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1-888-KAPLAN8 • www.KaplanK12.com

Contributors Darcy Galane, Rachel Kay, Colleen O’Donnell, Sarah Kramer, Christine Defenbaugh Art and Design Pamela Beaulieu, Alisa Caratozzolo, Erika Quiroz-Heineman Anne Hanson, David Whitfield Associate Directors of Curriculum Darcy Galane, Michael Bitz Executive Director of Curriculum Marcy Bullmaster

Copyright © by Kaplan, Inc. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the Publisher, except where permitted by law.

SAT Advantage

| TEACHER EDITION

TABLE OF CONTENTS

TEACHER’S NOTES

Teacher’s Introduction Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Appendix Additional Notes for Teachers of Limited English Proficient (LEP) Students Introduction to Math Strategies for Regular Math Backdoor Strategies Strategies for Quantitative Comparisons Strategies for Grid-Ins Math Traps Test Practice

© Kaplan, Inc.

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TEACHER EDITION

| SAT Advantage

TEACHER’S INTRODUCTION

TEACHER’S NOTES

SAT ADVANTAGE

Welcome to Kaplan’s Advantage course for SAT Math. In this course, your students will learn effective strategies to help them perform their best on the SAT, an important college entrance requirement. In this introduction, we will explain the philosophy behind the strategies you will be teaching. We will also describe the structure and design of the course.

COURSE PHILOSOPHY

The purpose of teaching test-taking strategies is not to replace traditional classroom instruction. Rather, test-taking strategies build on the core mathematics skills that you teach your students every day. This course is centered around familiarizing students with SAT Math and showing them strategies they can use to maximize their scores. Students will learn systematic methods and alternative approaches that complement their traditional instruction. In essence, the strategies presented in this course are the bridge between your curriculum and the SAT. In Kaplan’s test preparation courses, we teach students that there are three things they need to know to succeed on test day: 1 Know the Content. Understanding the content that appears on the test is essential. The Math component of the SAT tests a variety of skills. Without a doubt, the better that students can perform in these content areas, the higher their scores will be on the SAT. 2 Know the Test. Familiarity with the test format leads to confidence on test day. When students understand the format and structure of the test, they know what to expect and can concentrate on demonstrating their skills. 3 Know the Strategies. To maximize their scores on the SAT, students need to have flexible and systematic strategies. Step-by-step methods show students how to approach each question type in an efficient, focused manner. Alternative strategies show students how to use everything they know to do their best—even on questions where they are stumped.

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SAT Advantage

| TEACHER EDITION

COURSE STRUCTURE

This course is divided into 8 hours of classroom instruction: 7 hours of test-taking strategies and practice, and 1 hour of sample test practice. Each hour-long unit focuses on strategies that address a particular challenge students will face on SAT Math. Each hour-long unit is divided into three 20-minute sections: one 20-minute Strategy Instruction section, one 20-minute Guided and Independent Practice section, and one 20-minute Test Practice section. These times are meant as guidelines, but you should determine the appropriate pace for your students. You may wish to take more time with some units than others, depending on the needs of your students. Each of the units is presented as a packet that you will hand out to your students. Having the units in this form gives your students several small and attainable goals, leading to a sense of achievement and confidence. When your students have completed a unit, you may wish to send it home as a way to keep families involved on a regular basis.

TEACHER’S NOTES

STRATEGY INSTRUCTION

Each Strategy Instruction section introduces students to test-taking strategies for a specific question or passage type. This entire section is teacher-led—an active dialogue between teacher and students on overcoming the challenges of the SAT. Here are some key components of the Strategy Instruction section: 1 Strategies Test-taking strategies are mapped for students in step-by-step flowcharts. Students learn the strategies one piece at a time. They apply the steps on test questions throughout the unit. 2 Exercises Students’ understanding of the strategies is made concrete through a series of exercises. These exercises help students internalize what they learn in the unit. 3 Sidebars Every Strategy Instruction page includes a sidebar that students should read before they go on to the next page. The sidebars provide helpful hints and tips that keep students focused on the strategies. They are designed to be funny, memorable, and useful for students to review.

© Kaplan, Inc.

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TEACHER EDITION

| SAT Advantage

GUIDED AND INDEPENDENT PRACTICE SECTIONS

TEACHER’S NOTES

Following each Strategy Instruction section, there is a Guided and Independent Practice section. Guided Practice, like the Strategy Instruction section, is teacher-led; you help your students apply the unit’s strategies to test questions. On each Guided Practice page, test questions are presented. Beneath the test questions, the steps of the strategies are displayed, and students are presented with hints and tips that guide them through the process of answering the questions. Independent Practice allows students to independently apply the strategies that they have learned. This section is conducted without any teacher assistance, but hints are provided on the student pages to help students recall the appropriate strategies.

**TEST PRACTICE SECTIONS
**

In the Test Practice section for each unit, students are given the opportunity to apply test-taking strategies to questions under test conditions. Students should work independently, and hints are not provided in the student books. However, in the Teacher’s Edition there are hints that you can offer to students who are having difficulty. The Test Practice section should be timed to give students a sense of testday conditions. Afterwards, review the answers to highlight how strategies are applied to each question.

SAMPLE TEST

The Sample Test (Unit 7) represents an actual SAT Math section. Unlike the actual SAT, though, all three question types are presented in this practice test so students will get familiar with the SAT as a whole. This unit provides students with the ability to practice all the strategies they learned throughout the course. The Sample Test section should be administered under test-like conditions. However, leave plenty of time to review the correct answers and explanations. This section should be given to students close to the administration date of the SAT.

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SAT Advantage

| TEACHER EDITION

**STRATEGIES FOR LIMITED ENGLISH PROFICIENT (LEP) STUDENTS
**

In your Teacher’s Edition, the appendix presents information on how the strategies in the course can be applied by LEP students. Because the SAT is a significant measure of performance for many colleges and universities, LEP students will need to face the particular challenges of SAT Math questions. The appendix will give you additional strategies or modifications to the existing strategies that LEP students can use to raise their scores on the SAT.

