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Learn MoreNew SAT Math Practice Test Explain
Rating: 4.3 out of 54.3(68 ratings)
32,141 students
New SAT Math Practice Test Explain
A guide through all the SAT maths test, tips to prevent from making mistakes and do it fast
Created byKim Chen
Last updated 4/2018
English
English [Auto],
What you'll learn
- get the tips to prevent from making mistakes
- correctly use calculator
Explore related topics
Course content
18 sections • 466 lectures • 11h 33m total length
- Introduction0:52
Walk through all practice test questions step by step to demonstrate efficient, accurate solving and help you improve quickly toward a strong SAT math score.
- Get my SAT math and gcse math course0:37
https://www.udemy.com/new-sat-math-complete-course/?couponCode=EARLYENROLL
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- Early Bird0:02
- test 1 section 3 Q10:22
solving equations
- test 1 section 3 Q20:32
complex number
- test 1 section 3 Q31:18
word problem
- test 1 section 3 Q40:59
[Algebra-Interpret the variables and constants in expressions for linear functions within the context presented.]
linear function (interpret)
- test 1 section 3 q50:45
[Algebra - Create, solve, or interpret a linear expression or equation in one variable]
Simplify
- test 1 section 3 q61:10
[Algebra - Interpret the variables and constants in expressions for linear functions within the context presented.]
Linear function (interpret)
- test 1 section 3 q71:05
[Algebra] Solving equation (change of subject)
- test 1 section 3 q80:22
(Algebra) Solving equation
- test 1 section 3 q91:21
[Algebra] System of linear equation
- test 1 section 3 q101:07
function
- test 1 section 3 q111:48
[Algebra] System of linear equation
- test 1 section 3 q120:43
[Algebra] Linear function
- test 1 section 3 q131:22
[Algebra] equivalent?
- test 1 section 3 q145:04
[Algebra] exponent
- test 1 section 3 q152:28
[Algebra] factoring
- test 1 section 3 q160:30
[Algebra] factoring
- test 1 section 3 q172:15
similar
- test 1 section 3 q180:40
[Algebra] System of linear equation
- test 1 section 3 q190:23
trigo
- test 1 section 3 q200:31
[Algebra] solving equation
- test 1 section 4 Q10:55
Problem Solving and Data Analysis
Use ratios, rates, proportional relationships, and scale drawings to solve single- and multistep problems.
- test 1 section 4 Q20:46
Heart of Algebra
1.Create, solve, or interpret a linear expression or equation in one variable - test 1 section 4 Q30:56
Additional Topics in Math
Use concepts and theorems about congruence and similarity to solve problems about lines, angles, and triangles
- test 1 section 4 Q41:19
Heart of Algebra
1. Create, solve, or interpret a linear expression or equation in one variable
- test1 section 4 q51:10
Problem Solving and Data Analysis - Given a scatterplot, use linear, quadratic, or exponential models to describe how the variables are related
- test 1 section 4 q60:55
[Problem Solving and Data Analysis -
Solve single- and multistep problems involving measurement quantities, units, and unit conversion.]
- test 1 section 4 q70:58
[Problem Solving and Data Analysis -
Use the relationship between two variables to investigate key features of the graph.]
- test 1 section4 q80:34
[Heart of Algebra - 6 Algebraically solve linear equations (or inequalities) in one variable. ]
- test 1 section 4 q90:39
Passport to Advanced Math
14.Use structure to isolate or identify a quantity of interest
- test 1 section 4 q101:38
Heart of Algebra
1. Create, solve, or interpret a linear expression or equation in one variable - test 1 section 4 q110:56
Heart of Algebra
2.
Create, solve, or interpret linear inequalities in one variable
- test 1 section 4 q123:12
Problem Solving and Data Analysis9.
Use statistics to investigate measures of center of data and analyze shape, center, and spread.
- test 1 section 4 q131:11
using calculator , percentage, probability
Problem Solving and Data Analysis
Use two-way tables to summarize categorical data and relative frequencies, and calculate conditional probability
- test 1 section 4 q141:16Problem Solving and Data Analysis
9.
Use statistics to investigate measures of center of data and analyze shape, center, and spread.
- test 1 section 4 q150:34
Interpret, Linear function
Heart of Algebra
8. Interpret the variables and constants in expressions for linear functions within the context presented.
- test 1 section 4 q161:13
Linear function
Heart of Algebra
16. Build a linear function that models a linear relationship between two quantities.
- test 1 section 4 q170:22
Passport to Advanced Math
12.Understand a nonlinear relationship between two variables
- test 1 section 4 q182:42
Inequalities (graph)
- test 1 section 4 q192:08
system of linear equation
- test 1 section 4 q202:27
solving equation, percentage
- test 1 section 4 q211:13
probability
- test 1 section 4 q223:16
Problem Solving and Data Analysis
10. Evaluate reports to make inferences, justify conclusions, and determine appropriateness of data collection methods. The reports may consist of tables, graphs, or text summaries.
- test 1 section 4 q234:35
Problem Solving and Data Analysis
10. Evaluate reports to make inferences, justify conclusions, and determine appropriateness of data collection methods. The reports may consist of tables, graphs, or text summaries.
- test 1 section 4 q241:08
Additional Topics in Math 8.
8. Create or use an equation in two variables to solve a problem about a circle in the coordinate plane. The student will create an equation or use properties of an equation of a circle to demonstrate or determine a property of the circle’s graph.
