THE OFFICAL WORKBOOK OF THE QUALITY ACADEMICS SAT

CLASS

ABSTRACT
T.O.T.B is a comprehensive
collection of the questions that
challenge students preparing
for the S.A.T examinations. An
intuitive topic driven guide to
approaching questions in the
Mathematics section of the
paper.

By Andr Smith
Mathematics Educator
T.O.T.B MATHEMATICS WORKBOOK
1st Edition (2013/14)
Introduction
This book addresses the Mathematics section of the S.A.T examination in a Caribbean context. Regional
examinations emphasize content retention and reproduction and this examination is one which
emphasizes reasoning and time management. We will address topics and strategies later in this book
but below are some of the key S.A.T facts:

The test is scored from 200 to 800

The examination is 3 hours and 45 minutes
There are 54 Mathematics questions
Each question must be completed on average in 1minute and 15 seconds
There are 3 Math sections (20 + 18 + 16 questions), however if the experimental section (a
section that E.T.S uses for analysis) is a Math section then there may be 4 Math sections.

Topics
An S.A.T question may appear as a combination of the topics below. The percentages represent the
prevalence of these questions on a paper and therefore also provide a guideline for where emphasis is
to be placed in the syllabus. Please be aware that this is not a definitive syllabus but a suggested one,
covering all topics should adequately prepare students to sit the S.A.T examination.

Numbers and Operations (2025%)

Arithmetic word problems (including percent, ratio, and proportion)

Properties of integers (even, odd, prime numbers, divisibility, etc.)
Rational numbers
Sets (union, intersection, elements)
Counting techniques
Sequences and series (including exponential growth)
Elementary number theory

Algebra and Functions (3540%)

Substitution and simplifying algebraic expressions

Properties of exponents
Algebraic word problems
Solutions of linear equations and inequalities
Systems of equations and inequalities
Quadratic equations
Rational and radical equations
Equations of lines
Absolute value
 Direct and inverse variation
Concepts of algebraic functions
Newly defined symbols based on commonly used operations

Geometry and Measurement (2530%)

Area and perimeter of a polygon

Area and circumference of a circle
Volume of a box, cube, and cylinder
Pythagorean Theorem and special properties of isosceles, equilateral, and right triangles
Properties of parallel and perpendicular lines
Coordinate geometry
Geometric visualization
Slope
Similarity
Transformations

Data Analysis, Statistics, and Probability (1015%)

Data interpretation (tables and graphs)

Descriptive statistics (mean, median, and mode)
Probability
Counting, Permutations & Combinations

Managing Expectations
The cardinal rule of improving is that you need to work to improve. In fact the only mark of being crazy
is expecting a different outcome when doing the same thing repeatedly. So to improve your score no
matter, the tip or tricks, you must be practicing.

As a rule of thumb, you must pick up four extra questions for every 50 points you want to raise your
scores. Keeping in mind that the official statistics by ETS, the test publishers, "show" that the average
combined improvement is 60 to 70 points, a 150-point improvement is quite respectable, 200 to 300
points is excellent, and 400 points is phenomenal. Improvements of 500 points are so rare that ETS
often examines such answer sheets for evidence of cheating.

Strategies
You will have to take these tests in a way that differs from the way you took tests in school. In a test in
class you are trying to do all the questions and this way of thinking will get you into trouble. Doing an
exam in this way, you will have to rush through easy questions and spend too much time on hard
questions. For the S.A.T exam please follow these guidelines:
 Make sure to get all the easy questions right
Dont get stuck on a question. If a question is taking one (1) minute, move on.

The following charts show you roughly how many questions you would need to do in order to get the
given score (scoring curves will vary slightly from test to test). The chart below assumes that you do ALL
QUESTIONS and get a few of the 54 Math Section questions wrong along the way.

Raw Score # Wrong Please Note: These scores are estimates based on ALL 54
800 0 QUESTIONS BEING COMPLETED.
790 1
760 2 Should I Guess?
720 3 1 of a point is deducted for an incorrect answer and 1 point is
4
710 4 awarded for every correct answer. Now consider, the case
700 5 where you have done all 50 questions, and have now decided to
680 6 guess the remaining four (4).
660 7
650 8 If you guess none with 50 correct your score is 720.
640 9 If you get 4 wrong from guessing you are at 49 and a
630 10
raw score of approximately 710 (depending on the
620 11
scoring curve for that examination).
610 12
600 13 If you guess 1 of the 4 correctly and get the other 3
590 14 wrong your score is 720
580 15
570 16 It may seem as though there is a penalty for guessing however if
560 17 you are aiming for 700 you should be able to eliminate answer
550 18 options increasing your odds of getting the correct answer. Be
540 19 aware that if you are able to guess 2 of 4 correctly your raw
530 20 score increases by at least 10 points.

General Math Section Instructions

This section shows the general math instructions, and the instructions for "student-produced response"
grids. These information boxes precede each Mathematics section in the paper and while the Resource
Information box can be helpful, please be reminded that it takes time to check this information and time
is at a premium in the examination. Please ensure that you familiarize yourself with these instructions
before continuing.

The Student Response Section

Student-produced response questions are also known as grid-ins. Thats because instead of choosing a
correct answer from a list of options, students are required to solve problems and enter their answers in
the grids provided on the answer sheet.

Strategies
Here are some hints for answering student-produced response questions.

Since answer choices aren't given, an approved calculator may be helpful in avoiding careless
mistakes.
Write your answer in the boxes above the grid to avoid errors in gridding.
Some questions may have more than one right answer. Grid only one answer.
Keep in mind that there are no point deductions for wrong answers.
Know the gridding rules before taking the test.

How to Grid-In an Answer

Here are the gridding rules:

Mark no more than one circle in any column.

Only answers entered in the ovals in each grid area will be correct. Students do not receive
credit for anything written in the boxes above the ovals.
It doesn't matter in which column students begin entering their answers; as long as the correct
answer is gridded, students will receive credit.
 The grid can hold only four places and can accommodate only positive numbers and zero.
Unless a problem indicates otherwise, an answer can be entered on the grid as a decimal or a
fraction.

You don't have to reduce fractions like to their lowest terms.

Convert all mixed numbers to improper fractions before gridding the answer.
If the answer is a repeating decimal, you must grid the most accurate value the grid will
accommodate.

Below is a sample of the instructions you will see on the test.

Numbers and Operations (2025%)

Definitions
There are a number of terms that will be used on the test, which you will want to recognize and
understand. Here are some of the most common terms:

Integers: Positive and negative whole numbers, and zero. NOT fractions or decimals.

Prime numbers: Numbers with two factors (themselves and 1). All prime numbers are positive; the
smallest prime number is 2. Two is also the only even prime number.

The list of prime numbers less than 200 is given below:

It is important to note that between 0 and 200 there are 46 prime numbers.

0-50: 15 prime numbers

51-100: 10 prime numbers

101-150: 10 prime numbers

151-200: 11 prime numbers

Knowing these numbers may help you to approximate the number of prime numbers within a particular
range.

Composite numbers: Numbers that are not prime are said to be composite. That is, these numbers have
more than two (2) factors.

Rational numbers: Integers, all fractions, and decimal numbers, positive and negative. Technically any
number which can be expressed as a fraction of two integers which means everything except numbers
containing radicals (like 2), e.
Another definition, may be numbers whose decimal form either terminates (1/4=0.25) or repeats
(1/3=0.333).

Irrational numbers: Numbers whose decimal form neither terminates nor repeats. Such as 2 (16
doesnt count because it can be simplified to 4). Also, all numbers containing e.

Real numbers: All numbers except the imaginary ones (i.e. natural, whole, integer, rational and
irrational).

Imaginary numbers: The square roots of negative numbers. That is, 1 = , therefore:

4 = 4 1 = 2 = 2.

Consecutive numbers: The members of a set of numbers in order (ascending or descending), without
skipping any.

Absolute value/modulus: The positive value/size of a number. You just remove the negative sign if
there is one. Think of it as the distance on the number line between the number and zero.

For example, the absolute value/modulus of -5, is written |5|=5.

Factorizations
The factors of a number are all the numbers by which a number can be divided. Some of the questions
on the SAT exam will specifically require you to identify the factors of a given number.

There are two forms of factorization:

Simple factorization
Prime factorization

The best way to compile a list of all a numbers factors is to break them into pairs beginning with 1,
checking at each number to see whether the number you are factoring is divisible by that number.

The other kind of factorization is prime factorization. The prime factorization of a number is the
grouping of prime numbers that can be multiplied to produce that number. For example the prime
factorization of 8 is 2x2x2.

An easy way of finding the prime factorization is to start with the simplest prime divisor such as 2, 3 or 5
and the break the larger term into pairs.

For example, if you are asked to find the prime factorization of 30.

30=2x15=2x3x5.

Prime Factorization Examples

What is the prime factorization of 75? (ANS. 75 = 3x5x5)
What is the prime factorization of 78? (ANS. 78 = 2x3x13)

Prime Factorization Drill 1 (12 min.)

Find the prime factorizations of the following:

1. 64= (ANS. 64=2x2x2x2x2x2)

2. 70= (ANS. 70=2x5x7)
3. 18= (ANS. 18=2x3x3)
4. 98= (ANS. 98=2x7x7)
5. 68= (ANS. 68=2x2x17)
6. 51= (ANS. 51=3x17)

Prime factorizations are also useful in dealing with divisibility. For example:

What is the smallest number divisible by both 14 and 12?

To find the smallest number that both numbers will go into (or the smallest multiple of both numbers),
look at the prime factorizations of 12 and 14.

12=2x2x3

14=2x7

Therefore the smallest multiple of both must contain the factors 2x7 as well as 2x2x3.

