The ONLY Site For CSET Single Subject Math!

* Articles Index

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

What are ALL the articles on Single Subject Math CSET on this site?

7.15.2009 | Welcome: How to BEST use this site!
Dear Prospective/Aspiring Teachers: Greetings! http://innovationguy.easyjournal.com is the ONLY FREE site loaded with a wealth of material for the CSET Single Subject Math test! I hope that you find this site invaluable in your CSET Math preparation...

7.14.2009 | CSET Test Dates
What are the 2009-10 CSET Test Dates? The CSET 2009–2010 test administration and score report dates are listed below....

7.11.2009 | Need More Practice Questions?
How do you know if you're ready for the CSET? Almost all of you taking any of the CSET Single Subject Math Subtests approach the prospect with considerable uncertainty and trepidation!...

7.10.2009 | MORE TESTIMONIALS & FEEDBACK
What do candidates write to me about, and say about my teaching, this site and my Q Banks?!...

7.8.2009 | TESTIMONIALS & FEEDBACK
What do candidates write to me about, and say about my teaching, this site and my Q Banks?!...

7.7.2009 | The CSET Blog
Random Musings on the CSET Singe Subject Math Tests!

7.2.2009 | ORDER Subtest I: Algebra Practice Test
Think You're Prepared for Subtest I? For long candidates have complained to me that they were unaware of how idiotically difficult Subtest I was! That they were unfamiliar with a lot of the content areas, that the style of the Qs was peculiar...

7.1.2009 | Where Do I Start?
How to get Started for CSET Preparation? Once the laudable decision to become a Middle School / High School Math teacher has been made and one realizes that passing the CSET Single Subject Math Subtests - especially Subtests I and II - are prerequisites for most Credential Programs, one may find the entire process more than a trifle overwhelming and befuddling!...

6.30.2009 | Ordering Information
How CAN one CONTACT me?...

6.27.2009 | SUBTEST I: California Math Content Standards
What are the High School Math California Content Standards relevant to Subtest I?...

6.26.2009 | SUBTEST II: California Math Content Standards
What are the High School Math California Content Standards relevant to Subtest II?...

6.24.2009 | SUBTEST III: California Math Content Standards
What are the High School Math California Content Standards relevant to Subtest III?...

6.23.2009 | SUBTEST I: Checklist of Skills
What are the checklist of skills one must possess for Subtest I? BASIC SKILLS: you must Know distance formula...

6.21.2009 | SUBTEST I: Trigonometry Requirements
How much trigonometry should one know for Subtest I? Trigonometry makes an appearance in Subtest I in the context of Vectors...

6.20.2009 | SUBTEST I and II: List of Formulae To Be Mastered
What formulae does one need to know for Subtest I? First, I don't recommend that anybody "memorize" the formulae below! Of course, one ought to have mastered them, but preferably through diligent application and practice...

6.14.2009 | Writing Effective Answers to Free Response Qs!
How should Free Response Questions be written? Each Single Subject Math CSET Subtest contains 4 Free Response Questions, each of which is graded on the basis of the answer demonstrating the following 4 performance characteristics...

6.13.2009 | Study Group / Tutorial Services
Do you want to join a CSET Study Group or attend a Tutorial session? In THIS scenario, I am ONLY functioning as a clearinghouse of information, just helping you fellows get in touch with one another via email...

6.10.2009 | SUBTEST II: Statistics Prep Resources
What books do I recommend for the Subtest II: Statistics portion of the Single Subject Math CSET?...

6.8.2009 | Taking THREE Subtests Together? BRAVO!
If you're taking ALL 3 Subtests at one-go, what test-taking strategy is recommended? There are a few candidates - a profoundly cocky and narcissistic bunch, may I add! oh, I only jest: I was one of you, too! - that take all 3 Subtests together in the allotted 5 hours with hopes of passing all of them in 1 trial!...

6.7.2009 | SUBTEST II: Calculator Tips for the TI-83 family
What are the basic commands & functions on the TI 83 family of calculators for Subtest II?...

6.6.2009 SUBTEST II: Statistics Top 6 Concepts to Master
What skills and competencies are tested in the Statistics part of Subtest II? The following are concepts and associated skills you ought to master to do well on the Subtest II: Statistics section...

6.5.2009 | SUBTEST I: Abstract Algebra/Number Theory Prep Resources
How should you prepare for Subtest I: Number Theory / Abstract Algebra? Subtest I consists of Precalculus-level Algebra as well as Number Theory & Abstract Algebra, the most worrisome aspect of which is the latter!...

6.4.2009 | Using Calculators on the CSET
What calculators are allowed on the CSET? GRAPHING calculators - of very spe...

6.2.2009 | SUBTEST II Geometry Practice Questions
Are you prepared for Subtest II: Geometry? Then, have a stab at the following! ...

6.1.2009 | SUBTEST II: Statistics Practice Questions
Are you prepared for the Statistics portion of Subtest II: Geometry/Statistics? Then have a stab at the following!...

5.30.2009 | SUBTEST II: Writing Geometry Proofs the Painless Way!
One of the most challenging - and intimidating - aspect of Subtest II: Geometry, is writing Proofs for Geometric Propositions. Kids in schools HATE proofs universally (!), and I must say that teachers do their tuppence to cultivate such sentiments...

5.29.2009 | Studying TO the Test (rather than FOR it!)
A considerable (~ 10-15%, perhaps even higher) proportion of questions on the CSET are recycled from previous tests. Therefore, if you've taken the Test(s) 5 or 6 times, you'll observe a substantial number of questions to be those you've encountered before!!...

5.28.2009 | SUBTEST III: Calculus & Trigonometry Syllabus
Find below a rather exhaustive list of topics you ought to master for the Calculus-Trigonometry Subtest (III) for the CSET!...

5.25.2009 | SUBTEST I: Algebra Free Response Tips
Typical Free-Response Questions are derived from the following categories of topics and subject areas...

5.24.2009 | SUBTEST I Algebra Top 8 Topics to Master
The following are the 8 MOST important topics and associated concepts/skills you ought to be a Guru at for the CSET Subtest I Algebra...

5.23.2009 | SUBTEST III: Calculus & Trigonometry Practice Questions
Are you prepared for Subtest III: Calculus / Trigonometry? Then, have a stab a stab at the following Qs!...

5.21.2009 | SUBTEST II: Geometry Prep Resources
1. To begin with, any High School Geometry textbook should be good - though some are better than others: see below for my recommendations!...

5.20.2009 | SUBTEST I Algebra Practice Questions
Are you prepared for Subtest I: Algebra? Then, have a stab at the following!...

5.19.2009 | SUBTEST II Geometry: Top 8 Topics to Master
The following are the 8 MOST important topics and associated concepts/skills you ought to be a Guru at for the CSET Subtest II Geometry...

5.17.2009 | How many Subtests should you take at one time?
Some of the f8actors that determine the number of Subtests you want to take at one sitting are:...

5.15.2009 | SUBTEST II: Geometry - 42 Vital Theorems
Below are 42 absolutely indispensable Geometry Theorems you ought to master!...

5.12.2009 | SUBTEST I: Algebra Prep Resources
What books do I recommend for the Subtest I: Algebra/Number Theory portion of the Single Subject Math CSET?...

5.10.2009 | SUBTEST III: Calculus & Trigonometry Prep Resources
What books do I recommend for the Subtest III: Calculus/Trigonometry portion of the Single Subject Math CSET? ...

5.5.2009 | About Me and This Site!
About This Site I cordially welcome you to the ONLY web site with Test Prep material for the Math Single Subject Test for the CSET: the California Subject Examinations for Teachers (CSET®). I shall ...

5.4.2009 | General Information about the CSET
This is based on information on the CSET website & is interspersed with my comments and opinions!...

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* WELCOME! How to BEST Use This Site!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

Dear Prospective/Aspiring Teachers:

Greetings! http://innovationguy.easyjournal.com is the ONLY FREE site loaded with a veritable cornucopia of material for the CSET Single Subject Math test! It contains Test-Taking Strategies, Suggested Books, Preparation Resources, Tips & Pointers, Top Concepts / Skills to Master and above all, Practice Qs that reflect the standard of the CSET most accurately!

I hope that you find this site invaluable in your CSET Math preparation, answering your questions, providing clarifications and allaying apprehensions that prey incessantly upon candidates!

PLEASE bear in mind that it relies upon your generosity and evangelism (!) to flourish - being an 'ordinary' (!) High School Math teacher, I am not in a position to expend any resources to promote this site: it's more a labor of love than a commercial exercise!

So if you find this site useful, PLEASE actively spread the word about it, that others might benefit too! Tell other prospective teachers, faculty members at institutions and so on!

And do send me feedback about how useful you found the site, what I can do to improve it, by emailing me at innovationguy@yahoo.com.

Otherwise too, if you have a CSET-related Q or a Math Q in general, I'd be delighted to help you!

Here's how to best use the site:

1. The MOST recent links are listed on the top left column of the site.

2. Older articles can be accessed by clicking on Articles Index first! This shall directly take you to a listing of ALL the articles posted, giving you an overview of the entire content on this site at any point in time!

Since the matter is updated and listed chronologically, you can visit this link to determine if there are any articles posted since you visited last!

So PLEASE take your time browsing this page and reading the synopsis of every article available! Then click on the links that interest you!

3. If you're looking for CSET Sample Questions that I've devised modeled on the actual test,click on the following links:

SUBTEST I: Algebra Practice Questions

SUBTEST II: Geometry Practice Questions

SUBTEST II: Statistics Practice Questions

SUBTEST III: Calculus & Trigonometry Practice Questions

To obtain a VAST database of 600-800 CSET Practice Questions for EACH Subtest, click on Need More Practice Questions? These are problems that I've compiled from my experience as a test taker and CSET Single Subject Math instructor at Cal State, San Bernardino.

The CSET Qs on this site are sourced from that collection. I can confidently assert that I 'enjoy' an ~100% success rate amongst candidates that've employed my material extensively and diligently!

4. Candidates frequently correspond with me seeking career-related advice and suggestions for preparing for the CSET. Additionally, they provide feedback about how invaluable they regard this site for their CSET Single Subject Math preparation, and the unqualified success they've experienced with my tutoring or through using my Question Banks with practice questions! Read all about this at TESTIMONIALS & FEEDBACK. These reflect the regular concerns and opinions of the archetypical candidate. So do not hesitate to email me about things that roil your minds: I am delighted to be able to help!

5. Feel free to take printouts of any page you like! I recommend this so that you don't have to run to your computer each time to review some material.

6. As a viewing Tip, this site is designed to be BEST viewed using Text Size Medium on Internet Explorer by setting View -> Text Size -> Medium. While this text size might be a trifle small, however, using a bigger font size is liable to 'squish' the lines together!

Using the Firefox Mozilla browser, simply toggle the Ctrl + or Ctrl - keys to adjust the font size OR set View -> Text Size -> Increase / Decrease.

7. Finally, this site has an RSS-feed service! So I encourage you to sign up for it so that you may be notified about any changes/updates. I STRONGLY recommend it!!

Thanks awfully!

Jay Ramaswamy

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* CSET Test Dates

The CSET 2009–2010 test administration and score report dates are listed below. Registration for the 2009–2010 testing year opens in late July.

Test Date	Score Report Date
Test Date	CSET: Multiple Subjects Only	All Other Examinations
September 12, 2009	October 5, 2009	October 13, 2009
November 7, 2009	November 30, 2009	December 7, 2009
January 9, 2010	February 1, 2010	February 8, 2010
March 13, 2010	April 5, 2010	April 12, 2010
May 8, 2010	June 1, 2010	June 7, 2010
July 10, 2010	August 2, 2010	August 9, 2010

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Quick links: Current List of Articles in ARCHIVES, TESTIMONIALS & FEEDBACK and CONTACT ME!
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Hankering for more CSET Math Qs? Click on Need More Practice Questions? To purchase a vast database of Qs that I've compiled from my experience as a test taker and CSET Single Subject Math instructor at Cal State, San Bernardino, email me at innovationguy@yahoo.com. The CSET Qs on this site are taken from that collection of questions!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* Need More Practice Questions?

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

How do you know if you're ready for the CSET?

If you need actual Practice Qs that are very much like the actual CSET questions - over and above the Sample Qs on this site - well, from my experience as a

* Test taker (Read About Me and My Site! )

* a CSET Single Subject Math Instructor at Cal State, San Bernardino, a couple of years ago, and

* a very successful Tutor for the CSET

I have compiled a vast database of terrific Qs for Subtests I, II and III.

There are 600-800 Qs for each Subtest Q Bank to help evaluate your preparedness.

You can view Sample Questions from the Q Banks by clicking on the following links:

SUBTEST I: Algebra Practice Questions

SUBTEST II: Geometry Practice Questions

SUBTEST II: Statistics Practice Questions

SUBTEST III: Calculus & Trigonometry Practice Questions

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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Do keep in mind that the Qs on the test are unlike those found in a regular textbook: there's always a "twist" / subtlety involved, and as I always advice candidates, you can expect to be assessed on

* a few concepts that are unfamiliar

* familiar concepts in unfamiliar ways!

My detailed and exhaustive Q Banks for each Subset that seek to narrow this "bridge", and do so very ably, addressing each / every CSET "domain" / topic area. Additionally, I've put together Notes that are indeed quite exhaustive. Still, I do expect / recommend that candidates have a grasp of the foundations of each topic area since, both - the CSET and my materials - are at a level considerably higher than a conventional textbook!

Here's the relevant information about my Q Banks.

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i) CSET Subtest I: Algebra Q Bank

* Cost:

-> $150.00 per Subset for Priority [<2 day] Mailing

-> $175.00 per Subset for Express [Overnight] Mailing

* # Sold: ~ 1100

* Success Rate: ~ 100% [YES! Check out the TESTIMONIALS & FEEDBACK page: every candidate - without exception! - that has worked through the Subtest I Q Bank diligently has passed in his / her subsequent attempt!]

* Constantly updated and revised to reflect the style of Qs from the most recent Subtests!

* Contains: ~800 Qs = A mixed-bag of 400 Free Response/Skills-Reinforcement Qs + ~400 MCQ

* Includes a detailed and extensively illustrated Worked Out Solutions Set document with clever Tips and Tricks

* An exhaustive and detailed Checklist of all the Concepts/Skills one MUST absolutely master to guarantee success on the CSET Subtest I

* A Subtest I Review document suggesting the key concepts / skills / Qs to focus on in the last week of preparation

To order, please mail a check to:

Jay Ramaswamy
11711 Collett Ave, #1028
Riverside CA 92505

OR

Pay securely using PayPal:

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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ii) CSET Subtest II: Geometry / Statistics Q Bank

* Cost:

-> $150.00 per Subset for Priority [<2 day] Mailing

-> $175.00 per Subset for Express [Overnight] Mailing

* # Sold: ~ 1000

* Success Rate: ~ 100% [YES! Check out the TESTIMONIALS & FEEDBACK page: every candidate - without exception! - that has worked through the Subtest II Q Bank diligently has passed in his / her subsequent attempt!]

* Constantly updated to reflect the style of Qs from the most recent Subtests!

* Contains: ~ 600 Qs (including Proofs)

* Includes a detailed and extensively illustrated Worked Out Solutions Set document with clever Tips and Tricks

* An exhaustive and detailed Checklist of all the Concepts/Skills one must absolutely master to guarantee success on the CSET Subtest II

* A Subtest II Review document suggesting key concepts / skills / Qs to focus on in the last week of preparation

To order, please mail a check to:

Jay Ramaswamy

11711 Collett Ave, #1028
Riverside CA 92505

OR

Pay securely using PayPal:

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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iii) CSET Subtest III: Calculus/Trigonometry Q Bank

* Cost:

-> $75.00 per Subset for Priority [<2 day] Mailing

-> $90.00 per Subset for Express [Overnight] Mailing

* # Sold: ~ 150

* Contains ~ 600 Qs

* NONE of the Qs have answers (yet): I have JUST finished putting this document together!

* Success Rate: ~ 100% (YES!)

To order, please mail a check to:

Jay Ramaswamy
11711 Collett Ave, #1028
Riverside CA 92505

OR

Pay securely using PayPal:

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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REMEMBER: the Q packets are not study guides: while the questions can be used, both as a diagnostic tool (identify your strong and weak areas) as well as an assessment instrument (reveal how prepared you are), you shall have to use a regular textbook for learning concepts, though my material shall let you know what areas to focus on!

Whenever you order, please be sure to send me an email informing me of the following details so that there's as little delay as possible (the seemingly extraneous information helps me customize my response to you!):

* Name
* Address

* Phone Number [if you want to order the Q Banks URGENTLY or have a PRESSING query!]
* Subtest(s) Ordered

* Check Amount
* CSET Test Date

* Deadlines to Meet
* Current Employment Status / Position

* Last Math Class Taken [What / When / Where]
* How You Learnt About This Site

To avoid mailing mishaps, please let me know explicitly IF the address on the check is different from that to which the Q Banks need to be sent!

If you're in the same neighborhood (Riverside) OR in the same county (Riverside) OR in a neighboring county (?!) (San Diego, LA, San Bernardino) and time is o.t.e., we could agree to meet at a mutually convenient place and transact!

In general, if you have any clarifications about my Q Banks or any questions about the CSET in general or the Math Subtests in particular, email me, Jay, at innovationguy@yahoo.com, and I shall be delighted to address them!

In case of any doubts / misgivings, please click on TESTIMONIALS & FEEDBACK!

CSET Tutoring: I offer CSET-specific instruction sessions at $75/hour, customized to individual learning styles. Once you enroll, it shall be my DUTY to insure you pass, and my service is geared towards just that one objective: I shall not only impart regular Math instruction but also discuss CSET-like questions associated with EACH topic!

Bottomline: it shan't be some wishy-washy, College-Math mish-mash course that meanders aimlessly...! For more information, consult STUDY-GROUP / TUTORIAL SERVICES.

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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The Question Banks are expensive, and you can't afford them?

I agree, but you cannot not afford them! Surely, each Subtest packet costs $150.

But, to put this seemingly high amount in perspective, keep in mind that

a) Each CSET Subtest costs ~ $75+. So, each time you need to retake the test on account of ill-preparedness, you're dissipating another $75+! I've known miserable fellows that've taken the test 8-9 times before passing. Surely, that is somewhat unusual but not terribly surprising - the strike rate for the CSET Single Subject Math subtests, after all, is a paltry 15-20%!

These tests are hard.

b) There is absolutely - repeat absolutely - NO material out there that comes even close to the level of detail and extensiveness of my material. My content constitutes, without doubt, the ROLLS-ROYCE of Qs!

c) The price very closely reflects my enormous investment in time and money (thousands of hours and $!) that has gone into its preparation and organization. And as Singapore's ex-Prime Minister would say: "If you pay peanuts, you get monkeys!" You're paying for material of simply exceptional calibre!

d) I am an ordinary High School teacher and am not in it for the money!! I do not advertize the site at all - do no promotion whatsoever - and have put all this FREE information out only to help prospective Math teachers!

Most requests for my Q Banks are through word-of-mouth referrals, and recommendations from institutions like school district offices, Education Credential programs at universities (like Cal States and Cal Baptist University)!

e) Work through my material, and I can practically assure you of your triumph! Countless candidates shall attest to that!

f) Anytime you have a Q about the CSET in general or a Math Q, email me and I shall resolve the matter ASAP. I am a fellow-teacher committed to helping you pass. My role extends beyond mailing you the Q Banks. I shall periodically send you updates with Tips, Study Suggestions and specific questions to focus on, as the test date approaches!

g) Don't forget that college textbooks routinely cost $125-$150, and one spends far more on college courses! This exam is too vital for one to quibble immaturely over short-term expenses: the sooner one triumphs over the CSET, the sooner one is in a credential program / becomes a teacher and receives a comfortable income and benefits!

Without adequate and reliable study materials, one's success is that much more unpredictable, and anticipation of a regular income pushed farther down the horizon!

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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You shan't be disapointed, period: I haven't heard any - repeat: ANY! - complaints or dissatisfaction from the hundreds of examinees that've purchased my material.

On the contrary, the feedback about my Q Banks has been unfailingly and effusively positive since

a) the Qs very faithfully reflects the style and content of the actual Subtests. REMEMBER: many of the Qs on the Test are quite different from those in your regular textbooks: the CSET demands synthesis of several concepts / skills all in the same Q. So, you shall encounter problems that are quite novel and challenging: you need all the practice you can get!

b) the content sharpens the mind because the actual tests call for considerable mental agility! To be forewarned is to be forearmed, as the saying goes...

c) these sophisticated Qs individually tie in several concept areas simultaneously so that you shall find your skills and abilities really tested. In short, not only shall you emerge a well-prepared candidate but also a superior teacher.

The crux of the matter is if you can answer even 75% of the Qs from my packet without inordinate strain, I can virtually guarantee your passing the test! After all, all the candidates - without exception!! - who've used my Q Banks have passed the test almost always in their subsequent attempts!!

The reason I've put my Q Bank together is that I've found numerous candidates to have gross misconceptions about the Test, about the Type of Qs asked, about the content tested, and possess terribly faulty Prep/Study techniques that not frequently do I come across poor chaps that've taken it 7 or 8 times before they pass:

They simply don't have practice of the most relevant content.

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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REMEMBER: The Qs on the site have only been excerpted from my database of Qs, and naturally, are only a SMALL SUBSET of what I have to offer, and there are no resources out there even remotely comparable: the most common feedback has been: "Thank you! Your stuff was DEAD ON!"

[CAUTION! I've looked at some of the other CSET stuff available online, and they appear downright dubious, sleazy, shoddy and fly-by-night operations! So BEWARE! For instance, this is what a candidate wrote to me: "The XAM book is only good for those who haven't taken math in a VERY long time. It reviews some fundamentals, but nothing complex." Another wrote: "The National University Prep classes only went over the solutions of the Qs on the CSET website. I learned very little else!"

The information I've received from other examinees attests invariably to the fact that, in general, the prep courses and material bear little semblance to the actual test, and are much easier than the real McCoy! All this is liable to induce a sense of complacency amongst chaps taking the test! So, please watch out!! Er, if you doubt my words - which, you verily might! - I encourage you to try out others' materials!]

By the way, a very large number of my "patrons" have tried other review texts / study materials - many of which I have indeed browsed and consider scams... - since the candidates found them very basic, inadequate and unrepresentative: many of my testimonials, in fact, are from such prospective Math teachers!

And counselors and Math Depts. at numerous community colleges as well as the Cal States, Cal Baptist, Azusa Pacific, National Univ, etc. actually refer my site / materials to candidates.

Some institutions - like Cal State Fullerton, UC Irvine, Coastline Community College - in fact have my site / Sample Qs in their Education Credential pamphlets / flyers / catalogs.

