COM )
________________________________________________________________________
1) A
farmer
wants
to
make
a
rectangular
pen
for
his
herd,
using
260
feet
of
fencing.
One
side
of
his
pen
will
be
bordered
by
a
river
and
does
not
need
a
fence.
What
is
the
maximum
amount
of
square
feet
he
can
make
his
pen?
(A) 16,900
ft
(B) 8,450
ft
(C) 7,511
ft
(D) 4,225
ft
2) A
cell
phone
company
charges
10
cents
for
the
first
minute
of
a
phone
call,
and
15
cents
a
minute
after
that.
Which
of
the
following
best
represents
the
function
f
for
the
total
amount
in
dollars
for
a
phone
call
that
last
h
hours
long?
(A) f
=
0.10
+
0.15
(h/60)
(B) f
=
0.10
+
0.15
(h/60
1)
(C) f
=
0.10
+
0.15
(60h
1)
(D) f
=
0.10
+
0.15
[(h
(1/60)]
(B) 35
mph
(C) 40
mph
(D) 45
mph
(A) Y
is
multiplied
by
3
(B) Y
is
divided
by
3
(C) Y
is
divided
by
6
(D) Y
is
divided
by
9
4) For
what
values
of
k
will
the
equation
x

x

8x
k
have
3
distinct
real
roots?
i. 7
ii.
iii.
10
(A) i.
only
6) In
the
diagram
above,
the
circle
with
center
O
has
a
diameter
DC
that
bisects
chord
AB
at
point
E.
If
AE
=
12
ft
and
DE
=
8
ft,
what
is
the
length
of
EO?
(A) 5
ft
(C) 6 ft
(B) 5.5
ft
(D) 6.5 ft
________________________________________________________________________
7) There
exists
such
a
number
134,x9z,y71,
where
x,
y,
and
z
are
whole
numbers.
This
number
is
the
product
of
a
smaller
th
number
(A)
to
the
n
degree,
such
that:
A
=
134,x9z,y71
Which
of
the
following
can
be
said
about
the
number
A?
(A) The
units
digit
must
be
1,
3,
7,
or
9
only
11) The
circle
above
with
center
C
has
points
A
and
B
such
that
they
form
an
arc
that
is
90
degrees.
When
a
chord
is
drawn
connecting
points
A
and
B,
the
length
of
the
line
is
42
units.
Find
the
area
of
the
shaded
region.
(A) (4
8)
units
(B)
(4
+
8)
units
(C) (4
4)
units
(D) (4 + 4) units
(B) 4
weeks
(C) 5
weeks
(D) 6
weeks
10) Let
y
=
(3x
+
3z)(zx).
Assuming
the
values
of
x
and
z
are
even,
the
greatest
number
that
must
be
a
divisor
of
y
is:
(A) 48
(B) 96
(C) 192
12) There
exists
an
XY
plane,
such
that
3
points
on
the
plane
when
connected
form
a
scalene
triangle,
as
shown
above.
Find
the
area
of
the
triangle
if
the
coordinates
of
the
points
are:
A
(15,
20),
B
(7,
10),
C
(25,
40)
(A)
820
units
(B)
940
units
(D) 384
________________________________________________________________________
13)
There
exists
a
cube
that
has
a
center
point
C.
The
distance
from
point
C
to
any
of
the
eight
corners
of
the
cube
is
6
units.
Find
the
volume
of
the
cube.
3
(A) 76
units
16) There
exists
a
test
that
has
ten
multiple
choice
questions,
all
of
which
have
four
possible
answers
to
choose
from;
one
right
answer,
and
three
wrong
answers.
What
is
the
probability
if
you
guessed
on
all
ten
questions
that
you
would
answer
exactly
seven
of
them
correct?
(A) 0.003%
(B) 0.3%
(C) 3%
(D) 30%
17) An
equilateral
polygon
has
50
sides.
How
many
degrees
does
one
angle
have?
(A) 165.6
degrees
(B) 169.2
degrees
(C) 172.8
degrees
(D) 176.4
degrees
14) A
chapter
test
was
given
to
a
group
of
students
in
Math
class.
A
graph
of
the
grades
is
shown
above.
What
of
the
following
best
represents
the
mean
number
grade
for
this
particular
test?
(A)
85
(B)
87
(C)
88
(D)
90
15) Given
that
f(x)
=
x,
g(x)
=
8x,
and
h(x)
=
x,
find
the
value
for
x
when:
h(g(f(x)))
=
66
(A)
3
(B)
3
(C)
33
(D)
9
________________________________________________________________________
19) What
rational
number
between
1/4
and
2/3
is
three
times
the
distance
from
1/4
than
it
is
from
2/3.
(A) 5/12
(B) 5/16
(C) 9/16
(D) 19/36
20) A
series
of
test
scores
are
calculated
to
give
the
average
score
per
student.
The
scores
are
entered
into
a
computer
one
at
a
time
from
lowest
to
highest,
and
the
average
score
is
calculated
after
each
test
score
is
entered.
If
there
are
5
total
tests,
and
the
average
increases
by
4
points
for
each
test,
what
is
the
difference
between
the
highest
and
lowest
test
scores?
(A) 32
18) The
above
is
a
graphical
representation
of
the
first
derivative
of
function
f.
Which
of
the
following
graphs
best
represents
the
function
