1

MATH

SAT
MATH

Welcome to the SAT Teaching Systems

Weve developed our educational package to integrate you, your students, the video component, and the supplemental materials into an effective learning system. The program delivers information in a clear, concise, example-filled manner that teaches with the perspective of the learner in mind. The supplemental material allows students structured opportunities to practice and enhance their knowledge of basic and advanced concepts. Each module contains the following items: a lesson plan, worksheets, and various testing components, and a practice exam.

The Lesson Plan has three parts:

Pre-viewing reviews the basic elements of the SAT test. Viewing the program offers a fun fast-paced way to teach important concepts. Post-viewing provides worksheets to reinforce the concepts taught in the video.

Testing components consist of:

Worksheets that have your students practice the material to reinforce the concepts and topics introduced. Practice Test which covers all the learning objectives and can be used either as a homework assignment or as a practice test in class. We hope that you and your students find Teaching Systems beneficial and enjoyable. Be sure to check out Cerebellum.com for special offers, new subjects, and other great resources!

1
Lesson Plan
Video: 150 minutes Lesson: 3 days

SAT
MATH

Pre-Viewing
:00 Warm Up: The Math section covers arithmetic, percentages, decimals, order of operations, fractions, averages, ratios, statistics, probability, geometry, functions, and algebra (including higher level Algebra II). :00 Test-Prep: In each math section of the SAT, the questions are arranged in order of difficulty. To help you allocate your time on the SAT, we like to label the questions with three degrees of difficulty: the Good, the Bad and the Ugly. The student-produced response questions are the only part of the SAT Math Section that are not multiple choice. These questions require you to fill in your own answer by marking the ovals on your answer grid.

Viewing
:04 Playing Video: Since this workbook and the SAT Math module cover the same material, you can watch one whole module then do the relevant workbook part, watch part of the module and work on that part of the workbook, try the workbook first and then watch the DVDits all up to you! The great thing about the DVD is that you can always go back and review any sections or subjects that are giving you trouble. The workbook and the video are an unbeatable tagteam combo. :04 Wrap Up: When youre ready, you can have students take the Practice Tests provided on the CD-ROM. The idea is that if you take these tests in a setting similar to the real tests your students will be better prepared come test day.

1
Drill 1: The Good, the Bad, and the Ugly Drill 2: Student-Produced Response Questions Drill 3: Definitions Drill 4: Percentages Drill 5: Percent Increase & Decrease Drill 6: Decimals Drill 7: Fractions Drill 8: Average Questions Drill 9: Median & Mode Drill 10: Square Roots Drill 11: Exponents Drill 12: Ratios Drill 13: Proportions Drill 14: Algebraic Manipulation Drill 15: Inequalities Drill 16: Simultaneous Equations Drill 17: Absolute Value, Direct & Inverse Variation Drill 18: Quadratic Equations Drill 19: Functions Drill 20: Domain and Range Drill 21: Functions as Models Drill 22: Algebra: Experiments Drill 23: Algebra: Using Actual Numbers

SAT
MATH
7 8 9 9 10 11 11 13 14 15 16 17 19 20 22 23 24 26 26 28 30 33 34 36 37 38 40 43 45 47

SAT Math Section Contents

Drill 24: Algebra: Working Backwards With the Answers Drill 25: Probability Drill 26: Geometry: Angles Drill 27: Geometry: Triangles Drill 28: Geometry: Perimeter, Area, Parallel Lines Drill 29: Geometry: Circles and Volume Drill 30: Coordinate Plane and Slope

The math portion of this workbook needs to be completed with a calculator, the same one that you will use on the actual test. It is also important that you practice your SAT work under quiet, test-like conditions to create the same kind of environment that you will experience on the day of the test.

SAT
MATH

Drill 1: The Good, the Bad, and the Ugly

In each math section of the SAT, the questions are arranged in order of difficulty. To help you allocate your time on the SAT, we like to label the questions with three degrees of difficulty the Good, the Bad and the Ugly. Every student needs to do all the questions listed as Good and Bad. Picking up points on these questions is crucial. Do not rush through the Good and Bad questions to get the Ugly ones.
On the 25-minute, 20-question multiple-choice math section:

The GoodQuestions 1 to 8. The BadQuestions 9 to 17. The UglyQuestions 18 to 20. Everyone needs to do at least 117.
On the 20-minute, 16-question multiple-choice math section:

The GoodQuestions 1 to 5. The BadQuestions 6 to 12. The UglyQuestions 13 to 16. Everyone needs to do at least 111. As you attempt each question, you need to know if it is Good, Bad, or Ugly. The expectation of how difficult the question is will help you avoid traps.
If you are shooting for a 500 you need to do all the Good and Bad questions. Do not worry about the Ugly

questions.
If you are shooting for a 600 you need to do 18 questions on both of the 20-question sections and 14 on the

16-question section.
If you are shooting for a 700 you need to do all the questions.

Everyone wants to score as high as possible on the SAT. However, you cant realistically shoot for 700 until you can get to 600. Likewise, you cant shoot for 600 until you can get 500. Improvements come in steps. Increasing the number of questions you attempt in a section leaves less time for the Good questions. Thus, doing more questions before you are ready can actually lower your score.

1
1 2 3 4 5
A B C D A B C D

SAT
MATH
D D 16 A E D 17 A E B C D 18 A E D 20 A E B C D E 16 A E 17 A B C D B C D D 19 A E B C D B C D E 18 A E 20 A B C D B C E 19 A B C D B C A E 31 A E 32 A E 33 A E 34 A E 35 A E 36 37 A E 38 A E 39 A E 40 A E B C D B C D E 31 A E 32 A B B B B B C C C C C D D D D D E E E E E E E E E B C D B C D E 33 A E 35 A B C E 34 A D

Start with number 1 for each new section. If1afor each has fewer questions than has fewer questions than answer spaces, leave the extra spaces blank. Start with number section new section. If a section answer spaces, leave the extra spaces blank.

Drill 2: Student-Produced Response Questions SECTION SECTION

2 E 3 E 4 E
A B C

1 E

D D The student-produced response questions areCthe only part of the SAT Math Section that C D 36 A B C D B E 6 A 6 B B C E A D D B C C E D D 21 A E B 21 A are not multiple choice.7 These questions require 22 A Eto fill in Dyour own answer by marking the ovals on your you B C 7 37 A B B C C E D D B B C C A E A D D B C E D 22 A 8 A 8 38 A B B C C E D D answer grid. B B C C E A D D B C C E 23 A E B 23 A D D

3
C C C C C C

5 E

Your answer will be graded as correct10 A B Cit is entered as a 25 A B or a decimal, as long as the answer fits whether 25 A E B C D E fraction C D 10 A B B 40 A C C E E D D B C E D D B B C C A E A D D AE B into the grid. If your answer to a question is 100 over 200, this would B C to be reduced because it does not fit need D E 11 11 C E D 26 26 A B B E C C D D 12 A 12 A E 27 into the four slots available to grid-in your numbers.A E B C D 27 A B C D E
13 A 15 A
B D

9 E

D 24 A E

E 24 A

39 A E

14 A

B B

E 13 A

D D

E A 15

E 14 A

B B

C C

D 28 A E D 30 A E

D 29 A E

B B

C C

D D

E 28 A E 30 A

E 29 A

B B

C C

D D

E E

If section 3 of your test book contains math book contains math questions that are not mulitiple-choice, If section 3 of your test questions that are not mulitiple-choice, continue to item 16 continue to item 16 below. Otherwise, continue to item 16 above. below. Otherwise, continue to item 16 above.
ONLY ANSWERS ENTERED IN THE OVALS IN EACH GRID AREA WILL BEGRID AREA WILL BE SCORED ONLY ANSWERS ENTERED IN THE OVALS IN EACH SCORED if you are able to fit in your response. Save the time. BOXES ABOVE THE OVALS. YOU WILL NOT RECEIVE WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE OVALS. YOU CREDIT FOR ANYTHING WRITTEN IN THE
/ / // // // // // // // // / /

Practice entering in your answers.

Hint: If it fits in the answer grid, you have your answer. Dont reduce or round off

1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

1.

5/10
/

2.
/

2.5

3.
// //

15/35
1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

4.
// //

15 1/2
1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

5.
//

(Answers are on page 48-50)

// //

.5767
1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

//

1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9

1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

BE SURE TO ERASEBE SURE TO ERASE ANY ERRORSCOMPLETELY. ANY ERRORS OR STRYA MARKS OR STRYA MARKS COMPLETELY.

PLEASE PRINT YOUR INITIALS

PLEASE PRINT YOUR INITIALS

First

Middle Last

First

Middle Last

1
Drill 3: Definitions

SAT
MATH

Integers: All numbers except fractions and decimals. For example: -7, 0, 2 are all integers. Even: Divisible by 2. -4 is even. 8 is even. And dont forget that 0 (zero) is even, too. Odd: Not divisible by 2. Positive: Greater than 0. 1/2 is positive. So is 0.4 and 100. Negative: Less than 0. Prime numbers: A prime number is only divisible by itself and 1. Whole numbers: Any number except for fractions and negatives. Digits: The numbers 0 through 9. Consecutive numbers: Numbers that are in order. 2, 3, 4, 5, etc. Distinct: Numbers that are different. 4 and 3 are distinct. 4 and 4 are not distinct. Order of Operations: PEMDAS: Parentheses, Exponents, Multiplication/Division, Addition/Subtraction. Divisibility: Dividing so that there is nothing left over. For example, 8 is divisible by 4 since 4 divides perfectly into

8. 9 is not divisible by 4 since 4 does not go perfectly into 9.