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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In general, I understand the general apprehensiveness of candidates about taking a specialized Math test probably long after advanced topics ceased to be familiar. But it shall buck you up to know that since I began helping prospective Math teachers for the CSET ~ 5 years ago, I've received thousands of queries for advice, for guidance, for the most efficient way to become a Math teacher / prepare for the CSET, etc. and about 90%+ of these chaps are either

a) Elementary / Middle School teachers, with very rudimentary Algebra skills, who want to pass the CSET [since they wish to teach at a High Schoollevel!]

OR

b) Elementary / Middle School teachers, with very rudimentary Algebra skills, who have to pass the CSET [so that they might satisfy the requirements of the No Child Left Behind mandate]

OR

c) non-teaching professionals - accountants, lawyers, bankers, engineers, managers, etc - seeking a mid-life career change, again, with very rudimentary Algebra skills!

Bottom-line: for the majority of my correspondents, a considerable time has elapsed since they took Math classes, with their current Math skill-level rather middling, even though they did reasonably well in the past! That is , they possess quite robust mathematical aptitude, only the techniques are somewhat "rusty". Nervousness is natural, but you shall overcome it with perseverance and determination bolstered by a sprightly attitude!!

I've been teaching H.S. Math for ~ 8 years now [specifically, Algebra I, II, Precalculus & I teach AP Statistics], and find it challenging, yet enormouslysatisfying and joyful.

A good rule of thumb is ~ 2 months per Subtest if you apply yourself intensively. Specifically, here's what it takes to succeed:

a) 125+ hours of dedicated study for Subtest I and 75+ hours for Subtest II

b) if you're currently employed full-time, considering those constraints, ~ 2 hours of skills-reinforcement DAILY + ~ 4-6 of skills-reinforcement on WEEKENDS

or

if you're employed part-time [or not at all], ~ 4 hours of skills-reinforcement DAILY [weekdays and weekends]

Hankering for more CSET Math Qs? Click on Need More Practice Questions? To purchase a vast database of Qs that I've compiled from my experience as a test taker and CSET Single Subject Math instructor at Cal State, San Bernardino, email me at innovationguy@yahoo.com. The CSET Qs on this site are taken from that collection of questions!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* MORE TESTIMONIALS & FEEDBACK!

* TESTIMONIALS & FEEDBACK!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

What do candidates write to me about, and say about my teaching, this site and my Q Banks?!

Some letters have been very slightly modified for privacy reasons. When this has been done, [EDITED] shall appear. Usually, this is information that a correspondent might not wish displayed publicly.

NEVER is the substance of the communication in any fashion ALTERED. Otherwise, spelling mistakes are customarily fixed!

The paramount objective in reproducing mail to me is to let prospective candidates know that they are not alone in their "unique" circumstances! Chaps routinely write to

* seek "career" advice
* inquire about preparing for the CSET
* request solutions for a Math problem that befuddles them
* find out more about my Q Banks for the 3 Subtests
* ask about how to order the Q Banks
* inform me of the success they derived from using my materials!

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- You-Sheng wrote:

> Hi, Jay:

> As you know I ordered the Subtest I and II from you about a month
> ago. They are very good and helpful. Thank you for your effort.

> Thanks
> Yousheng

--- Alfonso I wrote:

> I purchased the question bank for the subtest I from you and
> I had great success, now I desperately need the same results with
> subtest II. I need the tutoring.

> Thanks and I look forward to hearing from you.

> Alfonso I

--- Sudipta Gupta wrote:

> Hi Jay,

> Just wanted to show my appreciation for your
> incredible web-site and your amazing Q bank.
> I took the Nov 1st, Subtest 1, exam, and got thru
> very easily and I owe it all to your extremely
> helpful Q bank. I'm intending to take Subtest 2
> in a couple of months and would like to
> purchase the necessary materials from you.
> I'll mail the check as soon as possible.

> Thanks again for all your help/suggestions/tips

> regards,
> sudipta

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Ellen Westlake wrote:

> Mr. Ramaswamy:
> I passed the CSET Subtest I! Thanks for your excellent
> study materials.

> Now I am starting to study for Substest II and I have
> received your Question Bank and Solutions. [EDITED]

> Thanks.
> Sincerely,
> Ellen Westlake

--- Marjorie Bradley wrote:

> Jay,

> When I returned home last night, [the Q Banks] were on the
> doorstep. Thank you for sending the information
> and for your quick response to my inquiry. I look
> forward to going through all of your materials and
> hope to pass the first time!

> Sincerely,

> Marjorie Bradley

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Karen Armstead wrote:

> Hi, Jay:

> If you recall, I bought a bunch of stuff from you for
> CSET prep, Subtests I and II. I got word today [EDITED], that
> I finally passed Subtest I. It's supposed to be the more
> difficult of the two subtests required for the foundation-
> level credential, and in this sense, I feel I'm "over the hump."
> This is to let you know I couldn't have done it without
> you, and thank you from the bottom of my heart.

> I am also writing to pass along a suggestion or two, which
> would take you a minimum of time and effort to implement,
> and which might make it that much easier on the next
> slob in my position who stumbles onto your website :)

> Now, the simulated constructed-response problems in the
> front of your Subtest I Question Bank are lovely. I spent
> a lot of time with them in the first several months of my
> preparation, and they're really great. But you know what
> ultimately helped me the most on the test? It was having a
> friend use your guidelines to compile your practice
> multiple-choice questions into practice tests, then give
> them to me to take. I really wish I had done this
> much more seriously, sooner. It may have saved me lots of
> time and anguish.

> How about including a "How to Use the Question Banks"
> discussion prominently, either on your website, or in the
> materials themselves? Or perhaps it was there all along, and
> I didn't see it...

> Your multiple-choice questions are superb. They're
> thoughtfully designed and life-like -- in contrast to those in
> certain self-help materials I got from the bookstore--and
> I appreciate that you've included enough of them to
> actually allow users significant practice with the test
> format. Which the practice sets in all the precalculus textbooks
> in the world aren't going to provide. Your materials are a
> mite expensive, compared to what you find in the bookstore,
> but are they a value? Yes, I believe they are. Am I going to
> recommend you to others in my position? Yes, I believe I will.
> Am I even going to go to a bit of extra effort to publicize
> you--say, approach the local county Office of Education
> about your helpful, still one-of-a-kind products?
> Yes, I may do that, too.

> So, again, Jay. Thanks so much. With Subtest I finally out of
> the way,things are looking much more promising for me
> than they were, and it is with renewed confidence that I
> finally get ready to tackle Subtest II...

> Karen

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--- Dan Hung wrote:

> Hi Jay,

> I had used your study guide for the subtest I this past
> summer and ended up passing the test! It was my second
> attempt and I'm glad that I don't have to do it a third time.

> I am planning on taking the subtest II this summer (2009).
> Are you still selling your study guides at this time.

> Dan

--- Mark Prigge wrote:

> I was hoping so because your site seems to be the
> most informative and makes no wild claims other
> than hard work, hitting the math books and practicing
> test questions. I am just now starting on my
> preparations and will be in touch.

> Thanks, Mark

--- Karen C wrote:

> Thanks for the question sets, I have some questions,
> and was thinking about asking for a possible tutoring
> session with you - my mom lives out in [EDITED],
> although I'm in [EDITED] so will be coming and
> going from there for Christmas. I know it's short notice,
> but was wondering if you had anytime Tuesday
> the 23rd, and/or the week after Christmas?

> You also said to e-mail you for a study/review guide.
> Thank you,

> Karen C

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--- Anne Walton wrote:

> Hello Jay:

> My voice joins the others who said " how they encountered
> Qs that were very similar to those they found on the
> test and how comfortable they felt as a consequence
> of their painstaking and meticulous preparation. "

> I consider your packet of information (journal entries
> from the website, extensive 41 sets of problems and
> answers, final two extensive emails) to be an answer
> to my prayers. I am certain I would not have performed
> nearly at the level that I did without them.

> I only got your question bank two weeks prior to the test.
> I spent at minimum 8 hours / day for 10 of the next
> 14 days (quite a juggle with my busy family of five!)
> working through the entire packet. Complimenting
> this exercise was my referencing several texts,
> the UCI CSET prep open-courseware and the OCDE book
> containing some practice notes and problems also.

> Your timely phone call one day (when your emails
> couldn't get through) when you helped me with the
> Chi-Squared analysis filled in one remaining gap.

> I took a generous amount of time taking just the one
> sub-test on Saturday. I worked and reworked problems
> to double-check. I have to say that I felt very confident
> about my answer to each of the multiple choice,
> save one.

> And I found all four of the Free-Response Questions
> to be do-able. So many of the problems were similar to
> what I had seen in your pack and having 'practiced'
> with a variety of techniques of solving and proving
> outcomes, I felt very fluid in applying those same patterns
> to the test questions.

> Here are my remembrances of some problems from the
> test. I preface it by saying again, that so many of the
> questions were similar to what you had in your packet.
> Certainly don't remove any problems from your
> packet. They were more than sufficient. [EDITED]

> I will let you know what my score is when I receive it.
> The statistics from the link you sent today regarding
> passing percentages are dismal for math. The high scores
> for some other subject matters help to explain why
> friends I know who took other subject areas seem to think
> that the CSET is no big deal...

> I must say that I walked out of the test feeling very
> confident.

> Thanks in good part to your materials which informed
> my diligent study.

> So thank you.

> I will be contacting you soon to purchase the Subtest I
> materials. I expect to take that exam in November.

> Anne Walton

> PS. I will be happy to contact the OCDE to make them
> aware of your materials. I think you are aware that
> there is a link to your site on one of the first pages of the
> math UCI Open courseware, which is how I discovered
> you the first time.

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--- Melissa Jones wrote:

> Jay,

> First of all, I want to let you know that I took
> 2 1/2 weeks off of work to dedicate myself to
> your question bank for Subtest II (Geometry/Statistics).
> I gotta tell you, I was so confident when I arrived
> at the test site. In fact, I had just enough time to
> spread the word about your excellent and resourceful
> website to 4 people. All of them were asking each
> other what kinds of study materials were used to prepare
> for the test, and none of them had a concrete resource.
> Furthermore, this test was about the 3rd or 4th time
> taken between all of them.

> Therefore I decided to butt in and tell them
> about your magnificent website and at that moment
> I had nearly everyone's attention who were holding
> graphing calculators!! Some of them wished they
> met me a month ago :)

> Jay, I answered all four of the response questions
> first and then targeted the MCQ's afterwards all
> within 4 hours and 9 minutes. I actually understood
> the questions term-for-term and not staring into the
> ceiling while tapping my nose with the pencil!!!

> Of the four responses, only 1 was dedicated to statistics
> (as you stated), the other three were of course based
> on geometric shapes.

> Of the MCQ's I counted about 6 fill-in-the-blanks based
> on theorems, a handful of transfomation problems,
> 3 statistics, 4 on combinations, permutations, and
> exponentials, and the rest on miscellaneous questions.
> Oddly, I did not have one matrix problem.... oh well.

> Now I must prepare for the Subtest I in September.
> Thank you, thank you, thank you for existing on the face
> of this earth!!

> Melissa Jones

--- Lawrence Flon wrote:
> Well, first of all, I am quite glad that I decided
> to only take Subtest I. We started at 2PM, and
> I finished at 5:30PM. I would not have had sufficient
> time to take Subtest II.

> Your problem sets were very helpful, and right on
> for most types of questions.

> Larry

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--- Leslie Froisland wrote:

> Hi Jay,

> It has been a rather stressful month for me. Unfortunately,
> my plan of studying for four hours daily was pushed aside
> when [EDITED]. Timing is everything. I was behind to begin
> with and I could not make up this additional lost time.

> Needless to say I did not have the 'heart' to focus much on
> preparation. However, I did manage to get through the
> geometry test fairly competently and I did manage
> a response to all 4 essays. Perhaps I will squeak through.
> I did manage to go through the proof section in your
> test II bank, and the first 5 or 6 sets or problems.
> One of the proofs (if not more) was identical.

> Leslie

--- Lorna Williams wrote:

> Hi Jay,
> Your question bank rocks! One long question, and two
> MCQ's that I would not have been able to answer without
> it! Also, the abstract algebra notes were right on the
> button and helped me with the first free response. I'm
> feeling pretty confident as I was able to give reasonable
> answers to all 4 free response Qs.

> Anyway, I'm ready to take on SS III and am wondering if
> you have a question bank for it? with solutions? If so,
> the check will be on its way tomorrow!

> Cheers,
> Lorna

--- Jacob Fuller wrote:
> Hey Jay, I just wanted to update you and ask a quick
> question. I passed subtest turn the last go around thanks
> to your materials. This time I am looking to knock out
> Subtest 1. [EDITED]

> Jacob

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--- Michael Miser wrote:

> Greetings Jay,
> My name is Michael Miser and I am writing to
> inform you that with the aid of your study questions
> and anwers I was able to pass the CSET I: Algebra &
> Number Theory on the very first try! Thank you very
> much, I have already ordered the second set for
> CSET II: Geometry and Statistics and already looked
> over the material just to see what it had to offer,
> and once again I am very pleased. Thank you, thank you,
> thank you.

> Much Gratitude,
> Michael Miser

--- Sid Khoshoo wrote:

> Hi Jay,

> Btw, you have an uncanny insight into what's one the
> test. I think I passed, at least I'll be dissapointed if I don't.
> Your material rocks--especially since studying hard
> is a prerequisite.

--- Rachel Lucas wrote:

> Jay,
> I need your help I have tried to take the geometry
> CSET numerous times on my own and the highest I have
> scored is ### [EDITED]. I need to pass it in July but my
> finances are tight so I am not sure if I can afford to
> have you tutor me. How much are your question data
> bank maybe I can purchase those and if I get stuck I
> can get help from you and possibly
> get a couple hours of tutoring.
> Thanks
> Rachel Lucas

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--- Elena Johnson wrote:

> Dear Jay,
> Thank you very much for your Q-banks. I purchased them
> for the subtests 1 and 2. I had just one month to study, did
> my best to study for both, but had to give up. I focused just
> on the subtest 2 and passed it. It was pretty hard.
> Thank you a lot for the email the day of the test!
> I appreciated it a lot later!

> Now I am studying for the subtest 1.
> Your q-banks give me hope to pass it as well.

> Sincerely,
> Elena

--- Kelly Lemay wrote:

> Hi Jay,
> I ordered study guides from you for Subtests I and II,
> and I just wanted to let you know that I passed them
> both! I took them separately and passed each on the
> first try. In case you're wondering, I used mainly
> Schaum's Precalculus and Schaum's Geometry before
> using your study guides to review. I don't think I'll
> be taking Subtest III, but if I do find that I need to
> I'll contact you again.

> Thanks a lot!!!
> Kelly Lemay

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--- Don Skeels wrote:

> Dear Mr. Ramaswamy,
> Thank you so much for your continued help. I am very
> excited about your material and I am CERTAIN I will
> purchase the next two Q-banks as I need them to
> prepare for the second and third CSET tests.

> Your material is a GREAT way to "study up" for these
> CSET exams.

> Thanks again!

> Don Skeels

--- Mark T wrote:

> Dear Mr. Ramaswamy,

> I received the questions and solutions
> yesterday. I looked over the materials and
> I'm happy that I ordered them. Without them
> I don't think I would be able to pass the tests.
> At least now, I know what to study and
> have a fighting chance to pass both tests.

> With much appreciation,

> Mark T

--- Carlos wrote:
> I am writing to you to purchase the list of
> cset questions and answers for Algebra subtest 1.
> Please let me know what to do.

> Thanks

> Carlos

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--- Sam N wrote:

> Dear Jay:
> My name is Sam, I have registered for the CSET
> (Subtest 1) Algebra which will be on May 19/07.
> I live in [EDITED], CA. I need the Q bank along with
> the detailed answers (worked out solutions) for
> CSET Subtest1 (Algebra).

> As you can see there is not much time left so I was
> wondering if Ican meet with you ASAP and take the
> material personally.My phone Number is [EDITED].
> Please respnd ASAP by phone or email.
> Very best regards
> Sam

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--- Phil Mangiacaracina wrote:

> Found out that I passed subtest I … one question
> was an exact duplicate of one from your Q set [EDITED].

> Phil

--- Jennifer wrote:

> Hi,
> I am wanting to take the single subject math
> subsets 1 and 2 to supplement a multiple
> subject credential. My goal is to teach middle
> school math so that I can be one of those teachers
> that enjoys math that I never had in school.
> My question is that I don't know where to start.
> I don't know which websites to go to or which books
> to buy, etc. Your site looks very promising, but I
> just don't know where to start. I am currently a
> student at Cal State [EDITED] and have been taking
> math classes every year, but they are aimed
> towards math methods rather than learning new
> material. I am a pretty fast test taker so I would
> like to take both sections in July.

> Any advice would be appreciated. Thanks so much.

> Jennifer

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--- Michelle Carruthers wrote:

> Hi,
> I was wondering if you offer one-on-one
> tutoring. I have taken the math CSET
> Subtest II twice and did not pass. I really
> need some help. I have to pass the test before
> the fall because I need to start either my
> student teaching or an internship by then,
> or else I will lose a scholarship the APLE
> program has offered me. I graduated from the
> University of Redlands in [EDITED].
> I would be willing to pay for your tutoring
> services. Thank you for your time.
> Sincerely,

> Michelle

--- Jacob Fuller wrote:

> Jay-
> I am preparing for the CSET and I was hoping
> to order some of your question banks for each
> test I am taking. I am in Riverside, and I would
> love to start study this weekend, if possible.
> I am looking at testing in May or July. I am
> currently a [EDITED]. I started at the 2nd semester
> and I will be finishing out the year. I would like
> to teach again next year. So, I have to pass these
> CSET tests. I have heard good things about your
> resources.

> On your website, you mentioned that you might be
> willing to meet in a mutually convenient location.
> I would be very excited to do that, if that is something
> you still do. Thanks for the help and I look forward
> to meeting with you, if possible.

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--- Khader wrote:

> Hello,

> I want to thank you for listing type of materials
> to get to prepare for CSET math. I found the info
> useful, took my CSET I and passed it first try.
> However, I do not think I passed CSET II. I think
> I did well on the multiple choice section, but did
> poorly on the constructive response section, and
> need to retake it for sure. Please let me know what
> prep materials you have and how to get it.

> Thanks

--- Angel C wrote:

> Dear Jay,
> I am preparing to take the Math CSET Subtests I
> and II on March 17. I was wondering if there are
> any textbooks that you could suggest I use to study
> from. The last math class I took was the first semester
> calculus four years ago in high school. I ended up
> getting a 5 on the AP test for it. However I have
> not studied math since then and would need to refer
> to a textbook rather than just sample questions since
> I need to relearn everything. I will be applying for
> grad school soon so a passing or a close to passing
> score is absolutely necessary for admission.

> Any other suggestions would also be helpful.
> Thank you.

> Sincerely,
> Angel C

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--- Indira Kandaswamy wrote:

> Hi Jay,
> I took Subtest1 yesterday. Your Q bank and solution set
> really helped me. I appreciate whatever you are doing.
> I hope that I can move on with Subtest2. So I would like
> to buy your CSET Math Subtest2 practice Questions
> and solution set. I am mailing the check today. Please send
> them soon. I appreciate your help.
> Thank you,
> Indira

--- Rebecca Lee wrote:

> Hi Jay. I just wanted to let you know
> that I passed Subtest II. I took it in November.
> Currently I am preparing for Subtest I, which
> I will be taking January 20. Thank you for all
> the problem sets you prepared. Soon I may
> be inquiring about the question bank for
> Subtest III.

> Rebecca Lee

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--- Keith H wrote:

> Jay's Q-Bank effectively covers a broad area
> of the subject matter. I bought both cset I
> and cset II materials, and I could pass both tests
> one after the other. His method should be effective
> specially for those who have not had math for
> many many years(my case, more than 20 years)
> because they need the reinforcement of
> numerous repetitions. I highly recommend it.

--- Aubrey Meyers wrote:

> Hi Jay,

> I just wanted to let you know, I received my
> e-mail scores from Section 1 of the CSET.
> I passed! Thank you so much for all your help,
> and really appreciate all your continued help
> for Section 2.

> Aubrey Meyers

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--- Megan A wrote:

>Hi Jay-

> I was wondering if you had received my check yet.
> [EDITED] I got my results back for Subtest II today
> and I passed! Your questions were great, and now I
> need Subtest III. Please reply and let me know that
> you got this email. Thanks!

Megan A

--- Matt wrote:

> Hello,
> Thanks for your resouces. Your website is a God send.
> I am trying to prepare for the math cset and
> looking for the best possible way to prepare. Since
> my background is in econ, I am concerned that I
> don't have the proper foundation to just begin
> studying formulae then take the test. So my question
> to you is, what classes would you recomend taking,
> say at a junior college, to best preapre for the cset
> math?

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--- Danna Kipnis wrote:

> Jay-

> I was just trying to reach you to tell you my
> scores on Subtest 2. I was very excited as
> I received 4 pluses on the geometry multiple
> choice, 3 pluses on the statistics multiple choice
> and 4 pluses on the free response section.
> I guess I did better than I thought! Pretty good
> for a non-math major don't you think!!!

> Thank you for all your tutoring and questions
> banks. I could never have passed Subtest 1
> and Subtest 2 on the first try without your
> assistance. I came to you having not done any
> significant math in nearly 25 years. In nine
> intensive weeks you prepared me for Subtest 1,
> and in another seven weeks for Subtest 2.

> While part of my success was due to my diligent
> studying efforts, a significant amount was due
> to your extraordinary teaching and the extremely
> representative questions in your question banks.
> You were my counsel and cheerleader, and I full-heartedly
> recommend you, your website, and your study
> materials to anyone interested in becoming a
> math teacher in California. Thanks again.

> Danna Kipnis

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--- Sharon McCorkell wrote:

> Jay:

> I wanted to say thanks so much for putting
> together your web site on the math cset. The
> first time I took the cset I passed subtest II
> and failed subtestI . I used your suggestions and
> passed subtest I on the second try. That's all I need
> for now, because I don't need to teach calculus at
> my school. Your site was the only source that
> made any sense. Thanks again!

> Sharon McCorkell
> King High School
> Davis, CA

--- Key-sup Hong wrote:

> Hi Jay
> [EDITED] Well, the test I took on Sunday was
> a fair one, and I could answer all of them.
> Your prep materials worked beautifully for me.
> By studing your materials I gain confidence in
> the preparation for the test.

> I may tell your more about the test when I see you.
> Thanks

--- Richard J wrote:
> Dear Jay,
> I have received your Q Banks shipment and the
> subsequent email documents. I am very pleased
> with the material and have been using it extensively. [EDITED]

> Thank you.

> Best,

> Richard J

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--- Robert S wrote:

> Sorry that it took me a day but I drop the check
> in the mail today. Keep your eyes open for it.
> Thanks a lot for the materials. Good Stuff.