f.
(A)
(B) 24
(C) 20
(D) 16
(B)
(C)
(D)
________________________________________________________________________
22) Given
the
recursive
function
defined
by:
f
(1)
=
3
f
(n)
=
[f
(n1)]
+
[f
(n1)]
for
n
2
(D) 48
(A)
(B)
(C)
(D)
23) A
spinner
shown
in
the
diagram
above
has
4
possible
outcomes,
A,
B,
C,
and
D,
where
A,
B,
and
C
are
all
the
same
size,
and
D
is
exactly
twice
as
big
as
any
other
letter.
If
the
spinner
was
spun
3
times,
what
is
the
probability
of
the
spinner
stopping
on
D
exactly
2
times?
(A) 12/64
(B) 12/125
(C) 36/64
(D) 36/125
24) A
point
in
the
XYplane
is
located
about
the
origin
so
that
it
forms
a
triangle
with
the
Xaxis.
If
tan
is
negative,
and
cos
is
positive,
within
what
quadrant
is
the
triangle
located?
(A) Quadrant
I
(B) Quadrant
II
(C) Quadrant
III
(D) Quadrant
IV
BONUS
QUESTION!
There
exists
a
game
show
where
one
car
and
two
goats
are
randomly
hidden
behind
three
numbered
doors.
When
a
contestant
on
the
show
guesses
which
door
the
car
is
hidden
behind,
the
host
of
the
show
reveals
a
goat
that
was
hidden
behind
a
different
door,
and
then
asks
the
contestant
if
he
would
like
to
stick
with
his
original
selection
or
change
his
mind
by
selecting
the
remaining
door.
Assuming
this
process
happens
on
every
show,
but
different
doors
are
always
selected
and
the
contestant
always
switches
from
his
original
choice
after
a
goat
is
revealed,
how
many
times
should
the
contestant
win
the
car
on
average?
(A)
1
out
of
2
(B)
1
out
of
3
(C)
2
out
of
3
(D)
3
out
of
3
________________________________________________________________________
DETAILED ANSWERS
I.
II.
III.
IV.
If
we
are
to
find
the
area
of
a
rectangle,
we
need
to
multiply
the
length
(2602x)
times
width
(x).
When
we
do
this,
we
get:
260x
2x
=
Y,
where
Y
is
our
total
area
in
ft,
and
our
equation
forms
a
parabola.
From
here,
there
are
a
number
of
ways
to
solve
the
problem:
Set
Up
The
Graph
On
Your
Calculator:
Hit
the
y=
button
(top
left).
Clear
out
any
equations
you
see
first
(highlight,
press
clear),
then
input
the
following
for
Y1=
260x
2x
Hit
the
Window
button
(next
to
y=)
to
alter
your
calculator
so
you
can
visually
see
the
graph.
You
know
for
a
fact
that
x
cannot
be
smaller
than
0,
nor
bigger
than
260,
so
thats
a
safe
window
to
use.
Make
Xmin=0,
and
Xmax=260.
(Xscl/Yscl
is
your
scale.
Leave
them
as
they
are)
You
also
know
that
your
total
fenced
in
area
cannot
be
smaller
than
0
ft
(its
impossible
to
have
a
negative
total
area),
nor
bigger
than
16,900
ft
(take
260,
divide
by
2
because
you
need
at
least
2
sides
of
fence
(130),
and
multiply
it
by
itself,
since
thats
how
you
find
area).
Y
=
your
total
area
in
this
equation,
so
set
your
Ymin=0,
and
your
Ymax=16,900.
Hit
graph,
and
move
your
curser
using
the
arrows
to
the
highest
point
of
your
parabola.
It
should
look
similar
to
the
graph
on
the
top
right
of
this
page:
This
graph
represents
values
of
x
from
0260
plugged
into
the
equation.
The
values
of
y
are
the
possible
outcomes
of
260x
2x
in
feet.
You
want
the
largest
area
possible,
so
if
you
move
your
cursor
to
the
top
middle
of
that
graph,
you
will
find
the
point
roughly
to
be
the
coordinate
(65
,
8450),
which
would
be
your
x
and
y
coordinates,
respectively,
thus
giving
you
the
answer
you
need
at
8,450
ft.
(Graphs
are
never
100%
accurate
when
you
use
your
cursor,
especially
with
large
numbers,
so
be
careful!)
Or,
you
could
look
at
it
as:
Two
sides
of
the
rectangle
would
be
the
value
x,
which
is
65,
and
the
third
side
would
be
2602x,
or
2602(65),
which
=
130.
Now
that
you
have
your
2
sides,
multiply
them
together
to
get:
130
ft
times
65
ft
=
8,450
ft.
You
Could
Also
Solve
This
Equation
Algebraically:
I.
Knowing
the
properties
of
a
parabola
is
a
good
thing.
The
basic
equation
of
a
parabola
=
Ax
+
Bx
+
C.
You
can
find
the
min
or
max
of
x
by
knowing
the
formula:
(B)/2A.
II.
Since
our
equation
=
260x
2x,
we
now
know
our
A
value
=
2,
and
our
B
value
=
260.
There
is
no
C
value
in
our
equation,
but
thats
not
needed
anyway.
Now
we
can
substitute
in
our
values
for
(B)/2A,
which
=

