<p>I think one of my biggest problems on the math sections is when I don’t know how to set up a problem, so I’d end up skipping it or solving it the wrong way.
Are there any good books or resources out there that specifically highlight how to solve certain problems or give formulas for them?</p>
<p>did you have any problems in particular</p>
<p>it’s always either algebraic (meaning, make equations w/ the given info about relationships between variables and scalars), whether
they tell you a story relating many different items to each other, give you geometric figures (like angles in a circles or squares or about parallel lines), sequences, or groups of numbers where you must find statistics.</p>
<p>depending on the situation, you should instantly light up with relevant formulas, like if you see a triangle, instantly consider similar triangles, 30-60-90, 45-45-90, simple trig (ie sinx=opposite/adjacent), and the pythagorean theorem.</p>
<p>then you also need to be flexible because unlike in math hw, sat math often won’t be completely explicit and ask for roots of a parabola. instead, they may ask for how many values the graph will have on the x-axis…</p>
<p>then there are some other misc. small tidbits, like
- quadratic equation for roots
- value of vertex = (-b/2a)
- the determinant of a parabola is b^2-4ac, and this value
determines whether the curve has one, two, or zero roots. - knowing how to factor trinomials
- knowing (x+1)(x-1)=x^2-1, and in general, (x+a)(x-a)=x^2-a^2
- how to get rid of exponents, and knowing how logs cancel.
- mode (mo–st common), mean (avg), median (meee-dium; middle # in a sorted sequence, and if the sequence has an even # of #s, the median is the average of the center two)
- an intuitive sense of how mode works, and how it can change when you add another number to the sequence in various positions.</p>
<p>or you’re given a graph from which you need to examine changes or just glean information from in general. some tricks in this section maybe an unconventional legend, or the possibility of mixing up directions, like instead of answering maximum increase in employees by department from 2001-2004, you answered the department with the max decrease.</p>
<p>finally, it helps to get into the mindset of the testwriter, and try to predict what kinds of curveballs you yourself would write. but this doesn’t answer your question, per se.</p>
<p>that’s all i’ve got for now. GL.</p>