Remainder: The part left over when you divide. When 9 is divided by 4 the remainder is 1. Multiples: Numbers that your original number divides into perfectly. Multiples of 4 would be 4, 8, 12, 16, 20, 24, etc. Multiples of 5 are 5, 10, 15, 20, 25, 30, 35, etc. Factors: All the numbers that divide perfectly into your original number. The factors of 16 are 1, 2, 4, 8, 16. The

factors of 50 are 1, 2, 5, 10, 25, 50.

Zero: Zero is even and an integer. However, 0 (zero) is neither positive nor negative.

1
Drill 4: Percentages

SAT
MATH

REMEMBER: You can convert a percent to a decimal by moving the decimal point two places to the left. (35% =

.35) Or you can convert a percent to a fraction by placing it over 100. (35% = 35/100) Remember, a percent is simply a part over a whole, times 100.
Problems: (Answers are on pages 40-43.)

1. What is 40% of 70? 2. 80% of 25 = 3. Which is greater, 30% of 45, or 45% of 30? 4. 60 percent of 40 percent of 300 is equal to which of the following? (A) 12 percent of 300 (B) 18 percent of 300 (C) 20 percent of 300 (D) 24 percent of 300 (E) 30 percent of 300 5. In a class of 24 students, 9 students scored between 80% and 90% on a test, 3 scored over 90%, and 4 scored between 70% and 80%. What percentage of students scored below 70% on the test? (A) 66% (B) 50% (C) 33% (D) 24% (E) 13%

1
Here is the formula:

SAT
MATH

Drill 5: Percent Increase & Decrease

Percent increase or decrease = number increase or decrease / original whole Problems: (Answers are on pages 40-43.)

1. A student was able to read 30 pages in an hour. After taking a speed reading course, the student was able to read 45 pages an hour. By what percent did the students reading ability increase? (A) 15% (B) 30% (C) 45% (D) 50% (E) 75% 2. During the first semester at law school, there were 350 students enrolled. At the start of the second semester, there were 270 students. By approximately what percent did the first-year student body decrease? (A) 15% (B) 23% (C) 31% (D) 37% (E) 45% 3. After a stern memo was circulated at the office, monthly production levels of new computers went up 25%. If 232 computers a month were being produced before the memo, how many were being produced a month after the memo? (A) 240 (B) 258 (C) 290 (D) 312 (E) 348

1
Drill 6: Decimals

SAT
MATH

Dont be fooled into wasting time on decimal problems like these below. Pull out your calculator and start pushing buttons. When practicing on these problems, be sure to use the same calculator you intend to use when you take the SAT.
Problems: (Answers are on pages 40-43.)

1. 4.02 + 6.679 = 2. 5.31 + 7.006 = 3. 4.9 - 6.23 = 4. 7.67 x 3.1 = 5. 9.24 3.67 =

Drill 7: Fractions
Here are the basics: To add or subtract fractions, find a common denominator. To multiply fractions, just multiply the numerators by the numerators, and the denominators with the denominators. And to divide fractions, flip the second fraction over, and then multiply them.
Problems: (Answers are on pages 40-43.)

1. 2/3 + 4/5 = 2. 3/4 + 7/12 = 3. 8/9 7/3 = 4. 3/7 7/8 =

5. 6/7 x 19/21 = 6. 12/13 x (-5/8) 7. 2/5 3/7 = 8. 9/25 5/3 =

SAT
MATH

Drill 8: Average Questions

Average Questions (also known as arithmetic mean) will always involve three pieces of information: the average, the number of items being averaged, and the total sum of all the things being averaged. A typical SAT question will give you two of these three pieces of information. Your job is to figure out the missing piece.
There are 3 scenarios:

1) To solve for an average, divide the total sum by the number of items. 2) To find the total sum of all the items being averaged, multiply the average by the number of items being averaged. 3) To find the number of items being averaged, divide the total sum by the average.
Problems: (Answers are on pages 40-43.)

1. Bobby took 3 tests and scored an 87, 93, and 99. What was the average (arithmetic mean) of his three test scores?

5. What is the average (arithmetic mean) of all even integers from 1 to 20 inclusive? (A) 8 (B) 10 (C) 11 (D) 12

2. If Dougs average phone bill for the year came out to 40 dollars per month, how much money did Doug spend on his phone bill for the entire year?

(E) 20 6. The top three students at Tony Clifton High School averaged a 96 test score on the Spanish final. If the average of two of the students was 94, what did the third student score on the test to bring their collective average up to 96? (A) 90 (B) 94 (C) 96 (D) 98

3. If 25 is the average of 14, x, and 40, what is the value of x?

4. The average (arithmetic mean) of three numbers is 29. If two of the numbers are 21 and 24, what is the third number? (A) 13 (B) 29 (C) 42 (D) 45 (E) 87

(E) 100

10

SAT
MATH
9. For the 5 months from January 1st until the end of May, a bus service that operates between Los Angeles and Las Vegas sold an average of 600 round trip tickets per month. If the company sold 900 tickets in January and 600 tickets in February, what is the average number of tickets that were sold in March, April and May? (A) 500 (B) 600 (C) 900 (D) 1500 (E) 3000

7. An airline sold 60 coach tickets, each at a price of $200. This same airline also sold 20 first-class tickets, each for $600. What was the average cost of a ticket on this flight? (A) 200 (B) 300 (C) 400 (D) 510 (E) 710 8. If a basketball player averaged 34 points a game during a 6-game series, and scored 54 during the sixth and final game of this series, how many points did the player average over the first 5 games? (A) 28 (B) 30 (C) 34 (D) 38 (E) 54

Drill 9: Median & Mode

The median is defined as the middle number in a group of numbers. In order to determine what the median is, it is important to put your numbers in ascending order. If your set has an even amount of numbers, take the average of the middle two numbers to find your median. The mode is the number that appears most often in a set of numbers. One good way to remember what mode means is to think the most since mode and most sound alike. Also important to note is that there can be more than one mode in a set of numbers.
Problems: (Answers are on pages 40-43.)

Find the median in each of the following sets of numbers: 1. (6, 9, 10, 2, 5) 2. (2, 3, 4, 5, 1) 3. (8, 2, 4, 1)

Find the mode in each of the following sets of numbers: 4. (3, 2, 4, 5, 2, 4, 4) 5. (1, 1, 2, 3, 4, 5, 6, 6, 7) 6. (12, 15, 15, 15, 16, 17, 17)

11

1
7. What is the median of the first 3 positive multiples of 7? (A) 3 (B) 7 (C) 14 (D) 21 (E) 28 Set A = (12, 13, 15, 19, 23, 23, 24, 30) Set B = (12, 8, 27, 25, 31)

SAT
MATH
8. What is the average (arithmetic mean) of the mode of set A and the median of set B? (A) 12 (B) 23 (C) 24 (D) 25 (E) 31

Drill 10: Square Roots

The square root of a number is the number that needs to be multiplied by itself, or squared, to get to that number.
Rules:

1) You CAN multiply or divide square roots. For example: 2 5 = 10 2) You CANNOT add or subtract square roots. For example: 2 + 5 7
Hints:

1) The square root of zero is still equal to zero. 0 = 0 2) The square root of one equals one. 1 = 1 3) The square root of any fraction between zero and one gets LARGER. 1/4 > 1/4 Thus, when taking the quantitative comparison section of the SAT, dont automatically assume that a square root makes a number smaller. It can be equal or even larger.
Problems: (Answers are on pages 48-50.)

1. 316 39 = (A) 3 (B) 4 (C) 5 (D) 37 (E) 7

2. 10 5 = (A) 5 (B) 52 (C) 225 (D) 252 (E) 505

12

1
3. 1/4 + 1/25 = (A) 2/29 (B) 1/5 (C) 1/4 (D) 1/2 (E) 7/10

SAT
MATH

Drill 11: Exponents

An exponent is the number of times a base is raised to a power.
Rules:

1) When you multiply exponents together, you actually add them. When you divide exponents, you subtract. x2 multiplied by x3 equals x5. 2) As was the case with square roots, you CANNOT ADD or SUBTRACT exponents. X2 + X3 does not equal X5.
Hints:

1) Zero squared equals zero and one squared still equals one. A number squared can still equal itself. Also squaring a fraction or decimal actually makes the number smaller. 1/4 = 1/16 These are both important concepts when attacking quantitative comparison questions. 2) Please note that -102 = -100 since a negative times a negatives gives a positive. So when you are solving an exponent question the answer can be the positive or negative version of itself. Thus if x2 = 100, x can equal 10 or -10. This concept is very important for quantitative comparison questions.
Problems: (Answers are on pages 40-43.)

