Part 1: Math Section

A. Algebra
Solving Linear Equations and Linear Inequalities
Linear equations and inequalities are key topics in the SAT Math section. These problems test your
ability to manipulate algebraic expressions, isolate variables, and interpret relationships between
numbers. In this guide, we will cover how to solve more complex linear equations and inequalities, and
how to determine the number of solutions for such equations.

 Linear Equations: A linear equation consists of constants and variables and uses an equals sign
("="). The goal is to find the value of the variable that satisfies the equation.
 Linear Inequalities: These involve inequalities such as "<", ">", "≤", or "≥". They express
relationships where the variable's value can fall within a certain range.

The goal of solving a linear equation is to isolate the variable on one side. This is done by applying
algebraic operations to both sides of the equation. Below are the steps for solving different types of
linear equations.

1. Linear Equations in One Variable

Most SAT problems involve equations with one variable. To solve these, simplify the equation by
combining like terms, and then isolate the variable using algebraic operations.

Example:
Solve the equation:
5(2x - 3) = 4(x + 2) + 9

1. Distribute on both sides:

10x - 15 = 4x + 8 + 9

2. Combine like terms on the right-hand side:

10x - 15 = 4x + 17

3. Subtract 4x from both sides:

6x - 15 = 17

4. Add 15 to both sides:

6x = 32

5. Divide both sides by 6:

x = 32/6 = 16/3

Thus, the solution is x = 16/3.

2. Linear Equations with Fractions

When fractions appear in an equation, it's often easier to eliminate them first. You can multiply both
sides of the equation by the least common denominator (LCD) to remove the fractions.

Example:
Solve the equation:

(3/4)x - (2/3) = 5

1. Find the LCD of 4 and 3, which is 12, and multiply through by 12 to eliminate fractions:

12×(3/4)x - 12×(2/3) = 12×5

2. Simplify:
9x - 8 = 60
3. Add 8 to both sides:

9x = 68

4. Divide both sides by 9:

x = 68/9

Thus, the solution is x = 68/9.

3. Linear Equations with Negative Numbers

When working with negative numbers, follow the same rules for solving equations, but carefully track
your signs during multiplication or division.

Example:
Solve the equation:

-6(3x + 4) = 2(x - 5)

1. Distribute on both sides:

-18x - 24 = 2x - 10

2. Add 18x to both sides:

-24 = 20x - 10

3. Add 10 to both sides:

-14 = 20x

4. Divide both sides by 20:

x = -14/20 = -7/10

Thus, the solution is x = -7/10.

4. Linear Equations in Two Variables

Sometimes, you'll encounter equations with two variables. If one variable is given, substitute that
value into the equation and solve for the other variable.

Example:
Solve for y when 2x + 3y = 12 and x = 4.

1. Substitute x = 4 into the equation:

2(4) + 3y = 12

2. Simplify:

8 + 3y = 12

3. Subtract 8 from both sides:

3y = 4

4. Divide both sides by 3:

y = 4/3

Thus, y = 4/3.

5. Solving for Expressions Containing Variables

You may also be asked to evaluate an expression that involves a variable from a given equation. This
can sometimes be done by directly substituting values.

Example:
If x = 5, what is the value of 2x2 - 3x + 4?

1. Substitute x = 5 into the expression:

2(5)2 - 3(5) + 4

2. Simplify:
2(25) - 15 + 4 = 50 - 15 + 4 = 39

Thus, the value of the expression is 39.

Solving Linear Inequalities

Linear inequalities follow similar steps to solving linear equations, but there is an important difference:
the direction of the inequality sign may change, especially when multiplying or dividing by negative
numbers.

1. Inequalities Without Reversing the Sign

If the coefficient of the variable is positive, the inequality sign remains the same when you divide both
sides of the inequality.
Example:
Solve the inequality:

3(2x - 4) ≥ 12

1. Distribute on the left side:

6x - 12 ≥ 12

2. Add 12 to both sides:

6x ≥ 24

3. Divide both sides by 6:

x≥4

Thus, the solution is x ≥ 4.

2. Inequalities That Require Reversing the Sign

If you divide or multiply both sides of the inequality by a negative number, you must reverse the
inequality sign.

Example:
Solve the inequality:

-5x + 8 < 3x - 10

1. Subtract 3x from both sides:

-5x - 3x + 8 < -10

2. Simplify:
-8x + 8 < -10
3. Subtract 8 from both sides:

-8x < -18

4. Divide both sides by -8 (reverse the inequality sign):

x > 9/4

Thus, the solution is x > 9/4.

Determining the Number of Solutions

Linear equations can have one solution, no solution, or infinitely many solutions. Here's how to
recognize each type of solution:

1. One Solution

When solving for the variable, you may end up with one specific value that satisfies the equation.
Example:
2x + 4 = 12

1. Subtract 4 from both sides:

2x = 8

2. Divide both sides by 2:

x=4

Thus, the solution is x = 4.

2. No Solution

An equation may have no solution if it leads to a contradiction (e.g., an equation that simplifies to
something like 3 = 5, which is impossible).

Example:
2x + 4 = 2x + 7

1. Subtract 2x from both sides:

4=7

2. Since 4 ≠ 7, this is a contradiction, and there is no solution.

3. Infinitely Many Solutions

An equation can have infinitely many solutions if it simplifies to a statement that is always true, like 0 =
0.

Example:
3x - 5 = 3x - 5

1. Subtract 3x from both sides:

-5 = -5

Since this is always true, there are infinitely many solutions.

Practice Questions

1. Solve the equation

4(3x - 2) = 2(5x + 1) + 12

What is the value of x?

A) 2

B) 4
C) 6

D) 8

2. Solve the inequality

-2(3x + 4) ≥ 10

What is the solution for x?

A) x ≤ -2

B) x ≥ -2

C) x < -2

D) x > -2

3. Find the value of

3x + 2 = 5x - 10, and x = y + 4

What is the value of y?

Things to Remember

1. Treat Both Sides Equally:

When solving equations or inequalities, always perform the same operation on both sides to
maintain the equality.

2. Reversing the Inequality Sign:

If you multiply or divide both sides of an inequality by a negative number, make sure to reverse the
inequality sign.

3. Identifying the Number of Solutions:

 One solution: The variable simplifies to a single value.

 No solution: A contradiction occurs.

 Infinitely many solutions: Both sides of the equation are always equal.

Understanding Linear Relationships in the SAT Math Section

The Math section of the SAT often involves understanding linear relationships, which are fundamental
for solving a variety of problems. A linear relationship refers to a connection between two variables
that can be represented by a straight line when graphed on the xy-plane. These types of relationships
frequently appear in both word problems and abstract equations on the SAT.

Key Concepts of Linear Relationships

A linear equation is typically represented in two variables, such as x and y, where the relationship
between these variables can be graphed as a straight line. One of the simplest forms of a linear
relationship is:

y=x

In this equation, the value of y is always equal to the value of x, producing a diagonal line through the
origin. For example, if x=0, then y=0; if x=1then y=1, and so on. The line that connects these points
represents the relationship.

Any variation of this equation (such as adding a constant or multiplying by a coefficient) still produces
a linear relationship, just with a different slope or starting point on the graph.

Translating Word Problems into Linear Equations

Word problems on the SAT often present real-life situations that can be modeled using linear
equations. To solve these, it’s essential to identify the key variables and constants within the problem
and then translate them into an equation. Here's an example:

Example 1: A Car Lease Payment A car dealership offers a vehicle priced at $22,000. The customer
makes an initial payment of $5,000, with monthly payments of $300 thereafter. What equation can
represent the number of months, mmm, required to pay off the remaining balance of the car?

Here’s how to break it down:

 The total cost of the car is $22,000.

 The initial payment is $5,000.

 Each monthly payment is $300.

We can form the following equation to represent the remaining balance:

22,000= 5,000+300m

Where m represents the number of months of payments. This equation helps to determine how many
months of payments are needed to pay off the car.

Writing Linear Equations from Word Problems

To create a linear equation from a word problem, follow these steps:

1. Identify the total amount (what the equation equals).

2. Identify the one-time payments or constants.

3. Determine the variable that changes (e.g., monthly payments or time).

Example 2: Sales of T-Shirts and Hoodies A clothing store sells t-shirts for $15 each and hoodies for
$35 each. If the store's total sales amounted to $1,200, and 40 hoodies were sold, how many t-shirts
were sold?
Let t represent the number of t-shirts sold. We can write the equation as follows:

1200=35(40)+15t

Simplifying:

1200=1400+15t

1200-1400=15t

-200=15t

-200/15=t≈−13.33

Since negative values don’t make sense in this context, the calculations show the importance of
reviewing your assumptions. (In this case, a more accurate representation would involve checking
assumptions or identifying potential errors.)

Important Features of Linear Functions

Linear functions typically come in two main forms:

 Slope-Intercept Form: y=mx+b

Slope (m) represents the rate of change.

Y-intercept (b) is the value of y when x=0

 Standard Form: Ax+By=C

This form is often used when the equation involves two variables and requires manipulation to convert
to slope-intercept form.

The slope indicates the steepness of the line and the direction it moves. A positive slope means the
line rises as it moves to the right, while a negative slope indicates the line falls. The y-intercept tells us
where the line crosses the y-axis.

Solving Linear Equations in Word Problems

On the SAT, you may be asked to solve linear equations formed from real-world situations. For
example:

Example 3: Investment Growth An investor deposits $1,000 into an account with an annual interest
rate of 5%. The amount of money in the account grows according to the equation:

A=1000(1+0.05) t

Where A is the amount of money in the account after t years, and 5% interest is compounded
annually. How many years will it take for the investment to double?

This problem requires you to apply the equation for compound growth and solve for t when A=2000.
Key Takeaways

1. Slope measures the rate of change in a linear equation and is calculated as the change in y divided
by the change in x.

Slope= Δx/Δy

2. Slope-Intercept Form (y=mx+b) directly provides the slope and y-intercept, making it easier to
graph or interpret.

3. Standard Form (Ax+By=C) is useful when dealing with two variables, and can be converted to
slope-intercept form by isolating y.

4. Word problems can be tricky, but breaking down the given information into variables and
constants will allow you to set up and solve linear equations effectively.

Graphs of Linear Equations and Functions

Linear equations and functions are fundamental concepts in algebra, and the SAT tests your ability to
interpret and manipulate these types of equations. In this lesson, we will explore how to identify key
features of linear graphs, determine the equations of lines, and apply your knowledge to solve more
complex problems, all while focusing on the graphing of linear equations in the xy-plane.

What Are Graphs of Linear Equations and Functions?

Questions about linear equations and their graphs will test your ability to recognize, graph, and
interpret linear relationships. For instance, consider the equation of a line given by:

y=3x-2

This equation represents a straight line with a slope of 3 and a y-intercept of -2. A visual
representation of this line on the xy-plane shows that it rises steeply from left to right, passing through
the point (0, -2) on the y-axis and (1, 1) on the x-axis.

In this lesson, you will:

 Learn to identify features of lines based on their equations

 Write the equation of a line using its graphical characteristics

 Solve for the equations of lines that are parallel or perpendicular to others

Understanding the Key Features of Linear Graphs

1. Slope:

The slope of a line indicates its direction and steepness. A positive slope means the line rises as it
moves from left to right, while a negative slope indicates a decline. The slope is calculated as the ratio
of the change in the y-values to the change in the x-values between two points (x1,y1) and (x2, y2)

change∈ y y 2− y 1
Slope= =
change∈ x x 2−x 1

Example: Consider the line passing through the points (-4, 5) and (3, -2). To find the slope:
 −2−5 −7
Slope= = = -1
3−(−4 ) 7

So, the slope of this line is -1.

A horizontal line has a slope of 0, and a vertical line has an undefined slope.

2. Y-Intercept:

The y-intercept is the point where the line crosses the y-axis. It is the value of y when x=0. All lines that
are not vertical will have exactly one y-intercept.

Example: If a line crosses the y-axis at (0,4), then the y-intercept is 4.

3. X-Intercept:

The x-intercept is the point where the line crosses the x-axis. It is the value of x when y=0. Non-
horizontal lines will always have one x-intercept.

Working with Linear Equations in Slope-Intercept Form

Linear equations are often written in slope-intercept form:

y=mx+b

Where:

 m is the slope of the line

 b is the y-intercept

This form directly shows both the slope and the y-intercept, making it easy to graph the line and
interpret its characteristics.

Example: For the equation y=4x−7, the slope is 4, and the y-intercept is -7.

Converting an Equation to Slope-Intercept Form:

To identify the slope and y-intercept from a general linear equation, rewrite it in slope-intercept form
by isolating y. For example:

Problem: What is the slope of the graph of the equation 5x+3y=15?

Solution: Rearranging the equation:

3y=−5x+15

5
y=− x+5
3
 5
So, the slope of the line is − , and the y-intercept is 5.
3

Writing Linear Equations Based on Points and Slopes

If you are given a slope and a point on a line, you can write the equation of the line using the point-
slope form:

y−y1=m(x−x1)

Where (x1,y1) is the known point on the line and mmm is the slope.

Example: Given a slope of 2 and a point (3,1), write the equation of the line.

Solution:

y−1=2(x−3)

Simplifying:

y−1=2x−6

y=2x−5

Thus, the equation of the line is y=2x−5.

Parallel and Perpendicular Lines

Parallel lines have the same slope. In contrast, perpendicular lines have slopes that are negative
reciprocals of each other.

 Parallel Lines: Two lines are parallel if they have the same slope. For example, lines with slopes of
3 and 3 are parallel.
 Perpendicular Lines: Two lines are perpendicular if the product of their slopes equals -1. This
1
means if one line has a slope of mmm, the other must have a slope of -
m

1
Example: If a line has a slope of 4, the slope of a line perpendicular to it would be -
4

Practice Questions

Question 1: A line in the xy-plane passes through the points (−2,1) and (3,−4). What is the equation of
the line?

Solution:

 First, calculate the slope:

−4−1 −5
slope= = = -1
3−(−2) 5
 Use the point (-2,1) and the slope -1 in the point slope form:
y-1= -1(x+2)
y-1= -x-2
y= -x-1
Thus the equation of the line is y= -x-1

3
Question 2: A line has a slope of and passes through the point (4,-2). What is the equation of the line?
2

Solution:
3
 Use the point (4,-2) and slope :
2
3
y+2= ( x−4)
2
Simplifying:
3
y+2= x−6
2
3
y= x−8
2
3
Thus the equation of the line is y= x−8
2

Final Thoughts

When solving problems related to the graphs of linear equations and functions, it's important to:

 Understand how to identify the slope and y-intercept directly from the equation.

 Know how to graph a line when given its equation in slope-intercept form.

 Be comfortable with both finding equations of lines given a slope and a point or two points on the
line.

 Recognize the relationships between parallel and perpendicular lines, including how to find their
slopes.

B. Problem Solving and Data Analysis

Ratios, Rates, and Proportions
Ratios, rates, and proportions are crucial concepts in mathematics that help you compare quantities,
solve for unknowns, and describe how things change in relation to one another. These topics are
frequently tested on exams like the SAT. Let’s break them down with unique examples that relate
directly to real-world applications.

1. Ratios

A ratio is a way of comparing two quantities. You can express a ratio in various forms:

 As a fraction (e.g., 5/8)

 With a colon (e.g., 5:8)

 In words (e.g., "5 to 8")

Example: Books and Pages

Suppose you have 5 books, and each book has 200 pages. The ratio of the number of books to the
number of pages per book is:

 5 books: 200 pages.

You can simplify the ratio by dividing both numbers by 5:

 1 book: 40 pages.

This tells you that for every 1 book, there are 40 pages.

Part-to-Part vs. Part-to-Whole Ratios

Ratios can be part-to-part or part-to-whole:

 Part-to-Part Ratio: Compares one part of a whole to another part. For instance, if a classroom has 8 boys
and 12 girls, the part-to-part ratio of boys to girls is 8:12, which simplifies to 2:3.

 Part-to-Whole Ratio: Compares one part of the whole to the entire whole. For example, if the classroom
has 8 boys and 20 students in total, the part-to-whole ratio of boys to all students is 8:20, which simplifies
to 2:5.

Example: Car Paint

Imagine you're painting a car and decide on the ratio of red paint to blue paint. If you use 4 liters of
red paint for every 6 liters of blue paint, the ratio of red to blue paint is:

 4:6, which simplifies to 2:3 when reduced.

Now, let’s say you want to make a total of 12 liters of paint. To maintain the same ratio, you would
need 8 liters of red paint and 12 liters of blue paint (because 8:12 simplifies to 2:3).

2. Proportions

A proportion is an equation that shows two ratios are equivalent. Proportions are helpful when you
want to find unknown quantities by setting up equivalent ratios.

Example: Fruit Juices

Imagine you're making a fruit punch, and the recipe calls for 3 parts orange juice to 5 parts pineapple
juice. However, you want to make a larger batch using 12 parts of orange juice. To find out how much
pineapple juice you'll need, set up a proportion like this:

3 parts orange juice 12 parts orange juice

=
5 parts pineapple juice x parts pineapple juice

Now, solve for x (the amount of pineapple juice needed):

3 x=60 ⇒ x=20

So, you would need 20 parts of pineapple juice to match the 12 parts of orange juice.
3. Rates

A rate is a ratio that compares two quantities with different units. Rates are commonly used to
describe speed, efficiency, and pricing.

Example: Speed of a Cyclist

Let’s say a cyclist rides 30 miles in 1.5 hours. To find the cyclist's speed (rate), divide the distance by
the time taken:

30 miles
speed= =20 miles per hour
1.5 hours

Now, you can predict how far the cyclist will travel in 4 hours. Using the rate:

Distance=20 miles per hour × 4 hours=80 miles

So, the cyclist will travel 80 miles in 4 hours at that speed.

Example: Cost of Apples

If a store sells 3 apples for $1.50, the unit rate (price per apple) is:

1.50 dollars
unit price= =0.50 dollars per apple
3 apples

This means that each apple costs $0.50.

Unit Conversion
Unit conversion is an essential concept in math, especially on tests like the SAT, where you'll
encounter various problems that involve changing measurements from one unit to another. Whether
you're converting from kilometers to meters, liters to gallons, or seconds to minutes, the process is the
same: we change the units used to express a measurement while keeping the same quantity.

Units are standard quantities used to measure things like length, time, volume, and mass. For
example, we can measure length in meters, feet, or yards. The process of unit conversion allows us to
convert a quantity expressed in one unit to another unit without changing the amount itself.

For example, if a river is 100 kilometers long, you might want to know how many meters that is. Since
11 kilometer equals 1,0001,000 meters, you would multiply the kilometers by 1,0001,000 to get the
length in meters.

Example: Length Conversion

Imagine you have a 15-foot long table. To find out how long this table is in inches, you would use the
conversion factor:

1 foot =12inches

The conversion would be:

12 inches
15 feet × =180 inches
1 foot
So, the table is 180 inches long.

How Do We Convert Between Units?

To convert between units, we typically use unit ratios or conversion factors, which show the
relationship between different units. These relationships are often provided to you on the SAT, or you
may already know them from previous lessons. Here’s how to think of them:

For example, the relationship between pounds and ounces is given by:

1 pound =16 ounces

This can be written as a ratio:

1 pound
16 ounces

Example: Converting from Pounds to Ounces

If you want to know how many ounces are in 5 pounds, you can use the ratio:

16 ounces
5 pounds × =80 ounces
1 pound

So, 5 pounds is equal to 80 ounces.

Converting Units in Rates

When you work with rates, such as speed or density, unit conversion can be a bit trickier. Rates involve
two different units, like miles per hour or grams per liter. To convert units within rates, follow the
same method as with regular conversions—just make sure you cancel out the units you want to
eliminate.

