Psat Prep Math
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tnoziglia111Psat Prep Math
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tnoziglia111Solution: #6
1
If x 3 2 , then we can raise both sides of the equation to the 3rd power 6 4
§ 1·
to get ¨ x 3 ¸
3
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3
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2 or x = 8. So, what is the value of x2? (8)2 = 64.
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Copyright © 2012 by Sharon Serrago, Inc. ͳʹ
Number and
Operations Review
Table of Contents
I. Properties of integers ……………………..….. 14
II. Arithmetic word problems ……………….…... 21
III. Number lines ………………………….………. 26
IV. Squares and square roots …………………….. 31
V. Fractions and rational numbers ……………… 37
VI. Elementary number theory – factors,
multiples, remainders, prime numbers …...… 42
VII. Ratio, proportion, percent ……………..….…. 47
VIII. Sequences ……………………………………… 54
IX. Sets – union, intersection, elements ………..… 59
X. Counting problems ………………………..….. 62
XI. Logical reasoning …………………….………. 66
Copyright © 2008 by Sharon Serrago, Inc. ͳ͵
Properties of Integers
The PSAT and SAT math questions that you encounter will involve only the real number system. A
real number is any number on the number line: positive numbers, negative numbers, zero, whole
numbers, fractions, and decimals. Many questions will specify that you work with “integers.” So
just what is an “integer”?
If you draw a number line which extends to the left and to the right, the marks you put on the
number line typically represent the integers.
-5 0 5
In other words, the integers are positive and negative whole numbers. The integers are not fractions
and decimals!
Example #1
If x and y are different integers, which of the following must also be an integer?
x x
I. II. xy III.
y 2
A) I only B) II only C) I and III only D) II and III only E) I, II, and III
The correct answer is (B).
Let’s choose possible values for x and y, say x = 1 and y = 2. If you try these values in statement I,
1
the result is , which is not an integer. Thus, any answer choice which includes “I” is wrong, so
2
eliminate choices (A), (C), and (E). Look at statement II. For your values, xy = (1)(2) = 2, which IS
an integer. Therefore, statement II must be in the correct answer. Of the remaining choices, both (B)
x
and (D) include “II”. Finally, consider statement III, . If we insert our value, x = 1, do we get an
2
integer? NO! Thus statement III is false, and we can eliminate answer choice (D). The remaining
answer is the correct one, choice B.
Below are some of the terms you might run into when dealing with integers:
Odd Even Consecutive
Recall that the following relationships hold true:
odd x odd = odd
odd + odd = even
odd x even = even
even + even = even
even x even = even
odd + even = odd
Copyright © 2012 by Sharon Serrago, Inc. ͳͶ
Example #2
If x and y are both odd integers, which of the following expressions represents an ODD integer?
A) 2x + 2y B) x – y C) – xy D) x + y E) y – x
The correct answer is (C). Again, you could select values for the variables x and y and try the
answer choices. Suppose that x = 3 and y = 5. Choice A, 2x + 2y, will always give even answers
because the variable values are multiplied by 2. Choice B, x - y, will also always be even because
the difference between any two odd numbers is even. Choice D, x + y, will also always yield even
answers, as will choice E. In C, the product of xy will be an odd integer, and the opposite sign only
changes the positive or negative nature of the answer, not the fact that it’s odd.
If a problem describes consecutive integers, remember that you are dealing with numbers that
follow one another in a list of integers.
For example,
2 3 4 5 6 7 are consecutive integers.
0 2 4 6 8 10 are consecutive even integers.
-3 -1 1 3 5 7 are consecutive odd integers.
Finally, remember, when performing operations on signed numbers, you need to watch the signs.
Example #3
The sum of 4 consecutive even integers is 100. What is the greatest of the four integers?
A) 20 B) 22 C) 25 D) 28 E) 100
One way to approach this problem is with algebra. If you called the first integer in the list x, then
the next even integer would be x + 2. Following this pattern, our four integers would look like x,
x + 2 , x + 4, x + 6.
Since we know that the sum is 100, this gives an equation to be solved:
x + x + 2 + x + 4 + x + 6 = 100
4x + 12 = 100
4x = 88
x = 22
Be careful! The answer is not 22, choice B. The value of x is 22, which is the smallest integer in the
list. The greatest integer listed above is x + 6, or 28. Choice D is the correct answer.
Copyright © 2012 by Sharon Serrago, Inc. ͳͷ
Of course the problem can also be solved quickly without algebra If the sum of the 4 integers is
100, then dividing by 4 gives the average. Remember that the average is a measure of the center of
100
the list. An average of 25 means that the even integers are 22, 24, 26, 28. As before, the
4
largest even integer is 28, choice D.
Example #4
If a < b < -3, which of the following will yield the smallest answer?
a
A) ab B) -2b C) D) a + b E) b–a
b
The correct answer is (D). Remember that the product of two negative numbers is positive, which
means that choices A and B will be positive. In choice C, the quotient of two negative numbers is
also positive. Because the variable a is defined to be less than the variable b, the difference (b – a)
in choice E will also yield a positive answer (Pick values for a and b and try it out!). The smallest
answer will be given by D, because the sum of two negative numbers is also a negative number.
One last reminder…The number zero (0) is special – it is neither positive nor negative, but it is
even!
Practice Problems
1. The product of two integers r and s is an even number. Which of the following statements is
false?
A) The product rs is also an integer.
B) Either r or s must be an even integer.
C) One possible value of r is r = 0.
D) The product rs must be larger than the value of both r and s
E) The values for r and s cannot both be odd.
2. The sum of six consecutive integers is 261. What is the largest of the six integers?
A) 41 B) 43.5 C) 46 D) 243.5 E) 246
Copyright © 2012 by Sharon Serrago, Inc. ͳ
3. If tw = t, which of the following statements is true?
I. t = 0
II. w = 1
III. t = -w
A) I only B) II only C) I and II only D) III only E) I, II, and III
4. If the sum of eight consecutive integers is 4, what is the greatest of these integers?
A) -3 B) 0 C) 4 D) 6 E) 8
5. If X is the set of positive integers, Y is the set of odd integers, and Z is the set of integers
that are in neither set X nor Y, which of the following integers will be in set Z?
A) -3 B) -1 C) 0 D) 3 E) 4
6. How many integers in the set of integers from 0 to 49, inclusive, are even?
A) 22 B) 23 C) 24 D) 25 E) 26
7. If xyz = 1 and wyz = 0, what is the value of w?
A) -1 B) 0 C) 1 D) 10 E) 12
8. If x is an integer, which of the following will have the least value?
A) -x B) 0 C) x D) x2 E) cannot be determined
9. If the sum of 3 consecutive integers is S, what is the value of the largest integer in terms of
S 1 S 3
S?
1
S
A) S + 1 B) 3S C) D) E)
3 3 3
Copyright © 2012 by Sharon Serrago, Inc. ͳ
10. If X and Y are positive integers, which of the following statements is always true for all
values of X and Y?
A) X – Y is a positive integer
B) X is a positive integer
C) –XY is a negative integer
X
D) is a positive integer
Y
E) (–X)2 is a negative integer
11. If 5N – 12 represents a negative integer, what is the greatest possible integer value of N?
A) 2 B) 2.4 C) 3 D) 3.4 E) 5
12. If A is a three-digit number that is the product of two
consecutive positive integers a and b
(a < b) and A < 175, what is one possible value of a ?
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13. Find an integer value of x such that 4x – 2 > 3 and 8x + 5 < 23.
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Copyright © 2012 by Sharon Serrago, Inc. ͳͺ
14. The sum of a sequence of consecutive integers is 5, and the largest of these integers is also 5.
How many integers are in this sequence?
A) 8 B) 9 C) 10 D) 11 E) 12
15. There are 23 numbers in a sequence of consecutive integers. If the smallest of these integers
is -11, what is the sum of the sequence?
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Answers:
1. D 2. C 3. C 4. C 5. C 6. D 7. B 8. E 9. D 10. C
11. A 12. 10, 11, or 12 13. 2 14. C 15. 0
x At the end of each section you will find a list of problems from The Official SAT Study
Guide. The first two columns list the page number and the problem number for each question
you need to answer. The third column gives you a place to write the answer you believe is
correct. Don’t forget to check your answers against the answer key that can be found at the
end of each test. The fourth column gives you a place to mark whether you need to ask a
question about that problem during the next math session.
Copyright © 2012 by Sharon Serrago, Inc. ͳͻ
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 796 4
2 848 3
3 915 2
4 857 2
5 769 3
6 916 6
7 918 12
8 642 16
9 770 7
10 798 12
11 906 13
12 547 12
13 641 14
14 905 9
15 670 13
16 583 8
17 787 8
18 670 14
19 834 12
20 613 16
21 732 14
Copyright © 2012 by Sharon Serrago, Inc. ʹͲ
Arithmetic Word Problems
Some word problems may require you to define variables for the unknowns, set up equations, and
solve. However, not all word problems require so much work. Sometimes the problem doesn’t
require creating a formula or using variables. In these problems, you are being tested on whether
you can read and interpret which operation to use from the text.
¾ Find the sum, find the total o ADD
Here are a few key words to look for:
¾ Find the difference, how much less, o SUBTRACT
how much greater, subtract from
¾ Find the product, find the area, “each”, “per” o MULTIPLY
¾ Find the quotient, divide among, distribute equally o DIVIDE
Example #1
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Samantha took several children to the movies. Child tickets
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cost $2, and Samantha’s adult ticket cost $5. Samantha paid
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for the tickets with $20 and received $7 in change. How many
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children did she take to the movies?
gggg
hhhh
If Samantha received $7 in change, that means that she spent
iiii
$13 total for tickets. Since her adult ticket was $5, she spent
jjjj
$13 - $5 = $8 on child tickets. Because the child tickets were
$2 each, she bought
8
or 4 child tickets. kkkk
2
Example #2
The sum of two numbers is 11 and their difference is 5. What is the value of the larger of the two
numbers?
A) 2 B) 3 C) 8 D) 11 E) 16
Copyright © 2012 by Sharon Serrago, Inc. ʹͳ
One way to solve this problem is by thinking of numbers that add up to 11 yet are 5 apart. The
numbers that work are 3 and 8, since 3 + 8 = 11 and 8 – 3 =5. The question asks for the larger
number, so the solution is 8.
We could also solve the problem using algebra as shown below:
Let one number be called x, and the other number called y. The statement that the sum of the
numbers is 11 would translate into x + y = 11. Similarly, “the difference of the numbers is 5”
would translate to x – y = 5.
We now have a system of equations, x + y = 11
x–y=5
If we solve by adding the equations together, we get 2x = 16, which implies that x= 8. Because
the sum of the numbers is 11, the other number (y) must be 3. Thus the answer is the larger
number, 8.
Example #3
Gina had 32 yards of fabric to use for creating costumes
3
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for the school play. Each costume required yards of fabric.
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2
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After all of the costumes were done, how much fabric
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(in yards) was left over?
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This problem is asking about the remainder, so let’s divide. If Gina divides 32 yards of fabric
3 3 2 64 1
into pieces that are of a yard in size, she will create 32y = 32 • = or 21
2 2 3 3 3
costumes. Because a fraction of a costume doesn’t make sense, she would make 21 costumes,
3
using 21 • or 31.5 yards of fabric. The question is asking how much fabric is left over, so
2
32 – 31.5 = 0.5 yards are left.
Copyright © 2012 by Sharon Serrago, Inc. ʹʹ
Practice Problems
1. Katie bought six items at the bake sale for a total cost of $ 6. If all items at the bake sale cost
either $0.75 or $1.50, how many $0.75 priced items were purchased?
A) 2 B) 3 C) 4 D) 5 E) 6
2. Individual donuts cost $0.60, and a dozen of the same donuts costs $6.80. What is the least
possible cost for 30 of these donuts?
A) $13.60 B) $14.20 C) $ 17.00 D) $ 17.20 E) $18.00
3. Charlie received five identical checks for his birthday. He decided to put $40 of the total
money into his savings account and spend the rest, which was 68% of the total he received.
What was the amount of each check Charlie received?
A) $20 B) $25 C) $28 D) $30 E) $32
4. Spiral notebooks are available at the school store for $1.75 each, or a bundle of 6 costs $9. If
Sam purchases 2 bundles rather than 12 individual notebooks, what is the amount of savings
in the price difference?
A) $1.00 B) $1.50 C) $ 2.00 D) $ 2.50 E) $3.00
5. The perimeter of a rectangle is 14 cm, and the area of the rectangle is y cm. If the lengths of
the sides are integer values, what is the smallest possible value of y?
A) 1 B) 2 C) 4 D) 6 E) 12
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵
6. An auditorium contains seats in 15 rows. The first row has 100 seats, and each row behind the
first has two additional seats than the preceding row, one more on each end. This continues
until the last row, which has 6 additional seats than the preceding row of seats. How many
seats are there in the 15th row?
A) 115 B) 120 C) 128 D) 130 E) 132
7. When Sarah evenly distributed 47 pencils to her first class, she had 2 left over. When she
evenly distributed the same number of pencils to her second class, there was only 1 pencil left.
If each class has at least 10 students but no more than 25, how many more students are there in
Sarah’s second class than in her first?
A) 8 B) 9 C) 15 D) 22 E) 23
8. The denominator of a fraction is 3 less than twice the numerator. If the fraction is equivalent
15
to , what is the value of the denominator of the fraction?
21
A) 5 B) 7 C) 15 D) 21 E) 36
9. Francis is preparing for a beach vacation with her three
friends and has been assigned to bring the sunscreen.
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Francis figures that the group will need 5 bottles of
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sunscreen total for the weeklong trip. What fractional
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part of a bottle will each person use each day on the vacation?
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Copyright © 2012 by Sharon Serrago, Inc. ʹͶ
10. Carla’s parents pay her $1.00 for each A on her report card, but she must pay her parents
$1.00 for each B and $2.00 for each C. For the report card shown below, how much would
Carla receive or have to pay?
Reading A
Social studies B
Math A
Science A
Spelling C
Physical education A
A) Carla would receive $9.00 B) Carla would receive $1.00
C) Carla would have to pay $1.00 D) Carla would have to pay $2.00
E) Carla would have to pay $9.00
Answers:
1. C 2. D 3. B 4. E 5. D 6. E
7. A 8. B 9. 5/28 10. B
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 652 9
2 886 2
3 526 3
4 979 9
5 700 1
6 529 14
7 651 4
8 771 10
9 668 3
10 858 4
11 888 7
Copyright © 2012 by Sharon Serrago, Inc. ʹͷ
Number Lines
You can draw a number line to visually represent numbers. The integers are the “marks”, and
fractions and decimals would fall in the spaces. Remember that the numbers on a number line
get bigger as you go to the right, and smaller as you go to the left.
Example #1
In the figure below, which is the best approximation for AB (the distance from A to B)?
A B
-1 0 1
A) -1.4 B) -0.4 C) 1.2 D) 1.4 E) 1.6
1
If you examine the given number line, you can see that each mark is or 0.2 of a unit. From A
5
to B, there are 8 marks, so the distance from A to B is 8(0.2) = 1.6, choice E.
If a number line is drawn for you on a test, it will be drawn to scale unless otherwise noted. You
may be asked to make assumptions based on a number line given.
Example #2
On a number line, point W is d units from 2, and point X is also d units from 2. If point X is
located at 11, at which of the following coordinates could point W be located?
A) -9 B) -7 C) -2 D) 2 E) 9
To start this problem, draw a number line, and put in what you know. Point W is d spaces from
2, and point X is also.
d d
W 2 X
Since the problem tells you that point X is located at 11, then the distance d equals 9. We can
use the distance (d = 9) to locate W by considering which values are either 9 more than 2 or 9
less than 2. There are two possible answers at this point; point X could be located at 2 + 9 = 11
or 2 – 9 = -7. Looking at the choices given, the only correct value is -7, choice B.
Copyright © 2012 by Sharon Serrago, Inc. ʹ
Practice problems
C A D B
1. Which of the following is the closest to
CD 7
the value of the ratio ? -2 2
AB
2 7 8 9
A) B) C) D) E) 1
7 2 9 8
2. What is the coordinate of the midpoint of CD on the number line below?
15 42 bbbb
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C D
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3. If point A is located on the number line
between points C and D, which of the
following must be true?
-15 2
I. The coordinate of A is negative. C D
II. AC = AD
III. AC + AD = CD
A) I only B) III only C) I and III only D) II and III only E) I, II, and III
b-a
4. Which letter best represents the value of on the number line below?
c
e c b f a d
-1 0 1 2
A) letter a B) letter c C) letter d D) letter e E) letter f
Copyright © 2012 by Sharon Serrago, Inc. ʹ
5. For the number line below, which of the following statements must be true?
(Note: Figure not drawn to scale) V W X Y Z
A) VX = XZ B) VX > XY C) VX < XZ
D) VY – VW = WY C) VZ = 10
6. A number line contains three points R, S, and T in that order. If RS < ST, which expression
below correctly describes the location of the midpoint of RT?
A) between R & S B) between S & T C) S
RS S+T
D) E)
2 2
7. A number line contains three consecutive points,
A, B, and C such that the ratio of AB to AC is 1 to 5.
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What is the ratio of AB to BC?
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8. On a number line, point A is located at -7 and point B is located at 17.
What is the coordinate of the point that is located ¾ of the distance from B to A?
A) -1 B) 1 C) 6 D) 11 E) 18
Copyright © 2012 by Sharon Serrago, Inc. ʹͺ
9. Three points, V, W, and Y, lie on a line, not necessarily in
that order. If VW = 16 and WY = 8, what is the smallest
possible value of VY?
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10. If a fourth point X is added to #9 above such that X is the
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midpoint of WY, what is the largest possible value of VX?
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11. For which value of x could the values of x, x2 and x3 lie on the number line as shown?
x3 x x2
(Figure not drawn to scale)
1 1
A) -2 B) C) 1 D) E) 2
2 2
Copyright © 2012 by Sharon Serrago, Inc. ʹͻ
12. On the number line, there are 8 equal intervals between 0 and 1.
What is the value of y?
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y
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0 1
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13. x l
X
In the figure above, two points A & B are to be placed on line l on opposite sides of X such
that 3XB = 2XA. What is the value of AB ?
XB
2 3 2 5 1
A) B) C) D) E)
3 2 5 2 5
Copyright © 2012 by Sharon Serrago, Inc. ͵Ͳ
Answers:
1. D 2. 28.5 3. B 4. C 5. D 6. B 7. ¼ or 0.25 8. A
9. 8 10. 20 11. A 12. 9 /16 or .563 13. D
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 700 2
2 596 10
3 639 6
4 701 6
5 797 8
6 834 11
7 859 8
8 655 17
Copyright © 2012 by Sharon Serrago, Inc. ͵ͳ
Squares and Square Roots
You need to learn the squares of the first several integers. They will appear on both the SAT and the
PSAT, and you shouldn’t have to reach for your calculator to find the square roots. In many
calculations on this test, you will have to deal with squares and square roots of numbers.
12 1
22 4
2
3 9
Memorize these common squares!
42 16
You will see them over and over
52 25 again on the test!
62 36
72 49
2
8 64
2
9 81
2
10 100
112 121
122 144
132 169
The square of a number is simply that number times itself. 4 x 4 4 2 16
Also, consider this… what happens to (-4) 2 ? Is this any different than -4 2 ?
Finding the square root of a number is the inverse operation of squaring that same number. So the
square root of 16 is the number that gives 16 when it is multiplied by itself. 4 • 4 = 16.
Let’s say that on the test you encounter a problem involving square roots, such as 25 .
In this case, you will need to know the squares in order to take the square root. Since 5 2 25 , then
25 5 . There is a time and place to use the calculator, but this is not it. You must know these
numbers and commit them to memory.
The symbol we use for finding the square root is . However, just as we can raise a number to
powers other than 2, we can find the cube root of a number, or the fourth root, and so on.
23 8, so 3 8 2
Just be sure you understand that 3 8 is not the same thing as 3 8 . It’s all a matter of where you
put the “index”, the number indicating the power of another number.
Copyright © 2012 by Sharon Serrago, Inc. ͵ʹ
Simplifying Square Roots
At some point, you may need to simplify a square root other than the perfect squares that you
memorize. The ones you know are easy.
4 22 2x2 2 Whenever you have a pair of numbers, they can be taken out.
Now let’s simplify 75 . 75 3x25 3 25 3 5x5 5 3
As you can see, you take out the perfect square, put it in front of the radical and leave the rest.
You can simplify variables in the same way.
9n 4 3 x 3 x nn x nn 3n2 Take out the pairs.
Adding and Subtracting Square Roots
You can add and subtract square roots only if the radicals are the same.
3 34 3 (3 4) 3 7 3
another example:
3 34 2 3 (3 1) 3+4 2 4 34 2
and you can always simplify:
2 9 4 25 2 3 x 3+4 5 x 5
(2 x 3) (4 x 5)
6 20
26
Example #1
If 48 x y , x & y are both integers, and x ! y , then x is equal to
A) 1
B) 2
C) 3
D) 4
E) 12
48 16 3 First, break 48 into a perfect square times another integer.
16 3 Then break the single radical into its two constituent parts.
Finally, simplify the radicals and discover that x = 4 and y = 3
4 3 meets all of the requirements. So the answer is (D).
Copyright © 2012 by Sharon Serrago, Inc. ͵͵
Example #2
Points A(-2, 1), B (1, 1) and C (1, 5) form the vertices of a right triangle. What is the length of side
AC?
You should draw a picture to visualize what you have been given in this problem. Once you have
the points graphed, you can easily see that the length of leg AB is 3 and the length of leg BC is 4. If
you call the length of the hypotenuse AC by a variable, say x, then by using the Pythagorean
Theorem, you obtain the equation 32 + 42 = x2. If you simplify the left side, 9 + 16 = 25, so 25 = x2
is the equation we need to solve. How do you solve for x?
Take the square root of both sides!
C 25 x 2
25= x 2 bbbb
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A B
dddd
5=x
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ffff
gggg
Remember that the potential answer x = -5 does not apply in this problem hhhh
since x represents a distance, which is always positive. iiii
jjjj
Of course, if you know the “triples”, you would be able to get x = 5 without kkkk
the equation! -
Example #3
For all values of x where -2 < x < 0, which of the following statements is true?
A) x2 = x4 B) x3 > x C) x2 > x3 D) x2 < x4 E) x3 > x4
Since x is a negative number, we can conclude that even powers of x (x2, x4, etc) will be positive,
while odd powers of x (x, x3, x5, etc) will be negative. Thus, choice E can be eliminated. If you
consider values for x in the specified range, you can check the validity of the other statements. For
example, in choice A, if x = -1, the statement is true. But if x = -0.5, the statement is not true. Since
the question asks which is true for ALL VALUES of x, we have to eliminate choice A. On choice
B, if x = -1, “x3 > x” is not true, because (-1) 3 = -1. Thus choice B must also be eliminated. In a
similar way, choice D can be eliminated because “x2 < x4” is not true when x = -1. In that case, (-1) 2
= (-1) 4 = 1. Since all of the choices can be eliminated except for C, you can confidently choose C
for your solution. Notice that in the statement for choice C, x2 will always be positive and thus will
always be larger than x3, which will be negative.
Copyright © 2012 by Sharon Serrago, Inc. ͵Ͷ
Practice problems
y2
1. Let the operation ## be defined for all values of x and y (x > 0) as x ## y = . For which
x
of the following values will x ## y be an integer?
A) x = 25, y = 1
B) x = 25, y = 10
C) x = 30, y = 2
D) x = 36, y = 2
E) x = 36, y = 8
2. What value of a satisfies the equation x2 a2 x a if x > 0?
A) -2 B) -1 C) 0 D) 1 e) 2
3. If x = c for positive integers x and c, which of the following could be the value of x?
A) 0 B) 3 C) 5 D) 6 E) 9
1 4
4. If , what is the value of x?
x 9
3 9 81 81 81
A) B) C) D) E)
2 4 16 4 25
5. If x - 5 = 4, what is the value of x?
A) 3 B) 9 C) 27 D) 81 E) 243
Copyright © 2012 by Sharon Serrago, Inc. ͵ͷ
6. If 32 x2 x , what is x?
A) 1 B) 2 C) 3 D) 4 E) 5
7. An equilateral triangle has perimeter of 18 units. What is the area of the triangle?
9
A) B) 9 C) 9 3 D) 18 E) 18 3
2
8. A square has perimeter of 18 units. What is the length of the diagonal?
9 2
A) B) 9 2 C) 9 D) 18 E) 18 2
2
9. A circle has area 49 S . What is the length of the radius?
A) 6 B) 7 C) 8 D) 9 E) 10
10. A circle has a diameter with coordinates (-2, 5) and (4, 5). What is the area of the circle?
A) 9 S B) 25 S C) 27 S D) 36 S E) 45 S
Copyright © 2012 by Sharon Serrago, Inc. ͵
11. In right triangle ABC, the length of side AB is x
and the length of side BC is 3x (x > 0). What is the A
length of the hypotenuse AC in terms of x?
A) 5x B) 7x
C) x 10 D) 10x
B C
E) 10x
A B
12. ABCD is a square with area of 64 square units. If
points X and Y are the midpoints of sides BC and CD,
respectively, what is the perimeter of the triangle XCY ?
A) 8 2 B) 8 + 4 2 C) 12 D C
D) 12 + 2 E) 16 + 2 2
13. Right triangle XYZ has a hypotenuse of length 120
and one leg of length 72. What is the length of the
other leg?
A) 62 B) 5 + 4 2 C) 12
D) 96 E) 2 2
14. Two concentric circles have radii such that the larger
radius is double the smaller. If the area of the larger
circle is 24 , what is the radius of the smaller circle?
A) 3 B) 2 3 C) 6 D) 6 E) 12
Copyright © 2012 by Sharon Serrago, Inc. ͵
Answers:
1. B 2. C 3. E 4. C 5. D 6. B 7. C
8. A 9. B 10. A 11. C 12. B 13. D 14. C
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 667 2
2 859 8
3 595 7
4 731 9
5 703 13
6 788 14
7 789 15
Copyright © 2012 by Sharon Serrago, Inc. ͵ͺ
Fractions and Rational Numbers
Most students are a bit rusty when it comes to working with fractions. Because of this, many
students rely on their calculators to get through a fraction problem. Bad idea!!! While is it okay to
use a calculator, there is nothing on the test that requires one. Reaching for the calculator on every
math problem will severely SLOW YOU DOWN, which is a bad thing on a timed test. You should
use the calculator only to help speed things up, and use it only when necessary.
That being said, here’s what you should remember about fractions:
x To reduce a fraction, you need to look for a factor of the numerator and denominator that is
9
common. For example, in the fraction , we could reduce the numerator and denominator
12
as follows:
9 9y3 3 Of course, you could also use the calculator to either
12 12 y 3 4 reduce the fraction or change it to a decimal (0.75).
Example #1:
Meghan invited 9 friends to her birthday party, and wanted to evenly distribute a bag of 50 pieces of
candy among the friends. If a partial piece of candy is not possible, how many pieces will each
friend receive?
50 9
A) B) C) 5 D) 6 E) 41
9 50
Solution: Clearly this is a division problem, with 50 pieces of candy being divided among 9 friends.
50
As a fraction this can be represented as . However, if you read the problem in its entirety, you
9
50
saw that partial pieces are not permitted. The fraction does not reduce to a whole number, but it
9
5 5
may be written as the mixed number 5 . The “ ” represents a partial piece, which is discarded.
9 9
divide 50 y 9 = 5 .5 . Again, this means 5 and a fraction of a piece, so each friend receives 5 pieces.
Thus each friend will receive 5 pieces of candy, choice C. You could also use your calculator to
x To add or subtract fractions, you must have a common denominator. For example, to
combine the fractions , first you must rewrite the fractions with the common
1 2
3 5
denominator of 15. Here’s what that would look like:
1u 5 2 u 3
=
1 2 5 6 11
3 5 3u 5 5u 3 15 15 15
Copyright © 2012 by Sharon Serrago, Inc. ͵ͻ
Example #2
1 2
Line l1 has equation y = x – 5 and slope m, and line l2 has equation y = x +7 and slope n.
2 3
What is the value of m + n ?
1 2 3 6 7
A) B) C) D) E)
2 3 5 7 6
Remember that the slope intercept form of lines y = mx + b gives an easy way to determine the
1 1
slope of a line. For the lines given, l1 has a slope of , so m = . Similarly, l2 has a slope of
2 2
, so n = . The question asks for the value of m + n, so + =
2 2 1 2 3 4 7
, choice E.
3 3 2 3 6 6 6
x To multiply fractions, you can multiply the numerators together and the denominators
together. In other words, go straight across! For example,
2u5
u
2 5 10
3u 7
(Note: Don’t forget to reduce answers if needed!)
3 7 21
Sometimes the fractions contain numbers that can be reduced from the start. On problems
like this, go ahead and cancel factors as you are able in order to make the multiplication
easier. For example, u
2 3 2 3 2
3 5 3 5 5
Example #3
5b 6 7a 8 9
=?
6 7 8 9b 10
a a 1
A) B) C) 2a D) E) 1
b 2 2a
Don’t reach for your calculator! You should notice that most of the factors cancel except 5a in the
5a
numerator and a factor of 10 in the denominator. This would give , but don’t forget to reduce
10
a
the 5 in the numerator with the 10 in the denominator. Thus the correct answer is , choice B.
2
Copyright © 2012 by Sharon Serrago, Inc. ͶͲ
x Finally, to divide fractions, remember that you multiply by the reciprocal. For example,
y u
3 1 3 2 6
5 2 5 1 5
( b z 0 ), which
a
A rational number is any number that can be written as a ratio of two integers
b
means that rational numbers are just fractions!
Don’t forget that fractions can also be converted to decimals. You should know the following
fraction and decimal equivalents without reaching for your calculator:
1 1 1 2 3
0.25 0.333... 0.5 0.666... 0.75
4 3 2 3 4
Remember that to find the reciprocal of a fraction, you can just switch the numerator and the
denominator. Also, recall that the product of any number and its reciprocal is 1. (NOTE: the number
zero “0” does not have a reciprocal…do you know why??)
Practice Problems
1. Evanston High School has 350 seniors and 400 juniors. In lowest terms, what is the ratio of
juniors to seniors?
7 8 35 40 400
A) B) C) D) E)
8 7 40 35 350
2. Which of the following statements is always true for real numbers x and y?
I. xy is a real number
1
II. is a real number
x
(x z 0, y z 0)
1 1 1
III.
xy x y
A) I only B) III only C) I and III only D) II and II only E) I, II, and III
Copyright © 2012 by Sharon Serrago, Inc. Ͷͳ
2 3
3. What is the resulting value if of is subtracted from 6 ?
3 8
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
4. During a game, the team scored 1/5 of its points during the 1st quarter, 1/3 of its points during
the 2nd quarter, ¼ of its points during the 3rd quarter, and the remainder of its points during the
4th quarter. If the team’s ending score is 60, how many points were scored in the 4th quarter?
A) 10 B) 12 C) 13 D) 15 E) 18
Answers:
23
1. B 2. C 3. or 5.75 4. C
4
Page # Problem # Answer ???
1 830 1
2 543 1
3 668 3
4 544 4
5 582 6
6 889 9
7 904 4
8 850 13
9 655 15
Copyright © 2012 by Sharon Serrago, Inc. Ͷʹ
Elementary number theory – factors,
multiples, remainders, prime numbers
There is a lot to remember here, because this topic covers a lot of the basics in mathematics.
Here is a list of terms and phrases that you should be familiar with:
Factors Multiples
Remainders Prime Numbers
Digits Divisors
Divisibility Place Value
The factors of a number are the same as the divisors of a number.