- test 1 section 4 q251:47
Passport to Advanced Maths 5. Solve a quadratic equation having rational coefficients. The equation can be presented in a wide range of forms to reward attending to algebraic structure and can require manipulation in order to solve.
- test 1 section 4 q261:01
Problem Solving and Data Analysis
2.- Solve single- and multistep problems involving percentages. The student will solve a multistep problem to determine a percentage; calculate a percentage and then solve a multistep problem; or take a given percentage and solve a multistep problem.
- test 1 section 4 q271:10
Problem Solving and Data Analysis
8
- Make inferences about population parameters based on sample data. The student will estimate a population parameter given the results from a random sample of the population. The sample statistics may mention confidence intervals and measurement error that the student should understand and make use of, but need not calculate.
- test 1 section 4 q281:36
Heart of Algebra
4.
Create, solve, and interpret systems of linear inequalities in two variables.
- The student will analyze one or more constraints that exist between two variables by creating, solving, or interpreting an inequality in two variables or a system of inequalities in two variables to represent a context. Multiple steps may be required to create the inequality or system of inequalities or to determine whether a given point is in the solution set.
- test 1 section 4 q290:37
Passport to Advanced Math
- Understand the relationship between zeros and factors of polynomials, and use that knowledge to sketch graphs. Students will use properties of factorable polynomials to solve conceptual problems relating to zeros, such as determining whether an expression is a factor of a polynomial based on other information provided.
- test 1 section 4 q301:07
Passport to Advanced Math
- Understand a nonlinear relationship between two variables by making connections between their algebraic and graphical representations. The student will select a graph corresponding to a given nonlinear equation; interpret graphs in the context of solving systems of equations; select a nonlinear equation corresponding to a given graph; determine the equation of a curve given a verbal description of a graph; determine key features of the graph of a linear function from its equation; or determine the impact on a graph of a change in the defining equation.
- test 1 section 4 q311:41
Passport to Advanced Math?
4. Create an equivalent form of an algebraic expression by using structure and fluency with operations. - test 1 section 4 q321:51
Heart of Algebra
2.Create, solve, or interpret linear inequalities in one variable that represent a context. The inequality will have rational coefficients, and multiple steps may be required to simplify or solve for the variable. - test 1 section 4 q330:41
Passport to Advanced Math
7.Solve an equation in one variable that contains radicals or contains the variable in the denominator of a fraction. The equation will have rational coefficients, and the student may be required to identify when a resulting solution is extraneous. - test 1 section 4 q341:09
Passport to Advanced Math
2.Determine the most suitable form of an expression or equation to reveal a particular trait, given a context. - test 1 section 4 q351:01
Additional Topics in Math
- Solve problems using volume formulas. The student will use given information about figures, such as length of a side, area of a face, or volume of a solid, to calculate missing information. Any required volume formulas will be provided to students either on the formula sheet or within the question.
- test 1 section 4 q362:13
Heart of Algebra
- Build a linear function that models a linear relationship between two quantities. The student will describe a linear relationship that models a context using either an equation in two variables or function notation. The equation or function will have rational coefficients, and multiple steps may be required to build and simplify the equation or function.
- test 1 section 4 q370:53
Problem Solving and Data Analysis
2. Solve single- and multistep problems involving percentages. The student will solve a multistep problem to determine a percentage; calculate a percentage and then solve a multistep problem; or take a given percentage and solve a multistep problem.
- test 1 section 4 q382:03
Problem Solving and Data Analysis
2. Solve single- and multistep problems involving percentages. The student will solve a multistep problem to determine a percentage; calculate a percentage and then solve a multistep problem; or take a given percentage and solve a multistep problem.
- test 2 section 3 q10:19
Passport to Advanced Math
14. Use structure to isolate or identify a quantity of interest in an expression or isolate a quantity of interest in an equation. The student will rearrange an equation or formula to isolate a single variable or a quantity of interest.
- test 2 section 3 q20:50
Heart of Algebra
2. Create, solve, and interpret systems of two linear equations in two variables. The student will analyze one or more constraints that exist between two variables by creating, solving, or analyzing a system of linear equations to represent a context. The equations will have rational coefficients, and multiple steps may be required to simplify or solve the system.
- test 2 section 3 q32:01
Heart of Algebra
- Create, solve, or interpret a linear expression or equation in one variable that represents a context. The expression or equation will have rational coefficients, and multiple steps may be required to simplify the expression, simplify the equation, or solve for the variable in the equation.
- test 2 section 3 q40:48
Passport to Advanced Math
5. Solve a quadratic equation having rational coefficients. The equation can be presented in a wide range of forms to reward attending to algebraic structure and can require manipulation in order to solve.
- test 2 section 3 q50:51
Passport to Advanced Math
5. Solve a quadratic equation having rational coefficients. The equation can be presented in a wide range of forms to reward attending to algebraic structure and can require manipulation in order to solve.
- test 2 section 3 q60:51
Passport to Advanced Math
- 11. Understand the relationship between zeros and factors of polynomials, and use that knowledge to sketch graphs. Students will use properties of factorable polynomials to solve conceptual problems relating to zeros, such as determining whether an expression is a factor of a polynomial based on other information provided.
- test 2 section 3 q70:51
Passport to Advanced Math
- 11. Understand the relationship between zeros and factors of polynomials, and use that knowledge to sketch graphs. Students will use properties of factorable polynomials to solve conceptual problems relating to zeros, such as determining whether an expression is a factor of a polynomial based on other information provided.