1. (7) (104) + (2) (103) + 4 = (A) 7,204 (B) 70,204 (C) 72,004 (D) 72,040 (E) 72,404 2. x2 = 8, then x4 = (A) 64 (B) 32 (C) 16 (D) 8 (E) 4

3. If y4 = 81, then 2y = (A) 2 (B) 3 (C) 4 (D) 8 (E) 16

13

1
Drill 12: Ratios

SAT
MATH

A ratio compares how many parts you have of two or more things. If a 1st grade class trip has 1 parent for every 5 children, then the ratio of parents to children is 1 to 5. This can be written as 1:5 or 1/5; they both mean the same thing. The important thing to note is that these expressions are comparing the ratio of parents to children. These numbers are not necessarily the actual number of parents and children on the trip, but for every 1 parent on this trip, there will be 5 children as well. This relationship will remain constant. Most SAT ratio questions are designed to have you add up the parts in your ratio. 1 parent for every 5 children means that 6 is your total number of parts, or in this case, people. This simple addition step is usually the first step for solving any ratio question. Now were in a position to answer some basic ratio questions. What fraction of the trips participants are parents? 1/6 (1 out of every 6 people). What fraction of the trips participants are children? 5/6 (5 out of every 6 people). In order to answer either of these questions, we first needed to determine that 6 is the total number of people from which these fractions would be judged. So the first thing we do when we come to a ratio question is to add up the parts to find the total. 1 parent for every 5 children dealt with 6 people at a time. This is what we call the Before. If we are told that there are 30 people on the trip, this is what we call the After. In order to get your numbers to the After, you must figure out something that is known as the ratio jumper. In order to solve this problem you must ask yourself, how do I get from the Before to the After or specifically, What number do I multiply 6 by to get to 30? Or you can go in reverse and figure out what you need to divide 30 by to get to 6. Either way, this work needs to be done to determine the ratio jumper. In this case the ratio jumper is 5. Once you establish this number, the rest of this question becomes calculator work because you will multiply all of the Before numbers by the same ratio jumper number. Parents Before Ratio Jumper After Children Total people

1 5 5

5 5 25

6 5 30

Problems: (Answers are on pages 48-50.)

1. The ratio of attendance at a college basketball game was recorded as 14 students for every 1 professor. If there were 3000 people at the game, how many of them were professors? (A) 1 (B) 14 (C) 200 (D) 256 (E) 2800

2. If the ratio of dogs to cats at an animal shelter is 7 to 5, and dogs and cats are the only animals at the shelter, what fractional part of the animals at this shelter are cats? (A) 7/5 (B) 5/7 (C) 7/12 (D) 5/12 (E) 12/35

14

1
3. If x:y:z = 1:3:9 and z = 27, then x + y = (A) 4 (B) 12 (C) 13 (D) 18 (E) 39

SAT
MATH
5. The instructions for sewing a sweater suggest using 6 feet of red yarn for every 3 feet of white yarn and 1 foot of blue yarn. If the total sweater uses 15 feet of white yarn, how much yarn is used on the entire sweater? (A) 15 (B) 50 (C) 90 (D) 150 (E) 300 6. A college basketball team has a win-to-loss ratio of 4 to 3. If the team has played a total of 35 games, how many more games has the team won than lost? (A) 1 (B) 4 (C) 5 (D) 7 (E) 20

4. In a room containing only children, the ratio of boys to girls is 2:3. Boys are what fractional part of the total children in the room? (A) 3/2 (B) 2/3 (C) 3/5 (D) 2/5 (E) 2/9

Drill 13: Proportions

A typical proportion question gives you two sets of fractions with one of the four numbers missing. Your job is to cross-multiply to solve for the missing variable. These are GREAT calculator questions. The key is to keep your numbers consistent.
Problems: (Answers are on pages 40-43.)

1. A weight of 3 pounds is equal to 48 ounces. A weight of 1/2 pound is equal to how many ounces? (A) 48 (B) 32 (C) 16 (D) 8 (E) 4

2. A wheel turns 60 times every 3 minutes. At this rate, how many times will the wheel turn in 4 minutes? (A) 20 (B) 40 (C) 60 (D) 80 (E) 100

15

SAT
MATH
(E) 8 5. Jeff requires 7 hours of sleep per night during the five-day school week, and 9 hours of sleep per night over his two-day weekends. How many hours of sleep does Jeff get during the course of a 16-week semester? (A) 35 (B) 53 (C) 256 (D) 716 (E) 848
Student-produced Response Question:

3. If a recipe that feeds 4 people uses 6 ounces of flavoring, how many ounces of flavoring are needed to feed 6 people? (A) 6 (B) 8 (C) 9 (D) 12 (E) 24 4. At a kindergarten lunch, each child will eat one slice of pizza. If each pizza contains 8 slices, and there are 256 children at the kindergarten, how many pizzas are needed to ensure that each child has one slice? (A) 256 (B) 128 (C) 32 (D 16

6. There are 22 students for every 1 teacher at an elementary school. If 14 teachers work at the school, how many students go to the school?

Drill 14: Algebraic Manipulation

Most basic Algebra problems are designed to make you solve for a missing variable. In order to do these questions your job will be to isolate that missing variable on one side of the equation. You can add, subtract, multiply or divide, but remember to do it to both sides of the equation. That is the key step in algebrayou can do whatever you want, as long as you do the same thing to both sides of the equation. One good way to attack these questions is to think in terms of opposites. If you are solving for x, and one side of the equation contains 2x (which is 2 times x), you will want to divide both sides of the equation by 2. If one side of the equation contains x - 3, you will want to add 3 to both sides of the equation. Doing the opposite will often help get rid of the unwanted parts and isolate the variable on one side of the equation.
Problems: (Answers are on pages 40-43.)

1. Solve for x. 3x + 10 = 34 2. Solve for y. 2y 5 = 19 3. If a = 4 then (2 a)/2 = (A) -2 (B) -1 (C) 0 (D) 1 (E) 2

4. If 14 - y = 3y 2, then y = (A) 0 (B) 2 (C) 4 (D) 6 (E) 8

16

1
5. If (t + 3) (4 + 22) = 40, then t = (A) 1 (B) 2 (C) 3 (D) 4 (E) 8 6. If 4x + 20y = 88, then x + 5y = (A) 4 (B) 8 (C) 11 (D) 22 (E) 44

SAT
MATH
7. If 14/a = 42/9, then a = (A) 2 (B) 3 (C) 4 (D) 6 (E) 9 8. If 5x-7 = 28, then 3x = (A) 7 (B) 14 (C) 21 (D) 28 (E) 35

Drill 15: Inequalities

< Means less than > Means greater than

The rule to memorize

WHEN YOU MULTIPLY OR DIVIDE BY A NEGATIVE NUMBER, THE LESS THAN OR GREATER THAN SYMBOL FLIPS.

If you forget to switch the sign, you will get this question wrong.
Problems: (Answers are on pages 40-43.)

1. If -2x + 10 < 20, then (A) x < -5 (B) x > -5 (C) x < 5 (D) x > 5 (E) x < 10

2. If 4x 6 < 18 + 6x, then (A) x < 12 (B) x > 12 (C) x < -12 (D) x > -12 (E) x < 24

17

1
3. If 2 < x < 5 and 3 < y < 8, which of the following must be true for x + y? (A) 1 < x + y < 8 (B) 2 < x + y < 8 (C) 3 < x + y < 8 (D) 3 < x + y < 13 (E) 5 < x + y < 13

SAT
MATH
4. If 3 < A < 7 and 4 < B < 10, which of the following must be true for b a? (A) -3 < b a < 7 (B) 1 < b a < 3 (C) 4 < b a < 6 (D) 7 < b a < 17 (E) 10 < b a < 14

Drill 16: Simultaneous Equations

When dealing with simultaneous equations, first line them up and then combine the two equations by either adding or subtracting. The most common mistake is to try to deal with the two equations separately. When you combine the equations by adding or subtracting, one of the variables will drop out and you will be able to solve for the other variable. Once you have one variable, simply substitute it back into one of the original equations to solve for the other variable.
Problems: (Answers are on pages 40-43.)

1. If 2a + 5b = 20 and 3a 5b = 30, then a = ?

5. If a + b = 16, b + c = 20, and a + c = 40, then a + b + c = ? (A) 30 (B) 32 (C) 34 (D) 36

2. If 2x + 4y = 10 and 3x + 5y = 20, then 5x + 9y = ?

(E) 38 6. If 3b + 4c = 30, then 12b + 16c = ? (A) 15 (B) 30

3. If 3x + 4y = 24 and 4x + 3y = 25, then x + y = ?

(C) 60 (D) 90 (E) 120 7. Three roses and two tulips cost $10.00 and four roses and five tulips cost $18.00. How much do one rose and one tulip cost? (A) 2 (B) 4 (C) 7 (D) 14 (E) 28

4. If a = 4 + b and 3a = 12 2b, what is the value of a? (A) 24 (B) 12 (C) 8 (D) 4 (E) 3

18

1
Absolute Value

SAT
MATH

Drill 17: Absolute Value, Direct & Inverse Variation

Simply put, the absolute value of a number is the distance between that number and 0 (zero) on the number line.
Very important point! Absolute value is a distance, so its ALWAYS POSITIVE. Again, because the absolute value of a number is a distanceits distance from 0 on the number lineit is always positive.