The smallest multiple therefore, 2x2x3x7=84.

Now, try this example:

What is the largest factor of 180 that is not a multiple of 15?

First start by doing the prime factorization of 180.

180=2x2x3x3x5

Then all you have to do is make the biggest number possible which does not contain 15=3x5.

The largest factor therefore is, 2x2x3x3=36.

Prime Factorization Drill 2 (9 min.)

1. What is the smallest number divisible by both 21 and 18?
(A) 42 (B) 126 (C) 189 (D) 252 (E) 378
ANS.B
2. If is defined as the largest prime factor of , then for which of the following values of would
have the greatest value
(A) 170 (B) 117 (C) 88 (D) 62 (E) 53
ANS. E
 3. If is defined as the smallest integer of which both and are factors, then 1032 is how
much greater than 620?
(A) 0 (B) 70 (C) 100 (D) 160 (E) 200
ANS. C

Divisibility Rules
These rules let you test if one number is divisible by another, without having to do too much calculation!

Divisible by if Examples
2 The last digit is even (0,2,4,6,8) 128
3 The sum of the digits is divisible by 3 381 (3+8+1=12, and 12 is divisible by 3)
4 The last two (2) digits are divisible by 4 1312 (is divisible by 4 because 12 is divisible by 4)
5 The last digit 0 or 5 175
6 The number is divisible by both 2 and 3 114 (it is even, and 1+1=6 and 6 3 = 2)
7 If you double the last digit and subtract 672 (Double 2 to get 4, 67-4=63, and 63 is divisible
it from the rest of the number and the by 7
answer is:

0, or
Divisible by 7
8 The last three digits are divisible by 8 109, 816 (816 8 = 102) Yes
9 The sum of the digits is divisible by 9 1629 (1+6+2+9=18, and again, 1+8=9) yes
(Note: you can apply this rule to that
answer again if you want)
10 The number ends in 0 220 is divisible by 10
11 If you sum every second digit and then 1364 ( (3+4)-(1+6) = 0 ) Yes
subtract all other digits the answer is:

0, or
Divisible by 11
12 The number is divisible by both 3 and 4 648 (By 3? 6+4+8=18 and 18 3 = 6 . By 4?
48 4 = 12 Yes) Yes

Alternatively, you could simply divide the number by any of the numbers you are testing and if the
answer (quotient) is a whole number then, yes your term is divisible.

Consider, the question:

How many prime numbers are there between 1 and 64?

Solution:

Firstly, we know there are 64 terms, 32 even and 32 odd.

The only even prime number is 2 so all other even numbers are not prime.
So if we list the remainder of prime possibilities we have:

2, 3, 5, 7, 9,11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59,
61, 63

Eliminate all multiples of 5:

2, 3, 5, 7, 9, 11, 13, 17, 19, 21, 23, 27, 29, 31, 33, 37, 39, 41, 43, 47, 49, 51, 53, 57, 59, 61, 63

Eliminate all multiples of 3:

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 49, 53, 59, 61

Eliminate all multiples of 7:

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61

Answer: 18 primes between 1 and 64.

Prime Number Drill

1. How many integers between 2 and 20, even only, can be the sum of two different prime
numbers?
(A) 8 (B) 7 (C) 6 (D) 5 (E) 2 (ANS. C)

2. If is a prime number how many factors does 2 have?

(A) 0 (B) 1 (C) 2 (D) 3 (E) 4 (ANS. D)

3. The sum of four consecutive integers is 210. Which one of these four integers is prime?

(A) 47 (B) 49 (C) 51 (D) 53 (E) 57 (ANS. D)

4. If is a prime number greater than 5, which of the following could represent another prime
number for some value of ?

(A) + 1 (B) + 2 (C) 3p (D) 2 (E) 3 (ANS. B)

Note. The only even prime number is 2 and so all primes > 5 are odd and so a prime + 1 =
even.

Internet Resource: You can practice finding the number of prime numbers between random values and
a useful tool in checking your answers can be found at:
http://www.datedial.com/List_Prime_Numbers_Between_Numbers.asp
Even and Odd, Positive and Negative
A number of questions on the exam deal with the result of operations on these types of numbers.

Even and Odd numbers

Even and Odd numbers are governed by the following Rules:

Addition and Subtraction Multiplication

even+even=even evenxeven=even
even-even=even
odd+odd=even evenxodd=even
odd-odd=even
even+odd=odd oddxodd=odd
even-odd=odd

Positive and Negative numbers

There are fewer firm rules for positive and negative numbers. Only the rules for multiplication and
division and these are listed below.

Multiplication
=
=
=
=
=
=

Consecutive Numbers

The product of consecutive numbers is even.

For example,

If is a positive integer, which of the following must be an even integer?

(A) +2
(B) 2 + 1
(C) 3 + 1
(D) 2 + + 1
(E) 2 + + 2

Solution: Option (E)

Note that, 2 + + 2 = ( + 1) + 2 = + 2 =
Order of Operations and the Calculator (Garbage In Garbage Out)

What is the value of 2 3 2 when x=3? (ANS. 10)

The safest way to do multi-step operations like this on a calculator is one step at a time. However, that
can be time-consuming, on scientific calculators, it is possible to type complex expressions into your
calculator all at once. But in order for your calculator to produce the right answer the expression must
be entered correctly. In order to enter the terms in an expression correctly we will need an
understanding of order of operations or PEMDAS.

The acronym P.E.M.D.A.S simply states the order in which an expression containing the six basic types of
operations must be evaluated, that is:

Parentheses/brackets first
Exponents/powers second
Multiplication/Division next
Addition last (note that subtraction is the addition of a negative number)

PEMDAS Drill (10 min.) Ask students to attempt each question in 1.25 minute intervals
Using your calculator evaluate the following:

1. 4 4 3 3 16 4 (ANS. 3)
2. 20 (3 23 5) (ANS. 1)
3. (5 + 2)2 9 3 + 23 (ANS. 30)
4. (12 3 + 4) (42 6 2) (ANS. 4)
5. (52 5) / (42 + 8 7 2) (ANS. 2)
9
6. (33 3
) + (4 3 32 ) (ANS. 27)
7. (7 9) (42 3 + 1) (ANS. 56)
24 +(1634)
8. (ANS. 4)
(6+32 )(74)

Percent Change
Percent change is a way of referring to increasing or decreasing a number. The percentage change is
the amount of the increase/decrease expressed as a percentage of the original value.

Percentage Change Drill

1. A 25-gallon addition to a pond containing 150 gallons constitutes an increase of what percent?
(A) 14.29% (B) 16.67% (C) 17.25% (D) 20.00% (E) 25.00% (ANS. B)

2. The percent decrease from 5 to 4 is how much less than the percent increase from 4 to 5?
 (A) 0% (B) 5% (C) 15% (D) 20% (E) 25% (ANS. B)

3. Nicoletta deposits $150.00 in her savings account. If this deposit represents a 12% increase in
Nicolettas savings, then how much does her savings account contain after the deposits?
(A) $1100 (B) $1250 (C) $1400 (D) $1680 (E) $1800 (ANS. C)

4. The price of a bicycle originally sold for $250 is marked up by 30%. If this new price is
subsequently discounted by 30%, then the final price of the bicycle is
(A) $200.50 (B) $216.75 (C) $227.50 (D) $250 (E) $265.30 (ANS. C)

Exponents
An exponent is a concise way to represent the repeated multiplication of a term.

Consider 53 where 5 is the base and 3 is the exponent.

There are a few important things to remember about the effects of exponents on various numbers:

A positive number raised to any power remains positive. No exponent can make a positive
number negative.
A negative number raised to an odd power remains negative.
A negative number raised to an even power becomes positive.

In other words, anything raised to an odd power keeps its sign. If 3 is negative, then is negative; if
3 is positive, then is positive. A term with an odd exponent only has one root (value that makes the
equation true). On the other hand anything raised to an even power is positive, regardless of its original
sign. One last thing to remember is that there is no term that can be squared to provide a negative
number.

Multiplying Exponents When Bases Are the Same

Exponential terms can be multiplied when their bases are the same. Just leave the bases unchanged and
add exponents:

3 5 = 8 3 34 = 35

Coefficients if they are present are multiplied normally:

1 3
2 3 5 = 6 6 2
6 5 = 3 8

Dividing Exponents When Bases Are the Same

Exponential terms can be divided when their bases are the same. Once again, the bases remain the
same, and the exponents are subtracted:
8 6 = 2 75 7 = 74

Coefficients, if they are present, are multiplied normally:

5
6 5 3 = 2 4 58 32 = 3 6

Multiplying and Dividing Exponents When Bases Are the Same

Theres one special case in which you can multiply and divide terms with different bases: when the
exponents are the same. In this case you can multiply and divide under the exponents. Then the bases
change and the exponents remain the same, for multiplication:

33 53 = 153 8 8 = ()8

And for division:

332 32 = 112 20 20 = ( )20

If exponential terms have different bases and different exponents, then theres no way to combine them
by adding, subtracting, dividing or multiplying.

Raising Power to Powers

When an exponential term is raised to another power, the exponents are multiplied:

( 2 )8 = 16 (75 )4 = 720

If there is a coefficient included in the term, then the coefficient is also raised to that power:

(3 4 )3 = 2712 (53 )2 = 256

Using these rules, you should be able to manipulate exponents wherever you find them.

Special Exponents
Here are some unusual exponents you should be familiar with:

Zero
Any number raised to the power of zero is equal to 1 (50 = 1).