- test 2 section 3 q80:49
Heart of Algebra
- 2. Create, solve, or interpret linear inequalities in one variable that represent a context. The inequality will have rational coefficients, and multiple steps may be required to simplify or solve for the variable.
- test 2 section 3 q91:34
Heart of Algebra
- 9. Create, solve, and interpret systems of two linear equations in two variables. The student will analyze one or more constraints that exist between two variables by creating, solving, or analyzing a system of linear equations to represent a context. The equations will have rational coefficients, and multiple steps may be required to simplify or solve the system.
- test 2 section 3 q101:05
Passport to Advanced Math
- Create a quadratic or exponential function or equation that models a context. The equation will have rational coefficients and may require multiple steps to simplify or solve the equation.
- test 2 section 3 q111:52
Additional Topics in Math
- 3. Add, subtract, multiply, divide, and simplify complex numbers.
- test 2 section 3 q120:57
Passport to Advanced Math
14. Use structure to isolate or identify a quantity of interest in an expression or isolate a quantity of interest in an equation. The student will rearrange an equation or formula to isolate a single variable or a quantity of interest.
- test 2 section 3 q130:52
sum of roots
Passport to Advanced Math
5. Solve a quadratic equation having rational coefficients. The equation can be presented in a wide range of forms to reward attending to algebraic structure and can require manipulation in order to solve.
- test 2 section 3 q140:51
Problem Solving and Data Analysis
2. Solve single- and multistep problems involving percentages. The student will solve a multistep problem to determine a percentage; calculate a percentage and then solve a multistep problem; or take a given percentage and solve a multistep problem.
- test 2 section 3 q151:22
Passport to Advanced Math
3. Create equivalent expressions involving rational exponents and radicals, including simplifying or rewriting in other forms.
- test 2 section 3 q161:19
Heart of Algebra
5. Create, solve, and interpret systems of two linear equations in two variables. The student will analyze one or more constraints that exist between two variables by creating, solving, or analyzing a system of linear equations to represent a context. The equations will have rational coefficients, and multiple steps may be required to simplify or solve the system.
- test 2 section 3 q160:42
Examine a straightforward comparison of two equations and how multiplication affects their relationship, in the context of the new sat math practice test explain course.
- test 2 section 3 q170:42
Passport to Advanced Math? (compare coefficient)
5. Solve a quadratic equation having rational coefficients. The equation can be presented in a wide range of forms to reward attending to algebraic structure and can require manipulation in order to solve.
- test 2 section 3 q181:41
Additional Topics in Math
6. Use concepts and theorems about congruence and similarity to solve problems about lines, angles, and triangles. The student will use theorems about triangles and intersecting lines to determine missing lengths and angle measures of triangles. The student may also be asked to provide a missing length or angle to satisfy a given theorem.
- test 2 section 3 q190:58
Additional Topics in Math
4. Convert between degrees and radians and use radians to determine arc lengths; use trigonometric functions of radian measure. The student will convert between angle measures in degrees and radians in order to calculate arc lengths by recognizing the relationship between an angle measured in radians and an arc length, evaluating trigonometric functions of angles in radians.
- test 2 section 3 q201:18
Heart of Algebra
7. Algebraically solve systems of two linear equations in two variables. The equations will have rational coefficients, and the system may yield no solution, one solution, or infinitely many solutions. The student may also be asked to determine the value of a constant or coefficient of an equation in which the system has no solution, one solution, or infinitely many solutions.
- test 2 section 4 q11:11
Passport to Advanced Math
4. Create an equivalent form of an algebraic expression by using structure and fluency with operations.
- test 2 section 4 q20:55
Problem Solving and Data Analysis
1. Use ratios, rates, proportional relationships, and scale drawings to solve single- and multistep problems. The student will use a proportional relationship between two variables to solve a multistep problem to determine a ratio or rate; calculate a ratio or rate and then solve a multistep problem; or take a given ratio or rate and solve a multistep problem.
- test 2 section 4 q31:20
Heart of Algebra
1. Create, solve, or interpret a linear expression or equation in one variable that represents a context. The expression or equation will have rational coefficients, and multiple steps may be required to simplify the expression, simplify the equation, or solve for the variable in the equation.
- test 2 section 4 q40:52
Passport to Advanced Math
2. Determine the most suitable form of an expression or equation to reveal a particular trait, given a context.
4. Create an equivalent form of an algebraic expression by using structure and fluency with operations.
- test 2 section 4 q51:13
Passport to Advanced Math
5. Solve a quadratic equation having rational coefficients. The equation can be presented in a wide range of forms to reward attending to algebraic structure and can require manipulation in order to solve.
- test 2 section 4 q60:52
Heart of Algebra
- 6. Understand connections between algebraic and graphical representations. The student will select a graph described by a given linear equation, select a linear equation that describes a given graph, determine the equation of a line given a verbal description of its graph, determine key features of the graph of a linear function from its equation, or determine how a graph may be affected by a change in its equation.
- test 2 section 4 q70:51
Passport to Advanced Math
11. Understand the relationship between zeros and factors of polynomials, and use that knowledge to sketch graphs. Students will use properties of factorable polynomials to solve conceptual problems relating to zeros, such as determining whether an expression is a factor of a polynomial based on other information provided.
- test 2 section 4 q80:59
Passport to Advanced Math
4. Create an equivalent form of an algebraic expression by using structure and fluency with operations.
- test 2 section 4 q91:27
Heart of Algebra
4. Create, solve, and interpret systems of linear inequalities in two variables. The student will analyze one or more constraints that exist between two variables by creating, solving, or interpreting an inequality in two variables or a system of inequalities in two variables to represent a context. Multiple steps may be required to create the inequality or system of inequalities or to determine whether a given point is in the solution set.