What is the absolute value of 8? 8. What is the absolute value of negative 8? 8 again. Absolute value = always a positive number. Heres how to write an absolute value: l8l = 8. This says that the absolute value of 8 is 8. l-8l = 8. This says that the absolute value of -8 is 8.
(Notice that two lines are on either side of the number were trying to find the absolute value of.)

Heres another way to think of absolute value that will help you out. Take the number 8 again. 8 is the absolute value of what 2 numbers? Thats right, 8 and -8. Every positive number is the absolute value of two numbers. That number itself and its negative.

Direct Variation
The equation for direct variation is: x = ky where k is a constant, and x and y are variables.

This seems like a tricky equation, but all its saying is that y changes directly as x does. That means, when x changes, y changes in the same way. If x doubles, y doubles. If x triples, y triples. And so on. Just remember the equation x = ky.

19

1
Inverse Variation
The equation for Indirect Variation is: xy = k

SAT
MATH

where k is a constant, and x and y are variables.

All this is saying is that y changes inversely as x changes. When x changes, y changes in an opposite way. If x doubles, y gets cut by half. For any inverse variation question, just remember the equation xy = k. Then just plug in the numbers they give you, and use your algebra knowledge to solve for x or y, whichever the question asks for.
Problems (Answers are on pages 40-43.)

1. Give the absolute value of the following expressions: A) -4 B) -1/2 C) 64 D) 3/4 E) -12

Give the formulas for: 2. Direct variation 3. Inverse variation

Drill 18: Quadratic Equations

FOIL... stands for First, Outside, Inside, Last. This is still the best way to convert an unfactored equation into a factored one.

The most common quadratic equations used on the SAT are: (x + y) 2 = x 2 + 2x y + y 2 (x y) 2 = x 2 2x y + y 2 (x + y) (x y) = x 2 y 2 Memorizing the above 3 equations will save you time on any SAT question that involves factoring.
Problems: (Answers are on pages 40-43.)

1. If x y =5 and x2 y 2 = 15, then x + y =?

2. If a/b + b/a = 8 what is the value of (a + b) (1/a + 1/b)? (A) 6 (B) 10 (C) 16 (D) 32 (E) 64

20

1
Drill 19: Functions

SAT
MATH

Functions are one of the most intimidating-looking types of problems on the math sections of the SAT. However, these questions are usually more bark than bite. Function questions will give you a strange looking symbol along with a formula next to it. Your job is to run some numbers through this formula to come up with an answer. Remember, the symbols in these problems have no mathematical value other than what the problem assigns to them. Dont worry if you dont recognize the symbolsno one else will either.
Problems: (Answers are on pages 40-43.)

Questions 1, 2, and 3 refer to the following function: a and b are distinct integers. a b equals the larger of the numbers a and b. a b equals the smaller of the two numbers a and b. 1. What is the value of (32)? (A) 1 (B) 2 (C) 3 (D) 4 (E) 5 2. What is the value of (23) (54)? (A) 1 (B) 2 (C) 3 (D) 4 (E) 5 Questions 4, 5, and 6 refer to the following function: For all positive integers x greater than 1, let x be the product of all positive integers less than x. For example, 4 = 3 2 1 = 6 4. What is the value of 3 3? (A) 3 (B) 4 (C) 6 (D) 9 (E) 81 5. What is the value of 5 - 4? (A) 1 (B) 2 (C) 6 (D) 18 (E) 24 3. What is the value of (46) (21)? (A) 1 (B) 2 (C) 4 (D) 5 (E) 6

21

1
6. What is the value of 4? (A) 6 (B) 16 (C) 24 (D) 64 (E) 120

SAT
MATH

7. a and b are non-zero integers and a $ b = 5 a / b. What is the value of 4$10? (A) 10$4 (B) 7$4 (C) 6$5 (D) 6$15 (E) 2$$10

Function Notation
On test day, youll see official function notation. Dont worry, its not difficult! F(x) F(x) = 10x + 2 F(3) Your task is to solve this function when x = 3. [We get that from F(3).] All we do is plug in 3 for x. 10 times 3 equals 30. 30 plus 2 equals 32. Thats it. Just be aware that they might throw in another letter other than F, but its all the same. G(x) H(x) This is read as G of x. No real difference! This is read as H of x. Again, no real difference. Just be prepared! This is read as F of x. This is read as F of x equals 10 times x plus 2. Heres a sample function problem.

22

SAT
MATH

Drill 20: Domain and Range

Other concepts about functions that youll need to know are domain and range. The domain of a function is the set of values for which the function is defined. The range of a function is the set of the results of the function. What does all that mean? For domain, its just the set of all input values for x. That is, domain describes what makes sense to plug in for x. For range, thats just the results or the output of the function. Lets look at a function and determine its domain. F(x) = X+2 X3

Now, heres something the SAT will check to see if you know; you cant have a 0 (zero) in the denominator of a fraction. So, for this function, what numbers for x will result in a zero in the denominator? 3. If we plug in 3 for x, in the denominator we have: 3 3 = 0. We cant have that! -3 is fine for x, because -3 3 = -6. The domain of our function is the set of all number except 3. We write that as F(x) = x 3. Heres another thing to remember that will help you out with the domains of functions: you cant get the square root of a negative numberit just doesnt exist. The -1? Doesnt exist. -2? Doesnt exist. So, if in a function problem you see x (your domain) under a square root, you have to make sure the numbers you plug in for x wont result in a negative number. Example: F(x) = x - 2 If we plug in anything less than 2 for x, we get a negative number under the square root. For instance, lets plug in 1 for x. 1 2 = -1 We cant take the square root of that. So the domain of this function is all numbers greater than or equal to 2. We write this as: F(x) = x - 2 Domain = x 2. X+2 X3

23

1
F(x) = x2

SAT
MATH

Lets figure out the range of function. Remember, the range of a function is the set of all the possible values that are the result of applying the function. What is the range of this function? Well, look at x2. We know that any number squared wont end up negative, so x wont end up a negative number. So, x has to be a number greater than or equal to zero. The range is all POSSIBLE values, so The range of F(x) = x2 > 0
Problems: (Answers are on pages 48-50.)

1. If the function F is defined by f(x) = x2 6, then f(a b) is equivalent to (A) a2 2ab + b2 6 (B) a2 2ab + b2 + 6 (C) a2 + b2 36 (D) a2 + b2 + 36 (E) 2ab + b2 + 6 2. Let the function K be defined by k(x) = 2 4x. If the domain of the function k is -2 < x < 4, what is the smallest value in the range of the function? (A) -20 (B) -14 (C) 7 (D) 14 (E) 20 3. Let the function F be defined by f(x) = 12 x2. If the domain of function f is -12 < x < 1, what is the largest value in the range of the function? (A) -12 (B) -6 (C) 0 (D) 6 (E) 12

24

SAT
MATH

Drill 21: Functions as Models

The SAT will ask you to consider some real-life situations involving functions. These require a little bit of thought, but are not particularly difficult.
Suzys Lemonade Stand 400 300 Cups Sold 200 100 0

The graph above tells us about Suzys lemonade stand. It shows us 4 the number of cups Yof lemonade she sold at different prices.
3 On the horizontal axis, you can see she sold cups of lemonade for 10 cents, 20 cents, 30 cents, and 40 cents. 2

The vertical axis shows us how many cups sold100, 200, 300, 400. 1 The graph shows us the function of how the price affects the number of Xcups sold.
0 -4 -3 -2 -1 -1 -2 1 2 3 4

$0.10 $0.20 $0.30 $0.40 $0.50 Price

-3 -4

The question might ask something like this: If Suzy wants to sell the maximum number of cups of lemonade, what price should she set for a cup? 10
9 9 Looking at the graph, you see that the line peaks at around 300 cups. Looking down, we see the price for those 8 8 cups was 20 cents. 7So 20 cents is our answer. 7 6 5 4 3 1 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 Y -2 -3 -4 -5 -6 -7 -8 -9 -10 X 6 5 4 3 0 1 2 3 4 5 6 7 2
C B D E F

10

Linear Functions2
8 9 10

Lets look at linear functions. A linear function is just an equation whose 1 graph is a straight line. Like this. 4 Youll need to know this formula: 3 y = mx + b
2 1 0
A 200 300 400 500 600 700 800 900 1000

The values of x and y can vary. m is the slope of a line.0

-1 b is the y-intercept. This is where the line intercepts the y axis. -2 -3 -4 -4 -3 -2 -1 1 2 3 4

10 9 8 7 6 5 4 3 2 10 1 0
A 200 300 400 500 600 700 800 900 1000 B C D E F

25

1
Take a look at this graph of a linear function below:

SAT
MATH

4 3

For this line, m (the slope) = -2. b (the y-intercept) = 4.

Y 4 3
1 2 3 4

Suzys Lemonade Stand 2 400

1 0

300-4 Cups Sold 200 100 0

-3

-2

-1

-1 -2 -3 -4

2 1 0 -4 X -3 -2 -1 -1 -2 1 2 3

$0.10 $0.20 $0.30 $0.40 $0.50 Price

-3 -4

Lets look at a problem with a graph.

