepts. But, the good news is that you’ve already learned all or most of these concepts in school. The new SAT has really become aligned to your school curriculum. It basically covers most of Grade 11 Math and a tiny bit of Grade 12 Math. Take a look at this TABLE 1 for the main sections on the SAT math test.

From this table, we can see that the additional topics only make up for 10.34% and the rest of the topics account for 89.66% of the total questions in the math section. This is very key for us to know, as it will guide our strategy for the math section.

Calculator and No-Calculator Portions

The math test will be Section 3 and Section 4 of the whole SAT and will consist of portions where you will be allowed to use a calculator and portions where you will NOT be allowed to use a calculator. Don’t let this scare you, as most of the questions will be solvable without calculators. The calculator will mainly be for questions which give you ugly numbers with decimal places or things like the quadratic formula. In general though, the questions in the no-calculator portion will be solvable more faster than the questions in the calculator portions.

Types of Questions

The majority of the questions in each section will be multiple-choice, accounting for 80% of all the questions. Each multiple-choice question will have four options to choose from, with only one correct or best answer. Remember, that there will be NO penalty for guessing wrong. So, make sure to answer each and every question.

The other type of question is the grid-in response question (20% of the total questions), which is basically a question without answer choices for you to choose from. For this type of question, you have to come up with the answer and write it in appropriately on the answer sheet. Again, NO penalty for getting wrong answers. One major thing to note for this is that you must write your answer in the grid-in boxes provided and also fill-in the appropriate bubbles underneath – otherwise, you won’t get the credit!!

Heart of Algebra

The point of this category is to see if you can demonstrate both procedural skill and a thorough understanding of linear equations, linear functions, and linear equalities. This is accomplished by asking you to solve straightforward questions or challenging questions. Remember that a lot of these concepts can and will be asked in many different ways. So, it’s a good idea to practice with as many questions as you can to get an idea of how to solve the same concepts in different contexts.

Here, we have outlined these concept: TABLE 2

It is important to note that many Heart of Algebra questions will ask to solve for the following:

  • Define one or more variables
  • Determine the algebraic relationship between the variables
  • Solve for the required variable
  • Interpret the results to answer what the question is specifically asking

There will be a total of 19 questions for this category – 11 for the Calculator portion and 8 for the No-Calculator portion.

Problem Solving and Data Analysis

This section tests your ability to understand and represent data. This means that you have to pay attention to things such as units, measurements, ratios, trends, and principles of statistics. Some questions may be as simple as reading a value off of a graph, whereas, other questions may ask you to calculate something, like the probability of occurrence of a particular event. You will definitely have to know how to read data from line graphs, bar graphs, histograms, box-and-whisker plots, scatterplots, and two-way tables (categorical data).

Here is a table of all the concepts covered in this section: TABLE 3

For some concepts, you simply have to understand them, rather, than calculate them. For example, you will not be expected to calculate standard deviation, but, will be expected to know that a large standard deviation means the data is more spread out from the mean. You will NOT be asked to calculate standard deviation, margin of error, or confidence intervals. But, you must understand what these concepts mean. Another important thing to note here is that in statistics, confidence intervals other than 95% can be used, but the SAT questions will always use 95% confidence levels.)

There will be a total of 17 questions for this category – all for the Calculator portion.

Passport to Advanced Math

This category is all about understanding the structure of expressions and being able to manipulate them to solve for different variables. This also means that you have to understand what the variables represent. Basically, this section tests concepts that build on the concepts tested in the Heart of Algebra category. You are further expected to know the basics of equations, functions, and polynomial algebra. Yes, this means that all those things you hate – fractions, radicals, and exponents – are all tested!

Here is a table with all the concepts tested in this section: TABLE 4

The SAT Math test uses the following Cartesian plane assumptions for any graph on the xy-plane:

  • The axes are perpendicular and the scales are linear.
  • The values on the horizontal axis increase as you move to the right.
  • The values on the vertical axis increase as you move up.

Note that this means that you CANNOT assume that the size of the units or measurements on the two axes is the same (unless the question specifically states that they are).

When you begin your prep for the SAT math section, make sure you master Heart of Algebra before moving on to this section.