(260)/2(2)
which
=
260/4
which
=
65.
We
now
know
our
x
value
=
65,
so
we
just
found
2
sides
of
our
fenced
in
area.
Take
2602x
to
find
our
third
side,
and
now
we
know
it
to
be
130.
Simply
multiply
the
sides
of
the
rectangle
that
we
just
found
(65
times
130)
and
we
get
our
area
of
the
pen
to
be
8,450
ft,
choice
(B).
________________________________________________________________________
IV.
V.
You
Could
Solve
This
Equation
By
Plug&Chug
Some
Mathematicians
and
teachers
do
not
believe
in
this
method.
To
them
I
say
WHY
NOT!?
Were
using
what
we
know,
plugging
numerical
values
into
the
corresponding
parts
of
an
equation,
then
using
Math
to
solve.
Its
100%
Math,
and
100%
effective
if
you
have
proper
Math
knowledge.
I.
II.
III.
In
our
case,
since
all
equations
have
one
variable
(h),
we
must
first
pick
a
number
we
can
test
with.
The
number
1
is
usually
very
easy
to
use,
so
well
use
that.
We
can
sub
in
the
number
1
for
h
in
all
equations,
and
then
solve.
If
the
equation
is
written
properly,
we
should
get
0.10
+
(0.15)(59),
(which
represents
a
1
hour
call,
where
we
paid
10
cents
for
the
first
minute,
and
15
cents
for
the
other
59
minutes).
This
comes
out
to
be:
8.95.
Now
we
look
for
an
equation
to
match
that
number!
Answer
(A)
says:
0.10
+
0.15
(h/60).
We
sub
in
the
number
1
and
get:
0.10
+
0.15
(1/60)
=
0.10
+
0.0025
=
.1025
Does
this
make
sense?
We
talked
for
an
hour,
and
only
paid
10
cents?
Our
total
cost
should
be
8.95,
so
this
doesnt
work.
We
move
on.
Answer
(B)
says:
0.10
+
0.15
(h/60
1)
We
sub
in
1
and
get:
0.10
+
0.15
(1/60
1)
=
0.10
0.1475
=
0.475
The
phone
company
paid
US
to
talk
for
1
hour?
I
dont
think
so
next!
VI.
Answer
(C)
says:
0.10
+
0.15
(60h
1)
We
sub
in
1
and
get:
0.10
+
0.15
[60(1)
1]
=
0.10
+
8.85
=
8.95!!!!!
This
worked!
So
we
might
have
our
answer!
But
we
continue
on
just
to
make
sure:
Answer
(D)
says:
0.10
+
0.15
[(h
(1/60)]
We
sub
in
1
and
get:
0.10
+
0.15
[(1
(1/60)]
=
0.10
+
0.1475
=
.2475
Nope.
We
have
now
concluded
that
only
(C)
could
work,
using
the
plugandchug
method!
A
good
habit
to
practice
on
would
be,
once
you
find
an
answer
that
works,
try
1
2
more
numbers
just
to
make
sure.
Ill
save
you
the
hassle,
it
works.
(C)
is
the
answer!
J
You
Also
Could
Solve
This
Equation
Algebraically:
I.
II.
________________________________________________________________________
I.
II.
IV.
Next,
you
simplify
the
equation
Y
=
k/(3x)
as
much
as
possible.
When
you
do
so,
you
get:
Y
=
k/(9x).
The
number
3
and
variable
x
were
squared
(distributive
property).
3
squares
to
9,
while
x
squared
simply
gives
you
x.
This
is
the
farthest
you
can
go
with
simplifying
the
equation.
Last,
you
compare
this
equation
to
the
first
one,
and
find
out
how
the
equation
has
changed:
Original:
Y
=
k/x
New:
Y
=
k/(9x)
The
difference
is
that
you
are
now
dividing
by
9
in
the
new
equation.
Whatever
you
do
to
one
side,
thats
what
will
happen
to
the
other
side,
so
Y
will
be
divided
by
9,
answer
(D).
II.
III.
IV.
________________________________________________________________________
x