Example: Converting Speed

A cyclist is traveling at a speed of 20 kilometers per hour. You want to convert this to meters per
second. First, we know:

 1 kilometer=1,000 meters

 1 hour=60 minutes

 1 minute=60

Now, let’s set up the conversion:

1,000 meters 1 hour 1 minute

20 Kilometers per hour × × ×
1 kilometer 60 minutes 60 seconds

Simplifying this:

1,000 1,000
20 × =20 × =5.56 meters per second
60 ×60 3600
So, the cyclist is traveling at 5.56 meters per second.

Unit Conversion for Volume

Sometimes, you'll need to convert units related to volume, such as converting liters to milliliters or
gallons. Here's an example of how to do it:

Example: Converting Volume

Imagine you have a container that holds 2 liters of liquid. You know that:

 1 liter=1,000 milliliters

 1 gallon=3.785 liters

To convert from liters to milliliters, set up the conversion like this:

1,000 mililiters
2 liters× =2,000 milliliters
1 liter

So, 2 liters is equal to 2,000 milliliters.

Multiple Step Conversions

In some problems, you might need to convert units in multiple steps. This is common when you’re
dealing with complex conversions like speed or mass. Here’s an example:

Example: Converting Distance in a Marathon

A marathon is 42 kilometers long. You want to know how long that is in miles. Since 1 mile=1.609
kilometers, we can set up the conversion as follows:

1mile
42 kilometers × =26.1 miles
1,609 kilometers

So, a marathon is approximately 26.1 miles long.

Unit conversion is a crucial skill to master for the SAT and for many real-world applications. By
understanding how different units relate to each other and using ratios to convert between them, you
can tackle problems with confidence. Whether it’s converting distances, times, speeds, or volumes,
the process is always the same: multiply by conversion factors and cancel out the units you don’t
need. Keep practicing and you’ll become faster and more accurate at converting units!

Percentages
A percentage is a way of expressing a number as a fraction of 100. The symbol % stands for "per
hundred," meaning "out of 100." Percentages are commonly used to compare values, understand
relationships, and represent parts of a whole.

Key Concepts in Percentages

 1. Part-to-whole relationship: Percentages represent a part of a whole expressed in hundredths.
Example: If you scored 75 out of 100 on an exam, your score is 75%.
2. Formula for calculating a percentage:

part
%= ×100
whole

How to Calculate Percentages

To calculate a percentage, use the formula:

part
%= ×100
whole

Example 1: Calculating the Percentage of Correct Answers

Imagine you are taking a test with 50 questions, and you answer 40 questions correctly. To find your
percentage score, use:

40
%= ×100=80 %
50

So, you scored 80% on the test.

Example 2: What is 120% of 15?

To find 120% of 15:

1. Convert the percentage to a decimal: 120%= 1.2

2. Multiply by 15:

1.2 ×15=18

So, 120% of 15 is 18.

Finding Complementary Percentages

If the total of all parts adds up to 100%, you can find the missing percentage by subtracting from
100%. For example:

Example: Finding Green Marbles

Imagine you have a bag of 30 marbles, and 70% of them are red. What percentage of the marbles are
green?

100 %−70 %=30 %

So, 30% of the marbles are green.

Converting Percentages to Decimals and Fractions

Percentages can be expressed in decimal or fractional form. To convert:

 1. To Decimal: Remove the % symbol and move the decimal point two places to the left. Example:
60%=0.60
2. To Fraction: Express the percentage as a fraction over 100. Example:
60 3
60 %= =
100 5

Percentage Word Problems

Word problems often ask "what percent" or use phrases like "what is 20% of" or "increase by X%."
Here's how to translate these into equations:

 "What" means x

 "Is" means ==

 "Of" means multiplied by

 "Percent" means divided by 100

Example: What is 48 as a percent of 80?

The equation is:

x
48= × 80
100

Solving for x:

48 ×100
x= =60 %
80

So, 48 is 60% of 80.

Calculating Percent Change

Percent change is used when a quantity changes from one value to another. The formula is:

difference
% change= ×100
initial value

Example: Price Reduction

The price of a jacket was reduced from $50 to $40. To find the percent reduction:

1. Find the difference: 50−40=10

2. Divide by the initial value: 10/50= 0.20

3. Convert to a percentage: 0.20×100= 20%

So, the price was reduced by 20%.

Example: Finding Initial Price Using Percent Change

The price of a smartphone after a 15% discount is $340. To find the original price:

1. Let the original price be x.

2. The equation is: x−0.15x=340

3. Simplify: 0.85x=340

4. Solve for x= 0.85/340= 400

So, the original price of the smartphone was $400.

Practice Problems

1. Calculate the Percentage

From a survey of 1,500 people, the results are shown below. What percentage of people gets most of
their news from either television or newspapers?

 Television: 30%

 Newspapers: 20%

30 % +20 %=50 %

Now calculate 50% of 1,500:

50
×15 , 00=750
100

So, 750 people get most of their news from television or newspapers.

2. Find Complementary Percentages

Lucy has completed 88% of the tasks on her to-do list. If she has 25 tasks in total, how many tasks has
she not completed?

100 %−88 %=12 %

Now calculate 12% of 25:

12
×25=3
100

So, Lucy has 3 tasks left to complete.

3. Calculate Percent Increase

The price of a book increased from $12 in 2019 to $15 in 2020. What is the percent increase?

1. Find the difference: 15−12=3

2. Divide by the initial value: 3/12=0.25

3. Convert to a percentage: 0.25×100=25%

So, the price increased by 25%.

Center, Spread, and Shape of Distributions

In statistics, the center, spread, and shape of a distribution are important to understand because they
provide a clear picture of the data. These three concepts help summarize and describe data sets
concisely. Here’s a breakdown of each concept:

1. Measures of Center

The center of a data set represents a "typical" value. It gives us an idea of where the majority of the
data points fall. There are three key measures of center: mean, median, and mode.

a. Mean The mean is commonly known as the average. It is calculated by adding up all the values in
the data set and then dividing by the number of values.

Formula:

mean=
∑ of all values
number of values

Example: Consider the following test scores of 5 students:

82,74,91,85,67

To find the mean:

82+74+ 91+85+67 399

mean= = =79.8
5 5

Thus, the mean score is 79.8.

b. Median The median is the middle value when the data set is ordered from least to greatest. If
there’s an even number of values, the median is the average of the two middle values.

Example: Consider these ages:

18,25,32,45,50

To find the median:

 First, arrange the data in increasing order:

 18,25,32,45,50

 Since there are 5 values (an odd number), the median is the middle value, which is 32.

If the data were:

18,25,32,45
  Since there are 4 values (an even number), the median is the average of 25 and 32, which is:

25+ 32
median= =28.5
2

c. Mode The mode is the value that appears most frequently in the data set. A data set can have one
mode, more than one mode, or no mode at all if all values appear with the same frequency.

Example: Consider the number of pets owned by 7 students:

2,4,2,1,3,2,5

The mode is 2, because it appears most frequently (3 times).

2. Measures of Spread

Spread refers to the extent to which the data values are spread out or dispersed. Two common
measures of spread are range and standard deviation.

a. Range The range is the difference between the maximum and minimum values in a data set.

Formula:

range=maximum value−minimum value

Example: Consider these numbers representing daily temperatures in a city over a week:
72,68,75,80,85,90,92

To find the range:

range=92−68=24

Thus, the range of temperatures is 24 degrees.

b. Standard Deviation Standard deviation measures how much the values in a data set deviate from
the mean. A larger standard deviation indicates that the values are more spread out, while a smaller
standard deviation suggests that they are closer to the mean. Although calculating standard deviation
can be complex, it’s useful for understanding how varied the data are.

Example: Consider two sets of exam scores:

Set 1: 80,85,90,95

Set 2: 50,70,90,110

The mean for both sets is 87.5, but the standard deviations differ. Set 1 has a smaller standard
deviation because the values are closer to the mean, while Set 2 has a larger standard deviation
because the values are more spread out.

3. How Do Outliers Affect Summary Statistics?

Outliers are values that are significantly different from other values in a data set. They can affect the
center and spread of the data.

Impact on the Mean: Outliers can skew the mean, making it either much higher or much lower than
most of the data points.

Example: Consider the data set:

2,5,8,10,100

If we calculate the mean with the outlier (100), we get:

2+5+8+ 10+100 125

mean= = =25
5 5

However, if we remove the outlier (100), the new mean is:

2+5+8+ 10 25
mean= = =6.25
4 4

Impact on the Median: The median is less affected by outliers because it is based on the middle
value(s). In the example above, the median would still be 8, even with the outlier.

Impact on the Range and Standard Deviation: Outliers increase the range and standard deviation, as
they contribute to larger differences between the extreme values.

4. Comparing Distributions

When comparing two data sets, we look at the measures of center and spread to identify similarities
and differences.

Example: Consider the following two sets of scores for two different students:

Student Math Test Scores Science Test Scores

Sarah 85, 88, 90, 92 75, 80, 82, 85

David 78, 80, 82, 85 70, 72, 75, 80

 Mean of Math Scores (Sarah):

85+ 88+90+92
mean= =88.75
4

 Mean of Math Scores (David):

 78+80+ 82+ 85
mean= =81.25
4

 Range of Science Scores (Sarah):

range=85−75=10

 Range of Science Scores (David):

range=80−70=10

From the comparison, we see that Sarah has higher average math scores, but both Sarah and David
have the same range for their science scores. Understanding these aspects of center and spread allows
us to make more informed comparisons.

5. Finding Missing Values Using the Mean

If you know the mean and the number of data points, you can calculate a missing value in the data set.
Here’s an example:

Example: Marco’s scores for 5 basketball games are:

11,x,13,7,9,12

His coach tells him that the average score for all 6 games was 10 points.

To find the missing score x, we first calculate the total sum of the scores using the mean formula:

mean=
∑ of all values
number of values

We know that the mean is 10 and there are 6 values, so:

10=
∑ of all values =81.25
6

Multiply both sides by 6 to find the sum of all values:

∑ of values=10× 6=60
Now, subtract the known scores from the total sum:

60−( 11+13+7+ 9+12 )=60−52=8

Thus, the missing score x=8. Marco scored 8 points in the second game.

6. Practice Questions: Comparing Test Scores

Amara and Lance both took 5 tests. Their scores are shown in the table below:
Amara’s scores:

98,95,94,93,95

Lance’s scores:

96,95,100,88,96

Which statement is true about their test scores?

(A) Amara has a greater range of test scores than Lance.

(B) Amara has a greater standard deviation in her test scores than Lance.

(C) Amara and Lance have the same mean test score.

(D) Amara and Lance have the same median test score.

Solution:

Let's calculate each measure for Amara and Lance.

1. Range:

The range is the difference between the highest and lowest scores in the data set.

 Amara’s range:

range=98−93=5

 Lance’s range:

range=100−88=12

Thus, Lance has a greater range than Amara.

2. Mean:

The mean is calculated by adding all the scores together and dividing by the number of scores.

 Amara’s mean:

98+ 95+94+ 93+95 475

mean= = =95
5 5

 Lance’s mean:

96+ 95+100+88+ 96 475

mean= = =95
5 5
Thus, Amara and Lance have the same mean test score (95).

3. Median:

The median is the middle value when the data is ordered.

 Amara’s median:

Ordered scores=93 , 94 , 95 ,95 ,98

Median=95

 Lance’s median:

Ordered scores=88 , 95 , 96 , 96,100

Median=96

Thus, Amara and Lance do not have the same median test score.

4. Standard Deviation:

To calculate the standard deviation, we would need to find the squared differences from the mean for
each score, then average those squared differences, and finally take the square root. Since we are not
explicitly asked to compute this value, we can reason based on the data:

 Amara’s scores are closer to each other, with 3 out of 5 being the same (95), so her standard deviation is
likely lower.

 Lance’s scores vary more widely, so his standard deviation is likely higher.

Thus, Amara has a smaller standard deviation than Lance.

Correct Answer:

The correct statement is:

(C) Amara and Lance have the same mean test score.

Probability and Relative Frequency

This guide helps you understand probability and relative frequency using two-way frequency tables,
which are frequently featured in the digital SAT.

Probability and relative frequency problems often use two-way frequency tables to summarize data
from two categorical (qualitative) variables. These tables display the frequency (count) of different
data combinations based on the two categories, one represented by rows and the other by columns.

For example, consider the following table summarizing the preferences of students in a school
regarding their favorite fruits and whether they prefer sweet or sour:
 Sweet Fruits Sour Fruits Total

Likes Apples 30 5 35

Likes Oranges 20 10 30

Total 50 15 65

How Do I Read Two-Way Frequency Tables?

Let's break down the data in the table above:

 30: The number of students who like apples and prefer sweet fruits.

 5: The number of students who like apples and prefer sour fruits.

 50: The total number of students who prefer sweet fruits (both apples and oranges).

 30: The total number of students who like oranges (whether sweet or sour).

 65: The total number of students surveyed.

By understanding the structure of the table, we can calculate various probabilities and relative
frequencies, as well as find missing values.

Calculating Probabilities and Relative Frequencies

To calculate probabilities and relative frequencies, we divide the relevant values from the table to
obtain a fraction, decimal, or percentage.

Example Problem:

Using the table above, let's calculate some probabilities and relative frequencies:

1. What fraction of students who like apples prefer sour fruits?

From the table, we know that 5 students who like apples prefer sour fruits, and the total
number of students who like apples is 35. The fraction is:

5 1
Fraction= = ≈ 0.143
35 7

2. What percent of students like sweet fruits?

The total number of students who prefer sweet fruits is 50, and the total number of students
surveyed is 65. The percentage is:

50
Percentage= ×100 ≈ 76.9 %
65

3. What is the probability that a student selected at random likes oranges and prefers sweet fruits?
 From the table, we know that 20 students who like oranges prefer sweet fruits, and the total
number of students surveyed is 65. The probability is:

20
Probability= ≈ 0.308
65

Practice Problem: Probability and Relative Frequency

Consider the following table about students' favorite types of sports:

Outdoor Indoor
Total
Sports Sports

Likes
18 12 30
Basketball

Likes Soccer 15 20 35

Total 33 32 65

Answer these questions based on the table:

1. If a student is selected at random, what is the probability that they like soccer and prefer indoor
sports?

The number of students who like soccer and prefer indoor sports is 20, and the total number of
students is 65. The probability is:

20
Probability= ≈ 0.308
65

2. What fraction of students who prefer indoor sports like basketball?

The total number of students who prefer indoor sports is 32, and the number who like
basketball and prefer indoor sports is 12. The fraction is:

12 3
Fraction= = =0.375
32 8

Finding Missing Values in Two-Way Frequency Tables

Sometimes, two-way frequency tables don’t provide all the values, and you may need to calculate
missing values using known probabilities or relative frequencies.
Likes Red Likes Blue Total
Example:

Consider the following table for students who Likes

12 8 20
prefer certain colors: Shirts

We are told that the total number of students Likes Hats x 7 15

who like red shirts is 20. To find the missing
Total 20 15 35
value xx, we know the total number of students who like red items is 20. Since 12 students like red
shirts, the missing number of students who like red hats is:

x=20−12=8

So, 8 students like red hats.

Missing Value Example: Student Activities

Consider the following table for students participating in different extracurricular activities:

Plays Plays
Total
Soccer Tennis

Prefers
Team 25 12 37
Sports

Prefers
Individual 30 x 40
Sports

Total 55 12 77

We are told that 77 total students are surveyed, and 37 students prefer team sports. To find the
missing value xx, we know the number of students who prefer individual sports is 40. Since 30
students prefer individual sports and play soccer, the missing number of students who play tennis and
prefer individual sports is:

x=40−30=10

So, 10 students prefer individual sports and play tennis.

Practice Problems

1. Fruits and Preferences: Given the table for students' preferences between sweet and sour fruits,
calculate the probability that a randomly selected student prefers sour fruits but does not like
apples.

2. Sports and Preferences: In the given table for students who prefer team sports or individual
sports, calculate the relative frequency of students who play tennis.

3. Missing Value in Activities Table: Using a similar method to the table above, calculate the missing
value for students who prefer individual sports and play tennis.

Data Inferences
In the math section of the SAT, you may encounter questions that require you to make inferences
from sample data. These are called data inference questions, where you must draw conclusions about
a larger population based on a smaller sample. These questions test your ability to use statistical
methods like sample proportions, estimates, and margins of error.

Let’s break down these concepts and look at some new, unique examples to illustrate the topic.
What Are Data Inference Questions?

Data inference questions involve making predictions or conclusions about a larger group (population)
based on data from a smaller group (sample). Since it’s not feasible to ask everyone in a population, a
sample is used to make reasonable estimates about the population.

Key Terms:

 Population: The entire group you're interested in (e.g., all students at a school).

 Sample: A smaller group selected from the population.

 Sample Proportion: The percentage of people in the sample who have a specific characteristic.

 Margin of Error: A range that tells you how much the sample result could vary from the actual population
value.

Making Generalizations About a Population Using Sample Data

Estimating Using Sample Proportions

Once you have a representative sample, you can make an estimate about the entire population by
multiplying the sample proportion by the total population size.

Example 1: In a survey of 200 households in City B, 15% of the households reported that they have a
pet dog. City B has a total of 500,000 households. How many households in City B are likely to have a
pet dog?

Solution: To estimate the number of households with a pet dog, multiply the sample proportion (15%)
by the total population of households.

Estimated number of households withdogs=0.15 ×500,000=75,000

Thus, we estimate that 75,000 households in City B have a pet dog.

Example 2: In a survey of 250 college students, 40% said they exercise at least three times a week. If
there are 10,000 students at the college, what is the expected number of students who exercise at
least three times a week?

Solution: Multiply the sample proportion by the total number of students.

Estimated number of students exercising=0.40 × 10,000=4,000

Thus, approximately 4,000 students at the college exercise at least three times a week.

Practice: Use Sample Data to Make a Prediction

Problem: In a random sample of 300 people at a grocery store, 25% of them said they prefer almond
milk over regular milk. If the store has 50,000 customers, how many are likely to prefer almond milk?

Step 1: Write the sample proportion of almond milk preference:

 75
Proportionof almond milk preference= =0.25
300

Step 2: Estimate how many customers prefer almond milk:

Estimated number of customers preferring almond milk=0.25 ×50,000=12,500

Thus, we expect 12,500 customers at the store to prefer almond milk.

What Is Margin of Error?

The margin of error reflects the uncertainty of your sample estimate. It is usually given as a
percentage and helps to establish a range around the estimate, showing how much the result could
differ from the true population value.

For example, if a poll estimates that a candidate will receive 60% of the vote, with a margin of error of
±4%, this means the actual percentage could range from 56% to 64%.

Key Points:

 A larger sample size leads to a smaller margin of error, making the estimate more reliable.

 The margin of error gives a range, not an exact number.

Example of Margin of Error in Action

Problem: A survey of 500 high school students estimates that 70% of them use social media daily, with
a margin of error of ±3%. What is the range of students who likely use social media daily?

Solution: The margin of error is ±3%, so the true percentage is likely between:

70 %−3 %=67 %

70 %+ 3 %=73 %

Therefore, we can confidently say that between 67% and 73% of all students use social media daily.

Practice: Drawing Conclusions Based on Margin of Error

Problem: A researcher surveys a random sample of 400 people about their morning coffee habits. The
sample data shows that 50% of people drink coffee every morning, with a margin of error of ±5%.
What is the range of people who likely drink coffee every morning?