Negative exponents
A negative exponent is simply an inverse.
1 1 1
4 = 4 32 = 32 = 9

1 2 3
1 = (3)1 = 2
Fractional Exponents (Roots)
A fractional power is a way of representing raising a number to a power and taking a root at the same
time. The number on top is the power and the number at the bottom is the root.
1 5
3 3
273 = 271 = (27)1 2 = 5 = ()5
2 4
3 3 3 3
83 = 82 = (8)2 3 = 4 = ( )4

Exponents Drill

Simplifying Roots

Roots Drill

Numbers and Operations Questions

1. A survey of Town X found an average (C) 9

(arithmetic mean) of 3.2 persons per (D) 15
household and a mean of 1.2 televisions (E) 24
per household. If 48,000 people live in
Town X, how many televisions are in
Town X?
(A) 15,000
(B) 16,000
(C) 18,000
(D) 40,000 3. Fifteen percent of the coins in a piggy
(E) 57,600 bank are nickels and five percent are
dimes. If there are 220 coins in the
2. A basketball team had a ratio of wins to bank, how many are not nickels or
losses of 3:1. After the team won six dimes?
games in a row, its ratio of wins to (A) 80
losses became 5:1. How many games (B) 176
had the team won before winning six (C) 180
games in a row? (D) 187
(A) 3 (E) 200
(B) 6
4. At the beginning of 1999, the
population of Rockville was 204,000 and
the population of Springfield was
216,000. If the population of each city
increased by exactly 20% in 1999, how
many more people lived in Springfield
than in Rockville at the end of 1999?
(A) 2,400
(B) 10,000
(C) 12,000
(D) 14,400
(E) 43,200
5. In a list of seven integers, 13 is the
lowest member, 37 is the highest
member, the mean is 23, the median is
24, and the mode is 18. If the numbers
8 and 43 are then included in the list,
which of the following will change?
I. The mean
10th grade is 2 to 3, and 80 of the 100
French students are male, how many
female students take Spanish?
8. A researcher found that the amount of
sleep that she allowed her mice to get
was inversely proportional to the
number of errors the mice made, on
average, in a maze test. If mice that got
2 hours of sleep made 3 errors in the
maze test, how many errors, on
average, do mice with 5 hours of sleep
make?
9. For a given year, a mayor has $45,000
allotted to spend on the sanitation
department, the police department,
1
and the fire department. If 5 of his
money goes to the sanitation
2
department, and of the remaining
3

II. The median money goes to the police department,

III. The mode how much does the mayor have left for
the fire department?
(A) I only (A) $36,000
(B) I and II only (B) $24,000
(C) II and III only (C) $21,000
(D) I, II and III (D) $12,000
(E) $6,000
6. If 2 = 122 , and is an odd integer,
then could be divisible by all of the 10. S is the set of all positive numbers n
following EXCEPT such that < 100 and is an integer.
(A) 3 What is the median value of the
(B) 4 members of set S?
(C) 6 (A) 5
(D) 9 (B) 5.5
(E) 12 (C) 25
(D) 50
7. There are 250 students in 10th grade at (E) 99
Northgate High School. All 10th graders
must take French or Spanish, but not 11. On a map, 1 centimeter represents 6
both. If the ratio of males to females in Kilometers. A square on the map with a
 perimeter of 16 centimeters represents (E) 4 6
a region with what area?
(A) 64 square kilometres 16. If Alexandra pays $56.65 for a table, and
(B) 96 square kilometers this amount includes a tax of 3% on the
(C) 256 square kilometers price of the table, what is the amount,
(D) 576 square kilometers in dollars, that she pays in tax?
(E) 8,216 square kilometers
17. A researcher found that the number of
12. If 0.1% of m is equal to 10% of n, then bacteria in a certain sample doubles
m is what percent of 10n? every hour. If there were 6 bacteria in
(A) 11,000 % the sample at the start of the
experiment, how many bacteria were
(B) 1%
there after 9 hours?
(C) 10%
(D) 100%
(A) 54
(E) 1,000%
(B) 512
(C) 1536
13. If = 4 + 26, and is a positive
(D) 3072
integer, then could be divisible by all
(E) 6144
of the following EXCEPT
(A) 2
18. A bakery uses a special flour mixture
(B) 4
that contains corn, wheat, and rye in
(C) 5
the ratio of 3:5:2. If a bag of the mixture
(D) 6
contains 5 pounds of rye, how many
(E) 7
pounds of wheat does it contain?
(A) 2
14. A science class has a ratio of girls to
(B) 5
boys of 4 to 3. If the class has a total of
(C) 7.5
35 students, how many more girls are
(D) 10
there than boys?
(E) 12.5
(A) 20
(B) 15
19. If || 0, which of the following
(C) 7
statements must be true?
(D) 5
(A) is positive
(E) 1
(B) 2 is positive
1
15. Which if the following is equivalent to (C)
is positive
2
9 3 + 3 18? (D) is positive
(A) 4 5 (E) 3 is positive
(B) 4 6
(C) 3 5 20. When is divided by 5, the remainder
(D) 3 5 is 4. When is divided by 4, the
 remainder is 3. If 0 < < 100, what is
one possible value of ?

Numbers and Operations Solutions

1. C 11. D
2. C 12. E
3. B 13. B
4. D 14. D
5. A 15. A
6. D 16. 1.65
7. 130 17. D
6 1 18. E
8. 1.2 or 5 or 15
9. D 19. D
10. C 20. 19

Algebra and Functions (3540%)

Solving Equations
An algebraic equation contains at least one unknown (a variable). Solving as you know is the process of
determining the value of that variable.

Practice solving the following equations:

(3 2 7)
1. =4 (ANS. 5)
17
2. 2 = 5 (ANS. 0,5)
23 1
3. = (ANS. 0.75)
3 2
4. 3 5 2 + 6 = 0 (ANS. 0, 3, 2)
5. (11)(50) + (50)(29) = 4000 (ANS. 2)

Solving an equation must be distinguished from simplifying an expression. With simplification you are
simply expected to rewrite the given terms as opposed to finding a value for an unknown (solving).

Simplify the following:

5 + 4 + 3 + 2
1. (ANS. 2 )
3 + 2 ++1
 3(+2)+6
2. (ANS. 3)

Algebraic Functions (Unary or Binary Operations)

Algebra questions sometimes take the form of functions. A function is a set of algebraic instructions.
These functions are sometimes represented using custom symbols as shown below:

= 2 5 + 4, 6 =

(A) 6 (B) 8 (C) 10 (D) 12 (E) 14

ANS. ( 4)( 1) = (6 4)(6 1) = 2(5) = 10

Algebraic functions are pre-defined functions. The value of will depend on the numbers given in the
question as well as the position of those numbers. That is, consider

= 2 + 3, 7 4 =

Here we must recognize that = 7 = 4 by virtue of their position.

7 4 = 2(7) + 3(4) = 14 12 = 2

Algebraic Functions Drill

1. = 2 6, ( + 6)?
(A) 2 (B) 2 6 (C) 2 36 (D) 2 + 12 + 30 (E) 2 + 12 + 42 (ANS. D)

2. [] = | 3 |, [4] [3] =
(A) 91 (B) 37 (C) 1 (D) 37 (E) 91 (ANS. B)

3. 5( 2)2 , 5 + 6 =
(A) 7 (B) 8 (C) 9 (D) 10 (E) 11 (ANS. A)

Inequalities
Inequalities are statements whose result provides a range of values. There are four (4) basic inequality
signs, which should read like this:

<
>

Inequalities are treated just like equations with just one very important exception to remember:
 Whenever you multiply or divide across an inequality with a negative, the inequality sign switches
direction.

That is, for example

4 20 > 3 + 15

If we multiply the equation by -1, we get

4 + 20 < 3 15

Inequality Drill
Find the range of values which satisfy the inequalities below.

6(5)
1. 3 (ANS. 3)
4
2. 8(3 + 1) + 4 < 15 (ANS. < 18)
3. 4 25 19 7 (ANS. 4)
1411
4. 1 (ANS. 25)
9

Working with Ranges

Ranges use your inequality symbols to specify the boundary for acceptable solutions and often take the
form,

<<

Where this range states that value of is greater than but also less than .

The proper syntax for ranges uses either < as we tend to write the range from lowest value to
highest.

Please be aware the signs used in a range and the effect on the values in that range. For example
consider the ranges below:

Range 1: 2<<7 {3, 4, 5, 6}

Range 2: 27 {2, 3, 4, 5, 6, 7}

You can operate on ranges in a couple of ways. You can add and subtract ranges, as long as their
inequality signs point the same way. You can also multiply or divide across a range to produce new
information, as long you obey the basic rule of inequalities: flip the sign if you multiply or divide through
by a negative.
Adding Ranges
Take a look at this example:

3 < < 10 6 < < 3, + ?

Here the range of ( + ) will be the sum of range and range .

3 + (6) < + < 10 + 3

3 < + < 13

You can add any two ranges, but you must be careful about which way the signs are pointing in, so as to
be sure that you are indeed adding the correct boundaries. For example, consider,

7 < < 13 4 > > 1, = + , ?

In order to evaluate the question the second range must be rewritten, that is,

1 < < 4

Which now means,

7 + (1) < + < 13 + 4

6 < < 17

Subtracting Ranges
To subtract one range from another simply take the range that is being subtracted and multiply it by -1:
this will flip the signs of all the terms in the inequality, as well as flipping the inequality signs themselves.
Then, add the ranges normally:

4 < < 5 2 < < 12, ?

1 (2 < < 12) = 2 > > 12 = 12 < < 2

4 < < 5

+(12 < < 2)

8< <3

Multiplying Ranges
Although its uncommon, you may get a question requiring you to multiply ranges. If youre asked to
find the product of two ranges, find all of the products its possible to get by multiplying one of the
bounds of one limit by a bound of the other. The largest of these numbers will be the upper limit of the
product; the smallest will be the lower limit:

3 < < 4 7 < < 2, ?

