BARRON'S DAA AE DBR BBW MATH WORKBOOK for the NEW SAT 6TH EDITION \ "SAT caged tara te Calle Eoence Baia Bea, wich Ws sth he rc of neds a end is ak-— Dedication To Rhona: For the understanding, for the sacrifices, and (for the love © Copyright 2016, 2012, 2009, 2005, 2000, and 1996 by Barron's Educational Series, Inc. All rights reserved, 'No part of this publication may be reproduced or distributed in any form or by any means ‘without the written permission of the copyright owner. All inquiries should be addressed to: Barron's Educational Series, Inc 250 Wiseless Boulevard Hauppauge, New York 11788, www.barronseduc.com ISBN: 978-1-4980-0621-5 Library of Congress Control Number: 2015914881 PRINTED IN THE UNITED STATES OF AMERICA 98765432Contents Preface LEARNING ABOUT SAT MATH 1 Know What You're Up Against. Lesson Getting Acquainted with the Redesigned SAT. Lesson 1-2 Multiple-Choice Questions... Lesson 13 Grid-In Questions wm 2. SAT Math Stracegies.. Lesson 2-1 SAT Math Strategies You Need to Know Lesson 2-2 Guessing and Celculators on the SAT wu T4= FOUR MATHEMATICS CONTENT AREAS, 3 Heart of Algals-a, 82, Lesson 3-1 Some Beginning Math Facts... Lesson 3:2. Solving Linear Equations ..wnnn a Lesson 3-3 Equations with More Than One Variable 100 Lesson 3-4 Polynomials and Algebraic Fractions 106 Lesson 3-5 Factoring, m4 Lesson 3-6 Quadratic Equations... 12 Lesson 3-7 Systems of Equations... 327 Lesson 3-8 Algebraic Inequalities. 138 Lesson 3-9 Absolute Value Equations and Inequalities sonnet Lesson 310 Graphing in the xy-Plane, 149 Lesson 3-11 Graphing Linear Systents oe nn T6B Lesson 3-12. Working with Functions. soe see IT Answer Key for Chapter 3 Tune-Up Exercises: 189 4 Problem Solving and Data Analysis... 193, Lesson 4-1 Working with Percent 194 Lesson 4-2 Ratio and Variation... a ne200 Lesson 4-3 Rate Problems... ne) Lesson 4-4 Converting Units of Measurement. omen 8 Lesson 4-5 Linear and Exponential Functions. ssn 220 Lesson 4-6 Graphs and Tables. 234 CONTENTS tLLesson 4-7 Scatterplots and Sempling vom Lesson 4-8 Summarizing Data Using Statistics... Answer Key for Chapter 4 Tune-Up Exercises. 5 Passport To Advanced Math.. Lesson 5-1 Rational Exponents... : ssn Lesson 5-2 More Advanced Algebraic Methods semse:nmmnn 270 Lesson 5-3 Complex Numbers. 280 Lesson 5-4 Completing The Square. 285 Lesson 5-5 The Parabola and Its Equations... 2 292 Lesson 5-6 Reflecting and Translating Function Graphs... 305 Answer Key for Chapter 5 Tune-Up Exercises. 316 6 Additional Topics in Math.... 317 Lesson 6-1 Reviewing Basic Geometry Facts 318 Lesson 6-2 Area of Plane Figures Lesson 6-3 Circles and Their Equations Lesson 6-4 Solid Figures. Lesson 6-5 Basic Trigonometry. Lesson 6-6 The Unit Circle. vs ‘Answer Key for Chapter 6 Tune-Up Exercises, SOLUTIONS FOR TUNE-UP EXERCISES Worked out solutions for Chapters 3-6. 391 ‘TAKING PRACTICE TESTS Practice Test 1 Answer Key ‘Answer Explanations for Practice Tost 1. Practice Test 2 Answer Key ‘Answer Explanations for Practice Test 2. How to Evaluate Your Performance on a Practice Test... MATH WORKBOOK FOR THE NEW SATPreface a2 wR GR WR eR WR A YT ES ‘his new edition of the Barron's SAT Math Workbook is based on the redesigned 2016 SAT. tis organized around a simple, easy-to-follow, and proven four-step study plan: STEP 1. Know what to expect on test day. STEP 2. Become tostwise. STEP 3. Reviow SAT Math topics and SAT-ype questions. STEP 4, Take practice exams under test conditions. STEP 1 KNOW WHAT TO EXPECT ON TEST DAY Chapter 1 gets you familiar with the format of the test, types of math questions, and special directions that will appear on the SAT you will take. This information will save you valuable testing time when you take the SAT. It will also help build your confidence and prevent errors ‘that may arise from not understanding the ditections on test day. STEP 2 BECOME TESTWISE By paying attention to the test-taking tips and SAT Math facts that are strategically placed throughout the book, you will improve your speed and accuracy, which will lead to higher test scores, Chapter 2 is a critically important chapter that discusses essential SAT Math, strategies while also introducing some of the newer math topics that are tested by the rede- signed SAT STEP 3 REVIEW SAT MATH TOPICS AND SAT-TYPE QUESTIONS ‘The SAT test redesigned for 2016 and beyond places greater emphasis on you knowing the topics that matter most from your college preparatory high school mathematics courses. ‘Chapters 3 to 6 serve as a math refresher of the mathematics you are expected to knaw and are organized around the four key SAT Math content areas: Heart of Algebra, Problem Solving. and Data Analysis, Passport to Advanced Math, and Additional Topics in Math (geometric and trigonometric relationships). These chapters also feature a large number and variety of SAT-type math questions organized by lesson topic. ‘The easy-to-follow topic and lesson ‘organization makes this bookideal for either independent study or use in a formal SAT prepa: ration class. Answers and worked-out solutions are provided for all practice problems and sample tests PREFACE vSTEP 4 TAKE PRACTICE EXAMS UNDER TEST CONDITIONS: Practice makes perfect! At the end of the book, you will ind two full-length SAT Math practice tests with answer keys and detailed explanations of answers. Taking these exams under test conditions will help you better manage your time when you take the actual test. It will also help you identify and correct any remaining weak spots in your test preparation, Lawrence 8, Leff VI MATH WORKBOOK FOR THE NEW SATan RN RR PR RRR NS LEARNING ABOUT SAT MATHKnow What You’re Up Against em “TPiseeaterinnetuessyonio the test format, question types, and the mathematics toples ‘you need to know for the redesigned 2016 SAT. Compared to prior editions of the SAT, the new SAT 1 Places a greater emphasis on algebra: forming and interpreting linear and exponential models; analyzing scatterplots, and two-way tables. 1 Includes two math test sections: in one section you can use a calculator and in the other section a calculator is not allowed. = Does not deduct points for wrong answers. LESSONS IN THIS CHAPTER Lesson 1-1 Getting Acquainted with the Redesigned SAT Lesson 1-2 Multiple-Cholco Questions Lesson 1-3. Grid-in Questions KNOW WHAT YOURE UP AGAINST 5LESSON 1-1 GETTING ACQUAINTED WITH THE REDESIGNED SAT Dee ey OVERVIEW ‘The March 2016 SAT test date marks the first administration of a redesigned SAT. The mathematics content of the new version of the test will be more closely aligned to what you studied in your high school math classes. The redesigned SAT is a timed | exam lasting 3 hours (or 3 hours and 50 minutes with an optional essay). oe) What Does the SAT Measure? ‘The math sections of the new SAT seek to measure a student's understanding of and ability to apply those mathematics concepts and skills that are most closely related to successfully pursuing college study and career training. Why Do Colleges Require the SAT? College admissions officers know that the students who apply to their colleges come from a ‘wide variety of high schools that may have different grading systems, curricula, and academic standards, SAT scores make it possible for colleges to compare the course preparation and the performances of applicants by using a common academic yardstick. Your SAT score, together with your high school grades and other information you or your high school may be asked to provide, helps college admission officers to predict your chances of success in the college courses you will take. How Have the SAT Math Sections Changed? ‘Here are five key differences between the math sections of the SAT given liefore 2016 and the SAT for 2016 and beyond: ‘There is no penalty for wrong answers. Multiple-choice questions have four (Ato D) rather than five (Ato E) answer choices. Calculators are permitted on only one of the two math sections. ‘There is less emphasis on arithmetic reasoning and a greater emphasis on algebraic seasoning with more questions based on real-life scenarios and data. New Math Topics Beginning with the 2016 SAT, these additional math topics wil now be required: = Manipulating more complicated algebraic expressions including completing the square within a quadratic expression, For example, the circle equation x2 + 2+ 4~ 10y=7 can be rewritten in the more convenient center-radius form as (x + 2)? + (v5)? = 36 by ‘completing the square for both variables. Performing operations involving the imaginary unit i where i= V=1, 4 MATH WORKBOOK FOR THE NEW SAT‘8 Solving more complex equations including quadratic equations with a leading coeffi- cient greater than 1 as well as nonfactorable quadratic equations. ‘= Working with trigonometric functions of general angles measured in radians as well as degrees. ‘Table 1.1 summarizes the major differences between the math sections of the previous and newly redesigned SATS. ‘Table 1.1 Comparing Old and New SAT Math Ee, ee aera) Redesianed SAT Math, @o16 and after) Test Time 70 rnlnutes ‘80 minutes ‘Number of ‘three ‘Two: one 55-minute celculator section and sections one 25-minute no-calculator section Number of ‘54 = 44 multiple-choice + | 58 = 45 multiple-choice + 13 grid-in questions 10 grictin Calculators | Allowed for each math | Permitted for longer meth section only section Paint penalty for | Yes No a wrong answer?| Mulliple-cholce 5 answer choices (A to E) | 4 answer choices (A to D) ‘questions Point value | Eech question counts as 1 | Each question counts es 1 point. point. Math content [a Topics from erithmetic, | Greater focus on thres key ar algebra, and geametyy | algebra, problem solving end data Only few algebra 2 | analysis, and advanced math topics 1 More algebra 2 and trigonometry topics, 1 Not aligned with mora multistep problems, and more college-bound problems with real-world settings ‘school mathematics _| » Stronger connection to college-bound curricula high school mathematics courses What Math Content Groups Are Tested? ‘The new test includes math questions drawn from four major content groups: Heart of Algebra: linear equations and functions = Problem Solving and Data Analysis: ratios, proportional relationships, percentages, complex measurements, graphs, data interpretation, and statistical measures Passport to Advanced Math: analyzing and working with advanced expressions 1 Additional Topics in Math: essential geometric and trigonometric relationships ‘Table 1.2 summarizes in greater detail whatis covered in each of the four math content groups tested by the redesigned SAT, KNOW WHAT YOU'RE UP AGAINST Ifyou don’t know ‘an answer to an SAT Math question, make ‘an educated ‘guess! There is no point penalty fora wrong answer on the redesigned SAT. You get points for the questions you answer correctly But do rot lose points for any wrong answers.