 Choice A: 45% to 55%

 Choice B: 50% to 55%

 Choice C: 45% to 50%

 Choice D: 55% to 60%

Solution: The margin of error is ±5%, so the true percentage of people who drink coffee every morning
is likely between:

50 %−5 %=45 %

50 %+ 5 %=55 %

Thus, the correct answer is Choice A: 45% to 55%.

Things to Remember

1. Sample Size and Margin of Error: A larger sample size means a smaller margin of error, leading
to a more accurate estimate.
2. Using Sample Data: You can use sample data to make estimates about a larger population, but
always consider the margin of error.
3. Margin of Error: Always check the margin of error to understand how reliable the estimate is.
It tells you the range within which the true population value is likely to fall.

Practice Problems

1. Estimate Using Sample Proportions

A random sample of 150 employees in a large company shows that 60% of them prefer to work
from home. If there are 2,000 employees in the company, how many are likely to prefer
working from home?

2. Draw Conclusions Based on Margin of Error

A poll estimates that 65% of people in a city support a new law, with a margin of error of ±4%.
What is the range of support for the law in the city?

Evaluating Statistical Claims

In the SAT Math section, you will encounter problems that ask you to evaluate statistical claims. These
problems test your ability to assess whether conclusions drawn from data are valid, based on how the
data was collected, the design of the study, and how the sample was selected.

The goal of these problems is not to perform complex calculations but to think critically about the
methodology used in the studies. Here, we'll discuss the importance of good sampling methods, types
of statistical studies, and how to make valid conclusions from survey results and experiments.

Evaluating statistical claims involves questioning whether the research methods used in a study are
appropriate for drawing valid conclusions. These problems ask you to examine whether the sample
was representative, whether the data is reliable, and if the conclusions are justified based on the study
design.

Example Issues to Consider:

 Bias in Sampling: Was the sample truly representative of the entire population?

 Confounding Variables: Were there other factors that could have influenced the results?

 Correlation vs. Causality: Does the study show a cause-and-effect relationship, or is it simply a
correlation between variables?
In these problems, you are required to analyze the study's methodology and draw conclusions based
on logical reasoning.

Good and Bad Sampling Methods

The key to drawing valid conclusions from any study is having a good sample. A good sample is one
that accurately reflects the population being studied. A bad sample may introduce bias and lead to
incorrect conclusions.

Good Sampling Methods

1. Random Sampling:

Every member of the population has an equal chance of being selected. This reduces bias and helps
create a sample that reflects the population.

Example: A survey conducted by randomly selecting 200 students from a school of 1,000 ensures that every
student, regardless of grade or activity, has an equal chance of being surveyed.

2. Stratified Sampling:

The population is divided into subgroups (strata) based on certain characteristics, and samples are
randomly selected from each group. This ensures that all subgroups are proportionally represented.

Example: If a survey is conducted to determine the opinions of university students on a new policy, the
researcher may stratify by year (freshman, sophomore, etc.) and ensure each year is properly represented.

Bad Sampling Methods

1. Convenience Sampling:

This involves selecting individuals who are easiest to access. It can lead to biased results since the
sample may not represent the entire population.

Example: A survey conducted in a specific café on a university campus may only represent the opinions of
students who frequent that café, leaving out others who don’t.

2. Voluntary Response Sampling:

This method relies on individuals volunteering to participate. Those who choose to respond may have
very different opinions from those who don't, leading to bias.

Example: A survey that asks readers of an online forum to vote on a new product may overrepresent users who
are particularly passionate about the product.

Types of Statistical Studies and Drawing Conclusions

The type of study used in a research project determines what kind of conclusions can be drawn from
it.

Sample Surveys
A sample survey collects data from a randomly selected sample and draws conclusions about the
population from which it was taken. However, the results apply only to the population that was
surveyed.

 Example: A survey of 500 high school students asking about their preferred after-school activities will
only provide valid conclusions about those students, not all high school students in the country.

Controlled Experiments

In a controlled experiment, participants are randomly assigned to either a treatment group or a

control group. This type of study is designed to determine causal relationships between variables.

 Example: A medical experiment testing a new drug will randomly assign patients to receive either the
drug or a placebo, allowing researchers to establish whether the drug causes improvement in their
condition.

Observational Studies

Observational studies gather data without manipulating any variables. While they can show
correlations between two factors, they cannot establish causality.

 Example: A study that observes the relationship between exercise and heart health can show that
people who exercise more tend to have better heart health, but it cannot prove that exercise directly
causes improved heart health.

Types of Statistical Studies and Conclusions

Correlation vs. Causation

It’s crucial to differentiate between correlation and causality when drawing conclusions from data:

 Correlation means that two variables are related, but one does not necessarily cause the other.

Example: A study finds that people who drink more water tend to have better skin. This shows a correlation but
does not mean that drinking water directly causes better skin—other factors may be involved.

 Causation means that one event causes another to happen.

Example: A clinical trial where participants who take a certain medication show improved health outcomes
establishes a causal relationship between the medication and health improvement, assuming the study design
was appropriate.

A controlled experiment is necessary to establish causality. On the other hand, an observational study
can only suggest a correlation between variables, not a cause-and-effect relationship.

Practice Examples

Let’s go through some practice examples to better understand how to evaluate statistical claims.

Example 1: Identifying Bias in Sampling

A health company conducts a survey on the effectiveness of a new fitness tracker. They send the
survey to 1,000 people who already use fitness trackers.
What bias does this introduce?

 Answer: This introduces selection bias, as the survey is only given to people who are already using
fitness trackers. This group is not representative of the entire population, including people who do not
use fitness trackers.

Example 2: Drawing Conclusions from Surveys

A political group conducts a survey with a random sample of 600 college students to determine their
opinions on a proposed law. The survey finds that a majority of students are in favor of the law.

Which of the following conclusions is the most valid?

 Choice A: All college students nationwide are in favor of the law.

 Choice B: All students at a particular university are in favor of the law.

 Choice C: The majority of 18- to 24-year-olds are in favor of the law.

 Choice D: The majority of students at this university are in favor of the law.

Answer: Choice D: The conclusion that applies only to this university is valid. While the sample may
represent college students in general, we cannot apply the results to all college students across the
country or all people in the 18- to 24-year-old age group.

Example 3: Causation vs. Correlation

A study shows that students who sleep for more than 8 hours tend to score higher on tests. The
researchers did not assign students to sleep more but simply observed their sleep habits.

What type of conclusion can we draw from this study?

 Answer: This study shows a correlation, not causation. We can say that students who get more sleep
tend to perform better, but we cannot conclude that extra sleep causes higher test scores. Other
factors (e.g., study habits, stress levels) could be influencing the results.

Example 4: Experimental Design and Conclusion

A company wants to test whether its new energy drink improves focus. It conducts a study with 200
participants, giving 100 people the drink and 100 others a placebo. The results show that the group
who consumed the energy drink scored higher on a focus test.

Does this study show a causal relationship?

 Answer: Yes, the controlled experiment design, where one group receives the treatment and the other
receives a placebo, allows us to conclude that the energy drink likely improves focus, assuming other
variables are controlled.

When evaluating statistical claims, it's important to:

1. Identify flaws in sampling methods, like bias or poor representation.

2. Distinguish between correlation and causation—observational studies can show correlations, but only
controlled experiments can establish causal relationships.
 3. Make careful conclusions based on the study design and methodology. Only draw conclusions about
the population that the sample represents.

C. Advanced math
Rational Expressions and Equations
A rational expression is a fraction where both the numerator and the denominator are polynomials.
2
x +3 x +2
For example, 2 is a rational expression. In the SAT, you may be asked to simplify, solve, or find
x −1
the domain of such expressions.

An equation involving rational expressions is one where a rational expression equals another
expression, often requiring you to find the value of xx.

Simplifying Rational Expressions

To simplify a rational expression, factor both the numerator and the denominator, and cancel out any
common factors.

2
x +5 x +6
Example 1: Simplify 2
x +3 x

1. Factor the numerator and denominator:

2
Numerator : x +5 x +6=(x +2)(x+ 3)

2
Denominator : x +3 x=x (x +3)

2. Cancel out the common factor of (x + 3):

( x +2)(x+ 3) x+ 2
=
x ( x+3) x

x+2
So, the simplified expression is
x

Solving Rational Equations

To solve rational equations, we follow these steps:

1. Find a common denominator.

2. Multiply both sides of the equation by this common denominator to eliminate the fractions.

3. Simplify and solve for xx.

3 2
Example 2: Solve =
x+1 x−2

1. Find a common denominator: The common denominator is (x+1)(x−2)

2. Multiply both sides by (x+1)(x−2)

3 2
×(x +1)(x−2)= ×(x +1)(x −2)
x+1 x−2

This simplifies to:

3(x−2)=2(x+ 1)

3. Distribute and solve:

3 x−6=2 x +2

3 x−2 x=2+6

x=8

So, the solution is x=8

Finding the Domain of Rational Expressions

The domain of a rational expression is all real values of xx for which the expression is defined. An
expression is undefined when the denominator is zero.

1
Example 3: Find the domain of 2
x −4

1. Set the denominator equal to zero to find the values of xx that make the expression undefined:

2
x −4=0
2
x =4

x=± 2

Thus, the domain is all real numbers except x=2 and x=−2.

Logarithmic and Exponential

Logarithmic Functions

A logarithmic function is the inverse of an exponential function. The general form of a logarithmic
function is y= log b (x), where b is the base and x is the argument of the logarithm. Logarithms are used
to solve equations where the unknown appears as an exponent.

Example 1: Solve log 2(x )=5,

1. Rewrite the logarithmic equation in exponential form:

log 2(x )=5 ⟹ 25 = x

So, the solution is x=32.

Properties of Logarithms

Some useful properties of logarithms include:

 log b (xy)= log b (x)+log b (y)

x
 log b ( )= log b (x)- log b (y)
y

 log b (xn)= n log b (x)

Example 2: Simplify log 3 (27)

Since 27=33, we can rewrite the expression as:

log 3 (27)= log 3 (33)= 3

Thus, log 3 (27)= 3.

Exponential Functions

An exponential function is one where the variable appears in the exponent. The general form is y= a.
bx , where a is a constant, b is the base, and x is the exponent.

Example 3: Solve 3x= 81

1. Write 81 as a power of 3: 81=33

2. Set the exponents equal: x=4

So, the solution is x=4

Complex Word Problems

In the SAT Math section, word problems often involve rational expressions, exponential growth, or
logarithmic relationships. These problems require you to translate real-world situations into
mathematical equations and solve them.

Example: A population of bacteria doubles every 4 hours. If there are initially 100 bacteria, how many will
there be after 12 hours?

This is an example of exponential growth, which can be modeled by the equation:

t
P ( t ) =P° . 2h

where:

 P ( t ) is the population at time t

 P ° is the initial population,

 h is the doubling time,

 t is the time elapsed.

 1. Substitute the given values:

P °=100 , h=4 hours , t=12hours

12
P ( 12 )=100. 2❑4 = 100.8= 800

So, after 12 hours, there will be 800 bacteria.

D. Geometry and trigonometry

Understanding Area and Volume
In SAT math, area and volume problems involve calculating the area and volume of different two-
dimensional and three-dimensional shapes. You'll need to apply the relevant formulas to find
dimensions such as length, area, surface area, and volume. Additionally, some problems will require
you to explore how changes in dimensions affect area and volume.

In this lesson, you'll learn how to:

 Calculate the volumes and dimensions of various 3D solids.

 Understand how changes in dimensions impact area and volume.

Calculating Volumes and Dimensions of Shapes

You do not need to memorize the volume formulas for the SAT. The formulas for common solids are
provided at the beginning of the math section as a reference. Here are the volume formulas for
various shapes:

Shape Formula

Right rectangular V=ℓ×w×h

prism

Right circular V=πr2 h

cylinder

4
Sphere V= πr3
3

1
Right circular cone V= πr2 h
3

1
Rectangular pyramid V= ℓ×w×h
3

To calculate the volume of a solid:

1. Identify the appropriate volume formula for the shape.

2. Plug in the known dimensions into the formula.

3. Solve for the volume.

Example: A decorative snow globe is shaped like a sphere. The radius of the globe is 6 centimeters.
What is the volume of the snow globe in cubic centimeters?

Answer and Explanation:

 The formula for the volume of a sphere is

4 3
V= π r
3

 The radius r is 6 cm, so we substitute this value into the formula:

4 3
V= π 6
3

V =¿288 π cubic centimeter

Thus, the volume of the snow globe is 288π cubic centimeters.

Finding Linear Dimensions Given Volume

Some questions will provide the volume and ask you to find a linear dimension such as the length or
radius.

To find an unknown dimension given the volume:

1. Identify the volume formula for the solid.

2. Plug in the volume and any known dimensions into the formula.

3. Solve for the unknown dimension.

Example: A storage tank in the shape of a rectangular prism has a volume of 480 cubic feet. If the
length of the tank is 12 feet and the width is 8 feet, what is the height of the tank?

Solution:

The formula for the volume of a rectangular prism is

V =l × w ×h

Substitute the known values into the formula:

480=12 ×8 × h

Simplifying:

480
h= = 5 feet
96
Thus, the height of the tank is 5 feet.

Understanding the Effect of Dimension Changes on Area and Volume

When a linear dimension changes by a factor (e.g., the length of a rectangle or the height of a
cylinder), the area or volume will change by a corresponding factor:

 Linear dimensions (e.g., length, height): When a dimension changes by a factor, the area or
volume changes by the same factor.

 Area dimensions (e.g., side length, radius): When a side length or radius changes, the area or
volume changes by the square of the factor.

Example Problem: Compare Volumes of Two Cylinders

Cylinder X has a volume of 100π cubic meters. Which of the following cylinders will have the same
volume as Cylinder X?

A. A cylinder with three times the radius and half the height.

B. A cylinder with three times the radius and one-third the height.

C. A cylinder with the radius halved and 12 times the height.

D. A cylinder with the radius reduced to one-fourth and 16 times the height.

Solution:

The formula for the volume of a right circular cylinder is

2
V =π r h

For Cylinder X, we have Vx = 100 π Let's use this formula to determine the volume for each choice.

Choice D: The radius is reduced to one-fourth and the height is 16 times greater. The volume will change by a
1 1
factor of 2 ×16= ×16= 1.
4 16

Therefore, the new volume is 100π×1=100π, which is the same as the original volume.

Thus, the correct answer is Choice D.

Practice Questions

1. Volume of a Rectangular Prism:

What is the volume of a right rectangular prism with a length of 4 meters, a width of 1.5 meters, and a
height of 3 meters?

Solution:

The volume formula is V =l × w ×h

Substituting the values:

V =4 ×1.5 × 3=18 cubic meters

The volume is 18 cubic meters.

2. Linear Dimension (Diameter of a Cylinder):

A cylindrical water tank has a height of 15 meters, and the volume of the tank is 225π cubic meters.
What is the diameter of the base of the tank?

Solution:

The volume formula for a cylinder is V =π r 2 h

2
225 π=π r × 15

Cancel out π and solve for r2 :

2 2 225
225=15 r r= = 15
15

Taking the square root of both sides gives: r =√ 15 ≈ 3.87 meters.

3. Scaling Volume:

The volume of a right circular cone is 450 cubic centimeters. What is the volume of a cone with double
the radius and double the height of the original cone?

A. 900 cubic centimeters

B. 1,800 cubic centimeters

C. 3,600 cubic centimeters

D. 7,200 cubic centimeters

Solution:

If both the radius and the height are doubled, the volume will increase by a factor of 22×2= 8

Thus, the new volume is:

450 × 8=3600 cubic centimeters

The correct answer is Choice C: 3,600 cubic centimeters.

Congruence, Similarity, and Angle Relationships for the Digital SAT

In geometry, understanding the concepts of congruence, similarity, and angle relationships is crucial
for solving various problems. These topics focus on how shapes and angles relate to one another, and
how we can use these relationships to solve problems efficiently on the SAT.

Key Concepts
1. Congruence: Two shapes are congruent if they have the same size and shape. Congruent shapes
can be moved, rotated, or reflected but do not change their size or angles. The corresponding sides
and angles of congruent shapes are equal.
2. Similarity: Two shapes are similar if they have the same shape but not necessarily the same size.
The corresponding angles are equal, and the corresponding sides are proportional.
3. Angle Relationships: These involve various angle pairs and their properties. Understanding how
angles relate to each other in parallel lines, triangles, and other polygons is essential for solving
geometry problems.

Congruence

Congruent Triangles:

Two triangles are congruent if their corresponding sides and angles are equal. There are several ways
to prove that two triangles are congruent:

 Side-Side-Side (SSS): If three sides of one triangle are congruent to three sides of another triangle, the
triangles are congruent.

 Side-Angle-Side (SAS): If two sides and the included angle of one triangle are congruent to two sides and
the included angle of another triangle, the triangles are congruent.

 Angle-Side-Angle (ASA): If two angles and the included side of one triangle are congruent to two angles and
the included side of another triangle, the triangles are congruent.

 Angle-Angle-Side (AAS): If two angles and a non-included side of one triangle are congruent to two angles
and the non-included side of another triangle, the triangles are congruent.

Similarity

Similar Triangles:

Two triangles are similar if their corresponding angles are equal and their corresponding sides are in
proportion. For similar triangles, the ratio of the lengths of corresponding sides is constant.

There are several ways to prove that two triangles are similar:

 Angle-Angle (AA): If two angles of one triangle are congruent to two angles of another triangle, the
triangles are similar.

 Side-Angle-Side (SAS): If one angle of a triangle is congruent to one angle of another triangle and the sides
that include those angles are proportional, the triangles are similar.

 Side-Side-Side (SSS): If the sides of one triangle are proportional to the sides of another triangle, the
triangles are similar.

Angle Relationships

Understanding angle relationships is key to solving many geometry problems. Some common angle
pairs and their properties are:

1. Complementary Angles: Two angles are complementary if the sum of their measures is 90∘
2. Supplementary Angles: Two angles are supplementary if the sum of their measures is 180∘
3. Vertical Angles: When two lines intersect, they form two pairs of vertical angles that are
congruent (equal in measure).
4. Alternate Interior Angles: When a transversal intersects two parallel lines, alternate interior angles
are congruent.
5. Corresponding Angles: When a transversal intersects two parallel lines, corresponding angles are
congruent.
6. Same-Side Interior Angles: When a transversal intersects two parallel lines, the same-side interior
angles are supplementary (sum to 180° ).

Right Triangle Trigonometry

Right triangle trigonometry focuses on understanding the relationships between side lengths, angles,
and trigonometric ratios in right triangles. Mastering these concepts can help you solve problems
quickly and accurately on the SAT math section. This guide will take you through essential topics such
as the Pythagorean theorem, trigonometric ratios, special triangles, and angle relationships.

The Pythagorean Theorem

The Pythagorean theorem is essential for solving right triangle problems. It states that in a right
triangle, the square of the length of the hypotenuse (the side opposite the right angle) equals the sum
of the squares of the lengths of the other two sides. The formula is:

2 2 2
c =a +b

Where:

 a and b are the lengths of the legs

 c is the length of the hypotenuse

Example: In a right triangle where one leg is 4 and the other is 6, the hypotenuse can be found using
the Pythagorean theorem:

c =a +b
2 2 2

2 2 2
c =4 +6 = 16+36= 52 c= √ 52≈ 7.21

Recognizing Pythagorean Triples

Pythagorean triples are sets of integers that satisfy the Pythagorean Theorem. Common examples
include:

 (3, 4, 5)

 (5, 12, 13)

 (7, 24, 25)

These triples can save you time on the SAT, as you don’t need to perform the full Pythagorean
Theorem calculation. For example, if you know one leg is 12 and the hypotenuse is 15, you can quickly
recognize that the third side is 9, forming the 9-12-15 triple.