- test 2 section 4 q100:34
Passport to Advanced Math
13. Use function notation, and interpret statements using function notation. The student will use function notation to solve conceptual problems related to transformations and compositions of functions.
- test 2 section 4 q112:28
Passport to Advanced Math
- 14. Use structure to isolate or identify a quantity of interest in an expression or isolate a quantity of interest in an equation. The student will rearrange an equation or formula to isolate a single variable or a quantity of interest.
- test 2 section 4 q121:40
Passport to Advanced Math
14. Use structure to isolate or identify a quantity of interest
in an expression or isolate a quantity of interest in an equation.
The student will rearrange an equation or formula to isolate a
single variable or a quantity of interest. - test 2 section 4 q131:26
Problem Solving and Data Analysis
10. Evaluate reports to make inferences, justify conclusions, and determine appropriateness of data collection methods. The reports may consist of tables, graphs, or text summaries.
- test 2 section 4 q140:50
Problem Solving and Data Analysis
4. Given a scatterplot, use linear, quadratic, or exponential models to describe how the variables are related. The student will, given a scatterplot, select the equation of a line or curve of best fit; interpret the line in the context of the situation; or use the line or curve of best fit to make a prediction.
- test 2 section 4 q151:32
Heart of Algebra
1. Create, solve, or interpret a linear expression or equation in one variable that represents a context. The expression or equation will have rational coefficients, and multiple steps may be required to simplify the expression, simplify the equation, or solve for the variable in the equation. - test 2 section 4 q161:05
Problem Solving and Data Analysis
7. Use two-way tables to summarize categorical data and relative frequencies, and calculate conditional probability. The student will summarize categorical data or use categorical data to calculate conditional frequencies, conditional probabilities, association of variables, or independence of events.
- test 2 section 4 q170:58
Problem Solving and Data Analysis
2. Solve single- and multistep problems involving percentages. The student will solve a multistep problem to determine a percentage; calculate a percentage and then solve a multistep problem; or take a given percentage and solve a multistep problem.
- test 2 section 4 q181:29
Problem Solving and Data Analysis
9. Use statistics to investigate measures of center of data and analyze shape, center, and spread. The student will calculate measures of center and/or spread for a given set of data or use given statistics to compare two separate sets of data. The measures of center that may be calculated include mean, median, and mode, and the measures of spread that may be calculated include range. When comparing two data sets, the student may investigate mean, median, mode, range, and/or standard deviation.
- test 2 section 4 q192:17
Problem Solving and Data Analysis
9. Use statistics to investigate measures of center of data and analyze shape, center, and spread. The student will calculate measures of center and/or spread for a given set of data or use given statistics to compare two separate sets of data. The measures of center that may be calculated include mean, median, and mode, and the measures of spread that may be calculated include range. When comparing two data sets, the student may investigate mean, median, mode, range, and/or standard deviation.
- test 2 section 4 q202:09
Problem Solving and Data Analysis
9. Use statistics to investigate measures of center of data and analyze shape, center, and spread. The student will calculate measures of center and/or spread for a given set of data or use given statistics to compare two separate sets of data. The measures of center that may be calculated include mean, median, and mode, and the measures of spread that may be calculated include range. When comparing two data sets, the student may investigate mean, median, mode, range, and/or standard deviation.
- test 2 section 4 q211:38
Heart of Algebra
4. Create, solve, and interpret systems of linear inequalities in two variables. The student will analyze one or more constraints that exist between two variables by creating, solving, or interpreting an inequality in two variables or a system of inequalities in two variables to represent a context. Multiple steps may be required to create the inequality or system of inequalities or to determine whether a given point is in the solution set.
- test 2 section 4 q220:48
Passport to Advanced Math
14. Use structure to isolate or identify a quantity of interest in an expression or isolate a quantity of interest in an equation. The student will rearrange an equation or formula to isolate a single variable or a quantity of interest.
- test 2 section 4 q231:54
Problem Solving and Data Analysis
1. Use ratios, rates, proportional relationships, and scale drawings to solve single- and multistep problems. The student will use a proportional relationship between two variables to solve a multistep problem to determine a ratio or rate; calculate a ratio or rate and then solve a multistep problem; or take a given ratio or rate and solve a multistep problem.
- test 2 section 4 q241:49
Additional Topics in Math
8. Create or use an equation in two variables to solve a problem about a circle in the coordinate plane. The student will create an equation or use properties of an equation of a circle to demonstrate or determine a property of the circle’s graph.
- test 2 section 4 q251:17
Heart of Algebra
9. Understand connections between algebraic and graphical representations. The student will select a graph described by a given linear equation, select a linear equation that describes a given graph, determine the equation of a line given a verbal description of its graph, determine key features of the graph of a linear function from its equation, or determine how a graph may be affected by a change in its equation.
- test 2 section 4 q260:56
Passport to Advanced Math
13. Use function notation, and interpret statements using function notation. The student will use function notation to solve conceptual problems related to transformations and compositions of functions. - test 2 section 4 q275:50
Passport to Advanced Math
12. Understand a nonlinear relationship between two variables by making connections between their algebraic and graphical representations. The student will select a graph corresponding to a given nonlinear equation; interpret graphs in the context of solving systems of equations; select a nonlinear equation corresponding to a given graph; determine the equation of a curve given a verbal description of a graph; determine key features of the graph of a linear function from its equation; or determine the impact on a graph of a change in the defining equation.
