Algebra & Functions: Sat/Gre/Gmat

ALGEBRA & FUNCTIONS
SAT/GRE/GMAT
CHECKPOINT REVIEW # 2
EXERCISE 1, Page 62.
In the graph below, the ratio of outputs of
which two departments is approximately
equal to 0.25?
a) A / C
b) A / D
c) B / C
d) B / D
e) D / B
Estimate possible values.
Let:
Department A = 130.
Department B = 50.
Department C = 275.
Department D = 200
Evaluate: D) B / D = 50 / 200 = 0.25.
For all positive integers, x, each of the
following is equal to (34 )x, EXCEPT
a) 34x
b) ( 92 )x
c) ( 3x ) ( 33x )
d) [ ( 9 ) ( 9 ) ]x
e) ( 32 ) (32 ) ( 3x )
Except for the first term, each term in a
sequence of positive integers is found by
multiplying the previous term by 3. What is
the ratio of the 5th term to the 3rd term?
a) 9
b) 15
c) 27
d) 81
e) 254
Identify the sequence.
Set : x, 3x, 9x, 27x, 81x.
5th term: 81 x.
3rd term: 9x
RATIO: 81 x / 9 x
= 9
SOLVING EQUATIONS
Page 64
Balance your equation. What you do to one
SIDE you MUST do to the OTHER SIDE.

SOLVE THE EXPRESSION you need.
If 15 a / 2 = 5, then 15 a ?
If 1 / 2y = 1 / 3, then 1 / 8y ?
Two rational expressions, solve by cross-
multiplying. (Common denominator ).

Solve inequalities the same way as you
solve an equation, be careful with negative
numbers ( >, < )
SOLVING EQUATIONS: Put It

Together
If 3x + 3y + 3z = 9 what is the value of x
+y+z?

Together
If 6 2y = 2y + 2 + z, then z =
a) 4
b) 8
c) 4 4y
d) 8 4y
e) 4 + 4y

Together
If x / 3y = 2 / 5, then x / 9y =
a) 2 / 15
b) 1 / 5
c) 1 / 3
d)
e) 9
SOLVING SIMULTANEOUS
EQUATIONS
When
asked to solve simultaneous

equations, try first adding or subtracting
them as they are.
If 2x + y = 3
& - x - 3y = 6, what is the
value of x 2y?
x 2y = 9.
Mutiply one of the equations by some
number first (ELIMINATION ).

If 2x + y = 3
& - x - 3y = 6, what is the
value of y?
Multiply the second equation by 2 first, then
add to get the new equation -5y = 15.
y = - 3.
EQUATIONS: Put It Together
If - 2y + 5x = 3 & 3y 4x = 6, what is
the value of the expression 5 ( x + y ) ?
REMEMBER: try adding the equations first.
If - 2y + 5x = 3 & 3y 4x = 6, when we
add them we get the equation x + y = 9.
As were looking for 5 ( x + y ) ..
45.
EXERCISE 2 Page 67.
If m + 2n = 12 & 2m + n = 12, what is
the value of the expression m 2n?
a) - 12
b) - 8
c) - 4
d) 0
e) 2
EXERCISE 2 Page 67.
EQUATION 1: m + 2n = 12
EQUATION 2: 2m + n = 12
Multiply -2* EQUATION 1: -2m 4n = 24.
Add to EQUATION 2: -3n = -12
n = 4.
When n = 4, solving with either equation
m = 4.
REPLACE in m 2n: 4 2 ( 4 ) = - 4.
SOLVING QUADRATIC
EQUATIONS
Equation containing a squared term.
Is 5x2 2x = -1 a quadratic equation?
Is 2x y = 7 a quadratic equation?
Steps to solve:
1) Set homogeneous equations.
2) Factor.
3) Factor equal to zero.
4) Solve each equation.
Solve for x: x2 -5x = - 6.
x1= 3 ; x2 = 2
SOLVING QUADRATIC
EQUATIONS
Memorize common quadratics:
a2 b2 = ( a + b ) ( a b ).
a2 + 2ab + b2 = ( a + b ) ( a + b ) = ( a +
b )2
a2 - 2ab + b2 = ( a - b ) ( a - b ) = ( a - b )
2
Factor: a2 36.
(
a+6)(a6)
Factor: x2 +2x +1.
( x + 1)2
Multiply: ( x 3 ) (x + 3 ).
x2 - 9
SOLVING QUADRATIC
If a2 + 5a + 14 = ( a 2 )( a + 7 ) + k,
then k =
a) - 28
b) - 14
c) 0
d) 14
e) 28
SOLVING QUADRATIC
If x2 4x = 0 and x 0, what is the value
of x?
SOLVING QUADRATIC
If x and y are integers such that y > x > 0
and x2 y2 = - 9, which of the following
could be the value of xy?
a) 0
b) 3
c) 9
d) 12
e) 20
SOLVING QUADRATIC
Try choosing numbers.
Develop C) xy = 9, keep in mind y > x > 0.
What are the factors of 9?
Plug them into x2 y2 = - 9. Do they work?
How about A) xy = 0? Does it work? ,Why? ,Why not?
How about D) xy = 12?
Factors?, Do they work?
,Why? ,Why not?