> Robert S

--- Esmeralda Godoy wrote:

> Dear Jay,
> I used the subset 2 study material and it was a
> great help. I especially found the worked out
> problems to be beneficial. I was wondering if you
> have the answers for the subset 3 Qs
> available. If so please let me know.

> Thanks,
> Esmeralda Godoy

---Doug R wrote:

> I passed the subtest II on Sept 16th and
> would like to say thank you for all of your help.
> I have passed both and am now concentrating on
> credential program.

> Thanks again,

> Doug R

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--- Tony W wrote:

> Hi Jay,
> I passed the subset I test on 9/16 and your Q
> bank/solutions gave me the direction to
> prepare for the test with limited time.

> I am studying for subset II now.
> Do you have solutions for the Statistics portion of
> the Q bank? Is there a new update for the Geometry
> solutions?
> Thanks
> Tony W

--- Patrick St. John wrote:

> Jay,
> The [CSET] beast is slain!
> Thank you for everything.
> Patrick

> PATRICK
> COOL, CA 95614
> Examination: 111 CSET Mathematics Subtest II
> Status: Pass

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--- Rosemarie Madarang wrote:

> Jay,

> First of all, I would like to thank you for allowing
> me to use use Qs bank it really helped me a lot.
> I looked at the unofficial result of Subtest 1
> and I passed it. Hopefully I will also pass the
> subtest 2 on Sept 16, 2006. Thanks for your great
> advised that I rather take it one at a time because

> [EDITED]

> Once again thanks for your help!

> Rosemarie

--- Robert G wrote:

> Dear Jay,

> I just wanted to let you know that I passed the
> Algebra Subtest I on my first try. Your study guide
> was definitely invaluable in my preparations.
> Thanks for the good work.

> Sincerely
> Robert

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--- Humberto wrote:

> Hi Jay: I passed substest II - your material helped
> a lot. As soon as I pass subtest I, I'll contact you
> for the Calculus Qs. Cheers! I am off to have a
> nice cold beer!

> humberto

--- Bert Merlo wrote:

> Hello JAY,

> This is Bert Merlo if you remember (you tutored me
> on Math Sub-test 1 in july for about three weeks)
> I have been busy and I wanted to see if I passed the
> test before I continued on to Geometry and
> Statistics or just needed to continue on with
> Algebra.

> Well here is the update I just found out that I
> passed sub-test 1. Everything you said would be on
> the test was there. I really appreaciate your help
> and I was wondering if we could start on geometry
> if you can fit me into your very very busy schedule.

> thanks again for getting me through the first test.

> Bert

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--- Patrick St. John wrote:

> Subject: The beast is on his knees
> Jay,
> There is hope!
> I passed subtest I and will take subtest II in
> September.

> [Original Message]
> PATRICK S.J.
> Examination: 110 CSET Mathematics Subtest I
> Status: Pass

--- Pam P wrote:

>Hi Jay,

> Yvette Lane at U of Redlands suggested that I
> contact you. I am registered to take the Single
> Subject Subset I for Algebra in September.
> I plan to do the Subset II for Geometry in
> November. I would like to work with you to
> discover what areas I am missing.

> I have taken each of the subsets twice and failed
> by less than 30 points each time. I am a little
> frustrated and am not sure what to study now.
> I am working problems daily, but it doesn't seem
> to get me over the top. Can you help me?
> Thanks for your time.

> Have a great day!

> Pamela

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--- Rich B wrote:

> Hi Jay,

> I checked out your website and it looks great. I
> have been a electrical engineer for quite some time
> and figured that I would pass the test the first time.
> How wrong I was. I was not prepared for the type
> of questions on the exam. After viewing your site,
> your Questions were right on.

> Any chance [EDITED] and send out the material
> tomorrow. If you agree, I'll send out my check
> on 7/15/06 as well this way I can have the material
> by 7/18 and take the test on 7/22.

> PLEASE CALL ME and LET ME KNOW.
> I'll be waiting for your call.

>Thanks …..Rich

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--- Chris V wrote:

> Hello Jay,

> I am Christopher and I have seen a lot of promising
> results from other test takers using your system.
> I passed subtest I after having taken it twice. I
> bought the Xam book and was so disappointed
> with it; it didn't help me anything. What a waste of
> money :( I also took subtest II and failed once.
> I will take subtest II for the second time in
> September 2006. I would be more than happy to
> send you the money for:

> CSET Subtest II: Geometry / Statistics Q Bank
> PLUS workout solutions for geometry Qs.

> Is it okay if I send you money order or cashier's
> check? Which do you prefer? As soon as I pass
> subtest II, I will order the calculus package from
> you.

> Let me know asap so I could send you the money
> order or cashier's check right away. Thank you.

> Chris

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Tim H wrote:

> Dear Jay,

> [EDITED] ...thank you for your support in this
> venture; I had to pass that test to have the job I'd
> been offered (I guess they wanted me, but only if
> I have a credential--funny), and I owe it in part to
> you that I did pass. Unfortunately, I don't know
> any individuals who are likely to take the test,
> since I didn't approach my credential through a
> traditional route, but I'll certainly shout your
> name from the rooftops as much as possible.

> Sincerely,
> Tim H

--- Humberto S wrote:

> Thanks Jay, your the best! Just recieved the notes
> and solutions. The new edition subtest I is a
> masterpiece-I especially like the multiple choice
> questions. I'll let you know what I see on the test
> when I take it in September. Thanks again!

> Humberto (future Jaime Escalante).

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Aubrey Meyers wrote:

> Dear Jay,

> I am currently preparing to take the CSET
> Mathematics subtest 1 examination in September.
> Your site has been very helpful to me in
> selecting test materials, but I cannot find very
> many sources for sample questions on this
> particular subtest. I see that on your site you
> offer sample question books for the CSET, and I
> wanted to ask you if the book you are offering
> that has the 800 questions is for the entire test,
> or do you have a sample questions book for each
> section of the exam. Also do you still sell the
> books? Any information you can provide is
> appreciated.

> Thank you,
> Abby

--- Key Sup Hong wrote:

> I ran across your site recently. I would like to take
> a look at your material as soon as possible, and
> purchase possibly both set I, II. I live in [EDITED],
> so I think I can go over to your house in Moreno
> Valley, and meet with you.

> I plan to take the test in a month.

> My email: [EDITED]
> Please let me know.
> Thank you.

> K. Hong

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Daron C wrote:

> Dear Jay,
> MAN! I JUST ROCKED THAT CSET!!!!!

> I could do 29/30 multiple choice and all 4 SCR.
> Your questions are SO much harder than the actual
> test, that I just breezed through the actual test. I
> started pumping my fist at some of the questions
> and was ecstatic when I saw the 4 SCR's!

> Thanks for making that study guide!!! EVERYONE
> should use your guide!

> Blessings,
> Daron

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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---Eunice P wrote:

>Hi Jay,

> Yes, I took the subset I test in May. Because I
> couldn't prepare much for the test, I thought
> I failed it. However, I actually passed. I used
> your Q-banks mainly as a study guide and it
> proved to be very useful. That's why I am
> ordering your Q banks again for subset II.
> Thank you!

>Eunice

---Sonia G wrote:

> Hello Jay, I found your site while looking for
> materials for the SS Math cset. I've taken the
> subtest one and did not pass (202) last March. I
> live in [EDITED] and need more help so I can
> pass subtest I and II on July 22. Do you have any
> sessions open?
> I am a credentialed [EDITED] teacher by training
> but want to teach part time at my children's
> middle school next fall. They have offered me the
> job, I just have to pass the test!

> Sonia

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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---Daron C wrote:

> Hi Jay!

> You might be my answer to prayer! I was growing
> ever the more disheartened as I ventured into
> simply finding something that will help me
> pass the Subtest I until I bumped into your site.
> I tried "Ace the CSET" online prep at acethecset.com...
> their site SUCKS!!! Totally inane, irrelevant material
> with no customer service that left me totally pissed
> off for having lost $40. The XAM guide is like 6th
> grade math, I tried http://www.mo-media.com/cset/
> and immediately asked for a refund because there
> is absolutely NO CSET Subtest I math content.
> I also tried http://www.cateachingsolutions.com/cthsisimabsu.html
> and also immediately asked for a refund b/c:
> 1) there was no download button, and 2) their
> material and customer service suck as well. Add
> me to your "Feedback" section to WARN OTHERS
> about these sites.

> I am going for my foundational math single
> subject credential, and if I don't pass on July 22,
> 2006, I won't have a job next year at my current
> school despite sparkling endorsements from both
> of my administrators, parents, and students.
> I have passed Subtest II, and did well on the
> Multiple Choice section on Subtest I last year, but
> couldn't answer any of the SCR's! Please send
> my books out ASAP! Hopefully you'll get my check
> by Sat. or Mon. latest, and I'll get the books by
> Wed. next week???

> THANKS for all you do!!!

> Daron

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Tim H wrote:

> Dear Jay,

> Not that I have official certification of it, but I
> did pass the CSET Math Algebra test yesterday,
> thanks in large part to your website, Q bank, and
> in-person suggestions. I am very fortunate that
> you do what you do to help us pass.

> I do know for sure that I got 22 of those MCQ's
> right and did passably on 3 of the Free-Response
> Q's. So, I am celebrating, and again thank you for
> your help.

> Sincerely,

> Tim H

---Sacha Hall wrote:

> Hi Jay,

> Thank you for all of your work. I've heard that
> your study material is the only accurate guide
> for the test. I was just offered my dream job, but it
> requires me passing the Sub-test I and II on July
> 22nd. I'm actually leaving town on [EDITED] and
> will be [EDITED] until [EDITED].

> If there's any way I could get the guides delivered
> before the 28th it would be so appreciated.
> I'm going to send you two checks. One for the
> amount of [EDITED] that will cover the normal
> cost for two tests and another check for [EDITED]
> to cover the cost of a rush order. Please rip up
> the [second] check if its impossible to get the
> guides to me by June 28th. I am going to walk over
> to the post office right now and mail you a check in
> the fastest way possible.

> Thank you, Sacha
> How You Learnt About This Site: Word of mouth
> from other people who have taken the test

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Annette W wrote:

> Jay,
> Thanks so much for your more than thorough response
> to my questions. I have bookmarked your page.
> I imagine you might have a full-time job just writing
> back e-mails and such.

> I will send a check for [EDITED] for the two subtest
> booklets (Geometry/Algebra) and for the Solutions
> Set (plus shipping/handling).

> I learned [about you] through my friend
> who had great success using your webpage.

> Thanks much Jay!!!
> Annette

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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---Gilbert S wrote:

> Jay:
> Sorry it took me so long to reply, but I just received
> my CSET results for Subtest I and I PASSED. Thanks
> for your study guide.

> I know it helped.
> Gil S

--- Lambert Merlo wrote:

> I live in [EDITED] and I am looking for someone to
> tutor me so I can Pass the CSET soon.
> Would you be able to help me, just let me
> know what your price would be for private lessons
> and when we can start. I will do the traveling.

> Thanks for your time

---Chris Overstreet wrote:

> Jay,

> Thank you for your prompt response! The main
> reason for my concern is that I had just purchased
> CSET prep material from another site and never
> received instructions for download. Neither have
> they responded to my emails. So, again I thank you.

> I will be sending a personal check for [EDITED]
> (Qbank,Solution Set, and shipping)

>Chris Overstreet

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Jimmy Bova wrote:

> MR. JAY,
> No problem. I shall expect your materials in the
> next 10 days. I trust you. It seems you have a
> British sense of humor. Either way, I enjoy your
> humor on your site. I am really looking forward
> to your materials. Sincerely,
> Jimmy Bova

---Chin S wrote:

> Hi Jay,

> Thanks for expediting this material. I really
> appreciate it. You should receive your check
> soon. I sent it yesterday.

> Chin

--- Brenda Collins wrote:

> Jay - I graduated from Cal State [EDITED] in [EDITED]
> and have not used much algebra since that time...

> I need to pass the CSET for my teacher credential
> program. I am interested in talking with you
> about your packets for sale and/or if you tutor for
> the test. I used to be very good in math but am
> clearly out of practice from so many years away
> from practically applying it, so I need to brush
> up. I have been studying and took a class with
> Nat'l Univ before the May 20th test. Unfortunately,
> I ran short on time and didn't do a good job on
> the responsive parts at all. I need help! Let's
> chat. Thanks in advance.

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---Paul Grimes wrote:

>Hi Jay,

> Good news, I finally passed the algebra Subsection.
> Now I can add Foundational Level Math to my
> credential. I had a good year [EDITED], got excellent
> observations and will be offered two business classes
> along with Geometry next year. My credential is
> Business with supplementary in math.

> Thanks for all your help.
> Paul Grimes

--- Maritz V wrote:

> Hi Jay!

> What I need is a tutor. I am a graduate of engineering
> so I've had a lot of math subjects (ages ago!)
> but since I have been more into computers at
> work, I have forgotten most of them already.

> and I want to take the cset for math.
> I'm hoping I can teach at least middle school math.

> Any advice?

> Ms. Maritz

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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---Abdul Q wrote:

> Dear Jay

> I am sending you [EDITED] for Q Bank + Worked Out
> Solution + Mail Expenses, as per requirenment.
>; Please send me Qbank subset II.

> Let me inform you, I had passed Subset I, of
> course with a partial help of your Q bank.
> Thanks
> Abdul Q

---Flora L wrote:

> Hello Jay Ramaswamy,
> I just received my score back from the first
> CSET Math exam and I guess I did end up
> passing. I didn't feel confident that I had passed as
> I had mentioned earlier as I felt I missed many
> of the simple questions since I had concentrated so
> much on the harder Algebra concepts as covered in
> the database of questions.

> Now that I received the pass, I'm interested in
> taking the 2nd CSET Math exam. I would again like
> to purchase your material. How do I go about
> purchasing this material for the 2nd CSET Math test?

> Thanks!
> Flora L

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Judy C wrote:

> Hello! Once again, your information and study
> material was right on. I took subtest II today and I
> don't want to jinx myself, but I think I did pretty
> well. Surprisingly, the [FR Questions] were all fairly easy.

> The multiple choice questions were a little more
> difficult for me, but I think I got most of them. [EDITED].
> Nothing sticks out as being surprising. If you want
> any more details, let me know because come
> Monday or Tuesday, I will probably forget it all!

> Again, thanks for you great material! I was very
> prepared and the only thing I studied off of was
> your stuff! You were right about the calculator --- pretty
> much needed for simple calculations and sin, cos
> stuff--that's about it! I will let you know when I
> find out my results! Thanks!
> Judy

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Stan L wrote:

> Hi Rajesh, I am finding your materials for subtest 2
> an excellent way to preprare for the upcoming CSET
> test. It is very thorough in in subject matter and is
> much like the practice CSET distributed at their
> website.

> I am VERY INTERESTED in obtaining subtest 1
> (algebra). Would next saturday at the RIVERSIDE
> LIBRARY be a good day to meet again? The next
> CSET is scheduled for May 20 saturday.

> Thanks again.
> Stan

--- Cyntia N wrote:

> Jay,

> Thank you again for your site. I’m pleased to
> say that I passed subtest II, thanks in part to the
> information in this site and practice questions
> I purchased from you. Now that I have two subtests
> under my belt, I feel confident that I can master
> the material for subtest III. Expect to hear from me soon
> …I will be purchasing the practice questions
> for subtest III. From experience, I know that
> I will maximize the value of my prep time by
> using the practice questions and by studying the
> textbooks you recommended. They are terrific
> resources.
> Cynthia N

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Stephanie W wrote:

> Hi Jay

> I have one semester on calculus in college
> over 20 years ago. I am practicing using the
> high school math book. The plan is to take Subtests
> I and II.

> Do you have a crash course available, or could
> you suggest classes or books for me to use?
> Books would be easier, however, I do need a
> resource in case I "get stuck" on a concept. I usually
> don't have problems in math, except for
> an engineering analysis course I took in
> college.

> You seem to be a fabulous resource.
> Stephanie W

--- Kathy N wrote:

> Hi Jay

> It's me, Kathy. I bought the cset subtest 2
> from you with the answer booklet. I just wanted to let
> you know that I passed the second subtest (Geometry).
> Even though I didn't study for the statistics
> part (cause I forgot to), I was still able to do well
> enough to pass.

> Thanks so much for your help!
> Now, I will be studying for the 3rd subtest. =)
> I will let you know how that one goes.

> Sincerely,
> Kathy

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Sid S wrote:

> Hi, Jay,

> I talked to the credential guy at CSUSB
> and he recommended their prep class for
> the math foundations and for the math advanced.
> I called ASAP and haven't heard back
> from them yet. If you have information, I would
> love to know how to proceed.

> I haven't taken a math class in 50 years. However,
> I have taught statistics in a behavioral science
> department for about 25 of those years. [EDITED]

> I have always been very good at math. I went
> to Caltech (majored in what was then the relatively
> non-mathematical area of Neuroscience).
> Subsequently got a PhD from UCLA [EDITED].
> Over the years, I became less and less interested
> in the research I was doing and drifted
> increasingly into statistics and eventually into
> a career in industry.

> Are you still teaching at CSUSB? If so,
> please tell me about reasonable sessions I
> could take from you "ASAP". Is it
> reasonable for me to take all three exams
> at once? When? If not three, then two? When?
> I finished the Lamar algebra and trig review in two
> sittings and it all started to come back to me.
> Does that mean I could do well on test 1 or do
> I need more? I haven't done a Euclidian proof
> since high school. Is there a good review
> somewhere? I thought it would be a snap for
> someone with my background, but your website
> has made me a little nervous. I will be
> happy to buy whatever packages you
> think I need, but it's been so long since
> I've taken this stuff as a student. [EDITED]

> Please give me guidance. I look forward to
> meeting you.
> Sid R

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--- Dorrie Bevins wrote:

> Hi!
> I ordered both the Algebra and Geometry
> CSET preparation guides, and passed both
tests on the first try!

> Thanks for the great help!

> I would like to order the Calculus CSET prep
> from you, if you are still doing this sort of business.
> Could you send me the cost and any other
> information I need to know? Thank you!
> Dorrie Bevins

--- Robbanie Smidebush wrote:

> Dear Mr. Ramaswamy,
> I just wanted to let you know that I passed both
> the Algebra and Geometry CSET exams! The results
> are "unofficial" but I hope still accurate.
> I plan to take the Calculus CSET in July and will contact
> you soon to purchase that problem set.

> Thank you for your wonderful materials!
> Robannie Smidebush

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Pete J wrote:

> Dear Jay,
> I took the test yesterday. I believe I may have
> passed it but only the final report will tell.

> Anyway, about your message. Thank you but I did not
> see your message until today. I was so busy cramming
> other stuff that I had completely ignored everything
> else...including my email.

> Now that it is over, I must say they did have
> something similar to the second set of problems you
> mentioned.

> I will keep in mind your information should it become
> necessary to repeat the test if I did not pass this
> time.

> I am so tired right now that I am going to rest for a
> few days. I expect to be contacting you in the future
> in preparation for Subtest II: Geometry and
> Statistics.

> Thank you so much for your efforts. NO ONE has been
> as diligent as you in trying to help me prepare.

> Again thank you and I will be in contact in the
> future.

> Sincerely,
> Pete J

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--- Cynthia K wrote:

> Jay,
> I just obtained my Math Subtest I results…and
> I passed! I'm oh so happy that I purchased your
> Q bank and used it to prepare for the test.
> Thank you for being such a great resource.
> I'll certainly recommend your site to others.

> And now back to studying for Subtest II
> using the Q bank I purchased from you.
> I feel much more confident about this subtest anyway,

> but passing Subtest I takes much of the fear
> out of my prep time. Thank you again.
> Cynthia

--- Judy C wrote:
> Hello! I wanted to let you know that I just
> found out I passed subtest 1. I purchased your
> material for that, now I need to purchase
> your material for subtest II. Can you let me know
> how to do that?
> Also, I don't have a calculator---what kind do
> you think is sufficient for this test?
> Thanks a ton!
> Judy

--- Nicholas N wrote:
> Hi Rajesh,
> Thanks for all of your assistance. Your Q bank helped
> tremendously and I'll let you know how things turn out.
> I was curious to know what constitutes a passing score
> for each subtest?
> Thanks again,
> Nicholas

--- Peter B wrote:
> Hi Jay,
> I am preparing to take the CSET exam in early November
> and am interested in your question bank. A few questions:
> What happens if you fail the test the first time? How many
> times can you take it? What is a passing grade? Do you suggest
> taking all three subtests at the same time? Or is it okay to
> take the first two and pick up the third one later? I'm starting
> teaching on a provisional contract next week and was told I
> need the CSET to be able to enter the District Intern Program (LAUSD).
> I will need the sample questions as soon as possible.
> What's the best way to get them. Right now I am interested
> in sections I and II along with the solutions document.
> I can't seem to find any sample tests anywhere.
> Thanks for your service.
> Regards,
> Peter B

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--- Murray S wrote:

> Great site -
> I've seen a lot of different book recommendations for
> Subset 1 and 2; before I go buying many different books,
> based on your expertise can you advise me on the specific
> books I should get for both subsets. I will only be
> taking subsets 1 and 2, so I only need those resources.
> Many of the concepts will be new to me, so the better
> written the book, the better for me.
> Thanks.
> Murray

--- Hilary P wrote:

> I am so excited to have found your site! I love its
> energy and I feel encouraged already and I have only
> read a little bit of it. But I am sooo glad you are in
> southern cal.
> I have to take the first 2 subtests in spring or
> summer of '06. I am starting back at school to get my
> credential this February at Redlands U.
> I would like to be part of a study group, and after I
> start school and meet other math teacher hopefuls, I
> would definitely be interested in a tutorial session.
> Also, I tried to find the CSET prep course at CSUSB
> and my need for instant gratification (cause at the
> moment I am really excited!!!) was not satisfied. What
> department is it offered through?
> Thanks! I'm going to get back to your site
> now.
> Hilary

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--- Dave B wrote:

> Innovation Guy,
> Your web site appears to be a great resource. I am
> currently a credentialed teacher in the Los Angeles area, and I have been tasked
> by my principal to teach 7th and 8th grade math. In order to obtain my
> authorization in foundation math, I need to pass subtests I and II by the
> end of summer '06.
> I would like to take subtest I in January and II in March
> (or earlier if possible). I would be interested in arranging tutoring
> with you if possible.
> Able to grasp math skills fairly quickly, but a little
> rusty College Calculus, in 1995. Pass both subtests by July 2006
> Available most Saturdays and Sundays (I can work around
> your schedule)
> Thanks,
> Dave

--- Katrina N wrote:

> Hello there,
> My name is Katrina and I have been taking
> subtest II for 2 years now. I have already passed
> subtest I. I cannot complete my credentialing status
> until I pass subtest II. I am planning on taking the next exam in Sept.
> Looking at all options for my preparation!
> thanks

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--- Simon L wrote:

> Dear Jay:
> I got your email on a CSET website...
> I am a psychology major, but I have completed Calculus through
> sequences (third term Calc.) in College.
> I have also taken Diff e.q. at a community college.
> Do I have a reasonable chance of passing the CSET Math
> Section I and II, and possibly III ? What should I do to prepare?
> I have not yet taked Linear Systems or Vector
> Calculus. I have taken one Physics course.
> Kindest Regards,
> Simon

--- Shelley E wrote:

> Hi Jay,
> I just registered for the CSET and found your info. on
> A to Z Teacher Stuff. It's a good thing I'm not taking the test until March!

