This was the most difficult example to effectively explain. I had to stop and think about the solution method for quite some time, and if I can’t immediately discern how to solve a math problem, it’s generally fairly difficult. Anyway, I found myself having to explain the general idea behind calculating ranges of values based on given restrictions. The restrictions weren’t actually explicitly given, but had to be extrapolated from given mode and median values, and then we had to calculate the minimum and maximum values for a range of possible means. I procrastinated doing this example for a while just because I was like “uuuuuuuuuungngngngngh I DON’T WANNA,” which is childish but understandable after doing 16 of these. Anyway, I have a feeling that as the questions get more difficult, “Abstractive Reasoning” will crop up more often.
I was hoping to get more done during this week, but true to form, I was lazy and had less demanding things to do, so the only progress I made this week was what I did in class on Friday. Better luck next week, hopefully.
This was a big week for me as I decided to create a new category for the more difficult questions — Abstractive Reasoning. I was finding with some of the high critical thinking questions that the High Algebra category didn’t really apply, as the questions required a rigorous logical breakdown but didn’t involve very heavy mathematical technique. A good number of the questions in the second math section seem to fit this category quite well. Additionally, I’ve completed about six more examples since my last post, a few of which required some page reformatting as they contained diagrams. I’m planning on getting through seven more before this upcoming Friday.
I like this one because I got to do a little bit of set theory.
So far, the project has been going fairly well. I find myself spending a good deal of time working on it outside of class, so that helps me get a jump in case I fall behind (like I did this week). so far I’ve learned that the hardest part about constructing each example isn’t coming up with explanations, but properly formatting all the text. I’ve tried making all or most of my mathematical statements italicized times new roman in keeping with the format of most textbooks, but that means I have to go back and individually modify every font each time I need to change style or color. It would be nice if I could hotkey some of these processes, but the publisher program I’m using is the free version of a program developed by a small software company, so the perks of using an adobe program are a pipedream for now. I hope to complete quite a few examples every week, as I want to be able to launch the beta of the project before the next SAT test date.
It’s late and I’m tired, but I couldn’t wait to post what the examples portion of the guide is shaping up to look like.
Here’s hoping everything actually turns out as nice as it currently looks.
My initial idea of the best way to tackle the SAT math section in a way that could make sense to the average student taking the test was to devise a system of tagging each question as a particular type of question, since most of the SAT question can (in my opinion) fall into one of five or so broad categories. I also thought it would be important to draw people’s attention to the extraneous information some questions can have, which is why the first few pages of the guide are dedicated to outlining both of those concepts. I plan on revisiting these sections as I create more content and adding to the extraneous information section and possibly even the question classification section.
I was shooting for a minimalistic but aesthetically comforting design, hence the two color template scheme.
Next update will have some of my worked examples (which I’m a little nervous about because I only have a vague idea of what I’m doing and I’ll be perfecting them as I go).
EDIT: I have done ZERO spell checking on these. There are glaring errors you probably notice after two seconds. I’m saving the editing process for after I get a good portion of the guide done.
I am a high school senior with a penchant for math and a knack for teaching it. My English teacher has given us Friday mornings each week to work on a project of our choice.
I chose to create a comprehensive guide to the mathematics section of the SAT, which I plan on making available for use by stressed-out high schoolers for test preparation (I plan on making the resource free, as I have no official credentials, but I’m going to put up a donate button). ^_^
I’ll be posting periodic updates on progress of the guide.