‘Tabie 1.2 The Four SAT Math Content Groups See Heart of Algebra |m Solving various types of linear equations 1 Creating equations and inequalities to represent relationships between quantities and to use these to solve problems 1 Polynomials and Factoring ¥ Calculating midpoint, distance, and slope in the xy-plane 1 Graphing linear equations and Inequalities in the xy-plane « Solving systems of linear equations and inequalities '= Recognizing linear functions and function notation Problem Solving |= Analyzing and describing relationships using ratios, proportions, ‘and Data Analysis | ‘percentages, and units of measurement 1 Describing and analyzing data and relationships using graphs, scatter plots, and two-way tables 1 Describing linear and exponential change by interpreting the parts of a linear or exponential model = Summarizing numerical data using statistical measures Passport to 1 Performing more advanced operations involving polynomial ‘Advanced Math rational expressions, and rational exponents 1» Recognizing the relationship between the zeros, factors, and ‘graph of a polynomial function 1 Solving radical, exponential, and fractional equations = Completing the square Solving nonfactorable quadratic equations Parabolas and thelr equations '= Nonlinear systoms of equations = Transformations of functions and their graphs ‘Additional Topics | w Area and volume measurement in Math = Applying geometric relationships and theorems Involving lines, angles, and triangles (isosceles, right, and similar>. Pythagorean theorem, regular polygons, and circles 1 Equation of a circle and its graph ' Performing operations with complex numbers ‘= Working with trigonometric functions (radian measure, cofunction relationships, unit citcle, and the general angle) What Types of Math Questions Are Asked? ‘The redesigned SAT includes two types of math questions: ® Multiple-choice (MC) questions with four possible answer choices for each question. = Student-produced response questions (grid-ins) which do not come with answer choices: Instead, you must work out the solution to the problem and then “grid-in” the answer you arrived at on a special four-column grid. How Are the Math Sections Set Up? ‘The redesigned SAT has two math sections: a section in which a calculator is permitted and a shorter section in which a calculator is not allowed. MATH WORKBOOK FOR THE NEW SAT.e 85-minute calculator section contains 38 questions, Not all questions in the celen- lator section require or benefit from using a calculator. = The 25-minute no-calculator section has 20 questions. ‘Table 1.3 Breaking Down the Two Math Sections Tee ‘55 minutes 25 minutes [15 MC + 5 grid-in Calculator math section ‘30 MC + 8 grid-ins = 38 questions ‘No-calculator math section 20 questions ‘Table 1.4 summarizes how the four math content areas are represented in each of the math sections. ‘Table 1.4 Number of Questions by Math Content Area Heart of Algebra w 8 8 Problem Solving and Data Analysis 7 = 7 Passport to Advanced Math 7 7 8 6 | ‘Additional Topics in Math 3 | 3 é€ Total 20 5 | How Are the SAT Math Scores Reported? When you receive your SAT Math score, you will ind that your raw math test score has been converted to a scaled score that ranges from 200 to 800, with 500 representing the average ‘SAT Math score. In addition, three math test subscores will be reported for the followingarees: (1) Heart of Algebra, (2) Problem Solving and Data Analysis, and (3) Advanced Math. ‘The Difficulty Levels of the Guestions ‘As you work your way through each math section, questions of the same type (multiple- choice or grd-in) gradually become more difficult. Expect easier questions at the beginning ofeach section and harder questions at the end. You should, therefore, concentrate on getting ‘as many of the earlier questions right as possible as each correct answer counts the Same, KNOW WHAT YOURE UP AGAINSTTIPS FOR BOOSTING YOUR SCORE ‘= If a question near the beginning of a math section seems very hard, then you are Probably not approaching it in the best way. Reread the problem, and try solving it ‘again, as problems near the beginning of a math section tend to have easier, more straightforward solutions. 1 If-a question near the end of a math section seems easy, beware—you may have fallen into a trap or misread the question. '= Read each question carefully, and make sure you understand what is being asked. Keep In mind that when creating the multiple-choice questions, the test makers tried to anticipate commen student errors and Included these among the answer choices, '§ When you take the actual SAT, con't panic or become discouraged if you do not know how to solve a problem. Very few test takers are able to answer all of the questions in a section correctly. '= Since easy and hard questions count the same, don't spend a lot of time trying to ‘answer a question near the end of a test section that seems very difficult. Instead, ‘90 back and try to answer the easier questions in the same test section that you may have skipped over. 8 MATH WORKBOOK FOR THE NEW SATLESSON 1-2 MULTIPLE-CHOICE QUESTIONS OVERVIEW ‘Almost 80 percent of the SAT's math questions are standard multiple-choice {questions with four possible answer cholces labeled from (A) to (0). After figuring out the correct answer, you must fill In the corresponding circle on a machine-readable ‘answer form. If you are choosing choice (B) as your answer for cuestion 8, then on the seperate answer form you would locate Iter number 8 for that test section and use your pencil to completely fil the circle that contains the letter 8, as in 8 @@©O0 ‘The Most Common Type of SAT Math Question Forty-five of the 58 math questions that appear on the SAT are regular multiple-choice ques- tions. Using a No, 2 pencil, you must fill in the circle on the answer form that contains the same letter as the correct choice. Since answer forms are machine scored, be sure to com~ pletely fil in the circle you choose as your answer. When filing in a circle, be careful not to ‘go beyond its borders. Ifyou need to erase, do so completely without leaving any stray pencil marks, Figure LL shows the correct way to fill in a circle when the correct answer is choice (8), I you don't know G00 9800 @800 multipte-eetes wy x x question, try to eliminate as Circle is correctly filed in. | Circle ts not completely | Stray marks outside the ‘many of the filled. border of the circle may answer choices uso your answar to be as,ou can, Than read incorrectly 4) es choices. Since nl there Is no. penalty for a Figure 1.1. Correcting filing in the circle with your answer. ‘wrong answor It Is always to your advantage to ‘guess rather than to omit an answer to a question. KNOW WHAT YOURE UP AGAINST 9Solution Bogin by solving the second equation for y. ~ % Substitute 1 - x for y in the first equation gives 15, 5 & Since x+y=Ly= Sx ~ 2(1 ~ 2) = 13, which simplifies to 5x = 13 so 5x = 15 anc = Inx+y=1, replace x with 3, which gives 3 + y= 1 soy: = Since x=3and y=-2, xy= ()(2 Fillin circle Aon the answer form: @®OO No-Calculator Sectio1 ‘=> Example Multipie-Choice W243 AS48464 a2 4 4124 4124 412 then z= w 16 B14 @ 12 Ou Solution The terms on the let side ofthe given equation add up to 16- 4, Since 42 appears four times in the sum on the right side of the equation, it can be replaced by 4 «422; 16.4% = 4.4 4°=4" so x=11 Fill in circle D on the answer form: @®©O@ 10 MATH WORKBOOK FOR THE NEW SAT‘=> Example No-Calculator Section :: Multiple-Choice If k is a positive constant, which of the following could represent the graph of ky + 1) = xB w y © ® @m) 6 y | 4 2 TTT 6-4 2 KNOW WHAT YOU'RE UP AGAINST 1Solution ‘Write the given equation in y = mx + b slope-intercept form where m, the coefficient of x, is the slope ofthe line and b isthe y-intercept: k(y+I)=x-k Since it is given that k > 0, 5 is positive so the line has a positive slope and a y-intercept of ~2, Consider each answer choice in turn until you find the one in which the line rises as x increases and intersects the y-axis at ~2, The graph in choice (C) satisfies both of these conditions. Fillin circle Con the answer form; @®@O: Roman Numeral Multiple-Choice Aspecial type of multiple-choice question includes three Roman numeral statements labeled 1, I, and Ill, Based on the facts of the problem, you must decide which of the three Roman ‘numeral statements could be true independent of the other two statements. Using that infor- mation, you must then select from among the answer choices the combination of Roman ‘numeral statements that could be true. ‘> Example :: No-Calculator Section :: Multiple-Choice ‘Two sides of a triangle measure 4 and 9. Which of the following could represent the number of square units in the area of the triangle? L 6 IL 18 MH. 20 (4) Tonly ®B) Wonly (© Tand only ©) 11, andm 12 MATH WORKBOOK FOR THE NEW SATSolution = The maximum area of the triangle occurs when the two given sides form a right angle: 9 Aroa= $149) =18 Since 18 square units is the maximum area of the triangle, the area of the triangle can De any positive number 18 or less, 's Determizé whether each of the Roman numeral statements are True (T) or False: ©), hen select the answer choice that contains the correct combination of statements: Let (A) Tonly x wie T @ only x uh 20 F (© Tandtonly ©) Liandim Xx f Since Roman numeral statements I and I are true while statement II is false, only choice (C) gives the correct combination of tue statements. The correct choice is (C). TIPS FOR BOOSTING YOUR SCORE 1. Don't keep nioving back and forth from the question page to the answer sheet. Instead, record the answer next to each question. After you accumulate a fevr answers, transfer them to the answer shoot at the same time. This strategy wil save you time. 2. Alter you record a group of answers, check to make sure that you didn’t aceidentally skip a line and enter the answer to question 3, for instance, in the | ‘space for question 4. This will save you from a possible disaster! 