x

8x
(10)
I.
II.
III.
IV.
For
such
a
small
question,
there
sure
is
a
lot
going
on
here!
First
we
have
to
realize
that
we
have
an
equation
with
a
variable
(x)
AND
an
unknown
constant
(k).
Next,
we
have
to
know
that
this
equation
(x

x

8x

k)
will
be
able
to
produce
(atmost)
3
real
roots,
because
the
first
x
is
cubed.
A
real
root
means
a
value
for
x
so
that
when
its
plugged
into
the
equation,
the
equation
will
be
equal
to
0.
We
look
at
our
problem
and
realize
that
we
are
given
possible
values
of
our
constant
k.
You
should
also
notice
that
it
says
MINUS
K,
so
when
you
substitute
numbers
into
the
equation,
be
sure
to
use
parenthesis
to
not
foul
things
up.
The
best
way
to
continue
this
problem
is
by
graphing
it
on
our
calculator.
(Watch
how
I
sub
using
parenthesis)
Our
3
possible
equations:
x

x

8x
(7)
x

x

8x
(8)
x

x

8x
(10)
Graphs:
x

x

8x
(7)
x

x

8x
(8)
V.
VI.
Now
analyze.
The
first
graph
crosses
the
xaxis
3
times.
When
it
crosses
the
xaxis,
thats
when
the
equation
is
equal
to
0,
which
is
considered
a
real
root.
So
the
constant
(k)
value
of
7
would
work.
The
second
graph
only
crosses
the
xaxis
once.
Only
one
distinct
real
root.
8
would
not
work.
The
third
graph
only
crosses
the
xaxis
once.
Only
one
distinct
real
root.
10
would
not
work.
Since
only
1
value
of
k
works
(7),
then
you
must
pick
choice
(A).
________________________________________________________________________
I.
II.
IV.
This
is
the
first
real
big
question
in
the
test.
Its
a
3part
problem,
and
you
WILL
find
a
few
of
those
on
the
real
Praxis
exam.
In
order
to
do
this
problem
correctly,
you
have
to
understand
what
is
being
asked,
and
how
to
get
exactly
what
youre
looking
for:
The
question
asks
what
was
Allisons
average
speed.
Since
speed
is
found
by
dividing
distance
by
time,
you
need
to
find
the
lengths
travelled,
and
minutes/hours
driven.
We
know
neither
of
the
above
thus
far.
The
next
thing
to
do
is
to
label
our
diagram:
V.
III.
Hopefully
by
now,
you
realize
that
we
have
a
right
triangle,
so
the
Pythagorean
theorem
can
be
used
to
find
the
sides.
Our
hypotenuse
is
the
side
opposite
the
right
angle
(X
+
10).
So
we
can
set
it
up
as
such:
X
+
(X
+
5)
=
(X
+
10)
Square
everything
X
+
X
+
10X
+
25
=
X
+
20X
+
100
Put
it
all
on
one
side
X
10X
75
=
0
Break
it
down
(find
factors
of
75)
(X
15)
(X
+
5)
=
0
Set
them
equal
to
0
(X
15)
=
0
OR
(X
+
5)=
0
Solve
X
=
15
OR
X
=
5
Since
we
know
the
length
cannot
be
negative,
we
know
our
value
X
has
to
be
15
miles,
so
AB
=
15
miles,
BC
=
20
miles,
and
CA
=
25
miles.
We
have
our
lengths,
so
now
we
need
our
total
time
travelled,
our
second
step.
Since
(distance
/
time
=
speed),
this
means
that
time
=
distance/speed.
We
can
sub
in
our
values
we
already
know
to
find
time.
For
example:
rd
AB
(d/s=t)
15/45=t
1/3
=
t
(in
hours)
1/3
of
an
hour
is
20
minutes.
ths
BC
(d/s=t)
20/50=t
2/5
=
t
(in
hours)
2/5
of
an
hour
is
24
minutes.
CA
(d/s=t)
25/25=t
1
=
t
(in
hours)
1hour
is
60
minutes.
So
our
total
time
is
60
+
24
+
20
=
104
minutes
Last,
we
put
it
all
together.
We
travelled
60
total
miles
in
104
minutes.
We
need
to
convert
this
to
miles
per
hour,
so
we
must
change
our
denominator
from
104
to
60:
60/104
=
x/60
Cross
multiply
3600
=
104x
Divide
both
sides
by
104
34.62
=
x
In
average
miles
per
hour.
Since
(B)
is
35
mph,
thats
the
correct
answer.
________________________________________________________________________
Last,
we
look
at
line
AO.
Line
AE
is
12,
line
EO
is
X,
and
line
AO
will
be
the
radius
of
the
circle,
which
is
X
+
8.
Since
we
know
all
values
of
those
lines,
we
can
draw
that
one
and
label
it
as
such:
6)
ANSWER:
(A)
5
ft
Whenever
you
are
dealing
with
circles,
there
is
usually
one
component
that
you
can
count
on:
radius.
In
this
case,
radius
isnt
given
outright,
but
there
is
a
clue:
I.
II.
III.
The
very
best
first
thing
to
do
in
all
of
geometry
is
to
plot
what
we
know
to
see
if
it
helps.
In
this
case,
since
OD
bisects
AB,
we
know
that
AE
=
EB,
so
EB
=
12,
and
that
all
angles
around
point
E
are
right
angles.
We
also
know
that
OC
and
OD
are
equal
to
the
radius
of
the
circle,
since
DC
is
the
diameter.
Does
this
help
us?
Not
so
far,
but
you
never
know.
We
dont
know
what
the
radius
is
equal
to
yet,
but
we
do
know
that
OD
=
8
+
some
value.
So
we
can
say:
8
+
X
=
OD
radius
of
the
circle
In
geometry,
it
is
always
good
to
know
that
you
are
always
100%
allowed
to
draw
extra
lines,
extend
lines,
divide
angles,
etc,
as
long
as
you
do
not
change
the
original
diagram.
In
this
case,
we
can
draw
a
line
that
connect
points
AC,
AO,
and
AD,
which
allows
us
to
form
3
different
right
triangles.
Which
one
will
help
us
the
most?
Well
if
we
draw
a
line
to
AD,
we
will
get
a
right
triangle,
and
we
can
find
the
length
of
the
line
since
we
know
the
length
of
the
other
2
sides,
but
finding
the
length
of
AD
will
not
help
us
anywhere
else.
If
we
draw
a
line
to
AC,
we
will
know
length
AE,
and
length
EC
(sort
of,
since
its
equal
to
[X
+
X
+
8]),
but
we
wont
know
what
to
label
AC.
So
thats
out.
IV.
Now
that
we
have
a
right
triangle
with
defined
sides,
we
can
use
the
Pythagorean
theorem
and
solve
for
X:
12
+
X
=
(X
+
8)
Square
144
+
X
=
X
+
16X
+
64
Put
all
Xs
on
one
side
80
=
16X
Divide
by
12
5
ft
=
X
So
our
answer
is
(A).
________________________________________________________________________
I.
II.
III.
IV.
V.
The
problem
tests
your
range
of
number
theory:
The
very
first
thing
you
do
when
you
get
a
number
like
this
is
break
it
down
any
way
you
can,
IF
you
can.
In
this
case,
we
have
the
number:
A
=
134,x9z,y71,
which
cannot
be
broken
down.
Even
though
it
doesnt
work
in
this
case,
you
should
always
try
to
do
this
when
you
can.
Once
you
realize
that
you
cannot
physically
do
anything
with
the
number
itself,
you
must
realize
that
this
question
requires
other
methods
of
solving.
In
this
case,
it
is
up
to
you
to
take
the
answers
one
at
a
time,
and
decide
why
or
why
not
they
would
work.
(A)
The
units
digit
must
be
1,
3,
7,
or
9
only,
means
that
the
last
digit
in
the
number
A
must
end
with
1,
3,
7,
or
9,
and
nothing
else.
For
this
to
be
true,
those
numbers
multiplied
together
n
amount
of
times
must
result
where
the
units
digit
for
A
to
be
equal
to
1,
since
the
number
in
our
problem
ends
with
a
1:
1
*
1
=
1
TRUE
3
*
3
*
3
*
3
=
81
TRUE
7
*
7
*
7
*
7=
2401
TRUE
9
*
9
=
81
TRUE
This
works,
so
we
have
a
feeling
that
(A)
is
our
answer.
We
now
know
that
(D)
cannot
be
our
answer,
since
(A)
worked.
We
should
check
the
other
2
anyway:
(B)
The
units
digit
must
be
1
or
9
only.
Well
since
we
know
that
3
and
7
would
also
work,
this
can
already
be
ruled
out.
(C)
The
number
must
be
at
least
4
digits
long.
This
is
untrue
since
any
number
1,
2,
and
3
digits
long
can
be
multiplied
by
itself
n
times
to
make
a
9digit
number.
Now
that
weve
successfully
ruled
the
other
answers
out,
we
are
officially
left
with
answer
(A).
8)
ANSWER:
(D)
11
I.
II.
III.
IV.
This
is
a
distance
equation,
and
when
you
find
yourself
with
a
problem
of
this
caliber,
there
is
usually
a
formula
given
to
you
on
one
of
the
first
sheets
of
the
test.
In
this
case,
there
is
such
a
formula
you
need
to
use,
but
you
have
to
be
careful
to
set
it
up
correctly.
The
formula
you
need
to
use
is
the
distance
formula
between
a
point
and
a
line:
As
you
can
see,
the
line
need
to
be
modified
Ax
+
By
+
C
format,
so
that
should
be
our
first
step.
y
=
()x
+
C
Multiply
everything
by
4
4y
=
3x
+
4C
Subtract
4y
from
both
sides
0
=
3x
4y
+
4C
All
set!
Point
(x
,
y)
=
(6
,
3)
Now
simply
put
back
into
your
equation,
and
solve
for
C:
10
=
(3)(6)
+
(4)(3)
+
4C