Trigonometric Ratios
In right triangles, the sine, cosine, and tangent functions are key to relating angles and side lengths.

 Sine: The ratio of the length of the opposite side to the length of the hypotenuse.

perpendicular
sin ( θ ) =
hypotenuse

 Cosine: The ratio of the length of the adjacent side to the length of the hypotenuse.

base
cos (θ )=
hypotenuse

 Tangent: The ratio of the length of the opposite side to the length of the adjacent side.

perpendicular
tan (θ )=
base

Using Trigonometric Ratios

If you know the value of one trigonometric ratio for an angle in a right triangle, you can use it to find
the missing sides. For example:

3
Given a right triangle with angle θ, and if the sine of θ is , you can use the sine formula to find side
5
lengths if you know the hypotenuse.

Special Right Triangles

There are two key special right triangles that often appear on the SAT:

1. 30-60-90 Triangle: The sides are in a fixed ratio:

o The shorter leg is x

o The longer leg is x √ 3

o The hypotenuse is 2 x

For example, if the shorter leg is 3, then:

o Longer leg = 3 √ 3

o Hypotenuse = 6

2. 45-45-90 Triangle: The legs are equal, and the hypotenuse is √ 2times the length of each leg.

For example, if the leg length is s, then:

o Hypotenuse = s √ 2
Sine and Cosine of Complementary Angles

The sine and cosine of complementary angles are always equal. That is:

sin ( θ ) =cos ⁡¿ )

So, in a right triangle, if one angle is θ, the other angle must be90∘−θ, and their sine and cosine values
will be the same.

Solving Problems Using Trigonometry

1. Finding Side Lengths: If you are given a trigonometric ratio and a side length, you can use the
4
formula to find the missing side. For instance, if you know tan(θ)= , and one side is 3, you can
3
find the other side.
2. Finding Angles: If you have side lengths, you can use inverse trigonometric functions (like
−1 −1 −1
sin , cos ,∧tan ) to find angle measures.

Mastering right triangle trigonometry is crucial for the SAT, as it provides the foundation for many
geometry and trigonometry problems. By understanding the Pythagorean Theorem, recognizing
trigonometric ratios, and being able to work with special right triangles, you'll be able to solve
problems efficiently and confidently. Keep practicing with these concepts, and soon you'll find these
problems easier to tackle!

Circle Theorems
In this lesson, we’ll explore the essential circle theorems you need to know for the SAT, focusing on
calculating arc lengths, sector areas, and angles in circles. Understanding these concepts will help you
solve problems involving parts of a circle, such as finding the area of a sector or the length of an arc, all
based on central angles.

Key Concepts:

 Central Angles: A central angle in a circle is formed by two radii and determines a segment of the circle's
circumference (an arc) or area (a sector).

 Proportions: You can use proportional relationships to solve for missing values in a circle. For example, the
relationship between the central angle, arc length, and sector area is proportional to the full circle’s
circumference and area.

Let’s break down how to work with central angles and use them to calculate arc lengths and sector
areas.

1. Arc Length from a Central Angle

The arc length is a portion of the circle’s circumference, based on the central angle. You don’t need to
memorize the circumference formula for the SAT, as it will be provided. Instead, you’ll use
proportional relationships:

Central angle Arc length

=
360
∘
Circumference

This proportion helps you find the arc length if you know the central angle.
2. Area of a Sector

The sector area is a portion of the circle’s area, determined by the central angle. Similarly, we can use
a proportional relationship for the sector:

Central angle Sector Area

=
360
∘
∘≤ Area

Just as with the arc length, this formula lets you calculate the sector area if the central angle is known.

3. Using Proportions

The central angle, arc length, and sector area are all proportional to the full circle’s values. This means
that when you know one of these elements (central angle, arc length, or sector area), you can find the
others by setting up a proportion.

4. Angle Relationships in Circles

Besides arc lengths and sector areas, you may also encounter problems involving angles inside a circle.
Here are a few important facts:

 The sum of all central angles in a circle equals360∘.

 Any triangle formed by two radii of a circle is an isosceles triangle since the two sides (radii) are equal in
length.

These relationships help you determine unknown angles in circle-based problems.

Example Problems:

 Arc Length Calculation: Given a circle with a known circumference and a central angle, you can calculate
the length of a minor arc.

 Sector Area Calculation: If the central angle of a circle is known, you can use it to find the area of the
corresponding sector.

 Angle Measure Calculation: You can apply circle theorems to find the value of unknown angles, such as
those formed by diameters or other radii.

Quick Review Formula:

Remember the essential formula for circle theorems:

Central angle Arc length Sector Area

= =
360
∘
Circumference ˚
Area

Practice and Application

To truly master circle theorems, practice applying these concepts to different problems, including:

 Finding the sector area given the central angle.

 Determining the length of an arc based on the central angle.

 Using angle relationships to solve for unknown angles inside a circle.

Unit Circle Trigonometry

This lesson focuses on unit circle trigonometry, a critical topic for the SAT, involving angles measured
in radians and their trigonometric functions. These problems typically require the use of radian
measures to calculate arc lengths, sector areas, and the trigonometric values of sine, cosine, and
tangent.

Key Learning Objectives:

 Convert between radians and degrees.

 Use special right triangles to find radian measures.

 Determine the sine, cosine, and tangent values for common radian measures.

This lesson builds on fundamental concepts of right triangle trigonometry and circle theorems, which
will help you navigate problems that involve circles and angles.

1. Converting Between Radians and Degrees

To convert between degrees and radians, you need to remember that:

∘
 360 equals 2π radians.
∘
 180 equals π radian.

From this, we can derive the following conversion formula:

radianmeasure degree measure

=
π 180
∘

For example, to convert 120∘ to radians:

π 2π
120 × = radians
180 3

With this understanding, you can also use radians to calculate arc lengths and sector areas. The
formulas for these are similar to those for degrees:

central angle arc length sector area

= =
2π circumference ˚
area

This allows you to solve for unknown values when given radian measures.

2. Using Special Right Triangles to Find Radian Measures

In circle-related problems, special right triangles often appear. Here’s a quick reference to the key
ones:

 30°-60°-90° Triangle: The sides are in a ratio of 1 : √ 3 : 2

 45°-45°-90° Triangle: The sides are in a ratio of 1 :1: √ 2

These triangles are essential in solving for angles in radians. For instance, the following common
degree measures correspond to specific radian measures:

∘ π π π
 30 = , 45 ∘= , 60∘ =
6 4 3

These radian measures will frequently appear in SAT questions, especially when dealing with angles in
a circle.

3. Trigonometric Functions of Radians on the Unit Circle

The unit circle is a circle with a radius of 1 centered at the origin of the coordinate plane. In this circle,
the sine, cosine, and tangent of an angle θ\theta are defined as:

 Cosine: x=cos θ

 Sine: y=sin θ

y
 Tangent: tan⁡θ=
x

On the SAT, it is important to recognize common values for sine, cosine, and tangent at key angles,
π π π
such as 0, , , . These values are fundamental and will be part of many questions:
6 4 3

Angle (θ) cosθ sinθ tanθ

0 1 0 0

π √3 1 √3
6 2 2 3

π √2 √2 1
4 2 2

π 1 √3 √3
3 2 2

These values are crucial for solving trigonometric problems on the SAT.

4. Using the Unit Circle for Trigonometry

In the unit circle, the angle θ\theta is formed by a radius extending from the origin (0,0) to a point (x,
y) on the circle. The coordinates of this point give us the cosine and sine values for the angle:

 x=cos θ

 y=sinθ

By using the slope of the line connecting the center to the point, you can calculate tanθ as:

y
tanθ=
x
This framework helps you answer many questions involving trigonometric functions.

5. Example Practice Problem

Convert Degrees to Radians:

To convert an 225° angle to radians, use the formula:

π 5π
225 × = radians
180 4

Part 2: Reading and Writing Section

The Reading and Writing section of the SAT assesses your ability to understand and analyze texts, as well as
your skills in writing effectively. This section is designed to evaluate your proficiency in navigating complex
ideas, interpreting passages, and expressing clear and coherent thoughts in written form. It also tests your
command of evidence and ability to think critically about various forms of content, ranging from literature to
scientific and historical documents.

The SAT Reading and Writing section is divided into four primary domains, each focusing on a distinct skill set
essential for academic and real-world success. These domains are:

 Information and Ideas

 Craft and Structure
 Expression of Ideas
 Standard English Conventions

A. Information and Ideas

Central Ideas and Details:
The "Central Ideas and Details" question in the Digital SAT tests your ability to analyze and comprehend text.
This task requires you to identify the central theme of a passage and understand the key details that support or
elaborate on that theme. Your goal is to recognize how significant points connect to the overall purpose of the
text.

Example Question:

In the small town of Willow Creek, community members have taken great pride in preserving their local forest.
For decades, the town's residents have worked together to maintain the integrity of the forest, protecting
native species and preventing overdevelopment. Various conservation efforts have included organizing regular
clean-up drives, educating local schools about the importance of biodiversity, and lobbying local government to
pass laws protecting the forest from commercial logging. These actions have fostered a strong sense of
community and unity among the residents, as everyone has come together to ensure that the forest remains a
valuable resource for future generations.

Which of the following best represents the main idea of the passage?

A) Willow Creek residents are focused on preventing commercial development in their town.
B) Willow Creek’s forest is an important resource for tourism and local business.
C) The residents of Willow Creek work together to preserve the forest and its biodiversity.
D) Education about biodiversity in schools has been the most effective way to preserve the forest.

Correct Answer: C) The residents of Willow Creek work together to preserve the forest and its biodiversity.

How to Approach Central Ideas and Details Questions:

1. Read the Passage Carefully

Read the passage thoroughly and understand its general content. The main point of the passage focuses on the
efforts of Willow Creek residents to preserve the local forest.

Quick Summary:

What is the text primarily about?

A) The community’s efforts to maintain the forest’s biodiversity.

B) The economic benefits of the local forest.

C) The history of Willow Creek’s development.

Correct Answer: A) The community’s efforts to maintain the forest’s biodiversity.

2. Identify the Main Idea

The main idea involves the community's collaborative efforts to protect the forest. It’s not just about the forest
itself or tourism, but the broader act of conservation carried out by the residents.

What’s the overarching message of the passage?

A) The role of local schools in educating children about biodiversity.

B) Willow Creek residents’ efforts to protect the forest and its biodiversity.

C) The economic value of the forest for the local businesses.

Correct Answer: B) Willow Creek residents’ efforts to protect the forest and its biodiversity.

3. Formulate a Hypothesis

Before looking at the answer choices, summarize the main idea mentally: "The residents of Willow Creek are
working together to preserve the forest, ensuring its ecological integrity for the future."

Which option best reflects this idea?

A) Willow Creek residents focus on environmental protection by preventing logging.

B) The collective conservation efforts of Willow Creek are centered on biodiversity.

C) The importance of the forest for tourism is emphasized in the passage.

Correct Answer: B) The collective conservation efforts of Willow Creek are centered on biodiversity.

4. Evaluate the Answer Choices

Go through each option and check if it matches the main idea:

Option A talks about the prevention of development, but it doesn’t cover the broader conservation efforts that
also include education and unity.

Option B focuses on tourism and local business, which isn’t the passage’s main focus.

Option C is the best answer as it directly talks about the community’s efforts to preserve the forest’s
biodiversity, which is central to the passage.

Option D focuses too much on education, while the passage is about a wider community effort.

5. Eliminate Incorrect Options

Discard options that don’t reflect the full scope of the main idea. Option C is the strongest because it addresses
the community's collective actions toward preservation.

6. Double-Check Your Answer

Ensure that the selected answer truly represents the essence of the passage. Option C directly reflects the main
point that the residents of Willow Creek are working together to preserve the forest and its biodiversity.

Why is option C correct?

It highlights the central idea of the passage: the collective efforts of Willow Creek’s residents in preserving the
forest and its biodiversity.

Command of Evidence (Textual):

This section assesses your ability to effectively extract, interpret, evaluate, and integrate textual and graphical
evidence. The focus here is primarily on text-based evidence. For the variant dealing with quantitative data
from graphs and tables, refer to the Command of Evidence (Quantitative) guide. Two main types of evidence
questions exist: those related to scientific data and those related to literary analysis.

Types of Evidence:

Scientific Evidence

In scientific evidence questions, a hypothesis rooted in science or social science is presented, often in the
context of recent studies or experiments. There’s no requirement for prior scientific knowledge, as all necessary
information will be provided in the passage. Your task is to understand the hypothesis, identify the research
findings that would support it, and choose the option that best reflects those results.
This type of question mirrors situations from science classes where you might have been asked to validate or
refute a hypothesis based on experimental data.

Literary Evidence
In literary evidence questions, you’ll be presented with a viewpoint or claim related to a literary text, such as a
novel or poem. The options provided will include quotations from that text, and your job is to determine which
quote best supports the given viewpoint. No prior familiarity with the specific work is necessary. The key is your
ability to assess whether a quote directly supports the argument presented.
This task is similar to extracting quotes in English class essays to support an argument or analysis.

Example Question:

Passage:
Researchers have found that regular physical activity significantly improves brain function, particularly in terms
of memory retention and processing speed. In a study of middle-aged adults, participants who engaged in 30
minutes of moderate exercise three times a week showed noticeable improvements in cognitive tests over a six-
month period. This study contributes to the growing body of evidence suggesting that exercise is not only
beneficial for physical health but also plays a crucial role in maintaining mental sharpness as individuals age.

Question:
Which result from the study would most strongly support the researchers' claim that exercise improves brain
function?
A) Participants who did not exercise showed no changes in their cognitive test scores.
B) Participants who exercised showed improved memory and faster processing speeds in cognitive tests.
C) The exercise group reported feeling less stressed, though their test scores remained unchanged.
D) Participants who exercised experienced a slight decrease in their physical endurance but no cognitive
changes.

Correct Answer:

Option B) Participants who exercised showed improved memory and faster processing speeds in cognitive
tests.

How to Solve This Example:

1. Read the Passage Thoroughly

The passage outlines a study about the effects of exercise on cognitive function, particularly focusing on
memory and processing speed. The key idea is that regular exercise enhances mental performance.

2. Analyze the Question

The question asks you to find the result that would most strongly support the claim that exercise improves brain
function. You're looking for evidence that ties exercise to measurable cognitive improvements.

3. Predict Logical Evidence

Think about what outcome would best validate the researchers' claim. The most direct evidence of improved
brain function would be enhanced memory and faster processing speed as a result of exercise.

4. Evaluate Each Option

Choice A suggests no changes in cognitive performance without exercise, which is neutral but does not provide
evidence that exercise improves brain function.

Choice B directly states the cognitive improvements (memory and processing speed) following exercise, which
aligns perfectly with the researchers’ claim.

Choice C introduces a reduction in stress but no improvement in cognitive tests, making it irrelevant to the
claim.
Choice D describes a decrease in physical endurance but no cognitive improvement, which doesn’t support the
claim that exercise helps mental performance.

5. Use Elimination

Eliminate options A, C, and D, as they either don’t show cognitive improvement or are irrelevant. The best
choice is B, as it directly ties exercise to improvements in cognitive function.

6. Confirm the Best Answer

Double-check that B is the most relevant and direct evidence supporting the researchers’ claim that exercise
improves brain function. It explicitly mentions both memory and processing speed improvements due to
exercise.

Command of Evidence (Quantitative)

This guide focuses on the quantitative variant of Command of Evidence, which challenges students to
effectively gather, analyze, and synthesize data, often presented in tables or graphs. The goal is to foster a
comprehensive understanding of quantitative information, promoting the ability to extract the most relevant
evidence and incorporate it into a broader context. Though basic mathematical concepts like percentages and
numbers are involved, the main skill required is the ability to identify key insights from the data and use them to
answer questions in a reading-comprehension-oriented task.

Example Question:

Survey on Public Opinions About Renewable Energy Sources Across Different Regions

Region Support (%) Neutral (%) Oppose (%)

Region Support (%) Neutral (%) Oppose (%)

North America 65 20 15

Europe 70 15 15

Asia 50 30 20

South America 80 10 10

Africa 60 25 15

Note: Percentages may not total 100 due to rounding.

A global survey was conducted to gauge public opinion on renewable energy sources, focusing on support,
neutrality, and opposition across different regions. The results show that support for renewable energy varies
significantly by region. Based on the data provided, which of the following best completes the sentence?

Which choice most effectively uses data from the table to complete the sentence?

A) Support for renewable energy is highest in South America at 80%, compared to the lowest level of support in
Asia at 50%.

B) Europe shows the greatest neutral stance on renewable energy, with 15% of respondents in each region
expressing neutrality.
C) Africa exhibits the most opposition to renewable energy, with 25% of respondents opposing it.
D) North America and Europe have similar support levels for renewable energy, with 65% and 70% respectively.

Correct Answer: A) Support for renewable energy is highest in South America at 80%, compared to the lowest
level of support in Asia at 50%.

How to Solve Command of Evidence (Quantitative) Questions

1. Understand the Context

Start by recognizing the purpose of the survey: it assesses public opinion on renewable energy across various
regions. The goal is to complete the sentence by identifying a significant trend or comparison based on the data
provided.

Mini Question

What is the primary purpose of the survey?

A) To determine the popularity of renewable energy sources worldwide.

B) To compare renewable energy support among different regions.

C) To analyze opposition to renewable energy sources in specific countries.

Correct Answer: B) To compare renewable energy support among different regions.

2. Interpret the Data

Before examining the answer options, analyze the data carefully. Look for regions with significantly higher or
lower support, neutrality, or opposition. This will help you find the most relevant and insightful completion to
the sentence.

Mini Question

Which region has the highest level of support for renewable energy?

A) North America

B) Europe

C) South America

Correct Answer: C) South America

3. Predict an Insight

Think about what type of insight would logically complete the sentence. You might expect a comparison
between regions with the highest and lowest support for renewable energy or another meaningful comparison
based on the data.

Mini Question

What is the most relevant type of information to complete the sentence?

A) A comparison between the regions with the highest and lowest levels of support.
B) A breakdown of the neutral opinions in each region.

C) A discussion of opposition to renewable energy in each region.

Correct Answer: A) A comparison between the regions with the highest and lowest levels of support.

4. Evaluate the Options

Now, evaluate each answer choice:

Option A highlights the stark contrast between South America's 80% support and Asia's 50%, making this a
meaningful comparison of regional support levels.

Option B makes a generalization about neutrality but doesn’t focus on the highest or lowest values, making it
less insightful.

Option C discusses opposition in Africa, but opposition is not as prominent as support or neutrality in the
context of this survey, so it is less impactful.

Option D points out similar support levels in North America and Europe, which is true, but it lacks the significant
contrast found in Option A.

5. Use Elimination

Eliminate options that don't provide a meaningful or insightful comparison. Options B, C, and D either focus too
much on neutrality or opposition, or they miss the more interesting comparison of support across regions.

6. Confirm the Best Answer

Ensure that Option A not only matches the data but also aligns with the study's goal of highlighting regional
differences in support for renewable energy. It provides a clear contrast that best completes the sentence.

Tips and Tricks

Understand the Context: Before jumping into the answer options, make sure you fully understand the context
of the question and what the data represents.

Look for Significant Comparisons: The most insightful answers often come from comparing extreme values
(e.g., highest and lowest percentages) rather than focusing on smaller differences.

Watch for Red Herrings: Be cautious of options that may seem relevant but do not provide an insightful
comparison or meaningful conclusion based on the data.

Double-Check Your Logic: After selecting an answer, verify that it logically follows from the data provided and
fits well within the context of the sentence.

