The multiple-choice and "grid-in" questions on the SAT mathematics section are specifically designed to determine whether or not an individual is capable of answering questions related to basic mathematical problems. However, there are certain key concepts about the mathematical questions that you should keep in mind while taking the exam.

First, with the exception of the grid-in questions, it is important to try to find the easiest way to determine the answer for a question rather than the most accurate way. The designers of the SAT realize that each individual taking the SAT only has about a minute and a half on average to answer each question, so most of the questions on the SAT mathematics section require very simple calculations. This means that if you are using some strange formula or a method that seems complicated or bizarre, there is probably an easier and better way to find the correct answer. In other words, if you think you need to perform a large number of calculations to find the answer, try to find a shortcut or estimate the answer if possible.

If you adopt a successful strategy and use appropriate estimating methods, your estimated answer will almost certainly guide you to the correct option from the available choices. In this way, you should be able to save time without hurting your score. On question that cover material and techniques you are very familiar with, estimating can improve your overall performance on the SAT.

Second, you can assume that all of the mathematical figures on the exam are drawn correctly unless the exam specifically states that the figure is not drawn to scale. This can be important to keep in mind, as you will be able to compare two figures or two separate items on a graph simply by looking at the figure or graph.

The design of the SAT is such that its developers will not intentionally present inaccurate or misleading data to trick you into picking a wrong answer. At the same time, you should not assume something to be true or accept it as fact unless it is indicated. For example, if the exam does not specifically state that an angle is a particular type or size, such as an acute angle or a 270-degree angle, you should make no assumption about the size or type of the angle or figure.