These are the four possible products of the bounds of and :

(-3)(-7)=21 (-3)(2)=-6 (4)(-7)=-28 (4)(2)=8

The greatest of these values is 21; the least is -28; and so the range of possible values of is

28 < < 21

Direct and Indirect Variation

Direct and indirect variation are specific relationships between quantities. Quantities that vary directly
are said to be in proportion or proportional. Quantities that vary indirectly are said to be inversely
proportional.

Direct Variation
The relationship of and being proportional can also be described using the following terms:

and are in proportion

varies directly as

All descriptions mean the same thing increases as increases and decreases as decreases.

That is,

,
1 2
= =
1 2

1 2
=
1 2

For example,

, 3 24, 11?

(A) 1.375 (B) 1.775 (C) 1.95 (D) 2.0 (E) 2.125

3 3(11)
= = = 1.375
24 11 24
Indirect Variation
If increases as decreases and decreases as increases, then these terms can be described as
inversely proportional or as varying indirectly as .
1

1
=

1 1 = 2 2

For example,

= 3 = 5, = 7?

(A) 2.14 (B) 2.76 (C) 3.28 (D) 4.2 (E) 11.67

(3)(5) = (7)
(3)(5)
=
7
= 2.14

3 term Variation
1
=


=


=

1 1 2 2
=
1 2

For example,

If it takes 16 faucets 10 hours to fill 8 tubs, how long will it take 12 faucets to fill 9 tubs?

(A) 10 hours (B) 12 hours (C) 13 hours (D) 14 hours (E) 15 hours

When doing one of these questions follow these steps:

1. Identify the variables (faucets (), hours () and tubs ())

2. Choose a variable to keep constant (for example, let tubs be kept constant)
 3. Compare the remaining variables (faucets and hours). That is more faucets less hours (to fill
tubs)
4. State relationship between the two variables, for example more faucets less hours to fill a
fixed number of tubs. Faucets are therefore inversely proportional to hours given that tubs
are kept constant (that is, 1 1 = 2 2 ).
5. State the relationship between all variables:
1 1 2 2
=
1 2
6. Solve the resulting equation.

HINT: Try to identify a relationship of direct/inverse proportion between two quantities whose
relationship is easily identifiable (you can ignore the third variable and treat the 3 variable question
like a simplified 2 variable).

16 10 12
=
8 9
16 10 9
= = 15 (. )
8 12

Question

If 10 people can survive for 24 days on 15 cans of rations, how many cans will be needed for 8
people to survive for 36 days?

(A) 15 cans (B) 16 cans (C) 17 cans (D) 18 cans (E) 19 cans

Solution

Holding the number of cans constant it would make sense more people would last less days (people
inversely proportional to days).

1 1 2 2
=
1 2

(10)(24) 8(36)
=
15
8 15 36
= = 18 (. )
10 24

Other Variation
This sub-topic describes how the result of a formula changes when some or all of the variables are
adjusted.
Example

If the formula = , if doubles and triples, what happens to the value of A?

To answer these questions simply substitute values for the variables.

Case 1: let = 1 and = 2

1 = 1 2 = 2

Case 2: let = 2 and = 6

2 = 2 6 = 12

Therefore, 2 = 1 6 (Increases by a factor of 6).

Simultaneous Equations
All equations are simultaneous equations.

For example, solve

6=0

The solution is pretty simple as = 6, but what does this tell you?

With respect to a graphical interpretation it can be said that = 6 is the point of intersection of the
graphs = 6 and = 0 ( ).

So essentially, in solving simultaneous equations we are finding the location of the points of intersection
of two graphs. There are obviously cases where graphs do not intersect we will investigate these cases
as well.

Methods of Solving Simultaneous Equations

Consider,

3 + 4 = 10

2 4 = 5, ?

Method1: Elimination
3 + 4 = 10. . (1)

2 4 = 5. . (2)

In order to eliminate we rewrite an equation (if necessary) to make one of its variable coefficients
equal in both equations and then we add/subtract one equation from the next to eliminate a
variable. I n the equations above the variable in ( 4) can be eliminated,
 3 + 4 = 10

+(2 4 = 5)

5 + 0 = 15

=3

3(3) + 4 = 10

9 + 4 = 10

4 = 1

= 14

Method2: Substitution
3 + 4 = 10 4 = 10 3 1.

4 2 ,

2 4 = 5

2 (10 3) = 5

2 10 + 3 = 5

5 = 15

= 3 = 14.

Atypical Simultaneous Questions

Please attempt the following,

12 3 = 131 5 10 = 61, + ?

We are accustomed to in many cases finding the value of one variable and then substituting to
determine the value of another, however this is not necessary in all cases.

Consider the question above, If we subtract equation2 from equation 1,

12 3 = 131

(5 10 = 61)

7 + 7 = 70

+ = 10
Consider also,

= 3, = 59 = 15

If the above statements are true, which is one possible value of ?

()5.0 (B) 8.33 (C) 9.28 (D) 18.54 (E) 25.0

In order to resolve this question simply multiply all the terms,

= 3 59 15

2 2 2 = 25

= 5

Solving Simultaneous Equations Drill

Try answering the following questions by solving the equations simultaneously.

1. + 3 = 6, 4 3 = 14, =
() 4 (B) 2 (C) 4 (D) 10 (E) 20 (ANS. C)

2. 2 7 = 12 8 + 3 = 2, ?
()12.0 (B) 8.0 (C) 5.5 (D) 1.0 (E) 0.8 (ANS. D)

3. ,
= 18
= 6
= 3

, ?
() 3.75 (B) 2.25 (C) 2.0 (D) 1.5 (E) 0.25 (ANS. D)

4. = 4 2 = 5, ?
() 20.0 (B) 10.0 (C) 1.25 (D) 1.0 (E) 0.8 (ANS. E)

Review of Quadratic Equations

The general form of a quadratic equation is 2 + + . The term Quadratic comes from the Latin
quadrus which means squared. So quadratic equations are equations of order 2, that is, the highest
power on the variable is 2. Having an order of 2 also means that each quadratic equation will have 2
solutions and that the graph of a quadratic function is a parabola. At this level we should be able to
factorize quadratic functions and be able to identify the special types of quadratics that are easy to
factorize, namely the difference between two squares and perfect square functions.

Please factorize the following:

1. 2 14 51 (ANS. ( 17)( + 3))

2. 24 + 2 10 (ANS. ( 6)( 4))
3. 2 13 + 36 (ANS. ( 9)( 4))
4. 2 + 10 + 21 (ANS. ( + 7)( + 3))
5. 2 + 2 15 (ANS. ( 3)( + 5))
6. 2 1 (ANS. ( 1)( + 1)) Difference between two squares
7. 2 + 2 + 1 (ANS. ( + 1)( + 1)) Perfect Squares
8. 2 2 + 5 3 (ANS. (2 1)( + 3))
9. 2 2 + 7 + 5 (ANS. (2 + 5)( + 1))
10. 6 2 17 + 12 (ANS. (2 3)(3 4))

Special Quadratic Identities

Memorize the following identities:

( + ) = + +

( ) = +

= ( )( + )

These should prove useful when answering questions as questions are written for the exam based on
these identities.

Special Quadratic Identities Drill

1. + = 7, 2 + 2 = 37, ?
() 6 (B) 12 (C) 15 (D) 22 (E) 30 (ANS. A)

2. = 3 2 2 = 24, ?
() 8 (B) 6 (C) 4 (D) 6 (E) 8 (ANS. A)

3. + = 3 2 + 2 = 8, =
() 0.25 (B) 0.5 (C) 1.5 (D) 2.0 (E) 2.25 (ANS. B)

4. 9 36,
?
() 9.0 (B) 13.5 (C) 18.0 (D) 22.5 (E) 45.0 (ANS. D)
Quadratic functions Drill
1. If 2 7 + 12 = 0, what is the sum of the two possible values of ?
() 4 (B) 1 (C) 3 (D) 4 (E) 7 (ANS. E)

2. If ( + 3)2 = ( 2)2 , then = (ANS. 12)

3. In the expression 2 + + 12, is a negative integer. Which of the following is a possible

value of ?
() 13 (B) 12 (C) 6 (D) 7 (E) .
(ANS. A)

4. If 2 3 = 5, what is the value of 4 2 12 + 9 2 ?

() 5 (B) 5 (C) 12 (D) 25 (E) 100 (ANS. D)

3
5. If 3 = + 7, and 0, which of the following is a possible value of ?

() 7(B) 1 (C) 1 (D) 3 (E) 7 (ANS. B)

6. s

Functions
A relation is any mathematical operation connecting two values. A function is simply a relation in which
each value is paired with exactly one value.

For example, if () = + 2, the domain of f (any possible value) is all real numbers greater than or
equal to 2, because the square root function can only operate on positive values + 2 0 2 .
For this function, 14 is paired with 4, since (14) = 14 + 2 = 16 = 4. Note: the symbol
represents the positive, or principal, square root. For example, 16 = 4, not 4.

Functions Practice Questions

1. Let the function be defined such that () = 2 , where is a constant. If (2) = 6,
what is the value of ?
() 10 (B) 2 (C) 0 (D) 2 (E) 6 (ANS. B)

2. If () = |(|| 3)|, what is the value of (1)?

() 2 (B) 1 (C) 1 (D) 2 (E) 3 (ANS. D)

Questions 3-4 refer to the following definition.

For all real numbers , let () = 2 2 + 4.