There will be a total of 16 questions for this category – 7 for the Calculator portion and 9 for the No-Calculator portion.

Additional Topics

This section covers topics in geometry and trigonometry. It also covers complex numbers. The good thing here is that a lot of the geometry formulas are provided for you, so, you don’t have to memorize a lot. Remember, that this section only makes up about 10% of the total Math test (6 questions out of 58). So, don’t go spending more time prepping on this section than the other sections!

Here are the concepts: TABLE 5

One important thing to note in this section is that figures ARE drawn to scale unless explicitly stated otherwise (which is totally opposite from the Old SAT).

There will be a total 6 questions for this category – 3 for the Calculator portion and 3 for the No-Calculator portion.

PART II – Most Commonly Tested Concepts

In this part, I want to delve into what this SAT Math test really focuses on. If we can find which concepts are commonly tested and which aren’t, we can make our studying and prep work that much more efficient and productive.

Here’s what we did:

  • We went through the Math Sections of all 4 released tests from CollegeBoard and wrote down which concept was being tested for each and every question.
  • We came up with a total of 26 concepts that showed up repeatedly across the 4 tests, which totaled to 232 questions.
  • We tallied up all the questions according to the concept they tested.
  • We calculated the frequency by dividing the number of times a concept showed up across the 4 tests by the total number of questions we looked at (232).

Here are the results: TABLE 6

This table gives us some interesting stats to think about.

** Caveat **

But first, I just want to mention that all of this should be taken with a grain of salt for the following reasons:

  • This data is only based off of 4 College Board tests – so the sample isn’t really that large, which makes our results less accurate.
  • Just because I say “68% of the tested concepts will be from the first 11 concepts” doesn’t mean that that is exactly what you will see on the real thing. It is simply an analysis of what we found to be the case with the 4 released tests from College Board.
  • All the percentages are from these 4 released College Board Tests and we are assuming that College Board will test in a similar manner on the real administered tests. So, we are trying to make predictions based off of these stats – nothing stated here is a 100% for sure thing.
  • There were a few questions for which it seemed like they were testing a combination of concepts, rather than just one concept explicitly. For this type of question, we used our judgement to decide which concept it was ‘most importantly’ testing.

 

Analysis

The first 11 concepts: TABLE 7

  • The first 11 concepts make up 68% of the questions – which means that for any given math test of 58 questions, 40 of those questions would test these concepts.
  • The last 15 concepts only make up 31% of the questions – which means that for any given math test of 58 questions, 18 of those questions would test these concepts.
  • Out of the first 11 concepts, 6 of the concepts are Heart of Algebra concepts (blue), accounting for 32% or about 1/3 of all tested concepts.
  • Out of the first 11 concepts, 3 of the concepts are Problem Solving and Data Analysis concepts (green), accounting for 22% of all tested concepts.
  • Out of the first 11 concepts, 2 of the concepts are Passport to Advanced Math concepts (yellow), accounting for 14% of all tested concepts.

The next 7 concepts: TABLE 8

I didn’t want to include Function Notation, however, I felt that this concept is sooooo easy, compared to the last 8 concepts, that I might as well include it with this group. So, this next chunk of concepts comprises 20% of tested concepts.

  • Questions about circles, part of the Additional Topics category, appear to be the most tested of the Additional Topics concepts.
  • 5 of these concepts are from Passport to Advanced Math (yellow), accounting for 14% of all tested concepts.
  • Statistics only makes up 3% of all tested concepts.

The last 8 concepts: TABLE 9

  • 5 of the concepts are from the Additional Topics (red) category.
  • 3 of the concepts are from Problem Solving and Data Analysis (green).

Results

  • Just 6 Heart of Algebra concepts account for 32% of all tested concepts.
  • Combined from above, just 4 Problem Solving and Data Analysis concepts make up 25% of all tested concepts.
  • Combined from above, just 7 Passport to Advanced Math concepts make up 28% of all tested concepts.
  • 18 concepts make up 88% of all tested concepts. This is equal to about 51 questions out of 58. This gives a raw score of about 690 according to the raw score conversion tables made available by College Board.
  • 17 of these concepts make up 85% of all tested concepts. This is equal to about 49 questions out of 58. This gives a raw score of about 710 according to the raw score conversion tables made available by College Board.
  • The 11 most common concepts make up 68% of all tested concepts. This is equal to about 40 questions out of 58. This gives a raw score of about 610 according to the raw score conversion tables made available by College Board.