3. On the answer sheet, be sure to fill one oval for each question you answer. If you need to change an answer, erase it completely. f the machine that scans your ‘answer sheet “reads” what looks like two marks for the same question, the question will not be Scored. 4. Do not try to do all your reasoning and calculations in your head. Freely use the blank areas of the test booklet as a scratch pad. 5, Write a question mark (2) to the left of a question that you skip over. If the problem seems much too difficult or time consuming for you to solve, write 2 cross mark (A) instead of a question mark. This will allow you to set priorities for the questions that you need to come back to and retry, if time permits. KNOW WHAT YOU'RE UP AGAINST 13LESSON 1-3 GRID-IN QUESTIONS OVERVIEW Although most of the SAT Math questions are multiple-choice, student produced response questions, also called grid-ins, account for the about 20 percent of the math questions. Instead of selecting your answer from a list of four possible answer Choices, you must come up with your own answer and then enter it in a four-column ‘tld provided on a separate answer sheet, By learning the rules for gridding-in ‘answers before you take the test, you will boost your confidence and save valuable time when you take the SAT, Know How to Grid-In an Answer ‘When you figure out your answer to a grid-in question, you will need to record it on a four- Column answer grid like the one shown in Figure 1.2. The answer grid can accommodate whole numbers from 0 to 9999, a8 well as fractions arid decimals. Ifthe answer is 0, grid it in column 2 since zero is not included in the first column, Be sure you check the accuracy of your gridding by making certain that no more than one cirele in any column is filled in. you need to erase, do so completely. Otherwise, an incomplete or sloppy ezasure may be incor- rectly interpreted by the scoring machine as your actual answer. TIP '= The answer grid does not contain a negative sign so your answer can never be a ‘negative number or include special symbols such as 4 dollar sign ($) or a percent symbol (%). 1 Unless a problem states otherwiso, answers can be entered in the gtid as a decimal of as @ fraction. All mixed numbers must be changed to an Improper fraction or an equivalent decimal before they can be entered in the gtid. For example, if your sreverle 3, ain 7 or 38 Atay thrid he os accurate fan ans tho al an accommodate. if the answer is 3 grid-in 2/3, .666, or .667, but not 0.66, 14 MATH WORKBOOK FOR THE NEW SATWrite the answer In the boxes. — 4 1— Fraction line Decimal g Grid-in the ‘answer. | }QO@O@OOOHOGO —— Dont fl more than one circle in any column, Figure 1.2 An Answer Grid ‘To grid-in an answer: 1 Write the answer in the top row of the column boxes of the grid. A decimal point or fraction bar (slash) requizes a separate column. Although writing the answer in the column boxes is not required, it will help guide you when you grid the answer in the ‘matching circles below the column boxes. 1» -Fill the circles thet match the answer you wrote in the top row of column boxes. Make sure that no more than one circle is filled in any column. Columns that are not needed should be left blank Ifyou forget to fll in the circles, the answer that appears in the column boxes will NOT be scored. Here are some examples: Anewer: 0.237 Answer: 23.7 Answer: 23 7 2[3f .|7 OKT D : @Q OKO) OOK DOOM Oo DOO 8 Se Beis $ 3 eee OO @@ QAO ie Be eK oe S gees g aI2,8| @ Oe} COCO) OE oo) oo KNOW WHAT YOURE UP AGAINST. 15= Ifthe answer is a fraction that fits the grid, dont try to reduce it, as may lead to a careless error. If the answer is 32, dont try to reduce t, Ole QOQOOSOSOGOD Decause it can be gridded in as: '= Ifthe answer is a fraction that needs more than four columns, reduce the fraction, if possible, or enter the decimal form of the fraction. For cramp sce the tonal nner doe a the gid and cannot be reduced, use a calculator to divide the denominator into the numera- tor. Then enter the decimal value that results. Since 17 + 25 = 0.68, 7 OVO (elslelar Tolar gid-in .68 for 2 7 Answer: 22. nswers 5 -|6/8| DO OW ‘wp Example 0 In semicircle O above, chord CD is parallel to diameter AB, AB = 26, and the distance of CD from the center of the circle is 5. What is the length of chord GD? Solution = From 0, draw OH perpendicular to CD so OH=5: 16 MATH WORKBOOK FOR THE NEW SATDraw radius OG. Since the diameter of the circle is 26, 0% 1 2618 te eng the sides of right triangle OHC form a 5-12-13 Pythagorean tiple with CH = 12. «Aline through the center ofa circle and perpendicular to a chord bisects the chord. Hence, DH'= 12.s0 CD= 12+ 12 =24, Recommended Acceptable || | 2|4 a D OD} Oo Paso 9 Pees) ® ® oe @ QI2| a9 1919) 31919) DOO) 29 129 HOO KS} IDKS|O| IO} OOOO| Oo) jae) oH{2 ey (O08) WOO DO OO . Start All Answers, Except 0, in the First Column Ifyou get into the habit of always starting answers in the first column of the answer grid, you ‘won't waste time thinking about where a particular answer should begin, Note, however, that the frst column of the answer grid does not contain 0."Th in any column after the fist. If your answer is a decimal number less than 1, don't bother ‘writing the answer with a 0 in front ofthe decimal point. For example, ityour answer's 0.126, grid 126 inthe four column boxes on the answer grid, fore a zero answer can beentered Enter Mixed Numbers as Fractions or as Decimals Thm anne gid cannot accept a mits number sucha 12 You must change amined number into an improper fraction or a decimal before you grid it in. For example, to enter avaho oft gitineitar5 018 KNOW WHAT YOU'RE UP AGAINST 17answer: & Answer: 1.6 Answer: 12 al) [5 1[.[6 fais iD] DO D AID Dean) DOIN A Oe 1OKD DOG (ok kekakaya 9} B B9 Ree 2) Q@Q 1) @O@® () Ko 9.0) 0) ©) 16 10/0) OOO IO} KD) OD) KOKO) 21010) a@Kolo) KOKO) ele) Kia1o40) v v X wnone vecause the empiter iret the answer 2618 5 Entering Long Decimal Answers ‘Time Saver Ifyour answer is a decimal number with more digits than can fit in the grid, it may either be If your answer rounded or the extra digits deleted (truncated), provided the decimal number that you enter fits the grid, don't change its form. If you get a a your final answer fills the entire grid, Here are some examples: 1 Ifyou get the repeating decimal 0.6866... 2s your answer, you may enterit in any of the following correct forms: Fraction 2 Truncated Decimal Rounded Decimal 666 667 2 dO9) OOOK 10] KO Ie SOOg & 308900056 SOGSOG0S OBOQHOHOSE ye ye v Entering less accurate answers such as .66 or .67 will be scored as incorrect. 18 MATH WORKBOOK FOR THE NEW SAT© IF your answer is, then you must convert the mixed number to a decimal since i does not fit the grid, Using a calculator, “> = 1.315789474, The answer can be entered i9 {n either truncated or rounded form. To truncate 1.315789474, simply delete the extra digits o that the final answer fills the entire four-column grit 1,315789474 = 1.31 Truncated Decimal ‘Rounded Decimal Less Accurate 4134 14.82 1.3 i [sf BI 2 OD 9 S leat leo 20 deo SOOO Ooo OO OHS DOO O10 D a DOOD 5 S o v x Recommended Acceptable ‘Wrong Grid-in Questions May Have More than One Correct Answer Cre ‘When agrid-in question has more than one correct answer, enter only one To nol posse rounding errors, Srrvcebe rather tm Example :: No-Calculator Section x Grid-In ‘than round off tone decimal If <2~x}<5 and r<, what is one possible value of [xf nowors Make fre your fn Snowow ts the centive Solution 1» The expression 4 < 2 ~a| < Sstates that the value of [2 ~ xis between 4 and 5. Pick any such number, say 4.5, and then solve [2 ~ x]=4.5 for x. By inspection, the solutions of 2 ~>]=4.5 are x= 6.5 or x=-25. = Since it is given that x <0, use x=—2.5 so [x= 2.5] = 2.5. Grid-in 2.5 KNOW WHAT YOURS UP AGAINST 19SCL o TIPS FOR BOOSTING YOUR SCORE l. An answer to a gric-in question can never contain a negative sign, be greater than 9998, oF include a special symbol, as these cannot be entered in the arid. 2. Write your answer at the top of the grid to help reduce gridding errors. Because handwritten answers at the top of the grid are not scored, make sure you then enter your answer by completely filling in the ovals in the four-column grid. 3. Review the accuracy ef your griddling. Make certain that a decimal point or slash is entered in its own column, ‘4. Do not grid zeros beforo the decimal point. Grid nonzero answers in the leftmost column of the grid, 5. Enter an answer in is original form, fraction or decimal, provided it fits the arid. Mixed numbers must be-changed to a fraction or decimal. For example, it your 9 a 6. Ifa fraction does not fit the grid, enter It as a decimal. For example, if your answer is 23, ord in 23, Truncate long decimal enswers that do not fit the grid while ‘making certain that your final answer completely fills the grid, -55 rather than 0.55, Begin 1 answer is 13, grid-in Ist59 20 MATH WORKBOOK FOR THE NEW SATSAT Math Strategies MBA SRR oO ne of the most powerful general problem-solving strategies in mathematics is the ability to reason analogously—to recognize that an unfamiliar problem you are confronted with can be likened to.a more familiar yot related type of problem that you already know how to solve. As you work through the problems in this chapter, as well as the chapters that follow, pay close attention to the solution approaches and strategies used as well as to the mechani- cal details ofthe solution. Whenever possible, try to make connections between problems that may look diferent at first glance but that have similar solution strategies. By so