- test 2 section 4 q282:48
Heart of Algebra
3. Build a linear function that models a linear relationship between two quantities. The student will describe a linear relationship that models a context using either an equation in two variables or function notation. The equation or function will have rational coefficients, and multiple steps may be required to build and simplify the equation or function.
- test 2 section 4 q292:46
Heart of Algebra
6. Algebraically solve linear equations (or inequalities) in one variable. The equation (or inequality) will have rational coefficients and may require multiple steps to solve for the variable; the equation may yield no solution, one solution, or infinitely many solutions. The student may also be asked to determine the value of a constant or coefficient for an equation with no solution or infinitely many solutions.
- test 2 section 4 q304:10Additional Topics in Math
7. Use the relationship between similarity, right triangles, and trigonometric ratios; use the relationship between sine and cosine of complementary angles. The student will use trigonometry and theorems about triangles and intersecting lines to determine missing lengths and angle measures of right triangles. The student may also be asked to provide a missing length or angle that would satisfy a given theorem.
- test 2 section 4 q310:57
Problem Solving and Data Analysis
1. Use ratios, rates, proportional relationships, and scale drawings to solve single- and multistep problems. The student will use a proportional relationship between two variables to solve a multistep problem to determine a ratio or rate; calculate a ratio or rate and then solve a multistep problem; or take a given ratio or rate and solve a multistep problem
- test 2 section 4 q320:49
Heart of Algebra
6. Algebraically solve linear equations (or inequalities) in one variable. The equation (or inequality) will have rational coefficients and may require multiple steps to solve for the variable; the equation may yield no solution, one solution, or infinitely many solutions. The student may also be asked to determine the value of a constant or coefficient for an equation with no solution or infinitely many solutions.Heart of Algebra - test 2 section 4 q331:33
Heart of Algebra
5. Create, solve, and interpret systems of two linear equations in two variables. The student will analyze one or more constraints that exist between two variables by creating, solving, or analyzing a system of linear equations to represent a context. The equations will have rational coefficients, and multiple steps may be required to simplify or solve the system.
- test 2 section 4 q341:01
Heart of Algebra
5. Create, solve, and interpret systems of two linear equations in
two variables. The student will analyze one or more constraints that
exist between two variables by creating, solving, or analyzing a system
of linear equations to represent a context. The equations will have
rational coefficients, and multiple steps may be required to simplify or
solve the system. - test 2 section 4 q351:01
Heart of Algebra
3. Build a linear function that models a linear relationship between two quantities. The student will describe a linear relationship that models a context using either an equation in two variables or function notation. The equation or function will have rational coefficients, and multiple steps may be required to build and simplify the equation or function.
- test 2 section 4 q362:18
Additional Topics in Math
5. Apply theorems about circles to find arc lengths, angle measures, chord lengths, and areas of sectors. The student will use given information about circles and lines to calculate missing values for radius, diameter, chord length, angle, arc, and sector area.
- test 2 section 4 q373:16
Problem Solving and Data Analysis?
6. Compare linear growth with exponential growth. The student will infer the connection between two variables given a context in order to determine what type of model fits best. - test 2 section 4 q382:42
Heart of Algebra
2. Create, solve, or interpret linear inequalities in one variable that represent a context. The inequality will have rational coefficients, and multiple steps may be required to simplify or solve for the variable.
- test 3 section 3 q11:47
Heart of Algebra
- Create, solve, or interpret a linear expression or equation in one variable that represents a context. The expression or equation will have rational coefficients, and multiple steps may be required to simplify the expression, simplify the equation, or solve for the variable in the equation.
- test 3 section 3 q20:26
Heart of Algebra
- Create, solve, or interpret a linear expression or equation in one variable that represents a context. The expression or equation will have rational coefficients, and multiple steps may be required to simplify the expression, simplify the equation, or solve for the variable in the equation.
- test 3 section 3 q31:18
? square root
- test 3 section 3 q41:42
Heart of Algebra
1. Create, solve, or interpret a linear expression or equation in one variable that represents a context. The expression or equation will have rational coefficients, and multiple steps may be required to simplify the expression, simplify the equation, or solve for the variable in the equation.
- test 3 section 3 q50:48
Heart of Algebra
- Create, solve, or interpret a linear expression or equation in one variable that represents a context. The expression or equation will have rational coefficients, and multiple steps may be required to simplify the expression, simplify the equation, or solve for the variable in the equation.
- test 3 section 3 q62:01
Heart of Algebra
5. Create, solve, and interpret systems of two linear equations in two variables. The student will analyze one or more constraints that exist between two variables by creating, solving, or analyzing a system of linear equations to represent a context. The equations will have rational coefficients, and multiple steps may be required to simplify or solve the system. - test 3 section 3 q71:09
Passport to Advanced Math
11. Understand the relationship between zeros and factors of polynomials, and use that knowledge to sketch graphs. Students will use properties of factorable polynomials to solve conceptual problems relating to zeros, such as determining whether an expression is a factor of a polynomial based on other information provided.
- test 3 section 3 q81:10
Passport to Advanced Math
14. Use structure to isolate or identify a quantity of interest in an expression or isolate a quantity of interest in an equation. The student will rearrange an equation or formula to isolate a single variable or a quantity of interest.