Discussion

So, what does all of this mean? How can it help you? Well, it really depends on what your specific situation and goals are. If you are in a time crunch, for example, then it might be wise to study the 11 most commonly tested concepts, so, that you can still get a score around 600. And if you have a bit more time, then study the first 18 concepts so that you have a chance at a 700. However, if you do have a lot of time on your hands, then it would be wise to begin with the concepts outlined in this analysis of the 4 released CollegeBoard tests. This would allow you to start doing really well on your practice tests, early in your prep, giving you a huge confidence and motivation boost. Then, you can focus on the rarer concepts, common mistakes, and harder material to go from 700 to 800.

Another thing to point out is that out of all of the Additional Topics concepts, it seems that concepts related to circles are the most important. So, if you really hate geometry and don’t want to bother with triangles and such, at the very least, you should study up circles.

In Heart of Algebra, we were quite surprised to see some topics so heavily tested. For example, systems of linear equations. Each of the 4 tests from CollegeBoard had anywhere between 2 to 6 questions on just this concept. Most of the time they gave you both equations, but rarely they asked you to come up with the equations also. Writing linear algebraic equations from word problems is also a big one. The next few heavily tested concepts were ratios & proportions, polynomials, quadratics, and being able to read graphs and tables for things such as trends, max/min points, and specific values. So, without a doubt, do not go into the test without being comfortable with these things.

In terms of difficulty of questions, it seemed that, generally, the difficulty increased as you got further along in the math section. Section 4 (the calculator portion) had more difficult questions than Section 3. However, a lot of the questions in Section 4 could easily be solved without using a calculator. So, depending on how much you rely on your calculator, you may or may not use it much for section 4.

Overall, I believe that the SAT Math test is fair and maybe even easier than the old SAT math. There are no tricks and strangely worded questions. You’ve learned the majority of these concepts in school – mainly Grade 11 Functions. And the questions are exactly as you’ve seen them in school also. I think this familiarity of these questions will help decrease anxiety for many students. If you have done well in math at school, then you will definitely do well on this SAT Math test. If you haven’t, then you’ll have to work a little harder to review all the concepts that your weak in and show colleges that you have improved in math by doing well on the SAT Math test.

I hope that these tables and analysis have given you a little more insight into the SAT Math test, making it a little more predictable and less scary. If you find that you are lacking in certain skills, then there are great resources like Khan Academy to help with your review. Our main goal is to use these findings to create the best practice tests we can for students. As CollegeBoard releases more tests and we can glean more information from student experiences, our tests will get better and better going into the future. We are going to release our first book of practice tests in early August.

PART III – Strategy

General Strategies For The SAT Math Test

Process of Elimination: This strategy is golden when you’re a bit stuck. If you weren’t able to solve the question and find the right answer right away, then start by eliminating the most wrong choices right away – and there are usually one or two of them for every question. Since, you only have four choices to begin with; this really helps narrow it down. After eliminating two choices, even if you have to totally guess, you’re chances to guess correctly are 50%.

Plug-in Answer Choices: This is another thing to try when you’re stuck. Pick one of the answer choices (usually the middle one is the best one to go with) and plug it in to the question. You can usually get the answer this way within two guesses, because the first guess will give you a good idea of what answer choice to try next.

Substitute Numbers for Variables: Sometimes, when you’re given a formula and asked to manipulate it, you substitute easy numbers into it to make sure you did it right.

Target Easy Questions First: This strategy works for those that are very nervous and need a confidence boost early on. You can quickly flip through the section and find which questions you think are easy and do them first. What constitutes an easy question? Well, it’s whatever topic you think you’re most comfortable with and whether you can get the answer under 30 seconds. That seems like a very short amount of time, but it’s not. 30 seconds is a long time. Try counting to 30 seconds right now and you’ll see. If you can’t get the answer in 30 seconds, then it’s not an easy question. Try to notice this during your practice and while you are doing the practice tests in this book. You will notice that you get the easy questions almost immediately. After you’re certain you’ve got all the easy questions, move on to the harder ones.