3. What is the value of (4)?

 ()16 (B) 18(C) 20 (D) 36 (E) 72 (ANS. D)

4. Which of the following is equal to (3) + (5)?

()(4) (B) (6) (C) (8) (D) (10) (E) (15) (ANS. B)

An Example of a Level 5 Functions question

"If the ball reached its maximum height of 106 feet at time t = 2.5, what was the height, in feet, of the
ball at time t = 1?"
() = ( 4)2

Solution:

For , ( 4)2 must max out.

This can only happen when ( 4)2 = 0 4 = 0 = 4 = 4(2.5) = 10

(That is when the term being subtracted has its smallest possible value, and at that point
would be ).

That is, = = 106 = 106.

2
(1) = 106 (10 4(1)) = 106 62 = 70

Work & Travel

Work and travel questions have been used by the media to exemplify the difficulty of the S.A.T
examinations. These are the questions that involve two trains travelling toward each other at different
speeds and asks how long it takes before they cross each.

The fundamental principle is the relationship among distance, speed and time is:

When working on questions about work done please remember:

= .

Travel Questions
Travel questions are of two types. Questions with a constant quantity. The possible constants are listed
below:

Distance
Time
When Distance is Constant
These questions tend to be those in which there are two legs to a journey. That is, if an object goes from
point A to point B on the first leg and then from point B back to point A in the second leg.

Since,
=

Then for constant distance, we always use the relationship

1 1 = 2 2

When Time is Constant

Questions in which time is constant tend to be typified by both objects starting at the same time.

Since,

Then for constant time, we always use the relationship

1 2
1 = 2

Travel Questions Drill

Determine the type of travel question and apply the appropriate

1. Peter can walk a mile in 10 minutes. He can travel a mile on his bicycle in 2 minutes. How far
away is his uncles house if Peter can walk there and bicycle back in 1 hour exactly?

Step 1: What is constant?

Step 2: What is the relationship? =
Step 3: What is the second equation? + = 60

Step 4: Substitute for the values given,

1 = 1 ..equation 1
10 2

+ = 60 ..equation 2

1 = 1 (60 ) substituting for

10 2

2 = 10 (60 )

2 = 600 10

12 = 600
 = 50

= = 110 50 = 5

2. In a sports-car race, Danica gives Pablo a head start of 10 miles. Danicas car goes 80 miles per
hour and Pablos car goes 60 miles per hour. How long should it take Danica to catch up to Pablo
if they both leave their starting marks at the same time?

Step 1: What is constant?

Step 2: What is the relationship?

Step 3: What is the second equation? = + 10

Step 4: Substitute for the values given,

60 ( + 10) = 80
600 = 20
= 30

=
= 3060 12 30

3. A race car driver drove down hill at an average speed of 120 miles per hour and returned uphill
along the same route at 90 miles per hour. If his total traveling time was 1 hour, what was the
total number of miles in the round trip?

Step 1: What is constant?

Step 2: What is the relationship? =
Step 3: What is the second equation? + = 1

Step 4: Substitute for the values given,

120 = 90 ..equation 1

+ = 1 ..equation 2

120 = 90 (1 ) substituting for

 210 = 90

= 37

= = 37 120 = 51 37

= 2 51 37 = 102 67

Time to collision questions

These distance-Time questions have the following key features:

A distance between two locations

Two objects leaving these locations and travelling towards each other
Objects starting their trips at the same instant

What is the constant in this type of question?

You may be tempted to say distance.

However, when we ask what is constant, we mean for both objects. Since both objects must travel at
different speeds, they automatically cover different distances, leaving the time to collision the only
constant. Consider the question below:

Towns A and B are 400 miles apart. If a train leaves A in the direction of B at 50 miles per hour, how long
will it take before that train meets another train, going from B to A, at a speed of 30 miles per hour?
(Note: The train that leaves B departs at the same time as the train that leaves A)

()4 ()4 13 () 5 ()5 23 () 6 23

Our approach to this question will be based on the distances travelled by each train.

Given that the time to collision is constant for both trains,

 + =

+ =

( + ) =

, =
+

To answer our question,

400 400
= = = 5
50 + 30 80

Average Speed

=

Consider,

Roberto travels from his home to the beach, driving at 30 mph. He returns along the same route at 50
mph. If the distance from Robertos house to the beach is 10 miles, then what is Robertos average speed
for the round trip in miles per hour?

(A) 32.5 (B) 37.5 (C) 40.0 (D) 42.5 (E) 45.0

If, = =

10 +10 20
= 10 +10 =1 = 20 815 = 3008 = 37.5
30 50 3+15

The Special Average Speed Equation (questions with the same Distance over two legs)
The Special Average Speed equation can be applied to problems in which someone is traveling to and
from a destination with the SAME distance in both trips, and problems where someone is traveling
somewhere and switches the speed halfway there. Essentially all problems that have 2 different average
speeds and they both were applied to the same distance. The equation reads,

2(1)(2)
= (1 + 2)

2(1)(2)( )
2 ( ) = (1 + 2)
Consider,

Roberto travels from his home to the beach, driving at 30 mph. He returns along the same route at 50
mph. If the distance from Robertos house to the beach is 10 miles, then what is Robertos average speed
for the round trip in miles per hour?

(A) 32.5 (B) 37.5 (C) 40.0 (D) 42.5 (E) 45.0

2(30)(50) 3000
= = = 37.5
30 + 50 80

Question which can be done using the special average speed formula:

A baseball player runs from first base to second base at an average speed of meters per minute and
from second base to third base at an average speed of + 4 meters per minute. If the distance , in
meters, from first base to second base to second base is the same as the distance from second base to
third base, which of the following represents the average speed at which the player runs from first-to-
second-to-third base?

2 4
A. +4
2
2 + 8
B. +2
2
+ 8
C. +4
2
+ 4
D. 2( + 2)
2
+ 4
E. ( + 2)

Solution using the formula:

2()( + 4)
=
+ ( + 4)

2( 2 + 4)
=
2 + 4

2( 2 + 4)
=
2( + 2)
 2 + 4
=
+2

SAT QUESTIONS: Travel Questions Revision Test

1. [Level 1] On a certain job, Robin was paid $6 an hour for the first 10 hours she worked. For the
time she worked beyond 10 hours, she was paid $9 an hour. If she worked 20 hours on this job,
how much was Robin paid?
(A) $60 (B) $90 (C) $120 (D) $150 (E) $180

2. [Level 1] On Wednesday Heather ran 3 miles in 30 minutes. If she ran for 45 minutes at this rate
on Thursday, how far did Heather run on Thursday?
(A) 3.5 miles (B) 4 miles (C) 4.5 miles (D) 5 miles (E) 5.5 miles

3. [Level 1] Trains A, B and C passed through a station at different speeds. Trains As speed was 3
times Train Bs speed, and Train Cs speed was twice Train As. What was train Cs speed in miles
per hour, if Train Bs speed was 7 miles per hour?
(A) 14 (B) 21 (C) 28 (D) 35 (E) 42

4. [Level 1] Harriet took 48 minutes to ride her bike the distance from her house to the town
library. If she rode at a constant rate, what fraction of the total distance did she ride in the first
12 minutes?
(A) 14 () 13 () 12 () 23 () 34

5. [Level 3] A machine can fill 24 cartons in 1hour. At this rate, how many cartons can the machine
fill in 5 minutes?
(A) 2 (B) 3 (C) 5 (D) 6 (E) 8

6. [Level 5] A car travelled 10 miles at an average speed of 20 miles per hour and then travelled the
next 10 miles at an average speed of 40 miles per hour. What was the average speed, in miles
per hour of the car for 20 miles?

7. [Level 1] Yesterday, Jamie painted boxes at an average rate of 10 minutes per box. Isaac painted
boxes at an average rate of 15 minutes per box. If they both painted boxes at these respective
rates for one hour, what is the total number of boxes they painted?
(A) 6 (B) 8 (C) 10 (D) 11 (E) 12

8. [Level 1] Working at a constant rate, a water hose can fill empty tank in 4 minutes. Working at
the same constant rate, the hose can fill empty tank in 30 minutes. The capacity of tank is
how many times the capacity of Tank ?
 9. [Level 3] Machine produces chair at a constant rate of 6 chairs per hour, and machine B
produces chairs at a constant rate of 8 chairs per hour. How many more minutes does it take
machine A to produce 32 chairs than it takes machine B?
(A) 20 (B) 60 (C) 80 (D) 90 (E) 120

Answers

1. D 5. A 8. 7.5
2. C 6. 26 23 26.67 9. C
3. E 7. C
4. A

Mixture Questions

If =

Then =

Therefore,

+ =

(. )( ) + (. )( ) = (. )( + )

Example

A chemist has two quarts of 25% acid solution and one quart of 40% acid solution. If he mixes these,
what will be the concentration of the mixture?

Solution

(25%)(2) + (40%)(1) = (2 + 1)

50 + 40 = 3

= 903

= 30%

Work Questions
Work rate questions are characterized by the formula,

#
=
The majority of these questions require time,

#
=

When combined rate is required recognize that

#
=
1 + 2 + +

Where represent the work rate of an individual for individuals.

Beware of questions stating the work rate as time per job when it should be stated as job per time.

