MPA SAT (MATH) 2015/16E.

1. INTIGERS

Objectives: After completing this sub topic, you will be able to:

Differentiate even numbers, odd numbers, prime numbers, composite numbers, consecutive numbers etc.

• Apply properties of integers to solve simple problems.

• Gain an idea of a number line.

• To find squares of numbers.

Illustration: The following number line represents integers

-5 -4 -3 -2 -1 0 1 2 3 4 5

Decreasing Increasing

The number to the right of 0 is negative, and those to the left is positive on a number line.

Eg. – 2 (negative 2 is to the left of 0 on the number line)

+ 10 (positive 10 is to the right side of 0 on the number line)

Integers: ….., -4, -3, -2, -1, 0, 1, 2, 3, 4, ….

(Note: Zero is neither positive nor negative )

Consecutive integers:- Integers that follow in sequence; for instance 22, 23, 24, 25.

Consecutive integers can be more generally represented by

n, n+1, n + 2, n+3, …. Or …., n-4, n-3, n-3, n-3, n.

Odd integers:- ….., -7, -5, -3, -1, 1, 3, 5, 7, ….

Odd integers can be more generally represented by

2k + 1 or 2k-1 for k is an integer

Even integers:- …., -6, -4, -2, 0, 2, 4, 6, … (or generally 2k Where k is an integer)

(Note: zero is an even integer.)

Prime numbers:- 2, 3, 5, 7, 11, 19, ….

(Note:- 1 is not a prime and 2 is the only even prime).

Digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9

(Note: the units digit or the ones digit refer to the same digit in a number. For example, in the number
325, the 5 is called the units or ones digit.)

Note:- Positive integers 1,2,3,….

Negative integers …., -3, -2, -1

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Addition of integers: Even + even = even integer , Odd + odd = even integer , Even + odd = odd integer

Multiplication of integers: Even X even = even integer , Odd X odd = odd integer ,Odd X even = even
integer

For any number a, a x 0 = 0. Conversely, if the product of two or more numbers is 0, at least one of them
must be 0.

If ab = 0, then a = 0 or b = 0.

If xyz = 0, then x = o or y = 0 or z = 0

The product of two positive number is positive ;The product of two negative number is positive

The product of negative and positive is negative ;The product of an even number of negative factor is
positive;The product of an odd number of negative factor is negative.

Natural Numbers and Whole Numbers

Did you ever wonder why numbers were invented? Numbers were invented for counting.
The symbols 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 used to write numbers are called digits.
The numbers used for counting that is 1, 2, 3, 4, ... and so on are called natural numbers or counting

If there are some students in a class room we can count and give the number, when the class is over there
are no students left in the class room, to represent this we use zero.It is denoted as "0".
Natural numbers along with the number zero form the set of whole numbers.

Orderproperty:
Given any two whole numbers a, b either (i) a = b or (ii) a < b or (iii) a > b
If whole numbers a and b are such that a < b, but there is no whole number c between a and b then b is
called the successor of a and a is called the predecessor of b.
E.g. 24 is the successor of 23 and 23 is the predecessor of 24.

Even and odd counting numbers

Properties
1 2 3 4

Odd Even Odd Even

5 6 7 8

Odd Even Odd Even

9 10 11 12

Odd Even Odd Even

13 14 15 16

Odd Even Odd Even

Merciful SCHOOL

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Odd Numbers:
Numbers which leave a remainder '1' when divided by 2 are called odd numbers.
1, 3, 5, 7, 9, 11... are odd numbers.
We can write them as 2n+1,where n is an integer if we include negative odd numbers.
Even Numbers:
Numbers which leave a remainder '0' when divided by 2 are called even numbers.
2, 4, 6, 8, 10, 12... are even numbers.
We can write them as 2n,where n is an integer if we include negative even numbers.
Properties:

The sum of two odd or two even numbers is always even. 3 + 5 = 8; 4 + 6 = 10

The sum of an odd and an even number is always odd. 3 + 4 = 7; 9 + 12 = 21
The product of two even numbers is even. 4 ×8 = 32; 16 × 6 = 96
The product of two odd numbers is odd. 3 × 5 = 15; 7 × 9 = 63
The product of an odd and an even number is even. 4 × 11 = 44; 5×16=80

Prime and composite numbers

MPA SCHOOL

Sample Examples: Eg: If the product of 10 numbers is positive, what is the greatest number of them that
could be negative?

A. 0 B. 1 C. 5 D. 9 E. 10

Solution:- since the product of 10 negative number is positive, all 10 of the numbers could be negative.
So choice E is correct. The reciprocal of any non zero number a is 1/a , and ax1/a =1 .

The sum of two positive number is positive. The sum of two negative number is negative.

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Eg. -2 + (-3) = -5; 2 + 5 = 7;-3 + 4 = 1; 5 + (-9) = -4 = -9 + 5

The sum of any number and its opposite is 0.

a + (-a) = 0 = -a + a

Eg. If the sum of three consecutive integers is less than 75, what is the greatest possible value of the
smallest of the three integers?

Soln: let the numbers be n, n+1, n+2.: Then n+ (n+1) + (n+2)< 75

n+ (n+1) + (n+2) = 3n + 3 < 75

= 3n < 72

= n< 24 The most n can be is 23

Simple tactic (strategy) to solve this problem is try three consecutive integers near 25, say 24, 25, 26.

Their sum is 75, which is slightly too big (the sum needs to be less than 75), so that numbers must be 23,
24, 25.

Eg:- 2<x<4 and 3<y<7, what is the largest integer value of (x + y)?

Soln. If x + y are integers, the largest value is 3+6 = 9. However, although (x + y) is to be an integer,
neither x nor y must be. If x = 3.8 & y + 6.2, the x + y = 10. The sum, difference & product of integers are
always integers but quotient is not necessarily an integer.

Division:

999 ÷ 7 = 142.714…; so we have

7 x 14 = 994 ignoring the decimal

And 999-994 = 5 (remainder)

So 777 ÷ 9 = 86.333… by ignoring the decimal, we have 9 x 86 = 774

So, 777 – 774 = 3 remained

Eg: How many positive integers less than 100 have a remainder 3 when divided by 7?

Soln. To have a remainder when divided by 7, an integer must be 3 more than a multiple of 7. So we have
0 x 7 + 3 = 3, 1 x 7 + 3 = 10, 2 x 4 + 3 = 17, 3 x 7 + 3 = 24, 4 x 7 + 3 = 31, ….

13 x 7 + 3 = 94

There are 14 positive integers less than 100 that have a remainder 3 when divided by 7.

If a x b are integers, the following terms are synonymous.

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a is a divisor of b; a is a factor of b,

b is divisible by a. b is a multiple of a.

Eg. 3 is a divisor of 12. 3 is a factor of 12

12 is divisible by 3. 12 is a multiple of 3.

Every integer has a finite number of factors (divisors) and an infinite number of multiples.

Eg. The factors of 12 are1, 2,3,4,6,12 .

The multiple of 12 are 0, 12, 24, ….

Every integer greater than 1 that is not prime can be written as a product of primes and is called prime
factorization by using factor tree.

240
108

24 10
2 54

5 2
6 9 3 8

4
2 3 3 3 2

2 2

MERCIFUL SCHOOL

Eg. 1 For any positive integers a, left [a] denote the smallest prime factor of a, which of the following is
equal to [35]?

A.[10] B. [15] C. [45] D. [55] E. [75]

Soln. For 35, 5 is the smallest prime factor. So [35] = 5. Similarly

[10] = 2, [15] = 3, [45] = 3, [55]= 5, [75]=3

Choice D is correct,

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Eg. 2: What is the least positive integer divisible by the numbers 2, 3, 4, and 5?

Soln. In order to divided a number by several other numbers, multiply the numbers together. i.e. 2 x 3 x 4
x 5 and the product (result) is divisible by those several numbers. Here we needs to get least positive
number divisible by these four numbers i.e. eliminate any other extra factors.

Note:- Numbers divisible by 4 is divisible by 2, so eliminate 2 from initial multiplication and we have 3 x
4 x 5, it is still divisible by 2.

Now the remaining factors 3, 4, 5 have no common factor and 3,4,& 5 is the answer.

Eg. 3 Which of the following could be the remainders when four consecutive positive integers are each
divided by 3?

A. 1, 2, 3 B. 1, 2, 3, 4 C. 0, 1, 2, 3

D. 0, 1, 2, 0 E. 0, 2,3, 0

Soln:- The question asks about the remainder.

When we divided any positive integer by 3 the remainders must be 0, 1, or 2.

Choice D is correct

Prime Numbers: Numbers which have exactly two factors

(1 and itself) are called prime numbers.

Examples: 2, 3, 5, 7, 11 and so on.

Composite Numbers: Numbers which have more than two factors are called composite numbers.

Examples: 4, 6, 9, 10, 12 and so on.

Exception: 2 is the only even prime number. Every prime number except 2 is an odd number.

1 is neither prime nor composite.

Tests of Divisibility

It is difficult sometimes to find whether a given number is a factor of another number or not, in order to
reduce this difficulty, some tests of divisibility have been framed. Now let us take a tour to these tests.