They are the positive integers that will divide evenly (no remainder) into the number, or the
6, 8, 12, and 24 because 1 24 = 2 12 = 3 8 = 4 6 = 24. The divisors of 24 are the same
pairs of positive integers whose product is the number. For example, factors of 24 are 1, 2, 3, 4,
numbers, 1, 2, 3, 4, 6, 8, 12, and 24.
Multiples of a number are the integers obtained by multiplying a number by positive integers 1,
2, 3 and so on. Think of the “times tables” you learned when you were young. For example,
(8 1)
multiples of 8 are
(8 2)
8
(8 3)
16
(8 4)
24
(8 5)
32
40
and so on. You should note at this point that multiples of 8 (8, 16, 24, 32, etc.) are also multiples
of 2 and multiples of 4. This is true in general – the multiples of a number will also be multiples
of its factors.
Example #1
What is the least positive multiple of 5, 6, and 10?
A) 15 B) 30 C) 60 D) 150 E) 300
One possible approach is to list multiples of 5, 6, and 10 and look for a common multiple:
5 10 15 20 25 30 35 40 45 50 55 60
6 12 18 24 30 36 42 48 54 60
10 20 30 40 50 60
Notice that 60 is a multiple of 5, 6, and 10 but the questions asks for the least multiple, which
would be 30, choice B.
Copyright © 2012 by Sharon Serrago, Inc. Ͷ͵
Another approach is to use the prime factors of each number:
6 = 23 2 3 5 = 30
5=5 Thus the least common multiple will contain the factors
10 = 2 5
The concept of divisibility is obviously tied to division. If a number divides into another with
divisible by 3 because 15 y 3 = 5 with no remainder. The remainder is the number left over
no remainder, then we say that the first number is divisible by the second. For example, 15 is
following division, and should always be less than the divisor.
Example #2
Which of the following could be the remainders when five consecutive positive integers are
each divided by 4?
A) 0, 1, 0, 1, 0 B) 0, 1, 2, 3, 4 C) 1, 2, 3, 4, 0 D) 1, 2, 3, 0, 1 E) 0, 1, 2, 0, 1
When you divide any positive integer by 4, the remainder must be 3 or less. Choices B and C
contain remainders larger than 3, so they must be eliminated. Choices A and E do not include all
possible remainders, which is necessary since the five integers to be divided must be
consecutive. Therefore, the correct choice is D.
The numbers are all composed of digits, numbers from 0 to 9 which are the building blocks for
all numbers. The position of each digit (called place value) determines the resulting number.
For example, 513 is not the same number as 135 – the place value of each digit is different.
Prime numbers are numbers with only two distinct whole number factors, 1 and the number
itself. The smallest prime number is 2. There are an infinite number of prime numbers, but you
need to know just the first few:
2, 3, 5, 7, 11, 13, 17, 19, 23, …
Example #3
How many different three-digit integers are possible if the hundreds digit must be 5, the tens
digit must be less than 2, and the units (ones) digit must be prime?
A) 4 B) 5 C) 8 D) 10 E) 12
If you consider the number of possibilities for each place value, there is only one choice for the
hundreds place (5), two choices for the tens place (0 or 1), and four choices for the units place
(2, 3, 5 or 7). Thus there are 1 2 4 = 8 possible integers fitting the description, choice C.
Of course, you could also try to list the possible numbers and count:
502 503 505 507 512 513 515 517
Copyright © 2012 by Sharon Serrago, Inc. ͶͶ
Practice Problems
1. All numbers divisible by 6 and 20 are also divisible by all of the following EXCEPT :
A) 10 B) 12 C) 15 D) 18 E) 30
2. Let the symbol a be defined as the number of positive integer factors of a. For example,
10 = 4 because 10 has factors 1, 2, 5, and 10. What is 6 - 18 ?
A) -12 B) -2 C) -1 D) 1 E) 2
3. Let r # s be defined as the whole number remainder when r is
divided by s. If k # 6 = 2 and k < 20, what is one possible
bbbb
value of k?
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
4. If q is the greatest prime number divisor of 46 and z is the greatest prime factor of 8, what is
the value of qz?
A) 4 B) 16 C) 46 D) 92 E) 184
Copyright © 2012 by Sharon Serrago, Inc. Ͷͷ
5. Taylor was assigned a locker combination consisting of three one-digit numbers. He
remembers that the first number is 5 but cannot remember the last two numbers. What is the
maximum number of arrangements he would need to try in order to open the locker?
A) 72 B) 81 C) 90 D) 100 E) 1000
6. If Taylor’s combination above consists of three different one-digit numbers with the first
number still a 5, how many possibilities exist now?
A) 72 B) 81 C) 90 D) 100 E) 1000
7. Mary made the statement, “All numbers that are divisible by both 3 and 15 would also be
divisible by 9.” Which of the numbers below would disprove Mary’s statement?
A) 3 B) 9 C) 45 D) 75 E) 225
8. A set R consists of all whole number divisors of 300, and a set S consists of all positive
multiples of 15. If set T contains all numbers that are members of both set R and set S, how
many numbers are in set T?
A) 3 B) 6 C) 12 D) 15 E) 20
9. If k is an integer and 5 is the remainder when 3k + 4 is divided by 7, then which of the
following could be the value of k?
A) 3 B) 4 C) 5 D) 6 E) 7
Copyright © 2012 by Sharon Serrago, Inc. Ͷ
m
10. If m and k are two different integers, for which of the following values is also an integer?
k
I. m = 3, k = 15
II. m = 8, k = -2
III. m = 10, k = 3
A) I B) II C) III D) I and II E) II and III
11. How many different three-digit numbers exist that are greater than 500?
A) 300 B) 360 C) 450 D) 499 E) 500
12. When 22 is divided by p, the remainder is 1. For how many different values of p is this
true?
A) 1 B) 2 C) 3 D) 4 E) 5
Answers:
1. D 2. B 3. 2, 8, or 14 4. C 5. D 6. A
7. D 8. B 9. C 10. B 11. D 12. C
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 712 2
2 785 1
3 715 9
4 611 9
5 919 14
6 907 15
7 585 15
8 773 17
9 643 20
Copyright © 2012 by Sharon Serrago, Inc. Ͷ
Ratio, Proportion, Percent
A ratio is a comparison of two numbers involving division. A ratio can be expressed many ways, as
seen below:
1
1 to 2 1:2
2
When setting up a ratio, remember that THE ORDER MATTERS! For example, if asked to find
the ratio of the number of boys to the number of girls, you would need to compare the number of
boys to the number of girls in that order.
Probably the most important thing to remember when asked to find a ratio is to WRITE THE
RATIO IN WORDS!
For example, if the question asks for the ratio of red marbles to blue marbles,
red
you could write .
blue
adults
If the question asks for the ratio of adults to children, you would write .
children
Do not skip this step…IT IS SUPER IMPORTANT TO WRITE THE RATIO IN WORDS!!!
Example #1
Katie invited 3 boys and 8 girls to her birthday party. What is the ratio of girls to boys that were
invited?
A) 3:8 B) 3:11 C) 8:3 D) 8:11 E) 1:1
This question is all about reading carefully! The question asks for the ratio of girls to boys in that
order, so the answer is 8 girls to 3 boys or 8: 3, choice C.
A percent is a specialized ratio in which the second quantity being compared is 100. The word
“percent” means literally “per hundred.” So if you get 85 out of 100 questions correct on a test,
85
then the ratio of correct answers compared to the total would be 85 out of 100, or , which is the
100
same as 85%.
Example #2
Twenty-seven of the 36 students passed the test. What percentage of the class did not pass the test?
A) 9% B) 18% C) 25% D) 36% E) 75%
Copyright © 2012 by Sharon Serrago, Inc. Ͷͺ
9
From the information given, it is clear that 9 students did not pass. 9 out of 36 students gives =
36
1
= 0.25 = 25% , choice C.
4
A proportion is a set of equal ratios. In other words, a proportion is an equation in which two ratios
are set equal to each other. Typically, you will need to solve for a missing value in one of the ratios.
Example #3
On a map, 1 inch represents 14 actual miles.
bbbb
How many inches apart on the same map are
cccc
two towns that are 35 miles apart?
dddd
eeee
1inch x
We can set up a proportion: =
14miles 35miles ffff
gggg
By cross-multiplying, we get 14x = 35 hhhh
iiii
14x 35 jjjj
kkkk
=
14 14
5
x = 2.5 or (*Remember, you CANNOT answer 2 ½ !
2
It would be counted wrong on the grid.)
Practice Problems
1. In ¨RST, SR = ST and m TRS = 20q. What is the ratio of m TRS to m RTS?
A) 7 : 1 B) 1 : 7 C) 1 : 4 D) 1 : 1 E) 4 : 1
2. A rectangle has sides of length 18 and width of length x. If the ratio of the width to the length
of the rectangle is 1 : 4, what is the area of the rectangle?
A) 4.5 B) 27 C) 45 D) 81 E) 90
Copyright © 2012 by Sharon Serrago, Inc. Ͷͻ
3. John traveled 300 miles in x minutes. Which of the following is the correct expression for the
average rate (in miles per hour) at which John traveled?
300 300 6000 18000 18000
A) B) C) D) E)
x 60x x x 60x
4. The price p on a television set was marked up 20%, and then discounted 25% of the new price.
What is the ratio of the original price to the final price after the discount?
A) 1: 1 B) 4: 5 C) 9 : 10 D) 10: 9 E) 11: 12
5. The oven at Sam’s house needs to be repaired, because an actual
temperature of 350q registers on the digital readout as 330q. If the
readout displays 363q, what is the true oven temperature? (Disregard
bbbb
the degree symbol when you answer)
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
6. TV Town has televisions on sale for 30% off, and DVD players on sale for 20% off. Sophia
wishes to buy a television that is usually $900, and a DVD player that normally costs $ 200.
What total price (without tax) will Sophia pay for these items on sale?
A) $860 B) $790 C) $ 550 D) $310 E) $ 240
7. At North Hill High School, there are 550 girls enrolled and 650 boys enrolled. What is the
ratio of boys to total students?
11 11 13 13 6
A) B) C) D) E)
13 24 24 11 5
Copyright © 2012 by Sharon Serrago, Inc. ͷͲ
8. A circle has four central angles r, s, t, u as shown below. (Note: Figure not drawn to scale.)
If the angles are in the ratio 2: 4: 5: 7,
respectively, what is the measure of t?
s r
t u
A) 20q B) 40q C) 80q D) 100q E) 140q
9. If m is 30% of n, and n is 80% of p, then m is what percent of p?
A) 11% B) 20% C) 24% D) 50% E) 55%
10. The length of a rectangle is increased by 20% while its width is increased by 40%. The area of
the new rectangle is what percentage of the area of the original rectangle?
A) 48% B) 80% C) 160% D) 168% E) 180%
11. Janette wants to make her special cheese dip for a party, which she
is hosting for 36 people. Her recipe calls for 8 ounces of cheddar
cheese to make dip to serve 4 people. How many 12-ounce bags of
cheddar cheese will Janette require to have enough cheese dip for bbbb
her party guests? cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
12. If c is 80% of d, then d is what percent of c?
A) 125% B) 120% C) 110% D) 40% E) 20%
Copyright © 2012 by Sharon Serrago, Inc. ͷͳ
13. If x + 3y is equal to 80% of 5y, what is the value of x/y?
A) 12 B) 16 C) 1 D) 4 E) 32
14. There are n liters of water in a cooler for football practice. After g liters have been
consumed, what % of water in terms of n and g has not been consumed?
100n g 100 g n g (n g )
A) % B) % C) % D) % E) 100 %
g 100n n 100n n
15. From the chart below, determine the percent increase in the number of girls enrolled from
2005 to 2006.
Years Boys Girls
2004 125 100
2005 140 132
2006 175 165
A) 4% B) 15% C) 20% D) 25% E) 65%
16. From the data in the chart above, which is the closest approximation to the % increase from
2004 to 2006 in enrollment of boys and girls?
A) 20% B) 25% C) 35% D) 40% E) 50%
17. From the data in the chart below, if x is directly proportional to the square of y, what is the
value of a?
x y
2 2
8 4
a 6
32 8
A) 12 B) 16 C) 18 D) 24 E) 32
Copyright © 2012 by Sharon Serrago, Inc. ͷʹ
4 2y
18. If the ratio of x to y is , what is the ratio of ?
5 x
8 5 2 5 4
A) B) C) D) E)
5 8 5 2 8
A 4 B 4 C
19. If and , what is the ratio of ?
B 7 C 5 A
7 16 7 35 35
A) B) C) D) E)
4 35 16 16 51
20. If there are 16 boys and 28 girls at Kiddie Day School, what is the ratio of girls to total
children at the school?
4 7 4 7 7
A) B) C) D) E)
7 4 11 11 8
21. A snack mix is made up of 3 parts chocolate chips and 2 parts peanuts by weight. How many
pounds of peanuts will be in 7 pounds of the snack mix?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. ͷ͵
22. The ratio of boys to girls in the science club at Midway High School is 4 to 3. If there are 9
girls in the club, how many total students are in the science club?
A) 3 B) 4 C) 9 D) 12 E) 21
Answers:
1. D 2. D 3. D 4. D 5. 385 6. B 7. C 8. D 9. C
10. D 11. 6 12. A 13. C 14. E 15. D 16. E 17. C 18. D
19. D 20. D 21. 14/5 22. E
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 768 1
2 639 5
3 528 9
4 796 5
5 796 3
6 730 5
7 833 9
8 594 6
9 849 8
10 612 13
11 545 9
12 670 12
13 715 10
14 517 13
15 834 13
16 716 11
17 918 11
18 518 15
19 705 19
20 586 20
21 655 16
22 861 15
Copyright © 2012 by Sharon Serrago, Inc. ͷͶ
Sequences
A sequence is a list of numbers with a pattern. Examples of sequences are as follows:
1 1
15, 12, 9, 6, … 1, 4, 7, 10, 13, 16 , , 1, 2, 4, 8, …
4 2
As you can see from the examples above, a sequence could be infinite, or it could have a set
number of elements. In either case, remember the defining characteristic of a sequence: IT
HAS A PATTERN! When asked to find a later term in the sequence, first figure out the pattern
based on the given terms. For practice, figure out the pattern in the three examples given above:
15, 12, 9, 6, … pattern? _________________________
1, 4, 7, 10, 13, 16 pattern? _________________________
1 1
, , 1, 2, 4, 8, … pattern? _________________________
4 2
Example #1
bbbb
cccc
The first term of a sequence is 2. Each additional term is found by adding
1 to the previous term, and multiplying the result by 2. What is the 4th term dddd
of the sequence? eeee
ffff
Because we are asked for only the 4th term in the sequence, we can just work it out: gggg
hhhh
2 + 1 = 3; 3 2 = 6
2
iiii
6 + 1 = 7; 7 2 = 14 jjjj
14 + 1 = 15; 15 2 = 30 kkkk
Example #2
The first term of a sequence is 4. The second term is found by adding 1 to
bbbb
the first term. The third term is found by subtracting 3 from the second term.
cccc
To find the fourth term, multiply the third term by 2. If this same three-step
dddd
pattern continues, what is the value of the 21st term?
eeee
I hope that you didn’t try to work out 21 terms! If you follow the directions, ffff
the sequence looks like gggg
4 5 2 4 5 2 .... hhhh
iiii
jjjj
You should notice the “cycle” repeats every three numbers. Because the 21st term
kkkk
is the third number in the seventh cycle of numbers, the requested term will be 2.
Copyright © 2012 by Sharon Serrago, Inc. ͷͷ
Practice Problems
1
1. In the sequence 320, 80, 20, … , each term after the first is of the preceding term. What is
4
the average of the 4th and 5th term?
5 25 25 25
A) B) C) D) E) 3
4 2 4 8
2. The first three terms of a sequence are 4, 8, 12, … and each additional term is found by adding
4 to the preceding term. What is the units digit of the 102nd term?
A) 0 B) 2 C) 4 D) 6 E) 8
3. In the sequence 1, 2, 4, 8, …, each subsequent term is twice the preceding term. Which of the
following gives the value of the 50th term of the sequence?
A) 98 B) 100 C) 249 D) 250 E) 251
4. If the repeating decimal 1.23456782345678… is written out indefinitely, what is the 67th digit
following the decimal point?
A) 4 B) 5 C) 6 D) 7 E) 8
2
5. The first term of a sequence is 18. Each of the following terms is of the value of the
3
preceding term. What is the positive difference between the third and fourth terms?
8 16 16 8
A) B) C) D) E) 2
3 3 9 9
Copyright © 2012 by Sharon Serrago, Inc. ͷ
6. The first four terms of a sequence are as follows:
12 , 7 , 2 , -3 , . . .
If this pattern continues, which expression represents the value of the 19th term?
A) 12 – (20 – 1)(-5)
B) 12 – (19 – 1)(-5)
C) 12 + (20 – 1)(-5)
D) 12 + (19 – 1)(-5)
E) 12 + (20 – 1)(5)
-1
7. , 1, -3, 9, -27, …
3
In the sequence above, each term after the first is obtained by multiplying the preceding term
by -3. What is the value of the 100th term?
A) 3100 B) 399 C) -399 D) 398 E) -398
8. In Sequence A, the first term is 2 and each of the following terms is 3 more than the preceding
term. Sequence B consists of all prime numbers beginning with 2. What the first number
greater than 20 that is a member of both A and B?
A) 21 B) 23 C) 29 D) 31 E) 37
9. 2, 8, 26, 80, 242, . . .
In the sequence above, the first term is 2 and each term after the first is found by multiplying
the preceding term by m and adding p. What is the value of m + p?
A) 4 B) 5 C) 6 D) 7 E) 8
10. A sequence is created by multiplying each term by -1 to determine the following term. If the
first term is 4, what is the sum of the first 99 terms?
A) -4 B) 0 C) 4 D) 99 E) 396
Copyright © 2012 by Sharon Serrago, Inc. ͷ
11. In the sequence defined for #10 above, what is the average of the first 20 terms?
A) -4 B) 0 C) 4 D) 20 E) 80
12. If y is a positive integer, what is one possible value of the units digit
of 10023y after it has been multiplied out?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
13. If 1002y is multiplied out, what is the units digit when y = 37?
A) 0 B) 2 C) 4 D) 6 E) 8
14. y, 2y, 4y, …….
The first term in the sequence above is y, and each term after the 1st is twice the preceding
term. If the sum of the first 6 terms is 189, what is the value of y?
A) 2 B) 3 C) 31 D) 63 E) 80
15. In the sequence in #14 above, if the difference between the 7th term and the 2nd term is 248,
what is the value of y?
A) 4 B) 16 C) 35 D) 62 E) 184
Copyright © 2012 by Sharon Serrago, Inc. ͷͺ
16. In the sequence in #14, if the product of the 1st 4 terms is 64, what is the value of y if y > 0?
A) 12 B) 16 C) 1 D) 6 E) 8
17. If W is an odd number, what is the sum of the next 2 odd numbers greater than 2W ?
A) 4W + 1 B) 4W + 3 C) 4W + 4 D) 4W + 5 E) 4W + 8
Answers:
1. D 2. E 3. C 4. B 5. A 6. D 7. D 8. B 9. B 10. C
11. B 12. 2, 4, 6, or 8 13. B 14. B 15. A 16. C 17. C
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 638 2
2 833 10
3 903 1
4 583 9
5 597 14
6 769 5
7 852 18
8 733 16
9 789 18
10 548 15
11 530 16
Copyright © 2012 by Sharon Serrago, Inc. ͷͻ
Sets – Union, Intersection, Elements
A set is a collection of things, usually numbers, which is denoted by “{ }” in math. For example,
let’s call Set A = {1, 4, 7, 11, 13} and Set B = {2, 3, 7, 15}.
We could be asked to find the union of Sets A and B, which is the combination of the two sets. So
the union of Set A and Set B is {1, 2, 3, 4, 7, 11, 13, 15}. Note that each element of A and each
element of B is in the union. When you list the elements or members in a set, you do not need to
list any duplicate members. In our example, the number “7” is in both sets, but it is only listed once
in the union.
When working with two or more sets, the elements that are the same in both form the intersection.
So for Set A and Set B above, the intersection of Set A and Set B is { 7 }.
Practice Problems
1. X = {1, 2, 3}
Y = {1, 3, 5}
Z = {1, 5, 10}
What is the smallest sum that can be obtained if three different numbers are selected, one from
each of the sets above?
A) 3 B) 4 C) 6 (D) 8 E) 9
2. Using the sets X, Y, and Z from #1 above,
what is the largest sum possible to obtain?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Ͳ
3. Set A has a members, and Set B has b members. Set C consists of c common members of both
A and B. Which of the following represents the number of members not in C?
A) a+b–c
B) a+b+c
C) a + b + 2c
D) a + b – 2c
E) 2a + 2b – c
4. Let N be the set of negative integers, F be the set of integer multiples of 5, and E be the set of
even integers. Which of the following numbers will be a member of all three sets?
A) -10 B) -5 C) 0 D) 5 E) 10
5. The Set P is made up of all positive integers that can be written as n2 – 1 where n z 0 and n is
an integer. Which of the following is NOT in set P?
A) 0 B) 3 C) 8 D) 15 E) 24
SWIM SKATE
13 BOTH 12
10
6. Fifty students were surveyed on whether they liked to skate or swim, and the results are
graphed above. How many of the students surveyed did not like to skate or swim?
A) 4 B) 5 C) 15 D) 30 E) 40
_____________________________________________________________________________
7. Set A contains all odd integers, and Set B contains multiples of 3 larger than 6 but less than
18. How many members are in the intersection of sets A and B?
A) 1 B) 2 C) 3 D) 4 E) 5
8. In the sets described in problem #7 above, what is the sum of the intersection elements?
A) 15 B) 21 C) 24 D) 30 E) 36
Copyright © 2012 by Sharon Serrago, Inc. ͳ
9. At the pep rally, 25 students wore the color red, 35 wore the color black, and 10 wore both red
and black. How many of the 60 students in attendance wore neither red nor black?
A) 5 B) 10 C) 15 D) 20 E) 25
10. X = {2, 3, 4, 6, 12}
Each number in Set X above is to be multiplied by 3, and the resulting 5 numbers will make
up Set Y. How many numbers will sets X and Y have in common?
A) 1 B) 2 C) 3 D) 4 E) 5
11. Let A be the set of 9 consecutive odd integers
whose sum is 27. Let B be the set of 5 consecutive
bbbb
odd integers whose sum is 45. How many numbers
cccc
do sets A & B have in common?
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
____________________________________________________________________________
Answers:
1. C 2. 18 3. D 4. A 5. A 6. C
7. B 8. C 9. B 10. B 11. 4
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 667 1
2 886 1
3 713 4
4 713 6
5 517 12
Copyright © 2012 by Sharon Serrago, Inc. ʹ
Counting Problems
A problem that asks you to find the number of ways to select or arrange items involves principles of
counting. The Fundamental Counting Principle states that if Event A can occur x different ways,
and an independent Event B can occur y different ways, then the number of ways in which both A
and B can occur is x times y, or x · y. For example, if you go to a buffet for lunch and have 5 salad
choices and 3 soup choices, then the number of different lunch possibilities is 5 · 3, or 15.
You might remember learning about permutations and combinations in your math classes.
A permutation is a selection where the ORDER MATTERS! A permutation is also called an
“arrangement”. To find the number of possible permutations of items, think about the possible
number of choices for each selection to be made. For example, suppose that we needed to arrange
five children for a photo. Does the order matter here? Well, would the photo be identical if the kids
switched places? Absolutely not! So consider the number of spots to fill and the number of choices
for each spot.
_____ _____ _____ _____ _____
If there are five children, then we have 5 choices for the first spot in the line. For the next spot, there
are now only 4 choices (5 kids minus the one already chosen leaves us 4 left to choose from). As we
fill in the spots, the number of choices is decreasing because the number of kids left to choose from
is decreasing. Thus, there would be 5 · 4 · 3 · 2 · 1 or 120 different arrangements of the 5 children
for the photo.
Example #1
Three of the digits 2, 3, 4, or 5 are to be arranged to form a three-digit #, where no digit can be
repeated. How many numbers can be created?
____ ____ ____ Any number can be placed in the 1st spot, so there are 4 choices. For the 2nd
spot, there are 3 numbers left to choose from. Finally, for the last spot, there are 2 numbers to
choose from. 4 * 3 * 2 = 24 possible numbers can be formed.
A combination is a selection in which the order makes absolutely no difference. For example,
pretend that you have the same 5 children and you need to select 2 of them to be hall monitors. You
have 5 choices for the first child picked, then 4 choices for the second child picked. Following the
reasoning above, there are 5 · 4 or 20 ways to choose two. Let’s say that Fred and Betty are the two
chosen. Would it matter if Betty was chosen first then Fred instead of the other way around? In this
case the order doesn’t matter, just the selection. So the choice of Betty then Fred is the same result
as the choice of Fred, then Betty. These two are actually the same selection, so we need to divide
54
the number of ways they can be chosen by 2. So the number of ways for a pair to be chosen from
the 5 children is , or 10.
2
Copyright © 2012 by Sharon Serrago, Inc. ͵
Example #2
Two students will be chosen from a class of 15 students to represent the class for Student Council.
How many different pairs of students can be selected?
For the selection of the first student, there are 15 choices; there are 14 remaining students for the
2nd position.
15 * 14 = 210 possible arrangements. However, each pair could be chosen 2 different ways. For
instance, Sam and Fred is the same as Fred and Sam. Therefore the 210 possibilities can be divided
by 2 to get 105 different pairs.
Practice Problems
1. The snack shack sells 5 kinds of chips and 4 kinds of soda. How many possible “soda &
chip” combinations are possible?
A) 5 B) 10 C) 20 D) 40 E) 80
2. A computer password is composed of 4 letters with no letter used more than once. If the first
2 letters are WS, how many such passwords exist?
A) 72 B) 104 C) 418 D) 552 E) 676
3. School shirts can be ordered in 3 different colors and 4 different sizes. How many different
combinations of size and color are possible?
A) 4 B) 6 C) 10 D) 12 E) 24
4. The five seniors in a drama class are competing for three parts in a play. If one senior, Brad,
is guaranteed the lead, how many ways could the other two parts be assigned?
A) 4 B) 12 C) 16 D) 20 E) 25
5. 4 distinct cards, 2 red and 2 black, are to be arranged so that two consecutive cards are not
the same color. How many such arrangements are possible?
A) 2 B) 4 C) 8 D) 16 E) 24
Copyright © 2012 by Sharon Serrago, Inc. Ͷ
6. A group of three high school dancers will perform
for the pep rally. The group will be made up of 2 expert
bbbb
dancers and one novice. If the dance squad contains 10
cccc
expert dancers and 3 novices, how many different pep rally
dddd
groups are possible?
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
7. How many ways can 4 different chairs be arranged in
a row so that the tallest chair is located at one end?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
8. Five cards, A, B, C, D, and E are to be arranged so that the 1st and the last card are not
vowels. How many such arrangements are possible?
A) 16 B) 36 C) 48 D) 96 E) 120
9. How many 3-digit numbers are possible if the last digit (units) is a 3?
A) 10 B) 90 C) 99 D) 100 E) 300
Copyright © 2012 by Sharon Serrago, Inc. ͷ
10. How many different 3-digit numbers are possible if the hundreds digit is a 4?
A) 10 B) 90 C) 99 D) 100 E) 300
11. Sam lost the slip of paper with his locker combination.
He remembers that the combination had 3 different numbers,
all odd, with the 1st number a single digit. He also remembers
bbbb
that the largest number was 35. What is the maximum number
cccc
of combinations that Sam would have to try?
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
12. A group of 4 student ambassadors is to be chosen from the seniors in the student council. If
there are 6 seniors on the Student Council, how many different groups are possible?
A) 15 B) 24 C) 30 D) 36 E) 120
Answers:
1. C 2. D 3. D 4. B 5. C 6. 135
7. 12 8 B 9. B 10. D 11. 160 12. A
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 639 3
2 729 2
3 547 13
4 773 15
5 598 18
Copyright © 2012 by Sharon Serrago, Inc.
Logical Reasoning
Sometimes there is no mathematical formula that is needed to solve a problem. Sometimes all you
need is common sense and reasoning skills. You will need to be able to draw conclusions from a
given set of information.
Example #1
Bob is the 3rd child from the front of the lunch line, but he is 5th from the end of the line.
How many children are in the lunch line?
You don’t need to compute anything! Just visualize the line to get your answer.
1 2 3
______ _______ __BOB_ ________ _______ ________ ______
5 4 3 2 1
As you can see, there would be 7 children in line.
Here’s another problem that uses common sense and reasoning.
Example #2
Samantha departs on a plane at 11 am on Tuesday morning. If her return flight is 355 hours
later, what day and time will her return flight depart?
355
Since there are 24 hours in a day, = 14 with remainder 19.
24
So the trip lasts 14 days (2 weeks) and 19 hours, meaning that her flight will depart 19 hours from
11 am on the 2nd Tuesday of her trip. If you add 19 hours to 11 am, that will put you into
Wednesday morning. So her return flight will depart on Wednesday at 6 am.
Practice Problems
1. If x + r = x + 7 , what is the value of r ?
3 3
A) 3 B) 4 C) 5 D) 6 E) 7
Copyright © 2012 by Sharon Serrago, Inc.
2. The value of 10 is closest to which of the following integers?
A) 2 B) 3 C) 4 D) 5 E) 6
3. A class has twice as many girls as boys. When the class lines up, a boy is at the head of the
line. Which of the following must be true?
A) A boy is at the end of the line.
B) A girl is at the end of the line.
C) There are more boys than girls in the class.
D) There are at least two girls standing next to each other in line.
E) There are at least two boys standing next to each other in line.
4. In her daily schedule, Nicole needs to schedule 4 meetings, each 1 ½ hours long, along with
a 2 ½ hour lunch meeting in the middle. If she takes no breaks and starts her 1st meeting at
9AM, what time will the last meeting end?
A) 4:00 B) 4:30 C) 5:00 D) 5:30 E) 6:00
x
B
xD
5.
C
x
A x
A path from point A to point B is created by moving upward or right through the grid. If a
path does not include C & D, how many paths are possible?
A) 4 B) 6 C) 7 D) 9 E) 11
6. When it is 9PM in Dallas, TX, it is 7PM in Los Angeles, CA. If a plane flew from Dallas,
departing at 2PM for a 3 hour flight, what time would the flight arrive in Los Angeles time?
A) 3PM B) 4PM C) 5PM D) 6PM E) 7PM
Copyright © 2012 by Sharon Serrago, Inc. ͺ
7. At Camp Arrowhead campers can choose any two different activities in the AM and any two
different activities in the afternoon. Activities to choose from are canoe, swimming, archery,
or hiking.
Which of the following assumptions can be made?
A) A camper who canoes in the AM will swim in the afternoon.
B) A camper will do all 4 activities by the end of the day.
C) A camper could do 2, 3, or 4 activities
D) All campers must canoe.
E) All campers must swim.
8. If no member of the sophomore class is over the age of 16, which of the following must be
true?
A) There is a member of the junior class that is 16.
B) Every sophomore is 16 yrs. old.
C) Every student 16 or younger is a sophomore.
D) No one over the age of 16 is a sophomore.
E) All students over 16 yrs. old are seniors.
9. The street on which Sue lives has 6 houses. Three have odd numbers 101, 103, 105;
3 have even numbers 100, 102, 104. Sue lives next door to Todd and directly across the
street from Sam. If Sam’s house is an odd number and in the middle of the street, which
could possibly be Todd’s house number?
A) 105 B) 104 C) 103 D) 102 E) 101
10. Five numbered cards (1-5) are drawn by 5 students. Amy’s card is odd, Brad’s card is even,
Cara’s card is greater than 3, Dave’s card is smaller than 2, and Ed’s card is either 1 or 4.
Which number card does Amy have?