doing, ‘you will be developing your ability to reason analogously. ‘This chapter, in particular, offers 20 key mathematics strategies that will help you maxi- mize your SAT Math score. The problems used to illustrate these strategies will not only expose you to types of problems that you may not have encountered in your regular math- ematics classes but wil also serve to introduce some of the new mathematics topics that you are expected to know beginning with the 2016 SAT Cee EE ( LESSONS IN THIS CHAPTER Lesson 21 SAT Math Strategies You Need to Know Lesson 2-2 Suessing and Calculators on the SAT ‘SAT MATH STRATEGIES aLESSON 2-1 SAT MATH STRATEGIES YOU NEED TO KNOW OVERVIEW This lesson features strategies that will help you answer mathematics test questions that may scem unfamiliar or too complicated at first glance. Strategies that begin “Know How To . .." not only will show you how to efficiently solve certain types of SAT problems, but will also help to further guide you in your preparation for the ‘mathematics part of the SAT. ey STRATEGY 1: HAVE A STUDY PLAN ‘To maximize your score on the SAT, you need to have an organized and realistic study plan that takes into account your individual learning style and study habits, Here are some suggestions: START EARLY Rather than eram shortly before you take the test, itis better to start practicing a little each day beginning atleast three months before test day and, as the test day gets closer, to gradu- ally increase the amount of study time each week. Set up and keep to a regular study schedule instead of trying to fit in your study sessions whenever you feel time permits. ‘KNOW YOUR WEAKNESSES As you work through this book from beginning to end, you will become aware of those areas in which you may need to spend additional study time, Consider this an opportunity to cor- rect any weaknesses. If you get a practice problem wrong, dont ignore it, Instead, review it ‘until you understand it. Mark any troublesome problems so you know which problems you need to revisit. As part of your next study session, redo those problems you marked. Repeat this process as needed. This will help ensure that you remember and internalize the necessary concepts and skills, WATCH THE CLOCK ‘As you become more comfortable solving SAT-type math problems, work on increasing your speed as well 2s your accuracy. PRACTICE MAKES PERFECT ‘The more problems you try and work out correctly, the larger the arsenal of math tools and problem-solving skills you will have when you take the actual test. By working conscientiously and systematically through this chapter and then the remainder of this book, you will gain the knowledge, skills, and confidence that will help you approach and solve actual SAT prob- lems that might otherwise seem too difficult. 22 MATH WORKBOOK FOR THE NEW SATDON’E SKIP STUDY SESSIONS During the moaths before the test, make your SAT preparation both a priority and a routine ppractice—keep to your schedule. A good study plan has value only ifyou stick to it "TAKE PRACTICE TESTS During the last 10 days of your SAT preparation, take at least two SAT practice tests under ‘timed test conditions. This will help you pace yourself when you take the actual test. Whether ‘taking a practice test or the real test, dont waste time by getting stuck on a hard questian. ‘Remember that easy questions and hard questions are worth the same. As alast resort, guess after eliminating 2s many choices as possible, and then move on. Unless you are aiming for a perfect or near perfect score, you should not become discouraged if you cannot answer ‘every question correctly. When taking a practice test, enter your answer to each of the sg7id-in questions on the special four-column answer grid, This will help you remember the rules for gridding in answers. BE PREPARED TO SOLVE UNFAMILIAR WORD PROBLEMS, Don't be discouraged if you encounter unfamiliar types of word problems either in your practice sessions ar when you take the actual SAT. Most of the word problems you will ‘encounter on the SAT do not have predictable, formula type solutions. Instead, they will ‘equite some creative analysis, Start by reading the word problem carefully so that you have a clear understanding of what is given and what you are being asked to find. Underline key phrases and circle numerical values. Pay attention to units of measurement, Write down the key relationships and what the variables represent, Draw a diagram to help organize the information or to help visualize the conditions of the problem. Ifa diagram is provided with ‘the problem, macicit up with everything you know about it, When appropriate transiete the conditions ofthe problem into an algebraic equation. If you get stuck, get into the habi: of trying one of these strategies or a combination of them: ss Reason analogously-does the problem remind you of a related but simpler problem you already know how to solve? If so, decide how you can use the same or a siatar solution approach. 1 Plug easy numbers into the problem and then work through the problem using these ‘numbers. This mayhelp you discover an underlying relationship or detect a pattem tat vill help you solve the problem. 1» Work backwards. If you know wht the final result must be and need to find the begin- ‘ning value (or better understand that process that led to that end value), try reversing ‘or undoing the steps or process that would have been used to get the end result. 1 Break the problem down into smaller parts. Some problems require that you first calca- late a value and then use that'value to find the final unknown value. The “working baclavards” strategy may be helpful in identifying what intermediate calculations need tobe performed. STRATEGY 2: LOOK AT A SPECIFIC CASE Ifa problem does not give specific numbers or dimensions, make up a simple example using easy numbers SAT MATH STRATEGIES 23‘a Example ‘The perimeter of a rectangle is 10 times as great as its width. The length of the rectangle is ‘how many times as great as the width of the rectangle? No-Calcuiator Section :: Muitiple-Choice (A) One-half ©) Two (© Three © Four Solution, = Consider a specific rectangle whose width is 1. Ifthe perimeter of the rectangle is 10 ‘times as great as the width, the perimeter of the rectangle is 10, 4 1 perimeter = 10 width = 1 = Because (2 x length) +21 , $0 the length of the rectangle is 4. 1 Since length = 4 and width = 1, the length is 4 times as great as the width, ‘The comect choice is (D). Hf you need to figure out by what fractional amount or percent a quantity changes when its starting value is not given, consider a specific case by picking any starting value that makes the arithmetic easy. Do the calculations using this value. Then compare the final answer with the starting value you chose, ‘> Example :: No-Calculator Section :: Multiple-Choice The current value of a stock is 20% less than its value when it was purchased. By what percent ‘must the current value of the stock rise in order for the stock to have its original value? @) 20% 8) 25% © 30% @D) 40% Solution ‘Choose a convenient starting value ofthe stock. When working with percents, 100 is usually a good starting value. = Assume the original value of the stock was $100. '= Find the current value of the stock. Since the current value is 20% less than the original value, the current value is {$100 0.20($100) = $100 ~ $20 = $80 24 MATH WORKBOOK FOR THE NEW SAT«Find the amount by which the current value of the stock must inerease in order to rogeint the original value. The velue must rise from $80 to $100, which is a change of $20. 1» Tofind the percent by which the current value of the stock must tise in order for the stock to have its original value, find what percent of $80 is $20. Since the current value must increase 25% in order for the stock to regain its original value. “The comect choice is (B). \w> Example :: No-Calculator Section :: Multiple-Choice red gives of his DVDs to Andy and then gre of the remaining DVDs to Jerry. Fred row has what fraction of the original number of DVDs? Solution Since Fred gives 3 and then, 3 of his DVDs away, pick any number that is divisibie by both ‘3.and 4 for the original number of DVDs. Since 12 is the lowest common multiple of 3 and 4, assume that Fred starts with 12 DVDs. . Alor Fed gives 4x12) ses to Andy he is left with 8 (12-4) DVDs. . Since $of 81s $8 oF 6, Fred gives 6 of the remaining DVDs to Jerry. This leaves Fred ‘with 2 (= 8—6) of the original 12 DVDs. 1 Since 3 = Fred now has : of the original number of DVDs. ‘The correct choice is (B). STRATEGY 3: DRAW AND MARK UP DIAGRAMS Feel free to mark up the diagrams in the test bookdet. Drawing and labeling a diagram with any information that is given can help organize the facts of a problem while allowing you to ‘see relationships that can guide you in solving the problem. Sometimes you may need to solve a problem by drawing your own lines on the diagram. SAT MATH STRATEGIES 25No-Calculator Sectio1 ‘=> Example Multiple-Choice -—s — ‘The diameter of the base ofa right circular cylinder is 6 and the distance from the center of a base to a point on the circumference of the other base is 8. What is the height of the cylinder? ay 2 ) 10 (©. v28 (D) V55 Solution Add the altitude to the diagram and draw a segment that represents the distance from the center of the upper base to the circumference of the lower base: *-——e—] 1 Since the diameter of the base is 6, the radius is 3, The height h of the cylinder is a leg of aright triangle in which the other leg is 3 and the hypotenuse is 8, ‘= Use the Pythagorean theorem to find hz hae hey The correct choice is (D). 26 MATH WORKBOOK FOR THE NEW SAT‘> Example :: No-Calculator Section :: Multiple-Choice A In the figure above, eizele has radius r and AB =r. What is the distance in terms of r of, “AB from the center of the circle? 