TEACHER’S NOTES

tts@kaplan.com

Kaplan is committed to providing ongoing support for your efforts. Therefore, we have provided you with a direct email address exclusively for teachers who are using the SAT Advantage course. Do not hesitate to send any questions or comments about the strategies, structure, or implementation of this course. You will receive a response within 24 hours (Monday-Friday) from our experienced team of curriculum developers and test analysts.

© Kaplan, Inc.

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TEACHER EDITION

| SAT Advantage

FACTS ABOUT THE SAT

TEACHER’S NOTES

The SAT consists of seven sections taken over a total of approximately three hours. The test is offered seven times per year, generally in the following months: October, November, December, January, March, May, and June.

Sections

Verbal

# 3

Timing Two 30-minute sections and one 15-minute section Two 30-minute sections and one 15-minute section One 30-minute section 3 hours

Question Types

Scoring

40 Critical Reading 200-800 19 Analogies 19 Sentence Completions 35 Regular Math 15 Quantitative Comparisons 10 Grid-Ins Math or Verbal 138 scored questions 200-800

Math

3

Experimental 1 Total 7

Not Scored 400-1600

SAT SCORING

Each student receives a Verbal score and a Math score, which are often combined in answer to the question,“What did you get on your SATs?” To determine the Verbal or Math scaled score of 200-800, a student’s raw score is measured by totaling the number of points earned by answering questions correctly, and then subtracting the number of points for answering questions incorrectly. Type of Answer Raw Points

Correct 1 point

Blank 0 points

Wrong – 1 point 4

Wrong QC – 1 point 3

Wrong Grid-In 0 points

A penalty is deducted for a wrong answer, not for guessing, though this is commonly referred to as a “guessing penalty.” The number of raw points are then converted to a scaled score by a conversion chart set for that particular administration of the test. Each conversion chart is a little different, depending upon how students sitting for that particular exam performed.

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**Sample Teacher’s Edition Page
**

SAT Advantage TEACHER EDITION

TEACHER’S NOTES

SAT Advantage

**SAT Math Question Types
**

So what exactly do the question types look like? What is a Grid-In? What does Quantitative Comparison mean? Let’s break it down.

Regular Math

By far, the most common question type is the Regular Math multiplechoice question. It may be a short equation, or it may be a long and ugly word problem with weird symbols or funny diagrams. What distinguishes Regular Math questions are the five answer choices labeled A through E.

• This page begins the introduction to the SAT Math question types. The first question type is called Regular Math (the subject of Unit 2). Regular Math is the most straightforward Math question type. A question is followed by five answer choices. The student’s task is to choose the correct answer from among the five.

1

If

a+5 is an odd integer, then 3a must be 2

Strategizing for Success Throughout this course, you will learn a variety of strategies for answering all types of SAT questions.

• When answering Regular Math questions, students often fall into the trap of jumping into calculations without taking a few seconds to think about the problem. This course will help students avoid that mistake by providing them with a stepby-step method for Regular Math.

(A) (B) (C) (D) (E)

an even integer a multiple of 6 a multiple of 5 an odd integer a prime number

Sample Question

1 (D) This is a typical Regular Math question — a question stem and five answer choices. As the student page says, a great strategy for Regular Math with variables is to pick numbers. In this case, students must pick a number for a that makes the expression equal an odd integer. For example, 1 + 5 will work, and 3 • 1 = 3 2 (an odd integer). 3 also happens to be a prime number. So we do not yet know that (D) is correct, or if (E) is correct. We must pick another number to determine the answer. The next number we could pick for a is a 5. 5 + 5 = 5, which is odd. 2 3 • 5 = 15, which is odd, but is not prime. Now we know that (D) must be correct.

© Kaplan, Inc.

A very basic strategy for making abstract problems concrete on Regular Math questions is to pick numbers and eliminate answer choices accordingly. You will learn more about this strategy in future units.

Math Unit 1

7

Student’s Page Teacher’s Page

Math Unit 1

7

UNIT 1

INTRODUCTION TO MATH

SAMPLE UNIT ON THE FOLLOWING PAGES

SAT Advantage

UNIT

1

INTRODUCTION TO MATH

Objectives

In this unit, you will learn how • this SAT Advantage Math course works. • the Math sections of the SAT are organized. • to approach SAT Math to earn maximum points.

© Kaplan, Inc.

Math Unit 1

1

SAT Advantage

**Welcome to SAT Advantage Math
**

Hello and welcome! Chances are you have been hearing about this ominous test called the SAT for years now. You know you need to take it before you apply to college. You know it seems like a really big deal, and maybe you are nervous. Well, don’t be. SAT Advantage, the core of Kaplan’s SAT program, will tell you everything you need to know about the SAT— including how to test your best. In this unit, you are going to learn how this course works, how the Math sections of the SAT are organized, and what skills you will need to do your best on test day.

Doing Your Part While this course will help you excel on the SAT, you have to be an active agent in your studies. The more effort you put in, the more rewards you will reap.

**On Your Mark, Get Set, Prep!
**

What is this SAT Advantage course? Simply put, it is the heart of a Kaplan SAT course, taught in your school by your teachers. In the Math units, you will learn how to • use the skills you already have. • employ some strategies to help you increase your score. • recognize and understand all of the question types. • get the correct answer, even when you think you don’t have a clue. Each unit will take you through different question types and strategies, and the whole course will finish with a section-length practice test. Remember, though, you will only get as much from this material as you put into it. If you practice what you learn in these units on your own, you will be in great shape for test day.

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Math Unit 1

SAT Advantage

How Predictable

Why do people call the SAT a standardized test? Well, it’s very simple, really. Even though the individual questions vary from test to test, the basic concepts, format, and kinds of questions stay basically the same. Why is that so, and what does it mean for you?

A Common Yardstick

The SAT is standardized so that it can be used to compare students’ performances regardless of where they are from or where they went to school. The SAT must be made according to very specific guidelines, so that people can compare scores from state to state or year to year. This actually works to your advantage. You don’t have to guess and worry what the test will look like, what kind of questions you will see, or how to best prepare for them. You can rest assured that your SAT will look remarkably like previous administrations of the test. That means that you can really get yourself ready to test your best.