A) 1 B) 2 C) 3 D) 4 E) 5
Copyright © 2012 by Sharon Serrago, Inc. ͻ
11. The Spanish club meets on the 2nd Tuesday of each month. What is the latest possible day of
the month that the meeting could take place?
A) 8th B) 10th C) 12th D) 14th E) 15th
12. Standing in the cafeteria line, Leah is the 8th person from the front and the fifth person from
the back. Including Leah, how many people are in line?
A) 11 B) 12 C) 13 D) 14 E) 15
13. If the product of five integers is positive, then how many of the five integers could be
negative?
I. one II. two III. four
A) I only B) II only C) I & III D) II & III E) I, II, & III
Answers:
1. E 2. B 3. D 4. D 5. C 6. A 7. C
8. D 9. B 10. C 11. D 12. B 13. D
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 581 3
2 609 1
3 847 1
4 611 10
5 702 10
6 702 11
7 703 15
8 787 9
9 788 13
10 851 16
11 890 13
12 905 10
Copyright © 2012 by Sharon Serrago, Inc. Ͳ
Geometry
Table of Contents
I. Geometric notation …….…. 74 VII. Other Polygons ………….... 124
Angles in a polygon
II. Points and lines ………...….77 Area
III. Angles in the plane …….....84 VIII. Circles …………………..... 128
Diameter
IV. Triangles ……..……….…. 94 Radius
Equilateral triangles Arc
Isosceles triangles Tangent to a circle
Right triangles Circumference
30 – 60 – 90 triangles Area
45 – 45 – 90 triangles
3 – 4 – 5 triangles IX. Solid geometry ……………….141
Congruent triangles Solid figures and volumes
Similar triangles Surface area
The triangle inequality
X. Geometric perception …….…. 149
V. Quadrilaterals …………... 110
Parallelograms XI. Coordinate geometry ………. 151
Rectangles Slopes, parallel lines, and
Squares perpendicular lines
Coordinate geometry in points and
VI. Areas and perimeters …. 115 lines
Areas of squares and rectangles Coordinate geometry in triangles
Perimeters of squares and rectangles
Area of triangles XII. Transformations ………….. 159
Area of parallelograms
Copyright © 2012 by Sharon Serrago, Inc. Page 71
Geometry Quick Glance
Trapezoid Rectangle Rectangular Box
a w
Ɛ
c d h h w
b
A trapezoid is a four-sided figure with
one pair of parallel sides Perimeter: P = 2Ɛ + 2w
Area: A = 2Ɛh + 2Ɛw +2hw
Perimeter: P = a + b + c + d
Area: A= Ɛw Volume: V = Ɛwh
Area: A = h
Square Cube Parallelogram
a
s x° y°
b
h b
s s
y° x°
s a
base (b)
s
Perimeter: P = 2a + 2b
Area: A = bh
Perimeter: P = 4s Volume: V =
Surface Area = 6s² Opposite sides have the same length.
Area: A = s² Opposite angles have the same measure.
Circle Circular Arc Circular Ring
radius arc
diameter
central angle
r R
The distance from the fixed point (called
the center) to the circle is called the The measure of an arc is a measure of the
radius. The diameter of the circle is a amount of curvature in the arc. The
Area: A = S ( R r )
segment that has its endpoints on the measure of an arc is the same as the 2 2
circle and passes through the center of measure of the central angle.
the circle. The diameter is twice the
length of the radius, or d = 2r.
Sphere Cylinder Circumference and Area
h
r radius
r diameter
Volume:
Area: Circumference: or
All radii are equal in a sphere.
Volume: V = A cylinder is a solid with two
Area:
equal bases in the shape of a
Copyright © 2012 by Sharon Serrago, Inc. Page 72
Geometry Quick Glance
Vertical Angles Supplementary Angles Right Angles
A A
y° x
C D C y° D
100° 100°
B B
Two opposite angles formed by Two opposite angles that form a
two intersecting lines. Vertical straight line when they share a Formed when two lines
angles always have the same common side. The sum of any intersect and form an angle of
measure. Therefore, in the two supplementary angles 90°
diagram above y = 100° equals 180°. Therefore, in the
diagram above y = 80°
Triangle Equilateral Triangle Isosceles Triangle
A A
a c e f
h 2 e f
s
A 3
b C d B 4
B d C
An equilateral triangle has all three
sides equal. The angles within the An isosceles triangle has two sides that
Perimeter: P = a + b + c are equal in length. The third side is not
triangle are also all equal. Since the sum
1 of all angles in a triangle equals 180û, necessarily equal. The measure of the
Area: A = bh
2 each of the three angles in an equilateral angles opposite the two equal sides are
triangle equals 60û. also equal.
Right Triangle Pythagorean Theorem Special Right Triangle 30°-60°-90°
x
long leg = 30q hypotenuse =
c
a
short leg • short leg • 2
3
y
z 60q
b
short leg
A right triangle, as the name suggests,
has a right angle in it. Since the sum of The Pythagorean Theorem states that
all angles in a triangle equals 180û, and a for right triangles a2 + b2 = c2. You can In this triangle, the length of the sides
a b
right angle measures 90û, the two 2 2
have a ratio of 1 : 3 : 2.
also use c
remaining angles must equal 90û. They
are complementary angles.
Special Right Triangle 45°-45°-90° Right Cone Pythagorean Triples
45q
Vertex
leg hypotenuse = leg • 2 Some common values that are used as
h sides to right triangles are called
s base
45q Pythagorean triples and should be
leg r
memorized.
Sr h
An isosceles right triangle is also known as
1 1 3-4-5 If you multiply one
a 45û - 45û - 90û triangle. Since the two Volume: V bh or 2
acute angles are equal in measure, the two 5-12-13 of these triples by a
3 3
Area: A S r S rs
legs are equal in length as well. In a 45û - 45û constant, you will
2 8-15-17 get another triple.
- 90û triangle, the length of the sides have a
r h
2 2
7-24-25
ratio of 1:1: 2 Side: s
Copyright © 2012 by Sharon Serrago, Inc. Page 73
Geometric Notation
Several questions in the geometry section will require you to recognize and use geometric notation
for points and lines, line segments, rays, angles and their measures, and lengths. You should be
familiar with the standard coordinate plane and how figures are graphed on it. Look closely at the
figure below.
l y
x
__
6
B __ 5
__
x A
4
__
3
__
2
| Oxx
__
1
| | | | | | | | | | | x
-6 -5 -4 -3 -2 -1 -1__ 1 2 3 4 5 6
-2
__
__
-3
__
-4
__
-5
__
-6
Notice that the x and y axes meet at point O, also called the origin. Every point on the coordinate
plane has a location described by coordinates in the form (x, y). These coordinates are also called
an ordered pair because they contain a pair of values in a specific order. In the figure above, point
A is located at (4,3), and point B is located at (0,6). The origin is always located at (0,0).
There is a line drawn connecting points A and B, line l. We could also identify the line by a
different notation, AB . Quite often, the SAT test writers will name lines by lower case letters such
as l or m.
Note: Lines will be named either by a lower case letter (line l) OR by two points on the line ( AB ),
but never both at the same time.
When two lines are parallel, i.e. they never intersect, you will see the symbol “Œ” between their
names to show this. For example, if lines l and m are parallel, you will see l Πm.
m
l
Copyright © 2012 by Sharon Serrago, Inc. Page 74
Practice Problems
l
x
A
1. A line is drawn through three points as shown.
X x
Which of the following is not an accurate name for the line?
A) AX B) BX C) AL D) AB E) l x
B
2. Which of the following statements is valid for the figure shown?
A) lŒm Y
l
x
B) mŒl
x
C) Line l contains point B. A
B
D) Line m contains point A.
X
E) Line m contains point B.
y
__
__ m
3. __ Which of the points listed below is not on
x
__ line m shown at left?
x
__
x__
__
x
A) ( -3, -1)
x
B) ( 0, 0 )
__ C) ( 2, 6 )
__
__ D) ( 3, 1 )
__ E) ( 6, 2 )
__
Copyright © 2012 by Sharon Serrago, Inc. Page 75
y
xC
4. A line l (not shown) is to be drawn containing
points A and C in the figure to the right. Which
of the following coordinates describe a point
on l ? Ax
x
A) (0, 0) B) (2, -1) C) (2, -3)
x
D) (4, 5) E) (5, 4)
B
Answers:
1. C 2. D 3. C 4. D
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 830 2
2 890 14
Copyright © 2012 by Sharon Serrago, Inc. Page 76
Points and Lines
In geometry the term “line” means a straight line that extends in both directions. Often lines are
denoted with the symbol Ɛ, but they can be labeled any lower case letter. If a line passes through
two points, A and B, we can also write the line as AB . The two-headed arrow over AB tells us that
a line passes through points A and B. Notice the line AB continues forever in both directions, but
the segment from A to B (denoted AB ) is just the piece of the line from point A to point B, or from
point B to point A.
x
A
x
B
You will have a problem on the test that asks about the midpoint of a line segment. We can call that
point M. In the diagram below, point M divides the line segment AB into two equal lengths.
x x x l
A M B
You can also determine that if M is the midpoint between A and B, then AM = MB .
When you are given the lengths of line segments, you can perform calculations. In the example
below, CM = 4, and MD = 2. Therefore, CD = 6. (4 + 2)
x x x l
C 4 M 2 D
Before we look at specific problems concerning points and lines, you will need to know more about
the notation of lines and rays. We have already shown that AB refers to a line containing points A
and B. CD refers to a line segment with endpoints C and D. CD is merely the length of the line
segment CD . You can write CD = 6, as in the above example.
A “ray” is a portion of a straight line that begins in one point and extends indefinitely in one
particular direction only. We may call the beginning point (sometimes called the “endpoint”) X with
the ray moving in the direction of Y. We would write this information as XY .
x
x Y (ray XY moves from point X and through point Y.)
X
Copyright © 2012 by Sharon Serrago, Inc. Page 77
To make memorizing these forms of notation easier, we have put them in a chart below. Refer to it
often until you have it memorized.
AB A line containing points A and B
CD A line segment with endpoints C and D
CD The length of the line segment CD
XY The ray starting at X and passing through Y
Practice Problems
1. Points W, X, Y, and Z lie on a line in that order, and WX = XY. If WX = 4, and XZ = 6,
what is the value of YZ ?
A) 2 B) 4 C) 6 D) 8 E) 10
2. On the number line below, a, b, c, d, e, f, and g are coordinates of the points indicated. Which
of the following is closest in value to c- b ?
x x x x x x x
a b c d e f g
2 1 0 1 2
A) a B) d C) e D) f E) g
Copyright © 2012 by Sharon Serrago, Inc. Page 78
bbbb
3. Five points, R, S, T, U, and W, lie on a line, not necessarily in
cccc
that order. The length of RS is 36. Point T is the midpoint of RS ,
and point U is the midpoint of RT . If the distance between U and dddd
W is 6, what is one possible distance between R and W ? eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
4. On a number line there are 4 equal segments between 0 and 1. What is the value of x?
x
0 1
E)
1 1 3 1 1
A) B) C) D)
4 2 4 4 4
5. On the number line below, which of the following corresponds to b d ?
x x x x x x x
a b c d e f g
1 0 1
A) a B) c C) e D) f E) g
6. On the line m two points X and Y are to be placed
on opposite sides of point A so that 2 • XA = AY.
Which of the following statements could possibly
be valid?
A) A is the midpoint of XY B) XA > AY C) XA < AY
XA 1 XA 1
D) E)
AY 3 XY 2
Copyright © 2012 by Sharon Serrago, Inc. Page 79
x x x x x
7. B C A D E
2 1
0 1 2
Which of the following lettered points in the figure above could represent the result when the
coordinate of point A is multiplied by the coordinate of point B?
A) A B) B C) C D) D E) E
8. Using the diagram from #7 above, which point could represent the result when the coordinate
of point D is divided by the coordinate of point E?
A) A B) B C) C D) D E) E
9. If X is the midpoint of AB , which of the following must be true?
1
I. 2 • XA = AB II. AB = XB III. XA + XB = 2AB
2
A) I only (B) II only (C) III only (D) I and II (E) II and III
10. On a number line, there are 5 equal intervals
x
between 2 and 3. What is the value of ?
bbbb
2
cccc
dddd
eeee
x
| | | | | | ffff
gggg
hhhh
2 3
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 80
11. In the coordinate plane, the midpoint of XY is located
at (-1, -1). If X is located at (-1, 2), what are the
coordinates of Y ?
A) (-1, -4) B) (-1, 4) C) (2, -1) D) (-2, -1) E) (4, -1)
12. Ray AB is graphed on the coordinate plane with point A on the y axis and B located at (4, 2).
If AB is reflected about the y axis, the reflected ray AC would contain which of the
following points?
A) (-4, 2) B) (1, 2) C) (3, 2) D) (0, 4) E) (2, 4)
13. Two lines l and m are parallel. Line l contains
three distinct points A, B, and C; line m contains three
bbbb
distinct points X, Y, and Z. What is the total number
cccc
of different lines that can be drawn so that each line
dddd
contains exactly two of the six points (A, B, C, X, Y, or Z)?
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 81
14. Point A is the midpoint of XY shown in
the diagram. What is the value of r + s?
y
bbbb
cccc
dddd
x eeee
ffff
x x x gggg
(-1,-3) (r, s) (7, -3)
X A Y hhhh
iiii
jjjj
kkkk
x xD
15.
A
Which of the lettered points in the
x
figure to the left has coordinates (x, y)
such that ŇyŇ-ŇxŇ= 2?
B
x xE
C
A) A B) B C) C D) D E) E
x x x
16.
R S T
In the figure above, RT = 30 and RS = ST. Point X ( not shown) is placed on the same number
line between S & T so that SX = XT. What is the value of RX?
A) 36.5 B) 15 C) 7.5
D) 22.5 E) 30
Copyright © 2012 by Sharon Serrago, Inc. Page 82
17. On a number line, point A has a coordinate of -4,
and point B has a coordinate of 11. What is the coordinate
of the point that is located 2/5 of the way from B to A?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Answers:
1. A 2. D 3. 3 or 15 4. C 5. C
7
6. C 7. C 8. A 9. D 10. 1.4 or 11. A
5
12. A 13. 9 14. 0 15. C 16. D 17. 5
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 639 6
2 516 8
3 596 10
4 834 11
5 519 18
Copyright © 2012 by Sharon Serrago, Inc. Page 83
Angles in the Plane
Many questions you will find on the test will ask about the angles that are formed in a plane by
intersecting lines, line segments, and rays. There are two kinds of angles that you must be familiar
with before you can solve any of the problems.
Vertical Angles
C y
D
Vertical angles are two opposite angles 100
formed by two intersecting lines. B
Line AB intersects line CD , forming
four separate angles. The angles opposite
each other are called vertical angles. Vertical angles always have the same measure. In the diagram
above, y = 100 .
Supplementary Angles
A
Supplementary angles are two angles that form
a straight line when they share a common side.
Notice that angle AEC and angle AED x
The sum of any two supplementary angles equals 180ι. x E y
C D
100ι 80ι
form a straight line. Therefore, x + y = 180.
In the diagram, there are four pairs of supplementary B
angles:
AEC AED
AED DEB
and
DEB BEC
and
BEC CEA
and
and
Copyright © 2012 by Sharon Serrago, Inc. Page 84
Test Your Understanding
A
1. What is the value of z ? x z
C D
y 60
2. What is the value of x?
3. What is the value of x + z?
4. What is the value of x + z -y?
Answers: 1. 120 2. 60 3. 180 4. 60
Right Angles
A right angle is formed when two lines intersect and form an angle
of 90û. In such a case, the lines are called perpendicular lines. Each
of the four angles formed at such an intersection is a right angle, and x
each is equal to 90°. In the diagram shown, a square at the point of
intersection indicates a right angle. In the diagram you can see that
x = 90.
When two lines are perpendicular, we use the symbol “ A ” .
For example, in the diagram below, EF A AB .
C
E
Complementary Angles x
y
A B
Two angles whose sum equals 90° are
called complementary angles. In the diagram,
line CD intersects line AB creating angles,
shown by x and y. Because the two angles formed F
have a sum of 90ι (since together they form a right
angle), the two angles x and y are called D
complementary angles.
Copyright © 2012 by Sharon Serrago, Inc. Page 85
Example #1
x
D
y
x x
In the figure AB and CD intersect at point E, and
AB A EF . What is the value of y + x ? x
A E 40q B
x
C x
A) 100 B) 150 C) 180
xF
D) 190 E) 270
You can see from the diagram that y = 140û since
A E D is supplementary to D E B . You can find the measure of
AEC by using vertical angles. AEC has a measure of 40û, so
CEF must be 90û- 40û = 50û. You should also see from the diagram
that x + 90 + 40 = 180. In either case, y + x = 140 + 50 = 190,
which is Choice D.
Parallel Lines
Other types of angles are created when a line intersects E
a pair of parallel lines. Eight separate angles are created
by this intersecting line, also called a transversal. x
A B
z y
Each angle is related to the others in different
ways. You already know that x and y are equal C D
because they are vertical angles. You also know
that x + z = 180 because they are supplementary
angles. The same is true of z + y.
F
Corresponding Angles
E
Corresponding angles get their name because they
correspond to each other in relation to their placement x
A w B
on the parallel lines. For example, x is the angle to the
left of the line that intersects line AB and r is the angle r
C D
to the left of the line that intersects line CD . Angles u
r and x are corresponding angles. Corresponding angles
always have the same measure. If x = 100, then
F
r = 100. Two other corresponding angles on the diagram
are w and u. Because they are corresponding angles, w = u.
Copyright © 2012 by Sharon Serrago, Inc. Page 86
Same Side Interior or Same Side Exterior Angles
E
There are other supplementary angles that are created when xι
a line intersects a pair of parallel lines. The sum of the interior A B
sι
angles s and r is 180û. Angles s and r are called same side
interior angles. C rι
D
The sum of angles x and y also equals 180û. Angles x and y yι
are called same side exterior angles. You must memorize F
these facts.
Example #2
In the diagram, lines l and m are parallel and are intersected
bbbb
by line n. What is the value of x-w ?
n cccc
dddd
eeee
70ι
l
ffff
wι
gggg
hhhh
m
xι
iiii
jjjj
kkkk
We can see that w = 70 because the angles are vertical angles.
To find the value of x, notice that the angle marked xû and the angle marked 70û are on the same
side of n, but outside of lines l and m. These are same side exterior angles, so they must be
supplementary (the sum of their measures adds up to 180û). Thus, x must be 180 – 70û= 110û.
Then x – w = 110 – 70 = 40.
Alternate Interior Angles
You saw the interior angles r and s in the diagram above.
Many questions you will see on the test deal with E
alternate interior angles. These are very important.
There are two things to remember in identifying the A s B
angles. First, they have to be interior angles. Second,
they have to be on opposite sides of the intersecting line. C t
Angles s and t are alternate interior angles. Alternate interior D
angles are always equal in measure (s = t).
F
Copyright © 2012 by Sharon Serrago, Inc. Page 87
Practice Problems
x
1. For the two intersecting lines shown, w 40
y
which of the following must be true?
I. w + x = y + 40 II. x < y III. 2w = 80
A) I only B) II only C) I and III D) II and III E) I, II, III
In the figure shown, l Œm
and l A R. If y = 2x, what is the
2.
value of x?
bbbb
R S
cccc
x dddd
eeee
l
ffff
m gggg
y hhhh
iiii
jjjj
kkkk
(Figure not drawn to scale)
3. In the figure, if l Πm, then the measure of
1 2
angle 2 is equal to the measure of which other 3 4
l
angle?
5 6
A) 1 B) 4 C) 5 D) 7 E) 8 m
7 8
4. Lines l and m are parallel. What is the value of a ?
75 l
20
m
aû
n
A) 160 B) 125 C) 115
D) 105 E) 95
Copyright © 2012 by Sharon Serrago, Inc. Page 88
5. For the supplementary angles shown, what is the value of x ?
bbbb
cccc
dddd
eeee
3x + 10 2x
ffff
gggg
hhhh
iiii
jjjj
kkkk
In the figure BD A CE , AE A CE , and AE = EB.
A 110û
6.
What is the value of x ?
A) 20 B) 40 C) 55 D) 70 E) 85
B E
(Figure not drawn to scale) x
7. What is the value of x + y ?
A) 10 B) 90 C) 110 D) 200 E) 250
x 130û y 120û
8. In the figure, l Œ m, and h = 80û. aû dû l
What is the value of a + c + f + g ? cû
bû
A) 200 B) 280 C) 300 eû hû m
D) 360 E) 380 fû gû
Copyright © 2012 by Sharon Serrago, Inc. Page 89
9. If a + b + d = 180û, then which of the
following statements is not true?
aû bû cû
fû eû dû
A) a + d + e = 180û B) 2a + b = 180û C) c = b
D) c = d E) a = c
10. In the figure l Πm, and n bisects X Y Z .
If 30 < b < 40, what is one possible value for a ?
bbbb
x cccc
X
dddd
n
eeee
x x
ffff
l
gggg
Y Z
hhhh
aû
iiii
m
bû
jjjj
kkkk
11. In the figure, if w = 50, what is the value of x + y ?
A) 110 B) 150 C) 180 D) 230 E) 310
m
s
x
w
y
l
Copyright © 2012 by Sharon Serrago, Inc. Page 90
12. If AB is a line, what is the value of x ? A x x B
x x x
A) 16 B) 30 C) 36
D) 50 E) 60
13. In the figure, ED A EC and AC A EC . E y D
If x = 40, what is the value of y ?
A) 30 B) 40 C) 50
D) 60 E) 70 B
x
A C
14. In the figure, m Πl, a = 60, and b = 50. What is the value of c ?
m (Figure not drawn to scale)
cû
l
aû bû
A) 40 B) 50 C) 60 D) 70 E) 80
15. What is the value of a + b for the figure shown?
s l
A) 200 B) 260 C) 280
D) 300 E) 320 100û
aû m
bû
Copyright © 2012 by Sharon Serrago, Inc. Page 91
x x
16. In the figure, not drawn to scale, AD , BE , and CF
all intersect at point X. If CF bisects BXD and the measure
B C
of AXF is 55û, what is the measure of DXE ?
x x x
A D
x
X
x E
A) 55û B) 60û C) 70û
D) 75û E) 80û
F
17. If m ll l, what does c equal in terms of a and b ?
A) a + b B) a – b C) 180 – a
D) 180 – a + b E) 180 – a – b c m
l
b
a
ED A EC and AEC = 120û. What is
Dx
the measure of DEB ?
18.
A) 20û B) 30û C) 40û A x x xB
D) 50û E) 60û E
Cx
Copyright © 2012 by Sharon Serrago, Inc. Page 92
19. If m ll l, what is the value of x ?
bbbb
cccc
l
4x
5x dddd
eeee
m
ffff
gggg
hhhh
iiii
jjjj
kkkk
If m ABE 142 q and m CBD 140 q ,
x x x
A B C
what is the measure of DBE ?
20.
x xE
A) 100û B) 102û C) 106û D
D) 126û E) 130û
21. In the figure, a + b + c = 7c. What is the value of c ?
bbbb
cccc
a c
b
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 93
Answers:
1. C 2. 30 3. D 4. B 5. 34 6. B 7. C
8. E 9. C 10. 60 < a < 80 11. D 12. C 13. B
14. D 15. B 16. C 17. E 18. B 19. 20 20. B
21. 30
Additional Problems in The Official SAT Study Guide:
Page Problem # Answer ???
#
1 593 2
2 831 3
3 858 3
4 916 3
5 668 4
6 515 5
7 769 6
8 610 6
9 640 9
10 730 6
11 584 11
12 654 11
13 799 13
14 772 14
15 654 14
16 733 15
17 907 16
18 530 15
Copyright © 2012 by Sharon Serrago, Inc. Page 94
Triangles
You will have several problems dealing with triangles on the test. While you already know that a
triangle is a 3-sided figure, you should also know that the sum of the measures of the angles in any
triangle is 180û. In this section we will cover the various kinds of triangles that you are likely to see
on the test.
Equilateral Triangles
A
An equilateral triangle has all three sides equal.
The angles within the triangle are also all equal.
e f
Since the sum of all angles in a triangle equal 180û,
each of the three angles in an equilateral triangle
equals 60û.
Sides d, e, and f are all equal. C d B
Angles A, B, and C are all equal (60û each).
Example N
MOPL is a square and triangle MNO is equilateral.
If OP = 9, what is the perimeter of LMNOP?
A) 18 B) 27 C) 45 D) 81 E) 72
M O
Since OP = 9, all sides of the square are 9.
Since MO = MN = NO, each of these sides L P
is 9 as well. Therefore, the perimeter of
LMNOP = 9 + 9 + 9 + 9 + 9 = 45, choice C.
A
Isosceles Triangles
e f
An isosceles triangle has at least two sides that are equal
in length. The third side is not necessarily equal. The
measure of the angles opposite the two equal sides
are also equal.
B d C
Sides e and f are equal in length.
Angles B and C are equal in measure.
Copyright © 2012 by Sharon Serrago, Inc. Page 95
Example A
Triangle SAT is isosceles with SA = AT and = ܵס70û.
If x = 30û, what is y ? z bbbb
cccc
dddd
y
x
eeee
ffff
gggg
S T
hhhh
iiii
Since triangle SAT is isosceles, mסS = mסT = 70û . jjjj
Since a triangle has 180 degrees, mסA = 180û- mסS - mסT, kkkk
so mסA = 40û. Since x = 30û, z = 180û– 40û– 30û = 110û.
If z = 110û, then y = 180û–110û = 70û.
A scalene triangle is a triangle in which no sides are equal in length. Since all three sides are
different lengths, it follows that all angles must be different as well.
Right Triangles
x
A right triangle, as the name suggests, has a right angle
in it. Since the sum of all angles in a triangle equals 180û,
and a right angle measures 90û, the two remaining angles in
the right triangle must have a sum of 90û. They are y
complementary angles. z
y = 90û
x + z = 90û
Pythagorean Theorem
A right triangle gives you another piece of useful
information based on the Pythagorean Theorem.
Pythagoras was a great mathematician who found
that in a right triangle, the square of the longest side c
of the triangle, called the hypotenuse, is equal to the a
sum of the squares of the lengths of the other two
sides. You will see this equation often: a2 + b2 = c2.
It is called the Pythagorean Theorem. If you know
the lengths of any two sides of a right triangle, you can b
find the length of the third side by using this equation.
Copyright © 2012 by Sharon Serrago, Inc. Page 96
For example, the figure to the right is a right triangle.
Since the Pythagorean Theorem states that c
a2 + b2 = c2, we know the following:
6
(6)2 + (8)2 = c2
36 + 64 = c2
8
100 = c2
10 = c
30û - 60û - 90û Triangles
A right triangle whose angles measure 30û - 60û - 90û have special properties regarding the lengths
of the sides. In such a triangle, the length of the sides have a ratio of 1 : ξ . Remember that in a
triangle, the smallest side is opposite the smallest angle. Therefore, in a 30û - 60û - 90û triangle, the
shortest leg is opposite the 30û angle.
30q
long leg = short leg • ξ͵ hypotenuse = short leg • 2
60q
short leg
Example #1
In the figure drawn, the hypotenuse of a 30û - 60û - 90û
triangle is 12.
What are the values of x and y ? 30
12
A) x = 3, y = 6 B) x = 6, y = 6 C) x = 6, y = 6 ξ͵ y
D) x = 6ξ͵ , y = 6 E) x = 6ξ͵ , y = 6ξ͵ 60q
x
The short leg, x , is ½ • 12 = 6. x=6
The longer leg, y , is ξ͵ • short leg, or ξ͵ • x
y = ξ͵ • 6 = 6 ξ͵
y = 6 ξ
Copyright © 2012 by Sharon Serrago, Inc. Page 97
The correct choice is C.
Example #2 x
30
In the 30û - 60û - 90û triangle shown, the length 8 3
of the short leg is 8ξ . What are the lengths of x and y? y
A) x = 16, y = 24 B) x = 16ξ͵ , y = 24 C) x = 24, y = 16ξ͵
D) x = 24 , y = 24 E) x = 24ξ͵ , y = 48
8ξ is the short leg. Therefore, the hypotenuse, y, is 8ξ • 2
or 16ξ .
The longer leg, x, is 8ξ • ξ = 8 • 3 = 24.
y = 16ξ
x = 24
The correct choice is C.
The rules for the 30û - 60û - 90û triangle are commonly applied to an equilateral triangle. If we take
two 30û - 60û - 90û triangles and set them back to back, the long leg of the 30û - 60û - 90û triangle
becomes the height of an equilateral triangle. You might have problems on the PSAT/SAT in which
you must split an equilateral triangle into 2 right triangles in order to solve the problem.
30 30
30 30
=
60q 60q 60q
60q
Example #3 60q
The perimeter of an equilateral triangle is 24. 60q
What is the height of the triangle? 60q
A) 4 B) 4ξ͵ C) 8 D) 8ξ͵ E) 12
Since the perimeter is 24, each side is 8. The height
of the equilateral triangle forms two 30û - 60û - 90û
triangles. Since the height also divides the base in
half, this forms the triangle shown at right.
Therefore, h = short leg • ξ͵ h = 4 • ξ , choice B.
Copyright © 2012 by Sharon Serrago, Inc. Page 98
45û - 45û - 90û Triangles
An isosceles right triangle is also known as
45q
a 45û - 45û - 90û triangle. Since the two acute
angles are equal in measure, the two legs are equal hypotenuse = leg • ξʹ
in length as well. In a 45û - 45û - 90û triangle, the leg
length of the sides have a ratio of 1:1: 2 . 45q
leg
It is helpful to know that the diagonal of a square divides the square into two 45û - 45û - 90û
triangles in which the diagonal is the hypotenuse.
45q
45q
= +
45q
45q
Example #1
From the figure at the right, find the value of x. 45q
x
45q
4
A) 2 B) 2ξʹ C) 4 D) 4ξʹ E) 8
x is the hypotenuse of the 45û - 45û - 90û triangle.
To find the hypotenuse, multiply 4 by ξʹ .
x = 4ξ , choice D.
Copyright © 2012 by Sharon Serrago, Inc. Page 99
Example #2 A
Given ¨ABC at the right, find the length of AC . 5 2
5 2
A) B) 5 C) 5ξʹ D) 10 E) 10ξʹ B
2 C
This time we must work backwards to find the length of
a leg. We divide the hypotenuse value 5ξʹ by ξʹ :
5 2
AC = =5 AC = 5 , choice B.
2
Example #3
Find the diagonal of a square with a perimeter of 40ξʹ .
A) 10 B) 10 ξʹ C) 20 D) 20 ξʹ E) 40
10 2
40 2
If the perimeter is 40ξʹ, then each side = = 10ξʹ.
4
The diagonal cuts the square into two 45û - 45û - 90û triangles. 10 2 10 2
Now the diagonal is the hypotenuse of a 45û- 45û- 90û triangle.
Thus, the diagonal = 10ξʹ • ξʹ = 10 • 2 = 20, choice C.
10 2
Copyright © 2012 by Sharon Serrago, Inc. Page 100
3 – 4 – 5 Triangles and other Triples
Some common values that are used as sides to a right triangle are called Pythagorean triples.
These are used often on the PSAT/SAT. You should memorize the four most common triples:
If you multiply one of these triples by a
3-4-5 Pythagorean Triples constant, you get another triple. For example,
5-12-13 multiplying 3-4-5 by 4 gives 12-16-20. There
8-15-17 are an infinite number of Pythagorean triples,
7-24-25 but the four to the left are the most important.
Example #1
From the given figure at the right, find the value of x.
bbbb
cccc
dddd
x 15
eeee
ffff
gggg
hhhh
Note that both 9 and 15 are divisible by 3. 9
iiii
9 15
Thus, 3 and 5 . What triple do you know
jjjj
3 3
kkkk
that has one leg of length 3 and a hypotenuse of 5?