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NB. The square root of the first 100 perfect square integers

Here are the square roots of all the perfect squares from 1 to 100.

since 1 2=1 since 22=4

since32=9 since42=16

since52=25 since62=36

since72=49 since82=64

since92=81 since102=100

MERCIFUL SCHOOL

The concept of squares is very important in the field of mathematics.When a number is multiplied by
itself we obtain the square of a number. If a number x is multiplied with itself we obtain the square of x,
which is denoted as x2

If m and n are natural numbers such that n = m2, then n is the square of the number m and the number n is
a square number or a perfect square.

A number having 2, 3, 7 or 8 at unit's place is never a perfect square.

The number of zeroes at the end of a perfect square is always even.

Squares of even numbers are always even and squares of odd numbers are always odd numbers.

PEDMAS

When a mathematical expression involves many operations, there is a certain rule to simplify the
expression.This is known as PEMDAS rule, where each alphabet stands for a particular operation.

P –Parentheses, ()
E –Exponents, Y is exponent, XY

M –Multiplication,”×” or “.” Or electronics “*”

D –Division, “÷”, or “:”, or” /”

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A –Addition, +
S –Subtraction, -

A mnemonic which helps us remember this rule is Please Excuse My Dear Aunt Sally.

For any real number a, b, c, & a ≠ 0

a(b+c) = ab + ac

a(b-c) = ab-ac

Eg. 1. 12+3x2 = 12 + 6 = 18 (multiply before you add)

(12+3)x2 = 15 x 2 = 30 (First add in the parentheses)

12 ÷ 3x2 = 4 x 2 = 8 (Just go from left to right)

12÷(3x2) = 12÷6 =2 (multiply first)

5 x 23 = 5 x 8 = 40 (Do the exponent first)

Consecutive numbers is a list of numbers which occur at a fixed interval, or exhibit a certain fixed
pattern. Consecutive numbers may be in ascending(or increasing) in or descending (decreasing) order.

Examples:

1, 2, 3, 4, 5,… is the set of consecutive natural numbers. If x is a natural number then x, x+1, x+2, x+3,
x+4... form a set of consecutive natural numbers whose first term is x. 5, 6, 7 form a set of three
consecutive natural numbers.

2, 4, 6, 8,… form a set of even consecutive numbers. Any even number is represented as 2n where n is a
natural number.

1, 3, 5, 7, … form a set of consecutive odd numbers.

2n, 2n+2, 2n+4 form a set of three consecutive even numbers.

Any odd number is represented by 2n+1& 2n+1, 2n+3, 2n+5 form a set of three consecutive odd
numbers.

(5 x 2)3 = 103 = 1000 (multiply first)

4 + 4÷(2+6) = 4+4÷8 = 4+ = ( Do parentheses first)

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100- 22 (3+4x5) = (100 – 22 (23) = 100-4(23) = 100-92 = 8

(Do parentheses first, then exponent, then multiplication)

Example: What is the least positive integer x for which 16x is the cube of an integer?

Solution: since we have 13 =1 , 23 = 8, 33 = 27 , 43 = 64, we observe that 16x is a factor of 64, hence 16x
= 64 or x = or x = 4. Therefore, 4 is the least positive integer, such that
16 x 4 = 64 is a perfect cube number.

Arithmetic Symbols

Objectives;

After completing this sub topic you will be able to:

• Use newly defined symbols

• Replace symbols by actual operations

• Evaluate functions framed based on newly defined symbols

Definitions:

A symbol is a sign or a number or a figure having a fixed or specific meaning.

Symbols are used specially in the field of Mathematics, Science and Medicine.

Mathematics is incomplete without symbols.

In Mathematics the four major operations of addition, subtraction, multiplication and division are carried
out using signs or symbols +, -, x and respectively.

There are many more symbols used in Mathematics, namely

"=" (is equal to), "<" (is lesser than), ">" (is greater than), etc.

Almost each and every branch of Mathematics uses symbols.

Percent, Ratio and Proportion

Objectives;

After completing this sub topic, you will be able to:

• Find the required percent of a given quantity; find the quantity when a certain percentage of the
quantity is given.

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• Apply the concept of percentages to solve various problems related to profit and loss, simple
interest, discount, etc.

• Apply the concept of ratio and proportion to solve various day to day problems.

Applications

In our day to day life there are numerous situations where we come across the concept of percentages.

For example, we have to find the percentage of marks obtained by a student, percentage of votes attained
by a candidate in elections, percentage of various chemicals in a compound and so on, many such
examples can be given from day to day situations.

Sometimes, we may know the percentage and we may have to find the quantity.

Suppose it is said that in an office only 20% of staff were present on a certain day and the number of
employees present on that day was 40.We can find the number of employees in the office. Here the
number of employees is 200.

For instance,

60% of the rectangular region is green shaded.

Percent means:

A fraction with denominator 100 is called a percent.

Percent means per hundred or hundredths.

As percent is a form of fraction, we can express percents as fractions or decimals and vice-versa.

Examples:140% =

0.125 = = 12.5%

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38% = = 0.38

Ratio means:

A ratio is a comparison of two quantities by division. Ratios may be written as a fraction or with a colon
a:b.

In a:b the first term a is called the antecedent and the second term b is known as the consequent.

Ratios can be reduced to lowest terms just as fractions.

If the antecedent and the consequent of a ratio are multiplied or divided by the same number its value
does not change.

Example: If there are 4 boys and 24 girls in a class, the ratio of boys to girls is give by 4 to 24 or 4/24 or
4:24. We can reduce it to 1:6 or 1/6. This may be applied for the seating arrangements of one boy and 6
girls.

The following are the same ratio: 2 to 8, 2:8, 2/8, 0.25, 25%.

Note: if x set of objects is devided into two groups in the ratio of x:y, then the first group contains

of the object and the second group contains

Concept of proportion which is related to the concept of ratio:

Suppose the cost of one bag is 45 Birr then the cost of 5 bags is 225 Birr. Ratio of the number of bags =
1:5, ratio of their costs = 45:225, which in simplest form is 1:5, here we observe that both the ratios are
equal, hence we say that the cost of the bags is proportional to the number of bags.

If two ratios are equal, then four numbers forming the two ratios in order are said to be in proportion.

Two ratios are equivalent (or proportional) means:

Example:

Solution: cross multiply the equation gives 7x=(3)(24)=252

X=252/7=36

Example:Saron read 24 pages history book in 15 minutes. At this rate, how many pages can she read in
40 minutes?

Solution: set the problem in the form of proportion.

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Example: An article when sold for 1200 Birr earned 30% more profit than when it was sold for 960 Birr.
What is the original price of the article?

Solution:Let the cost price of the article be x.

Selling price I = 1200

Profit percent = x100

x100
=
Selling price = 960Birr

Averages

Example: If the average or arithmetic mean of 5, 6, 7, and w is 8. What is the value of w?

A.8 C. 14

B.12 D. 16 E. 24

Solution: Mean=

Choice C is correct

Example: Which one of the following is the average (arithmetic mean) of x2 – 10, 30 – x2, and 6x + 10?

A.2x + 10 C. 3x + 15

B.x + 30 D. 6x + 10 E. 2x2 + 6x + 30

Solution:

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Choice A is correct

Example: Mitiku’s average (arithmetic mean) on four tests is 80. What grade does he need on his fifth
test to raise his average to 84?

A .82 C. 92

B .84 D. 96 E. 10

Solution: The average on 5 tests to be 84, he needs total of 5×84 = 420pts. So far, he earned, 4×80 =
320pts. Therefore, he needs grade of 420 – 320 = 100pts on the fifth test.

Choice E is correct

Example: Alemu’s average (arithmetic mean) on four tests is 80. Assuming he earn no more than 100 on
any test, what is the least he can earn on his fifth test and still have a chance for an 85 average after seven
tests?

A. 60 C. 75

B. 70 D. 80 E. 85

Solution:Alemu has earned 320pts. He can survive a low grade on test 5 if he gets the maximum possible
on both the 6th and 7th tests. Assume he gets two 100’s. then his total for test 1, 2, 3, 4, 5, 6 and 7 will be
520. For his seven test average to be 85, she needs a total of 7×85 = 595pts. Therefore, he needs at least
595 – 520 = 75pts.Choice C is correct

Example: On Thursday, 20 of the 25 students in an English class took test, and their average (arithmetic
mean) was 80. On Friday, the other 5 students took the test, and their average (arithmetic mean) was 90.
What was the average for the entire class?

A.80 C. 84

B.82 D. 85 E. 88

Solution:The class average is calculated by dividing the sum of all 25 test grades by 25

The first 20 students earned a total of; 20×80 = 1600pts

The other 5 students earned a total of; 5×90 = 450pts

Add: all together the class earned: 1600 + 450 = 2050pts

The class average = =82. Choice B is correct

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Notes: the answer cannot be 85, which is the average of 80 and 90. The average of 80 and 90 were earned
by different numbers of students, which we call it a weighted average (two averages must be given
different weight in the calculation.) i.e. In the above
problem weighted average

Example: For the first 3 hours of her trip, Susan drove at 50miles per hour. Then, because of construction
delays, she drove at only 40miles per hour for the next 2hours. What was her average speed, in miles per
hour, for the entire trip?

A.50 C. 46

B.40 D. 55 E. 35

Solution: Weighted average

Choice C is correct

Example: During a 10 day period, Fraol received the following number of calls each day:2, 3, 9, 3, 5, 7,
7, 10, 7, 6. What is the average (arithmetic mean) of the median and mode of this set of data respectively?