10 9 8 7 6 5 4 3 2 1 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 -2 -3 -4 -5 -6 -7 -8 -9 -10

If the line above, line g, has a slope of -3, what is the y-intercept of 9 line g? 8
7 Lets look at our formula: y = mx + b 6
F First off, we know5 that the y-intercept is b, so well be solving for b. E 4 Also, they give us 3the slope, -3. D

10

00 900 1000

0 1 2 3 4 5 6 7 8 9 10

y = -3x + b

2 1
B

A Now we need to find x200 300 400 500We700 800 900 1000 from the graph above that and y. 600 can tell 0 the point (2, 4) is on line g. Lets plug in these numbers.

4 = -3(2) + b 4 = -6 + b

Lets get b by itself by adding 6 to each side. 4+6=b 10 = b Our y-intercept is 10. Now we know that line g hits the y axis at 10.

26

1 0 -4 X -3 -2 -1 -1 -2 -3 -4 1 2 3 4

1
Problem: (Answer is on page 40-43.)

SAT
MATH

1. If an Alaskan dog sled team starts a race and travels 800 miles to the finish, as shown in the graph above, between what two points did the team reach its greatest average speed?
10 9 8 7 6 5 4 3 2 1 0
A 200 300 400 500 600 700 800 900 1000 B C D E F

(A) A to B (B) B to C (C) C to D (D) D to E (E) E to F

Drill 22: Algebra: Experiments

Anytime you see a problem with variables, like x or y, you can avoid doing the algebra by experimenting with your own numbers. Put in your own trial numbers for each of the variables to set up your experiment. After you assign numbers for all the variables, answer the question with those numbers. Whatever answer you come up with will be YOUR answer to the question. Now go down to the answer choices and substitute in the numbers that you have invented. The answer choice that gives you YOUR answer will be the correct answer to the question. Do you need to try it again with different numbers? No. Unlike the Quantitative Comparisons, there is nothing to mess up here. Run a set of numbers through the problem, come up with your answer, and find it in the answer choices. This will help you answer even the toughest-looking algebra questions. It is important to know that YOU WILL STILL GET THE ANSWER TO THE PROBLEM NO MATTER WHAT NUMBERS YOU USE AS LONG AS YOU ARE CONSISTENT. Since you can use any numbers you want, our recommendation is to use numbers that make the math easy to do. So 10 is probably a better number to pick than 167.
Problems: (Answers are on pages 40-43.)

1. Chip can do x pushups every minute. How many pushups can Chip do in one hour? (A) x (B) 3x (C) 6x (D) 30x (E) 60x

27

SAT
MATH
5. The sum of three positive consecutive even integers is x. What is the value of the smallest of the three integers? (A) (x 6)/3 (B) (x + 6)/3 (C) x /3 6 (D) x /3 + 6 (E) 3 x 6 6. If x is an odd integer, which of the following must also be an odd integer? (A) x 1 (B) x + 1 (C) 2 x (D) 2 x + 1 (E) 2 x + 2

2. Charles is 4 years older than Alex and 2 years older than Bob. If Alex is a years old, then in terms of Alex, the sum of their ages = (A) 3 a 4 (B) 3 a 2 (C) 3 a + 2 (D) 3 a + 4 (E) 3 a + 6 3. Howard is now 5 years older than John was 2 years ago. John is now j years old. In terms of j, how many years old is Howard now? (A) j 5 (B) j 3 (C) j 2 (D) j + 2 (E) j + 3 4 If x/4, x /5, and x /6 are integers, which of the following is NOT necessarily an integer? (A) x /60 (B) x /30 (C) x /20 (D) x /12 (E) x /8

28

SAT
MATH

Drill 23: Algebra: Using Actual Numbers

If a question asks you to find what fraction or percent something is, you can use your own numbers to speed up the process. This works for anytime the SAT tries to get hypothetical with you. Once again, it is better to think in terms of actual numbers as opposed to variables. In everyday life you dont do algebra, you use actual numbers. Whenever you go shopping. Whenever you go to eat. This is what you do. So, it makes sense to use actual numbers wherever possible on the SAT. Your job is to pick numbers that meet the requirements of the question.
Problems: (Answers are on pages 40-43.)

1. If a and b are two consecutive odd integers then ba= (A) 0 (B) 1 (C) 2 (D) 3 (E) 5 2. If a (b + c) is a positive number, which of the following must be positive? I. a II. b + c III. a + b + c (A) None (B) I only (C) II only (D) III only (E) I, II, and III 3. As part of a Christmas sale, an electronics store reduces its stereo prices by a 20% discount. Then looking to spark even more business, this same store reduces its discounted price by another 25% on New Years Day. By what overall percent has the stereo been reduced in price? (A) 50% (B) 45% (C) 40% (D) 25% (E) 20%

4. Charlie does 1/3 of his homework during his lunch break and 1/2 of what remains on his ride home on the school bus. What fractional part of his homework remains? (A) 1/6 (B) 1/3 (C) 1/2 (D) 2/3 (E) 5/6 5. A clothing designer discounts last years merchandise by 50% of the original price. After finding no increase in sales, the designer discounts the new sales price by an additional 20%. By what overall percent has the merchandise been reduced in price? (A) 20% (B) 30% (C) 60% (D) 70% (E) 75% 6. On Monday, Joey read 1/4 of a novel for his English class. On Tuesday he read 1/3 of what was left of the book. What fraction of the book did Joey read on Monday and Tuesday? (A) 1/4 (B) 2/7 (C) 1/3 (D) 1/2 (E) 2/3

29

SAT
MATH

Drill 24: Algebra: Working Backwards With the Answers

When you are attacking a word problem and are having a hard time setting up an equation, all is not lost. Very often you can work your way out of this predicament by going down to the answer choices. The great thing about a multiple-choice test is that one of the five answers MUST work. It may take a few tries, but you are guaranteed to find the answer. Answer choices on the SAT always go in increasing or decreasing order. This means that when experimenting with your answer choices, you want to start in the middle with answer choice C. This way, even if its not the correct answer, it can still help you determine if you need a bigger or smaller number. Thus, if C gives you an answer that is too big, you certainly dont need to try the two answer choices that will be larger (probably D and E). The answer has to be A or B. Try either one. If it works, youve got an answer. If it doesnt, you still have your answer as it will have to be the one you didnt try. This elimination technique is a good way to speed up and not have to try all five answer choices. This technique will come in handy on Algebra problems as well as any time you find yourself stuck on the test. Take advantage of the test being multiple-choice.
Problems: (Answers are on pages 40-43.)

1. When x is divided by 9, the remainder is 6, and when x is divided by 6, the remainder is 0. Which of the following numbers could be x? (A) 36 (B) 100 (C) 106 (D) 108 (E) 114 2. If t + 3 is an even positive integer then t could be which of the following? (A) -3 (B) -2 (C) -1 (D) 0 (E) 2

3. If 3a + 2 = 94 a, what is the value of a? (A) 0 (B) 1 (C) 2 (D) 3 (E) 4 4. To celebrate his SAT Math score, Jesse ordered himself a set of personalized pencils. If Jesse lost 1/4 of the pencils the first week he used them and 1/2 of the pencils that were left the second week, and Jesse now has 3 pencils remaining, how many pencils did Jesse order originally? (A) 20 (B) 16 (C) 12 (D) 8 (E) 6

30

1
(A) 110 (B) 160 (C) 190 (D) 200 (E) 220

SAT
MATH

5. Frank weighs twice as much as George but 30 pounds less than Harry. If Harry weighs 110 pounds more than George, how much does Harry weigh?

Drill 25: Probability

Probability might only be the topic of one or two questions on the entire test. To solve a probability question, you need to figure out the total number of occurrences and divide it by the number of times that the event specified in the question can happen. For example: What is the probability of rolling a die and getting a 4? If you roll a die, there are 6 different numbers you could get, 1 through 6. This means that 6 is the total number of occurrences. Getting a 4 (which is the requirement of the question) would be 1 of 6 possible things that can happen. Thus there is a 1/6 probability of rolling a die and getting a 4. In probability situations involving more than one event, figure out the individual probability of each occurrence and multiply the results together. For example: If there is a 1/6 chance of rolling a 4, the probability of rolling two 4s would be 1/6 1/6, which equals 1/36.
Problems: (Answers are on pages 40-43.)

1. A two-sided coin is flipped twice. What is the probability that the coin will come up tails on both flips?

4. A bubble gum machine contains gum balls colored red, white and blue. If blue gum balls are 1/6 of the total and there are 21 red gum balls and 14 white gum balls, what are the odds of choosing at random a white gum ball? (A) 1/6 (B) 1/3 (C) 1/2 (D) 2/3 (E) 5/6

2. What is the probability that it will come up heads on both flips?

3. Someone rolls two dice with faces ranging from 1 to 6. What is the probability that the dice will add up to 7?

31

SAT
MATH

Drill 26: Geometry: Angles

The geometry on the SAT is pretty straightforward. Basically, you need to know a little bit about circles, triangles, rectangles, and parallel lines. You wont have to memorize any complex formulas just some basic ones. And get thiseven if you forget one of the formulas, dont worry about it. All the formulas you need are provided for you at the beginning of each math section.
ALL DIAGRAMS, UNLESS OTHERWISE STATED, ARE DRAWN TO SCALE!