2 ow 2 & r 4 fr 8 © o Solution 2 To represent the distance of Ail from the center of the circle, draw the length of a segment from O and perpendicular to AB. Also draw radius OB to formn « right sriangle: '« Since a line through the center of a circle and perpendicular to a chord bisects the 3 chord, BC Mark off the diagram, 1s Use the Pythagorean theorem to find OC: 24 (8p) or ocy+(3r) =r Yap St (oof =F ‘The correct choice is (B) SAT MATH STRATEGIES 27STRATEGY 4: PLUG IN NUMBERS TO FIND A PATTERN ‘w» Example :: No-Calculator Section :: Grid-In ‘When a positive integer kis divided by 5, the remainder is 3. What is the remainder when 3k is divided by 5¢ Solution List afew positive integers that, when divided by 5, give3 as a remainder. Any positive integer that isthe sum of 5 and 3 or of a multiple of 5 (Le, 10, 15, ete) and 3 will have this property. For example, when 8, 13, and 18 are each divided by 5, the remainder is 3: k ke5 8 8+5=1 remainders: 13 13+5=2 remainders 18 18+5=3 remainders ‘Now, using the same values for k, divide 3k by 5 and find the remainders. k 3k 3k+5 remainder 4 remainder 4 0. remainder 4 18 54 5445 ‘The correct answer is 4 STRATEGY 5: MAKE AN ORGANIZED LIST OR TABLE | ‘Arranging the facts of a problem in an organized list or table can help you see a pattern or make it easier for you to organize the solution. ‘=> Example :: No-Calculator Section :: Multiple-Choice Wpand q are integers such that 6 Example 1: No-Calculator Section :: Multiple-Choice ‘Which expression is equivalent to i+ #® where i= v-1? ) i-2 @) ist oo () 2 Solution “To simplify &, list powers of { until you see a pattern: 4 BeR-iz ‘Beginning with # = 1, consecutive integer powers of i follow a cyclic pattem of evaluating to 4, 4,2, and ~i. The pattern repeats when the power of fis a multiple of 4. This suggests that large powers of i can be simplified by dividing the exponent by 4 and using the remainder ‘as the new power ofi:To simplify #, divide 9 by 4, which gives 24 and a remainder of 8 so map SAT MATH STRATEGIES 29Here is another way of simplifying 1 Break down * as the product of two powers of such that one of these is the greatest even power of i = x1 Rewrite the even power of fas a power of # = xi = Replace # with -1 and simplify: = (1) xi =1 raised to an odd power is -1 xi Hence, i+ = i+ (-)=0. ‘The correct choice is (C). ‘=> Example :: Calculator Section :: Grid-In ‘The first two terms of an ordered sequence of positive integers are 1 and 3. If each number ofthe sequence after’ is obtained by adding the two numbers immediately preceding it,how ‘any of the first 1,000 numbers in this sequence are even? Solution Write the first several terms of the sequence until you see a pattern: 1,3,4,7,11,18,29,47,76,... In the first three terms, there is one even number; in the first six terms, there are two even numbers; in the first nine terms of the sequence, there are 3 even numbers. Thus, in the 999 3 even, the 1,000th term is odd. Hence, there are 333 even numbers in the first 1,000 terms of the sequence. fist 999 terms of the sequence, there are“? = 333 even numbers. Since the 999th term is Grid-in 393, STRATEGY 6: KNOW HOW TO USE PROPORTIONAL REASONING ‘When the ratio between variable quantities stays the same from one situation to another, set ‘up a proportion to find the value of an unknown quantity that belongs to the proportion. ‘=> Example :: Calculator Section :: Grid-In If 8 ounces of a sports drink contain 110 milligrams of sodium, how many milligrams of sodium are contained in 20 ounces of the same sports drink? 30 MATH WORKBOOK FOR THE NEW SATSolution ounces _ 8 _ 20 inilligams 110" x. 8x= 2,200 2,200 8 x=275 Grid-in 278 > Example :: Calculator Section :: Grid-In ‘The tip odometer of an automobile improperly displays only 3 miles for every 4 miles actu- ally driven. Ifthe trip odometer shows 42 miles, how many miles has the automobile actually been driven? Solution Form a proportion in which each side represents the rate at which odometer miles translate {nto actual miles driven, Ifxrepresents the number of actual miles driven when the odometer shows 42 miles, then, Sodometer miles _ 42 odometer miles Jactualmiles actual miles Since odometer miles are on top in both fractions and actual miles are on bottom in both fractions, the terms of the proportions have been placed correctly. To solve for x, cross-rultiply: 4-420. 388 56 miles: Calculator Section : Grid-In A a Ey 8 T 12 8 M Note: Figure not drawn to scale. nthe figure above, RSM and seggnent SA intersects segment MR at : What isthe length of AS? SAT MATH STRATEGIES ‘When forming proportion ‘of measurement. Make sure that ‘quantities with ‘the same units of measurement are placed in matching positions on ‘either side of the proportion. anSolution Use the properties of similar triangles to first find the length of segment ST: = Because alternate interior angles formed by parallel lines have the same measures, triangles RST and MAT have two pairs of congruent angles so that they are similar: A M = The lengths of corresponding sides of similar triangles are in proportion: (Corresponding sides of similar ‘triangles face comespanding congruent angles AT 18 w Since AS = AT'+ ST=27 +18 = 45. Gridinas ‘=> Example :: Calculator Section :: Grid-In A BC D ‘Note: Figure not drawn to scale Line m intersects the comer points of three adjacent squares as shown in the above figure. If 32. MATH WORKBOOK FOR THE NEW SATSolution Label the diagram with the lengths of the sides of the squares where x represents the length of the vertical leg of the second right triangle: bs 3 ls Js ASB C D “The right triangles formed at the top of the squares are similar. Since the lengths of pairs of corresponding sides of similar triangles have the same ratio: Since x48=4.8+8=128, CD= 128, Grid-in 12.8 STRATEGY 7: TEST NUMERICAL ANSWER CHOICES IN THE QUESTION THEQUESTION, ‘When each of the answer choices for a multiple-choice question is an easy number, you may beable to find the correct answer by plugging each of the answer choices back into the ques- tion until you find the one that works. tap Example :: No-Calculator Section :: Multiple-Choice ysart1 x-yol Which ordered pair is in the set of all ordered pairs that satisfy the above system of inequalities? @ (1-2) ® @-) © 0,2, ©) 1,2) SAT MATH STRATEGIES 33Solution ‘Test each ordered pair in both inequalities until you find the pair that makes both inequali- ties trae: =) C1, -2):Ifx—y> 1, then -1 (2) >1 and-1+2> 1 s0 1 >1, which is false, X © @B)Q,-D): ys 3x+ 1, then—~1s3@) +1 so-17, which is true. Also, ifx- y>1, then 2- (1) >1.$02+ I> 1, which is true. * (©) (1, 2):1fx—y> 1, then 1-2> 1 s0~1>1, which is false. X ® @D) (1,2): fx—y> 1, then—1 2 > 1 s0-3 > 1, which is false. X ‘The correct choice is (B). ‘a Example :: No-Calculator Section :: Multiple-Choice ‘When Sis divided by a number, the result is3 more than 7 divided by twice the number. What is the number? (ay B® a1 3 oF Solution Rather than thinking of an equation and then solving it algebraically, plug in each of the ‘answer choices as the possible correct number until you find the one that works in the problem, Choice (A): Try: ; as the unknown number: age T 2x tase? Sepese7ed hoice 8) Try 4 as the unknown number: ‘The correct choice is (B). 34 MATH WORKBOOK FOR THE NEW SATSTRATEGY 8: CHANGE VARIABLE ANSWER CHOICES INTO NUMBERS If you don't know how to find the answer to a regular multiple-choice question in which the “answer choices are algebraic expressions, transform each of the answer choices into a num- ber by following these steps: GHD Work out the problem by choosing numbers that make the arithmetic easy. Circleyour ee Dont substitute Plug the same numbers into each of the answer choices. Each answer choice should © or 12s these evaluate to a different number. ifnot, start over and choose different test values. bedeepciatag GD Compare your circled answer from step 1 with the number obtained for each of than one choice the answer choices in step 2. If exactly one answer choice agrees with the answer you nel Ld ‘the calculated in step 1, then that choice is the correct answer, If more than one answer * choice agrees, start over choosing different numbers in step 1. ‘e> Example :: No-Calculator Section :: Multiple-Choice ‘A yoga studio charges a one-time registration fee of $75 plus a monthly membership fee of $45. ifthe monthly fee is subject to a sales tax of 6%, which of the following expressions rep- resents the total cost of membership for n moriths? (A) 45x 1.06 + 75) (B) 4501.06) +75, (©) (75+ 45)(0.06) + 45 (D) (45 + 0.08)n +75 * solution Change the variable answer choices into numbers. = The monthly fe is $45 + 08 x $45 = $47.70. ‘= Ifm= 10, then the total of the monthly charges is $47.70 x 10 = $47. Since the registra- tion fee is $75, the total cost of membership is $477+$75=G55D. 1 Evaluate each of the expressions in the four answer choices using n = 10. You should verify that only choice (B) gives the correct answer: 754-45(1.06) 5+ 45(1.06)10 =75+(47.70)10 54477 @ ‘Translate the conditions of the problem into an algebraic expression, 12 The fee for one month is 45 + 0.06 x 45 = 45(1 + 0.06) = 45(1.06). 1 Hence, the fee for n months is 45(1.06)n. © To get the total cost of membership, add the registration fee: 75445(1.06)n ‘The correct choice is (B). SAT MATH STRATEGIES 35‘= Exampie :: No-Caiculator Section :: Muitipie-Choice z ‘The expression yz Sequivalent to which ofthe following? 