A.6.75 C. 7

B.6.5 D. 6.7 E. 5.6

Solution: The median is 6.5, the average of the middle two numbers.The mode is 7, the number that
appears more often than any other. The average of the median and mode is

Choice A is correct

Example: If a + b = 3(c + d), which of the following is the average (arithmetic mean) of a, b, c and d?

A. B. C. D. E. c+d

Solution:

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= c+d Choice E is correct

Example: Let M be the median, and m be the mode, of the following sets of numbers: 10, 70, 20, 40, 70,
90. What is the average (arithmetic mean) of M and m?

A. 50 C. 60

B. 55 D. 62.5 E. 65

Solution: Arranging the numbers in increasing (Ascending) order we have 10, 20, 40, 70, 70, 90.

The median, M, is the average of the middle two numbers

The mode, m, is 70, the number that appears most frequently.

Average of M and m Choice D is correct

Example: What is the average (arithmetic mean) of the measures of the five angles in a pentagon?

A. 1000 C. 1080

B. 5400 D. 1200 E. 1100

Solution: Average of measures of the five angles is the sum of their measures divided by 5. The sum is
(5 – 2)×180 = 3×180 = 540, So the average is 540/5=108.

Choice C is correct

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3. Rational Numbers

Rational Numbers

Consider clearly the first quotient 5 is an integer, but the second quotient is not an integer. This
shows the need to extend the set of all integers to include such quotients. Hence, the set of rational
numbers includes such quotients.

Therefore, a rational number is a number of the form , where a and b are integers,
b ≠ 0.

The rational number where b = 1, is considered to be the same as the integer a. Therefore, the set of
rational numbers includes integers and fractions.

Numerator

Bar line
Denominator

Rational numbers are represented by the symbol Q.

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Order Relation

As integers have an order relation, rational numbers also have an order relation.

One can compare rational numbers on the number line. We arrange the rational numbers on the number
line in ascending order from left to right.

A positive rational number is always greater than a negative rational number.

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Zero is greater than each of the negative rational numbers and less than each one of the positive rational
numbers

Inequalities: For numbers a, b, c, d

If a<b, then a+c<b+c and a-c<b-c

If a<b and c<d then a+c<b+d

If a<b and c>0 then ac<bc and a/c<b/c

If a<b and c<o then ac>bc and a/c>b/c

If a<b then –a>-b

If a and b are positive or both negative and a<b, then 1/a>1/b

Example: if 3<7, then 1/3>1/7 and -7<-3 then -1/7>-1/3

Important in equalities between 0 and 1

If 0<x<1, and a is positive, then xa<a

If 0<x<1 and m and n are integers with m>n>1, then xm<xn<x

Example: (1/2)5<(1/2)2<1/2

If 0<x<1, then √x>x

Example: √(3/4) >3/4

If 0<x<1, then 1/x>x. in fact, 1/x>1

Example: 1/0.2>1>0.2

Fractions

Fractions of the type, , etc are called improper fractions.

Their values are greater than 1.

Generally we convert them into mixed fractions.

Example:

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Always convert fractions into their lowest terms.

A fraction is said to be in its lowest term if the numerator and denominator of a fraction have no common
factors.

Example:

Operation on fractions

Before adding rational numbers let us see how to find the LCM of two numbers. LCM of two numbers is
their least common multiple. If two numbers donot have any common factor other than 1 then their LCM
is their product.

LCM and GCF

The LCM (least common multiple) of two or more integer is the smallest positive integer that is a
multiple of each of them.

The LCM of 108 and 240 is given by

108 = 22 x 33

240 = 24 x 3 x 5

And LCM (108, 240) = 24 x 33 x 5 = 2160

The GCR (Greatest common Factor )of GCD (Greatest common divisor) of two or more integers is the
largest integer that is a factor of each of them.

Eg. Find GCF (108, 240)

Soln: the prime factorization of 108 and 240 is

108 = 22 x 33

240 = 24 x 3 x 5

GCF (108, 240) =22 x 33 = 12

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The product of the GCF and LCM of two numbers in equal to the product of two numbers.

Example:
LCM of 9 and 11 is 9 x 11 that is 99. If two numbers have some common factors then 1 then first we find
their prime factorization and then find the LCM.

Example:
let us find the LCM of 16 and 24.
16 = 2 x 2 x 2 x 2 and 24 = 2 x 2 x 2 x 3
LCM of 16 and 24 = 2 x 2 x 2 x 2 x 3 = 48
Here we write the common factors of 16 and 24 only once and include all other factors in the product.
(Here three 2's are present in both and an extra 2 in 16 and an extra 3 in 24.)

Add: and

Solution:
Here as the denominators are not the same first we take the LCM Of denominators, LCM of 9 and 11 is
99.

Add:

Solution:
LCM of the denominators 16 and 24 is 48.

Subtraction: If and are two rational numbers then

Example:
3 - 4 = 3 + (-4), here we see that subtracting 4 from 3 is the same as adding the additive inverse of 4 that
is adding -4 to 3.

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Multiplication:
The product of two rational numbers is just like the product of two fractions.

If and are two rational numbers, the

As rational numbers satisfy certain properties under addition they also satisfy certain properties under
multiplication.

We know that the inverse operation of multiplication is division.

Division: If and are two rational numbers, then

There are infinitely many rational numbers between any two given rational numbers.

If x and y are two rational numbers and x < y, then is a rational number between x and y.

Example:

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A rational number between, and is

Decimal numbers

Every decimal number, having a finite number of digits in the decimal part, is a rational number.

Also, every non-terminating repeating decimal is a rational number.

Every rational number has a decimal representation.

A rational number can be written in several equivalent forms, but its decimal representation is unique.

Decimal fractions are just another way of expressing common fractions.

They can be converted to common fractions with a power of ten in their denominator.
Example:

Each position or digit in the decimal has a name associated with it.

In 34.126 3 is in tens place, 4 in units place, 1 in tenths place, 2 in hundredths place and 6 in thousandths
place.

Compare: and

Solution:
LCM of 15 and 30 is 30.

22 > 17

Therefore

Compare: and

Applications and Relations of Fractions and Decimals:

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When a whole is divided into n-equal parts, each equal part is called one-nth of the whole and written as .

Eg: If Sami slept for 5 hours, he slept for true-twenty-fourths of a day.

If one integer is written over a second non-zero integer it is called fractions. The center line is fraction
bar. The number above the bar line is numerator and below bar line is denominator.

If a numerator of a fraction is less than the denominator, it is called proper fraction & this value is less
than 1.

Eg. 1/2 , 2/3, 5/8,8/13, etc are proper fraction.

If a numerator of a fraction is greater than or equal to the denominator, it is called improper fraction and
this value is greater than or equal to 1.

Eg. 8/5,7/7 ,12/5 ,5/4 etc are improper fractions.

Every fraction can be expressed as decimal form

Eg: 3/10= 0.3 8/8= 1 3/16 = 0.1875

3/4= 0.75 48/16 = 3 5/8= 0.625

There are some decimals that are repeating. For instance,

2/3= 06666….. 3/11= 0.272727….

5/12= 0.416666….. 17/15= 1.13333…….

Whenever number has a greater number to the left of the decimal is greater.

Eg. 11.001 > 9.896

1.234 > 0.8

1830> 1823 => 1.830 >1.823

And also 3/8 > 1/3 because 0.375 > 0.333

3/4> 1/5

11/20> 1/2 and 3/10 < 3/5

If a > b, then – a < - b.

Eg. Which of the following lists the fractions 2/3, 5/8, 7/11, and 13/20 in order from least to greatest?

A. 2/3,5/8,7/11,13/20 B. 5/8,7/11,13/20,2/3 C. 5/8,13/20,7/11,2/3

D. 13/20,7/11,5/8,2/3 E. 7/11, 13/20,2/3,5/8

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Soln:- Convert each of the fraction to decimals

2/3= 0.666….. 5/8= 0.625 7/11= 0.636 13/20 = 0.65

So 0.625 < 0.636 <0.65<0.666

5/8< 7/11 < 13/20 < 2/3 Therefore choice B is correct

Two fractions are equivalent fractions if multiplying or dividing both the numerator and denominator of
the first fraction by the same number gives the second fraction.

Eg. 3/8,6/16,12/32,18/48,45/120 etc are equivalent fractions.

Every fraction can be reduced to lowest term (simplest form) if the GCF of numerator and denominator is
1.

Eg. The lowest term of

6/8= (2x3)/(2x4) = 3/4 because GCF (3, 4) = 1

To multiply any decimal or whole number by a power of 10, move decimal point as many plaus to the
right as there are 0’s in the power of 10 filling in with o’s necessary.

Eg. 2.3456 x 103 = 2345.6

23 x 104 = 230000

To divided any decimal or whole number by a power of 10, above the decimal point as many places to the
left as there are o’s in the power of 10, filling in with 0’s if necessary.

67.8 ÷ 100 = 0.678 = 67.8 x 10-2

6.78 x 10-3 = 0.00678 = 6.78/1000=6.78/103

Eg. When 423, 890 is round off to nearest thousand, how many digits will be changed?

A. 0 B. 1 C. 2 D. 3 E. 4

Soln. When 423, 890 is round off to the nearest thousand 3 digits are changed and it becomes 424,000.
Therefore choice D is correct.

Eg. if 4/7 of the 350 Sophomores at certain school are girls, and 7/8 of girls play on a team, how many
sophomore girls do not play on team?