Simplify
(3
+
4)
10
=
18
12
+
4C


Simplify
5
50
=
6
+
4C
44
=
4C
11
=
C
So
the
answer
is
(D).
________________________________________________________________________
I.
II.
This
problem
is
rather
easy
to
figure
out,
as
long
as
you
know
the
basic
process:
rds
A
mud
snake
grows
at
a
rate
of
2/3 a
foot
per
week,
or
8
inches
a
week.
If
its
initial
length
is
40
inches,
then
its
growth
can
be
defined
as:
40
+
8w,
where
w
is
number
of
weeks.
th
Similarly,
a
sand
snake
grows
at
a
rate
of
1/4
a
foot
per
week,
or
3
inches
a
week.
If
its
initial
length
is
60
inches,
then
its
growth
can
be
defined
as:
60
+
3w.
The
question
asks
when
they
will
be
the
same
length.
Since
each
equation
is
set
up
to
equal
total
length,
just
set
the
equations
equal
to
each
other
to
find
your
answer:
40
+
8w
=
60
+
3w
Put
w
on
one
side
40
+
5w
=
60
Subtract
40
from
each
side
5w
=
20
Divide
everything
by
5
w
=
4
They
will
be
the
same
length
in
4
weeks,
or
choice
(B).
II.
III.
________________________________________________________________________
I.
II.
III.
I
hope
you
have
noticed
that
the
farther
you
get
into
the
test,
the
more
indepth
these
problems
become!
Isnt
it
fun!?
J
The
first
thing
to
do
is
take
a
big
overall
look
at
the
problem.
We
arent
given
much
information
to
work
with,
so
well
probably
have
to
derive
our
own
numbers
eventually.
One
thing
you
should
know
by
now,
is
that
the
number
one
most
important
thing
about
circles
is
the
radius.
Here
again,
we
can
use
the
radius
to
help
us
out
with
the
answer.
If
we
were
to
draw
a
line
from
point
C
to
point
points
A
and
B,
we
would
have
ourselves
more
information
to
work
with.
We
still
dont
know
the
radius,
but
we
would
form
a
triangle
with
2
sides
in
r
length,
with
the
third
side
(42
units)
opposite
a
right
angle,
aka
a
hypotenuse.
Now
that
we
have
some
more
information
to
work
with,
lets
find
r.
We
know
the
equation
to
be:
r
+
r
=
(42)
Simplify
2r
=
32
Divide
both
sides
by
2
and
take
the
square
root
r
=
4
Our
radius!
Now
that
we
know
our
radius,
we
must
look
at
what
comes
th
next.
If
we
could
somehow
found
out
what
1/4
of
the
circle
is
in
area,
then
subtract
the
area
of
the
triangle,
we
could
th
solve
for
the
shaded
region!
We
begin
by
taking
1/4
of
the
area
of
the
entire
circle:
th
th
1/4
(4)
=
1/4
(16)
=
4
units
IV.
th
Now
that
we
know
the
area
of
1/4
of
a
circle
to
be
4
units,
we
must
now
subtract
the
area
of
the
triangle,
so
were
left
with
the
shaded
region.
We
can
do
this
by
taking
4
and
subtracting
the
area
of
the
triangle:
4
()(4)(4)
=
4
8,
thus
we
are
left
with
our
answer,
choice
(A).
________________________________________________________________________
I.
II.
III.
IV.
As
you
can
see,
I
also
added
in
the
lengths
of
the
newly
shaded
triangles,
which
I
found
by
taking
my
points,
and
subtracting
them.
For
example,
the
top
triangle
has
a
height
of
20,
and
a
length
of
40,
the
distances
from
points
A
(15,
20),
C
(25,
40):
40
20
=
20
Height
25
(15)
=
40
Length
That
shaded
region
now
has
a
height
and
a
length,
so
we
can
take
()(b)(h)
to
find
our
area
of
the
triangle:
()(b)(h)
=
()(40)(20)
=
400
units!
If
we
do
this
for
all
three
triangles,
we
get
areas
of
300,
450,
and
330
units,
for
a
total
of
1180
units,
but
were
not
done
yet.
We
need
to
take
those
amounts,
and
subtract
from
our
rectangle,
so
that
were
left
with
the
area
of
our
original
triangle.
The
rectangle
is
50
tall
units
by
40
units
wide,
or
2,000
units.
So:
2,000
units

