SAT Article 15 - Backsolving, Pt. 1
SAT Article 15 - Backsolving, Pt. 1
SAT Article 15 - Backsolving, Pt. 1
One of my favourite tricks for dealing with some tough maths problem solving
questions (i.e. multiple choice) is to Backsolve (there are multiple names for this
technique, but Backsolve is the most commonly used). The concept behind
Backsolving is simple: The test wants you to come up with the answer for the
questions it gives you, right? But waitthe test also gives you potential
answers. So, why come up with the answer yourself? Instead, take a shortcut
and use the choices given to you to determine whats right.
Okay, perhaps this doesnt look so simple. But it will make sense when we try it
out. But first, we need to figure out Step 1. How do we know whether the
question can be solved through this technique? Well, there are really only two
types of questions suitable. The first is
Weve all seen questions like this, where they give us a fairly ugly looking
equation and ask us what the variable equals. If the algebra looks easy enough
for you to solve, then please go ahead. But if not, then use Backsolving.
m+3 m+ 7
Q1. If
=0 , what is the value of m ?
m5 m9
A. -2
B. -1
C. 0
D. 1
E. 2
We have an ugly looking equation that can be solved in two ways. First, we could
move the second rational equation (equation in fractions) to the other side of the
equal sign, then cross multiply, and then solve. Or, we can recognise that this
question type essentially fits the X Equals format, thus making it available for
Backsolving. So, lets do this step-by-step:
Step 2: Understand what the answer choices represent in the question and how
they can be plugged in
Here, the answer choices simply represent the value of m, and thus can
simply be plugged into the equation for m.
Step 3: Plug in answer choice B or D into the question (choice B/F or C/G on the
ACT)
I look at choices B and D and ponder which one makes sense to plug in for
m. For me, at this stage, I figure that it would be easier to calculate 1 rather
than -1. So, I start with D.
Step 4: See if the question works out; if yes, then you have your answer
4 8
Plugging in 1 for m gets me the following:
4 8 . This ends up
Lets try this technique on one more question. This time, well mix rational and
radical equations, thus making the question more complicated.
a
Q2. What does a equal if a+2 =1 ?
2
A. 2
B. 4
C. 7
D. 14
E. 23
As before, the answer choices represent the variable in the equation, so I can
just plug them in.
Step 3: Plug in answer choice B or D into the question (choice B/F or C/G on the
ACT)
D seems a bit large and thus more difficult to calculate than B. So, Ill start
with B.
Step 4: See if the question works out; if yes, then you have your answer
Step 5: If it doesnt work out, decide if you need to plug in a larger or smaller
number
Step 6: Depending on what you need and how the answers are organised,
choose your answer or plug in another choice and then see what happens
So, I know what I need. And I see that the numbers are organised in
ascending order, but that doesnt really matter to me. I look through the
answers and can immediately eliminate C and D because they are not
multiples of 2. Both A and D will allow me to get a perfect square. Again, it
seems that A would be easier to work with, so we plug 2 into the equation,
and voil! We get the right answer!
Is this more work than doing the algebra? Sometimes, yes. Practice both your
Backsolving and your algebra skills between now and the exam, and then you
will be ready to pick the right strategy based on the question.
As you could see, it seemed that Steps 5 and 6 above did not prove very helpful,
and in fact, you may still not fully understand what they are or why we pick B or
D instead of other answer choices. Well, next week well look at the second (and
more common) situation in which you should use Backsolving. It will make sense
then. And with enough practice of this technique, you will be ready by test day
to tackle these questions even if you havent studied maths for years!