Angles Review:

There are 360 in a circle. 180

360 b

This means that there are 180 in a half circle.

c

c d b

180 180

a c

60 360

w l

x v

x v

zb

c c There are a a 180 b also b in a b f de d triangle equals 180. g h c c d

c c d e c f the angles straight line. The sum of b g b d b a d h l a

of any

Isosceles Triangle

xz v

cz

y x 60z x w v w v
60

a y

c d b

a ba b c dc db

d e c The sum of the angles of any four-sided cfigure equals 360. f f g e

Largest Side

fe f hg h d

l
c

g h h 30 2x s 45 s2 5

60

Equilateral Triangle

c b a

c d e d

e h

f
Largest Side Side lLargest

Largest Agnle

b x3 Isosceles Isosceles Triangle When two straight lines cross each other,4they form vertical angles. Triangle Vertical angles are always equal. gA right h

60

b b a 2x 2x 5 Bisect means to divide something cinto two equal parts. You canc bisect a line or an angle. 5 c b x3 x3 4 b 4 b Isoscelesb Triangle 360 a d e f Problems: Largest Agnle Agnle Largest g 8 43 (Answers are on pages 40-43.) 6 e 5 2. In 5 60 60 the xfigure below, x d a 5 b b f c

angle is an angle that equals ninety degrees. 30 30 3 a All the angles of a rectangle are right angles. 180

60 45 45 x s2 s2 s s 45 45 s

45

c
c

angle

b
e 4

a In the figure30 below, line l is an angle bisector 3 3 45 a s2 bforming the smaller angles y, z, w, and v. What is the b a a a c s c x b c 5 c 4 a Isosceles Triangle 180 value of v +x3 + y? 2x b a (A) 45 43 43
35

1. h

a+c=
e(A) c a 90 a d b b

30 c c c

3 a

a 2x

ws
a

y 45

x30 s2 c c b s

6 6 (B) 90 60

b (C) 135x a aw (D) 180 v

s 5 5

45

z
c

c
d a d e f f b

a b c d
e e

c d b
g e h
d a b c d g e h f b b

(B) 130 (C) 140 4 (D) 170

d (E) 180 d d 4

a
e b e

c b a
7 c c x e

f g

b
8

6 f 3

60 95
30

x 5

45 (E) 270 x a b80 4

25

30

c
8

e
7

ae 6

y
25

60

e c a

z
25

a b c d
8 e b b

d a

g h Largest Side

fd
8 e

v
e

60

60
4
80

x 4 x
80

Equilateral Triangle d

4 d 8 c 7

5 6

c a ba b c dc d l b e fe f g hg h b

b a
l a 8

f g
x

5 6 f 3 f 3

30
32
b

x 5

70 5

70

c y

c d

4d g4

5g

x3
45 a

2x

110

Isosceles Triangle

180

180 a b c b

1
a

SAT
MATH
c d b a c a c d b b b d a c a

360

3. In the figure below, line l bisects an angle to form the smaller angles b and c. What is the value of a + b? (A) 45
yz x v y z
a b c d (C) 90

5. In the figure below, angle f = 25. a+b+c+d+e+f+g+h=

d e c f b g h a b a c d e f g h

(B) 80

a b e cf d g h

e h

c b a

(D) 135
a (E) 180 a c

(A) 90 (B) 135 (C) 180 (D) 210 30

b 30 5 45 d

Isosceles Triangle

Isosc

d c b below, angle a is equal to angle h, and 4. In the figure

Largest Side

angle g = 35. Largest Side a+d+ f=

b a b c d Largest Agnle g e h a b 360 b f c b

45 s2 2x s

(A) 145

(B) 180 4

(E) It cannot be determined

5 b a 3 c b 30 55 c 4 d e x3 f g h x a b 5 60 a b c 45 s2 x 2x x3 s

(C) 290
l (D) 325
a (E) 435 3 180

nle

60 s

45

Isosceles Triangle

b 8

Drill 27: Geometry:c Triangles a

Triangle Review:
6 a c b 43 d 8 e 6 e

a c 4

c d

c b e

ide

30 Isosceles Triangle

s 5 is 2x c An isosceles triangle 5 any triangle with two equal sides. x3 4 f e a c d In an isosceles triangle, the angles opposite e equal sides are also equal. the f a d d 45 e f a b s y y g h c d 60 x x z z 3 a x w w v v b a c e a b c

d d b a b b 6 7

l
e

45
25 s

6 s2 x a 60

60

c
80

60

Equilateral Triangle 45

80

If a triangle has three equal sides, it is called an equilateral a8 b triangle. 7 a b c d 4 5 c d60. In an equilateral triangle, all angles equal Largest Side 5 e f x e f g h a g he ca f c d d b 4 d 5
Largest Agnle

8 e x

30 f 3 5 4 c

5 d

c g x3

b c

8 a a b 5

b 8

a b 5

b b

8 l 8 m

b x a b c 110 d 70l 70 b m y

b x 70 7 70 c y x

e 3 6 b a f
33

x l a

4 e

8 110

b 45

43

x v

a b c d

1
b

SAT
g e f h

c b

f g h

MATH

Iso

a
a

c Largest Side
c

c d b

c
a c

b 5

30 d 2x s

45

60
a b Largest Agnle c d e h

b
f

x3

ngle

a b c d

g b

e h

If a triangle d e three sides of varying lengths, then the longest side is across has c f from the longest angle, d e the smallest side is across from the smallest angle. c and f b g h This is aknown as abscalene triangle. l g 60
l
a a h 3 x
Isosceles Triangle

b A right triangle has an angle of ninety degrees. If you know two sides c b Isosceles Triangle a 43
b c a b

ide

8
4 5 c

s e 2x 6 x3 Pythagorean theorem: 30 5

30 45 of a right triangle, you can find the length of the third side by using the s2 Pythagorean theorem.

5
s 45

c d

a2 + b2 = c2

45 sf s2
b

b
b d

b c

c3 4
a 5

60 a x 5Pythagorean Triplets: x3

2x
c

d
a

3,b4, 5 right triangle 6, 8, 10 right triangle

3

c b 30 a

ee

a
a

g 5 c h d f

5, 12, 13 right triangle x

60

45 b a b 8 e 7

7,e24, 25 right triangled

b
b

bb e

c Isosceles Triangle a Special Right Triangles:

c
e

a b c d

25
f g 5 h
x
80

6
x3

30

5
2x

a 8
Isosceles Triangle x

60

There are two special right triangles that show up on theeSAT. These are the 30-60f 4 5 45 x 90 right triangle, and the 45-45-90 right triangle. 6 g h triangles can have sides of These a s2 7 s any length, but the cool thing8is those lengths will always be in the same relationship to 5 a b x d each other. cOn a 30-60-90 right triangle if the shortestf side has a length of x, then the 80 f e d d hypotenuse will have a length of 2x, and the third side 3will have a d c e 45 f g h s of x3 a c length d 4 g 5
b
c

a
a a 5 8

a
a

8
b

b l b x 70 70 e

45 s2 s
e

4
2x

5 4

e
60

f d

45
c

x
6

m Both of these special right triangles are included with the formulas at the beginning of y 7 8 110 m a b each Math Section on the SAT. Remember this: if you seel a right x triangle on the SAT, 45 a d f c cd d c d chances are its either a special right triangle or a Pythagorean triplet. By recognizing these on the test, you can save yourself a lot of time and work. 3 e f
b

For the545-45-90 right triangle, if the length of a side is s, then the other side will have 70 e b x 70 l 4 a length4of s as well, and the hypotenuse will have a length of s2. l 6
110 y 45 a

a c
a b c d c g e h f

h
6

r a 5

67

6 3

x f

P(3,2)

8
d d

b
5

8c

6 b

x
34

P(3

70

70
y

36 b c b a y x z w v d e f g h a b c d g e h f b c d e f g h a b c d e h f c

a b c d

e h

w l
360
60

x v

180

a b 30
Largest Side

1
45 s 360 b

Isosceles Triangle

SAT
a c

l y z
a

x v

x v

Isosceles Triangle

MATH
c

b l

180

b 30 5 a

d 45 a s2 c s c d b

s2
60

Problems: (Answers are on pages 40-43.)

x v y z y g c d Largest Agnle 1. Triangle ABC is an isosceles triangle. If hAngle 60 x z 3 a B =w x 40, what is the value of angle C? v
b c a e 5 a 60 a a b Largest Agnle b
Largest Side Equilateral Triangle