How about E) xy = 20?
Factors? 4, & 5
- 10 & 2.
4*5 = 20 & 10*2 = 20
ONLY 4 & 5 satisfy the equation x2 y2 = - 9 ( x =4 /
y = 5 ).
ROOTS & RADICAL

EQUATIONS
ROOTS are the reverse of exponents.
= 2
=3
The square root of a number ALWAYS refer
to the POSITIVE square root.

If x2 = 16, then x could equal 4 OR -4 .
But
= 4 and NOT -4 .
MEMORIZE:
ROOTS & RADICAL

EQUATIONS
Try the following:
Some
expressions LOOK ALIKE

ARENT EQUAL. (Stick to the rules )
but
Does
Get rid of radical signs to solve equations.

If
, what is the value of x?
ROOTS & RADICAL EQUATIONS:

Put It Together
If x > 0, then
a) 5xy
b) 5 / x
c) y / 5
d) y / 5x
e) 1 / 5x

Put It Together

Put It Together
If
, which of the
following could be a value of y?
a) 1
b) 2
c) 3
d) 4
e) 5
DIRECT & INVERSE

VARIATION
DIRECT
VARIATION
(
directly
proportional to ), means that y varies
directly as x changes.
y = kx, k is the constant indicating a
direct relationship between x and y.
The ratio y / x remains constant.
INVERSE
VARIATION
(
inversely
proportional to ), means that y varies
inversely with x.
y = k / x, k is the constant indicating an
inverse direct relationship between x and y.

The product xy remains constant.
DIRECT & INVERSE VARIATION:

Put It Together
If q is directly proportional to p, and if q =
2 when p = -3, what is the value of q when
p = 4.5?
a) - 3
b) - 2
c) - 1
d) 0
e) 4

Put It Together
Set up the equation.
DIRECT VARIATION: What is
constant ???
Where q = - 3.

Put It Together
DIRECT VARIATION: q = kp.
2 = k ( - 3 )
Where k = - 2 / 3
REPLACE: q = ( - 2 / 3 ) ( 4. 5 )
Where q = - 3.

Put It Together
If y = k / x, where k is a constant, and if y
= 5 when x = 9, what does y equal when x
= 3?

Put It Together
INVERSE VARIATION: y = k / x.
5 = k / 9
Where k = 45
REPLACE: y = 45 / 3
Where y = 15.

Put It Together
INVERSE VARIATION: What is
constant ???
Where y = 15.
If j is a positive, odd integer, then ( j - 1 ) (
j + 2 ) could equal which of the following?
a) 10
b) 20
c) 30
d) 40
e) 50
Choose numbers.
If j = 1, then the expression will be:
( 0 ) (2 ) = 0
If
j = 3, then the expression will be:
( 2 ) ( 5 ) = 10
If 4r + s = 11 and 5r + 2s = 17, what is
the value of r + s?
EQUATION 1: 4r + s = 11.
EQUATION 2: 5r + 2s = 17.
SOLVE
THE SYSTEM OF EQUATIONS:
( r+s=?)
SUBTRACT: EQUATION 2 EQUATION 1.
OUTPUT: r + s = 6.
If ( y 2 )( x 4 ) = 0 and x is negative,
what is the value of y?
a) - 4
b) - 2
c) 0
d) 2
e) 4
READ
CAREFULLY and set up the
equations.
Consider that x < 0, therefore ( x 4 )
0.
Therefore ( y 2 ) must be zero.
If ( y 2 ) = 0
y = 2
If r and s are directly proportional, and r =
4 when s = 12, what is the value of r when
s = 48?
a) 4
b) 8
c) 12
d) 14
e) 16
DIRECT VARIATION: What is
constant ???
Where r = 16.
TRANSLATION
TRANSLATE into math expressions.
TRANSLATION: Put It
Together
The product of 2, 7, and z is equal to the
sum of 7z with
a) 2
b) 7
c) 14
d) 2z
e) 7z
TRANSLATION: Put It
Together
If the average ( arithmetic mean ) of a and
b is 15, what is the value of a in terms of
b?
a) 15 b
b) 30 b
c) 15 b
d) 15 / b
e) ( 30 b ) / 15
TRANSLATION: Put It
Together
Erika is selling cups of lemonade for $0.25 each.
She wants to earn $10.00. If after selling n cups
she still has not earned $10, which of the
following expressions shows how much she still
has to earn to make $10?
a)
b)
c)
d)
e)
10.00 0.25n
10.00 + 0.25n
( 10.00 0.25 )n
( 10.00 + 0.25 )n
10.00n 0.25
TRANSLATION: Put It
Together
TRANSLATE:
What is the target?
$10.
What is the expression for the income?