> I was not able to access the Practice Questions link
> on the easyjournal site, I would like to purchase your set of
> questions (I'm planning on taking all 3 subtests).
> I'm questioning my sanity at this point, I haven't
> taken a math class in 30 years!
> Thanks for all the good stuff,

> Shelley E

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--- Cathy M wrote:

> I read your posts on atozteacherstuff.com and visited
> your website. I graduated college many years ago, in 1994 with an
> Economics major from UCLA. The last math course I took
> was a year of Calculus my first year of college. I would say I remember
> quite a bit of Algebra, some Geometry and probably no Trig and Calculus.
> It came easy to me back then, but its been many years since
> I have seen any of the material on these tests. I'm
> interested in passing Subset 1 and Subset 2. I would
> probably hold off on Subset 3 at this time since its been so many
> years since I've studied this material. What types of tutoring
> are you offering and how achievable is this for someone like me?
> My background has been in business, finance and
> accounting. I've always been a good test taker. I passed the
> CBEST test many years ago. I have been told that I must pass
> the CSET test before I can get into any credential program.
> I would appreciate any advise or information you can give me.
> Cathy M

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--- Frank V wrote:

> Hi,
> I've read your posts on http://forums.atozteacherstuff.com/
> and saw that you're
> having a prep course in Riverside. Although it's a
> schlep for me (I live near USC), I should probably
> consider it. When, where, and how much?
> Additionally, how much for your extra questions?
> I passed the CSET Multiple Subjects tests on the first
> try, am a generally good test-taker (good short-term
> memory I guess), and taught college-level stats courses
> during my graduate education. Having said that, the
> highest level of math I've had is geometry in high school
> (18 years ago). I would like to work towards the
> Fundamentals of Math credential which only requires I
> pass Subtests I and II. What are you thoughts re:
> chances of success?
> Thanks,
> Frank

--- Timothy M wrote:

> Hello Jay,
> I am ordering The Algebra Q Bank. I scored a 201 on the
> July test (second attempt), so I have to do a little more
> work, and your Question banks sound really good. I am
> taking a geometry class now, so I will order that Q Bank
> in the next month or so. Great Web site! I will
> definitely let teachers in my district know about it.
> Timothy

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--- Shelley E wrote:

> Hi Jay,
> CSET test dates are currently available through July 22,
> 2006, according to the website. I'm scheduled to start
> student teaching in the spring, so I'm hoping the March
> test date will give me time to study, pass and start
> student teaching on schedule.
> Thanks for all the helpful info., I ordered the textbooks
> you recommended on "Alibris", the prices seemed very
> reasonable. I will be ordering your test questions after
> perusing the books.
> Thanks again for all your help!
> Shelley

--- Mike W wrote:

> Jay,
> I would like to buy the Algebra CSET packet
> including the detailed solutions for $100. I am actually
> only 12 minutes away from your listed address. Can I
> come pick up the packet this weekend if I bring a check?
> Mike

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--- Carol P wrote:

>Hi Jay,
> Thank you for responding to my e-mail. I will look forward to receiving
> the Q Bank this week.
> As far as tutoring...I'd like to look over and study your Q Bank for
> a couple of weeks, compile my questions, THEN come see you for
> tutoring. My kids go back to school on Monday, August 22nd.
> When they are in school is the best time for me to come,
> but you are probably working.
> If not, we will have to look at doing it on a weekend.
> Please let me know ASAP.
> Thank you,
> Carol

--- Robert G wrote:

> Dear Mr. Ramaswamy,
> Thanks for your quick response. I should be ordering soon.
> Thanks also for your website. I'm glad I found it when
> I did, otherwise I probably would not of known where to
> begin. Probably like a lot of people taking this test
> I've taken my share of upper level mathematics courses
> but I graduated about 10 years ago and feels like I'm
> starting over again. It's amazing how quickly and
> enjoyable it is studying a second time around though. I
> feel I'm gaining a deeper understanding of concepts I
> just vaguely understood in high school in college. I
> ordered a pre-calculus book you recommended and will work
> my way through that and then take it from there. I'll
> probably work through the book before I start tackling
> your test type questions because like you said in one of
> your articles I don't want to be studying TO the test.
> Wish me luck!
> Sincerely,
> Robert

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Mike W wrote:

> Jay,
> Hi this is Mike, I met with you about the CSET math packets.
> I checked out my scores today and I was
> completely shocked. It turns out that I passed Geometry
> and Algebra. I was surprised with Geometry, but I was
> shocked with Algebra, because I did not have time to do
> the short answers.
> And I really do want to buy your Calculus packet. Please let me know
> if this is possible.
> Mike

--- Rachel L wrote:

> Your site is very useful!! I studied it religiously as I
> prepared for the geometry test. I am desperate to pass
> since I will find out tomorrow if I am going to teach on
> Emergency waiver which is until I can pass and get my
> intern credential! Thank you for your help - it is greatly
> appreciated!
> Rachel L

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Aimee C wrote:

> Dear Jay,
> Thank you for all of your help. I took the test this
> last Saturday and your syllabus was helpful. I had a
> free response question on Taylor Series, and I wouldn't
> have taken the time to memorize the formula had I not
> seen it on your syllabus. (I was convinced I didn't need
> it, but memorized it at the last moment!)
> I really found the Calc test to be much easier than the
> other tests. Thank you for keeping me from spending all
> of my time trying to derivate/integrate really difficult
> trig problems, I was able to spend more time studying
> things that actually were on the test.
> Hopefully, I will pass, and I wanted to thank you for
> putting information out there about the CSET that people
> desperately need! Hopefully, I won't need to ask you
> anymore Calc problems!
> Thanks again.
> Aimee

--- Carol P wrote:

> Dear Jay,
> Thank you so much for your time yesterday.
> I really appreciate it and I feel that I can pass this time with your continued help.
> 1) I will be looking forward to your solutions in the mail sometime this week.
> 2)I will definately want to set up at least 1 or 2 more 2 or 3-hour tutoring sessions.
> Thank you,
> Carol

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Robert G wrote:

> Thanks for your information about the CSET.
> Regards,
> Robert

---Chris R wrote:

> First-thank you for your site. I have been
> looking for this type I just stumbled on your website.
> It doesn't come up
> easily with a google. If you could do anything
> about that, you would probably get many more hits.
> Anyway-to my question. Reading between the lines,
> it seems that one can pass each subset by getting about 24
> choice questions and doing decently on 2 of the free
> response answers. Is that true? Also, do your question
> guides have the answers? I am just starting to prepare and
> don't plan to take the test until November at the earliest.
> One final comment....from your description of the
> test, I wonder how many of currently credentialed math
> teachers could pass it....Food for thought.
> Thank you -

> Chris R

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Yolanda M wrote:

>Mr jay:
> I need preparation for the CSet III which I am
> planning to retake in September to get my full
> credetencial in Math.
> How helpful is your calculus booklet? Does it
> have answers? What do you suggest to prepare for this test.
> I bought the geometry booklet from you and the question on
> your booklet were harder than the real test so I did pass
> easily. Do have any suggestions for this test?
> Hope to hear from you.
> YOLANDA

--- Carol P wrote:

> Dear Jay,
> First, thank you so much for all the help you provided.
> I do THINK that I did OK. I will let you know.
> Thanks again, and now I need to start studying for the
> Algebra/Number Theory. Can you help with that? I'd like
> your questions and explanations/solutions. Do you sell
> those too? The test is offered in September, but I'd
> like to get started studying soon.
> Carol

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Bill OC wrote:

> I heard about your website from corrrespondence from you
> on Teachers A to Z. So far it's been very helpful, it's
> just too bad that I found it so close to my test date. I
> know now that I'm a little unprepared for the tests even
> with the large amount of studying that I have done.

--- Bill C wrote:

> I wanted to thank you for all the help that you are willing
>to provide for people trying to pass
> the single subject math tests. I'm taking
> the test this Saturday and if for some
>reason I don't pass, I was wondering if within your preparation
> packets you provide answers for the questions? Also I
> was going over the practice problems that you
> provided for geometry and was wondering if you
> could provide the answers so that I know
> if I did them right. Any help would be great.
> Thanks
> Bill

--- Allison K wrote:

> Jay,
> I received your packet and am working through to the best
> of my ability. I have several questions... First, is it safe to
> assume that whenever height is mentioned in regard to solids it is
> referring to slant height, not altitude? Second, was there supposed to
> be a section
> on Statistics? If so, it was missing from my packet. What
> should I focus my attention on the most when it comes to
> Statistics/Probability?
> Third, logarithms and vectors appear to be my trouble areas, any
> helpful tips on studying these sections?
> Thank you for your time,
> Allison K
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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Gregory W wrote:

> Good day sir:
> I am interested in purchasing some material from you.
> Would it be possible to get it this weekend some time, as the next
> testing time is a week from this Saturday. I live in Hesperia, but would be
> willing to drive down the hill and meet you some place.
> Thanks

--- Aimee C wrote:

> Dear Jay,
> Thank you for this great list. It is very helpful.
> I have a Calculus question, and I thought that I would
> email you- there aren't that many people that can answer
> calculus questions, I realized.
> I've been studying derivatives of different things- one
> would be of trig functions. For example, find the derivative of
> y=xsinx^2 The answer that I got was (xcosx^2 +sinx^2)2x
> trying to multiply dy/du and du/dx together.
> However, the answer in the back of the book is:
> sinx^2+2x^2cosx^2
> which looks like they don't put parentheses around dy/du
> and du/dx before multiplying together.
> I'm sorry if this is confusing... can you clarify this
> for me?
> Thanks!
> Aimee

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Michael T wrote:

> I am inquiring if it is possibe to come to your Moreno
> Valley address to obtain math subset I&II questions
> for the c-set which I will be taking sat. July 16.
> Thank You,
> Michael T

--- Pam L wrote:

> Hi Jay,
> Sounds like you've been in the teaching profession
> for quite a while huh? Just out of my curiosity,
> if you don't mind to share your two cents with
> me here, how is it like to be a high
> school math teacher?
> To be honest with you, I didn't think about pursuing
> teaching as my possible career alternative
> until I spoke with one of the advisors in
> my school, CSULA, earlier this May, about
> getting my teaching credential started in
> conjunction with my MA program in TESOL.

> Until this point, I'm still not too sure about
> becoming a teacher though. I began my MA
> TESOL program in Spring of 2002 while I was
> still working for my previous employer
> which offered me tuition reimbursement
> up to $4000 a year. I did it out of sheer
> sense of self-fulfillment. Then I left that
> company last summer, therefore, took a
> break in my schooling. I plan to get
> back to it this coming Fall, but only to find
> out that they may or may not have the
> classes I need offered in time.
> Then some of my classmates (most of them
> were already teachers) suggested
> that perhaps I could try enrolling into a
> credential program for the time
> being. Fine. So I went up to the advisor
> seeking for her words. My original intention
> was to get a BCLAD/CLAD certificate.
> However, she was more impressed
> with my BS in Math than my MA in TESOL.
> She convinced me. And that's why I
> rushed everything at the last minute,
> registering for June's CBEST and
> July's CSETs.

> Pam

> p.s. Your comments (witty and blunt!) on those
> individuals who have taken the tests over and
> over again are just so true! As a matter
> of fact, prior to your feedback, most of
> the responses I got were pretty
> discouraging, making it sound almost
> impossible to pass all 3 tests at
> once. Or to be more exact, many of them
> have failed not just once but probably twice
> already. Of course, I didn't agree with nor
> believe that the tests are out of reach
> for me. But at the same time, didn't want to
> add insult to injury, either. So I just remain "quiet".

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Aimee C wrote:

> Hello,
> I've found your website a breath of fresh air- the
> information available for the CSET is so limited! I was
> wondering if you had any information about how the test
> is graded, the pass rate, etc. I took the test last
> month and am anxiously awaiting my scores (5 more days!)
> but I was hoping that someone would know some stats on
> how many people pass, what the mean score is...
> Another question: This last time, I only took the first
> 2 subtests due to lack of time. Hopefully I passed the
> tests and I will be focusing on studying for the Calculus
> section. Would you say that the resources available for
> the AP Calculus AB/BC tests would be helpful for this?
> Are there topics (aside from the historical section) that
> are not covered on the AP that the CSET would cover? More
> specifically, would the depth of understanding for the AP
> exam be sufficient for the CSET?
> Thanks so much!
> Aimee

--- Theresa M wrote:

> Hello!
> Glad to find your site thru the A to Z forums link. I
> am about to take the exams for subtest 1 and 2 on July
> 16. I will be mailing the check tom. to your address
> (Moreno Valley still?)to order the practice questions.
> How soon will I get it do you think ? I am here in LA.
> Thanks for the help
> Theresa

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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---Marc K wrote:

> Rajesh,
> I'm planning on purchasing all 3 sets of your material.
> I feel that it's important to pass the CSET, but also
> important to know the material. I'm interested to get
> your packet. Will you e-mail it, or what format will it
> be in?
> Look for my check over the next few days (I'm
in Northern California).
> Thanks,
> Marc K

--- Dan R wrote:

> Jay
> Last year I took your prep classes at Cal State SB and
> purchased your Geometry support material. I tried both
> tests but focused on the Geometry like you suggested. I
> passed the Geometry but failed the Algebra and have
> failed it once more since then. I'm wondering if you have
> any support material that I might pruchase that would
> help me in my last ditch effort on May 21. Naturally, I
> would appreciate a responce one way or another as soon as
> possible. I am open to any other ideas that might give me
> an edge or help me prepare. If your having trouble
> remembering me, I was the older gentleman with glasses
> and short hair, from Hemet,that you recognized as someone
> that seems to think outside the box. Thanks in advance
> for any help or advice you might share with me and please
> respond as quickly as possible so I can complete our
> transaction and therefore have the maximun time to study.
> Dan R

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Dorothy Bevins wrote:

> Hi! I purchased your Algebra CSET preparation guide at the
> end of last year, took the CSET in January, and passed it!! (I just
> found out today!)
> Thank you! I studied every single thing on your list, and it worked!
> Now I would like to purchase your study guides for the
> geometry and calculus subtests of the CSET. I was worried when I
> could not find you on the internet anymore, so I looked through tons of
> e-mail to find your address. Are you still selling the guides?
> > Thank you!
> Dorrie B

--- Jacky H wrote:

> Thank you so much for your response - it was very helpful!
> I will send you a check this week to order the Algebra Q-bank.
> I'm sure I'll be in touch with you as I go through all of these questions.
> Also, can you recommend any textbooks to use for studying for
> subtest 1 and 2?
> Thanks again!
> Jacky

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Steve A wrote:

> Hello:
> I read your posts at Easyjournal and was wondering if
> you are still offering questions on Subtest 1
> Algebra. I live in Covina CA and am interest in
> taking the test in March but I need more sample
> material or a review class.
> Thank you.
> Steve A

--- Seth wrote:

> Just wondering if you can help me find that vast database
> of practice tests you mention on you inovation journal website.
> Your info really helped me prepare for (and pass) subtest I. Now on
> to subtest 2!
> Thanks,
> Seth

--- Jacky H wrote:

> Did you get my e-mail earlier this week? I am hoping to
> get information on specific customer reviews of the material (sorry, I'm
> about to take a huge pay cut and I have to be very careful and
> do a lot of research when I spend money!) as well as find out if
> you provide answers to the questions in the question bank.
> Please get back to me as soon as you can.
> Thanks!
> Jacky

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- T R wrote:

> Hi Jay:
> How r u doing? I passed the CSET, algebra that I took on
> 6th Nov. I paln to take the 3rd one,
> Calculus and trignometry on 22 Jan 2005.
> Do u have ur question bank for that CSET III part too?
> Pl. write to me asap so that I could mail u my check and
> get started with the prep.
> Thanks for all ur help.
> have a good holiday and Merry Christmas!!
> R

--- Mary C wrote:

> I didn't think I had - but I passed Subtest I on Sept.
> 18th.
> I had at least 4 or 5 questions on vectors (none of which
> were of the variety in the "sample test" or anything else I
> was studying).
> Next is Geometry, but I think I will go for March.
> Thanks for your help.
> Mary

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- T R wrote:

> Hi Jay:
> I passed the Geometry CSET and taking the algebra on 6th
> Nov. Could you pl. give me any suggestions for the test?
> Your material did help me to a good extent.
> Thank you
> R

--- Sage K wrote:

> Hello,
> My name is Sage K and I just recently came across
> your name through another fellow named
> Carl W. He had taken your course or study
> group at Cal State San Bernardino and had spoken very
> highly of you saying that "you were the man." He told me to
> ask you if you were still in the business of tutoring for
> the CSET because you had actually passed all three subsets
> in one sitting. That excites me because I have taken
> the Algebra test twice and failed them both and have taken
> the Geometry tests 7 times and as you can imagine, I am quite
> the apprehensive kind of guy towards these horrible
> flaming hoops! If you are interested I would be happy to
> pay what ever price to meet with you for a like an hour or
> two to go over the test (Around a $100 I was thinking)! I
> am honestly a very desperate test taker right now,
> plus, the going rate for tutoring at most universities is
> around 175 or 200 bucks as you may already know.
> My situation right now with the test is basically
> a do ordie situation! I have to pass both of the first
> two subsets on November 6th or else I cannot student
> teach until next fall. I am trying to pass so I can do
> the student teaching in the Spring session.
> I'm 26 and I am looking forward to getting my own class
> and especially looking forward to getting out of
> the house as well if you know what I mean!
>If there is any chance for us to meet, let me
> know!
> Thank you for your time!

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Heather A wrote:

> I am the trainer/HR rep for a company that employs about
> 200 teachers. We have been gathering resources for teachers taking
> different CSET single subject tests, and one of our teachers said that
> your information was the best that he had found. In addition, I
> personally will be taking the first portion of the Math CSET in November,
> and am interested to see how your prep assistance works.
> Thank You
> Heather A

--- Donald J wrote:

> Hello, I would be interested in what you are offering
> to succeed on the CSET Algebra 1 Subtest. Please let
> me know. Thank you!!!!

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Stephanie S wrote:

> Hi
> I appreciate your journal site. I am a math teacher who
> didn't need to take these exams to get my credential.
> Now my husband would like to get his credential and we
> don't even know what we are looking at. We are
> interested in anything you have that could prepare him to
> take the test (he is starting with just Level I in Nov,
> will hit level II in March)
> Thanks
> Stephanie S

--- Brooke E wrote:

>Jay,
>I took some of your CSET preparatory classes several
> months ago. I have taken the calculus and
> geometry and passes both. Thanks to you. I now need
> Algebra, Is it at all possible to have you send me some
> clues about what would be on the test? What should I
> focus on?
> Secondly, are you teaching those classes
again?
> Thank you,
> Brooke E

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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--- Maile R wrote:

> Hi,
> I found your site, I have taken the subset II in math 3
> times and I have till march to pass it. Can
you help?
> Maile R

--- Carl W wrote:

> Jay,
> Hope your summer is going well.
>Have you conducted any tutoring classes for the CSET
> Calculus/Math History Test? Do you plan to?
> Also do you have, or are planning to have, a set of study
> materials for sale for that test?
> Your materials helped tremendously on the Geometry test. I
am hopeful that I passed it last Saturday. If I
> did it may be time to start studying Calculus.
Thanks,
Carl W

--- Elyzabeth L wrote:

> Hi Jay,
> I wrote down the questions from the free responses.
>...[The Geometry Q] was so easy, thank you for teaching me the
> trick whith parallel lines. If you have the time will you tell me how to
> solve the Geometry 3 and 4 questions, and the Algebra 1 and 3
> questions.
> Thank you Jay for all that you have done.
> Elyzabeth L

--- G B wrote:

> Hello Jay,
> I want to thank you for being such a great tutor.
> Unfortunately, I wasn't able to attend the last session and
> I have a few questions on what to concentrate on for the Algebra test
> coming on March 20.
> I got the book Algebra and Trig that you suggested and it
> is fantastic but I'm not going to be able to complete the whole book by
> March 20. I have thoroughly covered Chapter's 1-4 and would like to know
> which parts of the remainder to concentrate on.
> Chapters 6, 7 and 8 are Trig. Do I need to cover
> anything in these chapters? I did do Chapter 8.3 (Vectors) .
> I plan on completing Ch. 9. Are there subsections in
> Chapters 10 and 11 that are more critical than others?
> Also, Chapter 5 (Exponential and Log Functions); can I
> get away with covering just a few of the subsections or are they all
> critical for the exam?
> I really appreciate your help in narrowing down my work...
> Have a great day!
> Gail B

--- Delia S wrote:

> Good morning, Jay,
> Thank you very much for your help on Saturday. You are
> a wonderful instructor! Your students are very lucky to
> have you, as are we!
> I intend to take the Geometry test on Saturday.
> Got any hints or problems I should work on?
> Again, thank you for your help. Hope to see you in a
> couple of weeks.
> Delia S

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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Hankering for more CSET Math Qs? Click on Need More Practice Questions? To purchase a vast database of Qs that I've compiled from my experience as a test taker and CSET Single Subject Math instructor at Cal State, San Bernardino, email me at innovationguy@yahoo.com. The CSET Qs on this site are taken from that collection of questions!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* The CSET Blog

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

Random Musings on the CSET Singe Subject Math Tests!

