Description
SAT Math Task Cards:
There are so many great but BORING resources out there for the SAT! Engage and motivate your test-prep students with these fun task cards.
Each task card includes an SAT question from a previous exam. Students can show work on a separate paper or draw directly on the slides in the digital version.
Product Includes:
Print
- 28 task cards (4 per page)
- Color (recommended for print & laminating) or presenting on a screen
- Black and White
- Recording sheet
- Answer key
- Detailed teacher answer key
Digital
- INTERACTIVE Google Slides self-checking and gradable versions
- Students can click and drag elements!
- TPT Easel Activity
How to use
Task cards are a great way to engage your students!
Individual: assign students the task cards digitally on Google classroom, using the Google slides link, or by printing the cards. I recommend timing students 90 seconds per question, as per the SAT timing.
Small group: have students answer task cards in groups and then teach their cards to the class. Alternatively, have teacher-led small group sessions.
Classroom: Present cards on the screen and have students record their answers on a sheet of paper. Time students for 90 seconds, moving on to the next, and review the answers together when complete.
Check out my SAT/ACT formula sheets to accompany this resource and share them with your students!
Standard
CCSSHSN-CN.A.1
Know there is a complex number 𝘪 such that 𝘪² = –1, and every complex number has the form 𝘢 + 𝘣𝘪 with 𝘢 and 𝘣 real.
CCSSHSN-CN.A.2
Use the relation 𝘪² = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
CCSSHSA-APR.A.1
Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
CCSSHSA-APR.D.6
Rewrite simple rational expressions in different forms; write 𝘢(𝘹)/𝘣(𝘹) in the form 𝘲(𝘹) + 𝘳(𝘹)/𝘣(𝘹), where 𝘢(𝘹), 𝘣(𝘹), 𝘲(𝘹), and 𝘳(𝘹) are polynomials with the degree of 𝘳(𝘹) less than the degree of 𝘣(𝘹), using inspection, long division, or, for the more complicated examples, a computer algebra system.
CCSSHSA-REI.A.1
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
CCSSHSA-REI.B.4b
Solve quadratic equations by inspection (e.g., for 𝘹² = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as 𝘢 ± 𝘣𝘪 for real numbers 𝘢 and 𝘣.
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