7-3 cp) 223 Oy a ors 3 m) 7-3. O75 Solution Change the given expression and each of the answer choices into numbers by picking a number for y that is easy to work with, a Hty=2, = Evaluate each of the answer choices for y = 2. You should verify that only choice (C) uu produce a7 ya ‘The correct choice is (C). ‘=> Example :: No-Calculator Section :: Multiple-Choice Every 8 days a mass of a certain radioactive substance decreases to exactly one-half of its value at the beginning of the 8-day period. Ifthe initial amount of the radioactive substance is 75 grams, which equation gives the number of grams in the mass, M, that remains after d days? a m= 2 M=79( 2 y © M=79(2) nf o w=n) 36 MATH WORKBOOK FOR THE NEW SATSolution = First figurd out what the answer must be for 16 days. After the first 8 days, $ of 75) or @ grams of the substance are left. Evaluate each ofthe answer choices for d = 16. You should verify that only answer choice (yields the correct result: 75 grams of the substance remains so that after 16 days 3 ‘The comect choice is (D). ‘> Example :: Calculator Section :: Multiple-Choice Iftties cost d dollars, how many dollars would ¢+ 1 ties cost? () dst at (B) ait d+t Ora Ce) i) de) To : eateeens paloma Seaarue sotution arene eee and d= 10. If two ties cost $10, then one tie costs _cholee. If more : ora Someone ick easy numbers for fand d, such as | $5 and three ties (¢+ 1) cast $15, Substitute 2 for f and 10 for d in each of the answer choices until you find the one that evaluates to 15. same correct ice is (D), si answer, then ‘The correct choice is (D), since seswey then different e3) 10061) 2045 cn 1 2 STRATEGY 9: UNDERLINE UNS eee Ifa problem includes units of measurement, underline them as you read the problem. This willhelp alert you to whether there is a need to make a units conversion so that all the quanti- ties you are working with are expressed in the same units. | | | STRATEGY 9: UNDERLINE UNITS OF MEASUREMENT | \ SAT MATHSTRATEGIES 37‘> Example x Calculator Section :: Multiple-Choice The element copper has a density of 8.9 grams per cubic centimeter, What is the number of cubic centimeters in the volume of 3.1 kilograms of copper? [Density = Mass divided by Volume] (a) 2871 (B) 3483, © 3914 (D) 418.6 Solution Notice that there are two different units of measurement so convert kilograms into grams so the units are consistent. Mass : Density = yohume =3483cm? ‘The correct choice is (B). ‘> Example :: Calculator Section :: Grid-In ‘Andrea finished her frst half marathon race of 18.1 miles in 2+ hours. Ifshe ran the race ata constant rate of speed, how many minutes did it take her to run the first 2 miles? Solution + change 2 oust ina 2 nos 2060)» 160120 + 3 1s0mintes ‘= If represents the number of minutes it takes her to run 2 miles, then. miles _13.1_2 Grid-in 22.9 38 MATH WORKBOOK FOR THE NEW SATSTRATEGY 10: KNOW HOW TO INTERPRET THE PARTS OF A MATHEMATICAL MODEL ee ‘You may be presented with an equation that represents or models a real-world situation and ‘asks you to interpret a part of that equation based on the context of the problem. => Exampl No-Calculator Section :: Multiple-Choice C= 6549" ‘The equation above represents the cost in dollars, C, ofa cable television subscription that {includes n premium high-definition channels. According 10 the model, what is the meaning of the constant 65 in the equation? (A) The cost ofa cable subscription that includes 9 premium channels (B) The cost ofa cable subscription that does not include any premium channels. (©) The cost of adding on 9 premium channels to the cost of the cable subscription. (D) The amount the cost ofa cable subscription increases when one additional premium channel is ordered. Solution {In general, if a near equation of the form y= A+ Bx is used as a model, the constant A is the starting amount for the quantity that y represents. The constant B is a rate of change—the fixed amountby which y changes each time x changes by ¥ unit. The constant 9is the amount the cost increases each time one additional premium chennel is ordered. When no premium channels are ordered, n= 0 s0 C= 65. ‘The correct choice is (B. ‘=> Example 1: No-Calculator Section :: Multiple-Choice Connor favests a sum of money at an interest rate of 39% per year compounded «annually. “The value ofthe investment, y, after n years can be calculated using the equation y= At). If Connor tnvasts $250 and wants to calculate the value of his investment after 10 years, assuming no further deposits or withdrawals, which of the following equations should he use? (4) y= 250097) @) y= (250% 0.03)" (© y=25010.03)"° (D) y=25041.03)" Solution Compounding is an exponential growth process. In the equation y = A(x)", x represents the {growth factor, which is 1 plus the interest rate expressed as a decimal. Hence, Connor should tuse the equation y= 250(1.03)", ‘The correct choice is (D). SAT MATH STRATEGIES 39STRATEGY Ti: MATCH UP THE SAME TERMS ON OPPOSITE SIDES OF AN IDENTITY ‘The equation 1 + 1 =2 is an example of an identity. The equation 2(x + y) = 2x + 2yis another example of an identity. An identity is an equation that is true regardless of what values are substituted for any of the variables. Ifa +5x= 2+ 5x forall values of x, then for this identity ‘weknow that amust equal 2, When an identity has opposite sides with exactly the same form, ‘then matching up corresponding terms may help you solve the problem, ‘=> Example :: No-Calculator Section :: Grid-In I (e+ 9x4 a) = 22 + (b+ 6)x+ 45 is true for all values of x, what is the value of b? Solution = The product of the last terms of the binomial factors must be equal to 45. Hence, 9a= 45s0a=5. = Use FOIL to multiply (x+ 9) and (r+ 5) together: 4 G45) 38+ (4 6x4 45 P+ Sx + 9x4 45 232+ (4 6) 4.45 Pe Mer AS 222+ (by 6x4 45 Find b by setting matching constants equal to each other: 14=b+6s0b=8 Grid-in 8 ‘w» Example :: Calculator Section :: Multiple-Choice ‘Sn(5n — 2) q=4(2-5m) Ifp~q= ax? + be + c for all values of x where a, b, and c are constants, what is the value of? w-38 Bw -4 © 4 © 8 Solution = Express p~q in terms of m: p= q=3n(5n-2)—4@2-5n) in(Sn — 2) — 4(-1)(5n - 2) =3n(5n-2)+4(6n-2) — Factor out (Sn 2) (Sn-2)(@n+4) 40 MATH WORKBOOK FOR THE NEW SAT» Find: Since (Gn ~ 2)(3n-+4) = ax? + br + ¢, emust be equal to the product of the last terms of the binomial factors. Hence, c= (-2)(4) = 8. ‘The correct choice is (A). ‘> Example : Calculator Section :: Multiple-Choice (a+ 4)(br=1) = 21x? + kee 4 Ifthe equation above is true for all values of x and a + b= 10, what are the possible values for ‘the constant k? () Band 14 (B) Sand 25 (© Sand15 (0) 19 and 31 Solution 1 If the two binomials are multiplied together, the product of the coefficients of the 22-terms must be equal to 21 50 ab = 21. 1 Since it is also given that a + b= 10, you are looking for two numbers whose product is 21 and whose sum is 10. The numbers 3 and 7 satisfy.these conditions. Because the placement of 3 and 7 in the binomial factors matters, there are two pos- sibilities to consider: (2x4 A)(Bx-1=2kt—2e4h2x~4— xANTR= ar+gx-4 and ix? ax +284 = 21x? + 252-4 Hence, the possible values of k are 5 and 25. ‘The correct choice is (B). STRATEGY 12: SOLVE FOR THE QUANTITY ASKED FOR Some SAT problems may present you with a familiar type of equation and ask you to find the value of a simple expression that includes the same variables. Typically, this involves two steps: ‘© Solving the equation as usual and ‘© Evaluating the required expression using the solution. ‘w Example :: No-Calculator Section :: Multiple-Choice Ifaw+ 4 =25, what is the value of 4104-3? Solution Solve for w: Sw 4=25 903021 and w = 2 =7. Evaluate 4u +: 40 +9=4(7) +3=28+3=31 Grid-in 31 SATMATH STRATEGIES 417 Sometimes It may be easior and quickor to manipulate the sven equation ‘0 that you solve directly for the ‘quantity asked for a2 ‘= Example :: No Calculator Section :: Multipte-Choice then 32) 7 alx Solution (2) = 4, then = y. y ‘The correct choice is (A). ‘> Exampl No-Calculator Section :: Multiple-Choice 18-20. what is the value of nnd w ® oa wy 12 Solution = Solve for n in the usual way by cross-multiplying: ne 20n = 8(n+9) 20n=8n+72 1an=72 2 2 = Evaluate &. 8 ‘The correct choice is (B). MATH WORKBOOK FOR THE NEW SAT‘> Example: Calculstor Section 1: Multiple-Choice 1f3x—7 = 9, what is the value of 6x + 5? (a) 26 B 29 (© 33 37 Solution ‘You could begin by solving the given equation for x. However, you compare the left side of the equation with 6x »-5 yon see that since 6x is a multiple of 3x, itis more efficent to solve directly for the quantity asked for. 49) To get 6x on left side, multiply both sides by 2, 18 To get 5 on left side, add 19 to both sides. 18419 7 ‘The comrect choice is (D). ‘> Example: Calculator Sectior Multiple-Choice 1f7—2k<3, whats the least possible value of 2k + 7? 3 @) 10 oun D) 13 Solution Solve for 2k + 7 directly: 7-2ks3 (2) x (7-28 2-1) XB) — Reverse the inequality, 2k-72-3 To get +7 on left side, add 14 to both sides. Ck-] + M2¢a+ua 2+ 72M ‘The least possible value of 2k-+7 is 11. ‘The correct choice is (®). STRATEGY 13: WRITE AND SOLVE AN EQUATION Sometimes the most efficent or direct way of solving a word problem is to create and solve an algebraic equation. SATMATH STRATEGIES 43‘w> Example Calculator Section :: Grid-In Last week, Ben, Kaitlyn, and Emily sent a total of 394 text messages from their cell phones. Kaitlyn sent 50% more text messages than Ben, and Ben sent 30 fewer messages than Emily. How many test messages did Kaitlyn send? Solntion Ifx represents the number of text messages that Ben sent, then Kaitlyn sent x + 0.5x = 1.5x or 1.5x messages while Emily sent x +30 messages. Since the total number of text messages sent was 394: ++ (+30) = 394 35x = 364 Grid-in 156 ‘wp Example :: Calculator Section :: Grid-In ‘An exterminator needs to dilute a 25% solution of an inseeticide with a 15% solution of the same insecticide. How many more liters of the 25% solution than the 15% solution are needed to make a total of 80 liters of a 22% solution of the insecticide? Solntion If represents the number of liters needed of the 25% solution, then 80 ~ x represents the number of liters needed ofthe 15% solution, The sum of the number of liters of pure insec- ticide in the two solutions that ate mixed together must be equal to the number of liters of pure insecticide in the 22% solution 0.25x +0.15(60-~ x) = 022(80) 0.25x+12-0.15x=176 oor =56 Ir _ 56 0110 ~ 0.10 x= 56 -56=24 80-x Hence, 56-24 = 32 more liters of the 25% solution than the 15% solution are needed. id-in 32 44 MATH WORKBOOK FOR THE NEW SATSTRATEGY 14: CREATIVELY MANIPULATE SYSTEMS OF EQUATIONS SAT problems involving two or more related equations may seem complicated at first glance. ‘These problems can often be solved easily by eliminating a common variable through: Using a straightforward substitution ‘= Multiplying or dividing both sides of an equation by the same noizero quantity Adding or subtracting corresponding sides ofthe two equations 1 Using some combination of the above methods ‘s> Example :: No-Calculator Section :: Grid-In = 28 and p= 3, whatisthe