TOPIC: Style of CSET SS Math Qs
TOPIC: Recommended websites for CSET preparation
TOPIC: Preparing for Subtest III: History of Math
TOPIC: Studying for the CSET Single Subject Math via online tutorials?
TOPIC: Graphing Calculator Online Tutorial
TOPIC: Could it be Better to Fail by a LOT than by a SLIVER?
TOPIC: Single Subject or Multiple Subject?
TOPIC: Tackling Test Anxiety and repeated Failure
TOPIC: A Pass is a Pass, right?!
TOPIC: Preparing for the Praxis II Mathematics Pedagogy (0065)Exam
TOPIC: Key Subtest III concepts
TOPIC: Score Verification for 219?
TOPIC: How Good in Math must one be?
TOPIC: Are the CSET Subtests valid
TOPIC: Preparing for the Praxis II Mathematics: Proofs, Models, and Problems (0063) Exam
TOPIC: Taking the CSET repeatedly
TOPIC: Errors on the CSET?
TOPIC: Taking more than 1 Subtest per session?
TOPIC: Studying for Subtest I from a Precalculus book
TOPIC: Algebra topics for Subtest II
TOPIC: Algebra topics for Subtest II
TOPIC: Studying hard, yet feeling unprepared?
TOPIC: Clueless, yet Taking the Test?
TOPIC: Grading the Free / Constructed Response section
TOPIC: Passing the CSET: Test Strategies
TOPIC: Advice for Middle School Math teachers
TOPIC: Style of CSET SS Math Qs

Here's the "magic" of the CSET: straightforward Qs that one might encounter in a regular text are routinely re-fashioned to cleverly "model" algebraic and geometric situations. As it should be... so that the myriad real-life applications of Math may be illumined. For instance, here's a "worldly" Geometry problem that I've contrived to appear more complex:

Three cows are tied to posts and permitted to graze in a circle such that each circle is externally tangential to the other two. The length of the ropes that tether the beasts [?!] to the posts are 10m, 20m and 30m. Find the Area of the region left ungrazed in-between the 3 circles.

In general, there are 2 likely deficiencies in candidates' preparation.

First, inadequate CONTENT knowledge. Translation: there are concepts the individual does not know at all. Of course, if you're really weak in fundamental concepts, it would help to take courses at a local Community college, say!

Second, inadequate PRACTICE with Qs at a CSET-level difficulty. After all, the Qs on the test are somewhat twisted, unlike those in a regular textbook!

The pass rate for the Math Subtests [especially Subtest I] is ~20%! Because as opposed to Qs from a text, there's always a subtlety involved, and as I always advice candidates, you can expect to be assessed on

* a few concepts that are unfamiliar
* familiar concepts in unfamiliar ways!

My detailed and exhaustive Q Banks for each Subset that seek to narrow this "bridge", and do so very ably, addressing each / every CSET "domain" / topic area. Additionally, I've put together NOTES that are indeed quite exhaustive. Still, I do expect / recommend that candidates have a grasp of the foundations of each topic area since, both - the CSET and my materials - are at a level considerably higher than a conventional textbook!

As an aside, I continue to be staggered by the number of non-Math / -Science majors that sign up to SS Math Subtest I and II and subsequently grouse about the inadequate time after consuming 4+ hours for Subtest II which is always taken first].

Depending on the concept, real-life applications DO make their way into the CSET Qs. Naturally, some concepts - like quadratic functions, systems of equations, etc. lend themselves more readily than others. Here are a couple of examples, for purely illustrative purposes:

MCQ Subtest I: A fighter pilot is flying along a route described by the curve y = f(x). If a anti-aircraft battery is located at P(x1, y1), then at what position shall the plane be nearest to the battery?

Free Response Subtest I: A window is in the shape of an equilateral triangle atop a square / rectangle. What should the dimensions of the window be that maximum light might be allowed?

MCQ Subtest II: There are x T-shirts in a pile of which p are Large, q are Medium and the rest are Small. A fellow wants n T-shirts, one of each kind and delves into the pile extracts one T-shirt after another. What is the probability that he shall be unsuccessful in his quest?

Free Response Subtest II: A child is constructing a cardboard decoration which is in the shape of a flat n-sided regular convex polygon to be cut from a circle of radius, r. How much material shall be discarded?

I regularly tutor several chaps for the CSET, and when we discuss CSET-like Qs that I've contrived, the most frequent initial reaction is "Er, I wouldn't have known how to proceed..." or "Is that ALL that you're asking for? Then why don't you be direct about it, confound you?!!" Mental dexterity and interpretive fortitude are 2 attributes that the MCQs demand in dollops...

TOPIC: Recommended websites for CSET preparation

The following sites are a marvelous resource for getting general Qs about CSET Single Subject Math clarified, as well as for grasping specific Math concepts:

* Become a member of A to Z Teacher Stuff:, an immensely popular forum for current and prospective teachers, immediately! You can examine questions that candidates in similar situations have had about various aspects of the CSET in their Single Subject Forums.

Specifically, it would be very lucrative to browse through their vast Single Subject Math archives for my posts in their various "threads"...

* Have a seemingly insoluble question in Math? Of course, you can email me, Jay, at innovationguy@yahoo.com, and I shall be delighted to help! But appearances notwithstanding, even I am not omniscient (SNIFF!). The blokes that run The Math Forum apparently are! You can consult their bountiful archives on High School Math questions and come away awestruck at the breadth and depth of topics covered!

* A couple of excellent Math sites that practically "walk one through" Precalculus-level Algebra!

Purple Math is a sterling site, which in turn refers to exhaustive online Math lessons.

Here's another capital resource: Paul's Online Math Notes

The only "drawback" - if you will - is that these sites don't offer problems / exercises [as in a textbook]. They are, however, matchless in their capacity to illustrate and explicate even intimidating concepts - one can't have enough examples! In general, use them to supplement a regular textbook - if the explanation is abstruse / more illumination is required, rely on these sites!

TOPIC: Preparing for Subtest III: History of Math

Here are a few websites to assist in your study. Start with

History Topics Index

and History Topics: Alphabetical Index

And, of course, Wikipedia's coverage of History of Mathematics is exceelent, too! I recommend spending a couple of days browsing through Wikipedia topics on, say, Egyptian / Mayan / Hindu / Babylonian / Arabic / Greek / Chinese mathematics as well as History of Algebra / Geometry / Trigonometry / Calculus. Wikipedia has sound articles on each of those topics / keywords!

Those material is extremely vast: I'd recommend simply skimming through the material since it's more than one can digest at short notice. There are so many mathematicians who have made myriad contributions to the development of various mathematical concepts that I wonder if a "quick" review would help! The stuff they ask about is content one simply "picks up" growing up...had one been so inclined, that is (?!) - for instance, that (Differential) Calculus was by Newton and Liebniz (independently, though contemporaneously: it's the latter's notation that we employ!), that Algebra owes its provenance to Indians and the Arabs [Al-gebra, get it?!] , Fibonacci was instrumental in disseminating the "Hindu-Arabic" numerals to the West, that Mayans used a Base-20 numbering system, etc.

And, oh, 1 FR Q shall be based on a Math problem that the ancients solved in a different fashion, perhaps - simply use common sense and the "instructions" provided, and draw connections with the "current" Math to solve the problem! It's not hard by any stretch.

TOPIC: Studying for the CSET Single Subject Math via online tutorials?

In my opinion [borne of experience, naturally!], learning entire subjects - like Precalculus or Geometry - and even specific topics - for instance, graphing parabolas - from the Internets [?!] is not terribly prudent on account of the infinitude of material that one needs to sift through. The duotrigintillion dollar question [what the deuce?!!] - especially for test-preparation purposes - is, um, has one secured all the pertinent information one needs?

A textbook would be a more reliable, not to mention, efficient, option.

To illustrate, consider parabolas [for Subtest I], which, according to a High School Algebra II / Precalculus textbook can be represented in 3-4 forms:

1. Standard Form
2. Vertex Form
3. Intercept Form
4. Conic Section Form [which, in certain circumstances, is really a variation of #2].

Now, simply googling Parabola - or employing any search engine, for that matter! - yields sites dealing in Form #4 mostly, and, to a lesser extent, Form #1. In short, then, considerable information is being "denied", especially to one without adequate knowledge of the expanse of the topic / subject. Particularly since the syllabi are most decidedly cryptic: Analyze properties of polynomial, rational, radical, and absolute value functions in a variety of ways (e.g., graphing, solving problems)...that sort of thing, what! Were a novice using online resources only for one's study, I'm not sure if that description would recommend the study of Quadratic Functions...

The really queer thing is that Form #4 alone is irrelevant for Subtest I...and insinuates itself in Subtest II under the topic of Locus.

Likewise, consider the competency: Prove theorems and solve problems involving similarity and congruence [for Subtest II]. Um, how extensive must one's quest be?! I'm not sure if there are sites delineating sound Proof "strategies" while proving sophisticated propositions. Here's a passable site, and here's another but very insufficient for readying for an exam as unyielding as the CSET! Here's one I put together...before I discovered the excellence of Geometry: The Easy Way!

Lest it be misunderstood, I myself use the Intertubes [?!] - especially Wikipedia - for "quick" research quite frequently [see, for instance, here for 78 - yes, 78! - ways to prove Pythagoras' Theorem...about which Wikipedia has decent coverage, too]. It's just that for an endeavour as earnest as the CSET Math, conducting research on the Internetrons [?!] can be numbing...

On the other hand, for certain subject areas, say, US History, World Cultures, even Biology, I imagine "a Google" [sic] would be indispensable!

Websites are likely to be diffuse, and of a supplementary nature ie. with persistence one might encounter a site that explicates a concept well but one's search can be laborious and meandering [greater profit might be had in the quest for the Holy Grail!].

Of course, one may argue that the "search process" itself can be considerably instructive and educational - for instance, read the contents of several sites on, say, spherical geometry or quadrilateral properties, and I'm certain, quite a bit of generalities can be gleaned [to pursue the idiotic gag further, one might not secure the Grail itself, but gets to rescue a rather toothsome lass, what! In passing, might one set one's sights low and seek a "grail" not necessarily holy? Just wondering, yes?!]

Also, online, it is only with hardship that one may extricate advanced-level practice problems of the cunning sort that competency exams like the CSET assesses.

Oh, just use a reliable textbook!

As an aside, I confess to being rather wary - oh, I still am! Paranoia gallops unrestrained in the family like a horse on steroids...or rather, a horse on steroids gallops as unrestrained as paranoia in my family (?!!) - about the usefulness of Wikipedia as a research resource, at times the quality being mottled at best, even downright confounding and misleading.

Be that as it may, I found the Wikipedia content of fairly robust calibre on Abstract Algebra topics of Groups, Rings and Fields. One need grasp only the rudiments of each, and the basic Laws of Commutativity, Associativity, etc. Naturally, as a fellow pickled (?!) somewhat in Math, I didn't the matter too abstruse...but give it a stab and make what you want of it!

TOPIC: Graphing Calculator Online Tutorial

Only Subtest II permits use of a Graphing calculator. Click here for a Subtest II-specific TI-83 / TI-83 PLUS / TI-84 / TI-84 PLUS primer. Here's another smashing TI-83/84 site.

TOPIC: Could it be Better to Fail by a LOT than by a SLIVER?

If one misses passing by a scrape, it often leads to unjustified cockiness: Oh, I was this close! Perhaps, I can simply pull it off with just a quick review! And what an infinite folly is that...since, it may have been only the vicissitudes of the test that had led to an outcome as favourably close as that, not at all reflecting ones' true ignorance! After all, failure by a few points might have been simply a consequence of guesswork: um, how does one divine which concepts require extensive study?!

If one fails the test by a large margin [the passing score is 220 and only Pass / Fail is indicated in the transcript!], that would indicate an explicit and substantial need to study intensively.

TOPIC: Single Subject or Multiple Subject?

One might safely hypothesize an inverse relationship between Pass Rate and Employability...while the Multiple Subject tests might be easier to overcome - requiring knowledge that is a mile wide but an inch deep - on the downside, I imagine there not being a cornucopia of those jobs relative to the Single Subject ones.

Conversely, English teachers - likewise for Math and the Sciences - don't undergo too much privations securing employment [once competency has been demonstrated...for which, it is indeed true, the success rates are lower].

That ought to be a criterion not to be cast off idly.

TOPIC: Tackling Test Anxiety and repeated Failure

There are those afflicted with congenital Text Anxiety i.e. they were born that way, feeble and fragile and need to be Handled-With-Excessive-Care [of course, I jest!], and others who owe their nervousness to a chronic absence of success. The former feel the onset of anxiety even when well-prepared, en route to success...and could secure relief via breathing exercises!

The larger endeavour requiring remedy that can be controlled by the candidate is dreading the test, having taken it several times already. Of course, repeated failure likely indicates insufficient knowledge / mastery of content matter and / or a lacuna in test-taking skills [part of which is anxiety-management]. Very likely, a combination. [Here, I shall accept kudos for Excruciating Banality.]

In the former case, one ought to simply master, at the least, come close to attaining it...asymptotically [what the deuce?!], the syllabus as laid out at the CSET website. There are no short-cuts, paved picturesque roads that may be traversed untrammeled and effortless. One should aim for rigour, for it is that that shall mark the able instructor in the classroom.

Yes, it is a platitude to declare that those that fail to pass the SS Math CSET aren't adequately prepared. In my experience tutoring candidates, I've observed characteristics prevalent amongst my own students at school: there are those that DO Math and emerge triumphant, and others who merely LOOK AT Math and worry at the adverse outcomes. The latter chaps sit recumbent with a textbook, reading the examples and nodding sagely in apparent comprehension: Oh, it all makes sense!, they exclaim merrily moving on to "master" the next section.

Query them about their preparation and they shall unintentionally reveal their application, or lack thereof: Oh, I've LOOKED AT the material! I've LOOKED AT my Notes!! I've LOOKED AT the California State Math Standards!!! I've LOOKED AT the Practice Qs!!! and so on. Is it any wonder that their scores aren't quite worth LOOKING AT...several times?

While all subjects call for rigourous application for concepts to be grasped and reinforced, Math is somewhat sui generis in its "requirement" of having to put pencil to paper: one may contemplate the chemistry that underpins one's cooking, say, or the biology relevant to one's garden, but idle rumination on finding the intervals for which one curve lies above another might not yield commensurate dividends. Actually embarking upon to resolve the Q might reveal obstacles not heretofore perceived.

CSET SS Math Subtest I, in particular, is quite challenging. One's efforts should, ergo, reflect the purpose of the test: is one sufficiently equipped to teach a High School Precalculus class. Even if Middle School is really one's destination.

In my case - however anomalous that might be! - given as I have countless tests [um, I imagine I could count them, come to think of it, what!], I have indeed found myself prey to the usual apprehensions that bedevil others - fed as they are by uncertainty about outcomes - which I have then sought to banish through robust preparation.

On test days, I am the very soul of equanimity - giving the Dalai Lama a run for his Renminbi! - ...since I am seldom under-prepared.

TOPIC: A Pass is a Pass, right?!

NES, the chaps that create and administer the CSET, does not divulge exact score one obtained in case of Pass, and all that the transcipt declares is: PASS. In the case of Fail, however, the score is revealed.

Apparently, a passing score implies that the candidate - in the opinion of the CCTC - has acquired the minimum subject matter knowledge to manage reasonably as a rookie teacher. Some have suggested that a person who passes with a high score doesn't necessarily know significantly more about the subject than someone who just scrapes by, particularly given different forms of the test, differences in how different individuals cope tests, and differences in how an individual copes with the test from one administration to the next. That the only thing that counts on CSET is passing it so that anyone who passes it is considered to have the minimum subject matter knowledge required to be successful as a beginning teacher. That this is all the test is designed to show.

First, with regards to test-coping, I imagine that would apply to any test, not merely the CSET. There aren't too many competent chaps that fall in the 'Oh,I know the material, I'm just a horrid test-taker' category. And if this ort of thing were widespread, how does one go about assessing subject matter proficiency?!

And with regards to different forms of the test it would be very safe to assume that these tests are reliable: a psychometry term indicating that in the long run, different editions of the test would yield similar results for the same individual, ceteris paribus.

That, after all, is a paramount goal of a good assessment instrument.

In the absence of additional information, I would be disposed to conclude that a chap in the top 5-10th percentile has significantly greater - not a colloquial expression but a statistical one - understanding and grasp of Math than one in the 65th-75th percentile...and in an administrative capacity, I'd readily employ such a fellow over another. Sorry, but I know quite a few Math teachers with abysmal conceptual knowledge and horrendous skills.

While the CSET establishes minimum standards of competence, it doesn't cut it for me and I should be loath to have anyone but the top scorers teach upper-level Math - the rest ought to take more Math classes and demonstrate soundness. [Yes, that would defeat the purpose of the CSETto be sure.... - I can imagine a fellow exclaiming: "Hmmph, I passed the bloody tests, confound you!" - but I earnestly do not believe Subtests I and III to be valid tests i.e. examinations designed to suitably and rigorously measure what they intend to.]

Since the CCTC does not require that NES reveal passing scores on the CSET, the absurd upshot of it all is: one might barely have passed all 3 Math Subtests...yet, be deemed qualified to teach Precalculus / Calculus! But clearly, to bestow classes as these on such a patently unprepared bloke would be an outrage upon hapless students. Now, I shall vouchsafe the point that no school is likely going to require a greenhorn to teach advanced Math courses, but several years of experience teaching Algebra 1 / Geometry does not automatically confer expertise in Precalculus and beyond. Again, a low score [as in the minimal standards being barely met: << 80th percentile] - for me - indicates insufficient mastery.

Especially with regards to Math, I just don't want the novice that 'squeaked through' with a Foundation Credential to be permitted to teach Algebra II [were this a possibility]; and one that barely managing to overcome Subtest III be assigned Precalculus / Calculus [were this a possibility].

Teacher performance is indeed a function of, both competence [tangible], and a certain nebulous je ne sais quoi of which even a subject-matter virtuoso may be impoverished [instances of PhD blokes and engineers being poor explicators, that sort of thing!].

But ceteris paribus, with regards to upper-level assignments, I'd prefer that a chap that excelled on Subject Matter Competency Exams - if such scores were unearthed... - instruct a ward of mine.

But between a capable teacher well over his/her head [what the deuce?!] because of insufficient grasp of advanced concepts and a miserable but well-qualified sod, um, I'd just sooner plant my footwear on their collective arses: neither has business being there! Both deficiencies, however, are rectifiable.

Finally, were it up to me, I'd require ALL prospective Math teachers - Math majors / otherwise - to take the Single Subject Math tests. Here's why: there are too many "Math majors" who can't prove a simple proposition in Geometry [no, really!], draw an exponential graph or find the roots of a polynomial function. Alas, I speak from experience with freshly-minted fellows!

TOPIC: Preparing for the Praxis II Mathematics Pedagogy (0065)Exam

The Pedagogy exam is all about how one'd go about teaching myriad Math concepts of a fundamental nature. The weird thing, of course, is that till one is actually in a classroom setting, one doesn't give much thought about instruction...after all, why would one ponder over it?!

Here's how I'd go about preparing for the pedagogy Praxis - I've examined the Syllabus & Sample Qs on the ETS site quite robustly! - and the following might offer a sliver of guidance.

I'd examine a Middle school and/or 9th grade Algebra I & Geometry textbooks, and spend time [~ 10/15/20 min!] contemplating Instruction and Assessment for each section.

I'd just write down a few teaching ideas with regards to:

* INTRODUCING the topic,
* CONNECTING the concept to the students' PRIOR KNOWLEDGE,
* EXTENDING the concept,
* ANTICIPATING the COMMON ERRORS that students might be prone to committing
* devising progressively sophisticated illustrations
* EVALUATING student UNDERSTANDING and APPLICATION [q.v. Bloom's Taxonomy]

Naturally, time constraints preclude doing this for every concept area pertaining to Middle School Math / Algebra 1 / Geometry.

But I'd surely examine the fundamentals viz.

Negative Numbers,
Operations on Integers,
Fractions,
Operations on Fractions,
Decimal Representation,
Ratio & Proportions,
Percentages,
Absolute Value,
Probability,
Linear Equations,
Relations & Functions,
Graphing and Writing Equation of Lines,
Parallel and Perpendicular Lines
Systems of Equations
Inequalities
Exponents,
Polynomials,
Factoring,
etc.

The mental exertion expended on even a sample of those areas shall be of tremendous profit, providing a "template" for rumination on the Test.

It may even be useful to talk to Middle School teachers about their lessons! [Inquire from the Principals of local schools about their highest-performing / reputed Math teachers and get their input. In my experience, most teachers are happy to give "those who seek" their time freely!]

TOPIC: Key Subtest III concepts

In general, focus on Applications [nothing "hard-core"!].

- Graphing trig. functions and identifying trig. functions from a graph / word problem

- Proof and Applications of the Laws of Sines and Cosines

- Proof of the 3 Pythagorean Identities [an old favourite is about sin^2 x + cos^2 x = 1 for x, say, in the 2nd Quadrant...oh, it's the same bloody principle!]

- Determining the Area / Perimeter of a regular convex n-sided Polygon, and its Relationship with a inscribed / circumscribed circle.

- Finding the coordinates of a Point - in terms of trig. ratios - on the vertex of a regular convex polygon circumscribed / inscribed on a circle of radius, r, say[oh, just use: x = r cos theta; y = r sin theta!].

- Existence of a Limit & Finding Limits

- Continuity / Differentiability of a Function [the distinction thereof!]

- Derivatives as instantaneous rate of change & Finding Derivatives of Simple Functions using the Definition [Do not waste time finding derivatives of complicated functions: familiarity with polynomial, rational, irrational, trigonometric and logarithmic / exponential differentiation would suffice!]

- Applications of Derivatives:
* Maxima / Minima of curves, Concavity / Convexity, Increasing / Decreasing Intervals, Intercepts, Curve-plotting...in general!
* Related Rates
* Maximizing / Minimizing a Function subject to constraints [Surface Area / Volume]

- Implicit Differentiation

- Basic Differentiation Rules [Chain Rule; Power Rule; Multiplication & Quotient Rules]

- Intermediate & Mean Value Theorems

- Definite Integral & Properties: Finding the area under a curve using Riemann Sums [Do not waste time finding integrals of complicated functions: familiarity with very basic polynomial, rational, irrational, trigonometric and logarithmic / exponential differentiation would suffice!

- Fundamental Theorem of Calculus: Proof

- L'Hospital's Rule

- Infinite Series: Convergence Tests; Power, Taylor, MacClaurin Series; Radius of Convergence [Basic Understanding]

- Application of Integrals: Finding lengths of Arcs; Areas / Volumes of Solids [Basic Understanding]

- Applications of Exponential and Logarithmic Functions: Exponential Growth / Decay Situations

Again, if one finds oneself getting involved in some complex manipulation, one has gone too far! For those with more sophisticated Math skills, Subtest III is the easiest of the lot. Far more rigourous Algebraic manipulation has been accomplished in Subtest I! Subtest III is - in my opinion - less austere than the equivalent of a 1st Semester College Calculus course. An AP Calculus BC student would be over-prepared!

TOPIC: Score Verification for 219?

219 is a "common" FAIL score - I've personally known miserable fellows that secured 219 4-5 times! [Yes, it's a bloody pity!]

Otherwise, NO, it's not worth submitting to a re-scoring. The grading procedures, in general, are quite rigourous and consistent: considerable training precedes the actual process wherein the scorers are apprised about the myriad ways to approach a problem, and the partial credit to be apportioned.