0.25 * (# cups) = 0.25n.
What is the expression for the
REMAINING?
REMAINING = $10 0.25n.
TRANSLATION: Put It
Together
20% of y is multiplied by 10% of y. The
result is what percent of y2?
a) 0.02%
b) 0.2%
c) 2%
d) 20%
e) 200%
TRANSLATION: Put It
Together
( 20% y ) ( 10% y ) = ?
0.02 y2 = 2% y2.
PERCENT OF Y2:
0.02 y2 / y2 = 0.02.
2%.
TRANSLATION: Put It
Together
CHOOSE NUMBERS.
Let y = 100.
( 20% y ) ( 10% y ) = ?
( 20% *100 ) ( 10% * 100 ) = 200
y2 = 2% 1002 = 10000
PERCENT OF Y2:
200 / 10000 = 2 / 100 = 0.02.
2%.
WORD PROBLEMS
Find the expressions representing the
words in the problem.

Follow these steps:
Identify the variables. ( use reminders ).
Translate into math language.
Solve the equation.
CHECK.
FORMULA: RATE * TIME = DISTANCE

Use the answer choices to work backwards.
WORD PROBLEMS
Setting
up
sometimes.
table
might
be
useful
Every day, Wendy drives to work at 9 am.
She always travels at the speed limit of 30

mph and arrives at work at 10 am sharp. If
Wendy wants to bike to work in the morning,
when should she leave to get to work at the
same time? ( Assume she bikes at 10 mph .)
A) 3 pm
B) 4 am C) 6 am
D) 7 am
E)
9 pm
WORD PROBLEMS
WORD PROBLEMS Put It

Together
At 4:00 pm, the water in a dehumidifier is 10
centimeters deep. If the dehumidifier condenses and
collects water from the air at a rate which raises the
water level in the dehumidifier by 3 centimeters an
hour, at what time will the water reach a level of 25
centimeters?
a)
b)
c)
d)
e)
7:20 pm
9:00 pm
11:30 pm
12:20 am
4:00 am

Together
Calculate the difference.
= 25 10 = 15
Divide it by the given rate of increase.

15 / 3 = 5
Thats a total of 5 hours difference, to add
to the original 4:00 pm.

4:00 pm + 5 = 9:00 pm.

Together
In Josiahs math class, half of the students
have green eyes and have blue eyes. The
remaining 7 students have brown eyes. How
many students are in his class?
a) 16
b) 25
c) 28
d) 32
e) 37

Together
Identify variables & set up the equation.
Let x = total of students.
x = x/2 + x/4 + 7
Solve the equation:

x - x/2 - x/4 = 7
0.25 x = 7
X = 28

Together
Mrs. Stone brings some toys to her second-grade
class. If each student takes 3 toys, there will be 10
toys left. If 4 students do not take a toy and the rest
of the students take 4 toys each, there will be 1 toy
left. How many toys did Mrs. Stone bring to the
class?
a)
b)
c)
d)
e)
40
74
85
91
118

Together
EXERCISE 3, Page 79, Plug in.
C), if there are 85 toys, then 75 toys ( 85
-10 = 75 ) must be divided among the
students so they get 3 each.
This means there are:
25 students.
Does this number satisfy the 2nd condition
in the problem?
If 4 students do not take a toy:
There will be 21 students ( out of 25 ) taking
4 toys each, meaning 84 toys will be given

and there will be 1 left.

Together
EXERCISE 3, Algebraic Sol.
Let t = # toys, x = Total # of students.
Translate:
If each student takes 3 toys, there will be 10
toys left.
t = 3x +10.
If 4 students do not take a toy and the rest of
the students take 4 toys each, there will be 1

toy left.
t = 4 (x - 4 ) +1.
Solve the system of equations: 3x + 10 =
4x 16 +1
x = 25, therefore t = 85.
EVALUATING FUNCTIONS
For f ( x ), evaluate values of x everywhere
you see an x.
Let f ( x ) = x2 5
f ( 3 ) =
f ( a ) =
DOMAIN: The set of allowable x values.