Plan Ahead Expect to spend approximately 1 minute on each regular math question, 45 seconds on each Quantitative Comparison, and 1 1 2 minutes on each Grid-In.

**Facts about the SAT
**

• The test is 3.5 hours long, divided into Math and Verbal sections. • The Math component has two 30-minute sections and one 15-minute section. • There is one 30-minute experimental section on each test—it can be either a Math or a Verbal section—which is not scored. • The Math and Verbal sections are each scored on a 200-800 point scale. • The Math sections consist mostly of multiple-choice questions with five answer choices. There are also 10 Grid-In questions. • You will be allowed to use a calculator during the exam.

© Kaplan, Inc.

Math Unit 1

3

SAT Advantage

**The SAT Math Sections
**

There are three scored Math sections on the SAT: • One 30-minute section with 25 Regular Math questions • One 30-minute section with 10 Grid-In questions and 15 Quantitative Comparisons • One 15-minute section with 10 Regular Math questions

Know What to Expect You won’t find any surprises in the structure of the SAT. This means that you can prepare for what you know you’ll see.

25 Regular Math Questions

10 Grid-Ins

15 Quantitative Comparisons

10 Regular Math Questions

Approximately half of your Math questions will be Regular Math, with the remainder of the questions split between Grid-Ins and Quantitative Comparisons.

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Math Unit 1

SAT Advantage

**What You Need to Know: Content
**

As with any Math test you take in school, it is important to know what will be tested on the SAT. Here is some good news: The mathematical content covered by the SAT is relatively limited. The concepts that are tested on the SAT all appear in Math in a Nutshell on Pages 14 to 28 of this unit. You should review this material well before the test and know it cold by test day. This will ensure that you perform to the best of your abilities on the Math sections.

Exercise

Draw an arrow from each item in the middle to the appropriate column on the left or right. Math tested on the SAT Math not tested on the SAT

Content in Context Knowing the content is important. However, even if you know all the content tested on the SAT, you could still get stumped by some question formats.

differential equations arithmetic topology fractional exponents elementary algebra the quadratic formula L’Hôpital’s rule derivatives logarithmic functions mean, median, and mode trigonometry lines and angles Taylor series ratios, proportions, and rates long and tedious computations imaginary numbers simple coordinate geometry formal geometric proofs triangles, circles, and quadrilaterals ellipses, hyperbolas, and parabolas Planck’s constant

© Kaplan, Inc.

Math Unit 1

5

SAT Advantage

**What You Need to Know: Format
**

There are a number of things you should know about the format of SAT Math. The more familiar you are with these things, the more comfortable you will feel on the day of the test. At the start of each Math section, you will find the following information:

Notes:

(1) Calculator use is permitted.

Same Old Story The format of the SAT will be the same each time you take it. Therefore, you can get ahead of the game by knowing the directions, structure, and layout.

(2) All numbers used are real numbers. (3) Figures are provided for some problems. All figures are drawn to scale and

lie in a plane UNLESS otherwise indicated.

• Note (2) means you won’t have to deal with imaginary numbers, such as i (the square root of –1). • Note (3) means that geometry diagrams are drawn to scale unless you are told otherwise. You can use the figures provided to estimate measurements, unless you see the label “Note: figure not drawn to scale.” The SAT will also provide you with some reference information:

h b 1 A = bh 2

a

c b c2 = a2 + b2

2x

30˚ 45˚ s 3x Special Right Triangles

60˚ s 45˚ x

2s

r A= C = 2πr

πr2

r h w V = wh V = πr2h A= w h w

The sum of the degree measures of the angles of a triangle is 180. The number of degrees of arc in a circle is 360. A straight angle has a degree measure of 180.

The math information that you are given includes many basic geometry formulas. By the day of the test, it is best to have these formulas memorized. However, it is nice to know that you can find them in the directions if you forget one at the last minute.

© Kaplan, Inc.

6

Math Unit 1

SAT Advantage

**SAT Math Question Types
**

So what exactly do the question types look like? What is a Grid-In? What does Quantitative Comparison mean? Let’s break it down.

Regular Math

By far, the most common question type is the Regular Math multiplechoice question. It may be a short equation, or it may be a long and ugly word problem with weird symbols or funny diagrams. What distinguishes Regular Math questions are the five answer choices labeled A through E.

1

If

a+5 is an odd integer, then 3a must be 2

(A) (B) (C) (D) (E)

an even integer a multiple of 6 a multiple of 5 an odd integer a prime number

Strategizing for Success Throughout this course, you will learn a variety of strategies for answering all types of SAT questions.

A very basic strategy for making abstract problems concrete on Regular Math questions is to pick numbers and eliminate answer choices accordingly. You will learn more about this strategy in future units.

© Kaplan, Inc.

Math Unit 1

7

SAT Advantage

Quantitative Comparisons

At first, Quantitative Comparisons (or QC’s) may seem a bit strange, but eventually you will be spending less time on these questions than any other question type. Your job is simply to compare the two quantities to determine whether Column A is greater, Column B is greater, the two columns are equal, or the relationship cannot be determined. The answer choices will always be the same:

Answer:

A if Column A is greater;

Never an E in QC On QC’s, never choose answer choice E.

B if Column B is greater; C if the two columns are equal; D if more information is needed to determine the relationship.

**Column A y is a positive integer. 1.0 < 2
**

y+1 < 1.2 y

Column B

y

5

The question above provides some information that will help you determine the relationship of Columns A and B. Be sure to pay attention to this kind of data whenever it is supplied for you on a QC.

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Math Unit 1

SAT Advantage

Grid-Ins

The 10 questions following the QCs will not contain multiple-choice responses. Grid-Ins simulate a more natural math test-taking experience. On Grid-Ins, you need to come up with your own response.

3

**How many of the first hundred positive integers are multiples of 8 but not multiples of 6?
**

.

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

Calculator News Proper calculator use will benefit you most on Grid-Ins.