- test 3 section 3 q91:47
Heart of Algebra
7. Algebraically solve systems of two linear equations in two variables. The equations will have rational coefficients, and the system may yield no solution, one solution, or infinitely many solutions. The student may also be asked to determine the value of a constant or coefficient of an equation in which the system has no solution, one solution, or infinitely many solutions. - test 3 section 3 q101:53
sum of roots
product of roots
- test 3 section 3 q113:09
Additional Topics in Math
7. Use the relationship between similarity, right triangles, and trigonometric ratios; use the relationship between sine and cosine of complementary angles. The student will use trigonometry and theorems about triangles and intersecting lines to determine missing lengths and angle measures of right triangles. The student may also be asked to provide a missing length or angle that would satisfy a given theorem.
- test 3 section 3 q123:28
Passport to Advanced Math
5. Solve a quadratic equation having rational coefficients. The equation can be presented in a wide range of forms to reward attending to algebraic structure and can require manipulation in order to solve.
- test 3 section 3 q133:00
Passport to Advanced Math
5. Solve a quadratic equation having rational coefficients. The equation can be presented in a wide range of forms to reward attending to algebraic structure and can require manipulation in order to solve. - test 3 section 3 q142:33
Passport to Advanced Math
5. Solve a quadratic equation
having rational coefficients. The equation can be presented in a wide
range of forms to reward attending to algebraic structure and can
require manipulation in order to solve. - test 3 section 3 q154:10
Heart of Algebra
8. Interpret the variables and constants in expressions for linear functions within the context presented. The student will make connections between a context and the linear equation that models the context and will identify or describe the real-life meaning of a constant term, a variable, or a feature of the given equation.
- test 3 section 3 q160:37
Heart of Algebra? (exam guessing)
1. Create, solve, or interpret a linear expression or equation in one variable that represents a context. The expression or equation will have rational coefficients, and multiple steps may be required to simplify the expression, simplify the equation, or solve for the variable in the equation.
- test 3 section 3 q170:58
Heart of Algebra
1. Create, solve, or interpret a linear expression or equation in one variable that represents a context. The expression or equation will have rational coefficients, and multiple steps may be required to simplify the expression, simplify the equation, or solve for the variable in the equation.
- test 3 section 3 q181:58
Additional Topics in Math
6. Use concepts and theorems about congruence and similarity to solve problems about lines, angles, and triangles. The student will use theorems about triangles and intersecting lines to determine missing lengths and angle measures of triangles. The student may also be asked to provide a missing length or angle to satisfy a given theorem.
- test 3 section 3 q192:50
Heart of Algebra
5. Create, solve, and interpret systems of two linear equations in two variables. The student will analyze one or more constraints that exist between two variables by creating, solving, or analyzing a system of linear equations to represent a context. The equations will have rational coefficients, and multiple steps may be required to simplify or solve the system.
- test 3 section 3 q202:36
Additional Topics in Math
7. Use the relationship between similarity, right triangles, and trigonometric ratios; use the relationship between sine and cosine of complementary angles. The student will use trigonometry and theorems about triangles and intersecting lines to determine missing lengths and angle measures of right triangles. The student may also be asked to provide a missing length or angle that would satisfy a given theorem.
- test 3 section 4 q11:04
Problem Solving and Data Analysis
5. Use the relationship between two variables to investigate key features of the graph. The student will make connections between the graphical representation of a relationship and properties of the graph by selecting the graph that represents the properties described, or using the graph to identify a value or set of values.
- test 3 section 4 q21:03
Problem Solving and Data Analysis
7. Use two-way tables to summarize categorical data and relative frequencies, and calculate conditional probability. The student will summarize categorical data or use categorical data to calculate conditional frequencies, conditional probabilities, association of variables, or independence of events.
- test 3 section 4 q31:22
Problem Solving and Data Analysis
10. Evaluate reports to make inferences, justify conclusions, and determine appropriateness of data collection methods. The reports may consist of tables, graphs, or text summaries.
- test 3 section 4 q41:36
Passport to Advanced Math
13. Use function notation, and interpret statements using function notation. The student will use function notation to solve conceptual problems related to transformations and compositions of functions.
- test 3 section 4 q52:04
Problem Solving and Data Analysis
2. Solve single- and multistep problems involving percentages. The student will solve a multistep problem to determine a percentage; calculate a percentage and then solve a multistep problem; or take a given percentage and solve a multistep problem.
- test 3 section 4 q60:25
Passport to Advanced Math
6. Add, subtract, and multiply polynomial expressions and simplify the result. The expressions will have rational coefficients.
- test 3 section 4 q70:29
Solve a fraction problem from the new SAT math practice test, section 4 question 7, showing that a value equals 20/9 and identifying the answer.
- test 3 section 4 q81:43
- test 3 section 4 q91:50
Compute speed from distance and time, convert minutes to seconds, and apply rate calculations to solve a practice SAT math question, culminating in selecting option B.
- test 3 section 4 q101:34
Explain how to solve test 3 section 4 question 10 by applying equations involving mass and gravity, and use a calculator to obtain the final answer.
- test 3 section 4 q112:30
- test 3 section 4 q120:50
- test 3 section 4 q133:00
Explain how to find the value of a in test 3 section 4 question 13 of the SAT math practice test by evaluating expressions and comparing sides to conclude a.
- test 3 section 4 q140:44
Convert 18 hours to minutes and multiply by 0.2 dollars per minute to find the total hotel phone cost.
- test 3 section 4 q152:21
Assess a randomized study of 300 participants with poor eyesight, showing treatment X yields significant improvement versus no treatment. Conclude that treatment X is likely to improve eyesight.