60

4 60

x3 a b

2x e f

c 5. In the figure below, square ABCD has two diagonals, f 45 b b 60 AC and BD,60 g that bisect each other. If AB = 4, than DE s a h l= 60 Equilateral Triangle 3 a x a a

b x3 Largest Side 2x

45 c c a b a e 4 e a l

80 b

b (A) 40 a c 5

(B) 45 (C) 43 70 (D) 90

a

b a 8

c d b

y x b cz w v
6

w
b4e

x v

zc
e b 30

Largest (A) 2 Agnle b Isosceles Triangle e a

a (B) 2

c d b 45

f c b

(C) 22 (D) 4
2x c c 60 5

5 e b c d a e x x3 d

Triangle

2. In the figure
35

c d b

5 4 c 60 (E) It cannot be determined a d d e c f b e f g g h a 60 60 h la below, what is the measure of angle B? 3 b c f

(E) 42 f

43 s e

s2 8 6 45 c d

Largest Side

d 5 e

30

a b

c 4 b

d x3

(A) 30
c d
95

30

Equilateral Triangle

43a

b x

8
25g

a (B) 45 b a e

c8 e a 30 5d x

c 7 b c

a 5

Largest Agnle6 Isosceles Triangle

6. What is the value of x in the figure below? a

35

b 7 3 x a 5 c c 5 d 4 g

(C) 60 6 (D) 75 h
f b

c d

(A) 30 c 50
c d (B) 60 g
25

b 45 d 4 s 43 g ex
95

f 3 s2 8

a 4 a ed 5
80

e c

c t Side c a

b e (C) f110

d 2x 5 (E) Itacannot be 80x3 determined 4

(D) 145 d (E) 155

b a 70 8b 6

d e c f a b 8 g 60 a a 3. If, in the figure below, ABCD is abrectangle with 8c aa 3 x h x 70 70 30 l diagonals BDl and AC that bisect each other, then AD b b c 6
25

a b

45 c a a

=
a g e

7.bIn

the figure below, what is70 value of x? the x ll

l m 4 4 a e 8 110 (B) e

d a6 8 f 3

f b b

4 m e 30 e 5
80

c 110

(A) 5 (B) 6
d (C)

ay c

b Isosceles Triangle
35

5 45 c a b 30 c d f h d
25

(A) 90 60
c 7

x 4 d 4 g d

45

a a b c cd

x d

5 52 45 s f

d s2 6 95 x b s 45

(C) 45
5 (D) 40 d x c

(D) 8
2x a

c 4 a

a 5 8

d x3 b r

(E) 10
c 6 8

(E) 30
6 x 6 b b a 8

y g

e h

P(3,2) b 8 7 x 70 70 y

4 c e x
80

60 4. In the figure below, square ABEF shares a sidel with 8 3 x rectangle BCDE. If AC = 17, than diagonal BD = 5 4 a d 5 b c d c

d e b x

80

P(3,2) l l 70

c 6 a 5 3 y f 8 45

c d (B) 10 c e f 4 (C) 13 g h

(A) 7 a

a b y e

a m 4 a e

b 110 8

l y c

70 y

4 P(4,3)5 d c 6 c 45 f a 8 x c d c 4 g d

110 P(4,3) x

(D) 25
f r a 5 8 c m 110 7 y x 3 a 5 c d 4 g 6 c 8 e b 8 4 l b 70 x 70 e d 6 d

(E) 26

x b6 l

P(3,2)

6 l y P(4,3) y

d g 6 e h f

a b c d

35

6 8 x 70 70 b

P(3,2)

a b c d

e h

g h

l Isosceles Triangle
Isosceles Triangle

30
Largest Side

45 2x

c x3

x3

1
b

30

2x

SAT
s2
45 s

60
s2

Largest Side

MATH 60

nle

a b c

Largest Agnle 3 x Drill 28: Geometry: Perimeter, Area, Parallel Lines

a b

3 60

60

s Equilateral Triangle
c

45

60 45

c b

a To find the perimeter of any figure, simply add the lengths of the sides together. e 4 5 6 c b b 5 Area is a little trickier than perimeter. Here are the formulas: a e The formula for area of a rectangle is length times width, or l dw. a c f e a c d d 5 The formula for the area of a square is simply side squared, 4 s2. or
b d b e

b
c

The formula for the area of a triangle is one half times base times height, or 1/2bh.

43

d
c b a x
80

f
d e f g h

e
a b

d
8

d
7

x a c d If you have an odd shapeda quadrilateral, like this, justf drop a line in and divide it c into two recognizable shapes. 3 e f
Isosceles Triangle

b 30

a 5

8 s

45

x3

2x 4

c d f h
c s

s2 a

b
45

c x

60 d

c a

d 4 g 5 e b Lets check out parallel lines. When two parallel lines are cut by a third line, eight angles are created. If you know one 6 those angles, you can find of the measure of the other seven. For example, if angle a equals 120, then angle 30 35 7 8 70 70 b equalsx 60, because together they form abstraight angle. Angle d equals 120, x l because a and d are vertical angles. And angle cfequals 60, because angle b and c are vertical. On the bottom, angle e equals 120 because angle y 110 l 3 e and angle c are opposite interior angles. Angle f equals 60, because e and f 45 a form a straight angle, angle g equals 60, because f and g are vertical angles, a c d 4 g 5 and angle h equals 120, because e and h are vertical angles. b y

b 6

95
P(3,2)

25 80

e 4 8 Problems: 6 x

(Answers are on pages 40-43.) 70 d x c d 70 l 1. In the figures below, triangle ABC and quadrilateral DEFG have the same perimeter. What is the value of x? y 110 b e (A) 4 m 45 6 (B) 5
8 7 x 3 a 5 c d 4 g f

2. The figure below is made up of twelve identical squares, each with side of length 2. b What is the perimeter of the figure? l (A) 96a
y

(B) 48
P(4,3)

(C) 36 (D) 32 (E) 24

x

a b d

(C) 6 (D) 7 (E) 8

70

70 y

x
l l

P(3,2)

d r

6 c
36

45

y
x P(3,2)

P(4,3)

6
Largest Side

e 5 30

5 45 d f 2x s s2 e d

a b c

c 4

a 5 x3

gnle
35 30

a c b e 5 x

3 a

a 8x
95

b a c
25

c d

a 5

1
b

x c

SAT
60

45 b e 6 7 x 3 5 c c d 4 g f

MATH
g

c c a b d f e 4 a

e h

3. In the figure below, 80 triangle ABD is inscribed in rectangle ABCE. What is the area f e a c d d of triangle ABD? d
g e h a 4 f a 8 c bb d

(A)f 49 a g (B) 28
5 h 4 (C) 16

l
c

l
Isosceles Triangle

b 110 8 7

70

70

e y x 3 6 45 f a

l l

(D) 12
b e x d e c d f g b a c 4 e 2x d 6 x 60 c 5 5 h
80

c 30

(E) 6
45 e f g h s

a b c d c s2 a

2x 5 4. 4A triangle with x3 base 4 and height 7 has an area that is one-third the area of a rectangle with a width 6. What 6 is the length of the rectangle? c r a 3
Isosceles Triangle

b x

(A) 4 8 60 (B) 7 (C) 12 (D) 14 (E) 28

d m l c 110 x

s 70 70 a

45

6 b b

P(3,2)

l l y P(4,3)

a 45 s f 5

b c s2 e

y e 4 45 a

d 5. In the figure below, rectangle ABCD is cut by two parallel lines, each of length 5. What is the area of the 45 s shaded region?

yc

(A) 8 (B) 12 (C) 14 (D) 20 (E) 32 g

d 4 e h d c f a c a b

x e 6

P(3,2)

a be c d

x 3

f y P(4,3)

x 6. In the figure below, lines l and m are parallel, and they are intersected by two other lines. What is the value of x + y? b b l 8 7 m 110 x e x 70 70 6 y f 3 a 5 c d 4 g

(A) 70 (B) 110 (C) 140 (D) 180 45 (E) 210

a b l l

y 7. If l1 is parallel to l2 in the figure above, than a + b =

(A) 300
6 b x l l

(B) 270 (C) 245 (D) 135 (E) 110

y

P(3,2)

45

P(4,3) x

37

P(3,2)

Isosceles Tria

b
35 30

e
45

180

60

a b c

60 60

Largest Side

c d

a b

30

x
95

Equilateral Triangle

25

x
Largest Agnle

1
l

SAT
b c

a b c5 d d g e h
3

8
x3 2x

7
s

s2

f a
x 60

80

MATH d e
c a

s d

45

4
a

x v

b a a Drill 29: Circles and Volumeb 8 8

43 8 6

a b c d

e b

f h b a

f g h c

a
Isosceles Triangle x 70

c 4b

e 5

70

4 When dealing with circles and volume 4 the SAT, its important to know when to use which formula. The good on y 110 f a m math thing is that all the formulas youll need are printed at the beginning of the d 45section on the etest, so refer to a a c d c 30 Largest Side them whenever you need to refresh your memory. If all else fails, circle problems are s2 great for estimating. And 45 c c d d s remember,ewhenever you can, c eliminate answer choices. 2x 5

Here are the formulas:

35

x3

Largest Agnle

d r
x
95

y s The radius, r, is the distance from the center of the circle to any point on the edge of the 60 circle. aOnce you know the radius, you canxfigure out everything else. 3 6 8 c
b a c d b The diameter, d, is the straight line that runs from one side of the circle to the xother, passing 6 c c b through the center. The diameter equals 2 times the radius. a e f 8 x e 5 The circumference, C, is the distance around the outside of the circle, kind of like a perimeter. e 4 5 80 The formula5 for circumference is 2r or d. a 8 d b f a 8 e b d d x 110e 70 70 y c
25

30

45

P(3,2)
c

43

8 6

The area, A, of a circle is the amount of space inside the circle. The formula for the area of a circle is r2. The formula for calculating the volume of a rectangle is L x W x h. The formula for calculating the volume of a cylinder is r h. 5
2

y P(4,3)

l b

30

Problems: (Answers are on pages 40-43.)

e d

1. A circle has an area of 16. What is its diameter? (A) 16

25

a c d f

3. In the figure below, two identical 6circles are c inscribed in a rectangle. If the area of the rectangle is 7 8 b x 72, then what is the area of one of the circles? f
3 (A) 6 a 5 c d 6 4 g (B) 9 y

45

(B) 8 (C) 6 80 (D) 4

8 b (E) 2

d r c

e h

8 a 5 8 b l x 70 70 y b

(C) 12 (D) 18 (E) 36

l

P(3,2)

4 2. In the figure to the below, a right triangle is inscribed 110 m in a circle, with the hypotenuse of the triangle passing c d through the center of the circle. cWhat is the area of the shaded region?