There are a number of things that you will learn in future units about Grid-Ins. For now, just become familiar with how they differ from the other question types.

© Kaplan, Inc.

Math Unit 1

9

SAT Advantage

**How to Approach SAT Math
**

You will learn a lot more about how to tackle each of the question types as the course progresses. For now, here are a few basic things to keep in mind.

Pacing

On the SAT you can only work on one section at a time and must spend only the allocated amount of time on each section. You may find this frustrating at first, but it’s actually a great safeguard for you. You won’t accidentally find yourself having wasted 45 minutes on a tough algebra question.

A Point Is a Point Remember, you earn the same number of points for an easy question as you do for a tough one. Spend your time gaining as many points as you can, and only tackle the real brainbenders if you have time.

Skipping

The questions on SAT Math are all arranged in order of difficulty. Use that knowledge to your advantage. Always attack the early questions in each section first, as they will tend to be easier. Also, go with your first guessing instinct on early questions—it will probably be right. Conversely, be wary of your guessing instincts later in each section, as harder questions tend to seem easier than they are. In the practice sections of this course, you will see three icons, which represent 1) the difficulty level, and 2) where in the section this question would appear.

= easy; appears in the beginning of the section

= moderate; appears in the middle of the section

= difficult; appears in the end of the section

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Math Unit 1

SAT Advantage

Guessing

You may have heard of something called the guessing penalty on the SAT. Do you really get penalized for guessing, even if you get the right answer? The answer to that question, of course, is no. But you do get penalized for wrong answers. Let’s take a look at how it works.

Type of Answer

correct blank wrong wrong QC wrong Grid-In

Raw Points

1 0

–1 4

–1 3 0

What does this mean for you on test day? The way the wrong answer penalty (that’s really what it is) works is that it’s not worth it to guess totally randomly. The odds of getting the answer right are counterbalanced by the penalty if you get it wrong, except for Grid-Ins, on which you should always guess. For the other question types, you should guess if you can eliminate at least one answer choice. Doing so greatly shifts the odds in your favor and makes the guess worth the risk.

No Harm , No Foul There is no guessing penalty on the SAT! The wrong answer penalty works against random guessing but strategic guessing will get you points on the SAT.

Math Unit 1

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11

SAT Advantage

Getting Started

We just discussed some skills that will help you master the SAT. There are some other things you can do now to help you get ready for test day. Pages 14 through 28 of this unit present Math in a Nutshell. This is the basic math information and content that you should know for the SAT. Go through the concepts one at a time, so that by the time test day comes around, you will be familiar with the material on the test. In addition, you should take some time to get familiar with the layout of the SAT. Spend some time looking at the directions, the format, the answer grid, and anything else that may be intimidating to you. The last thing you want on test day is any surprise. By taking the time now to familiarize yourself with the intricacies of the test, you will have much less to worry about when you take the SAT.

Practice Makes Peace Preparing yourself thoroughly won’t just increase your skills; it will also reduce your stress level. Because the SAT is so predictable, if you get to know it well ahead of time, you’ll be able to seriously reduce your test day anxiety.

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Math Unit 1

SAT Advantage

UNIT 1 REKAP

Look back at what you learned about the SAT in this unit. Then fill in the spaces below to show what you have learned. • All Math questions are arranged in order of ______________________. • One thing I can do on my own to get better prepared for the Math section of the SAT is to ______________________. • Even though the individual questions vary from one SAT to another, the basic structure and content tested ______________________, making the SAT ______________________.

Math Unit 1

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13

SAT Advantage

**SAT MATH IN A NUTSHELL
**

The math on the SAT covers a lot of ground—from arithmetic to algebra to geometry. Don’t let yourself be intimidated. We’ve highlighted the 100 most important concepts that you’ll need for SAT Math and listed them in this section. You’ve probably been taught most of these in school already, so this list is a great way to refresh your memory.

**A Math Study Plan
**

Use this list to remind yourself of the key areas you’ll need to know. Do four concepts a day, and you’ll be ready within a month. If a concept continually causes you trouble, circle it and refer back to it as you try to do the questions. Refer back to Math in a Nutshell often. It’s a mathematical guide that you can use throughout the course. Concentrate on the subjects that you find most difficult.

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Math Unit 1

SAT Advantage 5. PEMDAS When performing multiple operations, remember PEMDAS, which means Parentheses first, then Exponents, then Multiplication and Division (left to right), and lastly, Addition and Subtraction (left to right). In the expression 9 – 2 × (5 – 3)2 + 6 ÷ 3, begin with the parentheses: (5 – 3) = 2. Then do the exponent: 22 = 4. Now the expression is: 9 – 2 × 4 + 6 ÷ 3. Next do the multiplication and division to get: 9 – 8 + 2, which equals 3. If you have difficulty remembering PEMDAS, use this sentence to recall it: Please Excuse My Dear Aunt Sally. 6. Counting Consecutive Integers To count consecutive integers, subtract the smallest from the largest and add 1. To count the integers from 13 through 31, subtract: 31 – 13 = 18. Then add 1: 18 + 1 = 19.

Number Properties

1. Integer/Noninteger Integers are whole numbers; they include negative whole numbers and zero. 2. Rational/Irrational Numbers A rational number is a number that can be expressed as a ratio of two integers. Irrational numbers are real numbers—they have locations on the number line; they just can’t be expressed precisely as fractions or decimals. For the purposes of the SAT, the most important irrational numbers are 2 , 3 , and π. 3. Adding/Subtracting Signed Numbers To add a positive and a negative, first ignore the signs and find the positive difference between the number parts. Then attach the sign of the original number with the larger number part. For example, to add 23 and –34, first we ignore the minus sign and find the positive difference between 23 and 34—that’s 11. Then we attach the sign of the number with the larger number part—in this case it’s the minus sign from the –34. So, 23 + (–34) = –11. Make subtraction situations simpler by turning them into addition. For example, think of –17 – (–21) as –17 + (+21). To add or subtract a string of positives and negatives, first turn everything into addition. Then combine the positives and negatives so that the string is reduced to the sum of a single positive number and a single negative number. 4. Multiplying/Dividing Signed Numbers To multiply and/or divide positives and negatives, treat the number parts as usual and attach a minus sign if there were originally an odd number of negatives. For example, to multiply –2, –3, and –5, first multiply the number parts: 2 3 5 = 30. Then go back and note that there were three—an odd number—negatives, so the product is negative: (–2) (–3) (–5) = –30.