Save Data Tables For The End: These questions usually want you to analyze the data and that can take you 30 seconds to a minute at least. Then they want you to do something with that data, which will take you another 30 seconds to a minute at least. So, although not hard, these questions are time consuming. Save them for the end. Time management is key to doing well on this test. Do the same for any complicated graph question. Sometimes, though, the question will be very simple – they may just want you to read a value off the graph, which you can do very quickly.

Remember that you can mark-up and write all over your test booklet – so make sure to actually cross things out that you want to eliminate, put a star besides ones that you think are hard, write down things that you’ve memorized, and whatever else you feel will help you.

Read each and every question carefully and try to come up with the answer before looking at the answers. Then look at every answer before picking the right one.

Memorize common formulas and facts: This will naturally help you do questions quicker. This includes memorizing all the formulas provided to you on the reference sheet. This prevents wasting time by flipping back and forth between your question and the reference sheet.

Try not to depend on your calculator too much: Most questions on the SAT math test can be done without using a calculator. We recommend using the calculator for mainly questions with really ugly numbers that make it hard to do mental math.

How To Get A 500+ Score

Getting a score of 500 should be very easy on this test. You just have to know all the basic concepts.

Number of Correct Questions: 22 – 26

Percentage: 38% – 45%

Study Plan

  • 1 hour a day to review concepts for 2 months
  • 30 minutes a day to do practice questions
  • At least 4 timed math practice tests

Main focus of studying:

  • Heart of Algebra
  • Top 11 concepts from our analysis

How To Get A 600+ Score

Getting a score of 600 will require a little more effort but will also be relatively easy to accomplish.

Number of Correct Questions: 32 – 38

Percentage: 55% – 66%

Study Plan

  • 1 – 2 hours a day to review concepts for 2 months
  • 30 minutes a day to do practice questions
  • At least 6 timed math practice tests

Main focus of studying:

  • Heart of Algebra
  • Passport to Advanced Math
  • Top 18 concepts from our analysis

How To Get A 700+ Score

Getting a score of 700 will be harder to accomplish and will require a good amount of effort. We really recommend you start prep early and leave about 4 months to get to this score and above (unless you’re very good at math already). From our analysis, we recommend that you study and be comfortable with all 26 of the most commonly tested concepts. You should also thoroughly review Basic Algebra and Advanced Algebra, which covers things such as quadratics, polynomials, rational expressions, radicals, exponents, graphs, functions, and more. This will prepare you very well for the math test and you should be able to get almost all the questions. You can get the hardest questions wrong. Even if you miss a handful of questions, you can still end up with a 700+ score.

Number of Correct Questions: 43 – 50

Percentage: 74% – 86%

Study Plan

  • 2 – 3 hours a day to review concepts for 2 – 4 months
  • 30 minutes – 1 hour a day to do practice questions
  • At least 8 timed math practice tests

Main focus of studying:

  • Heart of Algebra
  • Passport to Advanced Math
  • Problem Solving and Data Analysis
  • All 26 commonly tested concepts from our analysis

How To Get A Perfect 800 Score

Getting a perfect 800 score will be a challenge and will require a tremendous effort. BUT, it’s totally doable. You don’t have to be a genius to get a perfect 800; you just have to be a hard and disciplined worker. We really recommend you start prep early and leave about 4 months to get to this score. From our analysis, we recommend that you study and be comfortable with all 26 of the most commonly tested concepts, everything outlined for the ‘How To Get A 700+ Score’ section and also all the Additional Topics concepts tested on the SAT. That means that you should definitely be comfortable with trigonometry, geometry, and complex numbers. Three out of four of the practice tests, released by CollegeBoard, show that you need to get all 58 questions correct in order to get 800 – even missing one can drop you down to a 790. The key to this is going to be time management, targeting your weaknesses with practice tests, eliminating careless mistakes, and doing as many timed SAT math practice tests as possible.