Furthermore, customarily, each Free Response Q is graded by 2-3 scorers so that in case of discrepancies, a "supervisor" shall break the tie. Finally, the scorers "specialize" in particular Qs: one might ONLY grade the 1st response for, say, 100 candidates. This enables "mastery" in grading that Q!

It's a lot akin to grading AP tests.

TOPIC: How Good in Math must one be?

I understand the general apprehensiveness of candidates about taking a specialized Math test probably long after advanced topics ceased to be familiar. But it shall buck you up to know that from my interactions with hundreds of prospective Math teachers for the CSET in the last 4 years, about 90%+ of these chaps are either

a) Elementary [/ Middle School] teachers, with very rudimentary Algebra skills, who WANT to pass the CSET since they wish to teach at a Middle [/High School] level

OR

b) Middle / High School teachers, with very rudimentary Algebra skills, who HAVE to pass the CSET [so that they might satisfy the requirements of the No Child Left Behind mandate]

OR

c) non-teaching professionals - accountants, lawyers, bankers, engineers, managers, etc - seeking a mid-life career change, again, with very rudimentary Algebra skills!

Bottom-line: for the majority of my correspondents, a considerable time has elapsed since they took Math classes, with their current Math skill-level rather middling, even though they did reasonably well in the past. That is, they possess quite robust mathematical aptitude, only the techniques are somewhat "rusty"!

Here's what it takes to succeed:

a) ~125-150 hours of concentrated study for Subtest I and 100+ hours of intensive study for Subtest II [um, astute observers shall distinguish "concentrated" and "intensive"...Oh, I jest!]

b) if you're currently employed full-time, considering those constraints, ~2 hours of skills-reinforcement DAILY + ~4-6 of skills-reinforcement on WEEKENDS

or

if you're employed part-time [or not at all], ~4 hours of skills-reinforcement DAILY [weekdays and weekends].

If self-study is an issue, then I would recommend taking the requisite courses at a community college, or if time i.o.t.e. perhaps, secure a tutor if individualized instruction is preferable.

Being "good" is a function of proficiency [subject matter mastery] and pedagogy [teaching ability: communication skills], and the former doesn't imply the latter, but I imagine lack of it shall vitiate learning grievously. So content knowledge is simply a prerequisite.

Novice teachers shan't be assigned upper-level Math classes [Algebra II or higher] initially [read: 3+ years, often even longer!]. With a commitment to learn and grow, however, one frequently "blossoms" into a reasonably effective teacher. Like in an apprenticeship, it's only after year 3 or 4 that one hits one's stride and gets somewhat fluent with the "language" [in all its connotations!].

A non-Math major colleague of mine - whom I respect immensely - solves ALL the problems from the following day's exercises the night before, and actually REHEARSES a "script" of sorts. On occasion, she seeks my help to grasp subtleties and nuances of a concept - how does one distinguish Permutations and Combination, for instance (a source of common confusion!) - and she asks very penetrating Qs of the Why and How kind, endeavouring to anticipate queries students might conceive. Not surprisingly, she has one of the highest class averages and pass rates in the Math department.

In a lot of ways, teaching is an "act": prepare really well to avoid being "booed"!

TOPIC: Are the CSET Subtests valid

Personally, I don't regard Subtest I to be a "valid" assessment tool: one calculated to measure what it proposes to. The relevance of Number Theory and Abstract Algebra is moot [in a High School curriculum], and being relatively abstruse and inaccessible, invites guess-work. And likewise, Subtest III is inadequate since it is not challenging enough for the level of courses it "qualifies" one to teach.

The test creators ought to have gone about their tasks making an "imperative" of it [qv. Kant's Categorical Imperative: "Act only according to that maxim whereby you can at the same time will that it should become a universal law."]

Simply: I'd want an Algebra II teacher - and beyond - for any son / daughter of mine to be a virtuoso re the curriculum. I should wish the same for any son / daughter.

On the other hand, I don't give a rat's arse as to whether the teacher really grasps Groups, Rings, Fields, or Euclid's Algorithm. Especially, if it detracts from the mastery of Algebra II / Precalculus: test preparation is somewhat Zero-Sum. Time taken out to "study" - however superficially - Abstract Algebra and Number Theory is a period that might be more lucratively employed becoming a Jedi of Precalculus (!).

As an aside, I warm to the notion of devising a Teaching Methods oriented Math test for the Middle School Math teachers that, content-wise, may assess them till Algebra II only. Requiring those poor blighters to know as much as High School chaps is ridiculous. I do want middle school teachers to be creative in fostering ideas of fractions, percentages and so on. [In this matter, Praxis has an interesting Pedagogy subtest that primarily addresses approach and procedure.] And, if one chose to migrate to the H.S. level, then one would, perforce, take the High School test to demonstrate competency.

In the current dispensation, we're likely losing some brilliant individuals who find Precalculus-level Math daunting. That's a blasted shame.

It all comes down to relevance. For those that protest: Why not Number Theory, Abstract Algebra, Euclid's Algorithm, and Algebraic Structures? That a able math teacher should not only be well-versed in the topics she will teach, but should also have a broad base of foundational-level knowledge in tangent topics.

Um, this sort of "interesting" argumentation could conceivably apply to numerous other topic areas! Where does one limit the ken of assessment knowledge? Why aren't, say, Eccentricity and Rotational Conics; Polar Functions; Matrix concepts as Rank, Orthogonality; Vector Fields and 3-dimensional Geometry; Areas and Volumes of Curves Rotated about an axis; Beta and Gamma Functions; etc. not included as part of the domain?

Each of these could be deemed "tangential" topics that a chap could self-teach quickly.

The touchstone ought to be relevance in a HS classroom. Very persuasively could one argue for the inclusion of the afore-mentioned topics in lieu of Abstract Algebra.

I concede - actually there's nothing to "concede": I've consistently maintained such an opinion...- that the sophistication of the teacher ought to be considerably higher than than of the students, but each of the topics I've mentioned could rate as "special" topics a H.S. Math teacher could explore with bright and motivated students. I'm not sure if the same could be said about Number Theory and Abstract Algebra.

Is the Calculus assessed in Subtest III adequate for teaching AP Calculus? Certainly not!

For that matter, one might persuasively argue that the Trigonometry wouldn't suffice for Precalculus!

In short, here's a queer conundrum: while Subtests I and II mandate that a candidate for the Foundation Level Credential know considerably more than what is required - after all, it enables one to teach till Algebra II but demands far far more sophisticated knowledge than one would conceivably encounter in a conventional High School classroom Geometry / Algebra II - still, Subtest III "under-assesses" [if I might fashion a term!] for skills in the upper-level Math classes such as Trig-Precalculus [albeit, granted that algebraic Precalculus is covered by Subtest I] and Calculus AB / BC.

I cannot account for it.

Having said that, a novice Math teacher shan't - realistically - cross the portals of a Precalculus / Calculus class till quite a few of hair strands have turned grey - oh, that circumstance shall transpire after a couple of years teaching Algebra I in a High School setting, what! - notwithstanding however acute one might believe one's Math skills to be be. Veteran teachers customarily seek - and are vouchsafed - such classes: experience is often equated with virtuosity [in general!] - however fallacious that argument might be... - and the perception also resides that an older teacher "deserves" - in a manner of speaking since such an individual has "put in the time" - the more motivated students that advanced Math sections are bestowed with.

The long a.s. of it is that No, Subtest III is not sufficiently rigourous; but it isn't likely that one shall be thrust upon upper-level classes anytime soon.

Otherwise, the scoring is in the form of ambiguous Quartiles: 25th, 50th and 75th percentiles [or higher] denoted by +, ++, +++ and ++++. I can't imagine why those blokes can't revert to a straight-forward - and more precise - Percentile scoring so that comparisons may be facilitated. Perhaps, the aim is to forestall precisely that: in an education environment where competitiveness is frowned upon [unlike the Asian dispensation] and collaborativeness sought to be fostered so that fragile self-esteems may not be marred, declaring a chap to have only Passed appears reasonable.

Less cynically (and more charitably...since there is that facet of mine, too!) though, to what purpose? If 220 is the benchmark and surpassing said score is the object, does it matter what one's exact grade is? This is not an Entrance Exam (like the SATs / GREs). So, while it is profitable to know how poorly one did [in the case of failure], it is not beastly illuminating if success were achieved.

TOPIC: Preparing for the Praxis II Mathematics: Proofs, Models, and Problems (0063) Exam

All I offer is a template for study: what I'd do were I to accoutre myself capably.

Proofs could be Precalculus [Algebra / Trigonometry]-based or Geometry related.

a) For proofs that have Precalculus as their underpinning, I'd suggest mastery of the following derivations / propositions:

- Irrational Numbers [Prove that sqrt(2) is irrational, that sort of thing!]
- Quadratic Formula
- Derivation of the Vertex of a Parabola
- Factor and Remainder Theorems
- Rational Roots Theorem
- Conjugate Pairs Theorem
- Log Rules
- Trigonometric Identities
- Law of Sines and Cosines
- Equations of Conic Sections in Standard Form
- Binomial theorem
- Mathematical Induction Propositions
- Divisibility Rules for 3, 4, 6, 8, and 9

Additionally, it is a sound notion to be proficient in various definitions and properties such as:

- Even and Odd Functions
- Increasing and Decreasing Functions
- Inverse and Composite Functions

and so on. The Index of a Precalculus textbook would be a masterful resource. The rationale for this is that examining the ETS's Test Guide for the Exam, an elementary Proof Q based on Even Functions is shown, and er, if one is innocent of the very definition, well, the obstacle shan't be surmounted, yes?!

Another variety of Proof is simply a regular problem with the Q itself containing the Answer wherein one is required to "prove" that such is the case. For instance, Prove that - as in "Show that"! - the function f(x) has irrational roots between 2 and 4. These Qs, of course, are relatively straightforward!

For study resources, any solid College Precalculus text should prove equal to the task; recommendations are here.

b) For Proofs calling forth knowledge of Geometry, well, there is no limitation there! I'd recommend using texts suggested here, especially a) Barron's Geometry: the Easy Way By: Lawrence S. Leff; OR d) Houghton Mifflin's Geometry By: Ray Jurgensen, Richard G. Brown and attempting every bloody proof they cast!

Modeling is a more delicate concept, relating to applying algebraic / geometric principles to real-world problems and applications. I would suggest trying out many of the word-problems at the rear of Q sets in each section of a robust text. The following areas afford capital opportunities for modeling:

- Functions: Quadratic, Composite, Piece-wise, Exponential and Logarithmic
- Conic Sections
- Trigonometric Applications
- Systems of Equations, especially Linear Programming
- Statistics [Least Squares Regression, Normal, Binomial & Poisson Distributions]

TOPIC: Taking the CSET repeatedly

An unfunny joke is that I've encountered candidates that rather fatuously believe that if one were to give the tests enough times [what the devil?!], one might be exposed to the entire gamut of Qs!

Alas, but were time more lucratively devoted to studying for the bloody tests! When one budgets for the money gambled on this foolhardy venture - for there are no guarantees and it costs ~$75 per test - the folly is staggering...and what horrid teachers these shenanigans make for!

TOPIC: Errors on the CSET?

Hardly ever, if at all!

NES does permit the candidate who suspects a mistake to describe the issue and file the grievance with the Proctor. Apparaently, NES will review the question based on the information provided and make a judgment to throw the question out or not. Of course, one never knows as the decision is not broadcast!

But don't mistake your ignorance for an error on NES's part, [which, I hasten to add, doesn't seem to be the case in this situation!].

Just clarifying, so that less-than-prepared blokes don't wantonly scream "Bloody murder!" each time they encounter something unfamiliar! But alas, that does not preclude the possibility of there indeed being a mistake. Akin to the logic of Just because you're paranoid, doesn't mean they're not out to get you!, I imagine that among the pitfalls of ignorance is the verity that one might not know if errors really bestrew the test document!

TOPIC: Taking more than 1 Subtest per session?

Non-math / science / engineering majors ought to factor 2 parameters into account while signing up for, say, 2 or 3 Subtests:

* relative unfamiliarity with the concepts [vs. Math majors ie.] and

* familiar concepts assessed in relatively unfamiliar ways [vs. textbook-style Qs, i.e.].

It is these 2 conspiring that lends itself to almost the entire 5 hours being taken for one Subtest.

Few questions are asked in a straight-forward way. Time is spent recalling the concepts required to figure out the questions, and then, still more to actually work them out. There may quie a few multiple choice Qs that one may spend a good 10 or 15 minutes on [even though it ought to take the able candidate 5 minutes or less] - questions where one ponders, "Hmm, there ought to be a rule or trick to resolve this swiftly but proving elusing, I shall perforce do it the hard way!"

Test-strategy-wise, "commit" on passing the 1st Subtest ABSOLUTELY [which would be Subtest II, always administered first since calculators are permitted only for this exam], and time permitting, the 2nd, too [select Subtest I, since in conjunction with II, it shall enable a Foundation Credential] rather than doing a bit of ALL 3 tests!

Bottomline: Unless

a) one believes one has "mastered" - loosely speaking, of course! one is seldom a veritable maven...- the material for 2 subtests, OR

b) one is going with the expectation of being unable to pass one of them, and simply wants a quick dekko at it

it is a TERRIBLE idea to take 2 [or more] Subtests!

As is often the case for blokes who are taking a Subtest in a subject not "native" to their own, as the 3 hour mark approaches, one is discovered still wrestling with the 1st Subtest, having finished, perhaps, only ~ 60-70% of it!

And the apprehension that 2 Subtests were paid for (?!) and that maximum value for money ought to be extracted by going onto the next Subtest...can result in both Subtests being thoroughly mucked up!

Long story s.: STICK TO ONE SUBTEST PER INSTANCE, PLEASE!

I assist Single Subject Math candidates "on the side" and I wept copiously as I importuned a woman to restrict herself to Subtest I, since, based on her skill-level, she might be poverty-stricken, er, time-wise, on exam day. Fortunately, she acceded, for, all melodramatic hyperbole aside (?!), this is what she wrote to me:

Thanks for your great advised (sic) that I rather take it one at a time ...

Oh, she passed Subtest I!

In general, one may contemplate taking 2 Subtests [or all 3] only if:
a) one believes that one is well-prepared for BOTH and INTENDS to Pass BOTH at one shot OR
b) one is prepared for 1 of the Subtests (usually Subtest II!) and wants to get a "feel" for the other (usually Subtest I!)

It's very common for chaps to feel Subtest II to be more accessible than Subtest I. Almost all aspirants have taken a Geometry class in High School, and found the visual character of it enjoyable and accessible. The same cannot be said for Precalculus. There are some absolutely horrendous Precalculus [school / college] teachers out there, and self-teaching can be quite daunting.

TOPIC: Studying for Subtest I from a Precalculus book

Almost all concepts in Precalculus need to be mastered for Subtest I. The following alone need be skipped:

* Trigonometry more sophisticated than ordinary ratios and knowledge of sin / cos / tan of 0-30-45-60-90
* Permutations & Combinations;
* Probability
* Conic Sections
* Parametric & Polar Functions

In general, problems requiring tedious calculations / use of a calculator may be avoided - albeit the underlying concepts may be vital!

TOPIC: Algebra topics for Subtest II

The following Algbera concepts ought to be studied from a Precalculus textbook:

- Lines: Graphing, Writing Equations [of Parallel and Perpendicular lines], Finding Points of Intersection
- Distance & Mid-Point Formulae
- Right Triangle Trigonometry
- Law of Sines and Cosines
- Conic Sections: Circles, Parabolas, Ellipses, Hyperbolas
- Permutations, Combinations & Probability

TOPIC: Studying hard, yet feeling unprepared?

I was examining the CSET Subtest descriptions for Subtest I , and here's something to mull over by candidates who felt that they'd studied extensively, but in retrospect, suppose their efforts to have fallen short:

the descriptions are extremely pithy and cryptic [translation: brief, oblique and mystifying!]. There's substantial content implied in each statement.

For instance, under 004 Linear Algebra (SMR 1.4) the description states:

...
c. Understand apply the basic properties and operations of matrices and determinants (e.g. to determine the solvability of linear systems of equations)

Simple and straightforward, yes?

NO!

This is equivalent to mastering about ~70+ pages of content from a regular textbook (er, depending on how "regular" one's textbook is, naturally!).

And don't get fooled by the dissimulating phrase "basic properties and operation". The meat of the topic is about Properties of Determinants, Matrix Multiplication, and critically, solving Systems of Equations using Matrices [in 2 ways: using Inverses (a most excruciating procedure!) and by using an Augmented Matrix (less so!)] and Determinants [Cramer's Rule], and Classifying systems of equations as Consistent / Inconsistent.

The aforementioned topics can be rather challenging to a novice candidate so that one might, understandably, be disposed to merely "skim" through the content to "get a feel", wonder about its relative importance in the larger scheme of things ["Who am I?", "What am I doing here?", "Whither did I come from?" "Thither am I going?" and "What is this rattlesnake doing in my bed?" "Shall I have time to scream, Aaah?"! OKaaaaay, enough tomfoolery!] and be tempted to gloss over it, since the problems are indeed long-winded, tedious and cumbersome to work out!

Here's a sobering thought: while relative emphasis differs from one edition to the other, Matrices and Determinants are assessed extensively on the CSET Subtest I!!

And so on...for every succinct description in the CSET guide for Subtests I, II and III.

I wonder if this "disconnect" is what does most inexperienced candidates in!

Mentioned repeatedly before and worth belaboring again is the First Principles: the reference to the California Content standards. For a correspondence of Subtests to Content Standards click here for Subtest I, here for II and here for III...

Hope this penetrates the veil of ambiguity a trifle...

Also, the MCQs in particular, tend to evaluate familiar concepts in unfamiliar ways - much like the SATs! For instance, instead of asking "Find the roots of f(x)" [a direct textbook Q!], they might demand: "At what points does the graph of f(x) intersect the x-axis?" and to one unaware of the equivalence of the terminology "root of equation" ~ "x-intercepts of corresponding function", it might prove frustrating...though it's an absurdly trivial Q!

It's a good idea to examine / review terminology
a) at the end of each chapter: good texts shall have a Things to Know or Terms to Remember section just before the Chapter Review exercises!

b) from the index at the back of the book - scan each term and write brief descriptions!

TOPIC: Clueless, yet Taking the Test?

Candidates often choose to take a stab at CSET Subtests if only to gauge their competence - or, er, lack thereof!

Honestly, I don't see anything inordinately valuable emerging from it: if, as professed, the intimacy with Math is marked with a significant gap, and assuming that not much yet has been done to fix the impoverishment in skills, well, unless the situation is substantially remedied, one shan't even be able to recognize the specific concepts that the Qs seek to evaluate, especially if it's from some topic like Inverse Functions or Solving Systems of Equations using Matrices that are simply glossed over in High School.

I am compelled to recall the words of the irrepressible, Mr. Rumsfeld:

"...as we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns -- the ones we don't know we don't know..."

Aye, it shall be that last that shall trip you: the unknown unknowns!

On the other hand, were one to have a reasonable Math background, then, unless a refund has been inveigled off those NES buggers OR one finds onself enveloped by a miasma of malaise (?!) on test day, PLEASE do NOT forgo the priceless opportunity of taking a dekko at the tests! Even under the worst-case scenario of believing yourself woefully under prepared, the peek shall enable you to discern what you are really against. [And perhaps you shall be pleasantly surprised, yes?] This shall enable you to direct / re-direct your efforts in a more apt direction ...

Next, in such narrow-specialty circumstances i.e. one where the Math knowledge is quite specific, one is almost always inclined to denigrate one's abilities and competence [I imagine it's different when one goes to war...oh, I jest, you fellows!] - and the CSET tests are indeed a strange beast, and every encounter seems to engender fresh tales of terror among those inadequately equipped. So feelings of acute anxiety and a propensity to crawl under things (?!) are quite natural.

The point is - OK, I was rambling there...! - chaps that've done advanced Math in the past, with strong mathematical / analytical / manipulative skills - say, engineers - well, these fellows, despite the passage of time and notwithstanding their apprehensions, retain extraordinary amounts of residual knowledge / skills!

And I speak earnestly having personally interacted with / assisted countless chaps with robust Math backgrounds who were deciding to shift to a teaching career from a "professional" one. And oddly enough, these blokes tend to be more wary of their chances of success than others!

TOPIC: Grading the Free / Constructed Response section

The Free Response Qs are graded based on the following parameters, with the letters in the transcript denoting "codes" that were lacking in the reponse:

p ~ Purpose: indicates that the response didn't show adequate evidence of the test taker having grasped the overall object of the question.

k ~ Knowledge: indicates the candidate ought to have employed more buzz words [!]. As someone described it, "CSET, unlike CBEST, is designed for Practitioners In The Field and is an invitation to Talk Math with all the terminology one can muster".

s ~ Support: suggests an absence in bolstering one's answer with evidence, showing steps, referring to Theorems, stating formulae, that sort of thing.

d ~ Depth and Breath: um, I wonder what this would mean!

In case of scoring, first, of course, is the grader's perceptions of one's responses lacking in Purpose, Knowledge, Support, and Depth and Breath of understanding. As any teacher shall attest, students routinely contest their grading, arguing how certain answers merit more points.

Differences always exist, of course, between 2 graders (we are confining ourselves to the Free Response Qs, naturally!) but tests like the CSET - and likewise, the AP Exams & the SAT English Essay - have VERY explicit "rubrics" or templates about how EACH response is to be graded. Specific details / steps are looked for, and in their absence points are taken off! Simple. Since the graders undergo considerable "orientation", for practical purposes, there is little / no variation between them. In all such cases - where subjectivity MIGHT play a role - every response is scored "blind" by 2 or 3 chaps: each is unaware of the points awarded by the others. Ordinarily, there is complete consensus (yes, it's really remakable, but then again, maybe not!), but in instances of a disparity, the assessment is "appealed" to a supervising grader who makes the final decision.

So, on the whole, it's a fairly rigorous process.

Second, it is NOT the quantity, but the quality of your answers that matter. I distinctly remember composing some VERY succinct responses to a few Qs, but since they were thorough in their resolution to the problem, they weren't penalized at all, manifesting as they did both Knowledge and Depth / breath of understanding [I got ++++s virtually across the board for all 3 Subtests...].

So, were one to take an arbitrary stab at the Qs and the graders perceive that the respondent is merely groping his / her way around with no sense of direction - it can be obvious at times if one is merely "experimenting" - then depending on the direction taken ie. the objective isn't conclusively reached, one might receive austere penalties.

In the AP Stat Exam, for example - similar situations hold for the other tests too... - students are implored to "take a stand and justify it" rather than indulge in ambiguity: "on the other hand..." even if their hemming and hawing actually points them in the right direction. Furthermore, if a fellow supplied a perfect answer, but at the end exhibited even the remotest "ambivalence" by "straying from" / "contradicting" what transpired before, he is marked down HEAVILY, as it is deemed to indicate an inadequate mastery of the concepts!