1,180
units
=
820
units,
answer
(A)
________________________________________________________________________
III.
This
question
is
harder
than
it
looks:
I.
Since
its
a
cube
we
know
a
few
things,
like
that
it
has
all
right
angles,
all
sides
are
the
same
length,
and
it
has
6
sides
and
8
corners.
It
will
look
something
like
this:
IV.
II.
The
area
of
the
cube
is
length
times
width
times
height.
Since
all
sides
are
the
same
length,
we
only
need
to
find
the
length
of
one
side.
Unfortunately,
we
only
know
the
distance
from
the
center
of
the
cube
to
one
of
the
corners.
This
doesnt
help
us
at
the
moment,
since
we
cannot
easily
make
a
triangle
or
even
view
it
in
a
way
that
we
can
see
things
a
lot
clearer.
We
can,
however,
cut
the
cube
in
half,
diagonally
from
corner
to
corner,
so
we
can
see
things
in
2D,
rather
than
3D.
This
makes
everything
much
easier.
When
we
cut
it
in
half,
we
are
left
with
this:
As
you
can
see,
some
values
can
now
be
added
to
our
cube.
I
called
all
the
sides
of
the
cube
X
in
length.
The
distance
from
one
corner
to
the
other
at
either
the
top
or
bottom
of
our
cube
can
be
found
using
a
+
b
=
c,
and
since
our
length
of
both
a
and
b
is
X,
we
know:
X
+
X
=
C
2X
=
C
X2
=
C
Since
the
line
is
drawn
from
the
center
of
the
cube
at
point
C,
we
know
that
the
height
from
C
to
the
bottom
is
half
a
side,
and
half
the
diagonal.
So
our
other
2
sides
of
the
triangle
at
(X2)/2,
and
X/2,
as
shown
in
the
picture.
This
forms
yet
another
right
triangle,
which
we
can
use
to
find
our
X
value:
[(X2)/2]
+
(X/2)
=
6
Distribute
the
powers
2X/4
+
X/4
=
36
Multiply
everything
by
4
2X
+
X
=
144
Combine
Xs
and
divide
by
3
X
=
48
Square
root
X
=
43
Lastly,
you
take
43
and
cube
it
to
get
the
area
to
be
3
332.55,
or
333
units ,
choice
(C).
You
Also
Could
Solve
This
Equation
Algebraically:
I
dont
know
if
this
will
be
handy
to
know
on
the
test,
but
the
diagonal
of
a
3D
quadrilateral,
is
equal
to
all
3
lengths
squared,
or:
A
+
B
+
C
=
Diagonal
Since
a
line
from
point
C
to
the
corner
is
6,
our
diagonal
is
12.
And
since
all
our
sides
are
of
equal
length,
thats
like
saying:
3A
=
12
3A
=
144
X
=
48
X
=
43
3
Then
cube
that
to
get
our
area
of
333
units ,
choice
(C).
Its
a
heck
of
a
lot
easier,
so
if
you
deal
with
cubes
on
the
test
(and
you
might),
this
formula
would
be
worth
remembering!
________________________________________________________________________
I.
II.
This
is
a
simple
count
em
up
and
divide
question,
but
disguised
to
be
a
little
more
indepth
than
it
looks:
First
of
all,
this
question
does
not
tell
you
how
many
total
students
there
are.
It
wants
you
to
derive
that
information
from
the
graph
first.
Then,
it
wants
you
to
find
the
average,
which
you
cannot
do
until
you
find
your
total
grade.
By
looking
at
the
graph,
you
can
tell
that
there
are:
2
students
who
got
a
70
4
who
got
an
80
8
who
got
a
90
4
who
got
100.
So:
2
times
70
=
140
4
times
80
=
320
8
times
90
=
720
4
times
100
=
400