A. 200 B. 175 C. 250 D. 150 E. 25

Soln. There are 4/7 x 350 = 200 sophomore girls of these 7/8 x 200 = 175 play on a team. Then 200 –
175 = 25 do not play on a team. Hence the correct choice is E.

For fractions a/b, c/d , we have the following:

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Eg. 1) In a jar, ½ of the marbles is red, 1/4 are white, and 1/5 are blue. What fraction of the marbles are
neither red, white nor blue?

Soln. The white, red and blue marbles constitute

1/2 +1/4 + 1/5 = 10/20+5/20+4/20=19/20

by multiplying numerator and denominator by the same number to make the denominators the same. This
19/20 is out of total, so 1-19/20=(20-19)/20=1/20 of the marbles are neither red, white, nor blue.

Eg. a) 5 1/3 = 5+1/3 = (15+1)/3 = 16/3

b) 5 ¼ + 3 2/3 = (5 +3) + ( ¼+2/3)

= 8 + (3+8)/12

= 8 +11/12

= 8 11/2 (Here 8 is mixed form of fraction)

A mixed number is an integer followed by proper fraction.

c) 5 3/4 - 3 2/3 = (5-3) + (3/4 – 2/3)

= 2 + (9-8 ) /12

= 2 + 1/12

= 2 1/12

Eg. Simplify

Soln. Multiply the numerator and denominator (each term by LCM of 6 & 4 which 12).

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Percents:

Percent means hundredth’s, or number out of 100 and its symbol is %.

For instance 40 percent means or 0.40 or 17% = = 0.17

To convert percent to a decimal drop the % symbol & move the decimal point two places to the left,
adding 0’s if necessary and to convert to a fraction, drop % symbol and, write the number over 100, and
reduce

E.g. 25% = 25/100 = 0.25= 1/4

100 % = 100/100 = 1.00

12.5 % =12.5/100 = 0.125=1/8

250% = 250/100 = 2.50 =5/2

1%=0.01=1/100 &1/2%=0.5%=0.005=5/100=1/20

Be familiar with the following conversions:

Example 1: if the sales tax on Birr 30.00 item is birr 1.80, what is the sales tax rate?

Solution: Remark, to solve such problems take the proportion

Here is, of and percent are variables. Now let n be percent. So we have

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So 6% is the sales tax rate.

Example 2: what is 4% of 4% of 40000?

Solution: 4% of 4% of 40000=4/100(4/100)40000=64

Example 3: what is 45%of 200?

Solution: let x = the is number. Then

Example 3: 90 is 45% of what number?

Solution: let x= the number, then

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Example 5. 90 is what percent of 200?

Solution: let x= the percent, then

Example 6; Ato Tizazu gave 20% of his foot ball cards to his son and 15% to his wife. If he still had 520
cards, how many did he have orginaly?

Solution: originally ato Tizazu had 100% (all of the cards),

after he gave away 20%+15%=35%

So he left with 100%-35%=65%,

thus 520 is 65% of what number?

Percent increase and decrease:

The percent increase of a quantity=

The percent decrease of a quantity=

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Example; if the price of a computer is decreased from birr 4000 to 2500, by what percent the price
decrease?

Solution: the actual price decrease=4000-2500=1500

Therefore, the percent decrease is the value n in the equation

Therefore, the price decreased by 37.5%.

Note: For a positive number a, a% of 100 is a.

Example: 500% of 100 is 500, 20% of 100 is 20, ½% of 100 is ½.

If a<b, the percent increase in going from a to b is always greater than the percent decrease from b to a.
i.e. to increase a number by k% multiply it by (1+K%). To decrease a number by k%, multiply it by (1-
k%).

Example 1: 25% increase of 1600 is 1600(1+25%)=2000

25% decrease of 1600 is 1600(1-25%)=1500

Example 2: from 2003 to 2004, the number of applicants in a college increased by 15% to 5060. How
many applicants were there in 2003?

A. 759 B. 4301 C. 4400 D. 5819 E. 5953

Solution; let x be the applicants in 2003. So

X(1+15%)=5060

1.5x=5060

X=5060/1.5=4400. Hence choice C is correct

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4. logical Reasoning

Objective:

After completing this sub topic you will be able to:

• Be familiar with the concepts of logical reasoning.

• Distinguish between inductive and deductive reasoning.

• Solve problems related to logical reasoning.

Man is different from other living beings. He has got the power of thinking. He has the power of
reasoning. He can differentiate between right and wrong.

As in normal life situations he has to use his reasoning in making conclusions and passing judgments, he
has to use it in the field of mathematics also.

A student of mathematics has to use his reasoning power and use common sense to solve mathematical
problems.

Scope:

The scope of logic is large ranging from topics such as a study of fallacies and paradoxes to specialized
analysis of reasoning using probability.

Mathematical logic refers to two distinct areas of research, the first is application of techniques of formal
logic to math and math reasoning and the other to apply mathematical techniques to represent and analyze
formal logic.

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Formal systems have three valuable properties namely,

Consistency

Soundness

Completeness

Deductive and Inductive Reasoning

MAN IS MORTAL.SOCRATUS IS A MAN.THEREFORE,SOCRATUS IS MORTAL.

In mathematics we deal with two types of reasoning, deductive and inductive.

Deductive Reasoning: The main logical tool used in establishing the truth of an unambiguous statement
is called deductive reasoning.

For example, once we prove that the product of two odd numbers is always odd, we can immediately
conclude 3579 * 12357 is odd simply because 3579 and 12357 are odd.

This kind of reasoning is called deductive reasoning. It is called deductive because we arrive at a result or
a statement from a previously established statement using logic.

It also helps us to conclude that a particular statement is true, because it is a special case of a more general
statement that is known to be true.

Inductive reasoning is the complement of deductive reasoning. It is the process of reasoning in which
the premises of an argument are believed to support the conclusion but do not ensure it.

Inductive reasoning is framed based on limited observations of recurring phenomenal pattern. It is used in
specific propositions.

Example: All observed cuckoos (a type of bird) sing therefore we conclude all cuckoos sing, we have not

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verified this with all cuckoos in the world. Hence formal logic is rather deductive than inductive

We observe in any general test there are questions based on logical reasoning; hence we shall get in touch
with some of the points to be kept in mind while answering such questions.

We have numerous situations where logical reasoning is to be applied to arrive at the solution. We will
have to find the solution based on the following,

• Tables

• Diagrams

• Number Series

• Comparison Problems

• Word Problems

Table

Reading a Table

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Generally, questions based on logical reasoning are presented in the form of tables.

Let us look at the following example: Read the table and find the number of televisions sold on Tuesday.
Total number of items sold on two days is 140. On Monday 65 items were sold

Hence on Tuesday 140-65 that is 75 items were sold. Out of 75 items sold on Tuesday 33 were cell
phones. Therefore, the number of televisions sold on Tuesday are 75-33 that is 42

Example:

Most questions are also based on number series. Here a series of numbers are given, we must find the
missing number in the series. Here we must think of the pattern of numbers given and frame a general
rule to find the missing number.

Let us see how this works. Here a set of figures carrying some numbers is given, assuming that the
characters in each set follow a similar pattern, find the missing number. Here the missing number is 30.
The logic used here is, in the first set we observe,

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3x3+4x5=29, in 2nd 5x6+4x2=38 hence 6x4+3x2 = 30

Sometimes some quantities are given which are not related directly, we must analyze the given
information and compare the given quantities.

Example: Andualem is heavier than Genet. Malcolm is lighter than Jara. Paulos is heavier than Jara but
lighter than Genet. Who among them is the heaviest?

Let us write it symbolically, let us denote heavier than by '>'

Andualem > Genet

Jara > Malcolm

Paulos > Jara

Genet > Paulos

By arranging them into a single relation, we have,

Andualem > Genet > Paulos > Jara > Malcolm

It is clear that Andualem is the heaviest

Logical Reasoning problems can also be in the form of word problems.

The strategy to be followed here is read the question carefully, note down the given information and
analyze it.

Example
Four persons of a family Jibril, Hawi, Lucy and Mariamawit are playing caroms.

Jibril is facing South

Lucy is facing East

Mariamawit is facing West

Hawi is to the left of Mary

Who is the partner of Jibril?

Since three of the four persons are facing three directions obviously Hawi is facing North.

Hence Hawi is Jibril's partner.

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5. Sets

Objectives:

After completing this module we will be able to:

• Define a set and terms associated with sets.

• Differentiate various types of sets.

• Perform the operations of union and intersection on sets.

• Gain knowledge about Venn Diagrams.

• Apply knowledge of sets to solve problems.

In our daily life, we often talk of a collection of objects.

A pack of cards, a bunch of grapes, a herd of cattle, a pair of shoes etc.

All these facts lead to the concept of sets.

The concept of a set originated from the concept of collection, class, family etc.

This concept of sets is fundamental in mathematics.

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Example: In the above figure :

Triangle represents healthy

Square represents the old

Circle represents women

Find out the area of the figure which represents women who are old and healthy.

It is clear that region 1 represents women who are healthy and old as it is the common area.

Definition

Set: A set is a well defined collection of objects.

We can give several examples of sets which we come across very often.
Examples:

All hotels in a city.

All even primes.

The letters in the word “MATHEMATICS”

Persons who set foot on moon.