Anyway, would I advice score verification? Let me just ask you to invest that money in a more productive enterprise, like, um, Amway!

TOPIC: Passing the CSET: Test Strategies

If there was but ONE strategy for the FR Qs that was demanded of me, this would be it: do NOT leave ANY Q blank!

In my assessment, the grading is not stringent at all, and effort, however, miniscule, is rewarded magnanimously. In the past, I've had several "new" candidates report that they got a 219, and I suspect they had left a couple FR questions unaddressed!

Eve if they felt totally at sea with the Qs, sustained contemplation may have led to ideas and concepts that build on one another to furnish a response, which, while incomplete, might not suggest rank ignorance! Partial credit is easily vouchsafed!!

Offhand, "studying more" is not the same as "studying right" [yes, yes, it's easy for me to pontificate thus, and, er, that is precisely why I, um, pontificate thus!]...

The point is that a gimlet-like focus needs to be directed at the CSET domains [shall we all agree to ostracize the blighter that struck upon this utterly pompous term?!] as outlined on the official CSET site as well as "fine-tuned" and expatiated upon here for Subtest I, here and here for Subtest II and here for Subtest III.

Next, it isn't a terrible idea to accoutre oneself with quality study resources. Numerous threads on this site have dwelt on this realm: while some swear by Schaum's Series, and others swear at Schaum's Series [oh, just an idiotic gag! seriously, the books are quite serviceable!], my own favourites - texts I've used myself quite lucratively or those I've browsed upon others' endorsements - are summarized here for Subtest I, here and here for Subtest II, and here for Subtest III.

Then, either one teaches oneself and has, both, the capacity and the disposition to do so, or one hires a professional tutor, perhaps, or, if time is not o.t.e. one might consider enrolling into an Intermediate Algebra, and then, Precalculus class at a local Community College, as the need may be...

In my experience with countless candidates that've got a 200+ or 200-, fundamental stuff like Quadratic Functions and Equations, Systems of Equations, etc. have usually been mastered. It's the "hard-core" Precalculus concepts like Mathematical Induction, Linear Programming, Logarithmic Functions, Solving Equations with Matrices, Hyperbolas, etc. that cause one to trip up. It is the latter that ought to be cynosure of one's attentions...

Finally, subjugation to a severe, unsparing, even forbidding [what the devil?!] study regimen is much recommended [oh it's just the simulacrum of the monk that resides in me speaking...]. Of course, there shall be resolute opinions to the contrary; but one needs to realize that there is no room for frivolity and disport here! There is a notion - to which I readily vouchsafe my imperial imprimatur [?!]; everybody can relax now! - that each Subtest requires ~ 100 hours of diligent study, untrammeled by sundry diversions. Much merit resides there!

Do realize that most of the CSET Qs are calculated to befuddle, perplex and discombobulate. The capacity to make "conceptual leaps" is an enviable attribute to own.

"Oh, if *that* is what you seek, why in the blazes can you

Not say so in syllables of 2?!"

Alas, the very pedestrian recommendation remains: try problems and exercises from a variety of resources.

Anyway, chaps that didn't pass: don't lose it, yes? This is all infernally frustrating, to be sure, but agonizing self-recrimination is self-defeating. There are sure to be concepts / topics on the test that made the eyes glaze over: make a list, and take a vicious stab at those, for a start!

And don't tarry!

I've known chappies that've taken the test 8-9 times. Not a very savoury porspect, what? Imagine the time and money disspipated!

Well, I've always maintained that the CSET SS Math skills are NOT of the elementary or even intermediate calibre! There is so much complacency about these tests primarily on account of bogus courses / materials - poor sods paying for Math Qs devised for the Multiple Subject Credential test: what a beastly scam and a veritable crime upon the credulous...- and county / district tutorial programs caculated to reinforce basic concepts than equip one with more advanced ones. One would imagine that practically ALL aspirants are accoutred with rudimentary skills, yes? I've had blokes declare that they knew more than their error-prone stammering instructors, and that Qs on topics like factoring and quadratic formula were agonized over. This sort of balderdash is INDEFENSIBLE!!

Anyway, a "loose" touchstone for one's state of preparedness is this: could you open a College Algebra / Precalculus book to ANY page (excluding the Trig stuff, naturally) and solve ANY problem? Repeat, ANY problem? Especially, the usual bugaboos of candidates:

* Mathematical Induction,
* Linear Programming,
* Vectors,
* Graphing Rational / Logarithmic / Exponential Functions and
* Solving Equations Using Row Transformations re Matrices
* Modelling Quadratic Situations

When I speak to candidates to gauge their skill-level on the aforementioned areas, it produces no little bemusement to hear, "I don't think I would have any serious difficulty doing them!" This sort of convoluted "double-negative-ish" hedging phraesology immediately communicates that they DEFINITELY do NOT possess the requisite competencies, and are simply embarrassed to admit the lack of virtuosity. Understandable, of course, under the circumstances, but reflective of a state of denial, to explode which, would call for the services of that Genius of Scolds, Dr. Phil.

My prescription remains:
* Get good books / reliable prep resources / materials
* Do ~ 2 hours of study on weekdays, ~ 4-6 hours on weekends
* Banish from your existence any dalliances with flippancy and frivolity till you emerge victorious. There shall be a moment for wanton celebration, later.

TOPIC: Advice for Middle School Math teachers

The duration for preparation for Subtest I, unsurprisingly, depends on one's familiarity with advanced Algebra and middle-school Math teachers [current / prospective] aren't terribly proficient in High School / College level Precalculus - the assumption, after all, is: why would I need it if I'm teaching Middle School?!!

That said, if studying individually is a frightful chore, form a study group if possible (though it's hard to find chaps in the neighbourhood / area in a like situation... I would have imagined that "advertising" on this Forum to seek fellow pilgrims worshiping at the same CSET shrines would be more widespread)!

Break the entire course / syllabus into chunks, prepare a detailed plan to cover a certain number of sections each week, and come hell or high water, resolve to accomplish your objectives. Needless to say - and yet I say it! - sacrifices shall have to be made: get up earlier / sleep later, study when others are yet to awake! Put in ~2-3 hours daily and ~4 on weekends. Curtail customary diversions: fun and frolic can be had once the Subtests have been surmounted...

Alternately, hire an accomplished tutor or get somebody from the state university in advanced Math classes as an instructor. You shall make much quicker progress!

But, as I've said before till I've got blue in the face - and you should see my face: it's decidedly blue, and not merely because it was struck recently by a violent blunt object... - there *are* NO shortcuts, NO elixir to magically transform the unprepared bugger to an intellectual X-Man. So guard against complacency.
Anxiety - unless it is marked by unseemly panic that requires blokes in masks poring over you and yelling "CLEAR!" - is OK: it's a natural reaction that usually ceases once the test begins. I passed all 3 subtests at one shot, but even I was more nervous than a Mafioso appearing as witness for the prosecution.

If you don't pass this time, examine the back of your Score Report and remedy the deficiencies. Gird your loins to "lucubrate", which, my bedside Oxford informs me, refers to "studing assiduously into the night"...

I'm sure there shall be chaps out there that shall vociferously disagree, snort their disdainful protestations and be willing to slap my countenance and challenge me to to duel at sundown if not actually start Holy Wars and begin turning keys for the launch of nuclear missiles at my peremptory declaration. But the inflexible Tauran that reposes in me refuses to concede this point of no short-cuts even upon threat of exposure of past crimes and misdemeanours. (Three Cheers for the Statute of Limitations!) So there: those that don't relish it can stuff in their collective pipes and smoke it!

But remember: there's nothing like success to put the flush to one's cheeks, a scabrous song to one's lips, a swagger to one's steps, and dionysian mischief in one's intentions!

Hankering for more CSET Math Qs? Click on Need More Practice Questions? To purchase a vast database of Qs that I've compiled from my experience as a test taker and CSET Single Subject Math instructor at Cal State, San Bernardino, email me at innovationguy@yahoo.com. The CSET Qs on this site are taken from that collection of questions!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* Subtest I Practice Test

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

Think You're Prepared for Subtest I?

For long candidates have complained to me that they were unaware of how idiotically difficult Subtest I was! That they were unfamiliar with a lot of the content areas, that the style of the Qs was peculiar, that they were dropped on the head as toddlers...[OK, I jest!].

Not surprisingly, candidates routinely go into the Examination Hall vastly unprepared and once there, are shocked - and awed (?!) - about their staggering ignorance. I hear lurid tales of poor sods leaving the exam an hour into it [?!] - it usually takes non-Math majors almost the entire 5 hours! - and undergoing the Five Stages of Grief as hypothesized by Elisabeth Kübler-Ross in her 1969 book On Death and Dying [?!]:

1. Denial : The initial stage: "It can't be happening."
2. Anger : "Why ME? It's not fair?!" (either referring to God, oneself, or anybody perceived, rightly or wrongly, as "responsible")
3. Bargaining : "Just let me live to see my son graduate."
4. Depression : "I'm so sad, why bother with anything?"
5. Acceptance : "It's going to be OK."

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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Anyway, if you believe you're ready for Subtest I OR you simply want to find out how hard the bloody test really is (!), a smashing idea is to take the Diagnostic Test I've prepared that very closely mimics the actual test!

WHOM THE PRACTICE TEST IS FOR: Fellows who have no clue about the kinds of Qs they shall face. Chaps who believe they are reasonably well-prepared for the test. Blokes who think they've mastered the foundations of all Subtest I content area topics. Cocky bastards whom it shall do a world of good to be brought down several pegs [?!].

NOTE: The Practice Test is designed for recent Math / Engineering majors! For those that are non-Math majors / for whom it's been awhile since they took a Math class, I would suggest getting the regular Question Banks since they are far more extensive and detailed: the practice Test has only ~34 Qs in all [30MCQs + 4 FR questions].

CONTENTS: The Diagnostic Test contains 30 Multiple Choice-style Qs and 4 Free Response Qs - like those on CSET Subtest I. It includes complete and detailed Solutions and explanations for every problem. Every vital topic area is covered.

COST: $40

DELIVERY: FREE (Via email!)

DIAGNOSTICS: The weight of the MCQs : FR Qs is 70:30 on the test. The passing score is ~66.66. Therefore, each MCQ may be regarded as worth ~2.33 points, and each FR Q as worth, 7.5 points.

Getting 22+ of the 30 MCQs and 2 of the 4 FR Qs absolutely correct connotes a good Passing Score. While on the actual test partial credit for the FR Qs is granted, what you want to decide is whether, earnestly, you've managed to answer 2 of them correctly - in "aggregate". It is wiser to grade yourself conservatively!

And naturally, one could get 3 of the FR Qs perfectly right, in which case one ought to score perfectly on at least 18 of the MCQs. That sort of "balance"!

FOLLOW-UP: Didn't do terribly well? Want more Qs like these? Keep in mind these are only 30 MCQs + 4 FR Qs. While they offer a reliable snapshot of the test, it's a different matter to be able to get enormous practice with clever Qs as those! So, if you wish to hone your Subtest I skills to the finest and pass Subtest I on your very next attempt, I strong recommend my CSET Subtest I: Algebra Q Bank .

ORDERING INFORMATION: if you are indeed interested in the Subtest I Practice Test mail a check for $40 payable to:

JAY RAMASWAMY
11711 Collett Ave, #1028
Riverside CA 92505

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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As soon as I receive the check, I shall email you the Subtest I Practice Test.

Whenever you order, please be sure to send me an email informing me of the following details so that there's as little delay as possible (the seemingly extraneous information helps me customize my response to you!):

* Name
* Address

* Phone Number [if you want to order the Q Banks URGENTLY or have a PRESSING query!]
* Subtest(s) Ordered

* Check Amount
* CSET Test Date

* Deadlines to Meet
* Current Employment Status / Position

* Last Math Class Taken [What / When / Where]
* How You Learnt About This Site

To avoid mailing mishaps, please let me know explicitly IF the address on the check is different from that to which the Q Banks need to be sent!

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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If you're in the same neighborhood (Moreno Valley) OR in the same county (Riverside) OR in a neighboring county (?!) (San Diego, LA, San Bernardino) and time is o.t.e., we could agree to meet at a mutually convenient place and transact! NOTE: I shall charge a flat $10 to cover the Document Preparation expenses.

PACKAGE DEAL: Ordering my CSET Subtest I: Algebra Q Bank separately costs $150.

But if you choose to get the Q Bank after you take the Diagnostic Test, you shall receive a $20 discount on the Q Bank!

You pay only $130 - instead of $150 - for the Q Bank + Solutions.

In general, if you have any clarifications about my Q Banks or any questions about the CSET in general or the Math Subtests in particular, email me, Jay, at innovationguy@yahoo.com, and I shall be delighted to help!

Do keep in mind that the Qs on the test are unlike those found in a regular textbook: there's always a "twist" / subtlety involved, and as I always advice candidates, you can expect to be assessed on

* a few concepts that are unfamiliar

* familiar concepts in unfamiliar ways!

My detailed and exhaustive Q Banks for each Subset that seek to narrow this "bridge", and do so very ably, addressing each / every CSET "domain" / topic area. Additionally, I've put together Notes that are indeed quite exhaustive. Still, I do expect / recommend that candidates have a grasp of the foundations of each topic area since, both - the CSET and my materials - are at a level considerably higher than a conventional textbook!

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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Here's the relevant information about my Subtest I Algebra Q Bank.

i) CSET Subtest I: Algebra Q Bank

* Cost: $85

* A detailed and extensively illustrated Worked Out Solutions Set document is available for an additional $50

To cover Mailing and Document Preparation expenses:

* PLEASE add $15.00 per Subset for Priority [<2 day] Mailing

* PLEASE add $25.00 per Subset for Express [Overnight] Mailing

* # Sold: ~ 550

* Success Rate: ~ 100% [YES! Check out the TESTIMONIALS & FEEDBACK page: every candidate - without exception! - that has worked through the Subtest I Q Bank diligently has passed in his / her subsequent attempt!]

* Constantly updated and revised to reflect the style of Qs from the most recent Subtests!

* Contains: ~800 Qs = A mixed-bag of 400 Free Response/Skills-Reinforcement Qs + ~400 MCQ

* 90% of the Qs have Answers only [but not Worked-Out Solutions: See Above!]

* An exhaustive and detailed Checklist of all the Concepts/Skills one MUST absolutely master to guarantee success on the CSET Subtest I

* A Subtest I Review document suggesting the key concepts / skills / Qs to focus on in the last week of preparation

To order, please mail a check to:

Jay Ramaswamy

23642 Parkland Ave
Moreno Valley CA 92557

--------------------------------------------------------------
Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
--------------------------------------------------------------

Hankering for more CSET Math Qs? Click on Need More Practice Questions? To purchase a vast database of Qs that I've compiled from my experience as a test taker and CSET Single Subject Math instructor at Cal State, San Bernardino, email me at innovationguy@yahoo.com. The CSET Qs on this site are taken from that collection of questions!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* Where Do I Start?

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

How to get Started for CSET Preparation?

Once the laudable decision to become a Middle School / High School Math teacher has been made and one realizes that passing the CSET Single Subject Math Subtests - especially Subtests I and II - are prerequisites for most Credential Programs, one may find the entire process more than a trifle overwhelming and befuddling! The most oft-asked question is "Where do I begin?!"

In general, the California Commission for Teacher Credentialing [or CCTC] website is a capital place to start one's quest for illumination!

A source of considerable discombobulation is the difference between Single Subject and Multiple Subject credentials! Click here for general Credential Information.

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Quick links: Articles Index, TESTIMONIALS & FEEDBACK and CONTACT ME!
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According to the CCTC, "Single Subject Teaching Credentials authorize the holder to teach the specific subject(s) named on the credential in departmentalized classes such as those in most middle schools and high schools. However, a teacher authorized for single subject instruction may also be assigned to teach any subject in his or her authorized field at any grade level -- preschool, grades K-12, or in classes organized primarily for adults".

To decipher that gobbledygook, Single Subject Teaching Credentials are mandatory for Hish School settings and increasingly so for Middle Schools too, as teachers receive "specialized" assignments [Math, English, etc.] vs. teaching a spectrum of subjects. This link on the CCTC website has information about the myriad routes one might take to secure a Single Subject teaching credential.

Whereas, Multiple Subject Teaching Credentials "authorize the holder to teach in self-contained classrooms such as classroom settings in most elementary schools. However, a teacher authorized for multiple subject instruction may be assigned to teach in any self-contained classroom (preschool, K-12, or in classes organized primarily for adults). In addition, the holder of a Multiple Subject Teaching Credential may serve in a core or team teaching setting."

This link proffers avenues to obtain a Multiple Subject teaching credential.

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Returning to the Single Subject Credential, click here for a list of Approved Professional Preparation Programs at different universities in California.

From the CCTC's perspective, the "rationale" for the CSET is offered here.

Next, an overview of the California Subject Examination for Teachers [or CSET] can be had at the official website.

Specific information about the Single Subject Math subtests in addition to Math Subject Matter requirements, and Sample Test Materials in the form of Study Guides with Sample Questions and Solutions can be found here.

These documents, however, while offering an overview are inadequate: candidates routinely grumble about the Test Guide Qs bearing only a marginal resemblance to the ones on the actual test. And justifiably so: after all, these Qs only serve as an exemplar of sorts, a mere guide if you will, and do not - and cannot! - reflect the breadth or depth of the diversity of concepts / skills assessed on the actual exams. Not surprisingly, the pass rate for the Math Subtests is about 15-20%!

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For a better sense of the CSET Qs, you can view Sample Questions by using the following links:

SUBTEST I: Algebra Practice Questions

SUBTEST II: Geometry Practice Questions

SUBTEST II: Statistics Practice Questions

SUBTEST III: Calculus & Trigonometry Practice Questions

If you need Practice Qs that are very much like the actual CSET questions - over and above the Sample Qs on this site - well, from my experience as a

* Test taker (Read About Me and My Site! )

* a CSET Single Subject Math Instructor at Cal State, San Bernardino, a couple of years ago, and

* a very successful Tutor for the CSET

I have compiled a vast database of terrific Qs for Subtests I, II and III.

There are 600-800 Qs for each Subtest Q Bank to help evaluate your preparedness.

There are those that base their preparation on the basis of my Question Banks - from which the above Sample Qs were drawn - since chaps that have use them diligently and extensively have enjoyed unqualified and exceptional success on the CSET! Period

If you believe you're ready for Subtest I OR you simply want to find out how hard the bloody test really is (!), a smashing idea is to take the Subtest I Practice Test I've prepared that very closely mimics the actual test! One for Subtest II is in the works...

I would strongly recommend that you procure the textbooks that I suggest. Subtest I resources can be found here while those for Subtest II can be sourced here and here.

It is a VERY GOOD idea to procure MORE THAN one book for reference purposes and to obtain a perspective on concepts! And on sites like half.com and amazon.com, editions one or two before the current one, can be purchased for $5-10!

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Hankering for more CSET Math Qs? Click on Need More Practice Questions? To purchase a vast database of Qs that I've compiled from my experience as a test taker and CSET Single Subject Math instructor at Cal State, San Bernardino, email me at innovationguy@yahoo.com. The CSET Qs on this site are taken from that collection of questions!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* Ordering Information!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

How do you ORDER my CSET Question banks?

If you need actual Practice Qs that are very much like the actual CSET questions - over and above the Sample Qs on this site - well, from my experience as a

* Test taker (Read About Me and My Site! )

* a CSET Single Subject Math Instructor at Cal State, San Bernardino, a couple of years ago, and

* a very successful Tutor for the CSET

I have compiled a vast database of terrific Qs for Subtests I, II and III.

There are 600-800 Qs for each Subtest Q Bank to help evaluate your preparedness.

You can view Sample Questions from the Q Banks by clicking on the following links:

SUBTEST I: Algebra Practice Questions

SUBTEST II: Geometry Practice Questions

SUBTEST II: Statistics Practice Questions

SUBTEST III: Calculus & Trigonometry Practice Questions

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Do keep in mind that the Qs on the test are unlike those found in a regular textbook: there's always a "twist" / subtlety involved, and as I always advice candidates, you can expect to be assessed on

* a few concepts that are unfamiliar

* familiar concepts in unfamiliar ways!

My detailed and exhaustive Q Banks for each Subset that seek to narrow this "bridge", and do so very ably, addressing each / every CSET "domain" / topic area. Additionally, I've put together Notes that are indeed quite exhaustive. Still, I do expect / recommend that candidates have a grasp of the foundations of each topic area since, both - the CSET and my materials - are at a level considerably higher than a conventional textbook!

Here's the relevant information about my Q Banks.

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i) CSET Subtest I: Algebra Q Bank

* Cost:

-> $150.00 per Subset for Priority [<2 day] Mailing

-> $175.00 per Subset for Express [Overnight] Mailing

* # Sold: ~ 1100

* Success Rate: ~ 100% [YES! Check out the TESTIMONIALS & FEEDBACK page: every candidate - without exception! - that has worked through the Subtest I Q Bank diligently has passed in his / her subsequent attempt!]

* Constantly updated and revised to reflect the style of Qs from the most recent Subtests!

* Contains: ~800 Qs = A mixed-bag of 400 Free Response/Skills-Reinforcement Qs + ~400 MCQ

* Includes a detailed and extensively illustrated Worked Out Solutions Set document with clever Tips and Tricks

* An exhaustive and detailed Checklist of all the Concepts/Skills one MUST absolutely master to guarantee success on the CSET Subtest I

* A Subtest I Review document suggesting the key concepts / skills / Qs to focus on in the last week of preparation

To order, please mail a check to:

Jay Ramaswamy

11711 Collett Ave, #1028
Riverside CA 92505

OR

Pay securely using PayPal:

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ii) CSET Subtest II: Geometry / Statistics Q Bank

* Cost:

-> $150.00 per Subset for Priority [<2 day] Mailing

-> $175.00 per Subset for Express [Overnight] Mailing

* # Sold: ~ 1000

* Success Rate: ~ 100% [YES! Check out the TESTIMONIALS & FEEDBACK page: every candidate - without exception! - that has worked through the Subtest II Q Bank diligently has passed in his / her subsequent attempt!]

* Constantly updated to reflect the style of Qs from the most recent Subtests!

* Contains: ~ 600 Qs (including Proofs)

* Includes a detailed and extensively illustrated Worked Out Solutions Set document with clever Tips and Tricks

* An exhaustive and detailed Checklist of all the Concepts/Skills one must absolutely master to guarantee success on the CSET Subtest II

* A Subtest II Review document suggesting key concepts / skills / Qs to focus on in the last week of preparation

To order, please mail a check to:

Jay Ramaswamy

11711 Collett Ave, #1028
Riverside CA 92505

OR

Pay securely using PayPal:

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iii) CSET Subtest III: Calculus/Trigonometry Q Bank

* Cost:

-> $75.00 per Subset for Priority [<2 day] Mailing

-> $90.00 per Subset for Express [Overnight] Mailing

* # Sold: ~ 150

* Contains ~ 600 Qs

* NONE of the Qs have answers (yet): I have JUST finished putting this document together!