Divisibility

7. Factor/Multiple The factors of integer n are the positive integers that divide into n with no remainder. The multiples of n are the integers that n divides into with no remainder. For example, 6 is a factor of 12, and 24 is a multiple of 12. 12 is both a factor and a multiple of itself, since 12 1 = 12 and 12 1 = 12. 8. Prime Factorization To find the prime factorization of an integer, just keep breaking it up into factors until all the factors are prime. To find the prime factorization of 36, for example, you could begin by breaking it into 4 9: 36 = 4 9=2 2 3 3. 9. Relative Primes Relative primes are integers that have no common factor other than 1. To determine whether two integers are relative primes, break them both down to their prime factorizations. For example: 35 = 5 7, and 54 = 2 3 3 3. They have no prime factors in common, so 35 and 54 are relative primes.

Math Unit 1

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SAT Advantage 10. Common Multiple A common multiple is a number that is a multiple of two or more integers. You can always get a common multiple of two integers by multiplying them, but, unless the two numbers are relative primes, the product will not be the least common multiple. For example, to find a common multiple for 12 and 15, you could just multiply: 12 15 = 180. 11. Least Common Multiple (LCM) To find the least common multiple, check out the multiples of the larger integer until you find one that’s also a multiple of the smaller. To find the LCM of 12 and 15, begin by taking the multiples of 15: 15 is not divisible by 12; 30 is not; nor is 45. But the next multiple of 15, 60, is divisible by 12, so it’s the LCM. 12. Greatest Common Factor (GCF) To find the greatest common factor, break down both integers into their prime factorizations and multiply all the prime factors they have in common. 36 = 2 2 3 3, and 48 = 2 2 2 2 3. What they have in common is two 2s and one 3, so the GCF is 2 2 3 = 12. 13. Even/Odd To predict whether a sum, difference, or product will be even or odd, just take simple numbers such as 3 and 2 and see what happens. There are rules—“odd times even is even,” for example—but there’s no need to memorize them. What happens with one set of numbers generally happens with all similar sets. 14. Multiples of 2 and 4 An integer is divisible by 2 (which is even) if the last digit is even. An integer is divisible by 4 if the last two digits form a multiple of 4. The last digit of 562 is 2, which is even, so 562 is a multiple of 2. The last two digits form 62, which is not divisible by 4, so 562 is not a multiple of 4. The integer 512, however, is divisible by four because the last two digits form 12, which is a multiple of 4. 15. Multiples of 3 and 9 An integer is divisible by 3 if the sum of its digits is divisible by 3. An integer is divisible by 9 if the sum of its digits is divisible by 9. The sum of the digits in 957 is 21, which is divisible by 3 but not by 9, so 957 is divisible by 3 but not by 9.

© Kaplan, Inc.

16. Multiples of 5 and 10 An integer is divisible by 5 if the last digit is 5 or 0. An integer is divisible by 10 if the last digit is 0. The last digit of 665 is 5, so 665 is a multiple of 5 but not a multiple of 10. 17. Remainders The remainder is the whole number left over after division. 487 is 2 more than 485, which is a multiple of 5, so when 487 is divided by 5, the remainder will be 2.

**Fractions and Decimals
**

18. Reducing Fractions To reduce a fraction to lowest terms, factor out and cancel all factors the numerator and denominator have in common. 28 4 × 7 7 = = 36 4 × 9 9 19. Adding/Subtracting Fractions To add or subtract fractions, first find a common denominator, then add or subtract the numerators. 2 3 4 9 1 3 + = + = 15 10 30 30 30 20. Multiplying Fractions To multiply fractions, multiply the numerators and multiply the denominators. 5 3 5 × 3 15 × = = 7 4 7 × 4 28 21. Dividing Fractions To divide fractions, invert the second one and multiply. 1 3 1 5 1×5 5 ÷ = × = = 2 5 2 3 2×3 6 22. Converting a Mixed Number to an Improper Fraction To convert a mixed number to an improper fraction, multiply the whole number part by the denominator, then add the numerator. The result is the new numerator (over the same denominator). To convert 1 7 , first multiply 7 by 3, then add 1, to get the new 3 numerator of 22. Put that over the same 22 denominator, 3, to get . 3

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SAT Advantage 23. Converting an Improper Fraction to a Mixed Number To convert an improper fraction to a mixed number, divide the denominator into the numerator to get a whole number quotient with a remainder. The quotient becomes the whole number part of the mixed number, and the remainder becomes the new numerator—with the same denominator. For example, to convert

108 , first divide 5 into 108, 5

27. Converting Decimals to Fractions To convert a decimal to a fraction, set the decimal over 1 and multiply the numerator and denominator by ten raised to the number of digits to the right of the decimal point. For instance, to convert 0.625 to a fraction, you would multiply 103 625 5 × 125 1000 by 3 , or . Then simplify: = = 1000 8 × 125 1000 10 28. Repeating Decimal To find a particular digit in a repeating decimal, note the number of digits in the cluster that repeats. If there are 2 digits in that cluster, then every second digit is the same. If there are three digits in that

0.625 1 5 . 8

**which yields 21 with a remainder of 3. Therefore,
**

108 3 = 21 . 5 5

**24. Reciprocal To find the reciprocal of a fraction, switch the
**

3 numerator and the denominator. The reciprocal of 7 7 1 is . The reciprocal of 5 is . The product of 3 5

**cluster, then every third digit is the same. And so on. For example, the decimal equivalent of
**

1 is 27

.037037037..., which is best written .037. There are three digits in the repeating cluster, so every third digit is the same: 7. To find the 50th digit, look for the multiple of three just less than 50—that’s 48. The 48th digit is 7, and with the 49th digit the pattern repeats with 0. The 50th digit is 3. 29. Identifying the Parts and the Whole The key to solving most fractions and percents story problems is to identify the part and the whole. Usually you’ll find the part associated with the verb is/are and the whole associated with the word of. In the sentence, “Half of the boys are blonds,” the whole is the boys (“of the boys”), and the part is the blonds (“are blonds”).