3-4-5! Multiplying by 3 gives us a new triple:
9-12-15. Therefore, x = 12.
Example #2
From the figure at the right, determine the length of y.
bbbb
13
cccc
dddd
eeee
ffff
3
x y
gggg
hhhh
iiii
4
jjjj
Figure not drawn to scale
The smaller triangle is a 3 – 4 – 5 triangle, so x = 5. kkkk
That gives the larger triangle a leg of 5 and a hypotenuse
of 13. This is the 5 – 12 – 13 triple. Therefore, y = 12.
Copyright © 2012 by Sharon Serrago, Inc. Page 101
Practice Problems
F
x
x x x x x l
A 4 B 5 C 3 D 1 E
Note: Figure not drawn to scale
1. In the figure above, FC A Ɛ . Which of the following line segments (not shown) has the
greatest length?
A) FA B) FB C) FC D) FD E) FE
2. Find the value of x in the figure at right.
x 12
A) 6 B) 6ξʹ C) 10 D) 12 E) 12ξʹ
3. What is the perimeter of the triangle shown? 60 7
A) 17.5 B) 14 + ξ͵ C) 21 D) 20 E) not enough information given
4. Which of the following cannot be the sides of a right triangle?
A) 2, 5, ξʹͻ B) 12, 16, 20 C) 1, 2, ξͷ
D) 3, 6, 9 E) 10, 24, 26
Copyright © 2012 by Sharon Serrago, Inc. Page 102
x
5. In the figure, WXYZ is a rectangle. C is the midpoint X D Y
of WX , and D is the midpoint of XY . What is the perimeter
of WCDYZ if WX = 10 and XY = 24? Cx
A) 64 B) 47 C) 68 W Z
D) 30 E) 81
6. Find the length of DE .
D
E
A) 4ξʹ B) 4ξ͵ C) 4ξ
D) 8ξʹ E) 8ξ 60 8 2
F
7. The diagonal of a square has a length of 16. What is its perimeter?
A) 32 B) 64 C) 16ξʹ D) 64ξʹ E) 32ξʹ
WZ Z
8. In the given figure, XY = 3. What is the value of ?
YZ
3 1 6
A) B) C)
2 2 3
W
45q 60
6 3 Y
D) E) X
2 2
Copyright © 2012 by Sharon Serrago, Inc. Page 103
A
x
9. In the given figure, AB = 3.
E
BC = CD = DE = 2.
Find the value of x . D
B C
A) ξʹͳ B) ͳ C) ξͳ͵ D) 5 E) ͵ξʹ
10. In the given figure סR is a right angle. P
MQ = QP and mסS = 38û.
What is the measure of סM? M
A) 59û B) 62û C) 52û
D) 64û E) 72û Q
R S
11. In the given triangle, MN = MP = PL, M
and mסLMP = 26û. c
Find the value of c .
A) 76û B) 64û C) 52û
D) 78û E) 74û
L N
P
12. From the given information, what is the length of EF ? D
A) 6 B) ʹξʹͻ C) ʹξʹͳ 10
D) ξͶ E) 20 4
F
E
Copyright © 2012 by Sharon Serrago, Inc. Page 104
13. ' ABC is equilateral. E is the center of ' ABC. A D
If DC = 9, what is the length of BE?
Ex
A) ͵ξ͵ B) C) ξ͵
D) Ͷξ͵ E) ͶǤͷ
B C
14. The height of an equilateral triangle is 9. What is its perimeter?
A) 9ξ͵ B) 27 C) 18 D) 18ξ͵ E) 27ξ͵
Answers: 1. A 2. B 3. C 4. D 5. A 6. C 7. E
8. D 9. A 10. D 11. A 12. C 13. B 14. D
Copyright © 2012 by Sharon Serrago, Inc. Page 105
Congruent Triangles
Triangles are said to be congruent if they have the same size and same shape. If two triangles are
congruent, then the corresponding sides of the triangles have the same length, and corresponding
angles have the same measure.
Given ' ABC is congruent to ' DEF below:
E
B
F
C D
A
All corresponding angles are equal: All corresponding sides are equal:
mסൌ ס ൌ
סൌ ס ൌ
סൌ ס ൌ
Example #1
' TUV and ' XYZ are congruent.
What is the perimeter of ' XYZ?
U Z
bbbb
8
cccc
4 X
T V
dddd
10 Y
eeee
ffff
gggg
hhhh
iiii
Since the two triangles are congruent, jjjj
TV = XZ = 10 kkkk
TU = XY = 8
UV = YZ = 4
Perimeter of ' XYZ is 10 + 8 + 4 = 22
Copyright © 2012 by Sharon Serrago, Inc. Page 106
Similar Triangles
Similar triangles have the same shape, but are not necessarily the same size. In similar triangles, all
corresponding angles are equal in measure, and all corresponding sides have the same ratio.
Given ' ABC is similar to ' JKL below:
B
K
L
C J
A
All corresponding angles are equal: All corresponding sides have the same ratio:
AB BC AC
mסൌm ס ൌ ൌ
JK KL JL
mסൌm ס
mסൌm ס
Example #1
Find the value of a if ' ABC is similar
to ' XYZ.
bbbb
cccc
B
Y
22 a 8 dddd
eeee
11
Z ffff
gggg
C X
A
hhhh
iiii
jjjj
kkkk
Since the two triangles are similar, the following proportion is true:
BC AB a 22 a 2
= = Therefore, = or a = 16
YZ XY 8 11 8 1
Copyright © 2012 by Sharon Serrago, Inc. Page 107
Triangle Inequality
In any triangle, the sum of the lengths of any two sides
b
must be greater than the length of the third side. Look a
at the given triangle with sides a, b, and c.
According to the triangle inequality, all three of the c
following must be true:
a+b > c a+c > b b+c > a
An easy way to get the range of values for a missing side is to find both the sum and the difference
of the two given sides. The third side must be between these two numbers.
Example #1
bbbb
If a triangle has two sides of lengths 9 and 4, what is a possible
length for the third side? cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
Let the missing side = x. Find the sum and the difference of the two given sides: kkkk
9 + 4 = 13 9 – 4 = 5 The third side must be between 5 and 13 or 5 < x < 13
Therefore, x can be any value larger than 5 and smaller than 13.
Practice Problems R X
3 Q
W
1. ¨QRS is similar to ¨WXY. 12
Find the length of side a. S 7
a
Y
A) 21 B) 24 C) 28 D) 30 E) 32
4
Copyright © 2012 by Sharon Serrago, Inc. Page 108
2. Which of the following could not be the lengths of the sides of a triangle?
A) 6, 8, 12 B) 7, 8, 14 C) 2, 4, 5 D) 3, 5, 9 E) 4, 4, 7
3. If triangles BCD and FGH are congruent, what is the sum of their perimeters?
D H
9
C 6 G
11
B
F
A) 26 B) 40 C) 46 D) 50 E) 52
4. Given the two triangles below, what is the value of x?
13 67q
x
23q
12
36
A) 12 3 B) 15 C) 39 D) 60 E) 24
5. The lengths of two sides of a triangle are 3 and 17.
What is one possible length of the third side?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 109
Answers:
1. C 2. D 3. E 4. B 5. 14 < x < 20
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 795 2
2 787 7
3 888 5
4 832 7
5 652 7
6 545 8
7 800 15
8 597 15
9 613 15
10 789 16
11 704 18
12 908 20
13 545 6
14 860 12
15 597 11
16 597 15
Copyright © 2012 by Sharon Serrago, Inc. Page 110
Quadrilaterals
A quadrilateral is any four-sided figure, but there are a few special quadrilaterals that you should be
familiar with.
A parallelogram is a quadrilateral with two pairs of opposite sides parallel.
a
x yq
b
b
y x
a
x Opposite sides have the same length.
Here are a few facts to remember about parallelograms:
x Opposite angles have the same measure.
x Adjacent angles are supplementary. (x + y = 180ι)
x The sum of the four angles is 360q. (This is true for any quadrilateral!)
x Diagonals are equal only in rectangles and squares.
Note: Figures are named using the letters of the vertices in consecutive order.
Example #1
In quadrilateral ABCD shown to the left, what is the
value of m?
A B
70û 100û A) 50û
B) 60û
C) 70û
130û D) 100û
D mû E) 300û
C
(Figure not drawn to scale)
Since ABCD is a quadrilateral, the sum of the four angles must be 360q. By adding the measures
of the angles given, 70û + 100û + 130û = 300û, we see that the measure of angle m must be 60û,
choice B.
Copyright © 2012 by Sharon Serrago, Inc. Page 111
A rectangle is a special type of parallelogram in which all of the angles are right angles.
x Opposite sides are the same length.
Since a rectangle is also a parallelogram, all of the rules about parallelograms still apply:
x Opposite angles have the same measure.
x Adjacent angles are supplementary.
x The sum of the four angles is 360q.
In addition, in a rectangle, the lengths of the diagonals will be the same.
A square is a special type of a rectangle in which all four sides are the same length.
Once again, since all squares are rectangles and all rectangles are parallelograms, all of the previous
facts above still apply.
In addition, you should be able to find the length of the diagonal of a square if you know the length
of one side:
x
* Use Pythagorean Theorem to
x verify this.
x
Copyright © 2012 by Sharon Serrago, Inc. Page 112
Example #2
Square ABCD has a perimeter of 60 cm. What is the length of the diagonal?
A) 5 cm B) 5 2 cm C) 15 cm D) 15 2 cm E) 30 cm
15 I hope you drew a picture! Since all four sides of a square have the
same length and the perimeter is 60 cm, the length of each side will
= 15 cm. The diagonal will have length 15 2 cm, which is
60
be
15 4
choice D.
Practice Problems
1. Quadrilateral WXYZ is a rectangle with WX = 12 in and XY = 5 in. What is the length of
WZ?
A) 5 in B) 5 2 in C) 12 in D) 12 2 in E) 34 in
2. P Q
(Figure not drawn to scale)
A B C
S R
Rectangle PQRS is shown above with PQ = 10 and QR = 4. Points A, B, and C lie on line l
(not shown) that is parallel to PQ . Points A and B are symmetric about line PS , and points
B and C are symmetric about line QR . What is the length of AC?
A) 10 B) 14 C) 18 D) 20 E) 22
Copyright © 2012 by Sharon Serrago, Inc. Page 113
3. ABCD is a square with an area of 36 square units. Which of the following statements is NOT
true about square ABCD?
A) The perimeter of ABCD is 24 units.
B) All angles of ABCD have the same measure.
C) ABCD is a rectangle.
D) AC = BD
E) AC > BD
4. A parallelogram is graphed on a standard coordinate plane so that one corner is at the origin,
one is located at (5, 0), and one is located at (-3, -4). Where is the fourth corner of the
parallelogram located?
A) (-2, -4) B) (2, -4) C) (-3, 4)
D) (5, -4) E) (-5, -4)
5. In parallelogram WXYZ below, the measure of angle Z is greater than the measure of angle
Y. Which of the following statements is NOT true?
A) ZW = YX Z
B) ZX = WY W
mY mW
C) ZY = WX
mY mZ 180q
D) Y X
E)
6. GHIJ is a square with an area of 49 square inches. What is the length of the diagonal of the
square?
A) 7 in B) 7 2 in C) 14 in
D) 14 2 in E) cannot be determined
7. A square has perimeter of 40 units. What is the area of the square?
A) 4 B) 10 C) 40
D) 100 E) 200
Copyright © 2012 by Sharon Serrago, Inc. Page 114
8. In the figure shown, points P, T, and
U lie on the same line. What is the
value of y?
bbbb
cccc
dddd
R
95û S
eeee
ffff
130û
gggg
55û yû
hhhh
P T U
iiii
jjjj
kkkk
9. ABCD is a rectangle with AB > BC. Which
of the following statements is true for angles
x and y shown?
A B
A) x>y xû
B) x<y
C) x=y
D) x + y = 90 yû
E) x – y = 90 D C
Answers:
1. A 2. D 3. E 4. B 5. B 6. B 7. D 8. 100 9. C
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 702 8
2 612 12
3 595 8
4 530 18
Copyright © 2012 by Sharon Serrago, Inc. Page 115
Area and perimeter
Rectangles, squares, triangles, parallelograms
Recall that a rectangle is a quadrilateral with four right angles. The formulas below for rectangles
should be committed to memory:
Perimeter
P = 2l + 2w (or just add all the sides)
l
Area
A=l •w
w
For example, in the rectangle shown below, the perimeter is P = 2(8) + 2(5) = 26 units, and the area
is A = (8)(5) = 40 sq. units.
8
5
A square is a rectangle with four sides of equal length. Again, you should have the following
formulas memorized:
Perimeter
s P = 4s (or just add all the sides)
Area
2
s s A=s•s =s
Example #1
A rectangular area measuring 16 in by 4 in is to be tiled with 2 inch square tiles. How many tiles
will be needed to cover the area?
A) 4 B) 8 C) 16 D) 32 E) 64
Copyright © 2012 by Sharon Serrago, Inc. Page 116
The total area to be tiled is 16•4 = 64 square inches. If each tile is 2 inches on one side, then the area
64
of one tile would be 2•2 = 4 square inches, so it would take = 16 tiles to cover the area, choice
4
C.
For triangles, there are several formulas to learn, depending on the type of triangle involved. In
general,
Perimeter
P = a + b + c (add up the sides)
a
h c Area
ଵ
A = b• h
ଶ
b
*Note that the height h (also called the altitude) is not a side of the triangle, but is the perpendicular
distance from the base to the opposite angle.
For a right triangle, the base and altitude will be the legs of the triangle, so the formula for area
becomes
A = (leg)(leg) leg
leg
In an equilateral triangle, the sides are all the same length, and so the formula for perimeter
becomes
P = s + s + s = 3s
s s
Copyright © 2012 by Sharon Serrago, Inc. Page 117
There is also a specialized formula for the area of an equilateral triangle, which comes directly from
ଵ
the general formula, A = b• h . Recall that in an equilateral triangle, all of the angles measure 60û,
ଶ
ଵ
and the height of the triangle will be s• ξ͵. If we insert this into our general formula, the formula
ଶ
becomes
ଵ
A = b• h
ଶ
ଵ ଵ
A = • s• ( s• ξ͵) 30 30
ଶ ଶ
࢙ s s
A=
ξ 1
s 3
2
60 60
1 1
s s
2 2
Example #2
What is the area of an equilateral triangle with perimeter = 30 cm ?
A) 5ξ͵ sq. cm B) 10ξ͵ sq. cm C) 25 sq. cm
D) 25ξ͵ sq. cm E) 50 sq. cm
To find the area, we first need to find the length of each side. Because the perimeter is 30 cm and
ଷ
the triangle is equilateral, each side is = 10 cm. If we use the specialized formula for the area of
ଷ
௦మ ଵమ ଵξଷ
an equilateral triangle, we get A =
ସ
ξ͵ = ସ
ξ͵ = ସ
= 25ξ͵ sq. cm. (Choice D)
A parallelogram is a quadrilateral with two pairs of opposite sides parallel.
a altitude (h) a
base (b)
Perimeter
P = 2a + 2b (or just add all the sides)
Area
A=b•h *Note that the height h (also called the altitude) is not a side of the parallelogram,
but is the perpendicular distance from the base to the opposite side.
Copyright © 2012 by Sharon Serrago, Inc. Page 118
Example #3
What is the area of the parallelogram shown at right ?
A) 10 sq. in.
B) 12 sq. in. 4 in.
C) 20 sq. in.
D) 22 sq. in. 6 in.
E) 24 sq. in.
The question is asking for the area of the parallelogram, so use the formula A = b • h to get Area =
(4 in)(6 in) = 24 sq. in. The correct answer choice is E.
Practice Problems
1. If the area of a rectangle is 24ab and the length is 6b, what is the width of the rectangle?
A) 4 B) 4a C) 4b D) 6 E) 6a
2. A square is inscribed in a triangle as shown. If the A
area of οABC is 54 square units and the area of the
unshaded areas is 18 square units, what is the length
of one side of the shaded square?
A) 6 B) 10 C) 12 D) 24 E) 36 B C
3. A triangle is graphed on a standard coordinate plane and has its vertices at (-5, 0),
(0, 4), and (1, 0). What is the area of the triangle?
A) 6 sq. units B) 10 sq. units C) 12 sq. units D) 24 sq. units E) 36 sq. units
Copyright © 2012 by Sharon Serrago, Inc. Page 119
4. An equilateral triangle has an area of 16ξ͵ sq. ft. What is the perimeter of the triangle?
A) 4 ft. B) 6 ft. C) 8 ft. D) 16 ft. E) 24 ft.
5. In the given figure, parallelogram WXYZ W X
has an area of 55 sq. in. If WX = 11 in. ,
r
what is the value of r?
Z Y
A) 4 in. B) 5 in. C) 7 in. D) 10 in. E) 11 in.
6. Rectangle ABEF (shown) has an area of 72 square units,
with AB = 12, AF = ED , and BC = 4. What is the area
of οCED? (Figure is not drawn to scale.)
A 12 B
A) 2 sq. units 4
B) 6 sq. units
C
C) 10 sq. units
D) 12 sq. units
E) 24 sq. units F D
E
7. What is the length, in inches, of a rectangle
that has width 20 inches and perimeter 200 inches?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 120
8. A square region on a map has an area of 16 sq. inches. If the map is scaled so that 1 in. = 3
miles, what is the actual area of the square region?
A) 4 sq. mi B) 16 sq. mi C) 48 sq. mi D) 144 sq. m E) 256 sq. mi
9. What is the area, in square feet, of a triangle with sides of length 6 ft., 8 ft., and 10 ft.?
A) 14 B) 24 C) 40 D) 48 E) cannot be determined
10. One square has side length of 3 inches, and another
larger square has a side length of 5 inches. What is the
bbbb
sum, in square inches, of the areas of the two squares?
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
11. What is the area of the triangle shown (in square units)?
A) 12 B) 30 C) 60 D) 65 E) 130
13 13
10
Copyright © 2012 by Sharon Serrago, Inc. Page 121
12. R S
Square RSTU has an area of 100 sq. cm.
What is the area of οRST ?
U T
A) 10 sq. cm. B) 20 sq. cm. C) 50 sq. cm. D) 80 sq. cm. E) 100 sq. cm.
13. A parallelogram ABCD has a base of 10 cm and a height of 5 cm. Which of the following
statements is NOT true for ABCD, assuming that ABCD is NOT a rectangle?
A) ABCD has an area of 50 cm2 . B) The perimeter of ABCD is greater than 30 cm.
C) The perimeter of ABCD is 30 cm. D) AB = CD
E) m B = m D
14. An equilateral triangle has a perimeter of 45 inches. What is the area of the triangle?
15 3 15 225 3 225
A) sq. in. B) sq. in. C) sq. in. D) sq. in. E) 225 sq. in.
4 4 4 2
Copyright © 2012 by Sharon Serrago, Inc. Page 122
15. What is the area of the shaded region of the rectangle, expressed in simplest terms?
5x
3x + 1
x+2
2x
A) – x + 8 B) 11x + 12 C) – x2 + 8x D) – x2 + 12x E) 5x2 + 4x + 2
16. What is the perimeter of the exterior rectangle in problem # 15 above?
A) 2x + 2 B) 4x + 8 C) 6x + 2 D) 10x + 2 E) 12x + 4
17. Which of the following could POSSIBLY be the value
of the area of the scalene triangle shown?
A) 20 sq. units D) 45 sq. units 12
B) 25 sq. units E) 55 sq. units 5
C) 35 sq. units
18. A triangle is graphed on a standard coordinate plane and has its vertices at (-5, 3),
(-1, -3), and (1, 3). What is the area of the triangle?
A) 6 sq. units B) 12 sq. units C) 18 sq. units D) 24 sq. units E) 36 sq. units
Copyright © 2012 by Sharon Serrago, Inc. Page 123
19. If the area of a square is 25a2b2, what is the length of a side in terms of a and b ?
A) 5 B) 5a C) 5b D) 5ab E) 25ab
Answers: 1. B 2. A 3. C 4. E 5. B 6. B 7. 80 8. D
9. B 10. 34 11. C 12. C 13. C 14. C 15. C 16. E 17. A
18. C 19. D
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 786 4
2 848 6
3 916 5
4 848 4
5 890 12
6 597 15
7 716 12
8 714 7
9 642 15
10 835 16
11 772 12
12 651 5
13 703 16
14 769 4
15 597 11
16 717 18
17 671 16
18 861 16
19 526 5
20 530 17
21 519 20
Copyright © 2012 by Sharon Serrago, Inc. Page 124
Other Polygons
Triangles and quadrilaterals, which you are familiar with, can also be called polygons. The prefix
“poly” actually means “many.” Therefore, a polygon is literally a figure with many sides. The
following are the names of some certain types of polygons:
triangle - 3 sides
quadrilateral - 4 sides
pentagon - 5 sides
hexagon - 6 sides
octagon - 8 sides
A regular polygon is a polygon with all equal sides and equal angles. One way to find the sum of
the angles of a polygon is to divide the polygon into non-overlapping triangles.
This pentagon has been divided into 3 triangles. Since
the sum of the angles of each triangle is 180û, the sum
of the angles of the pentagon is 3 • 180û = 540û. One
may notice that the “3” is two less than the number of
sides of the pentagon (5). Therefore, a formula to find
the sum of the angles of any polygon is to multiply 180û
by two less than the number of sides. If we let “n” equal
the number of sides of the polygon, then the formula for Sum = (n-2) 180û.
the sum of its angles becomes Sum = (n-2) 180û.
Example #1
A polygon has 10 sides. What is the sum of its angles, in degrees?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
By using the formula Sum = (n-2) 180û, with n = 10, our answer kkkk
becomes (10-2) 180û, or 8 • 180û = 1440û.
Copyright © 2012 by Sharon Serrago, Inc. Page 125
Example #2
What is the measure of one interior angle of a regular hexagon?
A) 6û B) 20û C) 120û D) 500û E) 720û
We will use the formula Sum = (n - 2)180û, with n = 6, to find the sum of all the angles first.
(6 -2) • 180û = 4 • 180û = 720û. This is the sum of all 6 angles. So how can we find the measure
720 y 6 = 120û each, choice C.
of 1 angle? Since there are 6 sides and 6 angles, we divide the total by 6.
Another helpful rule for polygons pertains to the exterior angles.
The sum of the exterior angles of any polygon, one at each vertex, is 360û.
Example #3
A B
Polygon ABCDEF is a regular hexagon.
What is the value of x?
F C
A) 60û B) 100û C) 120û x
D) 180û E) 240û
E D
The sum of the exterior angles is 360û.
Since ABCDEF is a regular hexagon, all of the
angles are equal, which makes all of the exterior
360
angles equal also. The value, then, is x = = 60û, choice A.
6
Example #4
In the given polygon, if m Z = 90û, what is the b bbbb
cccc
a c
dddd
sum of angles a through h?
eeee
d
x
1
ffff
Z 2 e
3
gggg
4
hhhh
h f
g
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 126
The sum of the interior angles of all 5 triangles
( 1, 2, 3, 4, and Z) is 360û (the sum for a circle).
Subtracting angle Z from 360û leaves 270û. This is the total for
1, 2, 3, and 4. The sum of the angles in the 4 triangles *The sum of all angles at
containing angles a through h is 4 • 180û = 720û. Since we want only the center of a circle = 360û.
the angles a through h, and not the numbered angles, we subtract the
sum of the numbered angles which we found to be 270û. Therefore,
720û- 270û= 450û.
Example #5
Polygon VWXYZ consists of a square and a right triangle.
If the area of VWYZ is 100 and the length of XY is 8,
X
what is the perimeter of VWXYZ?
A) 12 B) 24 C) 30
D) 34 E) 44 W Y
V Z
The formula for the area of a square is A = s2.
Since 100 = s2, then each side of the square is s = 10.
This makes ¨ WXY have a hypotenuse of 10. Since
XY = 8, then WX = 6 by the Pythagorean theorem
(use your 3-4-5 triple). Therefore, the perimeter of
VWXYZ is 10 + 10 + 10 + 6 + 8 = 44, choice E.
Practice Problems
B
1. What is the sum of the angles of a regular octagon? A C
A) 360û B) 720û C) 1080û
D) 1440û E) 1800û
H D
G E
F
Copyright © 2012 by Sharon Serrago, Inc. Page 127
2. What is the degree measure of one interior angle of a
12-sided regular polygon?
A) 120û B) 150û C) 180û
D) 360û E) 1800û
3. Given regular polygon ABCDEFG, B
what is the measure of DEM? A C
A) 45û B) 51.43û C) 60û
D) 120û E) 128.57û
G D
F E
x
M
B
4. What is the value of x + y in the given figure? A C
A) 180û B) 135û C) 120û
D) 90û E) 45û
H D
y x
G E
F
Answers: 1. C 2. B 3. B 4. D
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 918 10
2 584 14
3 527 7
Copyright © 2012 by Sharon Serrago, Inc. Page 128
Circles
A circle is the set of points that are a given distance from a fixed point
on the plane. The distance from the fixed point (called the center) to
the circle is called the radius. The diameter of the circle is a segment
that has its endpoints on the circle and passes through the center of the
radius circle. As you can see, the diameter is twice the length of the radius,
diameter or d = 2r.
There are many formulas that you may have learned about circles in
geometry class, but there are only a few that you need to know for the
test.
The circumference of the circle is a measure of the distance around the exterior of the circle. Think
of circumference as the perimeter of a circle. To find the circumference, there are two formulas you
could use:
C = Sd
*Hint: When working a problem, use whichever
C = 2Sr or formula is easier for the information given in that
diameter of the circle, use C = Sd .
problem. For example, if the problem gives the
Example #1
Circle A has a radius of 4 mm. What is the circumference of circle A?
A) 4 mm B) 4S mm C) 8 mm D) 8S mm E) 16 mm
We need to find the circumference of the circle, so the formulas are C = 2Sr or C = Sd . Because
the problem gives that the radius of circle A is 4 mm, we should use the formula C = 2Sr to get C =
(2)(S)(4) = 8S mm, choice D.
Another important formula that you should know is for the area of a circle. The area of any figure
measures the number of square units inside the figure.
A = Sr2 There is just one formula for the area of
a circle. You should notice that it
requires you to know the radius of the
circle.
Copyright © 2012 by Sharon Serrago, Inc. Page 129
Example #2
Circle A has a diameter of 12 m. What is the area of circle A?
A) 6S m2 B) 12S m2 C) 18S m2 D) 24S m2 E) 36S m2
This time, we need to find the area of the circle, so the formula is A = Sr2. Because the problem
gives that the diameter of the circle is 12 m, the radius of the circle will be 6 m. When we put this
into the formula, A = (S)(6m)2 = 36S m2, choice E.
A section of the circle is called an arc, and it can be measured in two ways.
First, the measure of an arc is a measure of the amount of curvature in the arc. The measure of an
arc is the same as the measure of the central angle that cuts off the arc on the circle. Look at the
diagram below:
B In the circle shown, the center of the circle is A, and
50q BAC shown inside the circle is called a central
angle. (Recall that a central angle is an angle with its
C vertex at the center of the circle.)
50q
50
AA
E The measure of BAC is 50q, and the measure of the
arc from B to C, shown as BC, also has a measure of
50q.
50 up a circle is 360q.
The sum of all of the non-overlapping arcs that
make
180q. In the diagram, EBC is a semicircle, as well as EDC. An arc that has measure less than 180q is
An arc that has its endpoints on a diameter of the circle is called a semicircle and has a measure of
called a minor arc, and an arc with measure over 180q is called a major arc.
Copyright © 2012 by Sharon Serrago, Inc. Page 130
Example #3 Y
75q
In circle W shown to the right, the
measure of arc YZ is given to be 75q.
Z
bbbb
If XZ is a diameter of circle W,
cccc
what is the measure of arc, XY W
X
dddd
in degrees?
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Since we know that XZ is a diameter, we know that the measure of the arc from X to Y to Z ,
XYZ, is 180q. Since the measure of YZ is 75q, the measure of arc XY can be found by subtracting
180q - 75q = 105q.
circumference of the circle. (Recall that C = 2Sr or C = Sd.) To find the length of an arc, we need
A second way to measure arcs is to measure the length of an arc, which is found as a portion of the
to know what portion of the circumference to find, or what portion of the circle we are measuring.
A
Here is an example:
Circle X is shown with a radius of 4 units. Suppose
In other words, mAXB=90o . Then the measure of
that the central angle shown in the circle to the right is 90q.
X B
4
the arc AB is also 90q.
To find the length of the arc, we can find that the circumference
of the entire circle is C = (2)(S)(r) = (2)(S)(4) = 8S units.
But this is the length around the entire circle! To find the length of the arc from A to B, we are
90 1 1
looking at of the circle. Thus the length of AB will be of the circumference, or
360 4 4
1
(8ʌ) = 2ʌ units.
4 measure of the arc length of the arc
In general,
360o circumference
Copyright © 2012 by Sharon Serrago, Inc. Page 131
Example #4
A circle with diameter 10 inches (not shown) has a central angle of 45q. What is the length of the
arc cut by the central angle described?
5ʌ 5ʌ
A) in. B) 2ʌ in. C) in. D) 4ʌ in. E) 5ʌ in.
4 2
I hope you drew a sketch! The circle has a diameter of 10
inches, so the circumference, or length around the entire
circle, is C = (S)(d) = (S)(10) = 10S inches. The length of 10
the arc will be a fraction of the circumference, given by 45q
45 1
of the circle. Since the circumference of the
360 8
1 10ʌ 5ʌ
circle is 10S inches, the length of the arc would be 10ʌ = = , choice A.
8 8 4
There is one final term for you to review.
A tangent line is one which touches the circle
at just one point. A tangent line will always be
perpendicular to the radius of the circle from
the center to the point of tangency.
Practice Problems
1. Circle B (not shown) has an area of 100S square units. What is the length of the diameter of
circle B?
A) 5 units B) 10 units C) 20 units D) 25 units E) 50 units
Copyright © 2012 by Sharon Serrago, Inc. Page 132
2. A circle is graphed on a standard coordinate plane and has the endpoints
of its diameter at (4, -5) and (0, -5). What is the circumference of this circle?
A) 2ʌ B) 4ʌ C) 5S
D) 8S E) 10S
3. A circle with center X is drawn so that it is tangent
X
to the line YZ as shown. If XY = 5 and YZ = 12,
what is the value of XZ?
A) 8 B) 11 C) 13
D) 15 E) 16 Y Z
20 ft.
4. In the rectangle shown, the length of the rectangle is 20 ft. and
the area of the rectangle is 120 sq. ft. If the circle touches
three sides of the rectangle and is tangent at each of those
points of intersection, what is the area of the circle?
A) 3ʌ B) 6ʌ C) 8S D) 9S E) 12S
5. The four line segments shown meet at a single point. What is
7xq the value of x?
6xq 3xq A) 7.5 B) 10 C) 15 D) 30 E) 36
8xq
Copyright © 2012 by Sharon Serrago, Inc. Page 133
x
6. C Circle A shown to the left is intersected by an equilateral
triangle. If AB = 8, what is the degree measure of arc CB?
A x A) 60q B) 120q C) 8S D)
8ʌ
E) 16S
B 3
7. If the radius of a car’s tire is 2 ft., how many feet does the tire travel after 4 complete
revolutions?
A) 4ʌ B) 8ʌ C) 12S D) 16S E) 20S
8. If the radius of a circle is doubled, what effect will this change have on the circumference of
the circle?
A) There will be no change.
B) The circumference will also double.
C) The circumference will quadruple.
D) The circumference will be halved.
E) Cannot be determined
9. If the radius of a circle is halved, what is the ratio of the original area of the circle to the area
of the new circle?
A) 1:1 B) 1: 2 C) 2: 1 D) 1: 4 E) 4: 1
Copyright © 2012 by Sharon Serrago, Inc. Page 134
Z
10. Right triangle XYZ is contained in circle Y as shown.
XY = YZ = 5 cm. What is the length of the arc XZ?