RANGE: The set of corresponding y values.
REAL LIFE FUNCTION Questions: Plug in
given values into the function.
EVALUATING FUNCTIONS: Put It

Together
EXERCISE 1 Page 81.
If g( x ) = ( x + 2 )2, what is the value of g
( 4 )?
a) 2
b) 4
c) 16
d) 32
e) 36

Together
EXERCISE 2 Page 81.
If a function is defined as y = 2x -1, and
the domain of the function is 2 < x < 2,
what is the range?
a) - 5 < y < 3
b) - 2 < y < 2
c) 0 < y < 5
d) 2 < y < 5
e) 3 < y < 5

Together
EXERCISE 3 Page 81.
If f( x ) = x2 + 4x, for all values of x, and f
( a ) = - 4, what is the value of a?
a) - 4
b) - 2
c) 0
d) 2
e) 4

Together
EXERCISE 4 Page 81.
The total monthly telephone charge c, in dollars, of
using x minutes in a month is given by the function:
C ( x ) = 0.12x + M, where M is a constant. If 200
minutes are used in a month and the total monthly
charge is $31.50, what is the value of M?
a)
b)
c)
d)
e)
1.2
2.4
7.5
19.5
31.5
LINEAR & QUADRATIC

FUNCTIONS
A LINEAR FUNCTION, a function which is
a straight line, written in the form y = mx

+ b.
m is the SLOPE.
b is the Y INTERCEPT.
What is the slope on the line in the figure
above?
What is the y intercept?
What is the value of the x-coordinate for y intercept?
LINEAR & QUADRATIC

FUNCTIONS
A QUADRATIC FUNCTION.
Form f ( x ) = ax2 + bx + c.
Parabola.
When a is POSITIVE, the parabola
points up. ( CONCAVE UP )

When a is NEGATIVE, the parabola points
down. (CONCAVE DOWN )
LINEAR
&
QUADRATIC
FUNCTIONS: Put It Together
EXERCISE 1 Page 83.
The figure shows the graph of a function f. If g(x) = 2
f(x ), which of the following best describes the graph

of g in relation to f?
a)
b)
c)
d)
e)
It has the same shape as the graph of f but is shifted

down.
It has the same shape as the graph of f but is shifted
up.
It is wider than the graph of f.
It is narrower than the graph of f.
It is narrower than the graph of f and opens downward.
LINEAR & QUADRATIC

EXERCISE 1 Page 83.
CHOOSE NUMBERS ( PLOT ).
When x = 0 g ( 0 ) = 2 f( 0 ) = 2(0) = 0.
When x = 1 g ( 1 ) = 2 f( 1 ) = 2(1) = 2.
When x = - 1 g ( -1 ) = 2 f( -1 ) = 2(1) = 2.
PLOT & COMPARE:
LINEAR
&
QUADRATIC
EXERCISE 2 Page 83.
If a line with a slope of 2 has a y intercept
of 2, then the line must also contain which
of the following points?
a) ( - 1, 1 )
b) ( - 1, 0 )
c) ( 3, 0 )
d) ( 3 , 5 )
e) ( 4, 8 )
LINEAR & QUADRATIC

EXERCISE 2 Page 83.
WRITE THE EQUATION.
y = 2x + 2.
PLUG IN
C ) ( 3 , 0 ) when x = 3
y = 2(3) + 2 =
8, 8 0.
B ) ( - 1 , 0 ) when x = - 1
y = 2(-1) +
2 = 0, 0 = 0.
LINEAR
&
QUADRATIC
EXERCISE 3 Page 83.
Line f passes through points
A, B & C. What is the value
of p?
a) 0
b) 1
c) 2
d) 3
e) 4
LINEAR & QUADRATIC

EXERCISE 3 Page 83.
Find the SLOPE.
SLOPE BETWEEN A & B:
SLOPE BETWEEN B & C MUST BE THE
SAME.
REPLACE & ISOLATE.
FUNCTIONS & THEIR

GRAPHS
IMPORTANT:
Know how to find the value

of f(x) when given x or viceversa.
The graph of y = f ( x ) as given.

f ( 0 ) =
f ( - 2 ) =
For how many values of x does f ( x ) =
2.5?
FUNCTIONS & THEIR

GRAPHS
INDENTIFY
THE GRAPH / EQUATION:

Choose numbers / Plug In.
GRAPH SHIFTS ( MEMORIZE ):
f(x) + n , UP by n units.
f(x) - n , DOWN by n units
f( x + n ) , LEFT by n units
f( x - n ) , RIGHT by n units
- f(x), FLIPS over the x axis.
f(- x), FLIPS over the y axis
FUNCTIONS & THEIR GRAPHS:

Put It Together
EXERCISE 1 Page 85.
The function y = f ( x ) is graphed above.
For how many values of x does f ( x ) = 3?

a) 4
b) 3
c) 2
d) 1
e) 0

Put It Together
EXERCISE 2 Page 85.
The graph of y = g ( x ) is shown above. If g ( a )
= -2, which of the following is a possible value of

a?
- 2.5
b) - 1
c) 0
d) 1
e) 3
a)

Put It Together
EXERCISE 3 Page 86.

Put It Together
EXERCISE 4 Page 87.

Put It Together
SAT FUNCTIONS
SAME
AS TYPICAL FUNCTIONS
USING STRANGE SYMBOLS.
PLUG IN.
but
If
OFTEN appear in pairs or in groups of
three. EASY to DIFFICULT.
SAT FUNCTIONS: Put It

Together
EXERCISE 1 Page 89.

Together
EXERCISE 2 Page 89.

Together
EXERCISE 3 Page 89.

Together
EXERCISE 3 Page 89.
PLUG IN VALUES ( both expressions ).
If
then:
EXPRESSION 1:
9 = Q2.
Q = 3 or -3, since Q < 0, therefore Q = - 3.
EXPRESSION 2:
9 = 2Q.
Q = 9 / 2 which is not an option.

Together
EXERCISE 4 Page 90.

Together
EXERCISE 4 Page 90.
EVALUATE.
Where 16 + 8 = 24. And..
The superior man, when

resting in safety, does not
forget
that
danger
may
come. When in a state of
security he does not forget
the possibility of ruin. When
all is orderly, he does not
forget that disorder may
come. Thus his person is not
endangered, and his States
and all their clans are

Algebra & Functions: Sat/Gre/Gmat

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Algebra & Functions: Sat/Gre/Gmat

Загружено:

Авторское право:

Доступные форматы

ALGEBRA & FUNCTIONS

SIDE you MUST do to the OTHER SIDE.

Two rational expressions, solve by cross-

multiplying. (Common denominator ).

SOLVING EQUATIONS: Put It

SOLVING EQUATIONS: Put It

SOLVING EQUATIONS: Put It

asked to solve simultaneous

& - x - 3y = 6, what is the

number first (ELIMINATION ).

& - x - 3y = 6, what is the

Factors?, Do they work?

,Why? ,Why not?

ROOTS & RADICAL

The square root of a number ALWAYS refer

to the POSITIVE square root.

ROOTS & RADICAL

expressions LOOK ALIKE

Get rid of radical signs to solve equations.

, what is the value of x?

ROOTS & RADICAL EQUATIONS:

ROOTS & RADICAL EQUATIONS:

ROOTS & RADICAL EQUATIONS:

DIRECT & INVERSE

inverse direct relationship between x and y.

DIRECT & INVERSE VARIATION:

DIRECT & INVERSE VARIATION:

DIRECT & INVERSE VARIATION:

DIRECT & INVERSE VARIATION:

DIRECT & INVERSE VARIATION:

DIRECT & INVERSE VARIATION:

j = 3, then the expression will be:

What is the expression for the income?

What is the expression for the

words in the problem.

FORMULA: RATE * TIME = DISTANCE

Every day, Wendy drives to work at 9 am.

She always travels at the speed limit of 30

WORD PROBLEMS Put It

WORD PROBLEMS Put It

Divide it by the given rate of increase.

Thats a total of 5 hours difference, to add

to the original 4:00 pm.

WORD PROBLEMS Put It

WORD PROBLEMS Put It

Solve the equation:

WORD PROBLEMS Put It

WORD PROBLEMS Put It

Does this number satisfy the 2nd condition

4 toys each, meaning 84 toys will be given

WORD PROBLEMS Put It

If 4 students do not take a toy and the rest of

the students take 4 toys each, there will be 1

Solve the system of equations: 3x + 10 =

DOMAIN: The set of allowable x values.

given values into the function.

EVALUATING FUNCTIONS: Put It

EVALUATING FUNCTIONS: Put It

EVALUATING FUNCTIONS: Put It

EVALUATING FUNCTIONS: Put It

LINEAR & QUADRATIC

a straight line, written in the form y = mx

What is the slope on the line in the figure