- test 3 section 4 q161:32
this lecture shows how to find the intersection of f and g by solving f(x) + g(x) = 0, with x = -2 as a solution.
- test 3 section 4 q172:01
Explains how a price increase raises the quantity supplied, illustrating supply function and market impact, with the example concluding the correct choice is B.
- test 3 section 4 q181:03
- test 3 section 4 q191:32
- test 3 section 4 q201:39
Analyze a SAT math practice question about the best fit and heart rate data, including minutes and the derived values, ending with selecting option B.
- test 3 section 4 q212:40
Identify which savings contract shows exponential growth from compound interest; adding 1 percent of the current balance each year yields growth, unlike additions based on the initial saving.
- test 3 section 4 q222:47
Solve for x from three numbers that sum to 155 by using x = 1.5 times one of the other numbers, substitute y = x/1.5, and compute x.
- test 3 section 4 q231:56
Solve a trigonometry right-triangle problem from test 3 section 4 q23 by equating sine relations and angles to determine k, yielding answer C.
- test 3 section 4 q242:01
- test 3 section 4 q251:57
Explore a new sat math practice item on volume using pi and height, including five square pi components, culminating in a numeric result around 1047.2.
- test 3 section 4 q262:01
- test 3 section 4 q276:32
Solve a percentage-change problem from test 3 section 4 question 27, where a value increases by 10 percent and decreases by 12 percent, solving for p to get 20.
- test 3 section 4 q281:23
- test 3 section 4 q295:18
- test 3 section 4 q302:47
- test 3 section 4 q312:19
Explain solving a linear inequality for school talent show tickets, combining a $2 per student charge with a fixed house fee, and identify a possible value of x, namely five.
- test 3 section 4 q321:41
Compute the mean age in years from the table at the beginning of that term. An example yields 58.5.
- test 3 section 4 q331:08
Multiply -2 inside the box to form the polynomial, then compare coefficients to identify a = -5 and B = 9 (C = 0).
- test 3 section 4 q341:03
Explain how to relate a central angle to arc and sector measures in a circle, using a 5π/4 radians central angle within a 2π circle.
- test 3 section 4 q352:20
determine the minimum 11th rating needed to reach an average across 20 ratings on a 0–100 scale, given the first 10 ratings; the 11th rating must be at least 50.
- test 3 section 4 q362:27
Graph and analyze an inequality by sketching two lines, y = 5x and a negative-slope line, shading the feasible region, find their intersection, and compute the maximum y as 750.
- test 3 section 4 q372:43
Analyze a store scenario by examining shoppers per minute, service times, and waiting in the queue to determine shoppers served per hour during business hours.
- test 3 section 4 q381:44
- test 4 section 3 q10:48
The lecture explains how to set an expression to zero by choosing a, showing that options b, c, and d are not possible, with the answer being a.
- test 4 section 3 q21:16
This lecture walks through solving test 4 section 3 question 2, showing how B equals negative two and substituting to obtain negative five, confirming option a.
- test 4 section 3 q31:15
This lecture demonstrates solving a system of linear equations by elimination to isolate y, leading to y equals 2 and selecting option a as the answer.
- test 4 section 3 q40:54
- test 4 section 3 q50:52
- test 4 section 3 q60:42
Transform A over B into 3/7 plus 1 in test 4 section 3 question 6 to obtain 10/7, illustrating how to simplify the ratio.
- test 4 section 3 q72:11
Explain how to solve a New SAT Math practice question about a marathon training schedule with weekly distance increases of 1.5 miles toward a 26-mile marathon.
- test 4 section 3 q81:15
Determine which equation is parallel to the light wave equation by analyzing slopes, solving for y, and identifying the -3 slope to select the correct option.
- test 4 section 3 q92:00
Multiply both sides, square, and factor to solve the equation, yielding x = 3 or x = 6; then check values to reject invalid solutions.
- test 4 section 3 q100:34
Solve the equation (t+5)/(t-5) = 10 by multiplying both sides by t-5, yielding t = 55/9; this SAT math practice question for test 4 section 3 q10 explains isolating t.
- test 4 section 3 q112:22
Solve a system by multiplying equations to eliminate y, form a quadratic in x, and use the discriminant to confirm real ordered pairs.
- test 4 section 3 q121:37
- test 4 section 3 q131:39
find k by solving the intersection of f and g with f(x)=x^2−2, derive x^2=1/4, and choose the positive root, giving k=3/2.
- test 4 section 3 q141:58
Explain a typical sat math practice problem involving denominator manipulation, squaring terms, and solving for A to determine the correct answer.
- test 4 section 3 q153:09
This lecture explains solving a quadratic equation using the quadratic formula, with constants k and p and step-by-step root calculations.
- test 4 section 3 q161:08
Solve a ratio-based height problem to determine the maximum height of a system, showing that a total height of 10 inches yields a nine-inch result.
- test 4 section 3 q171:00
Examine a right triangle, express cosine as base over the hypotenuse, noting cos y = 3/5, and relate x degrees to these relations.
- test 4 section 3 q181:57
Solve for x using factoring in a quadratic; the real solution is x equals 5, with complex roots disregarded.
- test 4 section 3 q191:28
Learn to solve a two-equation system by elimination, cancel y, find y equals 5, then substitute to get x equals 0, explained for SAT math practice.
- test 4 section 3 q202:27
Explain how to compute the rate of temperature change with altitude from 50 to 80 kilometers, showing a drop of 25 degrees Celsius per 10 kilometers.