S
X Y 5
A) 5 2 B) 5S C) D) 10S E) 10 2
2
11. For the circle shown above in problem #10, what is the length of segment XZ ?
S
5
A) 5 2 B) 5S C) D) 10S E) 10 2
2
12. In circle S shown, what is the value of y?
S A) 50q B) 75q C) 80q
D) 100q E) 130q
yq
50q
x
13. R
xS
RT is the diameter of the striped circle S and the radius of
xT
the dotted circle T. If the area of circle T is 36 ʌ square
units, what is the circumference of circle S?
A) 3 ʌ B) 6 ʌ C) 9 ʌ
D) 12 ʌ E) 18 ʌ
Copyright © 2012 by Sharon Serrago, Inc. Page 135
14.
A bull’s eye consists of two circles with the same
center. If the circumference of the outer circle is 18 ʌ
and the circumference of the inner circle is 12 ʌ, what
is the area of the shaded ring?
A) 9ʌ B) 30 ʌ C) 36 ʌ D) 45 ʌ E) 81 ʌ
15. A
Circle B (shown at left) has a radius of 7 units and is
B
broken into four equal pieces as shown. If a particle
D E was to travel a path starting at A, down to B, over to D,
around to C, and stopping at E, what is the total
distance that the particle would have to travel?
C
A) 7+ ʌ B) 14 + ʌ C) 7 +7ʌ D) 14 + 7ʌ E) 21ʌ
16. A rainbow shape is created by two semicircles which
share the same center X (not shown). If RS = TU = 2 cm
R T and ST = 3 cm, what is the area of the shaded rainbow
S U
region?
A) 4 ʌ B) 5 ʌ C) 12.25ʌ
D) 12.5ʌ E) 25ʌ
Copyright © 2012 by Sharon Serrago, Inc. Page 136
X
17. Square WXYZ is inscribed in a circle, and XZ (not
shown) is both a diameter of the circle and a diagonal
of the square. If the perimeter of WXYZ is 48 in.,
W Y what is the area of the shaded region in square
inches?
A) 36 ʌ - 12 B) 36 ʌ - 144 C) 72 ʌ - 12
D) 72 ʌ - 144 E) 288ʌ - 144
18. A pizza is cut into five equal slices like the one shown
in the diagram. What is the value of x?
x A) 20 B) 36 C) 60 D) 72 E) 90
19. A patio is created by combining a square and a circle
as shown. The radius of the circle is to be 8 ft., and
the entire shape is to be outlined in flagstone blocks.
What is the linear distance, in feet, of the patio area to
be outlined?
A) 32 + 8Ɏ B) 32 + 16Ɏ C) 48 + 8Ɏ D) 48 + 16Ɏ E) 64 + 16Ɏ
Copyright © 2012 by Sharon Serrago, Inc. Page 137
20. A rectangle, a right triangle, and a square all meet at a
point as shown in the diagram. What is the value of a + b?
aι x
bι A) 45
B) 90
C) 180
D) 270
E) 300
21. Two circles have radii b and b + 2, and the areas of the circles differ by 20Ɏ. What is the area
of the larger circle?
A) 4Ɏ B) 16Ɏ C) 20Ɏ D) 32Ɏ E) 36Ɏ
22. Three lines intersect as shown to create the angles as marked.
What is the sum of a + b + c + d + e + f ?
aq bq
fq
cq
dq
eq
A) 90 B) 360 C) 450 D) 720 E) 1080
Copyright © 2012 by Sharon Serrago, Inc. Page 138
23. l Lines l and m are perpendicular and are
intersected by line n as shown. What is the value of x – y?
yq
m
xq 30
A) 45 B) 90 C) 120 D) 180 E) 210
24. Two identical isosceles triangles are cut from a circle
as shown. If E is the center of the circle, what is the area 16
of the UNSHADED region?
10 10
Ex
A) 20ʌ - 96 B) 25ʌ - 28
10 10
C) 50ʌ - 48 D) 100ʌ - 48 E) 100ʌ - 96
16
25. A B ABCDEF is a regular hexagon inscribed in a circle with a
5S 10S
radius of 5 in. What is the length of arc ACE?
C A) B) C) 5Ɏ
F 3 3
20S
E D D) E) 10Ɏ
3
Copyright © 2012 by Sharon Serrago, Inc. Page 139
26. A star is inscribed into a circle with radius 4 in. If the
shaded area of the star is 2ʌ square units, what is the
area of the UNSHADED region?
A) 14 ʌ B) 16 ʌ C) 18 ʌ
D) 20 ʌ E) 24 ʌ
27. A pie is cut into slices so that the tip of each piece is
always at the center and the angle x at the tip of each piece
bbbb
is always more than 30ι but less than 40ι. What is one possible
value for the number of pieces into which the pie is cut? cccc
dddd
eeee
ffff
gggg
hhhh
x
iiii
jjjj
kkkk
28. In the given figure, a square is inscribed into a circle. If the length of
one side of the square is 12 units, what is the area of the figure that
is unshaded?
A) 72 S - 144 B) 144 S - 144 C) 288 S - 144
D) 144 – 72 S E) 144 – 12 2
Copyright © 2012 by Sharon Serrago, Inc. Page 140
Answers: 1. C 2. B 3. C 4. D 5. C 6. A 7. D 8. B 9. E 10. C
11. A 12. C 13. B 14. D 15. D 16. B 17. D 18. D 19. C 20. B 21. E
22. D 23. B 24. E 25. D 26. A 27. 10 or 11 28. A
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 516 7
2 669 8
3 528 10
4 611 8
5 713 5
6 906 11
7 597 13
8 918 13
9 834 14
10 641 11
11 717 15
12 789 17
13 703 16
14 518 17
15 643 19
16 907 18
17 773 16
18 586 19
19 852 20
Copyright © 2012 by Sharon Serrago, Inc. Page 141
Solid Geometry
Solid geometry covers the area of three-dimensional geometric figures. When we study solids in
geometry, we sometimes split them into 2 categories: solids with 2 bases, and solids with 1 base.
Solids with 2 bases
A solid with 2 bases is called a prism. A simple box is a great example of a rectangular prism,
because all 6 sides are rectangles. To find the volume (V) of a rectangular prism, we multiply the
length • width • height.
* Rectangular prisms are also
called right prisms because the
h adjoining edges meet at right
angles.
w
l
V=l•w•h
The most common solid used on the PSAT/SAT test is the cube. A cube is a type of rectangular
prism in which all edges are equal. Since all edges are equal, the formula for the volume of a cube
is V = s • s • s , or
V = s3
A prism is named for the shape of its base. For example, the following figure is called a right
triangular prism.
As you can see, the base of the figure is a triangle. base
The height of any right prism is the length of
height
the edge joining the 2 bases.
base
Copyright © 2012 by Sharon Serrago, Inc. Page 142
A cylinder is a solid with 2 equal bases in the
shape of a circle. The formula for the volume of
a cylinder is V = area of base • height (h). Since
h
the base is a circle, this formula can also be written
V = ʌ r2• height, or base
V = ʌ r2 h
Solids with 1 base
Pyramid Vertex
A pyramid is a solid with one base in the shape of a polygon.
The faces of a pyramid are triangles that meet at one point Face
called the vertex. If the base is a regular polygon, then the
triangular faces are all congruent, and the solid is called a
regular pyramid. Pyramids are also named by the shape of
their bases. Base
Regular Square Pyramid
Cone
Vertex
A cone is similar to a pyramid, except that the base is
Height a circle, instead of a polygon. If the height of the cone
Base is perpendicular to the base, we have a Right Cone.
Radius
Right Cone
The formula for the volume of a cone or a pyramid is
ଵ
V = Base • height, or V = B h V= Bh
ଷ
Copyright © 2012 by Sharon Serrago, Inc. Page 143
Sphere
Another type of solid has no faces and is called
Radius
x
a sphere. A basketball is an ideal example of a sphere.
All radii are equal in a sphere. To find the volume
of a sphere, we use the formula V = ʌ r3.
Surface Area
The surface area of a solid is the sum of the areas of all its faces. A good formula to memorize is the
surface area of a cube. A cube has 6 congruent faces. Since each face is a square, the area of one
face is s2. Since the cube has 6 equal faces, the surface area of a cube is 6s2.
Surface area of a cube = 6s2
Sometimes you will see the surface area of an object represented by cutting the solid along an edge,
opening it up, and laying it flat. This is called a net of the solid. Study the figure of the cube below
and the net drawn to the side of it.
Surface area may be easier to understand if you have a net of the solid to view.
Example #1
The volume of a cube is 27 cubic in. What is its surface area?
A) 3 in2 B) 9 in2 C) 27 in2 D) 54 in2 E) 108 in2
Volume = s3 Surface Area (SA) = 6s2
27 = s3 SA = 6(3)2
3=s SA = 6 • 9
SA = 54 sq. in. (choice D)
Copyright © 2012 by Sharon Serrago, Inc. Page 144
Example #2
What is the volume in cubic feet of a cube that has a surface area
bbbb
of 24 square ft.?
cccc
dddd
eeee
Surface Area (SA) = 6s2 Volume = s3 ffff
24 = 6s2 V = 23 gggg
4 = s2 V = 8 cu. ft. hhhh
2=s iiii
jjjj
* Note that the volume is measured in cubic units while kkkk
surface area is measured in square units.
Example #3
How many faces does a regular hexagonal
pyramid have?
A) 4 B) 5 C) 6 D) 7 E) 12
Since the base of the pyramid is a hexagon,
the figure will have 6 other triangular faces.
6 triangular faces + 1 base = 7 total faces, choice D.
Example #4
Vertex
A right cone has a diameter of 24. The distance
from the edge of the base to the vertex is 13.
What is the height of the cone? 13
h
A) 5 B) 6 C) 7 D) 10 E) 15
Diameter = 24
The radius of the cone, along with its height,
form a right triangle with the distance from the
base edge to the vertex. Since the diameter = 24,
the radius = 12.
Using the Pythagorean Theorem or the triples, h = 5, choice A.
Copyright © 2012 by Sharon Serrago, Inc. Page 145
Example #5
A cube has an edge of 2x. A larger cube has an edge of 4x. What is the ratio of the volume of the
larger cube to the volume of the smaller cube?
A) 1:2 B) 1:8 C) 2:1 D) 4:1 E) 8:1
Vsmaller cube = (2x)3 = 8x3 = 64x3 = 8
Vlarger cube = (4x)3 = 64x3 8x3 1
,
Choice E is the answer.
Practice Problems
1. What is the length of the edge of a cube whose surface area is 96e2 ?
A) 16e B) 8e C) 8e2 D) 4 e2 E) 4e
2. Three cubes, all with edges 2 cm., are stacked on
top of the other as shown. What is the surface area
of the resulting solid?
A) 40 cm2 B) 56 cm2 C) 48 cm2
D) 28 cm2 E) 96 cm2
3. A right prism has bases in the shape of octagons. What is the total number of faces of the
prism?
A) 16 B) 12 C) 10 D) 9 E) 8
4. The volume of a cube is 64cm3. What is the total
length of all the edges of the cube, in centimeters?
A) 48 B) 32 C) 64
D) 40 E) 96
Copyright © 2012 by Sharon Serrago, Inc. Page 146
5. Two right circular cylinders have equal heights. The radius of the base of the first cylinder is
3, while the radius of the base of the second cylinder is 4. What is the ratio of the volume of
the smaller cylinder to the volume of the larger cylinder?
3 4 9 16 1
A) B) C) D) E)
4 3 16 9 2
6. The figure shown is a net of a box in the shape of a
triangular prism. The triangular bases are equilateral
triangles with a perimeter of 18 cm. The height of the
prism is 10 cm. What is the area of one rectangular
face, in square cm.? bbbb
cccc
dddd
eeee
6
ffff
6 cm. 6 cm.
6
gggg
6
6
hhhh
iiii
jjjj
10
kkkk
7. A large fish tank has a rectangular base that is 6 ft. by 4 ft.
1
The tank currently contains water at a height of 2 ft. What
2
volume of water (in cubic ft.) must be added to the tank to
make the water level measure 3 ft. deep? bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
4 ft.
6 ft.
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 147
2 in.
x
8. A cone has a radius of 2 in. and a height
of 5 in., and is completely filled with water.
If the cone contains a hole at the bottom
and water drips out at a rate of 3 in3/sec, then 5 in.
which of the following expressions describes
x
the amount of time (in seconds) for all of the
water to drain from the cone?
4S 20S
60S
4S 20S
3 9
A) B) C) D) E)
3 9
9. A square pyramid is shown with four isosceles
triangles as faces. If the height of the pyramid is 15 in.
and the height of the triangular face (slant height) 17 in.
is 17 in., then what is the length of each side of the 15 in.
base, in inches?
A) 8 B) 16 C) 30 x
D) 32 E) 60
10. A different square pyramid has a height of 8 cm.
and a length of a lateral edge of 10 cm. What is
the length of each side of the base, in centimeters? 10
x
A) 6 B) 6ξʹ C) 8 8
D) 12 E) 18
Copyright © 2012 by Sharon Serrago, Inc. Page 148
11. Which of the following is true about the cube described by the net of the cube shown?
A
A) Faces E & F are parallel.
B) Faces B & F are parallel.
C) Faces B & E are perpendicular. B D E F
D) Faces D & E are perpendicular.
C
E) Faces A & C are perpendicular.
6 in.
12. A net of a rectangular box is given.
4 in.
What is the surface area of the box? 4 in. A 6 in.
B C D E 5 in.
A) 37 sq. in B) 25 sq. in C) 148 sq. in D) 58 sq. in E) 125 sq. in
Answers:
1. E 2. B 3. C 4. A 5. C 6. 60
7. 12 8. C 9. B 10. B 11. D 12. C
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 904 5
2 582 4
3 732 12
4 669 10
5 919 15
6 702 12
7 851 15
8 717 17
9 548 16
Copyright © 2012 by Sharon Serrago, Inc. Page 149
Geometric Perception
You may be given a problem in which you are asked to visualize an object from a different view or
angle. Look at the example below.
The given figure is made of 8 blocks stacked together to form a larger block.
If you were to view the block from above,
you would observe the following pattern:
A view from the right side of the block would look like this.
A front view of the block gives this pattern.
Copyright © 2012 by Sharon Serrago, Inc. Page 150
Practice Problem
1. The drawing to the right shows the top view of a 3-dimensional object.
Which of the following could represent this 3-dimensional object?
A) B) C)
D) E)
Answer: C
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 650 2
2 785 2
3 612 12
Copyright © 2012 by Sharon Serrago, Inc. Page 151
Coordinate Geometry
There are a few topics concerning the coordinate plane that you should be familiar with. Recall the
standard coordinate plane and its make-up:
y-axis 5
4
3 (0,0)
2 Origin
1
x x-axis
-5 -4 -3 -2 -1 1 2 3 4 5
-2
-3
-4
-5
Points in the coordinate plane are described by ordered pairs (x, y) and an ordered pair defines a
unique location in the plane.
Lines can be graphed in the coordinate plane as well. The slope-intercept form of a line
(y = mx + b) is an important tool for graphing lines. The value “b” gives the y - intercept of the line,
or the place where the line crosses the y - axis. The value “m” gives the slope of the line.
Remember that slope describes the slant or tilt of a line and can be found a few ways:
rise change in y ǻy y2 y1
x2 x1
slope = m = = =
run change in x ǻx
y 2 y1
x2 x1
The formula m = is
used to describe the slope
between two given points (x1, y1)
and (x2, y2).
By putting the information about slope and y-intercept together, you can quickly graph a line!
Copyright © 2012 by Sharon Serrago, Inc. Page 152
Example #1
1
Which of the following would be an accurate graph of y = x–4?
3
y y y
A)
x
B) C)
x
x x x
x
x
x
x
y y
D) E)
x
x x x
x
x
1
When you look at the equation y = x – 4, you should notice that the y-intercept “b” is –4. This
3
means that the line crosses the y-axis at –4. This fact about the line eliminates choices A, B, and E.
1
Next, notice that the slope of the line is . This means that when the y-value increases 1 unit, the x-
3
value increases by 3 units. Starting at the y-intercept, we can use the slope (up 1, right 3) to locate a
second point on the line. The graph in choice C has the correct y-intercept and slope; the graph in
1
3
choice D has a slope of (up 1, left 3) , and so choice D cannot be correct. Thus, the answer is
choice C.
When working with slope, you should also recall the special relationship that occurs between
parallel lines and between perpendicular lines.
Copyright © 2012 by Sharon Serrago, Inc. Page 153
Parallel lines have the same slope.
Perpendicular lines have slopes that are opposite reciprocals.
When lines in a plane are parallel, they never intersect because they are slanted or tilted the same
amount. It follows that their slopes would be the same.
Perpendicular lines are a bit trickier to work with. The slopes for a pair of perpendicular lines will
have opposite signs (one positive, one negative), AND the slopes will be reciprocals of one another
2 3
(for example, the reciprocal of is ). Using both of these conditions, we could determine that the
3 2
1 1
lines y = x + 5 and y = -2x + 3 would be perpendicular to each other because and –2 are
2 2
opposite reciprocals. Notice also that the product of opposite reciprocals will always be –1 (in our
1
example, Ȉ–ʹൌ–ͳሻǤ
2
Example #2
Which of the following statements must be true of the pair of lines below:
2x + 3y = 4
-4x – 6y = 11
I. The lines are perpendicular.
II. The lines are parallel.
III. The lines intersect at (2, 0).
A) I only B) II only C) I and III D) II and III E) none are true
Because the statements mention perpendicular and parallel, you should check into the slopes of the
lines. If we transform the equations into slope-intercept form, it is easier to determine the slopes.
2x + 3y = 4 -4x – 6y = 11
3 y 2 x 4 6 y 4 x 11
3y = -2x + 4 -6y = 4x + 11
6 6 6
2 2
3 3 3
4 11
6
y= x+ y= x+
3 3 3
Because the slopes are the same, the lines are parallel (statement II). If the lines are parallel, they
cannot intersect at (2, 0) or at any other point. Statements I and III cannot be true if the lines never
intersect, so the correct answer choice is B, II only.
Copyright © 2012 by Sharon Serrago, Inc. Page 154
Practice Problems
1. Parallelograms ABCD and WXYZ are shown in the graph. Which pair of sides have the same
slope?
Xx A) WX and XZ B) WX and CD
x
x
W B C) YZ and AD D) WY and AB
Ax x
xC
x
Z
x E) WY and CD
Y D
Figure not drawn to scale
x
B
x
2. Which side of figure ABCDE (shown at right) has the
A
greatest slope?
A) AB B) BC C) CD xE
D) DE E) AE
Dx xC
3. On a coordinate plane, line l contains the points
(2, 5) and (-3, x). If the slope of l is –2, what is the
value of x? bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 155
1
4. What is the slope of a line that passes through (2, 3) and (5, -3)?
1
A) B) C) 1 D) 2 E) -2
2 2
5. In the coordinate plane, point A is located at (7, 2). From point
A, point B is located 3 units right and 2 units down. What is the
2 3
slope of AB ?
2 3 10
A) B) C) D) E)
3 3 2 2 7
6. Four lines are graphed on a coordinate plane.
Line l contains (1, 1) and (2, 3). Line m contains
(0, 0) and (5, 2). Line n has a slope of 2 and bbbb
contains (-1, 4). Line p has equation y = 2. How cccc
many total points of intersection are there for dddd
lines l, m, n, and p? eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
7. Rectangle WXYZ is graphed in the coordinate plane as shown. What is the product of the
1
slopes of the four sides?
1 X
A) –1 B) C) 0 D) E) 1
2 2
W
Y
8. Triangle ABC is an isosceles right triangle in the
A C
1
coordinate plane. What is the slope of AB ?
1
A) –1 B) C) 0 D) E) 1
2 2
Copyright © 2012 by Sharon Serrago, Inc. Page 156
9. Line l is shown in the coordinate plane. If line m (not shown) is perpendicular to l, which of
2
the following could possibly be the slope of line m?
2
A) 5 B) C) 0 D) E) none of these
3 3
10. Line AB passes through the origin and
BETWEEN (1, 3) and (2, 1). What is one
bbbb
possible value for the slope of AB ?
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
11. Line l passes through the origin and contains
the point (5, 5). Line m is parallel to the m
y-axis. Which of the following points could y l
possibly be the coordinates of point A shown? x
(5, 5)
x A
A) (1, 1)
B) (1, 2)
C) (2, 1) x
D) (2, 2)
E) (3, 4)
Copyright © 2012 by Sharon Serrago, Inc. Page 157
12. Line t has a negative slope and positive y-intercept. Which of the graphs below could be the
graph on line t?
A) B) C) D) E)
13. WXYZ is a square (graphed below) in the
coordinate plane. The coordinates of point Y
bbbb
are (-2, 0) and the coordinates of point W are
cccc
(-6, a). What is the value of a? (-6, a)
X dddd
eeee
W
ffff
Z Y gggg
hhhh
(-2, 0) iiii
jjjj
kkkk
14. ABC is shown, with point A located at (-2, -2),
point B located at (0, 0), and point C located at (5, -2).
x
B (0, 0)
2
What is the sum of the slopes of the three sides?
2
A x xC
A) B) 0 C)
5 5
3
D) E) 1 (-2, -2) (5, -2)
5
15. Line p (shown below) passes through
the origin and contains the point (-3, -2). y
x bbbb
cccc
What is the value of ? (x, y)
x
y p
dddd
x eeee
ffff
x
gggg
(-3, -2) hhhh
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 158
B
16. In square ABCD, point A is located at (0, 3)
A x
and point D is located at (2, 0). What is the ratio (0, 3)
of the slope of CD to the slope of BC ?
C
3 4 x
A) B) -1 C)
2 9 D
2 (2, 0)
D) 0 E)
3
Answers: 1. B 2. D 3. 15 4. E 5. B 6. 5 7. E 8. A
10. m 3
1 3
9. D 11. C 12. D 13. 4 14. D 15. or 1.5 16. C
2 2
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 609 2
2 593 2
3 730 6
4 525 2
5 642 17
6 584 12
7 788 12
8 887 4
9 529 12
10 546 10
11 731 7
12 849 9
13 917 8
14 585 16
15 905 8
16 655 18
17 888 8
Copyright © 2012 by Sharon Serrago, Inc. Page 159
Transformations
A transformation of an object occurs when the object is moved from its original position in some
way. There are three types of transformations that are important to know for the PSAT/SAT test:
translations, rotations, and reflections.
Translations
A translation occurs when you move an object without changing its direction or size. You might
want to think of a translation as a slide. Here is an example of a type question you may be asked.
Example #1
Translate the given triangle to the left 5 units.
__ __
__ __
__ __
Moving each vertex of the
| | | | | | __ | | | | | | triangle to the left 5 units | | | | | | __ | | | | | |
gives us the translation
__ __
on the right.
__ __
Sometimes a transformed figure is named by the same letters as the original figure, but with an
apostrophe added to each vertex. For example, a transformation of ¨ABC might be called ¨AƍBƍCƍ.
Rotations
Rotating a figure occurs when the figure is turned around some center point called a point of
rotation. The following square has been rotated around point A.
x x
A A
Copyright © 2012 by Sharon Serrago, Inc. Page 160
Reflections
Think of a reflection as a mirror image of an object. There will be a line of reflection across which
the new object is formed.
We can say the two triangles are symmetric
across the line of reflection.
A figure can also be symmetric within itself. Examine the following octagon:
The right side of the octagon is a reflection of the left side
across line l. Line l is therefore called a line of symmetry.
Some figures may have more than one line of symmetry. Our
octagon, for example, has several lines of symmetry, some of
which are shown here.
Practice Problems
1. The ordered pair (-2, 5) is rotated clockwise 180û around the origin. Which of the following
represents its new location?
A) (5, -2) B) (-5, 2) C) (2, 5) D) (2, -5) E) (-2, -5)
Copyright © 2012 by Sharon Serrago, Inc. Page 161
f
2. If the given figure is reflected across line f,
which of the following will be the resulting figure?
f f f
A) B) C)
D) f E) f
y
3. If ¨KLM is translated 2 units down and 3 units
to the right, what is the ordered pair for Kƍ ?
x
M
x
K
A) (-3, -1) B) (3, 0) x
x
C) (-1, -2) D) (-1, 0) L
E) (0, -2)
4. ' TWV has vertices T(a,b), W(c,d), and V(e,f). What will be the new coordinates of point W
if the triangle is translated 1 unit to the left and then reflected across the x-axis?
A) (c+1, -d) B) (-c+1, d) C) (c-1, -d) D) (-c, d-1) E) (c-1, d+1)
Copyright © 2012 by Sharon Serrago, Inc. Page 162
y
5. Parallelogram PSAT is reflected across the
line y = -x and then translated 2 units up to
become parallelogram PƍSƍAƍTƍ. What are the
x
coordinates of Tƍ ? A x
x
S
x
A) (2, 6) B) (4, 2) C) (2, 6)
D) (4, 4) E) (2, 4) x T
P
Answers:
1. D 2. B 3. E 4. C 5. D
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 515 3
2 850 14
3 887 4
4 798 11
Copyright © 2012 by Sharon Serrago, Inc. Page 163
Copyright © 2012 by Sharon Serrago, Inc. Page 164
ALGEBRA
Table of Contents
I. Substitution and simplification of algebraic expressions ….. 166
II. Exponents and radicals ………………………………….…… 177
III. Linear equations and inequalities ……………………..…….. 183
IV. Quadratic equations ……………………………………..…… 191
V. Absolute value …………………………………………..…..… 201
VI. Direct and indirect variation ………………………………… 207
VII. Functions ……………………………………………………… 211
VIII. Weird Symbols ……………………………………..……….… 225
IX. Systems of Equations …………………………………….…… 233
Copyright © 2012 by Sharon Serrago, Inc. Page 165
Substitution and Simplification of Algebraic Expressions
You will be required to know the meanings of many terms in order to work the problems in the
algebra section. We will begin our study with a review of some of the basic terms.
What is an algebraic expression?
A numeric expression represents the relationship of various numbers.
3(5-7)2+2
An algebraic expression represents the relationship between numbers and unknown quantities
(variables).
3(5-7)2+y
What is the difference between an expression and an equation?
An equation links two expressions with an equal sign.
So how do the writers of the PSAT / SAT test your knowledge of algebraic expressions?
Some problems will ask you to substitute a value into an expression to find the answer. The
expression may be given to you in symbols, or it could be written in words that you have to change
into symbols. You will then need to correctly simplify the resulting numeric expression. Other
problems will give you a complex expression and ask you to simplify it without substituting a value
for the variable.
The most important concept when simplifying either type of problem is to follow the order of
operations. You probably know the famous mnemonic:
Please Excuse my dear Aunt Sally.
Parentheses
Exponents
Multiplication and Division from left to right
Addition and Subtraction from left to right.
Some students forget that the word Parentheses represents all symbols of grouping. Any symbol
that groups numbers together or separates one group from another must be dealt with before
working with exponents or other operations. Parentheses ( ), brackets [ ], and braces { } do not
cause problems for most students. However, some students overlook the fraction bar as an
important symbol of grouping. The fraction bar separates the fraction into two groups of numbers
and operations: the numerator and the denominator.
Copyright © 2012 by Sharon Serrago, Inc. Page 166
Example #1
If x = 7, what is the value of 3x – 15 ?
bbbb
The answer is found by substituting 7 in place of the x cccc
dddd
3 7 15 21 15 6
and then simplifying.
eeee
ffff
gggg
hhhh
iiii
jjjj
Correct answer: 6
kkkk
Example #2
1
If z , what is the product of 3z and 4z?
2
bbbb
Start by translating the words into symbols and then
cccc
1
substituting for z
dddd
2
§ 1 ·§ 1 · eeee
3z 4 z ¨ 3 ¸ ¨ 4 ¸
© 2 ¹© 2 ¹ ffff
§3· gggg
¨ ¸ 2 hhhh
©2¹ iiii
3 jjjj
kkkk
Correct answer: 3
Example #3
3 + x – (2x – 3) is equivalent to which of the following expressions?
A) -x B) x+6 C) 6 - x D) 6 E) x - 6
3 x 2x 3 3 x 2x 3
1x 6 or 6 x
Correct answer: Choice C
Copyright © 2012 by Sharon Serrago, Inc. Page 167
Example #4
§ d 3·
If d = 3 what is the value of d 5 ¨ ¸
2
© d 3¹
bbbb
cccc
§ 33· §0·
35 ¨ ¸ 8¨ ¸ dddd
2 2
© 33¹ ©6¹ eeee
8 02 ffff
gggg
hhhh
8
iiii
Correct answer: 8
jjjj
Substitution Extension #1: kkkk
If the question is asking for the value of a specific variable, then one option is to plug in each of the
answer choices and determine which actually works. When using this method, it is wise to begin
with a letter other than choice A. If the answer choices are in increasing order, then beginning with
choice C will give you the chance to eliminate two extra choices. Based on whether the value needs
to be larger or smaller, eliminate either choices A & B or D & E.
Example #1
If 3x – 5 = x + 3, what is x ?
A) 1 B) 2 C) 3 D) 4 E) 5
Plugging in x = 3 results in 9 – 5 6, so choice C is not the answer.
The left hand side is too small, so let’s try a larger value of x.
Plugging in x = 4 results in 12 – 5 = 4 + 3, so choice D is the correct answer.
Example #2
At the ballpark, a hot dog costs $1.00 more than a large drink. If the price for 6 hot dogs and
4 large drinks is $36, what is the cost of a hot dog?
A) $1.00 B) $2.00 C) $3.00 D) $4.00 E) $5.0
Beginning with choice C , the price of a hot dog is $3, and the price of a large drink would be
$2.
6 • $3 + 4 • $2 = $26 Choice C is not large enough.
If the price of a hot dog is $4, then the price of a large drink would be $3.
6 • $4 + 4 • $3 = $36 Choice D is the correct answer.
Copyright © 2012 by Sharon Serrago, Inc. Page 168
Substitution Extension #2:
If the question is instead asking for you to perform an operation on one or more variables, then
plugging in the answer choices is not going to work. Instead, you get to pick values that meet any
requirements set forth in the problem in order to find the answer.
Example #1
If x + 5 = y, then x - 3 is how much less than y ?
A) 0 B) 2 C) 4 D) 6 E) 8
If we decide to make x = 5, then y = 10 and x – 3 = 2.
Now the question is, “2 is how much less than 10?”
The answer is (E) 8.
Example #2
x
If 1, then x y
y
A) 0 B) 1 C) x D) y E) 2x
If we choose x to be equal to 2, then y must equal -2 to satisfy the condition.
Then we plug our values into the question: x + y = 2 + -2 = 0. The correct answer is choice A.
Example #3
If x, y and z are all positive integers and x y z , which of the following must have the
greatest value?
z x y x y yz
x y yz xz
A) B) C) D) E)
z x
Let’s choose three integers that satisfy the conditions. For example:
If you choose x = 1, y = 2, and z = 3.
Choice (A) is equal to 1
Choice (B) is equal to 1
5
Choice (C) is equal to 1
2
Choice (D) is equal to 1
Choice (E) is equal to 5 The correct answer is choice E.
Copyright © 2012 by Sharon Serrago, Inc. Page 169
Substitution Extension #3: Double Substitution
Some of the more difficult problems you will encounter have variables in all of the answer choices.
These questions are meant to test whether you understand the problem solving process. Most
students find it difficult to solve algebraic questions that have nothing but variables in them. To help
make these problems easier, we can substitute numbers of our choosing for each variable. The
problem has changed from an abstract problem to a concrete problem. Depending on your abilities,
there are two options as to how to proceed with the problem.
Example #1
The accountant for a large company is shopping for a paper shredder. One of the shredders he is
considering can shred p pages in m minutes. If he purchased this shredder, how many pages
could he shred in 7 hours?
