When a student asks me how to solve a math problem, my default response is to show, if possible, how to solve it by plugging in, backsolving, or guesstimating. I do this because I figure if the “math way” was obvious, the student wouldn’t be asking me for help in the first place. Besides, problem solving—in life, or on the SAT—isn’t about following a circumscribed set of procedures. It’s about creativity and flexibility. I’ve written before about the importance of being nimble. Consider this post a sequel.

It’s fun to be good at math, and it’s nice to understand how the underlying algebra on a tough word problem works. But if you’re aiming for top scores, it’s imperative that you cast a critical eye on your own ability to tease the “math way” of solving a problem out of the problem during the fairly tight time constraints imposed by the SAT.

If

x+y=pandx–y=q, what isp^{2}+q^{2}in terms ofxandy?

(A) 2(*x* +* *y)^{2}

(B) 4*xy*

(C) 2*x*^{2} – 2*y*^{2}

(D) 2(*x*^{2} + *y*^{2})

(E) 2(*x*^{2} – 4*xy* + *y*^{2})

Like all questions, there’s a “math way” to do this, but unlike all questions, this one is a prime candidate for plugging in. There will be some students who can breeze through the algebra in their head and identify the correct answer almost instantly. If that’s you, then great. You needn’t plug in. But if that’s *not* you, or if you only *kinda* think that’s you, then you should probably just plug in. It’s fast, it’ll get you the right answer, and then, later on you can go home, make an awesome couch fort, and figure out the algebra when you’re not pressed for time.

##### The plugging in solution

Say ** x = 3** and

**. Then 3 + 2 =**

*y*= 2**, and 3 – 2 =**

*p*= 5**. 5**

*q*= 1^{2}+ 1

^{2}= 26, so you’re looking for an answer choice to give you

**26**. Type the answer choices into your calculator carefully, substituting 3 for

*x*and 2 for

*y*, and you’ll be done in a hot second:

(A) 2(*x* +* *y)^{2} = 2(3 + 2)^{2} = 50

(B) 4*xy* = 4(3)(2) = 24

(C) 2*x*^{2} – 2*y*^{2 }= 2(3)^{2} – 2(2)^{2} = 10

**(D) 2( x^{2} + y^{2}) = 2(3^{2} + 2^{2}) = 26**

(E) 2(

*x*

^{2}– 4

*xy*+

*y*

^{2}) = 2(3

^{2}– 4(2)(3) + 2

^{2}) = –22

##### The algebra

##### The bottom line

Look, I really just want you to be happy. If you want the algebra, I’ll give you the algebra. But I really think it’s a good idea for you to know how to plug in, too. Because if you have to ask me for the algebra on a question like this, that means it wasn’t obvious to you right away when you encountered it on the test. **And that means there’s a good chance that when you sit down for the real thing, the algebra isn’t going to be obvious to you for every single question**. And if, when the algebra isn’t obvious, you don’t have a backup plan, then you’re doing yourself a disservice.

A lot of my students in SE Asia stress out when I try to teach them plugging in. They think it’s cheating. I had one student freak out when I showed him how to backsolve…

“it’s not fair to use the answer choices, how do I do this math…”

So I found that my method for getting them into it is as follows:

1) Trick them into getting an easy question wrong [[forgetting to convert or something]]

2) Show them that plugging in would have totally gotten the right answer

3) Teach them plugging in

4) Laugh at them for getting easy questions wrong

The method makes sense… convincing kids to use the method is a different beast entirely.

cg