Inference Questions on the Digital SAT

Inference questions on the digital SAT test students' ability to go beyond surface-level reading and analyze
deeper meanings that are not directly stated in the text. These questions demand critical thinking and an ability
to read between the lines. Students must interpret subtle cues such as tone, context, and emphasis to uncover
ideas that the author suggests without explicitly stating them.

Inference questions require more than just comprehension—they challenge students to understand the
underlying message and implications of a passage. Students must carefully evaluate what is implied by the
author, based on the text’s broader themes and nuances.
Sample Question:

The Impact of Urbanization on Local Wildlife

As urban areas expand, the surrounding wildlife often faces significant challenges. Deforestation, pollution, and
the destruction of natural habitats contribute to a decline in local animal populations. However, some animals,
such as raccoons and coyotes, have adapted remarkably well to urban environments, finding food and shelter in
human-dominated spaces. Despite these adaptations, the overall trend shows a decline in biodiversity. Experts
suggest that this trend highlights the fact that ________.

What logically completes the statement?

A) Urban areas are better for animals than their natural habitats.

B) Some animals can adapt to urban environments, but the overall impact on biodiversity is negative.

C) The destruction of habitats has led to a rise in raccoon and coyote populations.

D) Urbanization has no significant impact on local wildlife populations.

Correct Answer: B) Some animals can adapt to urban environments, but the overall impact on biodiversity is
negative.

Steps to Solve Inference Questions:

1. Read the Passage Carefully

The passage discusses the impact of urbanization on wildlife, mentioning how some species have adapted,
while others have not. The key point is the overall trend of declining biodiversity despite some species’ ability to
adapt. The missing part of the sentence will likely address the broader impact of urbanization on wildlife.

Mini Question:

What is the primary focus of the passage?

A) Urban areas are preferable for some animals.

B) The decline in biodiversity despite urban adaptation.

C) The increase in raccoon and coyote populations.

Answer: B) The decline in biodiversity despite urban adaptation.

2. Identify the Key Implication

The passage points out that while some animals adapt well to urban environments, the overall biodiversity is
still declining. The implication here is that urbanization, despite some adaptive responses, generally harms
wildlife.

Mini Question:

Why is the overall trend of biodiversity declining despite the adaptability of some animals?

A) Urban environments are better for wildlife.

B) Urbanization has widespread negative effects on ecosystems.

C) All animals adapt to urban areas in the same way.

Answer: B) Urbanization has widespread negative effects on ecosystems.

3. Predict the Answer

Based on the passage, it seems that urbanization is having a negative effect on biodiversity overall, even though
some species have managed to adapt. The missing part of the sentence should reflect this contrast.

Mini Question:

What conclusion could experts draw based on the information presented?

A) Urbanization benefits wildlife more than it harms them.

B) The impact of urbanization on biodiversity is generally harmful, even if some species adapt.

C) Only raccoons and coyotes thrive in urban settings.

Answer: B) The impact of urbanization on biodiversity is generally harmful, even if some species adapt.

4. Evaluate Each Option

Now, review the choices:

Option A suggests urban areas are better for animals, which contradicts the broader trend of biodiversity
decline.

Option B accurately reflects the passage, stating that some animals adapt, but the overall effect on biodiversity
is negative.

Option C focuses on raccoons and coyotes, but the passage stresses the overall decline in biodiversity, not just
the rise in certain species.

Option D falsely asserts that urbanization has no significant impact, which the text directly contradicts.

5. Eliminate Incorrect Choices

Options A, C, and D do not fully address the main theme of the passage, which is the negative effect of
urbanization on biodiversity. Option B is the best choice because it accurately reflects the trend described in the
text.

6. Confirm the Best Answer

Option B is the correct choice, as it logically completes the sentence, emphasizing the contrast between the
adaptability of some species and the overall harm urbanization causes to biodiversity.

Key Tips for Answering Inference Questions

Focus on Implications: Inference questions often ask you to deduce what is implied, not what is directly stated.
Pay attention to the tone, context, and underlying messages.
Look for Contrasts and Trends: Often, the correct answer will reflect a contrast, contradiction, or trend that is
hinted at in the text.

Avoid Overgeneralizations: Be cautious of options that generalize too much or don't directly support the
passage's core message.

Check for Context: Ensure that the answer aligns with both the literal and implied meanings of the passage.

B. Craft and Structure

Words in Context
The "Words in Context" question type, part of the broader "Craft and Structure" domain in the new Digital SAT,
challenges students to demonstrate their understanding of how words are used in specific contexts. Unlike
traditional vocabulary questions that focus solely on memorization, these questions assess how well a student
can interpret words based on the surrounding text and its themes. This requires not only knowledge of word
definitions but also the ability to recognize connotations and nuances that words take on depending on their
context.

Understanding the Question Type

Many students mistakenly think they can simply memorize complex words and their meanings to excel at
"Words in Context" questions. However, this strategy is insufficient. The key to success lies in grasping how
words interact with the text's broader message, tone, and themes. Effective preparation involves reading and
analyzing texts to develop an intuitive understanding of word usage, which, for some students, can take years of
practice. Nevertheless, this guide offers strategies to help you tackle this question type effectively within a
reasonable timeframe.

Example Breakdown: "Vehement" in Context

Let’s examine a passage from the 19th-century novel Frankenstein by Mary Shelley:

"His eyes were fixed on me. His jaws were clenched, and his hands trembled with rage. He was a monster, his
figure contorted with hatred. The words he spoke were few, but they were uttered with a vehement intensity,
each one carrying the weight of his fury."

Question: As used in the passage, what does the word "vehement" most nearly mean?

A) Weak

B) Intense

C) Calm

D) Joyful

How to Approach This Question:

1. Read for Understanding

First, absorb the passage carefully. In this part of Frankenstein, the character described is experiencing powerful
emotions, specifically rage and hatred. The description highlights his physical state—his clenched jaws and
trembling hands—showing that he is overwhelmed by intense feelings. The word "vehement" is used to
describe how his words are delivered, suggesting that the emotion behind them is equally strong and forceful.

The passage focuses on intensity of emotion, so think about what the word “vehement” could mean in this
context.
2. Paraphrase the Sentence

Reword the sentence to make sure you understand its meaning. For example, you could think of it like this: "He
spoke with intense anger, each word filled with fury." This rephrasing helps clarify that the character is
expressing a very strong and passionate emotion.

3. Predict the Word’s Meaning

Based on your understanding of the passage, "vehement" likely describes the strength and force of the
character’s emotions. Given that rage and hatred are mentioned, the word probably refers to something
intense or powerful.

4. Evaluate Each Option Now, consider the multiple-choice options:

Weak: This doesn’t fit because the passage emphasizes the strength and intensity of the character's feelings,
not weakness.

Intense: This aligns well with the context. The description of the character’s anger and physical state suggests
that his words are delivered with great force and intensity.

Calm: This option contradicts the passage entirely, as the character is clearly not calm but is described as furious
and enraged.

Joyful: The passage doesn't suggest happiness or joy. Instead, it describes an overwhelming emotion of hatred.

5. Eliminate the Incorrect Answers

“Weak,” “calm,” and “joyful” clearly do not fit the description of the character's emotional state or the context.
The word "vehement" is associated with strong, forceful emotions, not with any of these traits.

6. Recheck Your Answer

Substituting "intense" into the sentence: "The words he spoke were few, but they were uttered with an intense
intensity, each one carrying the weight of his fury." The meaning remains strong and accurate, confirming that
"intense" preserves the passage's tone and context.

7. Confirm Your Answer

After considering all the steps, option B) Intense is the most accurate choice. It fits the context, aligns with the
passage's description, and preserves the original meaning when substituted into the sentence.

Tips and Tricks for Success:

Consider Connotations: Words like "vehement" carry an emotional weight beyond their definition. "Vehement"
often implies something done with force, passion, or conviction—important nuances in understanding how the
word functions in context.

Use Substitution: Substituting each answer choice into the passage will help you confirm which word fits best.
The correct answer will not only fit the meaning but also keep the passage's tone intact.

Beware of Misleading Options: The SAT often includes choices that seem reasonable but don’t match the tone
or meaning in the context. Scrutinize each option carefully, looking for the word that most closely matches the
emotional intensity of the passage.
Trust Your Process: Once you've worked through each step, trust your conclusion. Avoid second-guessing if
your analysis has been thorough.

Text Structure and Purpose

The "Text Structure and Purpose" questions on the digital SAT assess a student's ability to analyze both the
structure of a passage and the author's intention behind writing it. These questions ask students not only to
understand what a passage conveys but also to comprehend how the passage is organized and the purpose it
serves. Analyzing text structure involves looking at how information is presented, while understanding the
purpose requires identifying the author's underlying message or reasoning for including the passage in the
broader context of the work.

Understanding Text Structure and Purpose

Text Structure and Purpose questions go beyond simply grasping the content of the passage. They ask students
to consider how the text is constructed and why it was written in the way it was. This type of question evaluates
a deeper understanding of rhetorical strategies and the reasoning behind the author’s choices.

Example Question:

Passage:

"Over the years, the importance of access to clean water has become increasingly clear, particularly as
populations grow and climate change accelerates. While much of the focus has been on urban areas, rural
regions are facing even more severe challenges in maintaining a clean and reliable water supply. A recent study
on water access in rural communities found that, although technological advancements have made it easier to
treat water in small, remote areas, logistical barriers such as transportation and cost continue to prevent many
residents from benefiting from these innovations. As a result, the issue of water access is not only a matter of
technology but also one of infrastructure, policy, and social equity."

Question:

Which choice best states the main purpose of the passage?

A) It argues that urban areas face the greatest challenges in securing access to clean water.
B) It emphasizes the significance of technological advancements in improving water access in rural
communities.
C) It discusses the complex factors that hinder water access in rural areas, despite technological progress.
D) It focuses on the role of policy and infrastructure in urban water management.

How to Solve Text Structure and Purpose Questions:

1. Read for Context

Start by reading the passage carefully. This passage discusses the challenges of clean water access, particularly
in rural communities, despite technological advancements. The author highlights the complexity of the issue,
mentioning not only technology but also infrastructure, cost, and policy.

What is the passage addressing? The main focus is on the continuing obstacles rural communities face in
accessing clean water, even with new technological solutions.

2. Summarize the Passage's Intent

Try to reduce the passage into one central idea. For example, "The passage highlights how water access in rural
areas remains a challenge due to infrastructure and cost, despite technological advancements."
This step helps you clarify the passage’s focus, and this simplification will help guide your choice.

3. Anticipate Before You Read the Options

Based on the summary, predict what the passage's main purpose might be. It seems to focus on the barriers to
water access in rural areas despite advancements, not on a specific area of technological progress or urban
issues.

A reasonable prediction could be: "To emphasize that, while technology may improve water access, logistical
and policy barriers still prevent full benefits."

4. Analyze the Options in Detail Evaluate each answer choice in light of the passage:

A) Does it argue that urban areas face the greatest challenges? No, the passage mentions urban areas but
focuses more on rural communities. This doesn’t match the passage’s focus.

B) Does it emphasize technological advancements in rural communities? While technology is mentioned, the
passage’s main purpose is not to focus solely on technology but to discuss the broader issues preventing access.

C) Does it discuss the factors that hinder water access in rural areas despite technological progress? Yes, this
aligns perfectly with the passage’s focus on the complexity of the issue.

D) Does it focus on policy and infrastructure in urban areas? The passage mentions policy and infrastructure but
in the context of rural areas, not urban ones, making this answer incorrect.

5. Eliminate Incorrect Answers

Eliminate options that don’t match the focus of the passage. A, B, and D either misfocus on the wrong
geographic area or overemphasize a single aspect of the issue, while C aligns best with the overall message.

6. Recheck Your Preferred Answer

Substituting C into the passage: "It discusses the complex factors that hinder water access in rural areas, despite
technological progress." This fits the tone and message of the passage accurately.

7. Confirm Your Answer

Based on the analysis, C) It discusses the complex factors that hinder water access in rural areas, despite
technological progress is the best choice, as it aligns with the main focus of the passage on the challenges of
rural water access.

Tips for Success:

Active Reading: Pay attention to the larger themes and tone. The purpose of the passage will often be closely
linked to the tone and the way information is organized.

Summarization: Break the passage down into a single, concise summary to better identify the author's core
message.

Predict the Purpose: Before looking at the answer options, try predicting the main point based on the passage
summary. This will help you avoid being misled by tricky options.

Detailed Evaluation of Options: Carefully analyze each answer option and see if it corresponds with your
understanding of the passage’s purpose.
Cross-Text Connections Questions
In the Reading and Writing section of the SAT, some questions provide two short texts for you to read.
These questions will ask you to compare the perspectives or viewpoints of the authors in both texts.
These types of questions are referred to as cross-text connections questions.

Example of a Cross-Text Connections Question

Text 1
Studies suggest that urban green spaces, such as parks and gardens, play a crucial role in enhancing
the well-being of city dwellers. Researchers argue that these spaces not only improve air quality but
also contribute to mental health by providing a serene escape from the hustle and bustle of urban life.
Proponents of this view emphasize the need for more green spaces in cities to foster a healthier and
happier population.

Text 2
In a study conducted in 2019, a group of urban planners and environmental psychologists analyzed the
effects of green spaces in a busy metropolitan area. They found that while people reported feeling less
stressed when in parks, the overall impact on their health was less significant than expected. For
instance, while air quality did improve, the benefits to mental well-being were mostly short-term and
diminished once people returned to their daily routines. The researchers suggested that while green
spaces are valuable, other factors, such as noise reduction and access to healthcare, might be equally
or more important for urban health.

Question: Based on the two texts, how would the researchers in Text 2 most likely view the
perspective of the advocates in Text 1?

 (Choice A) They would agree with the advocates but suggest that other factors should also be considered.

 (Choice B) They would argue that urban green spaces are irrelevant to urban health, regardless of the
findings in Text 1.

 (Choice C) They would acknowledge the value of green spaces but contend that their impact is not as
significant as the advocates in Text 1 believe.

 (Choice D) They would suggest that green spaces are a sufficient solution for improving urban health, as
stated in Text 1.

How to Approach Cross-Text Connections Questions

These questions can feel challenging because they present two different texts, but both will usually
address the same topic. The key is to identify how the two texts interact and how their viewpoints
relate to one another. Let’s break it down step by step.

Focus on Point of View

In cross-text connections questions, the focus is on the point of view of the authors or individuals
mentioned in the texts. Point of view refers to the perspectives, beliefs, or attitudes of those
individuals. In this case, you are asked to compare the viewpoint of the advocates in Text 1, who
emphasize the benefits of green spaces, with the perspective of the researchers in Text 2, who believe
that the impact of green spaces on mental well-being may not be as significant as suggested.

Steps to Solve Cross-Text Connections Questions

1. Summarize the Texts\

Begin by reading both texts closely. Summarize the main points in each text, paying attention to the
perspectives and views presented. Be sure to focus on the opinions or findings of the key individuals or
groups mentioned. This will help you clarify the viewpoints you need to compare.

2. Determine the Relationship Between the Points of View

After summarizing the texts, think about how the two points of view are related. Do the perspectives
agree, or do they conflict? Does one point of view challenge or modify the other? Identifying how
these viewpoints align will help you answer the question more accurately.

3. Evaluate the Answer Choices

Once you have identified the relationship between the viewpoints, compare it with the answer choices
provided. Which choice best matches the interaction between the points of view? Eliminate choices
that exaggerate the viewpoints or introduce ideas that are not directly supported by the texts.

Key Tips for Answering Cross-Text Connections Questions

 Look for Positive and Negative Language

Pay attention to the tone of the texts. Are the viewpoints expressed with optimism, skepticism, or
neutrality? Understanding the tone will help you figure out whether the viewpoints agree, disagree, or
complement each other.

 Stick to the Text

Always base your answer on what is clearly stated in the texts. Avoid making inferences or introducing
ideas that aren’t explicitly mentioned in the passages. The correct answer will be grounded in the text
and will not overstate the claims made by the authors.

By following these steps, you’ll be well-equipped to tackle cross-text connections questions.

Remember that the goal is to understand how the two perspectives relate and to choose the answer
that most accurately reflects that relationship.

C. Expression of Ideas and Standard English Conventions

This section focuses on the "Expression of Ideas" and "Standard English Conventions" aspects of the
SAT Reading and Writing test. It covers important skills such as transitions, rhetorical synthesis, form
and structure, and boundaries, starting with foundational examples. These topics aim to improve your
ability to analyze text structure, identify logical relationships, and apply correct language conventions
in writing. Below is a refined explanation of these skills:

Transitions: Connecting Ideas Logically

Transitions in writing serve as connectors, linking ideas and showing the relationship between them.
Some SAT questions will ask you to choose the most appropriate transition word or phrase to join two
sentences or ideas in a passage. These questions test your understanding of how ideas fit together
logically, requiring you to select transitions that clarify the relationship between concepts.

For example, consider this passage:

“Over the past century, the field of artificial intelligence (AI) has evolved dramatically. ______, recent
advancements in deep learning and neural networks have enabled machines to perform tasks that
were once thought to be the exclusive domain of humans, such as recognizing speech and images.”

You would need to choose the transition that best connects the idea of AI's historical development
with its modern capabilities. The transition options might include:

 (A) In addition

 (B) Consequently

 (C) For instance

 (D) Moreover

To answer such a question, follow these steps:

1. Summarize the Text: Try to restate the main idea in simpler terms.

2. Identify the Relationship: What is the connection between the two ideas? Are they in agreement? Do they
contradict each other? Are they adding new information or explaining a cause-and-effect relationship?

3. Choose the Best Transition: Pick the word or phrase that most logically connects the ideas based on the
relationship identified.

Common Types of Relationships in Transitions:

 Agreement or Disagreement: Use transitions like similarly or however to show whether the ideas align or
contrast.

 Sequence or Order: When the ideas are connected by time or position, transitions like previously or next
might be appropriate.

 Addition or Exemplification: Use furthermore or for instance to add to an idea or provide an example.

 Cause and Effect: Transitions such as therefore or as a result connect cause and effect relationships.

Example Practice Questions:

1. Transitions:

While renewable energy sources like solar and wind are growing in popularity, they still face challenges
in scalability and cost. ______, ongoing research into more efficient technologies promises to make
renewable energy more accessible and cost-effective in the near future.

Which choice completes the text with the most logical transition?

 (A) For example

 (B) Therefore

 (C) In contrast

 (D) Consequently
2. Transition Words and Phrases:

The Great Barrier Reef, one of the most diverse ecosystems on the planet, has faced significant threats
from climate change. ______, the reef's survival is crucial not only for marine biodiversity but also for
the economies of the surrounding regions, which rely on tourism and fishing.

Which choice completes the text with the most logical transition?

 (A) However

 (B) As a result

 (C) Similarly

 (D) Therefore

Key Tips for Success:

 Stay Flexible: Transition words may vary, so look for options that function similarly to what you expect.

 Eliminate Similar Options: If two choices seem interchangeable, eliminate them both, as only one transition
will be correct.

Rhetorical Synthesis
Rhetorical synthesis questions on the SAT Reading and Writing section assess your ability to extract relevant
information from a set of bulleted facts and combine them effectively to meet a specific goal. The key is to use
the provided information to construct a clear, concise answer that matches the goal outlined in the question.

What Are Rhetorical Synthesis Questions?

In these questions, you will be given a list of related facts about an unfamiliar topic. You are then asked to use
the information to accomplish a specific goal, such as emphasizing a similarity or explaining an idea.

For example, a rhetorical synthesis question may look like this:

Example: While researching a topic, a student has taken the following notes:

 The novel Pride and Prejudice by Jane Austen is a romantic novel set in 19th-century England.