4. Kevin rolls a tire with a diameter of onel foot down a 45 the street. If he rolls the tire 41 feet, approximately how many revolutions has the tire made? (A) 25 (B) 20 (C) x 16 (D) 13 (E) 8
y

P(4,3)

(A) 100
6 c 8

(B) 100 48 (C) 25 48 (D) 25 24 (E) 16 24

6

P(3,2)

y P(4,3) x

38

30 2x s

45

Isosceles Triangle

s2 x3 30 45 s2 x3 x 2x 60 s s 45

60

s c

45

SAT
MATH
6. The base of a tin can has a radius of 4 and the can has a height of 7. What is the volume of the can? (A) 28 (B) 49 (C) 112 (D) 128

b e

a 4

5. Jennifer purchases a box at ae garage sale. If the 4 d box measures 4 feet by 8dfeet by 3 feet,c what is the volume of the box? (A) 24 (B) 32 (C) 56
d b d e 6 b 7 e x 6 7 5 3 c xd 4 g 3 f f c

a b c d e h e h f f a b c d

(D) 96 (E) 120 8

a

(E) 142

70

Drill 30: Coordinate Plane and Slope

5 4 70 y b

Problems: (Answers are on pages 40-43.)

x 70 70 l 45 a 1. In the figure below, a line is to be drawn through point P so that it never crosses the y-axis. Through y l which of the following points will the line never pass? 45 a y b l

10

10

3. If l1 contains points A (4, -2) and B (-7, -2), what is the slope of the line? (A) 3/4 (B) 4/7 (C) 0 (D) 2/3 (E) 3/2 4. If l1 has a slope of 3/5 and contains points (3, 4) and (a, 7), what is the value of a? (A) 8 (B) 4 (C) 3/4 (D) 3 (E) 8

(A) (3, 0) (B) (3, -1)

P(3,2)

(C) (-3, -2) (D) (3, -2) (E) (3, 4)

P(3,2)

y 2. In the figure below, what is the distance from point P to the origin? P(4,3) y P(4,3) x x

(A) 3 (B) 4 (C) 4.5 (D) 5 (E) 7

39

1
MATH DRILL ANSWERS
Drill 2: Student-Produced Response Questions
1. 5/10 okay as is 2. 2.5 okay as is 3. 15/35 = 3/7 need to reduce 4. 15.5 = 31/2 need to change to improper fraction 5. .5767 = .576 or .577 need to round off or drop last number (either is acceptable)

SAT
MATH

Drill 6: Decimals
1. 10.699 2. 12.316 3. -1.33 4. 23.777 5. 2.5177

Drill 7: Fractions
1. 22/15 2. 4/3 3. -13/19 4. -25/56 5. 114/147 6. -15/26 7. 14/15 8. 27/125

Drill 4: Percentages
1. 28 2. 20 3. They are equal; both equal 13.5% 4. D. 24 percent of 300 (take 60 percent of 40 to get 24) 5. C. 33 percent (9 + 3 + 4 = 16, so 8 scored below 70%. 8 is 33% of 24.)

Drill 8: Average Questions

1. 93 2. 480 3. x = 21 4. C. 42 5. C. 11 6. E. 100 7. B. 300 8. B. 30 9. A. 500

Drill 5: Percent Increase and Decrease

1. D. 50% (15/30 = 50%) 2. B. 23% (350 270 = 80, 80/350 = 22.857% and question asks for approximate answer.) 3. C. 290 (x/232 = 25%, x = 58, 58 + 232 = 290)

40

1
MATH DRILL ANSWERS
Drill 9: Median and Mode
1. 6 2. 3 3. 3 4. 4 5. 1, 6 (two modes) 6. 15 7. C. 14 8. C. 24 (mode of set A = 23, median of set B = 25)

SAT
MATH

Drill 13: Proportions

1. D. 2. D. 3. C. 4. C. 5. E. 6. 308 8 80 9 32 848

Drill 14: Algebraic Manipulation

1. x = 8 2. y = 12 3. B. 4. C. 5. B. 6. D. 7. B. 8. C. -1 4 2 22 (divide the first equation by 4) 3 3x = 21

Drill 10: Square Roots

1. A. 2. B. 3. E. 3 52 7/10

Drill 11: Exponents

1. C. 2. A. 3. D. 4. B. 72,004 64 8 9/1021

Drill 15: Inequalities

1. B. x > -5 2. D. x > -12 3. E. 5 < x + y < 13 4. A. -3 b a 7 (test the range by making b a as big and as small as possible)

Drill 12: Ratios

1. C. 200 (ratio jumper = 200) 2. D. 5/12 3. B. 12 (ratio jumper = 3) 4. D. 2/5 5. B. 50 (ratio jumper = 5) 6. C. 5 (ratio jumper = 5)

41

1
MATH DRILL ANSWERS
Drill 16: Simultaneous Equations
1. a = 10 2. 5x + 9y = 30 (add the equations together and you have the answer) 3. x + y = 7 (add the equations together, divide by 7, and you have the answer) 4. D. 4 5. E. 38 (add all 3 equations together and divide by 2) 6. E. 120 (multiply the first equation by 4 to get the answer) 7. B. 4

SAT
MATH

Drill 20: Domain and Range

1. A 2. B 3. E

Drill 21: Functions as Models

1. E

Drill 22: Algebra: Experiments

1. E. 2. E. 3. E. 60x 3a + 6 j+3

Drill 17: Absolute Value, Direct & Inverse Variation

1. A) 4 B) 1/2 C) 64 or 8 D) 3/4 E) 12 2. Direct variation: x = ky 3. Inverse variation: xy = k

4. E. x/8 (do an experiment where x = 60) 5. A. 6. D. (x 6)/3 2x + 1

Drill 23: Algebra: Using Actual Numbers

1. C. 2. A. 3. C. 4. B. 5. C. 6. D. 2 None 40% 1/3 60% 1/2

Drill 18: Quadratic Equations

1. x + y = 3 2. B. 10

Drill 24: Algebra: Working Backwards with the Answers

1. E. 2. C. 3. C. 4. D. 5. C. 114 1 2 8 190

Drill 19: Functions

1. C. 3 2. E. 5 3. B. 2 4. B. 4 5. D. 18 6. E. 120 7. D. 615

42

1
MATH DRILL ANSWERS
Drill 25: Probability
1. 1/4 2 1/4 3. 1/6 4. B. 1/3 (total gum balls = 42. Odds of selecting white = 14/42 or 1/3)

SAT
MATH

Drill 28: Geometry: Perimeter, Area, Parallel Lines

1. D. 7 2. D. 32 3. C. 16 4. B. 7 5. D. 20 (Find area of the rectangle and subtract out the areas of the 2 smaller triangles.) 6. D. 180 7. B. 270

Drill 26: Geometry: Angles

1. D. 180 2. E. 180 3. D. 135 4. D. 325 5. C. 180

Drill 29: Geometry: Circles and Volume

1. B. 8 2. D. 25 24 (find area of circle and subtract out area of triangle) 3. B. 9 (radius of circle is 3, so A = r2 or 9) 4. D. 13 (the radius equals 1/2, so C = . Use = 3.14 and divide into 41 to get an approximate answer of 13) 5. D. 96 6. C. 112

Drill 27: Geometry: Triangles

1. E. It cannot be determined. (Cannot determine which 2 sides are equal.) 2. A. 30 (Its a 30 - 60 - 90 right triangle with sides 4, 43, 8. The shortest angle is across from the shortest side) 3. D. 8 (Pythagorean triplet: 6, 8, 10) 4. C. 13 (Pythagorean triplet: 5, 12, 13) 5. C. 22 6. E. 155 7. D. 40

Drill 30: Coordinate Plane and Slope

1. C. (-3, -2) 2. D. 5 (It forms a 3, 4, 5 right triangle.) 3. C. 0 (A horizontal line has a zero slope.) 4. E. 8

43