**reciprocals is 1. 25. Comparing Fractions One way to compare fractions is to re-express them with a common denominator.
**

3 21 5 20 = and = . 4 28 7 28 21 20 3 5 is greater than , so is greater than . Another 28 28 4 7

**way to compare fractions is to convert them both to
**

3 5 decimals. converts to 0.75 , and converts to 4 7

approximately 0.714. 26. Converting Fractions to Decimals To convert a fraction to a decimal, divide the bottom into the top. To convert , divide 8 into 5, yielding

5 8

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0.625.

SAT Advantage

Percents

30. Percent Formula Whether you need to find the part, the whole, or the percent, use the same formula: Part = Percent × Whole Example: Setup: Example: Setup: Example: Setup: What is 12% of 25? Part = 0.12 × 25 15 is 3% of what number? 15 = 0.03 × Whole 45 is what percent of 9? 45 = Percent × 9

**Ratios, Proportions, and Rates
**

34. Setting up a Ratio To find a ratio, put the number associated with the word of on top and the quantity associated with the word to on the bottom and reduce. The ratio of 20 oranges to 12 apples is

20 5 , which reduces to . 12 3

35. Part-to-Part Ratios and Part-to-Whole Ratios If the parts add up to the whole, a part-to-part ratio can be turned into two part-to-whole ratios by putting each number in the original ratio over the sum of the numbers. If the ratio of males to females is 1 to 2, then the males-to-people ratio is and the females-to-people ratio is

1 1 = 1+2 3

31. Percent Increase and Decrease To increase a number by a percent, add the percent to 100 percent, convert to a decimal, and multiply. To increase 40 by 25 percent, add 25 percent to 100 percent, convert 125 percent to 1.25, and multiply by 40. 1.25 × 40 = 50. 32. Finding the Original Whole To find the original whole before a percent increase or decrease, set up an equation. Think of the result of a 15 percent increase over x as 1.15x. Example: After a 5 percent increase, the population was 59,346. What was the population before the increase? 1.05x = 59,346

2 = 2 . In other 1+2 3

**words, 2 of all the people are female. 3 36. Solving a Proportion To solve a proportion, cross-multiply:
**

x 3 = 5 4

4x = 3 × 5 15 x= = 3.75

4

Setup:

37. Rate To solve a rates problem, use the units to keep things straight. Example: If snow is falling at the rate of one foot every four hours, how many inches of snow will fall in seven hours? Setup:

x inches 1 foot = 4 hours 7 hours 12 inches x inches = 4 hours 7 hours

33. Combined Percent Increase and Decrease To determine the combined effect of multiple percent increases and/or decreases, start with 100 and see what happens. Example: A price went up 10 percent one year, and the new price went up 20 percent the next year. What was the combined percent increase? First year: 100 + (10 percent of 100) = 110. Second year: 110 + (20 percent of 110) = 132. That’s a combined 32 percent increase.

Setup:

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4x = 12 × 7 x = 21

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SAT Advantage 38. Average Rate Average rate is not simply the average of the rates. Average A per B =

Total A Total B Total distance Average Speed = Total time

43. Median The median of a set of numbers is the value that falls in the middle of the set. If you have five test scores, and they are 88, 86, 57, 94, and 73, you must first list the scores in increasing or decreasing order: 57, 73, 86, 88, 94. The median is the middle number, or 86. If there is an even number of values in a set (six test scores, for instance), simply take the average of the two middle numbers. 44. Mode The mode of a set of numbers is the value that appears most often. If your test scores were 88, 57, 68, 85, 99, 93, 93, 84, and 81, the mode of the scores would be 93 because it appears more often than any other score. If there is a tie for the most common value in a set, the set has more than one mode.

To find the average speed for 120 miles at 40 mph and 120 miles at 60 mph, don’t just average the two speeds. First figure out the total distance and the total time. The total distance is 120 + 120 = 240 miles. The times are two hours for the first leg and three hours for the second leg, or five hours total.

240 The average speed, then, is = 48 miles per hour. 5

Averages

39. Average Formula To find the average of a set of numbers, add them up and divide by the number of numbers. Average =

Sum of the ter ms Number of terms

**Possibilities and Probability
**

45. Counting the Possibilities The fundamental counting principle: If there are m ways one event can happen and n ways a second event can happen, then there are m × n ways for the two events to happen. For example, with five shirts and seven pairs of pants to choose from, you can put together 5 × 7 = 35 different outfits. 46. Probability Probability =

Favorable outcomes Total possible outcomes

To find the average of the five numbers 12, 15, 23, 40, and 40, first add them: 12 + 15 + 23 + 40 + 40 = 130. Then divide the sum by 5: 130 ÷ 5 = 26. 40. Average of Evenly Spaced Numbers To find the average of evenly spaced numbers, just average the smallest and the largest. The average of all the integers from 13 through 77 is the same as the average of 13 and 77:

13 + 77 90 = 2 = 45 2

For example, if you have 12 shirts in a drawer and nine of them are white, the probability of picking a white shirt at random is

9 3 = . This probability can 12 4

41. Using the Average to Find the Sum Sum = (Average) × (Number of terms) If the average of ten numbers is 50, then they add up to 10 × 50, or 500. 42. Finding the Missing Number To find a missing number when you’re given the average, use the sum. If the average of four numbers is 7, then the sum of those four numbers is 4 × 7, or 28. Suppose that three of the numbers are 3, 5, and 8. These three numbers add up to 16 of that 28, which leaves 12 for the fourth number.

also be expressed as 0.75 or 75 percent.