Example:

Given a set of objects, we are in a position to distinguish those objects in the set from those that are not in

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the set. Such a set is said to be a well defined set.

The word object is used with a broad understanding. Object may be a man, a number, letter or anything.

Therefore, the objects in the set are called elements or members of the set.

Let us see the elements of set of prime numbers less than 10. The set of prime numbers lesser than 10 are
2,3,5 and 7. Generally the elements of a set are put inside a flower bracket separated by commas.

Set of primes less than 10 = {2,3,5,7}

Set of any three flowers = {Rose, Lotus, Lily}

Set of vowels in English alphabet = {a,e,i,o,u}

Description

Let us explore some more characteristics of sets.

It is customary to name a set by capital letters such as A, B, X, Y etc.

In order to define a set all the elements of the set are written in a row, separated by commas and then
enclosed in braces.

Suppose we want to represent the set of even numbers between 1 to 10 as set E, then it is represented as
follows, E = {2,4,6,8,10}

This form of specifying sets is called List form or Roster form.

Sometimes it is not possible to list all the elements of a set. In that case we write the first three or four
elements which clearly indicate the structure of the set, followed by three dots.

Set of natural numbers(N) = {1,2,3,4,...}

Sometimes it is more convenient to describe a set by some property common to all its elements. B is the
set of all odd natural numbers.

We can denote it by an arbitrary letter say x and it represents every element of that set.

B = {x/x is a an odd natural number},

This form of representation is known as set builder form or rule form.

Those “things” in the give set are called members or elements of the set and the symbol for element is .

Eg:- If B is the set of values in the English Alphabet, then e is the element of B. i.e c B and f B

The union of two sets, A and B, is the set consisting of all elements that are in A or in B or in both. The

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union is represented by AUB

The intersection of two sets A & B, is the set consisting only of the elements that are in both A and B &
denoted by AnB.

Eg: Let A = The set of prime numbers = {2,3,4,5,6,7,8,10,11,12,13,14,16,…} & A n B = {2}

The solution set of an equations or inequality is the set of all numbers that satisfies the equations or
inequalities respectively.

Venn-Diagram

We come across several concepts in mathematics expressed visually in the form of diagrams, in a similar
fashion the concept of sets can be made simpler by associating with diagrams.

Two great Mathematicians John Venn and Leonard Euler used simple closed figures to represent sets.

These closed figures are known as Venn - Euler Diagrams or simply Venn Diagrams.

Generally a rectangle is used to represent a universal set.

Any simple closed figure such as a triangle, ellipse, circle etc is used to represent a set. The elements of
the set are written inside the closed figure.

Formula:

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There is a wide range of application of the set theory in solving many mathematical problems. We shall
deal with some of them.

Formula I: n(A B) = n(A) + n(B) - n(A B) for any two finite sets. This formula will be clear if take
up the following example.

Let A = {1,2,3,4,5,6} and B = {4,5,9}

A B = {1,2,3,4,5,6} {4,5,9}
= {1,2,3,4,5,6,9}
A B = {1,2,3,4,5,6} {4,5,9}
= {4,5}
n(A) = 6, n(B) = 3, n(A B) = 7 and n(A B) = 2
7 = 6+3-2

If we put it in words, we observe that the common elements are counted twice as they exist in both the
sets, hence to find the number of elements in both sets we add the number of elements in each and
subtract the number of common elements.

Example:

Given A = {2,4,6,8,10,12,14,16}

B = {1,2,3,5,6,9}

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Find A B.

Solution:
A B = {2,4,6,8,10,12,14,16} {1,2,3,5,6,9}
= {1,2,3,4,5,6,8,9,10,12,14,16}

6. Number Theory

Objectives:

After completing this sub topic we will be able to:

• Define terms such as multiples, factors, co-primes, etc.

• Use the division algorithm to solve problems.

• Find LCM and GCD of numbers.

• Apply the number theory to solve various problems.

• Gain knowledge of the Fundamental Principle of counting and its application

Even and Odd Counting Numbers

Properties

Mathematics deals with a whole lot of numbers hence we must know some basic concepts in
mathematics. Number theory helps us in understanding mathematics in a better way.

Let us take a quick tour of the following concepts.

Even Number: A number n is even if the remainder is zero when it is divided by 2. (n = 2z)

Odd Number: A number n is odd if the remainder is one when it is divided by 2. (n = 2z +1)

Some of their properties are as follows,

even + even = even

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odd + odd = even

even + odd = odd

even x even = even

odd x odd = odd
even x odd = even

Related Numbers

Prime Number: A positive number p is said to be prime if p > 1 and p has no divisors except p and 1.
Hence a number which has exactly two different factors itself and one is called a prime number.
E.g. 2,3,5,7,11,13 etc. 2 is the only even prime number.

Twin Primes: A pair of primes are said to be twin primes if they differ by 2.

Example: 3 and 5 are primes, their difference is 2. So they are called twin primes. (3,5), (5,7), (11,13),
(17,19) are also pairs of twin primes.

1 is neither prime nor a composite number.

Definitions

Composite Number: A number which is not prime is known as a composite number. 4,6,9,15 etc. Every
composite number will have at least 3 factors.1 is neither prime nor a composite number.

Factor and Multiple: If 'b' divides 'a' leaving zero remainder, then 'b' is called a factor or divisor of 'a'
and 'a' is called a multiple of b.

Eg. 3 divides 15 leaving a remainder zero. Hence 3 is a factor of 15 and 15 is a multiple of 3.

Algorithm

As we are familiar with the four operations of mathematics, let us concentrate on the division operation
for some time.

When a number 'n' is divided by another number say 'a' if the quotient is 'q' and remainder 'r' then, n = a x
q+r

Here 'n' is called the dividend, 'a' the divisor, 'q' the quotient and 'r' the remainder.

Division Algorithm :

Dividend = Divisor x Quotient + Remainder

Example: When 25 is divided by 4 the quotient is 6 and the remainder is 1. Hence 25 = 4 x 6 + 1

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Fundamental Theorem

Every number greater than 1 can be expressed as the product of primes in a unique way except for the
order in which the factors appear.

Example: 72 = 2 x 2 x 2 x 3 x 3

Greatest Common Divisor (GCD or HCF)

The Greatest Common Divisor (GCD) of two or more numbers is a (unique) number.

which is a factor of each of the numbers that it is a common factor of all the numbers and

which is greatest among the common factors of these numbers.

Example: Factors of 12 are 1,2,3,4,6 and 12.

Factors of 16 are 1,2,4,8 and 16.

Here, common factors are 1,2, and 4. Out of these, 4 is the greatest. Therefore, the GCD of 12 and 16 is 4.

Description

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Lowest Common Multiple (LCM):

The lowest common multiple (LCM) of two or more numbers is a number which is common multiple of
the numbers and is the smallest among all common multiples.

Example : Multiples of 8 are 8,16,24,32,40,48...

Multiples of 12 are 12,24,36,48,60...

The common multiples are 24,48... Since 24 is the smallest among the common multiples therefore 24 is
lowest common multiple of 8 and 12.
Example : Multiples of 20 are 20,40,60,80,100,....

Multiples of 25 are 25,50,75,100,.....

Multiples of 50 are 50,100,150,....

LCM of 20,25 and 50 is 100.

Some properties of GCD and LCM of numbers

• The GCD of given numbers is smaller than or equal to the smallest number.

GCD means greatest common divisor , we know that a factor of a number is smaller than or equal to the
number itself. Therefore GCD of given numbers is smaller than or equal to the smallest number.

• The LCM of given numbers is greater than or equal to the largest of the numbers.

LCM means lowest common multiple. We know that a multiple of a number is greater than or equal to the
number. Therefore LCM of the given numbers is greater than the largest of the numbers.

• The GCD of two numbers a and b is a factor of the LCM of a and b. LCM of a and b is a multiple
of GCD of a and b.

• If the GCD of two numbers is one of the numbers, then the LCM of the numbers is the other
number.

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• The product of the GCD and the LCM of two numbers a and b is equal to their product a x b.

Counting Techniques:

If we think back, counting would have been one of mankind's first thought process. The process of
counting is the building block of mathematics. Without understanding the process of counting we cannot
move forward to other processes in mathematics.

Though it appears to be simple counting can be deceptively hard.

To count how many integers there are between two integers, the following rules are applicable.

• Rule 1; if exactly one of the end point is included (inclusive), subtract.

• Rule 2; if both end points are included subtract and then add 1.

• Rule 3: if neither of the end points are included or two end points are exclusive, subtract and then
subtract 1 more.

Example: Jonatan bought some apples. If he entered the store with 113 Birr and left with Birr 109, how
much did the apples cost?

Solution: it is a form of rule 1. Hence 113-109=4birr which is the price of the apples.

Example: Mahlet was selling tickets of “Hidase Gidib” in the school. One day she sold tickets numbered
109 through 113. How many tickets did she sell that day?

Solution; the question is of type rule 2.

So, 113-109+1=5, that is she sold the ticket numbered 113,112,111,110&109 totally 5 tickets

Example: Mohammed is the 109th person in a line, and Eyob is the 113th person. How many people are
there between Mohammed and Eyob?

Solution; here persons at the ends of Mohammed and Eyob are not included.

So we have 113-109-1=3. Therefore, there are three persons between them.

Fundamental Principle of Counting:

If an event occurs m times, and each of the m events is followed by a second event which occurs k times,
then the first event follows the second event m x k times.