7p 420 p 420m 7p 60 p
A) B) C) D) E)
m m p 60 m 7m
Option 1: (takes less time but more thought)
1. Work the problem with the variable values you have chosen (do not simplify).
2. Substitute the variables into the work and then simplify if necessary.
Step 1: If we choose p = 5 and m = 2 then the shredder can shred 5 pages
2.5 pages per minute
2 minutes
60 minutes
The question asks about pages per hour, so we multiply by and then multiply by 7
1 hour
hours. The process would look like this:
5 60 7
60 minutes 7 hours
pages
1 hour 1 2
In the first step you are working the “new” problem based on the values you chose for the variables.
The reminder not to simplify is to help you focus on the process more than just the answer.
Step 2: Substitute the variables back into the process before simplifying and you get:
5 60 7 p 60 7 420 p
pages or The correct answer is choice B.
2 m m
Copyright © 2012 by Sharon Serrago, Inc. Page 170
In the second step the values in the “answer,” which you have not simplified, change back to
variables. Then by simplifying this expression, you should have one of the answer choices.
These questions ask for the formula to find the answer to a generic question. By working a sample
problem with numerical values you discover the answer to one specific question. In addition to the
answer to the specific problem, you have also discovered the process of how to get to the answer.
Then by changing the values back into variables, we arrive at the generic process or formula that
was requested.
Option 2 (takes more time but is easier for most students)
1. Find the answer to the problem with numbers substituted for each variable.
2. Determine which of the answer choices will give you the same answer by plugging
your variable values into all of the answer choices.
Step 1: Step 1 uses the same process as in Option 1
If we choose p = 5 and m = 2 then the shredder can shred
5 60 7
5 pages 60 minutes 7 hours
1050 pages
2 minutes 1 hour 1 2
Step 2: Substitute p = 5 and m = 2 into each of the answer choices.
35 7 150
A) B) 1050 C) 168 D) E)
2 24 7
Only one of the 5 answer choices equals the value of 1050 pages from step 1.
Answer choice B is the correct answer.
You have to plug the chosen values into all five choices because there is a slight chance that more
than one of the answer choices may result in the same value. If more than one choice “works” the
first time, try a different set of values in just the choices that worked the first time.
Three rules help to minimize the chances of getting more than one answer choice that works.
x Avoid values that are in the problem or answer choices.
x Avoid choosing 1 or 0 for any of your variables.
x Avoid choosing the same value for two or more variables.
Copyright © 2012 by Sharon Serrago, Inc. Page 171
Example #2
Shelly’s favorite store sent her a coupon for an additional 10% off the sale price of any one
item. She used the coupon when she purchased a dress that was on sale for 25% off the
regular price. How much did she pay for the dress that normally costs D dollars?
A) 0.725D B) 0.70D C) 0.675D D) 0.65D E) 0.625D
If we choose the price to be $100, then the sale price is .75($100), and then we take another 10%
discount off the $75 and get .90($75) or .90(.75($100)).
When we substitute back in, we get .90(.75($100)) = .90(.75(D)).
When we simplify the expression, we get .675D . Answer choice C is correct.
Practice Problems
5p 7
1. If p 7 , what is the value of ?
p
A) -2 B) 0 C) 4 D) 5 E) 6
, what is the value of 5b b 2 ?
1
2. If b
2
A) 0 B) 1 C) 2 D) 3 E) 4
What is the value of 7 21q 5 p
1 2
3. if q and p ?
3 5
A) -63 B) -35 C) -28 D) 35 E) 63
Copyright © 2012 by Sharon Serrago, Inc. Page 172
5x 2
x
4. What is the value of if x 2 ?
A) 14 B) 22 C) 102
D) 104 E) 144
Which of the following is equivalent to 3x 7 49 ?
2
5.
A) 9x2 B) 9x2 - 98 C) 9x2 – 42x
D) 9x2 + 42x - 98 E) 9x2 - 42x - 98
6. What is the value of p if 7 p 2 4 p 25 ?
A) -9 B) -3 C) 0
D) 3 E) 9
4q 2 q 3s 3 s q 6
3s 2s q q 5s
7. Which of the following is equivalent to?
A) 1
3q 4 s 3
q 5s
B)
3q 7 s
q 5s
C)
q 7s
q 5s
D)
2q 6 s 6 s q 6
5s q q 5s
E)
Copyright © 2012 by Sharon Serrago, Inc. Page 173
8. What is the value of z if 5 z 7 3 z 1 2 ?
A) -4 B) -3 C) 0
D) 3 E) 4
9. Students can purchase tickets to the football game for half the price for an adult. If a family
purchases 2 adult tickets and 3 student tickets for $21, what is the price of a student ticket?
A) $3 B) $4 C) $5 D) $6 E) $7
10. Adults can purchase tickets to the spring musical for three dollars more than the student price.
A family purchases 2 adult tickets and 3 student tickets for $26. What is the price of a student
ticket?
A) $3 B) $4 C) $5 D) $6 E) $7
11. Billy Bob’s truck leaks m milliliters of oil every d days. If oil costs c cents per milliliter, how
many dollars does Billy Bob spend on oil each week?
7m 7c 7 mc 100c
A) 700mcd B) C) D) E)
100cd 100md 100 d 7md
12. William calculated that it costs his coffee shop C cents to make a caramel macchiato. He
decides to sell the drink for D dollars. What percent of the selling price is profit?
DC 100( D C ) 100D C 100( D 100C ) 100(C D )
A) B) C) D) E)
D D D D D
Copyright © 2012 by Sharon Serrago, Inc. Page 174
13. With the rise in gasoline prices, John is thinking about riding his bike d miles to work each
day. If he knows he can ride m miles in t minutes, how many hours will it take John to arrive
at work?
60d 60m dt tm 60mt
A) B) C) D) E)
tm dt 60 m 60 d d
14. John has decided to ride his bike d miles to work. The first day he rode his bike, he drank
liters of water every m miles. If John continues to drink water at this rate, how many liters of
water should he bring with him when he leaves his house?
d d m
A) d m B) C) D) E)
m dm m d
15. After two weeks of tempestuous weather, the local reservoir is dangerously overfilled. The
engineers determine that y cubic yards of water need to be released through the floodgates. If
f cubic feet pass through the floodgates in m minutes, how many hours should the floodgates
remain open.
27 fy 9y 27my 9 my 9y
A) B) C) D) E)
60m fm 60 f 60 f 20 fm
Answers:
1. C 2. A 3. B 4. E 5. C 6. A 7. A
8. A 9. A 10. B 11. D 12. C 13. C 14. B
15. C
Copyright © 2012 by Sharon Serrago, Inc. Page 175
These next problems are the Substitution and Simplification problems in the SAT Student Guide.
The following questions use the extensions of substitution learned in this section.
Page # Problem # Answer ??? 36 797 8
1 581 1 37 832 8
2 581 2 38 859 7
3 581 3 39 613 13
4 593 1 40 670 14
5 667 2 41 670 13
6 768 2 42 702 10
7 786 3 43 703 13
8 796 3 44 585 17
9 796 4 45 732 11
10 831 4 46 670 12
11 514 1 47 787 9
12 650 1 48 788 11
13 712 1 49 546 11
14 848 3 50 772 13
15 857 1 51 797 9
16 857 2 52 797 10
17 858 4 53 849 11
18 887 3 54 905 9
19 915 2 55 906 13
20 516 6 56 907 15
21 701 7 57 907 17
22 640 7 58 585 18
23 640 8 59 861 14
24 640 10 60 613 16
25 701 7 61 642 18
26 714 7 62 655 18
27 770 7 63 671 16
28 582 6 64 732 14
29 583 8 65 733 15
30 859 8 66 733 16
31 611 9 67 851 16
32 904 6 68 852 19
33 596 9 69 586 20
34 516 9 70 642 16
35 771 9
Copyright © 2012 by Sharon Serrago, Inc. Page 176
Exponents and Radicals
multiplication. So x5 is mathematical shorthand for x x x x x . In this example, the x is called
When working with exponents, we need to remember that an exponent means repeated
the base (the number repeatedly multiplied by itself), and the 5 is the exponent. The format is
baseexponent.
to remember in order to solve problems on the SAT. If x z 0 , then the following laws of exponents
In addition to the basic interpretation of exponents, there are seven laws of exponents that you need
apply:
1. x 0 1
z
2. xy xz yz
3. x y x z x y z
x yz
xy
4. z
x
z
5. xy x yz
6. x y
1
xy
y
z
7. x z
xy
Based on the seventh rule, a square root (and all other radicals) can be expressed with exponents.
1
2
For example, x x
Some of the problems you will encounter will be easily solved using algebra. 2
Example #1
bbbb
If x 5 13 , what is the value of x?
3
cccc
dddo
x3 5 13 eeee
ffff
In this problem, you would isolate x3 by subtracting 5
gggg
from both sides.
x3 8
hhhh
iiii
3
x 8 Then you would cancel the exponent by taking the cube
jjjj
x 2 root of both sides.
kkkk
Copyright © 2012 by Sharon Serrago, Inc. Page 178
Other problems will ask for some variation of the information provided, but not necessarily what we
typically think of as the solution. Try to determine how the value you are looking for is different
from the value you are given.
Example #2
6 4
If x y 400 , what is the value of x3 y 2 ?
2 0
1 1
x6 y 4 2
400 2 In this problem, the exponent values have both been
bbbm
cut in half, so you should raise both sides of the original
5 y cccc
6 4
x 2
y 2
400 equation to a power of one half.
x3 y 2 ddod
eeee
20
3
ffff
Remember that an exponent of ½ is really a square root. gggg
hhhh
iiii
jjjj
kkkk
Another type of problem you might see involves variables as the exponent. For
example, if 2x = 2y, what do you know about x and y? They must be equal since
the bases on both sides are also equal.
Example #3
If 9x = 35 • 3y , what does x equal?
5y 5 y 5 y
A) 5y B) 5 + y C) D) E)
3 2 3
First we need like bases. So rewrite 9x as (32)x. Now (32)x = 35+y.
Next, use exponent properties to write each side of the equation as the expression with one base:
32x = 35+y
Since the bases are the same, we can set the exponents equal: 2x = 5 + y.
5 y
So x = , choice D
2
Copyright © 2012 by Sharon Serrago, Inc. Page 179
Practice Problems
1. If 32 x2 x , what is x?
A) 1 B) 2 C) 3
D) 4 E) 5
2. If 2 x 23 y , which of the following statements must be true?
A) x + y = 3 B) xy = 3 C) x = 2, y = 1
D) x = y + 1 E) y = x - 3
3. Both x and (12x)(1/3) are positive integers. The least possible value of x is
1
A) B) 1 C) 3
12
D) 18 E) 144
4. If 6(10n) + 5(10n-3) = 60050, then n =
A) 1 B) 2 C) 3
D) 4 E) 5
Copyright © 2012 by Sharon Serrago, Inc. Page 180
§9·
The value, v, of Jim’s car can be described using the formula, v(t ) 10, 000 ¨ ¸ where t
t
© 10 ¹
5.
represents the number of years from today. How many years have passed when the value of
the car is $7290?
A) 1 B) 2 C) 3
D) 4 E) 5
n 1
6. If x yk and x , what is the value of nk ?
y
x
A) 1 B) n2 C)
y
D) -n2 E) k2
7. If x
n
yk , what is the value of x n 1 ?
A) yk - 1 B) yk - 1 C) xyk
yk y k 1
D) E)
x x
8. If x
m
y a and xn yb , what is the value of x m n ?
A) y ab B) y a-b C) y -ab
a
1
b-a b
D) y E) y
Copyright © 2012 by Sharon Serrago, Inc. Page 181
9. If 2 x 2 y 2z , which of the following must be a true statement?
A) x = y + z B) x = y2 + z C) x = 2y + z
z
D) x = yz E) x = y +
2
10. If 2x 2 y 2z , which of the following must be a true statement?
A) x = y + z B) x = y2 + z C) x = 2y + z
z
D) x = yz E) x = y +
2
11. If b
xa x y 1 , then y =
a
A) ab B) ab - 1 C)
b
a 1
1
a
D) E)
b b
12. If x
n
yk , n is neither positive nor negative, and 0 y x k , then y =
x nk
k
n
A) x n
B) C) xk
D) n E) n + 1
Copyright © 2012 by Sharon Serrago, Inc. Page 182
If y ! 0 and z 0 , which of the following is equal to z 1 ?
xy
13.
x
A) xy+z+1 B) xy+z-1 C) xy+|z|+1
D) xy+|z|-1 E) xz+1-y
14. Let x 0, y ! 0 , z < 0 and
xy
x z 1
a . If x, y and z are integers, which of the following
must be true about a ?
A) a > 0 B) a < 0 C) a is an integer
D) a is not an integer E) a = 0
Answers:
1. B 2. A 3. D 4. D 5. C 6. D 7. D
8. B 9. E 10. C 11. D 12. E 13. D 14. C
Page # Problem # Answer ??? Answer ???
1 581 2 11 891 15
2 596 9 12 652 6
3 904 6 13 714 8
4 611 7 14 790 19
5 529 11
6 544 5
7 669 7
8 788 11
9 517 10
10 831 5
Copyright © 2012 by Sharon Serrago, Inc. Page 183
Linear Equations and Inequalities
Problems dealing with Linear Equations and Inequalities can generally be solved in several ways.
On the actual test you may find a short cut that is effective. However, in order to increase your
understanding and your skills, we want you to solve each question algebraically. There are several
ways to approach solving these problems. Be sure you understand each of them.
Reverse Order of Operations
When working with linear equations and linear inequalities, the order in which you complete the
steps is critical. In fact, when solving any equation or inequality, it is wise to work in reverse order
of operations.
1. Rearrange values using addition or subtraction.
2. Modify the equation using multiplication and division.
3. Isolate and remove any exponents.
4. Work to remove parenthesis and other symbols of grouping.
5. For more complex problems return to #1 and repeat until simplified.
Linear inequalities have another critical feature: when you multiply or divide by a negative number,
you must switch the symbol in the inequality.
1
For example, if you multiply both sides of the inequality 3 x 7 by (which is the same as
7
3
dividing by -3), the resulting inequality is x ! .
3
Example #1
If 4 x 3 2 5 x 7 , what is the value of x ?
A) 6 B) 3 C) 0 D) -3 E) -11
4 x 3 2 5x 7
Multiply x 3 by 4.
Subtract 2 from both sides.
4 x 3 5x 9
4 x 12 5 x 9
Add 9 to both sides and subtract 4x
3
from both sides.
x
Thus, choice D is the answer.
Copyright © 2012 by Sharon Serrago, Inc. ͳͺͶ
Example #2
0
If 5q 7 z 5 z 7 q , what is q - z ?
bbbm
5q 7 z 5 z 7q If you move all of the q ’s to the left and all of the cccc
z ’s to the right, dddd
eeee
12q 12 z
we find out that q must equal z.
ffff
q z
qz
If q equals z, then the answer to q - z is zero.
0 gggg
hhhh
iiii
jjjj
kkkk
Manipulate the Equation
Some of the problems on the SAT will ask you to manipulate an equation to find a certain value.
Many times there is a short cut to “solving” these problems. Rather than actually solving for one of
the variables, try to make the original equation look like the expression you are trying to find.
Example #3 6
If 7x + 14y = 42, what is the value of x + 2y ?
bbbb
cccc
7 x 14 y
dddd
42 By dividing both sides by 7, we arrive
eeee
at the desired expression.
x 2y
7 7
ffff
x
6
gggg
hhhm
iiii
jjjj
kkkk
Solve Algebraically
The easier problems involving inequalities can often be solved by inserting the answer choices.
However, in this section we will focus on the way to solve the inequality algebraically. When you
are taking a real SAT or PSAT test, solve the problems in the manner you find to be the easiest, but
on these problems in your binder, please try to find the solution algebraically.
Copyright © 2012 by Sharon Serrago, Inc. ͳͺͷ
Example #4
If 7z + 3 > 8, then z could be which of the following values?
1 1 3 5 5
A) B) C) D) E)
7 7 7 6 7
7z 3 ! 8
7z ! 5
Subtract 3 from both sides.
Divide both sides by 7.
z!
5 5 5
We are looking for a fraction greater than , so the answer must be ,
7 7 6
choice D.
Example #5
If 7 z 3 d 8 , then z could not be which of the following values?
1 1 3 5 5
A) B) C) D) E)
7 7 7 6 7
7z 3 d 8 Subtract 3 from both sides.
7z d 5
Divide both sides by 7.
5
zd
5 The values that cannot be z are greater than ,
7
7 5
so the answer must be , choice D.
6
Find the False Statement
Some of the problems you will encounter will ask you to identify which of three statements must be
true. One option you may use for these problems is to try to find one example that would make each
statement false. If you can find a single exception, it is not part of the solution. Remember to check
all possibilities for the numbers you work with: positives, negatives, integers, fractions, etc. Another
option is to try to manipulate the original information to change it into the statements you are trying
to verify.
Copyright © 2012 by Sharon Serrago, Inc. ͳͺ
Example #6
If ax by ! 9 , which of the following must be true?
I. a b ! II. ax ! by x !
9 by 9
x y
III.
a a
A) I only B) II only C) III only D) I & II E) II & III
Option # 1
Statement I is false if you choose a 1, b 1, x 5, & y 6
1 1 is not !
9
5 6
Statement II: After trying several combinations of fractions and negatives, you
usually decide this statement is probably true.
Statement III is false if you choose a 1, b 1, x 5, & y 6
1 6
5 is not ! Æ 5 6 9
9
1 1
Option #2
Statement I, a b !
9
x y
, comes from the original inequality by incorrectly “dividing both sides
ax by
a b . This could only be true if
x y
by x + y.” Many students mistakenly believe that
ax + by were equal to a b x y , but a b x y ax by ay bx .
Statement II, ax ! by , is similar to the inequality you find when you subtract by from both sides
of ax by ! 9 . Since “9 – by” is nine more than “– by”, ax ! 9 by ! by or ax ! by .
Statement II must be true for all real numbers.
Statement III, x ! , is simply the original inequality with everything divided by a. This is not
by 9
legal since we do not know whether a is positive or negative. If a 0 , the inequality would need to
a a
read x . A further difficulty results from the possibility that a might be zero, and we
by 9
a a
wouldn’t want to divide by zero. Using either of the options, the only statement that must be true is
statement II, so the answer must be choice B.
Copyright © 2012 by Sharon Serrago, Inc. ͳͺ
Practice Problems
bbbb
cccc
dddd
1. If 2x + 7 = 3x – 5, what is the value of x? eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
2. 7(x + 2) = 5x – 7, which of the following is the value of x?
A) -10.5 B) -4.5 C) -2.5 D) 4.5 E) 10.5
3. If 3x – 2y + 3 = 5x + 3y, then 2x + 5y =
A) 0 B) 3 C) 3x + 3 D) 4x ņ 3 E) 5x – 4y + 3
4. Given that 7x + 5y + z = 4z – x + y, then 2x + y must equal
3 4
A) z B) z C) 3z D) 3z + 4x – 3y E) 3z + 4x + 5y
4 3
5. If a + b + c = a – b – c, what is the value of b ?
c
A) – c B) c C) a – c D) 2a í 2c E)
2
6. If ax + by = a + y, what is the value of x ?
(b 1) y (1 b) y
1 1
1
A) 1 B) C) b D) E)
b a a
Copyright © 2012 by Sharon Serrago, Inc. ͳͺͺ
7. If 7 x 2 y z , then 14 x 4 y 3 z will be equal to which of the following?
21x 2 y
A) z B) 21x – 6y C)
3
7 x 2 y
D) E) x – y
3
8. If 3 x 7 10 , what is the greatest possible integer value of x?
A) -2 B) -1 C) 0
D) 1 E) 2
9. If 5 x 3 ! 2 , what is the least possible integer value of x ?
A) -2 B) -1 C) 0
D) 1 E) 2
10. If 3x 6 y ! 10 , then x 2 y must be greater than _______
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
11. If x y ! 3 , then y x could equal which of the following?
A) -4 B) -2 C) 0
D) 2 E) 4
Copyright © 2012 by Sharon Serrago, Inc. ͳͺͻ
12. There are more than twice as many female students as male students in the top ten of the
graduating class of 2007 at Mathville High. Which of the following could not be the number
of males in the top ten?
A) 0 B) 1 C) 2 D) 3 E) 4
13. Heather earns $25 for teaching a 30 minute piano lesson. If she teaches 3 hours in one day,
how much does she earn that day?
A) $75 B) $100 C) $125 D) $150 E) $175
14. Caleb will mow someone’s yard for $20 or will mow and rake the yard for $30. If he works on
6 yards one Saturday and he raked at least two of the yards, what is the least amount of money
he could have earned?
A) $120 B) $140 C) $150
D) $160 E) $170
15. Gerri charges $30 an hour to tutor Algebra I or Geometry. She charges $35 an hour for
Algebra II or Pre-Calculus and charges $40 an hour for Calculus and higher. She tutors five
students for one hour each during a certain week. If at least two of the students are enrolled in
Calculus, which of the following is not a possible amount of her earnings that week?
A) $165 B) $170 C) $175 D) $180 E) $185
16. If ax by , which of the following must be true?
ay z bx 1
x x b
I. II. III.
y y a
A) None B) I C) II D) III E) I, II, & III
Copyright © 2012 by Sharon Serrago, Inc. ͳͻͲ
Answers:
1. 12 2. A 3. B 4. A 5. A 6. E 7. A
8. C 9. E 10. 10/3 OR 3.33 11. A 12. E
13. D 14. B 15. A 16. A
Page # Problem # Answer ???
1 581 1
2 638 1
3 700 3
4 729 1
5 786 3
6 831 4
7 847 2
8 857 1
9 903 2
10 915 1
11 613 14
12 518 14
13 640 8
14 640 10
15 797 10
16 849 10
17 889 10
18 585 18
19 891 17
Copyright © 2012 by Sharon Serrago, Inc. ͳͻͳ
Quadratic Equations
At present, neither the SAT nor the PSAT generally asks the type of quadratic equation questions
that you typically see in an Algebra I or II classroom. In fact, you will never encounter a question
that must use the quadratic formula to solve the equation. You will also see very few questions that
will expect you to factor an expression that does not factor like one of these three basic types:
x It is in your best interest to learn these prior to the test.
x Most of the quadratic equation problems relate to one of these basic
formulas.
Example #1
If x + y = 11 and x2 y 2 55 , what does x – y equal?
1 5 2
A) B) 5 C) D) E) it cannot be determined
5 2 5
What do the two things you are given have in common with the answer you seek?
The answer is of course: x y x y x2 y2
11 x y 55
x y 5
The correct answer is choice B.
As tempting as it may seem to choose choice E, the “it cannot be determined” answer is rarely, if
ever, the correct choice. Only select this answer if you have eliminated all of the other choices.
Copyright © 2012 by Sharon Serrago, Inc. ͳͻʹ
Example #2
If x y 11 and x2 y 2 55 , what does xy equal?
A) 22 B) 33 C) 44 D) 66 E) it cannot be determined
The equation that links the given information is x y x 2 2 xy y 2 .
2
It may be easier to see the given information if you reorganize the equation like this:
x y x2 y 2 2 xy
2
Substituting the given information into this equation allows us to find the solution.
55 2 xy
2
11
121 55 2 xy
66 2 xy
33 xy The correct answer is choice B, 33.
_______________________________________________________________________________
Example #3
If x y 11 and xy = 5, what is x y ?
2
1 0 1
b m b
This one is a little trickier.
x y
2
x 2 xy y c n c n
d d d d
2 2
x y x 2 2 xy y 2 e e e e
2
f f f f
g g g g
h h h h
Notice that the difference between i i i i
the two equations is 4xy. j j j j
k k k k
x y 4 xy x y
2 2
11 4 5
So . . . 2
101
Copyright © 2012 by Sharon Serrago, Inc. ͳͻ͵
The few problems that do not require the use of one of these formulas can be quickly solved with
basic algebraic skills. Some of the problems will require you to distribute a value that will cause a
quadratic expression to enter the problem. Sometimes you will be given a quadratic equation that
has already been factored and you must find the solutions.
Example #4
If k p (7 p ) , then k + 3 =
A) 7p – p2 B) 6p + 3 C) 7p + 3
D) p2 + 7p + 3 E) 3 + 7p – p2
The key to solving this problem is to manipulate the given equation to make it look like the
requested value. In this case, we need to add 3 to both sides of the equation and then, using the
distributive property, multiply p by both the 7 and the –p.
k p (7 p )
k 3 p (7 p ) 3
k 3 7 p p2 3
k 3 3 7 p p2 The correct answer is choice E.
_______________________________________________________________________________
Example #5
If mn = 3 and m – 3n = 17, what is m 2 n 3mn 2 ?
A) 14 B) 20 C) 40
D) 51 E) 102
This time we have two different equations and are asked to find the value of an expression. The
subtract, multiply or divide the two given equations. To find the value of m 2 n 3mn 2 , you need to
majority of times that you see this type of problem on the PSAT or SAT test, you will need to add,
multiply mn by m-3n.
mn m 3n 3 17
m2 n 3mn2 51 The correct answer is choice D.
Copyright © 2012 by Sharon Serrago, Inc. ͳͻͶ
Example #6
If 3 x 7 2 x 4 0 , what is the product of all possible values of x?
A) 14 B) 28 C) 42
D) 52 E) 104
The first step is to find the values of x that will make the equation equal zero. You need to take each
of the factors individually and find out what makes them equal to zero. Then you need to multiply
the values together to get the final answer.
3 x 7 2x 4 0
x 7 0 or 2 x 4 0
x 7 or x 2
2 7 14 The correct answer is choice A.
________________________________________________________________________________
Factoring Quadratic Equations
Some of the publications from the College Board indicate that some of the more traditional
factoring problems will make their way into the SAT exam. It is also a possibility that these will
appear on the PSAT in the near future. In light of these publications, we will review the process for
factoring quadratic equations even though there are not any problems currently in the College
Board’s SAT Study Guide.
Factoring x2 + bx + c = 0
The key to factoring a quadratic that is not one of the basic formulas we have been using is to ask
yourself a rather simple question: “What are the factors of c that add or subtract to give you b ?”
Let’s take a look at a few examples of this question in action.
Example #7
If x 2 9 x 14 0 , what is the product of all possible values of x?
A) 14 B) 28 C) 42 D) 52 E) 104
Notice the operation accompanying the 14 is addition and the sign of the 9 is negative. This leads us
to ask, “What are the factors of 14 that add up to a -9?”
The factors of 14 are 1 & 14 or 2 & 7. Since in the original problem 14 is added to the rest of the
expression, the signs of the factors must be both positive or both negative. Since we want a sum of
Copyright © 2012 by Sharon Serrago, Inc. ͳͻͷ
– 9, we choose to work with a negative 7 and a negative 2. That means the expression x 2 9 x 14
factors to x 7 x 2 .
Now that it is factored, we can use the method from example 6 to find the values of x that make the
expression equal zero. We then must find the product by multiplying the values together. You might
have noticed that once the problem is factored, we are working with the same values as in Example
6. The correct answer is choice A.
________________________________________________________________________________
Example #8
If x 2 8 x 20 0 , what is the greatest possible value of x?
A) -10 B) -2 C) 2 D) 10 E) 20
Since the operation with the 20 is subtraction and the sign of the 8 is positive, we ask, “What are the
x 2 8 x 20 factors as x 10 x 2 . The possible x-values are -10 and 2. So the greatest
factors of 20 where the difference is 8?” Our answer is that 10 minus 2 is 8. So the expression
possible value of x is 2. The correct answer is choice C.
Practice Problems
If x y 5 and x y 75 , what does x y equal?
2 2
1.
A) 13 B) 15 C) 70
D) 80 E) 37
If x y 5 and x y
2 2
2. 75 , what does xy equal?
A) -50 B) -25 C) 13
D) 25 E) 50
Copyright © 2012 by Sharon Serrago, Inc. ͳͻ
3. If xy 6 and x2 y2 76 , what could x – y equal
A) 75 1 B) 1 75 C) 8
D) 64 E) 70
4. If x y 5 and x y 11 , what does 4 xy equal?
A) -96 B) -24 C) 8
D) 24 E) 96
5. If k x y ( x y ) what does k equal?
A) y2 + y B) y2 C) y2 + xy + x
D) y2 + yx E) y2 + x(y-1)
If x y 7 , what does x y equal?
2 2
6. 5 and xy
A) -9 B) -2 C) 11
D) 18 E) 39
Copyright © 2012 by Sharon Serrago, Inc. ͳͻ
If x y 5 and x y
2 2
7. 75 , what does xy equal?
A) -50 B) -25 C) 13
D) 25 E) 50
8. If xy = 5 and x + y = 7, what does x2y + xy2 equal?
7 5 5
A) B) C) D) 35 E) 39
5 7 6
9. If 3(x – 4 )(2x – 5 ) = 0, what is the product of all possible values of x?
A) 10 B) 20 C) 30
D) 40 E) 60
10. If (3x – 8) (3x + 5) = 0, what is the sum of all possible values of x ?
40 13
A) 13 B) C)
9 3
D) 3 E) 1
Copyright © 2012 by Sharon Serrago, Inc. ͳͻͺ
11. If x 2 3 x 40 0 , what is the least possible value of x ?
A) -8 B) -5 C) 3
D) 5 E) 8
12. If x 2 5 x 6 and what is the least possible value of x ?
A) -6 B) -1 C) 0
D) 1 E) 6
13. Which of the following statements would guarantee a solution to x2 5xy 14 y 2 ?
I. x – 7y = 0 II. xy > 0 III. x > y
A) I only B) III only C) I & II D) I & III E) II & III
14. If 2x2 – 26x = -84 what is the greatest possible value of x ?
A) -7 B) -6 C) 6 D) 7 E) 1
Copyright © 2012 by Sharon Serrago, Inc. ͳͻͻ
15. In the figure below, ABCD is a rectangle, and points A and B lie on the graph of y kx 2 ,
where k is a constant. If the area of ABCD is 20, what is the value of k?
A B
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
D (-2,0) C(2,0) kkkk
16. The figure below shows the graph of y a x 2 and y b x2 , where a and b are constants.
If the length of RS is 2, what is the value of a b ?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Copyright © 2012 by Sharon Serrago, Inc. ʹͲͲ
Answers:
1. B 2. B 3. C 4. A 5. E 6. C 7. D
8. D 9. A 10. E 11. A 12. A 13. A 14. D
5
15. 16. 2
4
Page # Problem # Answer ???
1 887 3
2 597 12
3 716 14
4 787 10
5 797 7
6 835 15
7 919 16
8 527 8
Copyright © 2012 by Sharon Serrago, Inc. ʹͲͳ
Absolute Value
What is an absolute value?
The absolute value function finds the distance to the origin. On the PSAT/SAT you will be working
only with a one dimensional equation so the absolute value function finds the distance to zero on a
number line.
In practical reality, the absolute value function effectively multiplies a negative value by -1. If a
number is equal to zero or positive, then the absolute value function doesn’t “do” anything to the
number. On the SAT you will see a variable or an expression inside the absolute value symbol and
will be asked to solve for the value of the variable. Since we do not know whether the variable
expression inside an absolute value is positive or negative, we set up the two possibilities.
Example #1
What is the value of x if 3x 16 5?
11
A) -7 B) 7 C)
3
11
D) 7 or E) -7 or 7
3
When we are asked to find the solutions to 3x 16 5 , we need to think about the two
possibilities: 3 x 16 is negative or 3 x 16 is positive / zero. These two possibilities help us
rewrite the equation in two different formats.
1 3x 16 5 or 3 x 16 5
We usually opt to think of the equation from the negative value of 3x – 16 as:
3x – 16 = – 5
We can then solve both of the equations and find the two solutions.