For example,

Doreen can wash her car in 15 minutes, while her younger brother Dave takes twice as long to do the
same job. If they work together, how many minutes will the job take them?
1 1
(A) 5 (B) 7 2 (C) 10 (D) 22 2 (E) 30 (ANS. C)

Algebra and Functions Questions

2 2 The coordinates of points D, E and F in
1. If 2 +1 = +2 , what is the value of ?
1 the xy-plane are given above. What is
(A)
4 the perimeter of ?
1
(B) 4 (A) 12
1 (B) 20
(C)
2
(D) 0 (C) 9 + 17 (approximately 13.12)
(E) 2 (D) 9 + 41 (approximately 15.40)
(E) 150 (approximately 12.25)
2
2. If () = + 2, which of the following
could be the value of ()? 4. When is divided by 5, the remainder
(A) -2 is 4. When is divided by 4, the
(B) -1 remainder is 3. If
(C) 0 0 100, what is one possible
(D) 1 value of ?
(E) 2
5. If 2 = 16 and 2 = 4, what is the
3. greatest possible value of ( )2
D(-6, 3)
E(-1, -1) 6. Let be defined as = 2 for all
F(-1, 3) values of. If = 2 , what is the
value of ?
 (A) 1 (D) | 40| < 10
(B) 12 (E) | 45| < 5
(C) 32
11. If 75% of is equal to k% of 25, where
(D) 65 > 0, what is the value of ?
(E) 3
(A) 316

7. If , , are positive numbers (B) 13

satisfying (C) 34
1 4
(D) 3
4 = 2 3 = 2
2 (E) 163
What is ()3 in terms of and ?
(A) 1
12. A Telephone company charges cents
(B) for the first minute of a call and charges
(C) for any additional time at the rate of
(D) cents per minute. If a certain call costs
(E) 1 $5.55 and lasts more than 1 minute,
8. If and are positive and 102 1 = which of the following expressions
100, 1 in terms of ? represents the length of that call, in
(A) 10 minutes?
555
(B) 90 (A)
555+
(C) 10 (B)

(D) 190
555+
(C)

9. If is a positive integer, which of the 555
(D)
following is NOT equal to (24 ) ?
555
(A) 24 (E) +
(B) 42
(C) 2 (23 ) 13. The recipe for a pie recommends that
(D) 4 (2 ) the pie be baked for at least 50
(E) 16 minutes, but not more than 60 minutes.
If is the number of minutes a pie,
10. A regulation for riding a certain baked within the recommended time, is
amusement park requires that a child baked, which of the following
be between 30 inches and 50 inches represents all possible values of ?
tall. Which of the following inequalities (A) | 55| = 5
can be used to determine whether or (B) | + 55| < 5
not a childs height satisfies the (C) | + 55| > 5
regulation for this ride? (D) | 55| < 5
(A) | 10| < 50 (E) | 55| > 5
(B) | 20| < 40
(C) | 30| < 20
 14. If ( + )2 = 49, and = 10, which 17. Ray and Jane live 150 miles apart. Each
of the following represents the value drives toward the others house along a
of in terms of ? straight road connecting the two, Ray at
(A)
29 a constant rate of 30 miles per hour and

Jane at a constant rate of 50 miles per
(B) 29 2 hour. If Ray and Jane leave their houses
(C) 39 at the same time, how many miles are
49
(D) 10 they from Rays house when they
meet?
(E) 2 49
(A) 40
1
(B) 51
15. If + 2 = 20, + 2 = 9, 2 + 2
1
= 22, what is the value of + + ? (C) 56 4
(A) 10 (D) 75
(B) 12 1
(E) 93 4
(C) 17
(D) 22
18. If = 4, and 3 = 2, what is the value
(E) 51
of ?

16. How many solutions exist to the

19. If is a prime number such that 3 >
equation || = |2 1|? 5
10 > , what is one possible value
(A) 0 6
(B) 1 of ?
(C) 2
(D) 3 20. Let () = 2 5. If (6) (4) =
(E) 4 (), what is ||?

Algebra and Functions Solutions

1. C 11. B
2. E 12. C
3. D 13. D
4. 19, 39, 59, 79 or 99 14. D
5. 36 15. C
6. C 16. C
7. A 17. C
8. D 18. 8
9. D 19. 5, 7 or 11
10. D 20. 5
Algebra Revision Test31
Time: 20 minutes for 16 questions

1. If 36 = 4 + , what is the value of ?

(A) 12 (B) 16 (C) 18 (D) 20 (E) 32

2. () = 2 6 () = 2 3 4
The functions and are defined above. What is the value of (7) (3)?
(A) 0 (B) 2 (C) 4 (D) 10 (E) 12

3. 3 = 2 6 = 1

In the equations above, and are variables and is a constant. If no ordered pair of numbers
(, ) satisfies both of the equations above, what is the value of ?
(A) 32 (B) 23 (C) 0 (D) 23 (E) 32

( + 4) 1
4. If is a function defined by () = 12 , for what value of will () = 4 ?
(A) 7 (B) 2 (C) 1 (D) 0 (E) -1

5. If 2 2 = 16 2( + ) = 8. What does equal?

(A) 2 (B) 4 (C) 48 (D) 64 (E) 128

6. In a class consisting of 55 boys and 45 girls, 30 students have blue eyes. What is the least
possible number of girls in the class who do not have blue eyes?
(A) 10 (B) 15 (C) 20 (D) 25 (E)30

7. Richard has twice as many pieces of candy as Alice. Bob has 34 as many pieces of candy as
Alice. Richard has pieces, Alice has pieces and Bob has pieces. If > 0, which of the
following is true?
(A) > >
(B) > >
(C) < <
(D) > >
(E) > >

8. If + = 10 + = 3
What is the value of ?
(A) 13 (B) 7 (C) 103 (D) -7 (E) -13
 9. If 6 = 2 0, ?
(A) 14 () 13 () 3 () 4 () 8

+
10. If = > 0, ?
(A) 1 () + 1 () 1 () 1 () + 1

11. + = 10 ( + 1) + = 14

Based on the equations above which of the following must be true?

(A) = 2 (B) = 4 (C) = 6 (D) = 8 (E) = 2

12. If 6 times j is 1 more than the square of k, where k is an integer, what is the smallest possible
value of j?
(A) -5 (B) 16 (C) 0 (D) 16(E) It cannot be determined from the information given.

13. If ( + )(7 + ) = 7 2 + + 6 for all values of , and if and are positive integers, what
is one possible values of ?

14. ( ) = (2 )
In the equation above , , are integers greater than 1. If = 4 what is the value of ?

15. For three positive prime numbers , & , = 33 = 21. ?

16. For all positive numbers , let be defined by = 1 + 1 what is the value of 52 ?

Answers

1. B 7. D 13. 13, 17, 23, 43

2. E 8. A 14. 8
3. B 9. C 15. 231
4. E 10. B 16. 37
5. B 11. B
6. B 12. D

Geometry and Measurement (2530%)

Plane Geometry
This topic deals with questions about lines, angles, triangles and other polygons and circles.
Distance between two points
Distance measures how far apart two things are. The distance between two points can be measured in
any number of dimensions. However, for this exam we will focus on dimensions 1, 2 and 3. Distance is
always a positive number.

1-Dimensional Distance
In one dimension the distance between two points is determined simply by subtracting the coordinates
of the points.

For example, in this segment, the distance between -2 and 5 is calculated as: 5 (2) = 7

2-Dimensional Distance
In two dimensions, the distance between two points can be calculated by considering the line between
them to be the hypotenuse of a right angled triangle. To determine the length of this line:

Calculate the difference in the

Calculate the difference in the
Use the Pythagorean Theorem

The process is illustrated below, using the variable

Example: Find the distance between (-1, -1) and (2, 5). Based on the
illustration tto the left:

: 2 (1) = 3
: 5 1 = 4
3-Dimensional Distance
Consider two 3
dimensional points (x1, y1, z1) and (x2, y2, z2). Consider first the situation where the two z
coordinates are the same. Then, the distance between the points is 2dimensional, i.e. ,

Types of Angles
Parallel Lines and Transversals
Inequalities in Triangles
Polygons Definitions
Pythagorean Theorem and special properties of isosceles, equilateral, and right triangles
Perimeter and Area of a Triangle
Perimeter and Area of Quadrilaterals
Maximum Area of a Triangle
Max area of triangle when the triangle is a right angled triangle because the longest side must be the
hypotenuse so the shorter sides must form the base and height. If these sides are not perpendicular
then the height will be a slant height and the product base*height will be smaller.

The relationship between and

Consider the diagram below,

The relationship between the variables is,

= 2
360

=
2 360

That is, the ratio of the length of arc to circumference equals the ratio of the angle from which the arc is
subtended and 360.

Consider the following question, page 873 finish diagram

Note: Figure is not drawn to scale

In the figure above, AB and CD are diameters of the circle whose centre is 0. If the radius of the circle is
2 inches and the sum of the lengths of arcs AD and BC is 3 inches, then y=

(A) 45 (B) 60 (C) 75 (D) 90 (E) 120

Solution:

If = 2 = 2(2) = 4

If + = 3 + = = 2

360 = 24 360 = 18 = 18 360 = = 45

Solid Geometry

Plane & Solid Geometry Questions

1.

In the figure above, is isosceles, and is equilateral. What is the degree measure
of?

2.

In the rectangle above, the radius of each quarter circle is 3. What is the area of the shaded
region?
(A) 16 3
(B) 16 9
 (C) 32 9
(D) 60 3
(E) 60 9

3.

In the figure above, what is the area of ?

(A) 23
(B) 4
(C) 43
(D) 8
(E) 83

4.

In the figure above, segment joins vertices of the cube. If the length of is 2, what is the
volume of the cube?
(A) 1
(B) 2
(C) 22
(D) 32
(E) 8

5.
 In the figure above, the two semicircles have radii of lengths and , respectively. Which of the
following expressions gives the length of the darkened curved path shown from A to C?
(A)
(B) 2 2
(C) ( + )
+
(D)


(E) 2
+ 2

6. X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. X
17. X

18.

The circle above has center ,and measures 45. The area of the shaded region is what
fraction of the area of the circle?

19.
 If a 1-inch cube of chees were cut in half in all three directions as shown above, then the total
surface area of the separated smaller cubes would be how much greater than the surface area
of the original 1-inch cube?
(A) 2 square inches
(B) 4 square inches
(C) 6 square inches
(D) 8 square inches
(E) 12 square inches

20.