18
students
got
a
combined
1580,
so:
1580
/
18
=
87.7777777,
which
is
closest
to
88,
choice
(C).
I.
II.
III.
________________________________________________________________________
I.
II.
III.
IV.
V.
I.
II.
III.
IV.
This
is
a
rather
easy
question
if
you
think
about
it,
but
easy
to
mess
up
it
you
are
not
careful:
To
be
equilateral
means
to
have
all
equal
length
sides,
which
must
also
mean
all
equal
degree
measurements.
For
example,
a
triangle
has
3
sides,
with
3
equal
angles
of
60
degrees
(180
divided
by
3).
A
square
has
4
equal
angles
of
90
degrees
(360
divided
by
4).
A
pentagon
has
5
equal
angles
of
108
degrees
(540
divided
by
5),
etc.
The
next
step
is
to
setup
the
equation.
As
you
can
see,
for
each
side
added
to
our
equilateral
triangle,
our
total
degree
measurement
increased
by
180.
So:
180
+
180
(X
3)
where
X
=
total
angles
of
a
polygon.
Feel
free
to
test
it
first:
180
+
180
(4
3)
=
180
+
180
=
360
Quadrilateral
180
+
180
(5
3)
=
180
+
360
=
540
Pentagon
180
+
180
(6
3)
=
180
+
540
=
720
Hexagon
etc.
It
works!
Now
we
can
take
our
50sided
polygon
and
figure
out
how
many
degrees
it
has:
180
+
180
(50
3)
=
180
+
8460
=
8640
And
if
it
has
all
equal
angles,
divide
it
by
50:
8640
divided
by
50
=
172.8
degrees,
choice
(C).
It
is
also
important
to
note
that
the
equation
mostused
to
find
total
degree
measurement
is
simply:
180(X
2),
where
X
is
the
total
number
of
sides.
The
equation
we
worked
with
at
step
II
was
made
on
the
spot,
to
show
you
that
you
can
make
your
own
equations
during
the
test,
as
long
as
you
make
it
logically
accurate,
and
test
it
out
to
prove
it
works.
________________________________________________________________________
I.
The
first
calculus
question
of
the
test.
We
are
given
the
derivative
to
start
with,
and
asked
to
determine
what
the
original
function
must
look
like
based
on
the
graph:
We
take
a
look
at
our
derivative,
and
look
at
key
parts:
II.
II.
III.
The
derivative
of
a
function
is
based
off
of
the
slope
of
the
original
function
(rate
of
change).
This
means
that
when
the
original
function
has
a
positive
slope,
the
Y
value
of
the
derivative
must
be
positive,
and
when
the
original
function
goes
down
(negative
slope),
the
Y
value
of
the
derivative
must
be
negative.
The
above
graph
is
always
positive,
which
means
the
slope
of
the
original
function
must
always
be
increasing.
From
this
information,
we
can
already
conclude
that
the
answer
cannot
be
(A)
or
(B).
Next,
we
look
at
the
other
key
parts.
We
notice
that
between
points
A
and
B
in
the
above
graph,
the
function
dips
as
it
approaches
the
Yaxis,
which
means
the
slope
is
decreasing
(but
is
still
positive),
as
shown
above
between
point
A
and
the
origin,
then
gradually
increases
from
the
origin
to
point
B.
Since
the
original
function
must
always
be
increasing,
but
decrease
as
it
approaches
the
Yaxis,
then
increase
as
it
passes,
the
only
answer
that
matches
up
with
that
information
is
the
function
located
in
choice
(D).
III.
IV.
As
you
can
see,
I
drew
a
visual
representation
to
show
that
X
is
3
times
the
distance
from
1/4
than
it
is
from
2/3.
This
shows
me
that
there
are
4
equal
sections
between
2/3
and
1/4.
So
if
I
were
to
find
the
total
distance
between
the
2
points
and
divide
by
4,
I
can
find
the
length
of
each
section.
2/3
1/4
=
5/12
(Divided
by
4)
=
5/48
So
each
length
is
5/48
long.
This
means
that
2/3
minus
5/48
(or
1/4
plus
3
lengths
at
5/48)
would
equal
X.
(2/3)
(5/48)
=
9/16,
choice
(C).
Im
sure
there
are
several
other
ways
to
solve
this
problem,
but
Ill
leave
that
for
the
reader
to
find
out.
J
________________________________________________________________________
I.
II.
III.
I.
II.
The
obvious
answer
isnt
always
the
obvious
answer:
You
need
to
read
all
questions
on
the
Praxis
exam
carefully
before
you
begin.
The
fact
that
the
average
increases
by
4
each
time
a
test
score
is
entered
doesnt
mean
the
test
is
4
points
higher,
but
that
the
AVERAGE
is
raised
by
4
points.
So:
The
first
test
has
a
score
of
X,
so
the
average
score
is
also
X.
(Total
score
/
Number
of
tests).
The
second
test
score
(lets
call
it
Y)
raises
the
average
by
4,
so
now
the
average
score
is
(X
+
4),
or:
(X
+
Y)
/
2
=
(X
+
4)
To
find
Y,
first
multiply
both
sides
by
2
(X
+
Y)
=
2X
+
8
Subtract
X
Y
=
X
+
8
Our
second
test
score!
We
now
know
that
our
second
test
score
is
(X
+
8).
Since
the
average
is
uniformly
raised
by
4,
we
know
that
each
test
must
be
8
points
higher
than
the
previous
one.
Our
second
test
is
8
points
higher
than
the
first,
so
our
third
test
is
16
points
higher,
our
fourth
test
is
24
points
higher,
and
finally
our
fifth
test
is
32
points
higher,
choice
(A).
We
could
also
continue
and
find
the
average
of
3
tests:
(2X
+
8
+
Y)
/
3
=
X
+
8
Multiply
both
sides
by
3
(2X
+
8
+
Y)
=
3X
+
24
Subtract
X,
subtract
8
Y
=
X
+
16
Our
third
test
score
Since
our
third
score
also
went
up
by
8,
this
further
validates
our
earlier
reasoning.
You
Also
Could
Solve
This
Equation
Using
Examples:
I
love
using
number
examples
to
solve
problems!
There
isnt
a
rule
saying
that
we
cannot
make
up
our
own
test
scores
to
try
them
out.
I
like
using
easy
numbers,
so
I
started
with
1.
If
a
kid
got
a
score
of
1
on
a
test,
the
average
would
be
1.
To
raise
that
score
4
points,
the
next
test
would
have
to
be
8,
as
shown
below:
Test
scores:
1
Average:
1
Test
scores:
1,
9
Average:
5
(4
higher
than
1)
Test
scores:
1,
9,
17
Average:
9
(4
higher
than
5)
Test
scores:
1,
9,
17,
25
Average:
13
(4
higher
than
9)
Test
scores:
1,
9,
17,
25,
33
Average:
17
(4
higher
than
13)
As
you
can
see,
our
numerical
example
shows
us
that
for
our
average
to
go
up
by
4
points
each
time,
each
test
score
must
increase
by
8
points.
33
1
=
32,
choice
(A).
I.
II.
III.
This
is
a
geometry
question,
involving
circles.
We
know
all
the
dimensions
that
are
required,
we
just
need
to
calculate
them
correctly:
The
first
thing
we
need
to
do
is
figure
out
what
area
we
need
to
calculate.
It
should
be
3
parts
of
a
circle,
and
look
something
like
the
drawing
below:
Of
our
3
circular
areas,
we
have
a
halfcircle
with
radius
10
ft,
and
two
quartercircles
with
a
radius
4
ft
and
7
ft.
The
reason
why
we
have
two
quartercircles
less
than
10
ft
in
radius,
is
because
once
the
dog
reaches
the
bottom
corner
of
the
building
(for
example),
he
will
have
used
3
feet
of
his
rope,
and
be
left
with