3x 16 5 3 x 16 5
3x 11 or 3 x 21
11 x 7
x
3
The correct answer is choice D.
Copyright © 2012 by Sharon Serrago, Inc. ʹͲʹ
Example #2
Which of the following is not a possible value of x if 3x 16 ! 5 ?
A) -1 B) 2 C) 5
D) 8 E) 11
The benefit of thinking about the absolute value equation equaling 1 3x 16 5 rather than
3x 16 5 comes when we begin working with inequalities. If a question asks you to find the
solutions to 3x 16 ! 5 , then the two inequalities you work with are 1 3x 16 ! 5 and
3 x 16 ! 5 . If you divide both sides of an inequality by a negative, then the inequality symbol
inequalities: 3x 16 5 and 3 x 16 ! 5 .
switches to its opposite. This helps us see why your math teachers have always worked with the two
3x 16 5 3 x 16 ! 5
3x 11 or 3 x ! 21
x!7
x
11
3 or 3.6
Since x 3.6 or x ! 7 , the only choice that does not satisfy these conditions is choice C, 5.
Example #3
Which of the following is a possible value of x if 3x 16 5 ?
A) -1 B) 2 C) 5
D) 8 E) 11
Since the question is now asking about 3x 16 5 , the answer will be slightly different.
(3 x 16) ! 5 3 x 16 5
3 x ! 11 and 3 x 21
x 7
x!
11
3
x 7 . Thus choice C is the correct answer.
11
So, the final solution would be
3
Copyright © 2012 by Sharon Serrago, Inc. ʹͲ͵
“And” “Or” Statements
When working with an inequality and absolute values, it is important to remember whether the
answer will be an “or” statement or an “and” statement. If you are working with an absolute value
that is less than (<) a number, it will be an “and” statement. If the absolute value is greater than (>)
a number, the answer will be an “or” statement. If you have trouble remembering these statements
(like many other students), then ask yourself, “Can some number make both statements true?” If
you answer yes, then it will be an “and” statement. If you answer no, then you have found an “or”
statement.
A quick reminder: The absolute value is always a positive number, or it is equal to zero.
The equation, x 3 , has no solutions since the absolute value of x can never be negative.
However, x ! 1 is always true since the absolute value of x will always be zero or greater.
Finding an Absolute Value Inequality to Represent a Situation
A different type of problem that you might encounter on the SAT is one that gives the description of
a problem situation and then asks you to pick which absolute value inequality represents that
situation.
Example #4
To ride the children’s train at an amusement park, you must be between 36 inches and 48
inches tall. Which inequality can be used to determine if a child n inches tall may ride the
train?
A) n 36 d 48 B) n 48 d 36 C) n 42 d 6
D) n 6 d 42 E) The inequality cannot be written using an absolute value.
To find the inequality, you need to find two different numbers: the average/median height and how
far from the average to the maximum/minimum height. In our example, the median is 42 and 42 is 6
away from both 36 and 48. So, a child must have a height that is no more than 6 away from 42
to subtract the two heights ( height 42 ). If we start to think of this situation as an inequality, we
inches in order to ride the train. To find the distance from the child’s height and 42 inches we need
can write the relationship as height 42 d 6 . This will work fine as long as the child is more than
Copyright © 2012 by Sharon Serrago, Inc. ʹͲͶ
42 inches tall, but ANY child shorter than 42 inches tall would get to ride the train alone since
height – 42 will be a negative value and thus less than 6. To avoid letting a NEWBORN baby ride
value ( height 42 d 6 ).
alone, we need to deal with the negative values. This explains why we want to include an absolute
The correct answer is choice C.
Notice that the height is the variable that we are concerned with testing. The 42 was the median /
average of the acceptable range. The 6 was the distance from the median to either extreme. In other
words, 6 is half the distance from the minimum 36 inches to the maximum 48 inches. Anytime we
need to test a variable to determine if it lies between two extreme values we can use the generic
inequality:
d
maximum+minimum maximum-minimum
variable-
2 2
Another way to look at the process is to think about the range of values. Here we need to find the
middle of the range and the distance from the middle to either extreme. Then the formula above can
be written as:
variable-middle of the range d distance from middle to either end of the range
Practice Problems
1. If x 3 10 , what does x equal?
A) -13 B) -7 C) 7 D) -13 or 7 E) -7 or 7
2. If 2x 7 17 , what is the value of x?
A) -12 B) -5 C) 5 D) -5 or 5 E) -12 or 5
3. What could be the value of x if 3x 6 9 ?
A) -8 B) -5 C) -2 D) 1 E) 6
Copyright © 2012 by Sharon Serrago, Inc. ʹͲͷ
4x 6 ! 18
4. Which of the following inequalities represent a partial solution to the inequality
A) x d 3 B) 3 x 6 C) x t 3
D) x > 6 E) x ! 3
5. x2 5
2y 5 7
If x > 0 and y < 0, then x + y equals
A) -2 B) -1 C) 1
D) 2 E) 4
Which of the following numbers could not be the value of x if x 5x 5 d 1?
2
6.
A) -4 B) -3 C) -2 D) -1 E) 0
7. On the 2005 TAKS Math test, a student had to answer at least 29 questions correctly to pass
the test. If the student answered more than 51 questions correctly, then he was commended.
Which inequality could be used to find the number (n) of questions a student would need to
answer correctly in order to pass the test but not be commended?
A) n 29 d 51
B) n 11 d 40
C) n 40 d 12
D) n 12 d 40
E) n 40 d 11
Copyright © 2012 by Sharon Serrago, Inc. ʹͲ
8. During a recent trip to the grocery store, Caleb looked inside the several packages of eggs and
noticed that several “medium” eggs were larger than the “large” eggs. His sagacious father
told him that for a package to be rated as large eggs, the dozen eggs weighed between 24 and
27 ounces. Which inequality could be used to find the package weight (p) of a dozen large
A) p 25.5 d 1.5
eggs?
B) p 24 d 27
C) p 1.5 d 25.5
D) p 3 d 25.5
E) p 25.5 d 3
5 x 13 1
7 y 10
9. What is one possible value of |xy|?
5
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Answers:
1. D 2. E 3. D 4. D 5. D 6. E
7. E 8. A 9. 2, 6, 1.71, 12/7, 5.14, or 36/7
Page # Problem # Answer ???
1 653 10
2 669 9
3 545 7
4 701 6
5 797 8
6 860 10
7 917 9
Copyright © 2012 by Sharon Serrago, Inc. ʹͲ
Direct and Inverse Variation
There are two basic ways that values can be proportional. The first is one in which an increase in
one of the values causes a proportional increase in the other value. This is called direct variation and
is normally represented with the equation y = kx. The other form that the relationship takes is one
in which an increase in one of the values causes a proportional decrease in the other value. This is
typically called inverse variation and is represented with the equation xy = k or y = k/x .
The basic form of the question you will likely see can be divided into three distinct parts:
1. Provide the value of the two variables at the beginning of the problem
2. Explain the relationship between the variables (direct or inverse)
3. Pose the question of the value of one of the variables when the other becomes a
given number.
The key idea to remember is what each type of variation implies. If two values are related directly,
they both move in the same direction. If two values are inversely related, they move in opposite
directions. You will be expected to write an equation to aid you in answering the question. You will
then solve for the constant of proportionality k. Finally you will use the equation to find the
requested information.
Example #1
If x and y are directly proportional and x = 5 when y = 8, what is the value of x when y = 5?
A) 2 B) 3.125 C) 5 D) 8 E) 12.8
There are a couple of options for setting up the original equation.
Option 1 Option 2
y kx x ky
8 5k Substitute the original values of x and y. 5 8k
k 1.6 Use division to get k by itself. k 5 / 8 or .625
y 1.6 x Rewrite the equation with the value of k. x .625 y
5 1.6 x Plug the second value of y into the x .625 5
equation.
x 5 /1.6 x 3.125
Solve for x.
x 3.125
Answer choice B is correct.
Either option will work, but the wise student will try to write the original equation as in option 2 so
that the value he seeks is already isolated once he finds the value of k.
Copyright © 2012 by Sharon Serrago, Inc. ʹͲͺ
Example #2
If x and y are inversely proportional and x = 5 when y = 8, what is the value of x when y = 5?
A) 2 B) 3.125 C) 5 D) 8 E) 12.8
xy k
58 k
Substitute the original values of x and y.
Solve for k.
k 40 Rewrite the equation with the value of k.
Plug the second value of y into the equation.
5 x 40
Solve for x.
x 8
Answer choice D is correct
When working with inverse proportion problems, it is not necessary to take the precaution of
isolating the desired variable. I suggest you normally write the equation as xy k unless there is
something in the problem or answer choices that makes you believe that y k x is the wiser
formula to use.
Example #3
If x is directly proportional to the cube of y, and x = 8 when y = 1, what is the value of x when
y = 2?
A) 4 B) 8 C) 16 D) 32 E) 64
This problem is a little different than the earlier problems. x is not related directly with y, but is
directly proportional with y3. We will still use the general formula for directly proportional
relationships, x = ky, but we will replace the y with y3.
x ky3
8 k 13
k 8
x 8 y3
x 8 23
x 64
Choice E is the correct answer.
Copyright © 2012 by Sharon Serrago, Inc. ʹͲͻ
Practice Problems
1. If A = 35 when B = 7 and the values of A and B are inversely proportional, what is the value
of B when A = 10?
A) 2 B) 5 C) 24.50 D) 50 E) -18
2. If A = 35 when B = 7 and the values of A and B are directly proportional, what is the value of
B when A = 10?
A) 2 B) 5 C) 24.50 D) 50 E) -18
3. If D = 26 when F = 3 and D varies directly with the sum of 4 and the square of F, what is the
value of F when D = 10?
3 3 30 90
A) 1 B) C) D) E)
26 22 26 22
Copyright © 2012 by Sharon Serrago, Inc. ʹͳͲ
4. If J = 24 when Z = 4 and J varies inversely with the square root of Z, what is the value of Z
when J = 3?
1 96
A) B) 16 C) 25 D) E) 256
2 3
5. If G = 13 when H = 2 and G varies inversely with the sum of 4 and the square of
H, what is the value of H when G = 8?
16 13
A) 3 B) 7 C) 13 D) E)
13 4
6. The price of cooling a house to 70 degrees varies directly with the exterior temperature. If it
costs $100 to cool a house to 70 degrees when the outside temperature is 80 degrees, what
would it cost to cool the same house to 70 degrees when the exterior temperature is 100
degrees?
A) $70 B) $100 C) $125 D) $150 E) $300
Answers:
1. C 2. A 3. A 4. E 5. A 6. C
Page # Problem # Answer ???
1 858 6
2 906 12
3 527 6
Copyright © 2012 by Sharon Serrago, Inc. ʹͳͳ
Functions
What is a function?
This is a simple question, yet the answer is not quite as simple. For our purposes, a function is a
relationship between two variables in which for each possible value of the independent variable
there is a single value of the dependent variable. Some students will say that it is an equation written
with an f (x) instead of y. While it is true that f (x) and y are interchangeable in a function, this
is not the most critical feature of a function. Plus, there are some equations where you cannot
substitute f (x) for y. So let’s try to understand our working definition and try to answer some
other important questions about functions.
Independent vs. Dependent Variable
One key to understanding functions is familiarity with some of the vocabulary associated with
functions. First for discussion is the relationship between the independent variable and the
dependent variable. One of the variables will react to changes in the other value. The variable that
reacts is called the dependent variable, and the variable that causes the other to change is the
independent variable. Typically we assign f (x) or y the job of being the dependent variable, and
we let x perform the role of the independent variable.
Domain vs. Range
The domain of a function lists all of the possible values of the independent variable. The range of a
function lists all of the possible values of the dependent variable. This leads many students to
associate domain with x values and range with y values. In a standard math class domain = x and
range = y will be sufficient to answer most questions, but when dealing with the devious writers of
the SAT / PSAT tests, this association may lead to an incorrect answer.
Predictable Values of the Dependent Variable
An important characteristic of a function is that the values of the dependent variable are predictable.
Every time the independent variable is a specific number, the dependent variable will become one
specific value. In other words, for each value of the independent variable (each value in the
domain), there is one value of the dependent variable (one value in the range). If we are working
with y = f (x), for each possible x value, there is one value of y. There will never be two values in
the range that are associated with a single value in the domain. In other words, there will never be
two different values of y associated with a single value of x in any function of x.
Copyright © 2012 by Sharon Serrago, Inc. ʹͳʹ
Some students may be thinking, “I think he just said the same thing five different ways!” Some
might be thinking, “I think you might be right, but I still don’t get it.” If you are a member of the
first group, skip the rest of this paragraph. If you are still confused, stick around and we’ll see if we
can’t clarify the situation. Let’s look at some examples of what I mean by the previous paragraph. If
f (3) = 7 , then f (3) will always equal 7. It will not become equal to 8 at a later time. f (3) is
a constant value that will not change unless the definition of the function changes. f (4) cannot be
equal to 0 once and 2 the next time I try to use the definition. However, it is possible that both f (2)
and f (3) are equal to 7. A real world example would be the amount of sales tax you pay on the
purchase of a taxable item. The final price f (x) can be found by multiplying x by 1.08. If you had
to purchase an item worth $2 before taxes, you will always pay $2.16 including taxes. That means
that f (2) = $2.16 , and it will not change unless the tax rate changes.
What is an example of an equation that would not be a function?
Let’s look at an example of an equation where a single independent value is paired with two
equation x2 y 2 10 , then when x 1 there are two possible values of y, 3 and -3. A real world
different dependent values. If x is the independent variable and y is the dependent variable for the
example for a relationship that is not a function is the entrance fee for an amusement park. The price
to buy four tickets is not always the same. Discount coupons, age of the four people, time entering
the park, and many other factors could influence the price. Therefore the price of the entrance fee is
not a function of the number of tickets you are buying.
Why do we often see a function written with f(x) = instead of y =?
The notation using f (x) clearly shows the relationship between a specific value of the domain and a
specific value of the range. For example, f (3) = 7 tells me that when the independent value (x) is
3, then the dependent value (y) is 7. In other words f (3) = 7 corresponds to the point (3, 7) on the
graph of f (x).
need to substitute the value into the definition of the function. For example, if f x x 2 3 , then
When trying to find the value of a function for specific values of the independent variable, you will
f (7) could be found by substituting a 7 everywhere there is an x in the definition. If we do this
7 3 or f 7
2
substitution, we find that f 7 46.
As quickly as possible use the definition of a function, f x x 2 x , and make the initial
substitution for each of the values.
Copyright © 2012 by Sharon Serrago, Inc. ʹͳ͵
f ( x) x2 x
f (1) _________________________________
f (2) _________________________________
f (1) _________________________________
f ( z ) _________________________________
f ( z 1) _________________________________
f (blue) _________________________________
f ( I Love Math !) _________________________________
Some people will claim that it was a dirty trick to include the last example. Yes, it was included so
that at some point in your life you will write “I Love Math!” It was also included to make a very
specific point: It does not matter what the value is inside the parenthesis; you will follow the same
process. Hopefully you wrote:
I Love Math ! I Love Math !
2
Is a function?
Your Algebra or Pre-Calculus teacher may have told you that this equation is one example of an
equation that is not a function. That statement is not 100% accurate. x y 2 is not a function if x is
the independent variable. However, if you consider y to be the independent variable, then it is a
function and it could be written in function notation as x f y y2 . If I were reading that out
loud, I would say, “x is the function of y that is equal to y2 .” Be Careful!!
What do the various numbers in a quadratic function mean?
There are two basic ways that a quadratic function can be written:
ax 2 bx c and f x a xh k
2
f x
Each of the values a, b, c, h, and k serves a specific role in the formula. In fact there are times when
it will be easier to work with one or the other of the basic formulas; so, you must know them both.
Copyright © 2012 by Sharon Serrago, Inc. ʹͳͶ
If you are concerned with where the graph of the function intersects the axes, the first of the
formulas is more useful. If you need to know how to shift the graph of y x 2 up/down and
left/right to get the function, the second formula is more helpful. Both functions can be used to find
the direction the parabola opens, the highest point of the graph, the lowest point of the graph, and
The formula f x ax 2 bx c can help us find the intercepts of the graph without much effort.
the vertex of the parabola.
The graph of the parabola will cross the y axis when y c . The x intercepts can be found by
§ b r b 2 4ac ·
factoring, the quadratic formula ¨ x ¸ or by graphing (if you are using a graphing
¨ ¸
© 2a ¹
calculator). If a is positive, then the parabola will open up, but if a is negative, the parabola will
open down. To help remember the direction the graph opens, use a to classify the graph as positive
or negative. Positive people (and parabolas) smile - while negative people (and parabolas) frown
/.
a x h k helps us see how to change
2
The formula f x y x 2 into the parabola we are
working with. I suggest you apply the changes according to the order of operations. The h tells us
x2 x2
2 2
about the shift right or left. is shifted right 2 while is shifted left 2. The a will
determine the direction the parabola will open just as it does in the other formula. Also, we will
need to multiply each y value from the original graph by a in order to get an intermediate y value
for the new graph. I call it an intermediate value because we then need to add k to get the final y
value.
§ b § b · ·
The vertex of the parabola can be found from either of the formulas with relative ease. The vertex of
the first form occurs at ¨ , f ¨ ¸ ¸ while the vertex of the second form is at h, k . Obviously
© 2a © 2a ¹ ¹
it is easier to find the vertex from the second formula, but either format can be used. The SAT /
PSAT has yet to ask specifically for the vertex of a parabola, so why are we spending valuable time
discussing it? The ability to find the vertex makes it easy to answer questions about the greatest or
least possible value of a quadratic function. The vertex of the parabola will be the highest point or
the lowest point on the graph depending on whether the graph opens down or up. The SAT/ PSAT
writers have asked about the maximum or minimum value. If the parabola opens downward, the
maximum occurs at the vertex and no minimum value exists. If the parabola opens upward, the
graph hits its minimum value at the vertex and never reaches a maximum value.
The table at the top of the next page attempts to summarize the information that we have already
discussed. Some of the information is useful only when discussing quadratic functions, but some of
the ideas can be applied to help with any function. The concept that we will see used the most with
other functions is the idea of shifting an original curve to make it into a different curve.
Copyright © 2012 by Sharon Serrago, Inc. ʹͳͷ
Important Feature f x ax 2 bx c f x a xh k
2
Direction the parabola opens Opens upward if a is positive
Opens downward if a is negative
Line of symmetry b x h
x
2a
§ b § b · ·
¨ 2a , f ¨ 2a ¸ ¸
Vertex h, k
© © ¹¹
Y intercept 0, c f 0
Shifts Right h (Left if + h)
Up k (Down if – k)
Other functions can be shifted left and right by adding or subtracting values inside the function or
graph of f x 3 units to the right, I would write the new function as f x 3 . If it needed to
shifted up and down by adding values outside the function. For example, if I wanted to move the
move 3 units left, I would use the function f x 3 . To move f x up three, write the
expression as f x 3 . To move it down 3, the expression would be f x 3 .
Now for some guided practice!
Example #1
If f x x2 4 x what is the value of f 3 ?
A) -3 B) -1 C) 0 D) 1 E) 3
The question asks for the value of f 3 when given a definition in terms of f x . We need to
change all of the x ’s in the definition into 3’s. This results in the statement that f 3 32 4 3 .
When we simplify the right side of the equation we find that f 3 9 12 3 .
Choice A is the correct answer
Example #2
If f x x2 4 x what is the value of f y 1 ?
y 1 B) y 2 2 y C) y 2 2 y 2 D) y 2 4 y 3 E) y 2 2 y 3
2
A)
Copyright © 2012 by Sharon Serrago, Inc. ʹͳ
We need to start this problem in the same way we began the previous problem by substituting a
y +1 for each x : f y 1 y 1 4 y 1 . Now we need to simplify the right hand side of the
2
equation. Make sure you review the factoring problems in the quadratic section, because we will
now make use of one of the formulas you learned.
f y 1 y 1 4 y 1
We substituted y+1 for each x in the definition:
2
y2 2 y 1 4 y 1
y 1 using x y x 2xy y
y2 2 y 1 4 y 4
2 2 2 2
Expand
Distribute the -4 to the y and the +1. y2 2 y 3
Combine like terms to arrive at the answer.
Notice the answer could have been factored as y 3 y 1 . Remember that currently you should
not expect to factor a problem like this, but in the near future it may become necessary.
Choice E is the correct answer.
Example #3
According to the following table of values, what is the value of f 2 ?
x 1 2 3 4
f x 2 7 1 8
A) 1 B) 2 C) 3 D) 7 E) 8
If we want to find f 2 , we notice that the x in f x has been replaced with a 2. Therefore we
realize that x 2 . When x 2 , f x is 7.
Choice D is the correct answer.
Example # 4
g x 2 f x 1 , what is the value of g 3 ?
Use the table of values from example #3 to help answer the following question. If
A) 1 B) 2 C) 5 D) 7 E) 8
First change all of the x ’s in the function definition to 3’s. g 3 2 f 3 1
Then replace f 3 with the value from the table. g 3 2 1 1
Simplify the right hand side of the equation. g 3 1
The correct answer is choice A.
Copyright © 2012 by Sharon Serrago, Inc. ʹͳ
Example # 5
g x 2 f x 1 and g k 3 , what is the value of k ?
Use the table of values from example #3 to help answer the following question. If
A) 1 B) 2 C) 3 D) 4 E) 5
The first step is to substitute a k for each x. g k 2 f k 1
Then set the right side of the equation equal to 3. 3 2 f k 1
Next, solve for f k by adding 1 and dividing by 2. 2 f k
Look at the table to determine what x value is paired with a 2.
Choice A is the correct answer.
Use the following graphs to answer examples 6 – 9.
(0,5)
(2,4)
(-1,2)
(1,0)
(-1,-1) (3,1)
(1,0)
(2,-3) (0,-2)
f x g x
Example #6
What is the value of f 2 ?
A) -3 B) -1 C) 1 D) 3 E) 4
The trick to solving this question lies in remembering that f 2 represents the y value of a point
when the x value is 2. By looking at the graph of f x , we see that the point is 2, 3 .
Therefore, the correct answer is choice A, -3.
Copyright © 2012 by Sharon Serrago, Inc. ʹͳͺ
Example #7
What would be the value of f f 1 ?
A) -2 B) 0 C) 1 D) 2 E) 5
This is a fun little two step problem where we need to work from the inside out. First we need to
find f 1 , the y value when x is 1. We notice that f 1 0 , so we substitute zero for f 1 in
the original problem to find that the question now asks for the value of f 0 . Our final answer
is that y is equal to 5 when x is zero.
Choice E is the correct answer.
Example #8
What is the value of g f 1 ?
A) -2 B) 0 C) 1 D) 2 E) 5
This problem is similar to Example #7 except that it involves both of the graphs. We begin by
finding the value of f 1 . We substitute zero into g f 1 since f 1 0 . Now we need to
find the value of g 0 , the y value of graph g when x is zero. g 0 2 .
Choice A is the correct answer.
Example # 9
What is the value of f g 1 ?
A) -2 B) 0 C) 1 D) 2 E) 5
Once again we work with both graphs, but this time we start with graph g since g 1 is the inner
most piece. Y is 0 when x is 1 on graph g, so g 1 0 . Now moving to graph f , we need to find
the value of f 0 . From example 7, we remember that f 0 5.
Choice E is the correct answer.
Copyright © 2012 by Sharon Serrago, Inc. ʹͳͻ
Use the graphs below to answer example #10.
Example #10
If g x f x h k , what is the value of h• k ?
g x bbbb
cccc
f x
dddd
(-1,7) eeee
ffff
(2,4)
gggg
(0,3)
hhhh
(3,0) iiii
jjjj
kkkk
Since the graph of g x results from shifting f x right 3 and down 3, you may want to conclude
f x h k ) is not the normal transformational formula we looked at
that the answer is negative 9. Remember that the grid will not allow a negative answer. Also notice
that the formula ( g x
earlier ( f x a x h k ). Remember that in our transformational formula if h is positive (you
2
are subtracting), then the graph moves to the right, and if k is positive the graph moves up. Since the
signs are different in this problem, the directions of movement will be changed. To move right 3, h
must be a -3. To move down three, k must be -3. Thus h times k will be 9.
9 is the correct answer.
Example #11
The price that an employee at an electronics store will pay for an item can be described as a
function of the retail price. The function E ( P) is the price an employee will pay after their discount
if P is the retail price. If E P 0.80 P , what would be the employee’s price for a $100 camera?
A) $20 B) $40 C) $60 D) $80 E) $100
Neophytes would like to select choice E since the question stated that it is a $100 camera. Now that
we have eliminated choice E as being too obvious, let’s use what we know about functions to
answer this word problem. $100 must be the retail price so we can put it in the place of P in our
function definition. E $100 0.80 $100 which is $80, choice D.
Copyright © 2012 by Sharon Serrago, Inc. ʹʹͲ
Practice Problems
1. If f a a3 a2 a 1 , what is the value of f 3 ?
A) -40 B) -17 C) -10
D) 17 E) 40
k3 k
k3
2. If g k , what is the value of g 2 ?
8 10
A) B) C) 5
5 3
16
D) 2 E)
5
z 1
, what is the value of K 1 ?
2
z 1
3. If K z 2
1
A) -2 B) 0 C)
2
D) 2 E) does not exist
a 3 3 2a 3 , what is the value of h a 1 ?
2
4. If h a
a 2 6a 3
a 7 a 1
A)
B)
C) a 2 6a 5
a 1
2
D)
a2
2
E)
Copyright © 2012 by Sharon Serrago, Inc. ʹʹͳ
x -4 -2 1 3 5
f x 1 2 3 4 5
5. Based on the table of values above, what is the value of f 1 ?
A) -4 B) -2 C) 1 D) 2 E) 3
6. Using the table of values from problem #5, what is the value of x if f x 3 2?
A) -2 B) 1 C) 2 D) 3 E) 4
f x2 5?
7. Using the table of values from problem #5, what is the value of g(3) if
g x
A) 6 B) 7 C) 8 D) 9 E) 10
x x2 2
x2 2
8. If functions f x and g x are defined as f x and g x for all
x
positive values of x, for which of the following values of k would g k f k ?
A) -1 B) 1 C) 2 D) 1 & 2 E) -1 & 1
Copyright © 2012 by Sharon Serrago, Inc. ʹʹʹ
6
2 4 6 8
9. The graph of y f x is shown above and f 4.5 z . Which of the following is the
closest approximation of z ?
A) 1 B) 2 C) 3 D) 4 E) 5
10. The graph of y f x is shown above and f 3 z . Which of the following is the closest
approximation of f z ?
A) 2 B) 3 C) 4 D) 5 E) 6
Copyright © 2012 by Sharon Serrago, Inc. ʹʹ͵
11. If functions f x and g x are defined as f x x3 2 and g x x for all non-
negative values of x , for which of the following values of k would g f k 5?
A) 3 23 B) 3 23 C) 3 D) 25 E) 27
12. The table below shows the value of f x for selected values of x. Which of the equations
correctly defines f ?
x 0 1 2 3
f x -3 -1 5 15
A) f x x2 3
B) f x 2 x2 3
C) f x x3 2
D) f x x3 3
E) f x 2 x3 3
Copyright © 2012 by Sharon Serrago, Inc. ʹʹͶ
Answers:
1. A 2. D 3. B 4. D 5. E 6. B 7. C
8. D 9. C 10. D 11. C 12. B
Page # Problem # Answer ??? Page # Problem # Answer ???
1 594 4 15 861 13
2 610 5 16 547 14
3 639 4 17 906 14
4 583 10 18 597 16
5 612 11 19 652 8
6 641 13 20 773 18
7 654 13 21 790 20
8 669 6 22 851 17
9 702 9 23 861 14
10 704 17 24 891 18
11 731 8 25 908 19
12 732 13 26 518 16
13 799 14 27 519 19
14 849 11
Copyright © 2012 by Sharon Serrago, Inc. ʹʹͷ
Weird Symbols
The SAT and PSAT tests often include one or two questions that make use of a strange unfamiliar
symbol. These strange symbol problems are among the most missed / skipped types of problems on
the entire test. The strange symbol problems intimidate many students. Many students will stop
reading the question once they encounter an unfamiliar symbol. These students are missing the
opportunity to improve their score by answering a relatively easy problem.
The first and most important step towards the solution is getting rid of the strange symbol.
Every strange symbol used on the test will be defined somewhere in the problem. Once you have
identified the general definition, use the definition and the values given in the problem to get rid of
the symbol. No longer are you working with a strange symbol; now you must complete a problem
using the other skills and tricks you have developed in your math classes and in your studies of this
material.
Let’s look at a few examples of strange symbol problems.
Example #1
is defined for all real numbers as a bc d . What is the value of
a b 1 2
?
c d 3 4
The first sentence in the problem gives the definition of the box with numbers in it. 3
You can create a sentence to describe the relative position of the values and the
b b b
operations that are performed with those numbers if you find it helpful.
the lower right. The upper left number is a 1, the lower left is a 3, the upper right is c c c c
For instance, the upper left plus the product of the lower left and upper right minus
d d d d
e e e p
a 2, and the lower right is a 4. This can help you translate the unfamiliar symbol
f f f f
into normal math symbols.
g g g g
h h h h
Another option is to make substitutions in the definition. For example, inside the
in the definition with a 1. In similar fashion, every b becomes a 2, each c changes i i i i
box the letter a has been replaced with a 1, therefore you should replace each a
j j j j
k k k k
to a 3 and the d’s are replaced with 4’s.
1 2 3 4 . Now that
1 2
Either of these options helps you arrive at the following statement:
3 4
we are no longer dealing with a strange symbol, it is easy to see that the correct answer must be 3.
Some of the strange symbols problems will be this simple. Many problems will require you
to solve for a variable once you translate the strange symbol into something less intimidating. Other
problems will appear to be nearly impossible, until you get rid of the strange symbols.
Copyright © 2012 by Sharon Serrago, Inc. ʹʹ
Use the following information to solve Examples 2 and 3.
is defined for all real numbers as a bc d .
a b
c d
0 . 5
Example #2
3 x m b b
c c c c
If 9 , what is the value of x ?
d d d d
2 -5
e e e e
f f f f
g g g r
h h h h
3 2 x ( 5) 9
i i i i
2x 8 9
We can use the definition to translate the problem into
j j j j
Remember that minus a negative is plus a positive.
k k k k
We subtract 8 from both sides of the equation. 2x 1
Divide both sides of the equation by 2. x 0.5
Remember that we can bubble this answer as 0.5, .5, .500, or 1 / 2.
Some of the problems that you will encounter will require you to use the definition
of the strange symbol multiple times before you find the answer.
Example #3 3 2
a
1 7 x b
What is the value of x if ?
5 4 a 12
b
2 8
A) a + b B) ab C) െ7 D) 5 E) 15
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This is a worst case scenario where you will use the definition a total of four times prior to getting
rid of all of the boxes around the various pieces of this puzzle.
3 2 1 7 2
3 2
1 7
5 2 4 8 5
5 4
2 8
Now that we have determined what these two values are we can rewrite the original equation as:
-2 a x b
b 5 a 12
If we determine the value of each of these symbols, we will be able to write the equation without
using the strange symbol.
2 ab 5 ab 7
-2 b
a 5
x ab 12
x b
a 12
ab 7 x ab 12
7 x 12
Substituting variables for symbols.
Subtract ab from both sides of the equation.
5 x Add 12 to both sides of the equation.
Choice D is the correct answer.
Practice Problems
1. If x y x2 y2 and x y x2 y2 for all real numbers, what is the value of 3 2 ?
A) -5 B) 0 C) 5
D) 13 E) 36
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2. If x y x2 y2 and x y x2 y2 for all real numbers, what is the value of 3 2 4 ?