 The main character, Elizabeth Bennet, is witty, independent, and challenges societal norms.

 Emma by Jane Austen is also a romantic novel set in 19th-century England.

 In Emma, the protagonist, Emma Woodhouse, is wealthy, clever, and occasionally overestimates her ability
to match people romantically.

The student wants to highlight a similarity between the two novels. Which of the following options best uses
relevant information from the notes to accomplish this?

 (A) Both Pride and Prejudice and Emma are set in 19th-century England and feature independent
protagonists.

 (B) Both Pride and Prejudice and Emma explore romantic relationships and social norms in their respective
time periods.
 (C) While Elizabeth Bennet challenges societal norms, Emma Woodhouse overestimates her ability to match
people romantically.

 (D) In Pride and Prejudice, Elizabeth Bennet is witty and independent, while in Emma, the protagonist is
wealthy and clever.

How to Approach Rhetorical Synthesis Questions

Rhetorical synthesis questions often present a significant amount of information. It’s easy to get caught up in
the details, but success lies in focusing on the goal outlined in the prompt. Here's how to approach these
questions systematically:

Step 1: Identify the Goal

Start by reading the question prompt carefully. The goal will clearly state what the correct answer needs to
achieve. For instance, the question may ask you to highlight a similarity, explain a cause-and-effect relationship,
or emphasize a difference.

Example Goal: The goal is to highlight the similarity between the two novels.

Step 2: Review the Bulleted Information

Next, read the list of bullet points. Look for details that relate to the goal. If you are asked to identify
similarities, focus on aspects of the information that highlight common features between the topics.

Step 3: Evaluate the Answer Choices

Once you have a clear understanding of the goal, evaluate the answer choices. While the incorrect answers may
seem to present relevant facts, they may fail to fulfill the goal of the question. Consider both the accuracy and
the relevance of each option.

Step 4: Select the Correct Answer

After reviewing the choices, select the one that most effectively and accurately fulfills the identified goal.

Top Tips for Success

 Do Two "Passes": It may be helpful to eliminate options in two rounds. In the first round, focus on
eliminating choices that don’t address the goal. In the second, look for any choices that, while they might
seem related, do not accurately use the information from the bullet points.

 Simplify the Goal: If the question asks you to highlight a similarity, just think “similarity” and eliminate
choices that don’t emphasize this. Simplifying the task helps you test each choice more effectively.

 Be Strict: If an answer is “almost right” but not completely aligned with the goal or the details, don’t
hesitate to eliminate it. Accuracy is key.

 Ignore Grammar: All choices are grammatically correct, so focus on how well each answer reflects the
information presented, not just how it sounds.

Practice Question: Rhetorical Synthesis

While researching a topic, a student has taken the following notes:

 The Amazon rainforest is the largest tropical rainforest in the world and is home to diverse wildlife.
 The Great Barrier Reef is the world’s largest coral reef system, located off the coast of Australia.

 The Amazon is critical for absorbing carbon dioxide and maintaining global climate balance.

 The Great Barrier Reef is also an important ecosystem, supporting thousands of species of fish and marine
life.

The student wants to introduce both ecosystems to a new audience. Which choice most effectively uses
relevant information from the notes to accomplish this goal?

 (A) The Amazon rainforest and the Great Barrier Reef are both vital ecosystems, supporting diverse species
and playing important roles in environmental health.

 (B) The Amazon rainforest is the largest tropical rainforest in the world, while the Great Barrier Reef is the
largest coral reef system in the world.

 (C) The Great Barrier Reef supports thousands of species of marine life, while the Amazon rainforest absorbs
carbon dioxide and regulates the global climate.

 (D) While the Amazon rainforest is known for its vast diversity of species, the Great Barrier Reef is famous
for its importance in marine biodiversity.

Key Takeaways

Rhetorical synthesis questions test your ability to combine information and focus on the goal presented in the
prompt. By following a clear, step-by-step approach, you can effectively sift through the provided details,
eliminate irrelevant options, and choose the answer that best matches the intended goal.

Form, Structure, and Sense

On the SAT Reading and Writing section, certain questions will ask you to fill in a blank in a passage. The goal of
these questions is to test your understanding of Standard English conventions, specifically related to form,
structure, and sense. These questions focus on how parts of speech (like nouns, verbs, and pronouns) function
together to maintain proper grammar and clarity in the text.

What Are "Form, Structure, and Sense" Questions?

Form, structure, and sense questions present a passage with a blank space. You are then asked to select the
most appropriate word or phrase from several options that best completes the sentence according to the rules
of Standard English grammar. These rules are related to things like subject-verb agreement, verb forms,
pronouns, and the correct placement of modifiers.

What Conventions Are Tested in "Form, Structure, and Sense" Questions?

These questions focus on various key aspects of grammar, such as:

 Subject-verb agreement: Ensuring that the subject and verb in a sentence agree in number (singular or
plural).

 Pronoun-antecedent agreement: Making sure pronouns correctly refer to the nouns they replace.

 Verb forms: Using the correct tense and form of a verb.

 Subject-modifier placement: Correctly placing modifiers so that sentences are clear and not confusing.
 Plural and possessive nouns: Correctly forming plural and possessive nouns, ensuring they make sense in
context.

To practice these conventions, you can refer to grammar guides, lesson videos, and exercises designed for
grammar practice.

How to Approach "Form, Structure, and Sense" Questions

These questions focus on a specific aspect of grammar. Here’s how to break them down effectively:

Step 1: Investigate the Blank

Read the sentence or passage carefully and focus on what’s missing in the blank. Is it a noun, verb, pronoun, or
another part of speech? Carefully compare the answer choices to see what changes between them. Are verbs
conjugated differently? Are pronouns used in different ways?

Identifying what is changing between the choices will give you a clue as to what kind of grammar rule is being
tested.

Step 2: Identify the Focus

Once you’ve investigated the blank, try to narrow down which specific rule is being tested. For example:

 If the choices are different forms of a verb, you might be dealing with subject-verb agreement or verb
tense.

 If the choices involve different pronouns, the question could be testing pronoun-antecedent agreement.

By identifying the specific convention being tested, you can focus your attention on just that rule, which will
help you avoid distractions and save time.

Step 3: Eliminate Obvious Errors

Now, go through each answer choice and test them in the context of the sentence. Read the passage with each
choice plugged into the blank. Be on the lookout for any clear errors in grammar, such as incorrect subject-verb
agreement, verb tense errors, or pronoun mismatches.

Eliminate the choices that contain obvious errors, and the correct answer should become clear.

Example Practice Question:

Read the passage and fill in the blank with the best answer.

"Despite the challenging weather conditions, the team __________ to complete their training on schedule."

(A) work

(B) works

(C) working

(D) worked

Answer Analysis:
Step 1: Investigate the blank. The sentence is about the team and whether they completed their training. The
verb needs to agree with "team," which is singular.

Step 2: Identify the focus. The focus here is subject-verb agreement. Since "team" is singular, the verb should be
in the singular form.

Step 3: Eliminate errors.

(A) "work" is plural and doesn’t agree with the singular subject "team."

(B) "works" is the correct singular verb form.

(C) "working" is incorrect because it is a present participle, not a verb form that agrees with "team."

(D) "worked" is in the past tense, which changes the meaning of the sentence and doesn't fit with "on
schedule."

Correct answer: (B) works

Tips for Success:

 Focus on the Grammar Rule: Identify the grammar rule that the question is testing. This will help you
narrow down your focus and avoid overthinking the options.

 Eliminate Incorrect Choices: Read through each option and eliminate any that clearly don’t fit the
grammatical structure of the sentence.

 Practice Makes Perfect: The more you practice these types of questions, the more familiar you will become
with the common grammar rules that are often tested on the SAT.

Boundaries Questions
In the SAT Reading and Writing section, some questions will present a passage with a blank space.
Your task is to choose the most appropriate option to complete the sentence or passage, following the
conventions of Standard English grammar. These questions, known as "boundaries" questions, focus
on how different parts of a sentence—such as clauses, phrases, and punctuation—are linked together.
Boundaries questions evaluate your understanding of how phrases, clauses, and sentences are
connected in writing. These questions focus on specific conventions such as:

 Linking clauses: Using coordination, subordination, or appropriate punctuation to connect ideas.

 Supplemental information: Formatting and punctuating additional details within a sentence.

 Punctuation: Correct usage of punctuation marks to ensure clarity and correctness in writing.

Which Standard English Conventions Are Tested in Boundaries Questions?

The key conventions tested in boundaries questions include:

 Linking Clauses: You may be asked to join two independent clauses or a dependent clause with an
independent one. This requires knowledge of coordinating conjunctions (such as "and," "but,"
"or"), subordinating conjunctions (like "because," "although," "while"), and punctuation marks (like
commas and semicolons).
 Supplemental Information: These questions test how well you can punctuate and format extra
details in a sentence. For example, you might need to decide whether to use commas, dashes, or
parentheses around non-essential information.
 Punctuation: A strong grasp of punctuation rules—knowing when and where to use commas,
semicolons, colons, dashes, and periods—is critical for these questions. Punctuation is often what
determines whether a sentence flows clearly and correctly.

How to Approach Boundaries Questions

These questions often require you to focus on a specific grammar or punctuation rule. Here’s a step-
by-step method for approaching them:

Step 1: Investigate the Blank

 Read the sentence closely and examine where the blank appears. Is it between two clauses or in the middle
of a single clause?

 Compare the answer choices carefully. Do the options involve conjunctions, punctuation, or both? Is a
conjunction added or removed? Is the punctuation changed, such as a comma being inserted or omitted?

Recognizing patterns in the answer choices will help you determine which grammar rule is being
tested.

Step 2: Identify the Focus

 Once you've analyzed the choices, figure out which grammar rule is being tested.

o If the blank separates two independent clauses, and the choices include commas or conjunctions, focus on
linking the clauses correctly.

o If the blank involves extra information, focus on how that information should be punctuated—using
commas, dashes, or parentheses.

o If punctuation is the focus, you may need to decide which punctuation mark best maintains clarity and
meaning.

By narrowing your focus to the specific rule being tested, you'll avoid distractions and be able to
quickly eliminate incorrect choices.

Step 3: Eliminate Obvious Errors

 Read through each option with the blank filled in. Check for any obvious grammar or punctuation mistakes:

o Are clauses incorrectly linked?

o Is the punctuation mark used inappropriately?

o Does the option break any rules about coordinating or subordinating clauses?

By eliminating choices that create clear errors, you'll be left with the correct answer.

Example Practice Question:

Read the passage and fill in the blank with the best answer.
"She loves traveling to new places, __________ she hasn't been able to go anywhere recently."

 (A) and

 (B) because

 (C) but

 (D) although

Answer Analysis:

Step 1: Investigate the blank. The sentence connects two independent clauses: "She loves traveling to
new places" and "she hasn't been able to go anywhere recently."

Step 2: Identify the focus. The focus here is linking two independent clauses. This requires a
coordinating conjunction or appropriate punctuation.

Step 3: Eliminate errors.

(A) "and" would suggest both parts of the sentence are equally true, but the second part contradicts the first, so
it’s not ideal.

(B) "because" creates a dependent clause, which doesn’t work to link these two independent clauses.

(C) "but" works well, as it creates a contrast between the two parts of the sentence.

(D) "although" also creates a dependent clause, which doesn't fit with the structure of the sentence.

Correct answer: (C) but

Tips for Success:

Look for Clues: Pay close attention to whether you're connecting independent clauses, adding
supplemental information, or adjusting punctuation. These clues can help you focus on the correct
grammar rule.

Practice Punctuation: Being familiar with where to place commas, semicolons, and other punctuation
marks will make boundary questions easier.

Check for Clarity: The goal is clarity and correctness. Always choose the option that best helps the
sentence flow logically and is grammatically sound.

By mastering transitions, rhetorical synthesis, form and structure, and boundaries, you will be well-
prepared for the SAT Reading and Writing section. Practicing these skills will improve your ability to
recognize how ideas are connected and conveyed, ultimately leading to stronger writing and reading
comprehension.

D. Grammar
Subject-Verb Agreement
Subject-verb agreement is an essential rule in Standard English that ensures the subject and the verb
in a sentence match in number (singular or plural).
Incorrect:
"The books is on the shelf."

Correct:
"The books are on the shelf."

In this example, "books" is plural, so it needs to be paired with the plural form of the verb, "are."
Understanding this concept is crucial for answering questions related to subject-verb agreement,
which you may encounter in the SAT’s Reading and Writing section.

How to Identify Subject-Verb Agreement Questions

Subject-verb agreement questions typically test your understanding of how singular and plural
subjects correspond with singular and plural verbs. You’ll know it’s a subject-verb agreement question
if the answer choices present variations of the verb in singular or plural forms.

If there is no difference in the verb forms among the options, the question is likely not testing subject-
verb agreement.

Example of a Subject-Verb Agreement Question

"When the sun rises over the horizon, the color of the sky ______ a reflection of the weather
conditions."

Which choice completes the text so that it conforms to the conventions of Standard English?

(A) is

(B) are

(C) was

(D) were

Analysis:
In this sentence, "color" is the singular subject, so it requires a singular verb. The correct answer is (A)
is, as "is" is the singular present form of the verb.

Challenges in Spotting Subject-Verb Agreement Errors

While identifying subject-verb agreement is relatively straightforward when the subject and verb are
close together, errors can become harder to detect in more complex sentence structures. Here are
some factors to be mindful of:

1. Extra Words Between the Subject and Verb

When additional phrases, such as prepositional phrases, separate the subject from the verb, it can
become challenging to determine whether they agree.

Example:
"The collection of rare stamps is highly valuable."
The subject, "collection," is singular, even though "stamps" is plural. The verb must agree with the
singular subject, "collection."

2. Inverted Sentences

Inverted sentences occur when the verb precedes the subject, which may make it more difficult to
spot agreement errors.

Example:
"On the table are three notebooks."

Despite the verb "are" preceding the subject "three notebooks," we know that "notebooks" is plural,
so "are" is the correct verb.

Helpful Tips for Subject-Verb Agreement

1. Place Subject and Verb Next to Each Other

Whenever you're unsure if a subject and verb agree, position them next to each other and see if they
sound correct. This will often make it easier to spot any errors.

2. Watch Out for Prepositional Phrases

Prepositions like "with," "along," "through," and "from" often introduce phrases that describe the
subject. The object of these prepositional phrases may be plural, but it doesn’t change the number of
the subject.

Example:
"The sound of the birds was calming."

The subject is "sound," which is singular, even though "birds" is plural.

3. Understanding Plurals and the Letter 'S'

In English, plurals are typically formed by adding an 's' to the noun (e.g., "cat" becomes "cats").
However, verbs often form the plural by removing the 's' from the singular form.

Example:
"The dog runs fast."

"The dogs run fast."

Practice Questions:

1. "A vintage car restored to its original condition ______ considered more valuable than one left in its
deteriorated state."

Which choice completes the text so that it conforms to the conventions of Standard English?

(A) is

(B) are
(C) was

(D) were

Answer Analysis:

The subject "car" is singular, so the verb must be singular as well. The correct answer is (A) is.

2. "The value of rare paintings ______ influenced by their historical significance."

Which choice completes the text so that it conforms to the conventions of Standard English?

(A) represent

(B) represents

(C) are representing

(D) have represented

Answer Analysis:

The subject "value" is singular, so the verb must also be singular. The correct answer is (B) represents.

3. "During the winter months, the taste of freshly baked cookies ______ a comforting reminder of
home."

Which choice completes the text so that it conforms to the conventions of Standard English?

(A) gives

(B) give

(C) are giving

(D) have given

Answer Analysis:

The subject "taste" is singular, so the verb must also be singular. The correct answer is (A) gives.

Key Takeaways for Subject-Verb Agreement

 The subject and verb must agree in number—singular subjects require singular verbs, and plural subjects
require plural verbs.

 Extra words or phrases between the subject and verb can confuse the agreement, but the agreement
should still match the subject's number.

 Be cautious with prepositional phrases and inverted sentence structures that may make agreement less
obvious.

 Always check if the subject is singular or plural before choosing the correct verb.
Pronoun-Antecedent Agreement
Pronoun-antecedent agreement is a grammatical rule in Standard English that ensures a pronoun
matches its antecedent in both person and number. The antecedent is the noun to which the pronoun
refers, and it must agree with the pronoun in terms of whether it's singular or plural, and in terms of
gender when applicable.

For example:

Incorrect:
"Apples is sour, and people rarely eat it raw."

Correct:
"Apples are sour, and people rarely eat them raw."

In the incorrect sentence, "apples" is plural, but the pronoun "it" is singular. The correct version uses
the plural pronoun "them" to match the plural noun "apples."

How to Identify Pronoun-Antecedent Agreement Errors

When approaching SAT questions on pronoun-antecedent agreement, you’ll need to identify when a
pronoun doesn't match its antecedent in number or person. Here’s how you can recognize these
errors:

 If one answer choice uses a singular pronoun (like "it"), and another uses a plural pronoun (like "they"), it's
likely testing pronoun-antecedent agreement.

 If a pronoun in the sentence refers to a noun that appears in the answer choices, the error may involve
pronoun-antecedent agreement.

If you don’t notice either of these patterns, then the question likely doesn’t focus on pronoun-
antecedent agreement.

Example of a Pronoun-Antecedent Agreement Question

"It is difficult to live in Antarctica. The icy, harsh environment provides the continent’s soil-dwelling
creatures with few resources, little food, and no warmth. In a 2020 study of these organisms,
researcher Sarah Lewis reported that ______ able to endure extreme temperatures."

Which choice completes the text so that it conforms to the conventions of Standard English?

(A) it is

(B) this is

(C) they are

(D) either is

Answer Analysis:

The antecedent of the pronoun "they" is "creatures," which is plural. Thus, the correct pronoun should be "they
are" (Choice C), as it agrees with the plural antecedent.
Challenges in Spotting Pronoun-Antecedent Agreement Errors

Identifying pronoun-antecedent agreement errors can be tricky, especially in more complex sentences.
Here are some common issues to watch out for:

1. Distance Between Pronoun and Antecedent

When the pronoun is separated from its antecedent by additional words or phrases, it can become
difficult to determine agreement. Always be sure to trace the pronoun back to its antecedent,
especially if there are many words between them.

2. Multiple Nouns Before the Pronoun

When multiple nouns appear before a pronoun, it can be hard to figure out which one the pronoun is
referring to. The pronoun must agree with the most logical antecedent in the sentence.

Example:
"Both the dog and the cat ran quickly."

The pronoun "they" refers to both the dog and the cat, so "they" is plural.

3. Pronoun Before the Antecedent

Sometimes the pronoun is placed before the antecedent in the sentence. When this happens, it can be
challenging to identify the antecedent and ensure agreement.

Example:
"Before traveling, she researched the country thoroughly."

Here, the pronoun "she" refers to the subject of the sentence, the person being talked about. Ensure
the pronoun matches the intended subject.

Top Tips for Pronoun-Antecedent Agreement

1. Find the Antecedent

The first step in spotting an error is finding the antecedent—the noun that the pronoun refers to. Be
cautious when multiple nouns are present, as they may lead you to misidentify the antecedent.

Example:
"The box on the shelf is too heavy for him to lift."

Here, "box" is the antecedent, so "him" is correct, assuming we’re referring to a male person who
might be lifting the box.

2. Plug in the Antecedent

If you're unsure whether the antecedent is correct, try substituting the noun where the pronoun
appears in the sentence. If the sentence still makes sense, then you’ve identified the correct
antecedent.

Example:
"The teacher explained the lesson clearly, and the students understood it well."

Replacing "it" with "the lesson" confirms that the pronoun agrees with the antecedent.