value of $ht Solution 1» Solving for hin the first equation gives f= 5 Substitute 3 for ps i, 2 «= Hence, tk=1x21=7, ce, Sha SX Grid-in 7 ‘ep Example :: No-Calculater Section Multiple-Choice Based on the system of equations above, what is the value of x + yf () 18 Ba O27 (D) 30 Solution Simplify the first equation by cross-multiplying: 2x-)=xty SAT MATH STRATEGIES 45= Simplify the second equation: 1 Substitute 4y for xin the transformed first equation: x= y ay-18=y ay _18 w Since y= 6, x= 4y=4(6) = 24, Hence, x+y=24+ ‘The correct choice is (D), ‘=p Example :: No-Calculator Sec If Gy, y) Isa solution to the system of equations above, what is the value of Solution 1 Solve the linear equation for y, which gives y = = Substitute ~3.x for yin the first equation: 2x + (ax)? =176 2x? 49x" =176 Met _176 nn xial6 Replace 2* with 16 in the first equation and solve for y: 2069+ yb=i97~32 97 = 165 Grid-in 165 46 MATH WORKBOOK FOR THE NEW SAT‘wz Example :: No-Calculator Section :: Grid-In If2d—e=32 and 2e~ 0, what is the average of d and e? Solution ‘The average of d and eis ae, Rather than solving the system of equations for each of the individual variables, think of an easy way of combining the two equations to get a simpler ‘expression. ‘Try adding corresponding sides of the two equation 2d- ¢=32 d+2e=10 ds c= ‘This is very close to what you need to find. Now divide each side of d + e= 42 by 2: dte =21 2 ‘The average of d and eis 21. Grid-in 21 ‘a> Example :: No-Calculator Section Multiple-Choice ix-y: (a 4 B) 8 © 10 ou Solution ‘The extended equation x-y=y+3=7 means x-y=7andy+3=7. 1» Begin by solving the second equation since it contains only one variable: O+3)- ~3s0y=4. ‘= Replace y with 4 inthe first equation, which gives 2 . Solve for (x4) 44=7s0x=11. ‘The correct choice is (D)- ‘> Example :: No-Calculator Section :: Grid-In If3u+w=7 and 3k-9u=2, what is the value of w+ Kt SAT MATH STRATEGIES 4743 Sol 2 = Fliminate variable u by multiplying both sides of the first equation by -3 and then adding the result to the second equation: Su-+ Sw = 21 gus 3k=2 Bu+ 3k 1 Divide both sides of the equation by 3 to get w+ k Grid-in 23/3, ‘=> Example If (p+ q)? = 78 and (pq)? = 50, what is the value of pq? No Calculator Section :: Grid-In Solution : ‘Square each binomial and then subtract corresponding sides of the two equations: (p44) =p? + 2pq4 gt =78 (p~q)" =p -2pq+q? =50 4pq=28 4pq _ 28 4 mq7 Gr in? STRATEGY 15: REWRITE EXPRESSIONS OR EQUATIONS IN EQUIVALENT WAYS _ Some SAT Math questions may ask you to find the value of an algebraic expression using an accompanying equation. By rewriting the given expression or equation in an equivalent way, you may be able to make a substitution that will produce its value, ‘> Example :: No-Calculator Section :: Multiple-Choice If 2x ~ 3y = 10, what is the value of 2; ¥ gy Me (B) 20 oe Og MATH WORKBOOK FOR THE NEW SATSolution » Write the fraction in an equivalent way by expressing the numerator and denominator as apower ofthe same base: #0) a er eyo pet 1» Since itis given that 2x ~ 3y = 10, substitute 10 for the exponent: ety 2 9 # e ‘The correct choices (B). ‘a> Example :: No-Calculator Section i: Grid-In wha+3b=5, whatisthevalue of 3a At Solution ‘Write the equation in an equivalent way by eliminating its fractional coefficients. Multiply cach term on both sides ofthe equation by 6, the lowest common multiple of 2 and 3: o{ba)eo(28)-009 3a+ 4b =30 Grid-in 30 ‘> Example :: No-Calculator Section :: Grid-In A population of rabbits doubles every 48 days according to the formula P = 10(2)s, where P is the population of rabbits on day &, What is the value of ¢ when the population of rabbits is 320? Solution . U1P=20, then 320 =10()u 032 = (2). Since 25 = 32, 2% = (2) which means 1 x5 = 240, Grid-in 240 SATMATH STRATEGIES 49STRATEGY 16: KNOW HOW TO DO THE MATH ‘Some SAT test questions simply require a straightforward application of some routine alge- braic technique, geometric fact, or trigonometric relationship that you studied in your regular mathematics classes. w Example :: No-Calculator Section :: Multiple-Choice Itpand q satisfy 2y° + y=21 and p > 4, which of the following is the value of pq? w 6 © o Solution Rewrite the given quadratic equation as 2y? + y~ 21 = 0 and solve it by factoring using the reverse of FOIL: ay ay-21=0 ey sage) = @ ey+7y-3) ‘You are required are : pone rece 2y+7=0 or y~a=0 factor quadratic 5 trinomials ofthe I y formax? + br + whore the constant a,the Since )=3 and q coofficiont of the xterm, Is dlifforont than 1. You should also know how to solve nonfactorable quadratic equations either by completing the square ot by using the quadratic formula, The correct choice is (B). 50 MATH WORKBOOK FOR THE NEW SAT| | | ‘=> Example :: No-Calculator Section :: Multiple-Choice ‘An acute angle of « right tangle measures x radians. Which of the following is equel to Solution ‘wo anges are complementary if their measures ad up to 90°(= Zradians) The cosine of an acute angle is equal to the sine of the complement of that angle. In general, for acute angles, cosx = sin(90— x)*or,equivalently,cosx = sin( - ) Substitute radians fora: ‘The comect choice is (D). ‘ep Example lo-Calculator Section :: Grid-In (2-8) 6) In the equation above, what is the value of y? yi (Note: Solution ‘Change the radicals to “i-form’: (2-VB)a+VT8) = (2-6-8 Va) = (2-844) SAT MATH STRATEGIES 51= Multiply the binomials horizontally using FOIL ee (2-044) = 2142-44 C +a 2481-14? CH= 24Ti-4(-1) =6471 a Since 6+7i=x+yhy=7. Grid-in 7 ‘> Example :: No-Calculator Section :: Grid-In ‘A quadratic function and a linear function are graphed in the xy-plane as shown above. The vertex of the graph of the quadratic function is at (9, 25) If the two graphs intersect in the first quadrant at the point (j, 1), what is the value of the product ji? Solution 1 The graph of the quadratic function is a parabola. Ifthe vertex of parabolais at (h, f), then the equation of the parabola has the form y = a(x h)? + k, Since itis given that (h, B= G, 25), y = atx -3) + 25, From the graph, you know that the y-intercept is (@, 16). Plug these coordinates into the equation to find the value of the constant a: 16 = a0 ~ 3)? +25 16=90 +25 9a Hence, the equation of the parabola is y=—(x— 3)? + 25. 52. NATH WORKBOOK FOR THE NEW SATiit » Find an equation of the ine in y= ms +b slope-intercept form where mis the slope of the line and b is its y intercept. The y-intercept of the line is ~5 so b= —5. Using the points (4,3) and (0, -5), find the slope, m, of the line: ma SY. Sbange in y-coordinates ‘Ax change in x-coordinates 6-3 4 Shle Hence, an equation ofthe line is y= 2x~5. 1 To find the coordinates of the point of intersection of the two graphs, solve the linear- quadratic system of equations: yore“ 34 25 1-8 Substitute 2x 5 for yin the quadratic equation: ee -3) 425 = 20-5 a2 Gx +9) +25 = 20-5 846x416 = 20-5 —@44x+21 20 Ba4r-21 =0 {x-7)(e-3)=0 z=Torx=-3 Since (jl is in the first quadrant, j=7. Find the corresponding value of y by substitut- ing7 forx in the linear equation, which gives y = 2(7)-5 7x9 = 68. Grid-in 68 STRATEGY 17: KNOW HOW TO WORK WITH FUNCTIONS: Functions and function notation are commonly used on the SAT. A functions simply a math- ematical rule that describes how to use an input value, say x, to produce an output value, say y.Afanction may take the form of either a "y= ...” type of equation, a graph, or a table, If ‘a function named fis described by the equation y = 2° — 4, then in function notation, fix) = x2 -4, The notation f'3) represents the “y-value” of function fwhien x=3 30 epg th's f@= F-4 ‘The ordered pair (3, 5) belongs to function fand is a point on its graph, SAT MATH STRATEGIES 55‘> Exampie :: No-Caicuiator Section :: Grid-in "function fis dete by Ha) =ax?—7 and Ws) =29, whats i) w 6 ws © 4 © 8 Solution Use the fact that h(-3) = 29 to find the value of the constant a: he8) = al-3)?— 1 2) 9a-7=29 s09a=36anda=4 = Bvatuae a ‘The cortect choice is (A). ‘a> Example : No-Calculator Section :: If function fis defined by fix) = 3x4, then fl-2x) = (A) -ox+ 4 (B) 86x (©) ~6x-4 (D) ax +62 Solution ft) =3x-4 fie-2x) = 8-22) 4 =-6r~4 The correct answer choice is (C). 54. MATH WORKBOOK FOR THE NEW SAT‘=> Example 2 No-Calculator Section 1 Grid-In ‘The graph of function f over the interval -5 0, what is one possible value of u? Solution ‘The notation fw) =2 represents the point (w 2) on the graph of function f. Bach point whose coordinate is between Oand 1 has a corresponding y-coordinate of 2. Hence, w can be amy 1 oi() number between Oand 1. For example, if w Grid-in 13. => Example :: No-Calculator Section :: Multiple-Choice Based on the graph in the previous example, which of the following statements must be true? Lf) +f-5) IL If-5sxS5, themaximum value of function fis 4. Til, The equation ftx}=3 has 3 real solutions, (a) Lonly @) Tonly (© Fand tt only ©) Wand Mt only Solution 1 f-5) = Oand {5} =1 50 f15) + f-5) #0, Statement Lis false. X The highest point on the graph is (-3, ) so the maximum value of function fis 4. State- ment Ils true. = The horizontal line y= 3 intersects the graph at 2 points so fix) = 3 has 2 rather than 3 real solutions. Statement III is false. X Since only Statement Ils true, the correct choice is (B). SAT MATH STRATEGIES 55‘> Example :: No-Calculator Section :: Multiple-Choice -?Pleis 7 |=3 ‘The table above shows a few values of the linear function f: Which of the following equations defines f? A) fia) =2x-3 (B) fis)=-2+3 (© fip=-ar+2 @) fiy=ar-2 Solution ‘The graph of 2 linear function is a line. From the table, each time x increases by 2 units, 1 decreases by 6 units so the lope ofthe line is ~—P.—3, Hence, the coefficient of x for linear function of the form f(x) = mx + bis 8, Only the function in choice (C) satisfies this condition. The correct choice is (C). ‘=p Example :: No-Calculator Section :: Multiple-Choice Function gis related to function f by the equation g(x) = fle 1) - 2. Ifthe point (4, 3) is on the graph of function f; what are the coordinates ofthe corresponding point on the graph of function gf ® @D Hed oas ous Solution In general, y = flx~ h) + kis the graph of y= fix) shifted right h units and up k units, For ‘he function g(x) = flx- 1) -2, h= 1 and k=-2, Hence, the graph of function g is the graph of function f shifted right 1 unit and down 2 units, Under this transformation, (4, 3) > +1,3-2)=6, 0. ‘The correct choice is (B) w Example :: No-Calculator Section :: Grid-In aa) =2" hi) =8-22 Affunctions g and h are defined in the above equations, what is the value of g(h(3))? 