* Success Rate: ~ 100% (YES!)

To order, please mail a check to:

Jay Ramaswamy

11711 Collett Ave, #1028
Riverside CA 92505

OR

Pay securely using PayPal:

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Whenever you order, please be sure to send me an email informing me of the following details so that there's as little delay as possible (the seemingly extraneous information helps me customize my response to you!):

* Name
* Address

* Phone Number [if you want to order the Q Banks URGENTLY or have a PRESSING query!]
* Subtest(s) Ordered

* Check Amount
* CSET Test Date

* Deadlines to Meet
* Current Employment Status / Position

* Last Math Class Taken [What / When / Where]
* How You Learnt About This Site

To avoid mailing mishaps, please let me know explicitly IF the address on the check is different from that to which the Q Banks need to be sent!

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If you're in the same neighborhood (Riverside) OR in the same county (Riverside) OR in a neighboring county (?!) (San Diego, LA, San Bernardino) and time is o.t.e., we could agree to meet at a mutually convenient place and transact!

In general, if you have any clarifications about my Q Banks or any questions about the CSET in general or the Math Subtests in particular, email me, Jay, at innovationguy@yahoo.com, and I shall be delighted to address them!

In case of any doubts / misgivings, please click on TESTIMONIALS & FEEDBACK!

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If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* SUBTEST I: California Math Content Standards

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

What are the High School Math California Content Standards relevant to Subtest I?

Since the CSET Single Subject Math Credential enables one teach High School Math, it's an extremely profitable exercise to scrutinize the California Department of Education's Math content standards applicable for High School Math teachers. These are expectations for students that every current and prospective Math teacher ought to be familiar with.

The following content standards apply for Subtest I: Algebra / Number Theory:

ALGEBRA I: Symbolic reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics and the sciences. In addition, algebraic skills and concepts are developed and used in a wide variety of problem-solving situations.

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1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable:

1.1 Students use properties of numbers to demonstrate whether assertions are true or false.

2.0 Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and use the rules of exponents.

3.0 Students solve equations and inequalities involving absolute values.

4.0 Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12.

5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.

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6.0 Students graph a linear equation and compute the x- and y- intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x + 6y < 4).

7.0 Students verify that a point lies on a line, given an equation of the line. Students are able to derive linear equations by using the point-slope formula.

8.0 Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point.

9.0 Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets.

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10.0 Students add, subtract, multiply, and divide monomials and polynomials. Students solve multi step problems, including word problems, by using these techniques.

11.0 Students apply basic factoring techniques to second-and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials.

12.0 Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms.

13.0 Students add, subtract, multiply, and divide rational expressions and functions. Students solve both computationally and conceptually challenging problems by using these techniques.

14.0 Students solve a quadratic equation by factoring or completing the square.

15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems.

16.0 Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions.

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17.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.

18.0 Students determine whether a relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion.

19.0 Students know the quadratic formula and are familiar with its proof by completing the square.

20.0 Students use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations.

21.0 Students graph quadratic functions and know that their roots are the x- intercepts.

22.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points.

23.0 Students apply quadratic equations to physical problems, such as the motion of an object under the force of gravity.

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24.0 Students use and know simple aspects of a logical argument:

24.1 Students explain the difference between inductive and deductive reasoning and identify and provide examples of each.

24.2 Students identify the hypothesis and conclusion in logical deduction. 24.3 Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion.

25.0 Students use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements:

25.1 Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions.

25.2 Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step.

25.3 Given a specific algebraic statement involving linear, quadratic, or absolute value expressions or equations or inequalities, students determine whether the statement is true sometimes, always, or never.

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ALGEBRA II: This discipline complements and expands the mathematical content and concepts of algebra I and geometry. Students who master algebra II will gain experience with algebraic solutions of problems in various content areas, including the solution of systems of quadratic equations, logarithmic and exponential functions, the binomial theorem, and the complex number system.

1.0 Students solve equations and inequalities involving absolute value.

2.0 Students solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs, or with matrices.

3.0 Students are adept at operations on polynomials, including long division.

4.0 Students factor polynomials representing the difference of squares, perfect square trinomials, and the sum and difference of two cubes.

5.0 Students demonstrate knowledge of how real and complex numbers are related both arithmetically and graphically. In particular, they can plot complex numbers as points in the plane.

6.0 Students add, subtract, multiply, and divide complex numbers.

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7.0 Students add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial and polynomial denominators and simplify complicated rational expressions, including those with negative exponents in the denominator.

8.0 Students solve and graph quadratic equations by factoring, completing the square, or using the quadratic formula. Students apply these techniques in solving word problems. They also solve quadratic equations in the complex number system.

9.0 Students demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions; that is, students can determine how the graph of a parabola changes as a, b, and c vary in the equation y = a(x-b)2 + c.

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10.0 Students graph quadratic functions and determine the maxima, minima, and zeros of the function.

11.0 Students prove simple laws of logarithms.

11.1 Students understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

11.2 Students judge the validity of an argument according to whether the properties of real numbers, exponents, and logarithms have been applied correctly at each step.

12.0 Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.

13.0 Students use the definition of logarithms to translate between logarithms in any base.

14.0 Students understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values.

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15.0 Students determine whether a specific algebraic statement involving rational expressions, radical expressions, or logarithmic or exponential functions is sometimes true, always true, or never true.

16.0 Students demonstrate and explain how the geometry of the graph of a conic section (e.g., asymptotes, foci, eccentricity) depends on the coefficients of the quadratic equation representing it.

17.0 Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, students can use the method for completing the square to put the equation into standard form and can recognize whether the graph of the equation is a circle, ellipse, parabola, or hyperbola. Students can then graph the equation.

18.0 Students use fundamental counting principles to compute combinations and permutations.

19.0 Students use combinations and permutations to compute probabilities.

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20.0 Students know the binomial theorem and use it to expand binomial expressions that are raised to positive integer powers.

21.0 Students apply the method of mathematical induction to prove general statements about the positive integers.

22.0 Students find the general term and the sums of arithmetic series and of both finite and infinite geometric series.

23.0 Students derive the summation formulas for arithmetic series and for both finite and infinite geometric series.

24.0 Students solve problems involving functional concepts, such as composition, defining the inverse function and performing arithmetic operations on functions.

25.0 Students use properties from number systems to justify steps in combining and simplifying functions.
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MATHEMATICAL ANALYSIS: This discipline combines many of the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus and strengthens their conceptual understanding of problems and mathematical reasoning in solving problems. These standards take a functional point of view toward those topics. The most significant new concept is that of limits. Mathematical analysis is often combined with a course in trigonometry or perhaps with one in linear algebra to make a year-long precalculus course.

1.0 Students are familiar with, and can apply, polar coordinates and vectors in the plane. In particular, they can translate between polar and rectangular coordinates and can interpret polar coordinates and vectors graphically.

2.0 Students are adept at the arithmetic of complex numbers. They can use the trigonometric form of complex numbers and understand that a function of a complex variable can be viewed as a function of two real variables. They know the proof of DeMoivre's theorem.

3.0 Students can give proofs of various formulas by using the technique of mathematical induction.

4.0 Students know the statement of, and can apply, the fundamental theorem of algebra.

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5.0 Students are familiar with conic sections, both analytically and geometrically:

5.1 Students can take a quadratic equation in two variables; put it in standard form by completing the square and using rotations and translations, if necessary; determine what type of conic section the equation represents; and determine its geometric components (foci, asymptotes, and so forth).

5.2 Students can take a geometric description of a conic section - for example, the locus of points whose sum of its distances from (1, 0) and (-1, 0) is 6 - and derive a quadratic equation representing it.

6.0 Students find the roots and poles of a rational function and can graph the function and locate its asymptotes.

7.0 Students demonstrate an understanding of functions and equations defined parametrically and can graph them.

8.0 Students are familiar with the notion of the limit of a sequence and the limit of a function as the independent variable approaches a number or infinity. They determine whether certain sequences converge or diverge.

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LINEAR ALGEBRA: The general goal in this discipline is for students to learn the techniques of matrix manipulation so that they can solve systems of linear equations in any number of variables. Linear algebra is most often combined with another subject, such as trigonometry, mathematical analysis, or precalculus.

1.0 Students solve linear equations in any number of variables by using Gauss-Jordan elimination.

2.0 Students interpret linear systems as coefficient matrices and the Gauss-Jordan method as row operations on the coefficient matrix.

3.0 Students reduce rectangular matrices to row echelon form.

4.0 Students perform addition on matrices and vectors.

5.0 Students perform matrix multiplication and multiply vectors by matrices and by scalars.

6.0 Students demonstrate an understanding that linear systems are inconsistent (have no solutions), have exactly one solution, or have infinitely many solutions.

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7.0 Students demonstrate an understanding of the geometric interpretation of vectors and vector addition (by means of parallelograms) in the plane and in three-dimensional space.

8.0 Students interpret geometrically the solution sets of systems of equations. For example, the solution set of a single linear equation in two variables is interpreted as a line in the plane, and the solution set of a two-by-two system is interpreted as the intersection of a pair of lines in the plane.

9.0 Students demonstrate an understanding of the notion of the inverse to a square matrix and apply that concept to solve systems of linear equations.

10.0 Students compute the determinants of 2 x 2 and 3 x 3 matrices and are familiar with their geometric interpretations as the area and volume of the parallelepipeds spanned by the images under the matrices of the standard basis vectors in two-dimensional and three-dimensional spaces.

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11.0 Students know that a square matrix is invertible if, and only if, its determinant is nonzero. They can compute the inverse to 2 x 2 and 3 x 3 matrices using row reduction methods or Cramer's rule.

12.0 Students compute the scalar (dot) product of two vectors in n- dimensional space and know that perpendicular vectors have zero dot product.

Hankering for more CSET Math Qs? Click on Need More Practice Questions? To purchase a vast database of Qs that I've compiled from my experience as a test taker and CSET Single Subject Math instructor at Cal State, San Bernardino, email me at innovationguy@yahoo.com. The CSET Qs on this site are taken from that collection of questions!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

* SUBTEST II: California Math Content Standards

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!

What are the High School Math California Content Standards relevant to Subtest II?

Since the CSET Single Subject Math Credential enables one teach High School Math, it's an extremely profitable exercise to scrutinize the California Department of Education's Math content standards applicable for High School Math teachers. These are expectations for students that every current and prospective Math teacher ought to be familiar with.

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The following content standards apply for Subtest II: Geometry/ Statistics:

GEOMETRY: The geometry skills and concepts developed in this discipline are useful to all students. Aside from learning these skills and concepts, students will develop their ability to construct formal, logical arguments and proofs in geometric settings and problems.

1.0 Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning.

2.0 Students write geometric proofs, including proofs by contradiction.

3.0 Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement.

4.0 Students prove basic theorems involving congruence and similarity.

5.0 Students prove that triangles are congruent or similar, and they are able to use the concept of corresponding parts of congruent triangles.

6.0 Students know and are able to use the triangle inequality theorem.

7.0 Students prove and use theorems involving the properties of parallel lines cut by a transversal, the properties of quadrilaterals, and the properties of circles.

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8.0 Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures.

9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders.

10.0 Students compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms, and trapezoids.

11.0 Students determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures and solids.

12.0 Students find and use measures of sides and of interior and exterior angles of triangles and polygons to classify figures and solve problems.

13.0 Students prove relationships between angles in polygons by using properties of complementary, supplementary, vertical, and exterior angles.

14.0 Students prove the Pythagorean theorem.

15.0 Students use the Pythagorean theorem to determine distance and find missing lengths of sides of right triangles.

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16.0 Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.

17.0 Students prove theorems by using coordinate geometry, including the midpoint of a line segment, the distance formula, and various forms of equations of lines and circles.

18.0 Students know the definitions of the basic trigonometric functions defined by the angles of a right triangle. They also know and are able to use elementary relationships between them. For example, tan( x ) = sin( x )/cos( x ), (sin( x )) 2 + (cos( x )) 2 = 1.

19.0 Students use trigonometric functions to solve for an unknown length of a side of a right triangle, given an angle and a length of a side.

20.0 Students know and are able to use angle and side relationships in problems with special right triangles, such as 30°, 60°, and 90° triangles and 45°, 45°, and 90° triangles.

21.0 Students prove and solve problems regarding relationships among chords, secants, tangents, inscribed angles, and inscribed and circumscribed polygons of circles.

22.0 Students know the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations, and reflections.

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ADVANCED PLACEMENT STATISTICS: This discipline is a technical and in-depth extension of probability and statistics. In particular, mastery of academic content for advanced placement gives students the background to succeed in the Advanced Placement examination in the subject.

1.0 Students solve probability problems with finite sample spaces by using the rules for addition, multiplication, and complementation for probability distributions and understand the simplifications that arise with independent events.

2.0 Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces.

3.0 Students demonstrate an understanding of the notion of discrete random variables by using this concept to solve for the probabilities of outcomes, such as the probability of the occurrence of five or fewer heads in 14 coin tosses.

4.0 Students understand the notion of a continuous random variable and can interpret the probability of an outcome as the area of a region under the graph of the probability density function associated with the random variable.

5.0 Students know the definition of the mean of a discrete random variable and can determine the mean for a particular discrete random variable.

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6.0 Students know the definition of the variance of a discrete random variable and can determine the variance for a particular discrete random variable.

7.0 Students demonstrate an understanding of the standard distributions (normal, binomial, and exponential) and can use the distributions to solve for events in problems in which the distribution belongs to those families.

8.0 Students determine the mean and the standard deviation of a normally distributed random variable.

9.0 Students know the central limit theorem and can use it to obtain approximations for probabilities in problems of finite sample spaces in which the probabilities are distributed binomially.

10.0 Students know the definitions of the mean, median, and mode of distribution of data and can compute each of them in particular situations.

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11.0 Students compute the variance and the standard deviation of a distribution of data.

12.0 Students find the line of best fit to a given distribution of data by using least squares regression.

13.0 Students know what the correlation coefficient of two variables means and are familiar with the coefficient's properties.

14.0 Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line graphs and bar graphs, stem-and-leaf displays, scatterplots, and box-and-whisker plots.

15.0 Students are familiar with the notions of a statistic of a distribution of values, of the sampling distribution of a statistic, and of the variability of a statistic.

16.0 Students know basic facts concerning the relation between the mean and the standard deviation of a sampling distribution and the mean and the standard deviation of the population distribution.

17.0 Students determine confidence intervals for a simple random sample from a normal distribution of data and determine the sample size required for a desired margin of error.

18.0 Students determine the P- value for a statistic for a simple random sample from a normal distribution.

19.0 Students are familiar with the chi- square distribution and chi- square test and understand their uses.

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* SUBTEST III: California Math Content Standards

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What are the High School Math California Content Standards relevant to Subtest III?

Since the CSET Single Subject Math Credential enables one teach High School Math, it's an extremely profitable exercise to scrutinize the California Department of Education's Math content standards applicable for High School Math teachers. These are expectations for students that every current and prospective Math teacher ought to be familiar with.

The following content standards apply for Subtest III: Calculus / Trigonometry.

TRIGONOMETRY: Trigonometry uses the techniques that students have previously learned from the study of algebra and geometry. The trigonometric functions studied are defined geometrically rather than in terms of algebraic equations. Facility with these functions as well as the ability to prove basic identities regarding them is especially important for students intending to study calculus, more advanced mathematics, physics and other sciences, and engineering in college.

1.0 Students understand the notion of angle and how to measure it, in both degrees and radians. They can convert between degrees and radians.

2.0 Students know the definition of sine and cosine as y- and x- coordinates of points on the unit circle and are familiar with the graphs of the sine and cosine functions.

3.0 Students know the identity cos2 (x) + sin2 (x) = 1:

3.1 Students prove that this identity is equivalent to the Pythagorean theorem (i.e., students can prove this identity by using the Pythagorean theorem and, conversely, they can prove the Pythagorean theorem as a consequence of this identity).

3.2 Students prove other trigonometric identities and simplify others by using the identity cos2 (x) + sin2 (x) = 1. For example, students use this identity to prove that sec2 (x) = tan2 (x) + 1.

4.0 Students graph functions of the form f(t) = A sin (Bt + C ) or f(t) = A cos (Bt + C) and interpret A, B, and C in terms of amplitude, frequency, period, and phase shift.

5.0 Students know the definitions of the tangent and cotangent functions and can graph them.

6.0 Students know the definitions of the secant and cosecant functions and can graph them.

7.0 Students know that the tangent of the angle that a line makes with the x- axis is equal to the slope of the line.

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8.0 Students know the definitions of the inverse trigonometric functions and can graph the functions.

9.0 Students compute, by hand, the values of the trigonometric functions and the inverse trigonometric functions at various standard points.

10.0 Students demonstrate an understanding of the addition formulas for sines and cosines and their proofs and can use those formulas to prove and/ or simplify other trigonometric identities.

11.0 Students demonstrate an understanding of half-angle and double-angle formulas for sines and cosines and can use those formulas to prove and/ or simplify other trigonometric identities.

12.0 Students use trigonometry to determine unknown sides or angles in right triangles.

13.0 Students know the law of sines and the law of cosines and apply those laws to solve problems.

14.0 Students determine the area of a triangle, given one angle and the two adjacent sides.

15.0 Students are familiar with polar coordinates. In particular, they can determine polar coordinates of a point given in rectangular coordinates and vice versa.

16.0 Students represent equations given in rectangular coordinates in terms of polar coordinates.

17.0 Students are familiar with complex numbers. They can represent a complex number in polar form and know how to multiply complex numbers in their polar form.

18.0 Students know DeMoivre's theorem and can give n th roots of a complex number given in polar form.

19.0 Students are adept at using trigonometry in a variety of applications and word problems.

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CALCULUS: When taught in high school, calculus should be presented with the same level of depth and rigor as are entry-level college and university calculus courses. These standards outline a complete college curriculum in one variable calculus. Many high school programs may have insufficient time to cover all of the following content in a typical academic year. For example, some districts may treat differential equations lightly and spend substantial time on infinite sequences and series. Others may do the opposite. Consideration of the College Board syllabi for the Calculus AB and Calculus BC sections of the Advanced Placement Examination in Mathematics may be helpful in making curricular decisions. Calculus is a widely applied area of mathematics and involves a beautiful intrinsic theory. Students mastering this content will be exposed to both aspects of the subject.

1.0 Students demonstrate knowledge of both the formal definition and the graphical interpretation of limit of values of functions. This knowledge includes one-sided limits, infinite limits, and limits at infinity. Students know the definition of convergence and divergence of a function as the domain variable approaches either a number or infinity:

1.1 Students prove and use theorems evaluating the limits of sums, products, quotients, and composition of functions.

1.2 Students use graphical calculators to verify and estimate limits.

1.3 Students prove and use special limits, such as the limits of (sin(x))/x and (1-cos(x))/x as x tends to 0.

2.0 Students demonstrate knowledge of both the formal definition and the graphical interpretation of continuity of a function.

3.0 Students demonstrate an understanding and the application of the intermediate value theorem and the extreme value theorem.

4.0 Students demonstrate an understanding of the formal definition of the derivative of a function at a point and the notion of differentiability:

4.1 Students demonstrate an understanding of the derivative of a function as the slope of the tangent line to the graph of the function.

4.2 Students demonstrate an understanding of the interpretation of the derivative as an instantaneous rate of change. Students can use derivatives to solve a variety of problems from physics, chemistry, economics, and so forth that involve the rate of change of a function.

4.3 Students understand the relation between differentiability and continuity.

4.4 Students derive derivative formulas and use them to find the derivatives of algebraic, trigonometric, inverse trigonometric, exponential, and logarithmic functions.

5.0 Students know the chain rule and its proof and applications to the calculation of the derivative of a variety of composite functions.

6.0 Students find the derivatives of parametrically defined functions and use implicit differentiation in a wide variety of problems in physics, chemistry, economics, and so forth.

7.0 Students compute derivatives of higher orders.

8.0 Students know and can apply Rolle's theorem, the mean value theorem, and L'Hôpital's rule.

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9.0 Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection points, and intervals in which the function is increasing and decreasing.

10.0 Students know Newton's method for approximating the zeros of a function.

11.0 Students use differentiation to solve optimization (maximum-minimum problems) in a variety of pure and applied contexts.

12.0 Students use differentiation to solve related rate problems in a variety of pure and applied contexts.

13.0 Students know the definition of the definite integral by using Riemann sums. They use this definition to approximate integrals.

14.0 Students apply the definition of the integral to model problems in physics, economics, and so forth, obtaining results in terms of integrals.

15.0 Students demonstrate knowledge and proof of the fundamental theorem of calculus and use it to interpret integrals as antiderivatives.

16.0 Students use definite integrals in problems involving area, velocity, acceleration, volume of a solid, area of a surface of revolution, length of a curve, and work.

17.0 Students compute, by hand, the integrals of a wide variety of functions by using techniques of integration, such as substitution, integration by parts, and trigonometric substitution. They can also combine these techniques when appropriate.

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18.0 Students know the definitions and properties of inverse trigonometric functions and the expression of these functions as indefinite integrals.

19.0 Students compute, by hand, the integrals of rational functions by combining the techniques in standard 17.0 with the algebraic techniques of partial fractions and completing the square.

20.0 Students compute the integrals of trigonometric functions by using the techniques noted above.

21.0 Students understand the algorithms involved in Simpson's rule and Newton's method. They use calculators or computers or both to approximate integrals numerically.

22.0 Students understand improper integrals as limits of definite integrals.

23.0 Students demonstrate an understanding of the definitions of convergence and divergence of sequences and series of real numbers. By using such tests as the comparison test, ratio test, and alternate series test, they can determine whether a series converges.

24.0 Students understand and can compute the radius (interval) of the convergence of power series.

25.0 Students differentiate and integrate the terms of a power series in order to form new series from known ones.

26.0 Students calculate Taylor polynomials and Taylor series of basic functions, including the remainder term.

27.0 Students know the techniques of solution of selected elementary differential equations and their applications to a wide variety of situations, including growth-and-decay problems.

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Hankering for more CSET Math Qs? Click on Need More Practice Questions? To purchase a vast database of Qs that I've compiled from my experience as a test taker and CSET Single Subject Math instructor at Cal State, San Bernardino, email me at innovationguy@yahoo.com. The CSET Qs on this site are taken from that collection of questions!

If you found this site useful, be an evangelist and please spread the word to other CSET Single Subject Math examinees, and support this site with a contribution via Paypal!