A) 5 B) 9 C) 16 D) 32 E) 41
x
3. If x Ɔ is defined for all real numbers as the greatest integer less than or equal to , what is the
value of 5 Ɔ ?
2
A) -5 B) -4 C) -3
D) -2 E) -1
4. If r, s, and t are integers, let r (s, t) be defined to be true only if s > r > t.
If 6 (s, 4) is true, which of the following could be a possible value of s ?
A) 3
B) 4
C) 5
D) 6
E) 7
5. x is defined for all positive integers as the remainder when x is divided by 3.
y is defined for all positive integers as the remainder when y is divided by 4.
Which of the following is the best description of the possible values of n, if
n n < 6 ?
A) n is any real number
B) n is any integer
C) n is any positive integer
D) n is either a multiple of 3 or an multiple of 4
E) n is a multiple of 12
Copyright © 2012 by Sharon Serrago, Inc. ʹʹͻ
6. If x y is defined for all real numbers as the remainder when y is divided by x, what is the
value of 5 17?
A) 1 B) 2 C) 3
D) 4 E) 5
x y
7. If
x
H
y y
, what is the value of
12
3
?
H
A) 0.8 B) 1.25 C) 3
D) 4 E) 5
x x y
H H
1
2
8. If , what is the value of ?
y y 1
3
2 5 5
A) B) C)
5 6 2
5 6
D) E)
3 5
x y
H x
H
1
x
9. If , what is the value of ?
y y 1
y
H
x
(A)
y
(B)
H y
x
H
1
y
(C) 1
x
1
(D)
xy
y
x y
(E)
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵Ͳ
10. x is defined as the sum of all positive integers less than or equal to x .
For example 4 = 4 + 3 + 2 + 1. bbbb
cccc
dddd
eeee
What does 10 equal?
ffff
gggg
hhhh
iiii
jjjj
kkkk
11. Refer to #10.
If x is a positive integer greater than 1, but less than 100, for how many values of x is the
following statement true?
x is a multiple of x
A) 45 B) 46 C) 47
D) 48 E) 49
a b
12. c is defined to be true if a c b . If 1 x 0 , which of the following
statements must be true?
-1 1
I. x
x x3
II. x2
x x2
III. x3
A) I only
B) III only
C) I & II
D) I & III
E) I, II, & III
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵ͳ
13. If xźy is defined for all real numbers as x2 y 2 xy 2 y3 , which of the following is a
possible value of z if zź3 = 12 ?
A) -2 B) -1 C) 0 D) 1 E) 2
14. If xźy is defined for all real numbers as x2 y 2 xy 2 y3 , which of the following
includes all possible values of z if zź3 = z + 13 ?
14
D) 1& E) 1&
14 14 14
A) B) -1 C)
3 3 3 3
Answers:
1. D 2. E 3. C 4. E 5. C 6. B 7. E
8. C 9. B 10. 55 11. E 12. D 13. B 14. D
Page # Problem # Answer ???
1 890 11
2 543 2
3 526 4
4 585 17
5 670 11
6 705 20
7 800 16
8 835 17
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵ʹ
Systems of Equations
In Algebra section 3 you honed your skills by working with single equations and inequalities. Now
you will take these skills to the next level and work with multiple equations and inequalities. In a
few of the questions you will solve the problems just like you have done in your previous math
classes. However, many of the “solutions” will look very different from the processes you have
used in a typical classroom. You will often be manipulating the equations to find the answer to the
question rather than “solving” the system of equations.
Remember:solving for the values of all of the variables
should be your last resort!
Example #1
If 2x + y = 7 and x – 5y = 10 what is the value of 3x – 4y
A) 3 B) 7 C) 10 D) 17 E) 7
Instead of manipulating one equation, you need to see how to combine the two given equations to
arrive at 3x – 4y.
2x y 7
x 5 y 10
Notice that by adding the two equations, the sum provides the values
we are seeking. The answer is 17, choice D.
3 x 4 y 17
Example #2
Liz needs to determine the difference in the weights of several stuffed
animals. The problem that she encounters is that the scale that she needs
to use will not register the weight of the individual toys. She decides to
weigh the bear and the frog together and finds that their combined weight bbbb
is 137 ounces. The combined weight of the bear and the turtle is 216 ounces. cccc
The turtle weighs how much more than the frog? dddd
eeee
bear frog 137 ffff
bear turtle 216 gggg
hhhh
iiii
A good starting point is two translate the words
bear turtle jjjj
into equations.
kkkk
216
bear frog 137
turtle frog 79
If you subtract the equations, you notice that the
turtle must weigh 79 ounces more than the frog.
Answer: 79
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵͵
Practice Problems
1. If 5x – 8y = 12 and 2x + 6y = 5, then 7x – 2y must equal
A) -3 B) 3 C) 17
D) 70 E) 10/7
2. If x 1y 7 and xy 4 , then x2 y x must equal
A) -3 B) 3 C) 11
D) 28 E) 4/7
3. If 3z + 5x = k and 7z – 3x = 3m, then k – 2x must equal
A) 10+2x B) 3m – 10z C) 4z + 3m
D) 4z – 3m E) 10z – 3m
r
4. If 7r = 5v and 4v = 7k, then k must equal
5 7 5
A) B) C)
7 5 4
4 20
D) E)
5 49
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵Ͷ
5. The combined weight of Hector and Thalia is 300 pounds. Nohemi and Thalia together weigh
270. Hector and Nohemi weigh 330. How much does Hector weigh?
A) 120 B) 140 C) 160
D) 180 E) 200
6. If 7r = 2t, 4t = 5k and rk > 0, then r + k must
19 19 19
A) r B) k C) r
5 5 14
19 19
D) t E) t
5 14
7. 7p + 2q = 8 and p = 2q, then q must equal
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
Answers:
1. C 2. D 3. E 4. C 5. D 6. A 7. ½ OR .5
Page # Problem # Answer ???
1 594 5
2 640 7
3 716 13
4 849 7
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵ͷ
Data Analysis,
Statistics, and
Probability Review
Table of Contents
I. Data interpretation……………. 236
II. Statistics ……………………… 242
III. Elementary probability …….. 255
IV. Geometric probability ……… 260
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵ͷ
Data Interpretation
Data Interpretation is a relatively new topic to the SAT. You will be asked to interpret data
displayed in tables, charts, graphs, and scatterplots, to recognize trends and changes in the data, and
to perform calculations based on the data given. You will not be required to know any formal
statistical methods. You will be tested on your ability to make assumptions from the information
given in tables and various types of graphs.
Example #1
The graph below summarizes reading abilities for a group of 1st grade students based on
their ages. According to the graph, which of the following is true?
22
20
18
Ability 16
Level 14
12
10
5.5 6 6.5 7 7.5
Age in Years
A) The reading ability increases as age decreases.
B) The reading ability is similar for all age groups in the 1st grade.
C) The reading ability declines from 6 to 7 years old.
D) The reading ability increases as age increases.
E) All 6.5 year old students read better than the 5.5 year old students.
As you can see from the graph, there is an overall upward trend. Choice A is the exact opposite of
this! Choice B is also not visible in the overall graph. For Choice C, we can look specifically at
ability levels for 6 year old students (14 & 16) and for 7 year old students (16, 18, 20). The ability
level does not decline. Choice E is also not true because one of the 6.5 year old students is at the
same ability level as one of the 5.5 year old students. Choice D accurately describes the upward
trend of the graph.
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵
Example #2
Students in Dr. Lundy’s German class took a poll regarding grades and study habits. Based on the
data given in the table below, what is the best estimate of the number of hours studied by a
student with an 82 average?
Average # Hours Studied
95 5
90 3.5
85 3
80 1.5
75 1
70 .5
60 0
A) 1.5 B) 2 C) 3 D) 3.5 E) 4
The table indicates that a student with an 82 average (between 80 & 85) would study
between 1.5 and 3 hours. Choice B is the best estimate because it is between 1.5 and 3
hours.
Practice Problems
1. Given the circle graph below, which of the following statements is not true?
chocolate
vanilla
strawberry
banana
cookies ‘n cream
A) More people prefer vanilla than banana.
B) About the same number of people prefer banana as they do cookies & cream.
C) Chocolate was the most preferred flavor.
D) Together, chocolate and vanilla were the favorite of over ½ the people.
E) Banana is a more popular flavor than strawberry.
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵
2. Sam rode his bicycle from school heading toward home. He rode quickly at first and then
slowed down, but he did not stop until he reached home. Which graph best represents this
situation if the vertical axis represents distance from school?
Distance Distance Distance
A) B) C)
Time Time Time
D) Distance E) Distance
Time Time
3. The graph at the right describes the averagegrowthpermonth
average growth per month (measured
in centimeters) of children of various 3centimeters
ages from 1 to 2 years of age. According 2
to the graph, which of the following is
the best estimate (in centimeters) of the 1
growth of a 20 month old child?
0
12 14 16 18 20 22 24
age in months
A) 0.6 B) 1 C) 1.6 D) 1.9 E) 2
4. According to the graph below, approximately how many more households had 2 or more cars
in 2004 than in 2002 ? Assume that the number of households in the county has remained
relatively stable at 110 thousand for the years 2002 to 2005.
Percentage of households that had 2 or more cars in given years:
Percentageofpopulation
52
50
48 Percentageof
46 population
44
2002 2003 2004 2005
A) 2000 B) 3500 C) 4500 D) 5000 E) 6200
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵ͺ
5. From the graph to the right, which of
the following conclusions is true?
Dollars Prices
7
3
1990 1995 2000 2005
A) The price doubled from 1990 to 2000.
B) The price in 1990 is ½ of the price in 2005.
C) The price increase was less from 1995 to 2000 than from 2000 to 2005.
D) The price has increased at the same rate every year.
E) The price in 2000 is ½ of the price in 2005.
dollars in thousands
600
500
400
300
200
100
0
ParksMaintenance AthleticsPrograms Advertising FacilitiesMaintenance
6. The city of Round Grove has a $1,200,000 budget for its Parks and Recreation department as
displayed in the chart. If the Parks & Facilities Maintenance categories are combined, what
fraction of the budget is not spent on maintenance?
A) 1/6 B) 1/3 C) 5/12 D) 7/12 E) 12/13
Copyright © 2012 by Sharon Serrago, Inc. ʹ͵ͻ
7. Based on the bar graph in #6, which of the following best displays the breakdown of Round
Grove’s $1,200,000 budget as shown in the charts below?
Other Facilities Parks Athletics Advertising
Maintenance Maintenance
B)
A)
C) D)
E)
Answers:
1. E 2. D 3. C 4. B 5. C 6. C 7. D
Copyright © 2012 by Sharon Serrago, Inc. ʹͶͲ
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 594 3
2 544 3
3 610 3
4 610 4
5 651 3
6 668 5
7 701 4
8 701 5
9 786 5
10 515 4
11 848 5
12 831 6
13 772 11
14 860 11
15 529 13
16 850 12
17 671 15
18 717 16
19 598 17
Copyright © 2012 by Sharon Serrago, Inc. ʹͶͳ
Statistics
In the area of statistics, you will be tested over several concepts that may be new to you. You must
be able to find the arithmetic mean, median, and mode of a list of numbers. You will have to
manipulate average in several ways: simple average, weighted average, and average of algebraic
expressions. You will also be called upon to use averages to find missing numbers.
We will begin with three measures that you must know: the arithmetic mean, the median, and the
mode.
Mean
The arithmetic mean is what most people simply call “the average.” To find the mean, the values
are added together. The sum is then divided by the number of values.
For example, suppose your test scores were 88, 90, and 87. The arithmetic mean, or average, would
be calculated by 88+90+87 = 265 = 88. 3
3 3
Median
The median is thought of as the middle number in the list, but you must be sure that the numbers
are in order first!
Example:
Jordon made test scores of 75, 86, 92, 79, and 88. What was her median test score?
A) 78 B) 84 C) 86 D) 92 E) 94
Be careful! The score of 92 is in the middle of the list as it is written above, but 92 is NOT the
median. If we list the scores in increasing order we have 75, 79, 86, 88, 92. You can see that in this
order the middle score, the median, is 86, choice C.
Finding the median of a list containing an odd number of elements is simple, but an extra step is
required if there is an even number of elements. For instance, if we have values 24, 26, 27, and 29,
the middle of the list lies between two numbers. In order to find the median, you must take the
average, the arithmetic mean, of the two middle values. In our case, we take the average of 26 and
27 since those are our two middle numbers. The median would be 26 + 27 = 26.5
2
Copyright © 2012 by Sharon Serrago, Inc. ʹͶʹ
Mode
The mode of a list of values is the value which is the most common in the list. It is possible for a
list to have no mode, or for a list to have more than one mode. For example, 1, 2, 2, 3, 4, 5, 6, 7, 8, 9
has a mode of 2 because the number 2 was listed more than any other numbers.
However, 2, 3, 7, 9, 11, 15 has no mode because all numbers were listed the same number of times,
once. Remember that it is also possible for a list of values to have more than one mode. In this list,
4, 5, 5, 6, 7, 7, 8, 9, 9, we have three modes: 5, 7, and 9.
Practice Problems
1. What is the median of the following list of integers? 4, 2, 6, 9, 15, 3, 12, 2
A) 9 B) 15 C) 5
D) 6.6 E) 2
2. What is the arithmetic mean of the following list of values? 44, 36, 70, 99, 76
A) 53 B) 84 C) 81
D) 65 E) 7
3. What is the mode of the following list of values? 3, 6, 9, 3, 12, 50, 87, 3, 70
A) 3 B) 12 C) 23 D) 27 E) 50
4. Drew worked 2n hours on Friday, 3 times as many hours on Saturday as on Friday, and 6
hours more on Sunday than on Friday. What is the arithmetic mean of the hours he worked
over the 3 days?
A) 3n - 1 B) 3n + 1 C) 3n - 2
2
10n
D) E) 9n + 6
3
Copyright © 2012 by Sharon Serrago, Inc. ʹͶ͵
5. The table below summarizes the number of pets owned by the children in a first grade class.
What is the median number of pets owned?
# Pets # Children
Owned
0 2
1 8
2 3
3 1
4 1
A) 4 B) 1 C) 2 D) 3 E) 8
6. The table below shows the daily attendance for a summer SAT class.
Mon. Tues. Wed. Thurs. Fri.
87 85 89 80 85
If x represents the mean in attendance, y represents the median, and z represents the
mode, which of the following is true?
A) x > y > z B) x > z > y C) x > y = z
D) x = y E) x=z
7. If the average of a and b is 5, what is the average of a, b, and c if c = 2 ?
A) 2 B) 3 C) 4
D) 5 E) 6
Copyright © 2012 by Sharon Serrago, Inc. ʹͶͶ
8. If the average of a and b is w, what is the average of a, b and c ?
2w c 2w c wc
A) B) C)
3 2 3
wc 2( w c )
D) E)
2 3
9. The median of a list of 8 consecutive even integers is 35. What is the greatest of the 8
integers?
A) 34 B) 36 C) 40 D) 42 E) 43
Answers:
1. C 2. D 3. A 4. D 5. B
6. C 7. C 8. A 9. D
Weighted Average
A common type of average question is one in which the numbers to be averaged are “weighted.”
This means that some values have more significance or “weight” than others.
Example #1
Stephanie drove 30 mph for 1 hour, then 50 mph for the next 3 hours. What was her average speed
for the entire 4 hours?
A) 35 mph B) 40 mph C) 45 mph D) 48 mph E) 50 mph
Copyright © 2012 by Sharon Serrago, Inc. ʹͶͷ
At first glance, it may seem that 30 + 50 = 40 mph is the average speed.
2
Notice, though, that Stephanie was driving 50 mph for a larger portion of the 4 hour trip, so this
needs to be “weighted” more. Speed is found by total distance . Stephanie drove
total time
(30 mph) (1 hour) = 30 miles, PLUS (50 mph) (3hours) = 150 miles
30 miles + 150 miles = 180 miles driven. This is Stephanie’s total distance. Her total driving time
was 4 hours, so 180 = 45 mph average speed, choice C.
4
Example #2
John averaged 2 errors per page in the first 10 pages of his term paper
and 3 errors per page in the last 5 pages. What was the average number
of errors per page in the entire term paper? bbbb
cccc
dddd
eeee
ffff
gggg
Remember that we need to look at the entire term paper here. There were
hhhh
2 errors per page for the first 10 pages, 20 errors. Then there were 3 errors
iiii
per page for each of the last 5 pages, which amounts to 15 additional errors.
jjjj
For the entire paper, John made 35 errors total. Because there were 15 pages
kkkk
total, the average number of errors can be found by dividing:
35 errors 7
= or 2.33 errors per page
15 pages 3
Practice Problems
1. 20 students in Ms. Jones’ class took a geometry test. The average of 12 of the students’ grades
was 80. The average grade of the other 8 students was 92. What was the average test grade of
all 20 students?
A) 86 B) 87.2 C) 90
D) 84.8 E) 84
Copyright © 2012 by Sharon Serrago, Inc. ʹͶ
2. Elizabeth made a 5 hour trip to her aunt’s house. She drove 55 mph for the first 2 hours and
65 mph for the remaining 3 hours. What was her average speed for the entire 5 hours?
A) 61 mph B) 60 mph C) 62 mph
D) 58.5 mph E) 62.5 mph
3. The average SAT math score for Ms. Thompson’s 28 students was 640. If 18 of her students
had an average score of 600, what was the average score of the 10 other students?
A) 710 B) 712 C) 620
D) 690 E) 706
4. A student has to take 3 tests for a history class. He gets 25 out of 30 questions correct on the
first test, and 20 out of 25 questions correct on the second test. If the third test has 40
questions, how many must he get correct to have an overall test average of 80 percent?
A) 34 B) 33 C) 32
D) 31 E) 30
5. Amrit travelled 20 miles to work at 40 miles per hour and the same distance home at 30
miles per hour. What is his average speed?
1 2
A) 32 B) 34 C) 35
7 7
1
D) 36 E) 37
7
Copyright © 2012 by Sharon Serrago, Inc. ʹͶ
6. Shelly travelled to work at 50 mph and the same distance home at 40 mph. What is her
average speed?
1 4
A) 41 B) 42 C) 44
9 9
1
D) 45 E) 47
9
7. Michael commutes to work travelling 45 mph, and travels 30 mph returning home on the
same route. If Michael’s total commute is 1 hour, how many miles is his work from his
home?
1 1
A) 15 B) 18 C) 21 D) 24 E) 27
3 3
Answers:
1. D 2. A 3. B 4. D 5. B 6. C 7. B
Copyright © 2012 by Sharon Serrago, Inc. ʹͶͺ
Using Averages to Find Missing Numbers
You may encounter a problem in which you are given the average of an entire group of numbers,
but you need to find the value of one of the numbers in the group. Remember that in many
averaging questions, you need to find the sum of what you are averaging in order to solve the
problem. This is also called “finding the total.”
Example # 1
The average of 4 numbers is 20. If the average of 3 of the numbers is 18, what is the 4th number?
A) 18 B) 19 C) 20 D) 26 E) 28
If the average of the 4 numbers is 20, then the sum of the 4 numbers must be 80.
abcd
20 a+b+c+d = 80 = sum of the 4 numbers
4
abc
Also, if the average of three of the numbers is 18, then 18 and we can find that a+b+c
3
(the sum of 3 of the numbers) is 54. Now, if the sum of all 4 numbers is 80, and the sum of three of
the numbers is 54, then the 4th number must be 80-54 = 26, choice D.
Practice Problems
1. On a test the average grade for all 20 students in a class was 79.25. If the lowest grade in the
class is removed, the remaining test grades average 80. What was the lowest test grade?
A) 59 B) 60 C) 65 D) 79 E) 80
2. During a basketball game, each of the 8 players on the team scored between 0 and 20 points,
inclusive. If the average number of points scored by any one player was 12 points, then what
is the greatest possible number of players who could have scored 0 points?
A) 1 B) 2 C) 3 D) 5 E) 7
Copyright © 2012 by Sharon Serrago, Inc. ʹͶͻ
3. Joe took 3 tests in his Algebra class. The average of the first 2 tests was 90, and the average
for all 3 tests was 85. What was Joe’s score on the 3rd test?
A) 75 B) 78 C) 83
D) 85 E) 90
2
4. The average weight of 3 watermelons is 9 pounds. If each watermelon weighs at least 8
3
pounds, what is the greatest possible weight in pounds for one of the melons?
A) 8 B) 9.5 C) 11
D) 13 E) 15
5. The average of three different positive integers is 12, and the sum of the greatest 2 integers
is 33. What is the greatest possible value of any of the 3 integers?
A) 9 B) 24 C) 29
D) 33 E) 36
6. When Katie, Charlie, and Frank combined their money, they had an average of $25.00 per
person. When Katie and Charlie alone pooled their money, they averaged $20.50 per person.
When Charlie and Frank put their money together, they had an average of $30.00 each. How
much money individually did Charlie start with?
A) $20 B) $26 C) $35
D) $60 E) $75
Copyright © 2012 by Sharon Serrago, Inc. ʹͷͲ
7. If the average of 7, 8, 12, 13, and y is equal to y, what is the value of y?
bbbb
cccc
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
8. The average of 4 positive integers a, b, c, and 10 is 9. Which of the following could not
possibly be the value of the product of a•b•c?
A) 0 B) 24 C) 46
D) 100 E) 280
9. The average of the ages of a team of x boys is 8, and the average
age of a team of y girls is 14. When the teams are combined,
bbbb
y
cccc
the average age becomes 10. What is the value of ?
x
dddd
eeee
ffff
gggg
hhhh
iiii
jjjj
kkkk
10. Amber took four tests in her algebra class. The average of all four tests was 88. If the average
of the first three tests was 91, what was her score on the fourth test?
A) 80 B) 90 C) 82
D) 76 E) 79
Copyright © 2012 by Sharon Serrago, Inc. ʹͷͳ
11. The average test grade for 4 students is an 86. If a 5th student’s grade is added, the average
decreases 1 point. What is the 5th student’s grade?
A) 75 B) 80 C) 81
D) 85 E) 88
12. The average of A, B, C, and D is 25. The average of B, C, and D is 24.
What is the value of A?
A) 24 B) 25 C) 26
D) 27 E) 28
Answers:
1. C 2. C 3. A 4. D 5. C 6. B
1
7. 10 8. A 9. 10. E 11. C 12. E
2
Copyright © 2012 by Sharon Serrago, Inc. ʹͷʹ
Average of Algebraic Expressions
You may be asked to find averages of not only numbers, but of expressions involving variables as
well. This is done the same way as with numbers. Find the sum of all the expressions and divide by
the total number of expressions. Be sure to add only like terms together!
Example #1
What is the average of 2K+1, 5K+8, and 2K+3?
A) 3K B) 3K+4 C) 4K+1 D) 6K+2 E) 9K+12
First, find the sum of the expressions: 2K+1 + 5K+8 + 2K+3 = 9K + 12
9 K 12
Now divide the sum by three: 3K 4 Therefore, the average is 3K+4, Choice B.
3
Practice Problems
1. What is the average of 3x2+8, 4x+2, 5x2-7x, and 7x+6?
A) 2x2+2x+3 B) 8x2+20x+16 C) 2x2+x+4
D) 8x2+4x+16 E) 3x+4
2. Chris has played 4 rounds of a computer game. His average score of all 4 rounds is t. His
scores on the first 3 rounds were t+1, t-3, and t-2. What was his score on the fourth round?
A) t+4 B) t+2 C) t-2
D) t E) t-4
Copyright © 2012 by Sharon Serrago, Inc. ʹͷ͵
3. If the average of 3s+1 and s-5 is 20, what is the value of s?
A) 6 B) 6.3 C) 12 D) 25 E) 11
4. If x = 4y, what is the average of x and y in terms of x?
5x 5x
A) B) C) 4x
4 8
5x
D) E) 2x
2
5. Let p be the average of r and 4. Let q be the average of r and 6.
What is the average of p and q?
r 10
A) 10 B) 5 C)
2
r 5 r 10
D) E)
2 4
Answers:
1. C 2. A 3. E 4. B 5. D
Additional Problems in The Official SAT Study Guide:
Page # Problem # Answer ???
1 713 3
2 525 1
3 786 6
4 584 13
5 654 12
6 703 14
7 732 11
8 517 11
9 642 18
10 770 8
11 835 18
12 852 19
Copyright © 2012 by Sharon Serrago, Inc. ʹͷͶ
Elementary Probability
Probability is a way to measure the likelihood of an outcome. For example, if a person has 5 shirts,
one red, one blue, one white, one green, and one black, the probability of selecting a red shirt at
random would be 1/5 since there is one red out of 5 shirts.
In general, P (event) = number of ways the event can occur
number of possible outcomes
A few rules must apply:
1) P (event) = 0 means that the event is impossible (cannot occur).
2) P (event) = 1 means that the event is sure to happen (100% chance).
3) All probability will be between 0 & 1.
Example #1
The student body at Cooper High School is broken down as follows:
Freshmen 582
Sophomores 543
Juniors 557
Seniors 498
If one student is selected at random, what is the probability that the student will be a junior?
1 557 582 2180 2180
A) B) C) D) E)
557 2180 2180 557 582
There are 557 juniors, but how many total students are there at Cooper High? 582 + 543 + 557 +
557
498 = 2180 students. Thus the probability of a junior being selected is , choice B.
2180
When asked to find the probability of two or more events occurring, you need to determine if the
events are independent or dependent. An event is independent if its outcome doesn’t affect the
outcome of another event. Flipping a coin, for example, is independent. Getting a “heads” on one
flip doesn’t affect whether one would get a “heads” on a second flip. For independent events, the
probability of the events occurring together is found by multiplying the individual probabilities.
Example #2
A fair coin is flipped three times. What is the probability that every flip will land on “heads”?
1 1 1
A) 0 B) C) D) E) 1
2 4 8
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1
For each flip, the probability of the coin landing on heads is . So for all three flips, the
2
x x
1 1 1 1
probability of all heads would be , choice D.
2 2 2 8
A dependent event is one which is affected by the outcome of a previous event. For example, if you
draw a card from a standard deck of playing cards, the likelihood of drawing a second card of a
certain type or color will be affected. For probability problems with dependent events, use logical
reasoning to find the probabilities.
Example #3
Two cards will be drawn from a standard deck without replacement. What is the probability that
both cards will be red?
25 25 1 2 1
A) B) C) D) E)
51 102 2 25 26
There are 52 cards in a standard deck, 26 red and 26 black. Thus the probability of drawing a red
26 1
card will be for the first card drawn. But when the 2nd card is drawn, we must adjust our
52 2
numbers. There are now only 51 cards to choose from. If a red one was drawn for the 1st draw, then
25
only 25 red cards remain. So the probability of getting a red card on the 2nd draw is .
51
x
26 25 25
Therefore, the probability of drawing 2 red cards would be , choice B.
52 51 102
Practice Problems
1. Evan has white socks and blue socks in his drawer. If he picks a pair at random from the 14
2
pairs in the drawer, the probability of choosing a white pair is . How many blue pairs of
7
socks are in the drawer?
A) 8 B) 9 C) 10 D) 11 E) 12
Copyright © 2012 by Sharon Serrago, Inc. ʹͷ
2. A pencil box contains 5 red, 4 blue, and 6 green pencils. If a pencil is chosen at random,
what is the probability that it will not be blue?
4 6 10 11 13
A) B) C) D) E)
15 15 15 15 15
3. Slips of paper numbered with integers 1 to 25 are placed in a bowl. If one slip of paper is
selected at random, what is the probability that the integer on the paper will be even?
11 12 1 13 14
A) B) C) D) E)
25 25 2 25 25
4. In the above problem, what is the probability that the integer on the paper is a multiple of 4?
1 6 8 1 9
A) B) C) D) E)
5 25 25 3 25
5. Students who perform community service are entered into a drawing for a special award.
The 50 students who have volunteered 50-100 hours are each entered 3 times. The 30
students who volunteered 20-50 hours are each entered 2 times. The 40 students who
volunteered less than 20 hours are entered once. If a name is chosen at random, what is the
probability that the winner will be a student with less than 20 hours?
1 1 4 2 1
A) B) C) D) E)
3 4 25 250 500
Copyright © 2012 by Sharon Serrago, Inc. ʹͷ
6. In a statistics class with 12 men and 14 women, 5 of the men and 8 of the women are also
taking a biology class. If one student is chosen at random from the statistics class, what is
the probability of selecting a man taking biology?
5 5 12 12 5
A) B) C) D) E)
12 13 26 13 26
7. In a recent election 150 people voted against a proposition, 175 voted for the proposition,
and 25 were present at the election but did not vote. If one person was selected at random for
an interview, what is the probability that the person selected voted for the proposition?
7 1 1 6 2
A) B) C) D) E)
13 2 6 13 7
8. A list of numbers contains n odd numbers and m even numbers. If a number is picked at
2
random from the list, the probability that an odd number is selected is . What is the
7
value of n?
5 2 3 2 7
A) m B) m C) m D) m E) m
2 3 2 5 2
Copyright © 2012 by Sharon Serrago, Inc. ʹͷͺ
9. A class contains 12 juniors and 13 seniors as described below:
Juniors Seniors
Male 7 4
Female 5 9
If three random students are chosen to represent the class in an assembly, what is the
probability that all three chosen students will be female seniors?
1 42 21 504 729
A) B) C) D) E)
20 143 575 15625 15625
10. Two cards are drawn from a standard deck of 52 playing cards without jokers.
What is the probability that both cards drawn will be face cards (J, Q, K)?
3 1 9 11 3
A) B) C) D) E)
13 169 169 221 884
Answers:
1. C 2. D 3. B 4. B 5. C 6. E 7. B 8. D 9. C 10. D
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 795 1
2 514 2
3 858 5
4 641 12
5 731 10
Copyright © 2012 by Sharon Serrago, Inc. ʹͷͻ
Geometric probability
Another type of probability question involves a diagram. In these questions, you measure the
likelihood of an event based upon the portion of the diagram that describes the event. Quite often,
this type of problem will involve area, so keep the formulas in mind.
Example #1
A colored spinning wheel has equally-sized sections as shown below.
red blue
green red
blue blue
red yellow
On a fair spin, what is the probability of the spinner landing in a blue section?
2 3 3 1 2
A) B) C) D) E)
3 5 8 2 5
Since the colored sections are equally-sized, we can count that there are 3 blue out of 8 total
3
sections, so is the probability of the spinner landing on blue. The correct answer is Choice C.
8
Practice Problems
1. If a marble is rolled onto the game board shown below, what is the probability of the marble
landing in a shaded area?
1 3 1 5
A) B) C) D) E) ͳ
10 10 2 7
Copyright © 2012 by Sharon Serrago, Inc. ʹͲ
2. A dart board has 8 colored sections and 8 white sections. All of the colored sections are the
same in size and each is ½ of the area of the white section. What is the probability that a dart
thrown at the board will land in a white section?
DartBoard
1 1 2 2 3
A) B) C) D) E)
8 3 8 3 5
3. The bulls-eye has a center with a radius of 2 inches, and two concentric rings which are 2
inches “thick.” If a dart is thrown at the board, what is the probability that it will land in the
outer white ring?
1 1 5 2 3
A) B) C) D) E)
3 2 9 3 5
Copyright © 2012 by Sharon Serrago, Inc. ʹͳ
4. A player spins the spinner on the wheel shown below twice. The number which the spinner
lands on with the 1st spin is a, and the number which it lands on for the 2nd spin is b. The
areas of all the numbered sectors are the same, and all areas are equally likely for the spinner
to land on. What is the probability that the product ab will be greater than 20?
2
1 3
6 4
5
1 1 2 2 2
A) B) C) D) E)
6 5 5 13 15
Answers:
1. C 2. D 3. C 4. A
Additional Problems in The Official SAT Study Guide:
Page Problem Answer ???
# #
1 583 7
Copyright © 2012 by Sharon Serrago, Inc. ʹʹ
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