Number of Correct Questions: 57 – 58

Percentage: 98% – 100%

Study Plan

  • 2 – 3 hours a day to review concepts for 2 – 4 months
  • 30 minutes – 1 hour a day to do practice questions
  • At least 10 timed math practice tests

Main focus of studying:

  • Heart of Algebra
  • Passport to Advanced Math
  • Problem Solving and Data Analysis
  • Additional Topics
  • Al 26 commonly tested concepts from our analysis

How To Use Practice Tests

  • Always do the practice test under real conditions. Go to a quiet room, time yourself, and complete the whole test without any breaks. Also, it’s a good idea to do the practice test at the same time as when you will give your SAT – usually that’s around 8 am. This will make sure that you get used to having to think this early on in the day.
  • Practice tests (and any practice questions you do) can let you know what your major and minor weaknesses are. Always analyze your results to find the reason why you got any question wrong (this includes questions you had to guess on). Categorize your weaknesses based on concept or question type. Then review those concepts, starting from the ones you get wrong the most and working your way down. And, of course, make sure to go back and re-do the questions you couldn’t do to make sure that you can do them.
  • Practice tests can let you know whether or not your weakness is time management. The way you do this is to start noticing if you are always rushing near the end of a section. If you feel like you’re rushing the last 5 or so questions, then you have a time management issue. You can also check this by doing a practice test where you time yourself, but don’t stop a section once the time has run out. Keep going and finish the section, but make a note of all the questions that you had to do once the allotted time passed. Then when you score your test, break it up into two scores: one for the questions you finished within the allotted time and one score that includes the questions that you needed extra time for. Then compare the two scores. If you see that there is a difference of 50 or more points, then you definitely have a time management issue. And if there is almost no difference, then your timing is excellent and you should focus more on the concepts.
  • Everyone makes careless mistakes. Practice tests give us a great glimpse at what these mistakes are. Go through each practice test and find the careless mistakes you made. Then write down on a piece of paper what that careless mistake was and make sure to read that piece of paper every day. The whole premise behind careless mistakes is that you simply don’t notice them when you make them. So, being more aware of them should help eliminate them.
  • Take one practice test at the beginning of your prep to see where you stand and what you already know really well. This could tell you where to start your prep. For example, if you got most of the algebra questions right, but a lot of the quadratic questions wrong, then you would start your prep by reviewing quadratics concepts. After this first practice test, you should not take any more practice tests for 2 – 4 weeks, while you are reviewing concepts. Give yourself some time to learn a chunk of concepts and practice them on questions. Then, start doing 1 practice test every weekend. Remember to analyze the results of each practice test you do and target those weaknesses for the following week, before you do the next practice test. That way you will definitely see improvements every week and it will give you a big confidence and motivation boost.

About Us and Our SAT Math Book

I’m a tutor and founder of Exam Masters Tutoring Service. We’ve been helping many students in the GTA ace the SAT, amongst other exams and subjects, for years. I’ve also been pretty active and helpful to students on reddit’s SAT subreddit page. I’ve personally been writing educational content and questions, as well as, tutoring for the SAT for over 10 years. I don’t want to bore you with my autobiography; you can read more about me on my Amazon Author page and my website if you like.

Since the SAT has been redesigned, we have analyzed all tests released by College Board to death and created an awesome math practice test book. Our team of math specialists and SAT experts researched all covered subject matter. This book is primarily created to give students a realistic experience for the SAT Math test. There are 6 full math practice tests, which are organized as section 3 and section 4 for each test.

Each test in this book contains the most commonly tested concepts based on our analysis of the materials released by College Board, as well as, concepts that we feel have the potential to be tested. We really spent a lot of time going over every question to make sure that it would help you [the student] prepare well for this test and made sure that there were many questions on the most commonly tested concepts.

There are a few questions which may seem really difficult, but for the student who aims for an 800, these types of questions should be expected. For example, most students learn analytic geometry, but have never come across the scenario of how to find the shortest distance between a point and a perpendicular line. Concepts like this have the potential to be tested, so we made sure to include them in our tests. We also delved into rarely tested concepts. For example, in statistics, every student has heard of the quartile, but few have heard of the decile! We even have questions on box-and-whisper plots – when was the last time, anyone has seen one of those?! Yet, these are testable concepts and must-know material for the student that aims for the perfect 800.

You can get our book on amazon (available worldwide): Get Book Here!

 

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