56 MATH WORKBOOK FOR THE NEW SATSoltition 98 = 8-9 =-1. ‘= Bvaluate the “inside” function first: h(3) = = Then g(h(3)) = g(-1)=2" Grid-in 1/2 STRATEGY 18: KNOW KEY RELATIONSHIPS AND FORMULAS Knowing certain relationships and formulas that are not provided on the reference page of the test booklet can increase your speed and accuracy. ‘> Example = No-Calculator Section :: Grid-In A parabola y = ax? + bx + c with @ > 0 passes through the points (-2, 3), (p, q), and (5, 3). If (P.@is the lowest point on the parabola, what is the value of p? Solution Draw a diagram: toa) ' Line of symmetry ‘The line of symmetry is the perpendicular bisector of any horizontal segment whose endpoints are on the parabola, Since the points (-2, 3) and (6, 3) ate corresponding parabola points on, either side of the axis of symmetry, the line of symmetry bisects the segment joining these points and also passes through the vertex of the parabola, Hence, the x-coordinate of (p, 4) must be the same as the x-coordinate of the midpoint of this segment: Gridin 3/2 SAT MATH STRATEGIES 57‘=> Example 1: Calculator Section :: Muitipie-Choice y Note: Figure not drawn to scale, ‘The graph of fs) = ~0.522 + x+ 4 in the xy-plane is the parabola shown in the figure above. ‘The parabola crosses the x-axis at D(-2, 0) and at point Ctx, 0) Point A is the vertex of the parabola. Segment ACand the line of symmetry, AB, are drawn. Whatis the number of square units in the area of AABC? a 45 ®) 6.25 © 675 @) 135 Solution = A math fact thet you should know is that the x-coordinate of the vertex of the b parabola y= ax? + bx + ¢.can be determined using the formula, x ‘To find the y-coordinate of the vertex, substitute 1 for x in the parabola equation: fl) =-050) +144 ~05+5 245 Hence, AB=4.5. 58 MATH WORKBOOK FOR THE NEW SAT© The coordinates of point B are (1, 0) so DB = 1 ~ (-2) = 8. Since the line of symmetry is the perpendicular bisector of segment CD, DB= BC=3. 1a The area of a right triangle is one-half of the product of the lengths of its legs: ‘Area of ABC = 3(3)(45) = 75 The correct choice is (©). ‘wp Example :: No-Calculator Section :: Multiple-Choice ; y= 109) (0,5) |. (x) Is divisible by x~ 5. I In the interval 0 Example :: No-Calculator Section :; Multiple-Chi pO) =ACa8 + Lx + 12)-6(2— 9) In the polynomial function p(x) defined above, cis a constant. If p(x) is divisible by x, what is the value of e? ws w 6 @o © 6 Solution ‘A polynomial function pix) has the general form Pod = a,c" +a, +a, geek If p() is divisible by x, then the value of the constant term, k, must be 0. Otherwise, there would be a remainder. = Write p(x) in standard form by removing the parentheses and collecting like terms: p(x) = 4(-3° +11 +12)-6(2-0) Sd" + dix + 48-6x +60 “4x! + 38x + (48+ 6) 1 Sct the constant tern equal to 0: 48+ 6c =0so6e ‘The correct choice is (A). 60 MATH WORKBOOK FOR THE NEW SAT2” In the figure above, what is the value of cos sinx? Solution Since the measures of the base angles are equal, the triangle is isosceles so dropping a per- pendicular from the vertex to the opposite side bisects the base and creates two smaller right ‘triangles with side lengths that form a 8-15-17 Pythagorean triple: ‘You should know ‘commonly y 7 encountered Pythagorean twiples such as Za be 34-5, 512415, 6 7 sas, and 7-20-25. You are expected Hence, te know tho vot ring «sing = enatofside oppose 2x Ssfnitions of hypotenuse v7 ths sine, easing, ; ‘ene tangent cosy = length ofside adjacent to Ze _ 15 funetions. hypotenuse v7 = cosx—sinx= 28-8 7 ~ Wo Grid-in 727 ‘@ Example :: No-Calculator Section y Av) oO eB * In the xy-plane above, Ois the center of the eircle, and the measure of AOB is le radians, ‘What is a possible value for k? SATMATH STRATEGIES 61Finding the area of an usually involves ‘subtracting the ‘area of one ‘amliar type of “igure from a sarger one. 62 Solution since -1,¥3) so AAOC is a 30'-60" right triangle with mzAOC oye Hees, AOD nesses 128 des os equal, 2 ans. Grid-in 2/3 STRATEGY 1: KNOW HOW TO FIND AREAS INDIRECTLY In order to find the area of a particular region, it may be necessary to find it indirectly by finding the difference between the areas of figures that overlap, ‘=> Example :: No-Calculator Section :: Multiple-Choice o M8 ‘The figure above shows a quarter ofa circle with center at O. Ifthe length of diagonal B¥7 of rectangle ODCM is 8 and Mis the midpoint of OB, what i the area of the shaded region? @) 4(4x-¥8) ® a(n -W3) © e(2n- 8) (©) 16(2-V3) NATH WORKBOOK FOR THE NEW SAT| | Solution ‘The area of the shaded region is the difference between the areas of the quarter circle and right tangle DOM. w Since the diagonals ofa rectangle have the same length, OC = DM. a A otM 8 1 0Cis a radius of the quarter circle. Hence, the area of the quarter circle is 1 exe?) =16.. lex e)=15 + w Since segment OB is also a radius, OB = 8. Its given that M is the midpoint of OB so (OM = MB =4, In rignt ADOM, use the Pythagorean theorem to find the length of OD: (ony +8 =8* (oDy' = 64-16 oD = Vis, = V6 x3 =AN3 1» The area of right ADOM Feta 08, Hence, ‘Area of shaded region -= Area of quarter circle Area ofright ADOM ‘The correct choice is (©). SAT MATH STRATEGIES 63\w> Example :: No-Catculator Section :: Grid-In What is the number of square units in the area of the quadrilateral shown in the figure above? Solution = Draw line segments to form right triangles at the upper and lower comers of the quadrilateral: 1 Find the area of the quadrilateral indirectly by subtracting the sum of the areas of the ‘wo right triangles from the area of square ABCD: ‘Area of quadrilateral = Area of square ABCD ~ (Area of right AI + Area of right All) Lovayal =sxo-[Lexaeten sxs-[axadexs] = 25-8 ‘7 Grid-in 17 64 MATH WORKBOOK FOR THE NEW SAT‘=> Example #: Calculator Section :: Multiple-Ch B E g i DG F Note: Figure not drawn to scale, ‘The figure above shows alogo in the shape of overlapping equilateral triangles ABC and DEF. IAD = DC= CF= 4, whats the area of the shaded region? (a) 243-8 (B) 265 (© 323 (D) 36v3-8 Solution 1 AC=DF= = Since, mZEDF=mzBCA=mZDGC= 60, ADGCis equilateral with DC=4, 1 The area of the shaded region is the difference between the sum of the areas of the two ‘overlapping equilateral triangles and equilateral ADGC. To find the area of the overlap- ping equilateral tangles, use the formula Area = Sid8). yg 4 ‘Area shaded region = (Area AABC + Area ADEF)~ Area ADGC 8g. eg -f5 a 163 + 16V3 - V3. 28V3 ‘The correct choice is (B). MATH REFERENCE FACT Anather key formula you should know is the formula for the area, A, of an equilateral triangle with side s: Since a regular hexagon can be divided into six equilateral tangles, the area, A, of a regular hexagon with side sis A~= {53} SATMATH STRATEGIES 65STRATEGY 20: KNOW HOW TO CHANGE THE FORM OF AN EXPRESSION Some problems can be simplified by recognizing that an algebraic expression has a familiar structure, whereas in other problems you may also need to change an expression into an equivalent form. The difference of two perfect squares can be factored as the sum and difference of the two terms that are being squared, as in 32 ~ 2 = (x + y)(e~ y. This means that any algebraic expression that you recognize as having the same general form or structure as x2 -y° can be factored in this way. The expression 2a®~ 208 has the same structure as x2—? with x= a? and ‘y= B® soit ean be factored in the same way: 2a — 2b¢ = 2(a*~b°) = 2((@) -()) Think x= =2(a + b*(a? -B?) * andy =b* ‘To illustrate further, the equation (2y— 1)? 9(2y~ 1) = 0 can be easily solved by recognizing at ithas the same form as x° ~ 9x = 0 where x=2y~ 1. To solve (2y~ 1)? 9(2y- 1) 1 Substitute x for 2y — 1, and solve the simpler equation for x: xt-9x=0 x(e-9)=0 x=0 or x=9 = Substitute 2y—1 for: ‘a> Example 16 Yb* - 4? = YO" for all bz 0, what is the value of 2? No-Calculator Section :: Grid-In 66 MATH WORKBOOK FOR THE NEW SATSolution Change the form of each ofthe radical expressions using the rule that Ui? =x": We IP =F Grid-in 19/4 ‘ap Example :: No-Calculator Section :: Grid-In whrets=5, 2 357 gr Whats the value of 4r+ 3st Solution Since the left side of the given equation has fractional coefficients, change its form to elfmi- nate the fractions so that the resulting expression looks like 4r + 3s, Multiply each term of the given equation by 12, the smallest whole number divisible by 3, 4, and 6: n(n) ¥) + are Grid-in 10 ‘ep Example :: No-Calculator Section :: Grid-in 2 9 an eee 1m the inequality above, what is one possible value of 3y -2? SAT MATH STRATEGIES 67Solution You should notice that 3y~2 has a similar structure to 6 - 9y and can be obtained from it by dividing 6 — 9y by~3. Divide each member of the inequality by -3 while keeping in mind that whenever dividing (or multiplying) the terms of an inequality by a negative number, the inequality signs must be reversed: < Reverse inequality signs =) Sg (= } () ‘© Rewrite as an equivalent“less than” inequality 3 U5 3 4 Seay-a<4 Simplify gey-2<3 < Simplify 0.75 < 3y-2.<0.80 ‘© Change to decimal form Grid-in any number between 0.75 and 0.80 such as .76, ‘=> Example :: Calculator Section :: Multiple-Choice ax+4y=7 kx 2y For what value of & will the above system of equations have no solution? ws 3 © © Solution A system of linear equations has no solution if the lines the equations represent are parallel ‘and, as a result, have no point in common. Lines are parallel when they have the same slope. Rewrite each equation so they both have the same "y= mx + b” slope-intercept form. Then. ‘compare their slopes. 1 Solve each equation for y: Bxt4y=7 = y Bketdy=-2 > y. + tedops ott ns eZ ant th cosines Sine the tnes cee) t be parallel, = -=, sok must be parallel, =—3, so ‘The correct choice is (B). 68 MATH WORKBOOK FOR THE NEW SAT