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Example: If a dice is thrown and then a coin is tossed, then the total number of possible outcomes by the
fundamental principle of counting is 6 x 2 = 12. {A dice can be thrown in 6 different ways 1,2,3,4,5 or 6
and a coin can be thrown in 2 different ways that is head(H) or tail(T)}

Example: if p divided by 9 leaves a remainder 1, which of the following must be true?

I. p is odd II. p is even III. p = 3z+1 for some integer z.

Solution: When p is divided by 9 let the quotient be q and it is given that it leaves a remainder 1, hence
the relation,
p=9xq+1
If q = 1 then p = 9 x 1 + 1 = 10.
If q = 2 then p = 9 x 2 + 1 = 19.
This eliminates the first two options.
p=9xq+1
= 3 x 3q + 1
= 3z + 1 (3q = z)
Therefore only III is true.

Example: Eskindir has 4 paintings in basement. He is going to bring up 2 of them and hang 1 in his den
(study room) and 1 in his bed room. In how many ways can he choose which paintings go in each room?

Solution; this can be done in 4x3=12 ways. Because the first job is to pick 1 out of 4 paintings and hang
in the bed room. That can be done in 4 ways. The second job is to pick a second paintings and to hang it
in the den out of 3 remaining paintings, we have 3 ways. Now assume that there are 10 paintings, we have
to hang in 4 rooms or 4 jobs. Therefore, 10x9x8x7=5040 ways to hang.

Example: how many integers are there between 100 and 1000 all of which digits are odd?

Solution: odd digits are 1,3,5,7,9. There are five. We need to make three digit numbers with all of digits
odd and greater than 100 and less than 1000. In the 100’ s there are five numbers bigin with:
111,113,115,117,119…,999.

Similarly, there are five numbers from 121 to 129, five numbers from 131 to 139, five numbers from 151
to 159, etc. to 999. So from 100 to 200 there are 5x5=25 and from 100 to 1000 there are 5x25=125
different numbers whose three digits are all odd.

In short, there are three jobs that can be done in five ways. Therefore, 5x5x5=125.

7. Sequence & Series

Objectives

After completing this sub topic you will be able to,

• Find the specified term of a given sequence.

• Find the sum to a required number of terms.

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• Find the specified terms of a series.

• Apply the knowledge of sequences and series to solve simple word problems

Introduction

We observe so many things in our daily life which follow a specific pattern. Everyday sunrises, day
breaks sun sets its night. Here a specific pattern is followed. Waxing and Waning of moon is another
example. Stages of life also follow a certain specific order.

Similarly in Mathematics a given set of numbers may follow a specific pattern. When a set of numbers is
given to analyze whether they follow a specific pattern or not we take the help of sequences and series.

Consider the given lists of numbers:

1,4,7,10,13,16...

-4,0,4,8,12,16...

1.0,1.5,2.0,2.5,3.0...

All the lists contain different numbers. However, the rule that enables us to continue or extend the lists
further is the same. From the above lists it is clear that, each list starts with a number chosen arbitrarily
and

Suppose we have a sequence 4,9,14,19,...We observe that 9=4+5; 14=9+5; 19=14+5,

So, every successive number is obtained by adding a fixed number to the previous number. Here the fixed
number is 5, we observe that every successive number in the sequence is obtained by add 5 to the
previous number.

All the above lists are ordered lists. That is the order of various numbers cannot be changed. Such an
ordered list of numbers is called a sequence.

Sequence

Arithmetic and Geometric Progressions

Now let us see some of the sequences:

2,5,8,11,14,...

16,11,6,1,-4,...

a+b,a+2b,a+3b,...

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In the given sequences we see that each term except the first progresses in a definite manner.

It is observed that every term except the first is obtained by adding a fixed number (positive of negative)
to the preceding term. Sequences following certain patterns are referred to as progressions.

Such sequences as above are termed as arithmetic sequences or Arithmetic Progressions (A.P).

Thus any sequence a1, a2, a3, ..., anis called an arithmetic progression if
an+1 = an + d.
Example:
Let us look at the sequence 2,5,8,11,....
Here we observe that 5=2+3, 8=5+3,11=8+3,
The fixed number which is added to the previous term to get the successive term is 3 here this fixed
number is called d.
Here a1=2, a2=2+3 so we can write a2 = a1+d, therefore generalizing this for any value of n we have a n+1
= an+d.

a1 is called as the first term and d is called the common difference of the A.P.

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Consider the following kinds of sequences like,

2,4,8,16,...

0.1,0.001,0.0001...

, , , ...

In each of these sequences, we note that each term, except the first follow a definite order.

It is observed that in each case, every term except the first term bears a constant ratio to the term
immediately preceding it. Such sequences are called geometric sequences or Geometric Progressions
(G.P).

The first term is denoted by 'a' and the constant ratio is called the common ratio denoted by 'r'.

Formula

• If a, b and c are in arithmetic progression, then b is called the arithmetic mean of a and c.

b=

• If a,b and c are in geometric progression, then b is called the geometric mean of a and c.
b=

Example: If 5, x, 11... are in AP, find the value of x.

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As 5, x and 11 are in AP, x is the arithmetic mean of 5 and 11, so x = =8

A series is simply the sum of the terms of a sequence.

The following is a series of even numbers formed from the sequence 2,4,6,8,... 2+4+6+8+...

A term of a series is identified by its position in the series. In the above series, 2 is the first term, 4 is
the second term, etc.

For example the sum of the first n natural numbers is a series,

1 + 2 + 3 + 4 + 5 + ... + n

Examples

Fibonacci Sequence :
The sequence 0,1,1,2,3,5,8,13,....is known as the Fibonacci sequence.

Here we add the last two terms to get the next term.

For example, 0 + 1 = 1, 1+ 1 = 2, 2 + 3 = 5, 3 + 5 = 8,
5 + 8 = 13

8. SOLVED SAT PROBLEMS

Sample questions on arithmetic concepts

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1. If 0 < a < a < b < 1, which of the following is (are true)?

I. (a – b) is negative ` II. is positive III. is positive

A. I only C. III only

B. II only D. I and II only E. I, II, and III

Solution:

Since a < b, a – b is negative (I is true)

Since a and b are positive, so ab and its reciprocal is positive

(II is true). And =, since a – b < o and ab > 0 and ab > 0, the fraction value is negative.

So choice D is correct

2. At 3:00 AM the temperature was 130 below zero. By noon it had risen to 320. What was the average
hourly increase in temperature?

A. (19/9)o B. (19/6)o C. 50 D. 7.50 E. 450

Solution:

In 9 hours from 3:00 to noon, the temperature rises 32 – (-13) = 32 + 13 = 450. Therefore, the average
hourly increase was 450 – 9 = 50. Choice C is correct

3. If (7a) (7b) = what is d in terms of a, b and c?

A. c/(ab) C. a + b – c

B. c – a – b D. c – ab E. c/(a+b)

Solution: 7c = 7c – d and (7a) (7b) = 7a +b

So, 7c – d = 7a + b

c–d=a+b

c–a–b=d

So, choice B is correct

4. If p and q are primes greater than 2, which of the following must be true?

I. p + q is even II. pq is odd III. p2 – q2 is even

A. I only C. II only

B. I and II only D. I and III only E. I, II and III

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Solution:

All primes greater than 2 are odd. Therefore, p and q are odd, and p + q is even (I is true). The product
odd is odd (II is true). Since p and q are odd, so their squares, and difference of squares is even (III is
true)

So, choice E is true

5. If 0 < a < 1, which one of the following is in increasing order?

A. √x, x, x2 C. √x, x2, x

B. x2, x, √x D. x, x2,√x E. impossible to predict

Solution:

For any number, x, between 0 and 1; x2< x and x<√x.

Therefore, choice B is correct

6. If-7≤x≤7& 0≤y≤12 , what is the greatest possible value of y-x?

A.0 C. 19

B.5 D. 18 E. – 7

Solution: We need to make y-x as large as possible, let y be as large as (12), and subtract the smallest
amount possible (x=-7)

12-(-7)=19 .Choice C is correct

7. At Ato Tefara Butcher shop 99kg of chopped meat is being divided into packages each weighing 2.5kg.
How many kilograms of meat are left when there is not enough to make another whole package?

A.3/2 kg C. 3kg

B.3kg D. 4kg E. 5kg

Solution: 99 ÷ 2.5 = 39.6

So, the butcher can make 39 packages, weighing 39 × 2.5 = 97.5kg.So

Kg of meat left = 99 – 97.5 = 1.5kg .Choice A is correct

8. For how many positive integers a is true that a × a × a = a + a + a?

A. 0 C. 2

B. 1 D. 3 E. more than 3

Solution:

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a × a × a = a3 and a + a + a = 3a

So, a3 = 3a = 3 a2 = 3

The only positive integer a is 3. And also 0 and can make the equation true. So, the correct answer is
choice B

9. For any positive integer n > 1, n! represents the product of the first n positive integers. For example, 3!
= 1× 2× 3 = 6. Which of the following is (are) equal to 10!/(8!)

I, 5! – 4! – 3! II. 5!/(4!) III. 15 (3!)