3. Gendered Pronouns

The SAT will not ask you to select between gendered pronouns (e.g., "he" or "she") and the non-
gendered singular "they" when referring to a single person. You will need to focus on ensuring
agreement in number (singular or plural) and person (the entity referred to, whether a person or
thing).

Practice Questions:

1. "Before a trial begins, the attorneys for each side interview potential jurors, ______ questions to identify any
biases."

Which choice completes the text so that it conforms to the conventions of Standard English?

(A) asking him or her

(B) asking them

(C) asking it

(D) to ask him or her

Answer Analysis:

The subject in the sentence refers to "jurors," which is plural. Therefore, the correct pronoun is "them" (Choice
B).

2. "Thanks to ______ remarkable speed, cheetahs are capable of running up to 75 miles per hour."

Which choice completes the text so that it conforms to the conventions of Standard English?

(A) its

(B) one’s

(C) their

(D) his or her

Answer Analysis:

The antecedent here is "cheetahs," which is plural. Therefore, the correct pronoun is "their" (Choice C).

Key Takeaways for Pronoun-Antecedent Agreement

 A pronoun must match its antecedent in number (singular or plural) and person (referring to people or
things).

 Be cautious of pronouns that are separated from their antecedents by additional phrases or clauses.
 When multiple nouns appear, carefully consider which one makes the most sense as the antecedent.

 To verify your choice, plug the antecedent into the sentence and see if it sounds correct.

Understanding Plurals and Possessives

What are Plurals and Possessives?

Plurals refer to nouns and pronouns that indicate more than one person, thing, or concept.

Possessives refer to nouns and pronouns that show ownership or possession.

Although both plurals and possessives deal with nouns, they are formed differently and can sometimes
cause confusion. The most common area of confusion arises from the use of apostrophes.

Example of Plural:

 Cats (more than one cat)

 Students (more than one student)

Example of Possessive:

 Cat's toy (the toy belonging to one cat)

 Students' books (the books belonging to multiple students)

The formation of plurals and possessives may appear in SAT reading and writing questions, so
understanding when and how to use apostrophes is key.

How to Form Plurals and Possessives

To do well on SAT questions involving plurals and possessives, you need to be familiar with the
following rules:

1. Plural Nouns

Plurals are typically formed by adding an "s" to the end of a noun.

Book → Books

Child → Children (irregular plural)

2. Singular Possessive Nouns

To show possession for a singular noun, add an apostrophe + s.

Dog → Dog’s (the dog’s bone)

Teacher → Teacher’s (the teacher’s desk)

3. Plural Possessive Nouns

To show possession for a plural noun, add just an apostrophe after the “s” if the noun already ends in
"s".

Cats → Cats’ (the cats’ toys)

Teachers → Teachers’ (the teachers’ lounge)

4. Pronouns

Possessive pronouns do not use apostrophes.

His, Her, Their, Its (no apostrophe)

Identifying Plural and Possessive Errors

When you come across SAT questions regarding plurals and possessives, look out for:

Changes in Apostrophes: The question may test whether apostrophes are used correctly in the plural or
possessive forms of a word.

Placement of Apostrophes: The location of the apostrophe can affect whether a word is singular possessive,
plural possessive, or plural.

If you don’t notice apostrophes in the answer choices, or if none of the answers show changes in
apostrophe placement, the question likely isn't focused on plurals and possessives.

Example of a Plurals and Possessives Question

Example Question: "Poet Maya Angelou’s memoir I Know Why the Caged Bird Sings explores the
struggles of ______ childhood, as she grows up in the segregated South."

Which choice completes the sentence correctly?

(A) the childhood’s

(B) childhood’s

(C) childhoods’

(D) childhood

Answer Analysis:

The word "childhood" refers to a singular subject, so the possessive form should be childhood's (Choice B).

Top Tips for Plurals and Possessives

1. Double Check Nouns for Possession or Plurality

SAT questions involving plurals and possessives may include multiple nouns in a sentence. Be sure that
both nouns are handled correctly in terms of pluralization and possession.

For example, if you're dealing with multiple nouns, ensure that the correct form of the apostrophe is
applied to indicate possession for singular or plural nouns.
2. "Its" vs. "It's" and "Their" vs. "They're"

Common mistakes involve confusing possessive pronouns like its and their with their contractions, it's
(it is) and they're (they are).

 Its is a possessive pronoun (no apostrophe).

 It's is a contraction of it is.

 Their is a possessive pronoun (no apostrophe).

 They're is a contraction of they are.

Whenever you see these forms in a question, double-check that you're choosing the correct version
based on the context.

Practice Questions:

1. Plurals and Possessives

"The community’s efforts were recognized when ______ members received awards for their
contributions."

Which choice completes the text correctly?

(A) members'

(B) member's

(C) members

(D) members'

Answer Analysis:

The sentence refers to the members of the community. The correct possessive form for plural members is
members’ (Choice A).

2. Plurals and Possessives

"The mountain’s peak was stunning, but it was the ______ glaciers that attracted the most attention."

Which choice completes the text correctly?

(A) mountain’s

(B) mountains’

(C) mountains

(D) mountain

Answer Analysis:
Since "glaciers" is plural and the sentence implies that multiple mountains have glaciers, the plural possessive
mountains’ (Choice B) is correct.

3. Plurals and Possessives

"The teacher handed out the students' assignments, which were all due on the same day."

Which choice correctly indicates possessive form?

(A) students’

(B) students

(C) student's

(D) student

Answer Analysis:

Since "students" is plural and the assignments belong to all of them, the correct possessive form is students'
(Choice A).

Key Takeaways for Plurals and Possessives

 Plurals are formed by adding "s" to the noun.

 Singular possessives are formed by adding an apostrophe + "s".

 Plural possessives are formed by adding just an apostrophe after the "s".

 Pronouns like its, their, and his do not require apostrophes for possession.

 Pay close attention to apostrophes in both plural and possessive forms to avoid common errors.

Understanding Verb Forms

Verbs are one of the most flexible parts of speech, taking on different forms to express various actions,
states, or occurrences. Verbs can change based on tense (past, present, future), aspect (simple,
progressive, perfect), and whether they are finite or non-finite. Additionally, verbs can be part of verb
phrases that include auxiliary (helping) verbs, modal verbs, and more. Although this grammar can
seem complex, recognizing and using verb forms correctly is essential for succeeding on the SAT.

On the SAT, you don't need to be a grammar expert to choose the correct verb form. Your familiarity
with how verbs function in everyday language will guide you to the right answer. Let's explore how to
identify and correct verb form errors.

Example of Incorrect Verb Form:

 Tomorrow, I am finished my homework.

 Corrected Version: Tomorrow, I will finish my homework.

In this case, "am finished" is the present progressive tense, which doesn't fit with the future timeframe
indicated by the word tomorrow. The correct form is "will finish," which matches the future tense.
Key Types of Verb Forms

1. Tenses:

Verbs convey when an action happens through tenses:

Present Tense: Describes actions happening now or regularly.

Example: She works at a bookstore every weekend.

Past Tense: Describes actions that have already happened.

Example: They visited the museum last week.

Future Tense: Describes actions that will happen.

Example: I will start my new job next month.

2. Progressive Aspect:

Describes actions that are ongoing at the time of speaking:

Present Progressive: Describes an ongoing action right now.

Example: She is writing a letter to her friend.

Past Progressive: Describes an ongoing action in the past.

Example: They were reading a book when the phone rang.

3. Perfect Aspect:

Describes actions that have been completed relative to another time:

Present Perfect: Describes actions that happened at an unspecified time or have relevance to the present.

Example: I have traveled to five countries.

Past Perfect: Describes an action completed before another action in the past.

Example: He had finished his homework before he went out with friends.

4. Modal Verbs:

Express necessity, possibility, or permission:

Example: You must finish your homework before going out.

Example: She can sing very well.

How to Identify Verb Form Errors

When preparing for SAT questions related to verb forms, you should focus on identifying tense,
aspect, and the correct use of auxiliary (helping) verbs. Here are some ways to spot verb form errors:
1. Verb Tense Confusion:

You may encounter sentences where the verb tense doesn't match the timeframe of the sentence.
For instance, a sentence might start in the past tense and then switch to present tense, or vice
versa.

2. Missing or Extra Helping Verbs:

Some verb phrases need auxiliary verbs to form correct tenses (e.g., "She has been working") or to
indicate modality (e.g., "She should work")—check that all necessary helping verbs are present.

3. Changes in Verb Form:

In some questions, different answer choices may feature varying verb tenses or include/remove
auxiliary verbs. The task is to select the choice that fits with the overall sentence's context and
timeframe.

Verb Form Example Question

Sentence:
Although many animals use instinct to guide their behavior, certain species of birds ______ migration
patterns that span thousands of miles, demonstrating remarkable navigational skills.

Choose the correct verb form to complete the sentence:

(A) follow

(B) are following

(C) will follow

(D) had followed

Answer Explanation:
This sentence discusses a general fact about bird species and their migratory behavior. The correct
verb tense here is simple present (follow), since it's talking about a general characteristic of the
species. The correct answer is (A) follow.

Tips for Choosing the Correct Verb Form

1. Context Clues

The context of the sentence—whether it discusses past, present, or future events—will determine the
appropriate verb tense. Pay close attention to time indicators like yesterday, next year, always, now,
etc.

2. Maintain Consistency

Verb tense should generally remain consistent throughout a sentence or paragraph, unless there is a
clear shift in the timeline. For example, if the paragraph starts with past actions, future tense should
only be used when discussing future events.

3. General Facts Use Present Tense

For general truths, habits, or facts, the present tense is often the most appropriate, even when
discussing things that happen over a long period (e.g., The Earth revolves around the sun).

4. Be Mindful of Progressive Tenses

Progressive tenses are used when describing actions in progress. Ensure that the use of progressive
forms aligns with the sentence’s intended meaning (e.g., ongoing actions in the past or present).

Practice Questions:

1. Geologists have studied over a thousand rock formations, and one category of formations ______ evidence of
past volcanic activity.

Choose the correct verb form:

(A) show

(B) shows

(C) showed

(D) have shown

Answer Explanation:

This sentence discusses a general fact, so the simple present tense (show) is the best choice. The
correct answer is (A) show.

2. Despite the challenges, several species of whales ______ the Arctic waters every summer to feed.

Choose the correct verb form:

(A) migrate

(B) are migrating

(C) migrated

(D) will migrate

Answer Explanation:

The sentence talks about a recurring event, so the simple present tense (migrate) is correct. The
correct answer is (A) migrate.

3. By the time the meeting starts, the team ______ the report and will be ready to discuss the findings.

Choose the correct verb form:

(A) will finish

(B) finishes

(C) will have finished

(D) finished

Answer Explanation:

Since the action of finishing the report happens before another event (the meeting starts), the correct
form is future perfect (will have finished). The correct answer is (C) will have finished.

Key Takeaways

 Tense indicates when an action occurs—past, present, or future.

 Aspect describes whether an action is completed, ongoing, or habitual (e.g., simple, progressive, perfect).

 Consistency in verb tense is essential unless there's a clear shift in time.

 Be sure to use present tense for general facts, past tense for completed actions, and future tense for
upcoming actions.

 Progressive forms describe ongoing actions, while perfect forms describe completed actions in relation to
other times.

Punctuation
Punctuation is a key component of the SAT Writing and Language section. The correct use of
punctuation helps to clarify meaning, structure sentences properly, and avoid ambiguity. You’ll
encounter punctuation-related questions that test your ability to apply the rules of Standard English,
particularly when it comes to commas, semicolons, colons, and dashes. These punctuation marks play
crucial roles in connecting clauses, adding clarifications, or listing items.

In this section, you’ll need to be familiar with various uses of punctuation marks and understand when
and how to apply them. The key is knowing both when to use a specific punctuation mark and when it
is unnecessary.

Types of Punctuation Tested on the SAT

The SAT tests punctuation primarily through questions that focus on the correct placement of
commas, semicolons, colons, and dashes. Each of these punctuation marks has specific rules that
govern their use.

1. Commas (,)

Commas are used to:

 Separate items in a list.

Example: For dinner, we had soup, salad, and pasta.

 Set off nonessential elements (such as appositive phrases or additional information).

Example: My brother, who loves basketball, is visiting next week.

 Link a dependent clause to an independent clause.

Example: After the meeting ended, we went for coffee.

 Link independent clauses with a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so).

Example: I want to go to the park, but it looks like it will rain.

Commas should not:

 Separate a subject and a verb.

Incorrect Example: The teacher, is explaining the lesson.

 Come before prepositions.

Incorrect Example: She is going, to the store.

 Separate items in a list of two.

Incorrect Example: I bought apples, and oranges.

2. Semicolons (;)

Semicolons are used to:

 Link independent clauses that are closely related but not joined by a coordinating conjunction.

Example: The weather was cold; we decided to stay indoors.

 Separate items in a complex list where the items themselves contain commas.

Example: The conference will have speakers from Paris, France; Berlin, Germany; and Tokyo, Japan.

Semicolons should not:

 Be used between dependent and independent clauses.

Incorrect Example: Because it was raining; we stayed inside.

3. Colons (:)

Colons are used to:

 Introduce lists after an independent clause.

Example: She bought three types of fruit: apples, bananas, and grapes.

 Introduce explanations or elaborations that follow an independent clause.

Example: He made one crucial mistake: he didn’t ask for help.

Colons should not:

 Be used after incomplete clauses or phrases.

Incorrect Example: Because she was tired: she went to bed early.
4. Dashes (—)

Dashes are used to:

 Set off nonessential elements in a sentence, similar to commas or parentheses. They can emphasize or add
additional detail.

Example: The concert—though postponed several times—was finally rescheduled for next week.

 Highlight a final thought or conclusion.

Example: She couldn’t believe what she saw—the house was completely empty.

Dashes should not:

 Be used to replace commas or parentheses in every situation. Dashes often add emphasis, so use them
thoughtfully.

Incorrect Example: The dog—ran fast across the yard.

How to Identify Punctuation Errors

When approaching punctuation questions on the SAT, follow these tips to ensure you choose the
correct option:

1. Look for Sentences with Multiple Punctuation Options:

If the choices offer different punctuation marks, this may signal a punctuation question. Pay close
attention to whether the punctuation is needed at all or if it changes the sentence’s meaning.

2. Check for Links Between Clauses:

Punctuation marks are often used to link or separate clauses. Determine if the sentence contains
two independent clauses (which may need a semicolon or comma with a conjunction) or if a colon
or dash is needed to introduce additional information.

3. Ask Yourself: Is Punctuation Necessary?

Sometimes, the correct choice will be one where no punctuation is needed at all. For instance, if
adding a punctuation mark interrupts the flow of the sentence or creates a fragment, you might
not need any punctuation in that spot.

Example Punctuation Questions

1. Punctuation (Supplementary Information)

Sentence:
The artist painted a masterpiece that captivated critics and audiences alike, which included a subtle
nod to classical techniques.

Choose the correct punctuation to complete the sentence:

(A) included,
(B) included:

(C) included;

(D) included

Answer Explanation:

The sentence introduces additional information, which is a nonessential element, and should be set off
by commas. The correct answer is (A) included,.

2. Punctuation (Introducing Explanations)

Sentence:
The scientist presented a groundbreaking theory: it suggested that the earth’s core was not solid, but
rather fluid in nature.

Choose the correct punctuation to complete the sentence:

(A) suggested;

(B) suggested:

(C) suggested,

(D) suggested.

Answer Explanation:

The colon is used here because it introduces an explanation or elaboration of the theory. The correct
answer is (B) suggested:.

3. Punctuation (Complex Lists)

Sentence:
The conference will feature speakers from New York, USA; Paris, France; and Tokyo, Japan.

Choose the correct punctuation to complete the sentence:

(A) New York, USA,

(B) New York, USA:

(C) New York, USA;

(D) New York, USA

Answer Explanation:

Since the list items themselves contain commas, semicolons are used to separate them. The correct
answer is (C) New York, USA;.

4. Punctuation (Linking Independent Clauses)

Sentence:
She studied for the exam all week; she still felt unprepared the night before.

Choose the correct punctuation to complete the sentence:

(A) studied for the exam all week, but

(B) studied for the exam all week:

(C) studied for the exam all week;

(D) studied for the exam all week.

Answer Explanation:

Since both parts of the sentence are independent clauses, the semicolon correctly links them. The
correct answer is (C) studied for the exam all week;.

Final Tips for SAT Punctuation Questions

1. Make sure both sides of a semicolon are independent clauses before choosing it.
2. A colon should always follow a complete sentence or independent clause.
3. Dashes are powerful for adding emphasis or extra information. Avoid using them in every case
where commas could suffice.

Part 3: Practice MCQs

Part 4: SAT Test-Taking Strategies

Successfully navigating the SAT involves more than just studying the material. It requires you to master
specific test-taking strategies that allow you to maximize your efficiency, stay focused under pressure,
and perform your best on each section. These strategies can make a big difference, especially when
managing your time and decision-making throughout the test. Below, we’ll dive into essential
strategies for the SAT, ensuring you approach each section with confidence and poise.

Time Management Tips for Each Section

One of the most critical skills on the SAT is effective time management. The test is designed with
specific time constraints for each section, and knowing how to pace yourself can be the difference
between success and stress. Here's how to handle the time limits for each section:

1. Reading and Writing Section

For this section, you will typically have about 1 minute and 11 seconds per question. The questions in
the reading and writing section are based on short passages, and while it may seem like you have
ample time, it’s important to avoid getting bogged down in any single question. Here are a few tips for
managing your time:

 Prioritize Key Information: Start by reading the questions first. This will allow you to focus on the
information that’s relevant as you read the passage, helping you answer the questions more quickly.

 Skim Strategically: While you should read carefully, don’t spend too long on any passage. Skim for the
central argument or theme and key details, rather than focusing on every word.
 Mark for Review: If you encounter a particularly challenging question, use the "Mark for Review" tool to
come back to it later. Don’t waste too much time on a question you’re unsure about.

2. Math Section
For the Math section, you’ll have about 1 minute and 35 seconds per question, with questions
becoming progressively more difficult as you go. This section tests your ability to solve algebra,
geometry, and some higher-level math problems, so managing time here is especially critical:

 Start with the Easier Questions: Quickly skim through the questions to find the ones that are easier or
familiar. Answering these questions first builds momentum and can help you gain confidence.

 Use the Graphing Calculator: For questions that require graphing, use the built-in Desmos graphing
calculator. Make sure you are familiar with the calculator’s functions before test day to avoid wasting time
figuring it out during the exam.

 Keep an Eye on the Clock: Watch the time closely, especially toward the end of the section. If you’re stuck,
move on and return to the more difficult questions later. Prioritize answering all questions over dwelling on
a few.

How to Tackle Multiple-Choice Questions

The SAT is filled with multiple-choice questions across all sections, and handling them efficiently is key
to improving your score. Here are some strategies to approach these questions effectively:

1. Process of Elimination
Instead of immediately selecting the first answer that seems right, use the process of elimination.
Cross off answers you’re certain are wrong. This narrows your choices, increasing your chances of
picking the correct answer even if you’re unsure.

2. Read Each Question Carefully

One of the biggest mistakes students make is misreading questions or answers. Read the question
thoroughly before jumping to the answer choices. Pay attention to keywords such as "not," "always,"
and "except," as they can drastically change the meaning of the question.

3. Don’t Overthink It
It’s easy to get caught up in doubts, especially if multiple answers seem plausible. Stick with your first
instinct unless you find a compelling reason to change it. Often, your gut reaction is more reliable than
second-guessing.