In the figure above, each of the four large circles is tangent to two of the other large circles, the
small circle, and two sides of the square. If the radius of each of the large circles is 1, what is the
radius of the small circle?
(A) 14
(B) 12
21
(C) 2
(approximately 0.207)
(D) 2 1 (approximately 0.414)
2
(E) 2
(approximately 0.707)

Plane & Solid Geometry Solutions

1. 105
2. E
3. C
4. A
 5. C
6. X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. X
17. X
18. 18
19. C
20. D

Coordinate Geometry

Gradient

Length of Line

Mid-Point

Coordinate Geometry Questions

Coordinate Geometry Solutions

Simultaneous Solutions (finite, none, infinite)

Graphing Functions
The order of a function is the highest power of in the equation and is always one more than the
number of curves of the graph.

Function Type Order # of curves Graphs

Linear 1 0

Quadratic 2 1

Cubic 3 2
Linear
A linear function is one that takes the form,

() = +

Where .

Quadratic
A Quadratic function is one that takes the form,

() = 2 + +

Where , are real numbers and is not equal to 0.

If is positive the curve is a minimum curve (smilie face).

If is negative the curve is a maximum curve (frownie face).

Cubic
A cubic function is one that takes the form,

() = 3 + 2 + +

Where , , are real numbers and is not equal to 0.

If is positive the maximum is followed by a minimum.

If is negative the minimum is followed by a maximum.

Graphs of Modulo Functions

Modulo functions take the form () = || and must have only positive y-values.
That being the case, any portion of the function that falls below the x- axis (negative values of y) must be
made positive by reflection in the x-axis.
Transformations
Let's start with the function notation for the basic quadratic: f(x) = x2. A function transformation takes
whatever is the basic function f(x) and then "transforms" it or "translates" it, which is a fancy way of
saying that you change the formula a bit and thereby move the graph around.

For instance, the graph for x2 + 3 looks like this:

This is three units higher than the basic quadratic, f(x) = x2. That is, x2 + 3 is f(x) + 3. We added a "3"
outside the basic squaring function f(x) = x2 and thereby went from the basic quadratic x2 to the
transformed function x2 + 3.

This is always true: To move a function up, you add outside the function: f(x) + b is f(x) moved up bunits.
Moving the function down works the same way; f(x) b is f(x) moved down b units.

On the other hand, (x + 3)2 looks like this:

In this graph, f(x) has been moved over three units to the left: f(x + 3) = (x + 3)2 is f(x) shifted three units
to the left.

This is always true: To shift a function left, add inside the function's
argument: f(x + b) givesf(x) shifted b units to the left. Shifting to the right works the same
way; f(x b) is f(x) shifted b units to the right.

Warning: The common temptation is to think that f(x + 3) moves f(x) to the right by three, because "+3"
is to the right. But the left-right shifting is backwards from what you might have expected. Adding moves
you left; subtracting moves you right. If you lose track, think about the point on the graph where x = 0.
For
f(x + 3), what does x now need to be for 0 to be plugged into ? In this case, x needs to be 3, so the
argument is 3 + 3 = 0, so I need to shift left by three. This process will tell you where the x-values, and
thus the graph, have shifted. At least, that's how I was able to keep track of things....

The last easy transformation is f(x).

Look at the graph of x2:

This is just f(x) flipped upside down. Any points on the x-axis stay on the x-axis; it's the points off the axis
that switch sides. This is always true: f(x) is just f(x) flipped upside down.

For this next transformation, I'll switch to g(x) = x3:

If I put x in for x, I get (x)3 = x3:

This transformation rotated the original graph around the y-axis. Any points on the y-axis stay on the y-
axis; it's the points off the axis that switch sides. This is always true: g(x) is the mirror image of g(x), as
reflected in the y-axis.

The transformations so far follow these rules:

f(x) + a is f(x) shifted upward a units

f(x) a is f(x) shifted downward a units
f(x + a) is f(x) shifted left a units
f(x a) is f(x) shifted right a units
 f(x) is f(x) flipped upside down
("reflected about the x-axis")
f(x) is the mirror of f(x)
("reflected about the y-axis")

There are two other transformations, but they're harder to "see" with any degree of accuracy. If you
compare the graphs of 2x2, x2, and (1/2)x2, you'll see what I mean:

2x2 x2 _1/2 x2_

The parabola for 2x2 grows twice as fast as x2, so its graph is tall and skinny. On the other hand, the
parabola for the function (1/2)x2 grows only half as fast, so its graph is short and fat. You can tell, roughly
speaking, that the first graph is multiplied by something bigger than 1 and that the third graph is
multiplied by something smaller than 1. But it is generally difficult to tell exactly what a graph has been
multiplied by, just by looking at the picture.
Graphing Questions

1.

2.

3.
 6.
4.

7.

5.
8. 10.

9.
11. 13.

12.
14. 16.

17.
15.
18. 19.

In the plane above, the graph of

the function is a line, and the graph of
the function is a parabola. The graphs 20.
of and intersect at (0,0) and (3,3).
For which of the following values of
is () () < 0?
(A) 0
(B) 2
(C) 4
(D) 5
(E) 6
Graphing Solutions
1. B 8. E 15. A
2. C 9. C 16. E
3. A 10. D 17. 34
4. C 11. E 18. 2
5. E 12. A 19. 2 < < 3
6. A 13. B 20. 8.5
7. D 14. D

Data Analysis, Statistics, and Probability (1015%)

Mean, Median and Mode

Mean, Median and Mode Questions

1. Which of the following CANNOT change the value of a median in a set of five numbers?
(A) Adding 0 to the set
(B) Multiplying each value by -1
(C) Increasing the least value only
(D) Increasing the greatest value only
(E) Squaring each value

2. X
3. X
4. X
5. X
6. X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. X
17. X
 18. X
19. X
20. {2, 3, 9, 4, 11, 4x 8, 3y 4}

The modes of the set above are 2 and 11. What is one possible value of + ?

Mean, Median and Mode Solutions

1. D
2. X
3. X
4. X
5. X
6. X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. X
17. X
18. X
19. X
20. 7.5 or 6.75

Probability
Probability is the mathematical expression of the likelihood of an event.

Every probability is a fraction. The biggest a probability can get is 1; a probability of 1 indicates total
certainty.

For example,

7 14 .

?
 (A) 17 (B) 13 (C) 12 (D) 23 (E) 37

: ( ) = 77 + 14 = 721 = 13

Probability of Multiple Events

Some advanced probability questions require you to calculate the probability of more than one event.

Heres a typical example:

(A) 18 (B) 15 (C) 38 (D) 58 (E) 23

When the number of possibilities involved is small enough, the easiest and safest way to do a probability
question like this is to write out all of the possibilities and count the ones that give you what you want.
Here are all the possible outcomes of flipping a coin three times:

heads, heads, heads tails, tails, tails

heads, heads, tails tails, tails, heads

heads, tails, heads tails, heads, tails

heads, tails, tails tails, heads, heads

As you can see by counting, only three of the eight possible outcomes produce tails exactly twice.
The chances of getting exactly two tails is therefore 38. The correct answer is C.

Sometimes, however, youll be asked to calculate probabilities for multiple events when there are too
many outcomes to write out easily. Consider, for example, this variation on an earlier question:

7 14 .

?

(A) 13 (B) 19 (C) 121 (D) 138 (E) 146

Three random drawings from a bag of 21 objects produce a huge number of possible outcomes. Its not
practical to write them all out. To calculate the likelihood of three events combined, you need to take
advantage of a basic rule of probability:
 The probability of multiple events occurring together is the product of the probabilities of the events
occurring individually.

Solution,
( 1 ) = 721
( 2 ) = 620
( 3 ) = 519
( 3 ) = 721 620 519 = 138

Probability Questions
1. A bag contains 4 red hammers, 10 blue hammers, and 6 yellow hammers. If three hammers are
removed from the bag at random and no hammer is returned to the bag after removal, what is
the probability that all three hammers will be blue?
1
(A)
2
1
(B) 8
3
(C)
20
2
(D) 19
3
(E) 18

2. The probability that only two people in a room of three people are male is
3
(A) 8
1
(B) 4
2
(C) 5
2
(D)
3
5
(E) 6

3. X
4. X
5. X
6. X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
 14. X
15. X
16. X
17. X
18. X
19. X
20. X

Probability Solutions
1. D
2. A
3. X
4. X
5. X
6. X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. Xx
17. X
18. X
19. X
20. x

Factorials
The factorial of a number, , is a product of consecutive numbers from to 1 and is written ! (read n
factorial).

That is,

1! = 1 4! = 4 3!

2! = 2 1 3! = 3 2!

3! = 3 2 1 2! = 2 1!

4! = 4 3 2 1 1! = 1 0!

5! = 5 4 3 2 1 ! = ( 1)!
What is the factorial of zero (0!)?

Consider,

! = ( 1)!

!
( 1)! =

= 1

1!
(1 1)! =
1

0! = 1

The factorial also describes the number of ways in which a group of items can be arranged.

For example, in how many ways can 3 items be arranged?

The number of ways that three items can be arranged are 3! = 3 2 = 6.

Permutations (nPr)
A permutation is an ordered arrangement of objects. So keywords/factors that may indicate a
permutation question may be:

Arrange
List
Order
Races (order in terms of finishing position is important)
Seating arrangements
Elections
Numbers (changing the position of a digit in a number will change its value)

A permutation effectively provides the number of ways of arranging a group of items items at a
time. Consider the question:

In how many ways can 3 letters (A, B, C) be arranged,

a. In groups of 3
b. In groups of 2

Solution a.