A. I only C. III only

B. II only D. I and III only

Solution:

10!/(8!) = (10x9x8!)/(8!) = 10.9 = 90. Now we have

I. 5! – 4! – 3! = 120 – 24 – 6 = 90 (true)

II. 5!/(4!)= (5x4!)/(4!)=5 (false)

III. 15 (3!) = 15 (3.2.1) = 90 true

So, choice D is correct

10. If A is set of positive multiples of 5 less than 200 and B is the set of positive multiples of less than
200, how many numbers are in both set A set B?

A. 0 C. 11

B. 5 D. 62 E. 67

Solution: AnB consists of all numbers that are members of both A and B. an integer that is multiple of
both 5 and 7 must be a multiple of 35. There are 5 multiples of 35 less than 200; 35, 70, 105, 140, 175.

Choice B is correct

11. If 7a = (91) (13), what is the value of

A. 10 C. √13

B. 13 D. 12 E. 14

Solution:

7a = (91) (13)

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a = (91x13)/7=169

√a=13 Choice B is correct

12. If a, b and c are positive numbers with , what is the value of c when a = 44 and b = 275?

A. 2/5 C. 1/5

B. 5/2 D. 3/5 E. 5/3

Solution: Replace a by 44 and b by 275

=2.5 So, choice B is correct

13. Which of the following expressions has the greatest value?

A. 4 × 4 ÷ 4 + 4 C. 4 × 4 – 4 × 4

B. 4 ÷ 4 × 4 + 4 D. 4 ÷ 4 + 4 × 4 E. 4 + 4 × 4 – 4

Solution:

Use the proper order of “PEDMAS”

4 × 4 ÷ 4 + 4 = 16 ÷ 4 + 4 = 4 + 4 = 8

4 ÷ 4 × 4 + 4 = 1 × 4 +4 = 4 + 4 = 8

4 × 4 – 4 × 4 = 16 – 16 = 0

4 ÷ 4 + 4 × 4 = 1 + 4 × 4 = 1 + 16 = 17, greatest value

4 + 4 × 4 – 4 = 4 + 16 – 4 = 20 – 4 = 16

Choice D is correct

14. Which of the following cannot be expressed as the sum of three consecutive integers?

A.18 C. 28

B. 24 D. 33 E. 36

Solution:

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The sum of three consecutive integers can be expressed as

n + (n + 1) + (n + 2) = 3n + 3 = 3(n + 1), i.e. it should be multiple of 3.

Hence except 28 all are multiple of 3. Choice C is correct

15. If (a1/2)3 (a5)1/2 = an, then n = ______

A. 2 C. 8

B. 4 D. 9 E. 19.25

Solution:

(a1/2) = a3/2 and (a5)1/2 = a5/2

(a3/2) (a5/2) = a3/2+5/2 = a8/2 = a4 = an

n = 4 Choice C is correct.

Percents

16. A small private sector raised some money. The members used 74% of the money to buy uniforms,
18% for equipments, and remaining Birr 216 for a team party. How much money did they raise in Birr?

A. 2,400 C. 2,500

B. 2450 D. 2,600 E. 2,700

Solution:

74% + 18% = 92%, the Birr 216 spent on party and the other 8% raised. Then

8% of x = 0.08 => x = 216/0.8=2700 Choice E is correct.

17. Last year Bekele sold a painting for Birr 2000. If he made a 25% profit on the sale, how much had he
paid for the painting in Birr?

A. 1,200 C. 1,600

B. 1,500 D. 2,400 E. 2,500

Solution: Bekele made a 25% profit, so if he bought the painting for x, he sold it for

X + 0.25x = 1.25x = 2,000 x = 1,600 So, C is correct.

18. If selling price of model B is 60% more than the selling price of model A, what percent of the total
sales do the sales of model A represent?

A. 25% C. 40%

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B. 36% D. 50% E. 60%

Solution: When you deal with percent, always use the simple numbers such as 10 or 100. Assume that
model A sales for Birr10. Hence 60% of 10 is 6, model B sales for Birr 16. The chart tells you that 9,000
model A’s 10,000 model B’s were sold, for total

10 (9,000) + 16(10,000) = 250,000

The sales of model A = 90,000 represent 36% of 250,000

So, the choice B is correct

19. 400% of x is what percent of 400x?

A. 0.01 C. 1

B. 0.1 D. 10 E. 100

Solution: 400% of x = (400x)/100 = 4x which is 1% of 400x. Choice C is correct

20.What percent of 50 is x?

A. x/50 C. 50/x

B. x/2 D. 2/x E. 2x

Solution: If x is y% of 50 , then x/100=y/10

100x=50y => y=2x. Choice E is correct.

21. 9 is 1/3% of what number?

A. 0.03 C. 3

B. 0.27 D. 300 E. 2,700

Solution:

Choice E is correct.

22. Hussein bought a Birr 60 radio on a sale at 5% off. How much did he pay, including 5% sales tax in
Birr?

A. 54.15 C. 57.75

B. 57.00 D. 59.85 E. 60.00

Solution: Since 5% of 60 = 3Birr and thus he paid 57Birr for radio. He taken paid 5% sales tax i.e. 5%

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of 57 = 0.05 × 57 = 2.85Birr. Hence the total cost is 57+2.85 = 59.85Birr

Choice D is correct

23. Ato Dawit was planning on depositing a certain amount of money each month into a college fund for
his children. He then decided not to make any contributions during June and July. To make the same
annual contribution that he had originally planned, by what percent should he increase his monthly
deposits?

A. 10% C. 25%

B. 20% D. 15% E. we can’t determine

Solution: Assume that Ato Dawit is going to contribute Birr 100 per month. Having decided not to
contribute for 2 moths, he should have to contribute Birr 1200 in 10 months with deposits of Birr 20 each.
This can increase of Birr 20.

Choice B is correct.

23. If 25 students took an exam and 4 of them failed, what percent of them passed?

A. 4% C. 84%

B. 80% D. 40% E. 8%

Solution: If 4 students failed, 25 – 4 = 21 students passed and 21/25=0.84=84/100=84% of them passed.

Choice C is correct

24. An art dealer bought a painting for Birr 1000 and later sold it for Birr 10,000. By what percent did the
value of the painting increases?

A. 800% C. 80%

B. 900% D. 90% E. 100%

Solution:

Choice B is correct.

Ratio and proportion

24. If 2/3 of the workers in a company are not high skilled workers, what is the ratio of high skilled
workers to non – high skilled workers?

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A. 2:5 C. 3:5

B. 1:2 D.2:3 E. 3:2

Solution: Of every 3 workers, 2 are non – high skilled workers. Then the ratio of high skilled workers to
non – high skilled workers is 1:2. Choice B is correct.

25. If a:b = 3:5 and a:c = 5:7, what is the value of b:c?

A. 3:7 C. 21:25

B. 21:35 D. 25:21 E. 7:3

Solution: a/b=3/5, a/c=5/7

(b/a)x(a/c)=b/c

(5/3)(5/7)=25/21=25:21 Choice D is correct

26. Barbara can grade t tests in 1/x hours. At this rate, how many tests can she grade in x hours?

A. tx C. x

B. tx2 D. t E. t/x

Solution: Barbara grades a t the rate of

She can grade (tx) tests in 1hour, we have in x hours she can grade x(tx) = tx2 tests. Choice B is correct

26. Three share holders agreed to split the profit of an investment in the ratio of 2:5:8. If the profit was
Birr 3000, what is the difference between the largest share and the smallest?

A. 1200 C. 400

B. 1400 D. 1600 E. 1000

Solution: The shares are 2x, 5x, and 8x and

2x + 5x + 8x = 3000

15x = 3000

X = 200

So, 2x = 2(200) = 400

5x = 5(200) = 1000

8x = 8(200) = 1600

So, 8x – 2x = 1600 – 400 = 1200 is the difference

Choice A is correct

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Solved Problems:

27. In 1970 the populations of Town A and Town B were the same. From 1970 to 1980, however, the
population of Town A increased by 60% while the population of Town B decreased by 60%. In 1980 the
population of town B was what percent of the population of Town A?

A. 25% B. 36% C. 40% D. 60% E. 120%

Solution; No need to take let x be population of Town A like math cla ss. So assume that population of
both Town is 100 in 1970 and since 60% of 100 is 60, in 1980 the population were 100+60=160 of Town
A and 100-60=40 of Town B. Then in 1980 Town B’s population was 40/60=1/4=25% of Town A. Hence
choice A is correct.

28. The population of a Town doubled every 10 years from 1960 to 1990, what was the percent increase
of population during this time?

A. 90% B. 900% C. 400% D. 700% E. 800%

Solution; the population double three times 1970, 1980 and 1990.

Say 1960, 100

1970,200

1980,400

1990, 800

So the population in 1990 was 800=8(100), 8xthat of 1960 but this was an increase of 700 people (or
700%). Choice D is correct.

29. last year, the ratio of the number of math’s tests Daniel passed to the number of maths tests he failed
was 7:3. What percent of math’s tests Daniel passed?

A. 60% B.70% C. 75% D. 30% E. 65%

Solution: Danniel passed=

of his math’s test. So choice B is correct.

30. what is 10% of 20% of 30%?

A. 6% B. 0.06% C. 0.6% D.0.5% E. 1/6%

Solution: 10% of 20% of 30%=

Therefore, choice C is correct.

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31. If the ratio of vanilla cookies to chocolate to coffee cones sold at Addis ababa was 8:17:15 on a
particular day, what percent of the cones sold were chocolate and coffee respectively?