4. Eliminate Implausible Answers

On questions where you don’t know the answer, try to eliminate the most obviously incorrect options
first. This can dramatically increase your chances if you end up having to guess. Even if you're left with
two choices, you now have a much higher chance of getting it right.

Approaching the Essay Section (if applicable)

While the SAT Essay is optional, many students choose to take it. If you’re planning to write the essay,
it’s important to be well-prepared and strategic:

1. The Prompt
The SAT Essay asks you to analyze a passage and explain how the author constructs their argument.
Before you start writing, make sure you fully understand the prompt and what’s being asked. Take a
moment to read the passage carefully, noting the main argument and the evidence the author uses to
support it.

2. Plan Your Response

Spend a few minutes before writing to organize your thoughts. Outline the key points you’ll discuss in
your introduction, body paragraphs, and conclusion. This will give your essay structure and ensure that
you stay on track while writing.

3. Use Specific Evidence

When discussing the author’s strategies, be specific. Refer directly to evidence in the passage,
explaining how the author’s choices—such as tone, language, or structure—help support the
argument. Specific examples demonstrate that you understand the material and can critically analyze
it.

4. Write Clearly and Concisely

The quality of your writing matters. Write clearly, using strong topic sentences and supporting details.
Avoid lengthy, unnecessary explanations. Focus on being concise and precise in your arguments.

When to Guess, and When to Skip a Question

There will be times on the SAT when you're unsure of an answer. Knowing when to guess and when to
skip a question can help you make the best use of your time:

1. Guessing
Guessing is better than leaving a question blank, as there’s no penalty for incorrect answers on the
SAT. If you’re unsure but can eliminate one or more incorrect choices, go ahead and take an educated
guess. Even random guesses have a better chance than not answering at all.

2. Skipping
If a question is taking too long to answer, or if it feels too difficult, it’s better to skip it. Use the “Mark
for Review” tool to keep track of skipped questions so you can return to them if time permits. Skipping
ensures you don’t waste time on something that might be a dead end.

3. Never Leave a Question Blank

Remember, there is no penalty for wrong answers, so always attempt to answer every question. Even
if you have to guess, it’s better than leaving it blank.

Tips for Managing Test Anxiety

Test anxiety is common, but it doesn’t have to control you. Managing stress effectively will help you
stay focused and perform well:

1. Practice Relaxation Techniques

Test anxiety often comes from worrying about the unknown. Practice relaxation techniques such as
deep breathing or mindfulness before the test. This will help you calm your nerves and focus on the
task at hand.

2. Get Enough Sleep and Eat a Good Breakfast

Your physical health plays a big role in your mental performance. Ensure you get a full night’s sleep
before the exam, and eat a healthy breakfast that will fuel your brain. Avoid heavy meals that might
make you sluggish, but choose foods that give you sustained energy.
3. Focus on the Process, Not the Outcome
Instead of focusing on the pressure of achieving a certain score, try to stay focused on doing your best
on each individual question. Remind yourself that the SAT is just one step in your college journey, and
you’ve prepared for this moment.

Strategies for the Digital SAT Interface

The transition to a digital format means new tools and challenges, but it also offers many advantages.
Here are strategies to help you become familiar with the digital interface and make the most of it:

1. Familiarize Yourself with the Tools

Before test day, take time to explore the digital SAT interface using official practice tests. The College
Board offers resources where you can practice with the digital layout. Learn how to navigate between
questions, mark questions for review, and use the annotation tool in the reading section.

2. Utilize the Desmos Graphing Calculator

For the Math section, the digital SAT includes a built-in Desmos graphing calculator. Make sure you
know how to use it to its fullest potential. Familiarize yourself with its features, such as graphing
functions, zooming in and out, and plotting points, so you’re not slowed down during the test.

3. Stay Aware of Time

The digital SAT includes a timer that can be shown or hidden during the test. Use it to monitor your
pacing, but don’t obsess over it. Focus on answering questions efficiently rather than worrying about
the countdown.

4. Understand the Adaptive Format

The SAT is now adaptive, meaning the difficulty of the questions will adjust based on how well you’re
doing. Don’t waste time trying to predict the difficulty of the questions. Simply focus on doing your
best on each one, knowing that the test will adapt to your skill level as you progress.

By implementing these test-taking strategies, you can improve your overall performance on the SAT.
Whether it’s mastering time management, knowing when to guess or skip a question, managing test
anxiety, or mastering the digital format, these strategies will ensure that you approach the exam
prepared, confident, and ready to tackle the test head-on.

Part 5: Full-Length Practice Tests

Appendix

Additional Resources

Test-Taker Accommodations for the Digital SAT

When taking the SAT in a digital format, students who are approved for accommodations may notice
some differences in how their accommodations are provided compared to the traditional paper-and-
pencil version of the test. For example, a student approved to use a human reader on the paper
version may instead use a screen reader for the digital test. In some cases, certain accommodations
may no longer be necessary, such as the large print option, which can be replaced by the zoom tool
available to all digital test takers.
It’s important to understand how your specific accommodations will be implemented in the digital
format. If you believe you need a different accommodation, be sure to contact your school counselor,
SSD (Services for Students with Disabilities) coordinator, or reach out to SSD directly well before your
test day.

Key Note: Accommodations cannot be changed or waived on the day of the test. All
accommodations must be pre-approved by SSD, so it's crucial to speak with your school's SSD
coordinator or refer to the SSD services for more details on how to request accommodations.

Below is an overview of how common accommodations will be applied during the digital SAT:

Approved Accommodations for the Digital SAT

General Extended Time: Students approved for extended time will receive their allotted extra time within the
digital format, as well as additional breaks. The amount of extra time will be applied as approved (e.g., time and
one-half or double time).

o For those approved for extended time only for the math section, the extra time will only apply to that
section.

o For SAT Weekend testing, students with time accommodations will take the test on a single day at a test
center unless other accommodations require testing at their school.

Breaks

 Breaks as Needed: Students approved for breaks at any time will have access to a pause feature in the
digital test interface. This will allow them to take breaks whenever needed without interrupting the test
flow.

 Extended Breaks: Students granted extended breaks will receive a break that lasts twice as long as the
standard break time.

 Extra Breaks: Those approved for extra breaks will receive an additional 5-minute break between Module 1
and Module 2 of each section.

 Extra and Extended Breaks: This accommodation includes both extra and extended breaks, combining the
benefits of longer breaks and additional rest periods.

Braille and Raised Line Drawings

 Contracted Braille with Raised Line Drawings: Students approved for braille testing will use their own
refreshable braille display or a screen reader while taking the digital test. Screen reader users will be
required to use headphones for audio assistance.

o If a student cannot use the digital test format, they can request a paper braille version.

 Raised Line Drawings: For students who need raised line drawings (previously referred to as braille graphs
and figures), a supplemental raised line drawing tool will be provided alongside the digital test.

Reading and Writing Accommodations

 Human Reader / Screen Reader: For students approved for a human reader or screen reader, the digital
test will have the screen reader functionality enabled via the operating system or through the student’s
own screen reader software. This will allow for text-to-speech capabilities for reading the test materials
aloud.
 Writer/Scribe / Dictation: Students approved for writer/scribe or dictation will use speech-to-text
technology within the digital test format.

 Pre-recorded Audio (MP3 via streaming): Pre-recorded audio is no longer an available accommodation for
the digital test. Instead, students previously approved for this will now use screen reader functionality or
text-to-speech tools to assist with reading the test.

Assistive Technology

 Assistive Technology: Students can use approved assistive technology software while taking the digital test,
as long as it is compatible with the test platform.

 Assistive Technology—Compatible (ATC) Test Format: Students approved for an ATC format will take the
digital test with the assistive technology tools integrated into the device’s operating system.

Limited Time

 Limited Time Testing: If a student has limited time accommodation, they will take the test over multiple
days if the test duration exceeds their approved time.

Audio

 Auditory Amplification/FM System: Students who use an FM system for auditory amplification may do so
while taking the digital test. They will be allowed to use headphones to amplify sound as needed.

Calculators

 4-Function Calculator: In the digital test format, a calculator will be available to all students as a universal
tool, and there will no longer be a separate math section without a calculator.

Large Print, Magnification, and Color Adjustments

 Large Print Test: Students requiring large print can take advantage of the digital test’s zoom function,
allowing them to adjust the font size to their needs.

 Magnification Devices: Whether using electronic or non-electronic magnification devices, students can use
the digital zoom tool available within the operating system to enlarge test content.

 Color Adjustments: Students needing color contrast or color overlays can use the color settings built into
the device’s operating system or screen. Alternatively, a plastic overlay can be placed over the screen for
additional visual support.

Important Reminders

 Accommodation Approvals: All accommodations must be requested and approved in advance through SSD.
Speak to your school’s SSD coordinator to ensure your needs are properly communicated and documented
before your test date.

 Testing Changes: As digital testing rolls out, some accommodations may have been updated or adjusted
from the paper-and-pencil format. Be sure to check how your accommodations will be provided and
confirm any necessary adjustments with your school’s SSD coordinator.

 Digital Testing Tools: Familiarize yourself with the digital testing interface and tools (like screen readers,
magnification options, and the built-in calculator) before the test day to ensure a smooth and stress-free
experience.
By understanding how your approved accommodations will be applied in the digital testing
environment, you can better prepare for your SAT and feel confident that your needs will be met. If
you have any concerns or believe you require different accommodations, don’t hesitate to reach out
to your school’s SSD coordinator or the SSD office to discuss your options.

Score Interpretation for Digital SAT

Understanding Your Digital SAT Score Report

The Digital SAT score report offers a detailed breakdown of your performance on the exam, helping
you assess how well you did in each section and providing insights into which areas need more
attention if you're planning to retake the test. The exam is divided into two main sections: Reading
and Writing and Math, with each section scored on a scale from 200 to 800. This means the total
possible score for the test ranges from 400 to 1600, combining both sections.

In addition to the overall score, the score report includes scores in specific domains within each
section. For the Reading and Writing section, these domains are:

 Information and Ideas: This domain measures your ability to understand and analyze texts, extract main
ideas, and reason with the information provided in both passages and figures.

 Craft and Structure: This domain assesses your understanding of vocabulary, how well you grasp rhetorical
strategies in writing, and your ability to analyze how different texts are related.

 Expression of Ideas: This evaluates your proficiency in using writing tools, such as transitions, sentence
structure, and rhetorical devices, to improve clarity and coherence in written expression.

 Standard English Conventions: This domain checks your knowledge of grammar, punctuation, and sentence
structure rules.

For the Math section, the four domains are:

 Algebra: This domain focuses on your ability to solve linear equations, inequalities, and work with systems
of equations.

 Advanced Math: Here, you'll be assessed on your ability to solve more complex, nonlinear equations and
other advanced mathematical concepts.

 Problem-Solving and Data Analysis: This domain evaluates your skills in using data, graphs, and concepts
like percentages, averages, and probability.

 Geometry and Trigonometry: This measures your proficiency in solving geometry problems involving
shapes and angles, as well as applying trigonometric functions.

Each of these domains is meant to provide you with a clearer picture of your strengths and
weaknesses. If you're retaking the test, these domain-level insights can help you target the areas that
need improvement.

How the Adaptive Testing Format Affects Scoring

One of the major innovations of the Digital SAT is the adaptive testing format, which tailors the
difficulty of the questions you receive based on your performance on earlier questions. This means
that your test experience is unique compared to other test-takers. Here's how it works:
The Digital SAT is divided into two modules per section—the Base Module and the Adaptive Module.
The Base Module contains questions that are of a moderate difficulty level for all students. After
completing this first module, the test adjusts based on how well you performed. If you answer a
significant number of questions correctly in the Base Module, you will be given more difficult
questions in the Adaptive Module. Conversely, if you struggle in the Base Module, you will be given
easier questions in the Adaptive Module.

This adaptive format is designed to provide a more accurate measure of your abilities by adjusting the
difficulty level of the questions to match your skill level. The challenge is that this means your score
depends not only on how many questions you get right but also on the difficulty of the questions you
were given. If you perform well in the Base Module, the tougher questions in the Adaptive Module will
allow you to demonstrate a higher level of proficiency, which could contribute to a higher score. If you
perform poorly, you’ll be given easier questions that won’t help your score as much, potentially
lowering your score.

What Your Score Means in the Context of College Admissions

Your Digital SAT score is a key component of your college application, and colleges use SAT scores to
compare students from different schools, regions, and academic backgrounds. The SAT offers a
standardized way of assessing students, which helps colleges evaluate applicants on a level playing
field, regardless of the grading systems or curricula at their schools.

Colleges use your SAT score in conjunction with other aspects of your application—such as your high
school GPA, extracurricular activities, recommendation letters, and essays—to make admissions
decisions. In addition to admissions, SAT scores can also be used for scholarship eligibility and entry
into special programs or honors colleges. Many colleges and universities still require SAT scores, even
those that have adopted test-optional or test-blind policies, so it’s essential to know each school’s
specific requirements and determine whether submitting your SAT scores will strengthen your
application.

Your score report will also include percentile rankings, which show how your score compares to those
of other test-takers. For example, if you score in the 85th percentile, it means you scored better than
85% of the students who took the test. Percentiles are particularly useful because they give you a
relative understanding of where you stand compared to others who have taken the same test, both
nationally and internationally. These percentiles will help you understand the competitiveness of your
score for different colleges and universities.

Score Percentiles and Comparing Digital SAT Scores to Previous Versions

Percentile rankings are a critical tool for understanding the significance of your SAT score. The
percentile tells you what percentage of students scored lower than you, offering a snapshot of how
competitive your score is. For instance, if you are in the 90th percentile, you have scored better than
90% of the students who took the exam.

The Digital SAT uses the same scoring range as previous versions of the SAT (from 400 to 1600).
However, due to the adaptive nature of the test, some variations in scores may be observed between
the digital format and the previous paper-and-pencil versions. Despite this, the College Board provides
tools for comparing your Digital SAT scores to those from the older versions, helping you understand
where you stand in relation to students who took the traditional exam.

In particular, College Board reports provide percentile data to compare Digital SAT scores with those of
previous years. This allows you to see how your scores hold up against the scores of students who
took the test before the digital shift and provides a more comprehensive perspective on your
performance.

Understanding your score percentiles, especially in the context of college admissions, helps you
determine where you stand among other applicants. It also allows you to tailor your college
application strategy, as it gives you a clearer understanding of how competitive your score is within
the context of a particular school's expectations.

Conclusion

Interpreting your Digital SAT score involves more than just knowing the numbers on your report. It’s
important to understand how the adaptive testing format works and how your score relates to both
the questions you received and the overall pool of test-takers. Your score not only provides insights
into your academic strengths and areas that may need improvement, but it also plays a key role in
your college admissions journey. By understanding your scores and how they fit into the broader
landscape of college admissions, you can make informed decisions about the next steps in your
academic career. Whether you’re looking to improve your score for a future test or using your results
to apply to colleges, understanding your Digital SAT score is a vital step in achieving your academic
goals.

Post-SAT Reflection and Strategies for Future Test-Taking Success

The SAT is a significant milestone for many students, and once it's behind you, the anxiety often
doesn't fade instantly. While waiting for your results can feel excruciating, it's also an opportunity to
reflect on your test-taking experience and think about how you can improve your approach for the
future. This post-SAT reflection isn't just about analyzing what went wrong; it's also about taking a
constructive approach to the test-taking process, learning from your experience, and preparing
yourself for future success.

What Happens After the SAT? A Reflection on the Experience

When the test is over, it's easy to get caught up in a cycle of second-guessing: "Did I study enough?"
"Could I have answered those math questions better?" "Why did I forget my legal name on the answer
sheet?" These are all common thoughts. It's completely normal to reflect and wonder about missed
opportunities or mistakes, but remember—there's little you can do at this point except wait.

Instead of dwelling on potential regrets, it's essential to focus on your strengths. After months of
preparation, you did your best. You arrived on time, you completed the test, and you gave it your all.
These accomplishments are significant and should be celebrated. Don't let anxiety about the outcome
overshadow the effort you put in.

Handling the Waiting Period

The waiting period after the SAT can be one of the hardest parts of the process. Some students find
themselves obsessing over every difficult question they encountered during the test, debating over
whether they made careless mistakes or wondering how each module compares to others. While it's
tempting to discuss every detail with friends or dive into online forums, this can often lead to more
anxiety and unnecessary stress.

Rather than fixating on the past, take this time to unwind. Continue with your classes and
extracurricular activities as usual, and don’t let the test define you. Your college application isn't just
about your SAT score—it's about the whole picture, including your grades, extracurriculars, and
personal statement. In the end, focusing on maintaining a balanced lifestyle will benefit you more than
obsessing over your test performance.

Lessons from Others: Effective Strategies for Retaking or Preparing for the SAT

If you're gearing up for another round of SATs or preparing for your first attempt, there's a wealth of
advice from students who have already navigated this journey. Their insights can help you avoid
common pitfalls and approach the test more effectively. Here are some key strategies to keep in mind:

1. Don’t Rely Solely on the Official Practice Tests

While the official SAT Bluebook practice tests are a great resource, many students have found that
they may be easier than the actual test. This can lead to a false sense of security, as some students
perform well on these practice tests only to be shocked by the difficulty level of the real exam.
Instead of relying exclusively on these, broaden your study materials. Supplement your practice
with tests from other credible sources and aim for a score goal that challenges you. Diversifying
your study materials will better prepare you for the range of questions you may face on test day.

2. Focus on Your Weaknesses

We all have areas where we struggle more, whether it's math or reading comprehension. It's
essential to identify these weaknesses early on and dedicate extra study time to improving them. If
vocabulary or specific math formulas are your weak points, prioritize them in your preparation. For
reading, practicing the skill of summarizing passages in your own words can be helpful, as well as
focusing on the first and last sentences of a passage—these often provide a clear idea of the main
idea. Work on building your vocabulary by reading widely, and don't hesitate to seek extra help,
whether from a tutor or online resources.

3. Master Time Management

One of the most common reasons for low SAT scores is poor time management. Many students
struggle not because they lack knowledge but because they can’t complete the test in time. The
key is to practice answering questions efficiently. During study sessions, time yourself to simulate
real test conditions. Prioritize difficult questions, and if you’re stuck, move on and return to tough
questions later. Keep an eye on the clock, and make sure you allocate enough time for each
section without rushing through easier questions too quickly.

4. Embrace the Process—There’s Always One Correct Answer

In the rush of the exam, it's easy to feel pressured and even tempted to guess randomly when you
encounter a tough question. But guesswork won't help you achieve the best score. Instead, focus
on eliminating obviously wrong answers first. If you must guess, try to deduce the correct answer
by context or grammatical clues, especially for reading and writing sections. This strategy can
increase your chances of selecting the right answer even when you’re unsure.

5. Remember—Your SAT Score Is Just One Part of the Picture

It's easy to get caught up in the idea that your SAT score defines your academic worth, but it's
essential to keep perspective. Colleges consider many factors when reviewing applications—
grades, extracurricular activities, personal statements, and letters of recommendation all play a
role. A lower score in one section doesn’t mean the end of your college aspirations. If you feel your
SAT score doesn’t reflect your true potential, take steps to strengthen other aspects of your
 application. Volunteering, pursuing extracurricular passions, and crafting a compelling personal
statement can help offset a less-than-perfect test score.

Conclusion: Moving Forward with Confidence

The SAT is undeniably stressful, but it’s also an opportunity to learn and grow. Whether you are
reflecting on your test experience or preparing for another round, the key is to take a proactive
approach. Learn from your experience, refine your strategies, and focus on maintaining a well-
rounded application. Remember that your score doesn’t define you—it’s only a small part of your
overall academic journey. Celebrate your progress, and approach future test-taking experiences with
confidence and clarity.