7
feet
of
rope
to
roam
with.
He
can
go
a
distance
of
7
feet
to
anywhere
below
and
to
the
left
of
point
C,
and
a
distance
of
4
feet
to
anywhere
above
and
to
the
left
of
point
B.
We
can
now
setup
our
equations.
The
equation
of
a
circle
is
AREA
=
r,
so:
(10)
=
314.16
(Divided
by
2)
=
157.08
ft
(7)
=
153.94
(Divided
by
4)
=
38.48
ft
(4)
=
50.27
(Divided
by
4)
=
12.57
ft
Add
them
together
to
get:
208.13
ft,
choice
(B).
________________________________________________________________________
I.
II.
You
will
no
doubt
see
one
of
these
questions
on
the
exam.
Its
quite
easy
unless
you
dont
know
what
a
recursive
function
is:
A
recursive
function
is
when
you
are
given
a
function
and
the
first
value
for
that
function,
and
by
using
that
value,
you
can
find
other
values.
Our
problem
says
f
(1)
=
3,
so
we
know
that
our
first
value
=
3,
so
thats
what
we
use
to
find
our
next
value:
f
(n)
=
[f
(n1)]
+
[f
(n1)]
for
n
2
This
means
that
for
every
answer
in
the
function,
you
take
the
previous
value
and
add
it
to
itself.
n
2
simply
means
that
you
start
with
the
second
value,
and
continue
forward,
so:
f
(1)
=
3
f
(n)
=
[f
(n1)]
+
[f
(n1)]
Sub
in
values
now
f
(2)
=
3
+
3
=
6
f
(2)
=
6
f
(3)
=
6
+
6
=
12
f
(3)
=
12
f
(4)
=
12
+
12
=
24
f
(4)
=
24
So
our
answer
is
24,
choice
(C).
II.
Even
though
there
are
4
possible
outcomes,
you
actually
have
to
account
for
5
different
results,
since
the
spinner
will
stop
on
D
twice
as
much
as
any
other
letter.
If
you
were
to
spin
the
spinner
5
times,
theoretically
you
will
get
the
following
results:
A
1/5
B
1/5
C
1/5
D
2/5
And
since
the
above
added
together
equals
1,
we
are
now
ready
to
mathematically
solve
the
problem.
We
want
to
know
the
probability
of
spinning
exactly
2
Ds.
This
means
we
would
have
to
spin
a
D
twice,
and
a
nonD
once,
like
the
following:
(2/5)(2/5)(3/5)
=
12/125
The
above
is
when
you
spin
a
D
on
the
first
spin,
a
D
on
the
second
spin,
and
a
nonD
on
the
third
spin
(a
probability
of
3
out
of
5).
We
must
also
account
for
a
nonD
on
the
first
and
second
spins,
such
as
the
following:
(2/5)(3/5)(2/5)
=
12/125
(3/5)(2/5)(2/5)
=
12/125
Add
that
together,
you
get
36/125,
choice
(D).
________________________________________________________________________
First
thing
first,
we
need
to
visualize
whats
going
on:
I.
II.
II.
III.
IV.
Next,
we
need
to
talk
about
when
Tan
and
Cos
are
positive
and
negative.
(If
you
need,
use
SOHCAHTOA,
where
Sin
x
=
Opposite/Hypotenuse,
Cos
x
=
Adjacent/Hypotenuse,
and
Tan
x
=
Opposite/Adjacent).
In
the
above
graph,
we
see
that
Tan
is
negative
in
the
second
and
forth
quadrant
[where
Tan
=
(x/y)
and
Tan
=
(y/x)].
So
from
this
information,
we
know
that
the
answer
cannot
be
(A)
or
(C).
Next,
we
look
at
Cos
and
where
its
negative.
To
find
Cos
,
we
do
Adjacent/Hypotenuse,
and
since
the
Hypotenuse
is
always
positive,
we
can
conclude
that
Cos
is
always
positive
in
the
first
and
forth
quadrants
(because
the
adjacent
side
is
the
Xaxis).
Now
we
can
combine
our
information.
Tan
is
negative
in
the
second
and
forth
quadrants,
while
Cos
is
positive
in
the
first
and
forth
quadrants.
Since
we
want
the
quadrant
when
Tan
is
negative
and
Cos
is
positive,
we
must
choose
Quadrant
IV,
answer
(D).
III.
There
is
going
to
be
at
least
one
matrix
problem
on
the
Praxis
II
test,
so
be
sure
you
know
how
to
multiply
them
correctly
without
a
calculator!
In
order
to
multiply
2x2
matrices,
you
take
the
first
row
and
multiply
it
by
the
first
column
to
get
the
first
number,
then
the
first
row
by
the
second
column
to
get
the
second
number.
Then
the
bottom
row
by
the
first
column
to
get
the
bottom
left
number,
and
finally
the
bottom
row
times
the
second
column
to
get
the
bottom
right
number.
Now
that
we
know
how
to
multiply
matrices,
lets
look
at
our
given:
When
you
multiply
[A][B],
you
are
going
to
get
a
2x2
matrix
as
your
final
answer.
The
top
left
number
in
the
matrix
will
be
found
when
you
multiply
the
top
row
in
[A]
(x,
3)
times
the
first
column
in
[B]
(1,
the
bottom
2)
(x
1)
+
(3
2)
=
x
6
Our
top
left
answer.
When
you
compare
this
to
the
answers,
you
can
eliminate
(D)
as
a
possible
choice.
We
continue:
The
first
row
[A](x,
3)
times
the
second
column
[B](2,
4)
(x
2)
+
(3
4)
=
2x
12
Our
top
right
answer.
We
can
compare
this
to
our
given
answers,
and
we
find
it
only
to
match
one
of
our
remaining
choices,
choice
(A).
________________________________________________________________________
BONUS)
ANSWER:
(C)
2
out
of
3
Did
you
like
my
practice
test?
Have
ideas
for
improvement?
Give
me
your
testimonial
and
if
its
This
question
is
a
little
up
there,
but
we
get
better
by
learning
positive,
I
will
put
it
up
on
the
website
in
hours!
the
tough
ones,
not
by
practicing
easy
ones:
Simply
email
me
at:
p2mmike@gmail.com
I.
The
first
step
is
to
understand
what
is
being
asked.
There
are
Once
you
are
done
with
this
test,
and
you
have
gone
3
total
choices
to
start
with,
the
contestant
picks
one,
and
a
wrong
choice
is
revealed,
leaving
the
contestant
with
2
over
it,
all
the
while
figuring
out
what
you
errors
you
remaining
choices,
and
is
asked
to
choose
between
the
two
made,
you
are
ready
to
continue
onto
practice
test
remaining
choices,
and
always
switches.
number
two!
It
will
be
similar
to
this
test,
but
with
different
questions.
Good
luck!
II.
The
next
step
is
to
setup
a
visual
diagram:
III.
IV.
V.
After
the
diagram
is
complete,
we
can
now
begin
with
our
experiment
by
observing
all
possible
outcomes
If
a
contestant
were
to
select
door
number
one
above,
then
door
number
two
was
shown,
he
would
switch
to
door
number
three
and
win
the
car.
WIN!
If
he
were
to
select
door
number
two
at
the
start,
door
number
one
would
be
revealed,
and
he
would
then
switch
to
door
number
three,
and
win
the
car
again.
WIN!
If
he
were
to
pick
door
number
three,
either
door
number
one
or
two
would
be
revealed,
and
then
the
contestant
would
switch
from
door
number
three
and
lose.
LOSE!
Since
weve
gone
over
all
possible
outcomes,
we
now
know
that
if
the
contestant
were
always
to
switch,
he
would
win
2
out
of
3
times,
choice
(C).
It
should
be
noted
that
this
problem
is
actually
a
very
famous
problem
called
the
Monty
Hall
Problem,
named
after
the
gameshow
host
of
Lets
Make
A
Deal.
Feel
free
to
research
it
for
yourself
if
you
are
interested!
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