- test 4 section 4 q11:26
Solve a linear equation for a monthly membership plus movie rentals, showing how a 12.8 total with a 9.8 base and 1.5 per movie yields x = 2.
- test 4 section 4 q21:12
Analyze a typing-speed progression starting at 180 words per minute, increasing by 5 words per minute each month, in a New SAT Math practice question.
- test 4 section 4 q31:02
Solve question 3 from test 4 section 4, involving halving pieces and a calculation with pounds, leading to option c.
- test 4 section 4 q41:13
Explain how to use a random sample of freshmen to estimate October preference and the expected revenue, using percentage and a calculator, confirming that the correct choice is B.
- test 4 section 4 q50:44
- test 4 section 4 q61:22
Solve a test 4 question 6 word problem about hours, where one person works 11 hours more than Angelica to total 15 hours, arriving at 24 hours per week.
- test 4 section 4 q70:56
- test 4 section 4 q80:48
Analyze why the x,y coordinates lie on tangent points of interest, and explain why the line shows a negative slope while another shows a positive slope.
- test 4 section 4 q91:22
Analyze 2000 voter data to estimate the probability that a registered voter aged 18 to 44 is from the Midwest, using regional counts; result about 0.25 (option B).
- test 4 section 4 q100:37
Explain how to determine the life expectancy in years of the animal with the longest gestation period among 10 species, as addressed in question 10.
- test 4 section 4 q111:40
- test 4 section 4 q121:04
- test 4 section 4 q131:17
- test 4 section 4 q142:26
Explain the expression for the additional money needed at 5 percent versus 3 percent interest for 1000 people, with 0 percent base and a monthly horizon.
- test 4 section 4 q151:29
- test 4 section 4 q162:40
Model total cost as a function of days using linear formulas and inequalities to compare purchase and rental expenses to determine when costs are within a bound.
- test 4 section 4 q171:20
Explain how the slope represents the daily cost in a total cost model for buying materials and renting tools, as illustrated by SAT test 4 section 4 question 17.
- test 4 section 4 q182:04
- test 4 section 4 q190:39
Determine the least possible value by solving an equation and an inequality, concluding that the minimum value is five.
- test 4 section 4 q201:54
Explains an exponential model where leg bone mass doubles each year, starting at x, so mass over time is x·2^t and you compare curves to identify the correct option.
- test 4 section 4 q211:34
Explain how to calculate the percent decrease in United States power consumption from 2000 to 2010 using a bar graph. Use a calculator to verify an 11 percent decline.
- test 4 section 4 q221:34
practice estimating percent change using a bar chart to determine an approximate 11 percent decrease in U.S. power consumption from 2000 to 2010.
- test 4 section 4 q233:55
Compare the standard deviations of days of high temperatures for city a and city b, using a calculator to compute variance, and conclude city b has larger variability (answer b).
- test 4 section 4 q240:48
Solve a circle problem involving radius, circumference, and pi. Use a half-circle case and cancel pi to identify the correct answer, which is option C.
- test 4 section 4 q253:24
- test 4 section 4 q262:06
explore how to deduce which relations between x and y must hold when |x| < y, using inequality reasoning and absolute value properties.
- test 4 section 4 q272:45
- test 4 section 4 q281:41
this lecture explains finding the minimum of a function involving x^2, comparing candidate forms, and shows that substituting x=0 yields negative values; options b and c are equivalent.
- test 4 section 4 q291:44
Walks through computing the average of several numbers from a SAT practice question and identifies the correct multiple-choice answer.
- test 4 section 4 q301:35
Explore a sat math practice problem on averages and ages, using the mean formula to set up and solve linear equations for x and y and identify the correct answer.
- test 4 section 4 q311:08
Explain how to compute the pool’s volume after 70 minutes. Start with 600 gallons and add 560 gallons to reach 1160 gallons.
- test 4 section 4 q321:10
- test 4 section 4 q333:25
- test 4 section 4 q342:38
- test 4 section 4 q352:20
Solve a ratio involving the temperature of faster and slower fluids with constant density, using a calculator to simplify the expression in a New SAT math practice context.
- test 4 section 4 q362:49
solve a circle geometry problem from a new sat math practice test, determining a possible value of x using 180-degree relationships and proportional calculations, with 30 as a valid answer.
- test 4 section 4 q371:43
Analyze a stock price scenario with +20% weekly growth for three weeks and -10% decline paths.
- test 4 section 4 q381:04
Explain the test 4 section 4 question 38 from the New SAT math practice test, focusing on determining a value near 134.
Requirements
- download the practice test from collegeboard
Description
Course Summary
In this new SAT math explain course, you’ll learn and practice the methods in doing the new SAT math by solving the math with me. You’ll learn how to do it fast, accurate and without wasting time to write redundant steps to solve the same problems.
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Why Take This Course?
You’ll learn the new questions of the NEW SAT maths. Most importantly, you’ll start thinking with direction by observing how I tackle the problem step by step
This course is a first step into the new SAT maths, and whether you want to pass the new SAT, or even have high score in the new SAT, this course is for you. You’ll be prepared for examination when you’ve mastered the skill covered in this course.
Welcome to leave any questions to discuss.
Enroll now and get high score in the NEW SAT Math. Let’s get started
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Prerequisites and Requirements
Please go to the exam board to download a copy of the practice test.
Who this course is for:
- people who want to see how other people's technique on solving SAT maths