A. 19.5% & 42.5% B. 38.5% & 19.5% C. 80.5% &19.5%

D. 19.5% & 80.5% E. 42.5% & 38%

Solution: Chocolate cones made up of =

of total.

Coffee cones made up of =

of total. Choice E is correct.

32. If the angles of a triangle are in the ratio 2;3:7 then the triangle is :

A. obtuse angled triangle B. right angled triangle C. acute angled triangle

D. equilateral triangle E. isosceles triangle

Solution: we know that the sum of the degree measure of a triangle is 180o.

Therefore, the triangle is obtuse. Hence choice A is correct.

33. For a positive integer n, the first term of the sequence sn is and every term after the first is 2 more
than twice the preceding. What is the value of the smallest turn s5 that is greater than 100?

A. 100 B. 121 C. 151 D. 171 E. 191

Solution: sequence s5 proceeds as follows: 5, 11, 23, 47, 95, 191, … so the smallest term greater than 100
is 191. Choice E is correct.

34. The declaration of independence was signed in July 1776. What month and year was it 500 months
later?

A. March 1817 B. August 1817 C. November 1817

D. march 1818 E. May 1817

Solution: the 12 months of the year form a repeating sequence 500/12=41.6666…

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and 41x12=492.

Therefore, 41 years (492months) after july 1776.

It will be july in the year 1771+41=1817.

Since 500-492=8months after july 1817, which is march 1818.

Therefore, choice D is correct.

35. From 1:09 to 1:13, Henock read pages 100 through 113 in his English book. What is his rate of
reading, in pages per minutes?

A. 3/5 B. ¾ C. 4/5 D. 1 E. 5/4

Solution: since he read both pages at the end we have 113-109+1=5pages starting from 1:09 to 1:13. So
1:13-1:09 =4minutes. He read at the rate of 5/4 pages per minutes. Therefore, choice E is correct.

36. Of the 410 students at Addis Ababa University, Kennedy Library,240study information technology
(T) & 180 study foreign language (L).If 25 students study neither courses, how many students study both
?

A.35 B.385 C.40 D.30 E.350

Solution: To do such questions draw a Venn-diagram. Let x represents the number of students who study
both course.

25

L T
180-x
xX

240-x

So, only foreign language students are 180-x.only IT students are 240-x.There fore who study at least one
of the courses is 410-25=385.

hence 385=(240-x)+x+(180-x)

385=420-x

X=420-385=35, who study both courses.

Therefore choice A is correct.

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SAT SOLVED PROBLEMS

1) In physics, force = mass x acceleration. Suppose you have an original force F and new force G in which the
mass is increased by a factor of two and the acceleration is increased by a factor of four. What is the ratio of
G:F?

A. 1:8 B. 1:4 C. 1:1 D. 8:1 E. 8:1

Solution:

F = ma, G = (2m)(4a) = 8ma; 8ma:ma simplifies to 8:1

2) A three-digit number is called "big" if any two of its digits are equal. How many three-digit numbers are
"big?"

A. 112 B. 146 C. 214 D. 252 E. 316

Solution : Start with 100-199 and then multiply the result by 9 for each hundreds digit. 100, 101, 110,
111, 112, 113, ... 119, 121, 122, 131, 133, 141, 144, 151, 155... = 2 + 10 + 2(8) = 12 + 16 = 28. 28 * 9 =
252

3) A number is called "round" if it contains at least one zero as a digit. How many three-digit numbers are
"round?"

A. 153B. 171C. 178 D. 179 E. 215

Explanation

An easy strategy here is to just count the number of "round" numbers between 100 and 199 and multiply that
number by 9 for every hundreds digit (100, 200, 300... to 900). So, there are 19 "round" numbers through 100-
199 (100, 101, 102 ... 109 = 10 + and 110, 120, 130... 190 = 9). 19 * 9 = 171

4) How many numbers less than 1000 are divisible by 3?

A. 300 B. 310 C. 311 D. 333 E. 500

Explanation Every multiple of three is divisible by 3, so divide 1000 by 3 and take the

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5) If a number is divisible by 2 but not divisible by 3, what can be concluded about the number?

A. It is a multiple of 6 B. It is a prime number C. It is a multiple of 7

D. It will leave a remainder when divided by 6

E. It does not have a square root

Explanation

A number that is only divisible by 2 and not 3 is not divisible by 6. Therefore, it leaves a remainder when
divided by 6.

6) In football, a team earns 6 points for a touchdown and can earn 0, 1, or 2 extra points after each touchdown.
Which of the following scores is not possible after earning three touchdowns?

A. 21 B. 22 C. 23 D. 24 E. 25

Explanation

A team can earn between 6 and 8 points per touchdown. So, after three, they could score between 18 points
and 24 points. 25, however, is not possible.

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7) If Mike can buy four apples for one pear and four pears for one peach, and if one peach is equal to eight
bananas, how many bananas will Mike receive for one apple?

A. 1 B. 2 C. 4 D. 6 E. 8

Explanation

4 apples = 1 pear
4 pears = 1 peach
1 peach = 8 bananas
So,
1 apple = 1/4 pear
1/4 pear = 1/8 peach
1/8 peach = 1 banana.

So,

1 apple = 1 banana

8) If Pete can run five miles in one hour, how many hours would it take him to run 25 miles?

A. 3 B. 4 C. 5 D. 10 E. 15

Explanation

5 miles / 1 hr = 5 mph
25 miles / 5 mph / 5 miles.

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9) If n is an integer, q is a rational number, and r is an irrational number, which of the following statements is
incorrect?

A. n + q is a rational number B. n * r is an irrational number

C. n / r is an irrational number D. r - q is a rational number

E. r / q is an irrational number

Explanation

If a rational is subtracted from an irrational, the result is always an irrational. So, D is not true.

10) In a class election between Ricky, Susie, and Mikey, Ricky earns 20% of the vote and Mikey earns 30% of the
vote. There are 24 members of the class. How many votes did Susie receive?

A. 4 B. 8 C. 12 D. 16 E. 20

Explanation

First, you will need to know Susie's percentage: 100% - 30% - 20% = 50%

Second, you should multiply that percentage by the total number of votes: 50% x 24 = .5 x 24 = 12

11) A fifty-question test is worth 500 points. If a student scores 400 points, how many questions did he miss?

A. 5 B. 10 C. 20 D. 40 E. 45

Explanation

Since the 50 q test is worth 500, each q is worth 10. If he scores 400 pts, divide 400 pts / 10 pts/q to get 40 q. 50 -
40 = 10 missed questions

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12) A train leaves the train station at 10:00 AM travelling 100 mph due west. Another train leaves another
station along the track travelling the opposite direction. If the trains meet at 11:00 AM and traveled 100 miles,
what is the speed of the other train?

A. 50 mph B. 75 mph) C. 100 mph D. 150 mph E. 200 mph

Explanation

The total time is 1 hr. The trains meet in 1 hr and both travel 100 miles, so the speed of both is 100 mph.

13) (5 x 5 + 3) / 2 + 7 / 7 = ?

A. 1 B. 7 C. 14 D. 15 E. 35

Explanation

5 x 5 = 25 + 3 = 28
28/2 = 14
14 + 1 = 15

14) A set of integers includes: 44, 66, 88, and x. If the mean of the scores is 80, what is x?

A. 12 B. 104 C. 120 D. 122 E. 200

Explanation

(44 + 66 + 88 + x)/4 = 80
44 + 66 + 88 + x = 320
x = 320-88-66-44
x = 122

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15) John is older than Maria. Maria is younger than Sue. Terry is the oldest of the four of them. Who is the
youngest?

A. John B. Maria C. Sue D. Terry E. They are all the same age

Explanation

J>M
M<S
T > (J,M, and S)`So,
M < (J, S, T)
Maria is the youngest.

16) What is the sum of the first five prime numbers?

A. 14 B. 18 C. 28 D. 33 E. 37

Explanation

The first five primes are 2, 3, 5, 7, and 11, and their sum is 28.

17) Which of the following is not a true statement?

A. Every even number is divisible by two

B. Every number divisible by two is an even number

C. Every number not divisible by two is not odd

D. Every number that is odd is not divisible by two

E. Every number not divisible by two is composite

Explanation

3 is not divisible by 2, but 3 is neither even nor composite.

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18) John is 4 years older than Marie. In ten years, he will be twice as old as Marie. How old is Marie now?

A. 6 B. 8 C. 10 D. 12 E. 14

Explanation

Set up a system of equations:

J+4=M
J + 10 = 2 x M

Substitute equation 1 for J in 2

(M - 4) + 10 = 2 x M
M+6=2xM
6=M

19) If a @ b = 2(a + |b|), what is the value of 2 @ (-2 @ -1)?

A. -8 B. 4 C. 0 D. 4 E. 8

Explanation

First, find the value included in the parentheses first.

-2 @ -1 = 2(-2 + |-1|) = 2(-2 + 1) = 2(-1) = -2

Second, find the value of 2 @ (...)

2 @ -2 = 2(2 + |-2|) = 2(2 + 2) = 2*4 = 8

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20) A number is given as 3513N, where N is an positive integer that fills in the units digit. Which of the following
values of N would result in 3513N being a multiple of 9?

A. 3B. 4 C. 5 D. 6 E. 7

Explanation

For a number to be a multiple of 9, the sum of its digits must be a multiple of 9. Since 3 + 5 + 1 + 3 = 12, N must
be 6.

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