Let us represent these groupings

ABC ACB BCA

BAC CBA CAB

From the groupings we can see that there are 6 ways in which 3 items can be arranged 3 at a time.
!
Since = ()!, then

3! 3! 3!
33 = = = = 3! = 6
(3 3)! 0! 1

Now you may have noticed that when arranging the entire group of items you will get the same result as
simply taking the factorial of the number of items.

Solution b.

Let us represent these groupings

AB BA CA

AC BC CB

There are also 6 possible groupings of 3 terms arranged 2 at a time.

Using the permutation calculation,

3! 3! 6
32 = = = =6
(3 2)! 1! 1

Repetition
Whenever there are repeated terms we must simply divide the number of ways that all terms can be
arranged by the number of ways the repeated terms can be arranged.

For example, in how many ways can the following terms be arranged?

i. ABC
ii. EYE
iii. PARALLEL
iv. JAMAICA

Solutions:

i. 3! 33 = 6
3!
ii. 2!
= 3 (2! Represents the number of ways that the Es can be arranged)
8!
iii. 2!3!
= 3360 (2! For the numbers of ways the As can be arranged and 3! For the number of
ways the Ls can be arranged)
 7!
iv. 3!
= 840 (3! For the number of ways the As can be arranged)

Groups
When there are terms that have to be grouped, the group must move as a unit and is counted as one
term. However, we must also account for the number of ways the terms in the group can be arranged.

For example, in how many ways can 4 men and 3 women be arranged, keeping the women together?

Solution:

1 2 3 1 2 3 4 While this is one possible arrangement, another arrangement may look like
this 1 2 3 2 1 3 4 . The important thing to note is that the entire group of women move
together, but we must also remember that within the group the women can have different seating
orders.

Therefore, the = 5! 3! = 720

The Round Table

You may be asked for the number of arrangements of persons about a round table. In these instances
we designate on of these persons the head of the table about which the other persons are arranged and
therefore the number of arrangements is ( 1)!.

For example, in how many ways could the twelve (12) Knights of King Arthurs round table be seated
about that table?

= (12 1)! = 11! = 39,916,800

Combinations (nCr)
A combination refers to the number of ways you can select a set of terms , terms at a time. That is,
combinations do not count arrangements of the same terms as different groupings. Let us consider the
question asked earlier with respect to permutations.

Consider the question:

In how many ways can 3 letters (A, B, C) be ,

a. In groups of 3
b. In groups of 2

Solution a.

Let us represent these groupings

ABC ACB BCA BAC CBA CAB

From the groupings we can see that there is only one way to select 3 items as no matter how they are
arranged it is the same 3 letters.
!
Since = ()!!, then

3! 3! 3!
33 = = = = 1
(3 3)! 3! 0! 3! 1 3!

For combinations we divide through by the number of ways terms can arrange themselves which
is factorial ways.

Solution b.

Let us represent these groupings

AB CB CA

BA BC AC

There are only 3 unique groupings of 3 terms selected 2 at a time.

Using the combination calculation,

3! 3! 6
32 = = = =3
(3 2)! 2! 1! 2! 2

Counting
Another method of approaching permutation questions is by using the counting method which basically
requires you to fill the spaces given with the available option. This method is the most widely used
approach to questions in which order/position is important.

For example,

8 athletes run in a 100m race. Gold, Silver and Bronze medals are awarded to the first three contestants
to finish (in order). How many possible lists of medal winners are there?

8 1 7 2 6 3 = 336

Another method of calculating the number of possible lists of medal winners would be to use the
permutations formula 83 = 336.
Permutations and Combinations Questions
1. Hanna is arranging tools in a tool box. She has one hammer, one wrench, one screwdriver, one
tape measure, and one staple gun to place in 5 empty spots in her toolbox. If all of the tools will
be placed in a spot, one tool in each spot, and the hammer and screwdriver fit only in the first 2
spots, how many different ways can she arrange the tools in the spots?

2. The Tyler Jackson Dance Company plans to perform a piece that requires 2 dancers. If there are
7 dancers in the company, how many possible pairs of dancers could perform the piece?

3. The American Ballet Repertory Company will choose 4 new corps members from its
apprenticeship program. The apprentice program is made up of 6 women and 6 men. If 3
women and 1 man are to be chosen for the corps, how many different groupings are possible?

4.
1 2 3 4 5

In a certain game, a red marble and a blue marble are dropped into a box with five equally-sized
sections, as shown above. If each marble lands in a different section of the bx, how many
different arrangements of the two marbles are possible?
(A) 5
(B) 20
(C) 25
(D) 40
(E) 100

5. X
6. X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. X

17. How many unique pairs of parallel edges does a cuboid possess?

18. If a polygon has 44 diagonals, how many sides does it have?

 19. How many parallelograms can be formed from a set of 4 parallel straight lines intersecting a set
of 3 parallel straight lines?

20. Everyone shakes hands with everyone else in a room. 66 handshakes result. How many persons
are in the room?

Permutations and Combinations Solutions

1. 12
2. 21
3. 120
4. B
5. X
6. X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. X
17. 18
18. 11
19. 18
20. 12

Sequences and Series

Series
Any group of items connected by a rule is called a sequence. Mathematical sequences are those lists of
terms that use a mathematical rule to produce the next term in the list.

A series is the sum or partial sum of a sequence. That is, where 1, 2, 3, 4 is a sequence, 1+2+3+4 is a
series with sum 10.

Arithmetic Series
Arithmetic sequence is the result of adding the same number to some starting value. This number that is
added repeatedly to give the next term in the sequence is called the common difference, .
Here are some sample arithmetic series:

1, 7, 13, 19, 25, 31

3, 13, 23, 33, 43, 53.

12, 7, 2, -3, -8, -13

Each term in the series is derived by adding a constant to the term before it.

That is, consider a series with a first term and a common difference , then the first n terms can be
represented as shown below:

1st Term 2nd Term 3rd Term 4th Term 5th Term th Term
+ ( + ) + ( + 2) + ( + 3) + + ( 1)
= + 2 = + 3 = + 4

The nth term of an Arithmetic Series

= + ( 1)

The Sum of an Arithmetic Series

Consider, the sequence 1, 2, 3, 4. We have already stated that its sum is 10.

If the first term is added to the last and the second term to the second to last
and so on the individual sums are 5. The total sum is 4 times the individual
sums and twice the sum of the terms.

That is,

2 = 4(5)

2 = # ( + )

= ( + )
2

This formula can be used if we know the number of terms (), first term () and last term ().

If we consider the last term () to be defined as our nth term,

= + ( 1)

= ( + + ( 1))
2

= (2 + ( 1))
2

This formula can be used if we know the number of terms (), first term () and the common difference
().

Geometric Series

1st Term 2nd Term 3rd Term 4th Term 5th Term th Term
+ ( + ) + ( + 2) + ( + 3) + + ( 1)
= + 2 = + 3 = + 4

Sequence and Series Questions

1. 1, -2, 3, -4, 5, -6,
The first six terms of a sequence are shown above. The odd-numbered terms are increasing
consecutive positive odd integers starting with 1. The even-numbered terms are decreasing
consecutive negative even integers starting with -2. What is the sum of the 50th and 51st terms
of the sequence?
(A) -101
(B) -1
(C) 0
(D) 1
(E) 101

2.

In the sequence above, the first term is 1210 and each term after the first is 1210 more than the
preceding term. Which term in the sequence is equal to 1212?
(A) The 3rd term
(B) The 12th term
(C) The 24th term
(D) The 120th term
(E) The 144th term

3. X
4. X
5. X
6. X
7. X
8. X
 9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. X
17. X
18. X
19. X
20.

The sequence of figures above starts with one hexagon. Each successive figure is formed by
adding a ring of identical hexagons around the preceding figure. What is the total number of
hexagons in the fifth figure of the sequence?

Sequence and Series Solutions

1. D
2. E
3. x
4. x
5. x
6. x
7. x
8. x
9. x
10. x
11. x
12. x
13. x
14. x
15. x
16. x
17. x
18. x
19. x
 20. 61

Logic
Some questions will require you to use your reasoning ability in order to find a solution. These are often
approached by scanning the answers provided to determine which matches the criteria in the question.

Logic Questions
1. Nails were sold in 8 ounce and 20 ounce boxes. If 50 boxes of nails were sold and the total
weight of the nails sold was less than 600 ounces, what is the greatest possible number of 20
ounce boxes that could have been sold?
(A) 34
(B) 33
(C) 25
(D) 177
(E) 16

2. How many numbers from 1 to 200 inclusive are equal to the cube of an integer?

3. Lonnie sometimes goes to comedy movies. Greta never goes to mystery movies.

If the two statements above are true, which of the following statements must also be true?
I. Lonnie never goes to mystery movies.
II. Greta sometimes goes to comedy movies.
III. Lonnie and Greta never go to mystery movies together.

(A) I only
(B) II only
(C) III only
(D) I and III
(E) II and III

4.

A garden consists of a continuous chain of flower beds in the shape of pentagons, the beginning
of which is shown in the figure above. There are 17 flower beds in the chain, and each one,
 except the first and last, shares two of its sides with adjacent flower beds. If the length of each
side of each bed is 1 meter, what is the perimeter of the garden?
(A) 50 meters
(B) 51 meters
(C) 53 meters
(D) 55 meters
(E) 57 meters

5. X
6. X
7. X
8. X
9. X
10. X
11. X
12. X
13. X
14. X
15. X
16. X
17. X
18. X
19. X
20. X
Logic Solutions
1. E
2. E
3. C
4. C
5. X
6. Xx
7. X
8. X
9. X
10. X
11. X
12. X
13. Xx
14. X
15. Xx
16. X
17. Xx
18. X
19. X
20. X