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SAT Advantage

**Powers and Roots
**

47. Multiplying and Dividing Powers To multiply powers with the same base, add the exponents and keep the same base: x3 × x4 = x3 + 4 = x7 To divide powers with the same base, subtract the exponents and keep the same base: y13 ÷ y8 = y13 – 8 = y5 48. Raising Powers to Powers To raise a power to a power, multiply the exponents: (x3)4 = x3 × 4 = x12 49. Simplifying Square Roots To simplify a square root, factor out the perfect squares under the radical, unsquare them and put the result in front. 12 = 4×3= 4× 3=2 3

Algebraic Expressions

52. Evaluating an Expression To evaluate an algebraic expression, plug in the given values for the unknowns and calculate according to PEMDAS. To find the value of x 2 + 5x – 6 when x = –2, plug in –2 for x: (–2)2 + 5(–2) – 6 = 4 – 10 –6 = –12. 53. Adding and Subtracting Monomials To combine like terms, keep the variable part unchanged while adding or subtracting the coefficients: 2a + 3a = (2 + 3)a = 5a 54. Adding and Subtracting Polynomials To add or subtract polynomials, combine like terms. (3x2 + 5x – 7) – (x2 + 12) = (3x2 – x2) + 5x + (–7 – 12) = 2x2 + 5x – 19 55. Multiplying Monomials To multiply monomials, multiply the coefficients and the variables separately: 2a × 3a = (2 × 3)(a × a) = 6a2 56. Multiplying Binomials—FOIL To multiply binomials, use FOIL. To multiply (x + 3) by (x + 4), first multiply the First terms: x x = x2. Next the Outer terms: x 4 = 4x. Then the Inner terms: 3 x = 3x. And finally the Last terms: 3 4 = 12. Then add and combine like terms: x2 + 4x + 3x + 12 = x2 + 7x + 12 57. Multiplying Other Polynomials FOIL works only when you want to multiply two binomials. If you want to multiply polynomials with more than two terms, make sure you multiply each term in the first polynomial by each term in the second. (x2 + 3x + 4)(x + 5) = x2(x + 5) + 3x(x + 5) + 4(x + 5) = x3 + 5x2 + 3x2 + 15x + 4x + 20 = x3 + 8x2 + 19x + 20

50. Adding and Subtracting Roots You can add or subtract radical expressions when the part under the radicals is the same: 2 3+3 3=5 3 Don’t try to add or subtract when the radical parts are different. There’s not much you can do with an expression like: 3 5+3 7 51. Multiplying and Dividing Roots The product of square roots is equal to the square root of the product: 3× 5= 3×5= 15

**The quotient of square roots is equal to the square root of the quotient:
**

6

3

=

6 = 3

2

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SAT Advantage After multiplying two polynomials together, the number of terms in your expression before simplifying should equal the number of terms in one polynomial multiplied by the number of terms in the second. In the example above, you should have 3 × 2 = 6 terms in the product before you simplify like terms. x2 –x –12 , first factor the x2 –9 numerator and denominator: For example, to simplify x2 – x – 12 (x – 4)(x + 3) x2 – 9 = (x – 3)(x + 3) Canceling x + 3 from the numerator and denominator leaves you with

x–4 . x–3

**Factoring Algebraic Expressions
**

58. Factoring out a Common Divisor A factor common to all terms of a polynomial can be factored out. Each of the three terms in the polynomial 3x3 + 12x2 – 6x contains a factor of 3x. Pulling out the common factor yields 3x(x2 + 4x – 2). 59. Factoring the Difference of Squares One of the test maker’s favorite factorables is the difference of squares. a2 – b2 = (a – b) (a + b) x2 – 9, for example, factors to (x – 3)(x + 3). 60. Factoring the Square of a Binomial Learn to recognize polynomials that are squares of binomials: a2 + 2ab + b2 = (a + b)2 a2 – 2ab + b2 = (a – b)2 For example, 4x2 + 12x + 9 factors to (2x + 3)2, and n2 – 10n + 25 factors to (n – 5)2. 61. Factoring Other Polynomials—FOIL in Reverse To factor a quadratic expression, think about what binomials you could use FOIL on to get that quadratic expression. To factor x2 – 5x + 6, think about what First terms will produce x2, what Last terms will produce +6, and what Outer and Inner terms will produce –5x. Some common sense—and a little trial and error—lead you to (x – 2)(x – 3). 62. Simplifying an Algebraic Fraction Simplifying an algebraic fraction is a lot like simplifying a numerical fraction. The general idea is to find factors common to the numerator and denominator and cancel them. Thus, simplifying an algebraic fraction begins with factoring.

Solving Equations

63. Solving a Linear Equation To solve an equation, do whatever is necessary to both sides to isolate the variable. To solve the equation 5x – 12 = –2x + 9, first get all the xs on one side by adding 2x to both sides: 7x – 12 = 9. Then add 12 to both sides: 7x = 21. Then divide both sides by 7: x = 3. 64. Solving “in Terms of ” To solve an equation for one variable in terms of another means to isolate the one variable on one side of the equation, leaving an expression containing the other variable on the other side of the equation. To solve the equation 3x – 10y = –5x + 6y for x in terms of y, isolate x: 3x – 10y = –5x + 6y 3x + 5x = 6y + 10y 8x = 16y x = 2y 65. Translating from English into Algebra To translate from English into algebra, look for the key words and systematically turn phrases into algebraic expressions and sentences into equations. Be careful about order, especially when subtraction is called for. Example: The charge for a phone call is r cents for the first three minutes and s cents for each minute thereafter. What is the cost, in cents, of a phone call lasting exactly t minutes? (t > 3) The charge begins with r, and then something more is added, depending on the length of the call. The amount added is s times the number of minutes past three minutes. If the total number of minutes is t, then the number of minutes past three is t – 3. So the charge is r + s(t – 3). Math Unit 1 21

Setup:

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SAT Advantage 66. Solving a Quadratic Equation To solve a quadratic equation, put it in the “ax2 + bx + c = 0” form, factor the left side (if you can), and set each factor equal to 0 separately to get the two solutions. To solve x2 + 12 = 7x, first rewrite it as x2 – 7x + 12 = 0. Then factor the left side: (x – 3)(x – 4) = 0 x – 3 = 0 or x – 4 = 0 x = 3 or 4 67. Solving a System of Equations You can solve for two variables only if you have two distinct equations. Two forms of the same equation will not be adequate. Combine the equations in such a way that one of the variables cancels out. To solve the two equations 4x + 3y = 8 and x + y = 3, multiply both sides of the second equation by –3 to get: –3x – 3y = –9. Now add the two equations; the 3y and the –3y cancel out, leaving: x = –1. Plug that back into either one of the original equations and you’ll find that y = 4. 68. Solving an Inequality To solve an inequality, do whatever is necessary to both sides to isolate the variable. Just remember that when you multiply or divide both sides by a negative number, you must reverse the sign. To solve –5x + 7 < –3, subtract 7 from both sides to get: –5x < –10. Now divide both sides by –5, remembering to reverse the sign: x > 2. In the figure above, PQ is the hypotenuse of a 3-4-5 triangle, so PQ = 5. You can also use the distance formula: d = (x2 – x1)2 + (y2 – y1)2 To find the distance between R(5, –2) and S(3, 6): d= = = (3 – 5)2 + [6 – (–2)]2 (–2)2 + (8)2 68 = 2 17

**70. Using Two Points to Find the Slope Slope =
**

Change in y Rise = Change in x Run

The slope of the line that contains the points A(0, –1) and B(2, 3) is: y –y 3 – (–1) 4 1 2 = = =2 2–0 2 x2 – x1 71. Using an Equation to Find the Slope To find the slope of a line from an equation, put the equation into the slope-intercept form: y = mx + b The slope is m. To find the slope of the equation 3x + 2y = 4, rearrange it: 3x + 2y = 4 2y = –3x + 4 3 y=– x+2

2 3 The slope is – . 2

Coordinate Geometry

69. Finding the Distance Between Two Points To find the distance between points, use the Pythagorean theorem or special right triangles. The difference between the xs is one leg and the difference between the ys is the other.

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SAT Advantage 72. Using an Equation to Find an Intercept To find the y-intercept, you can either put the equation into y = mx + b (slope-intercept) form—in which case b is the y-intercept—or you can just plug x = 0 into the equation and solve for y. To find the xintercept, plug y = 0 into the equation and solve for x.

Triangles—General

75. Interior Angles of a Triangle The three angles of any triangle add up to 180°.

**Lines and Angles
**

73. Intersecting Lines When two lines intersect, adjacent angles are supplementary and vertical angles are equal. In the figure above, x + 50 + 100 = 180, so x = 30. 76. Exterior Angles of a Triangle An exterior angle of a triangle is equal to the sum of the remote interior angles.

In the figure above, the angles marked a° and b° are adjacent and supplementary, so a + b = 180. Furthermore, the angles marked a˚ and 60˚ are vertical and equal, so a = 60. 74. Parallel Lines and Transversals A transversal across parallel lines forms four equal acute angles and four equal obtuse angles.

In the figure above, the exterior angle labeled x° is equal to the sum of the remote angles: x = 50 + 100 = 150. The three exterior angles of a triangle add up to 360°.

In the figure above, a + b + c = 360.

In the figure above, line 1 is parallel to line 2. Angles a, c, e, and g are obtuse, so they are all equal. Angles b, d, f, and h are acute, so they are all equal. Furthermore, any of the acute angles is supplementary to any of the obtuse angles. Angles a and h are supplementary, as are b and e, c and f, and so on.

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SAT Advantage 77. Similar Triangles Similar triangles have the same shape; corresponding angles are equal and corresponding sides are proportional. 79. Triangle Inequality Theorem The length of one side of a triangle must be greater than the difference and less than the sum of the lengths of the other two sides. For example, if it is given that the length of one side is 3 and the length of another side is 7, then you know that the length of the third side must be greater than 7 – 3 = 4 and less than 7 + 3 = 10. 80. Isosceles Triangles An isosceles triangle is a triangle that has two equal sides. Not only are two sides equal, but the angles opposite the equal sides, called base angles, are also equal. 81. Equilateral Triangles Equilateral triangles are triangles in which all three sides are equal. Since all the sides are equal, all the angles are also equal. All three angles in an equilateral triangle measure 60 degrees, regardless of the lengths of sides.

The triangles above are similar because they have the same angles. The 3 corresponds to the 4 and the 6 corresponds to the s.

3 6 = s 4

**3s = 24 s=8 78. Area of a Triangle 1 Area of Triangle = (base)(height)
**

2

The height is the perpendicular distance between the side that’s chosen as the base and the opposite vertex.

Right Triangles

82. Pythagorean Theorem For all right triangles: (leg1)2 + (leg2)2 = (hypotenuse)2

If one leg is 2 and the other leg is 3, then: In the triangle above, 4 is the height when the 7 is chosen as the base. Area = bh = (7)(4) = 14

1 2 1 2

22 + 32 = c2 c2 = 4 + 9 c = 13

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SAT Advantage 83. The 3-4-5 Triangle If a right triangle’s leg-to-leg ratio is 3:4, or if the legto-hypotenuse ratio is 3:5 or 4:5, it’s a 3-4-5 triangle and you don’t need to use the Pythagorean theorem to find the third side. Just figure out what multiple of 34-5 it is. If the hypotenuse is 6, then the shorter leg is half that, or 3; and then the longer leg is equal to the short leg times 3, or 3 3. 86. The 45-45-90 Triangle The sides of a 45-45-90 triangle are in a ratio of x : x : x 2.

In the right triangle shown, one leg is 30 and the hypotenuse is 50. This is 10 times 3-4-5. The other leg is 40. 84. The 5-12-13 Triangle If a right triangle’s leg-to-leg ratio is 5:12, or if the leg-to-hypotenuse ratio is 5:13 or 12:13, then it’s a 5-12-13 triangle. You don’t need to use the Pythagorean theorem to find the third side. Just figure out what multiple of 5-12-13 it is.

If one leg is 3, then the other leg is also 3, and the hypotenuse is equal to a leg times 2, or 3 2.

Other Polygons

87. Characteristics of a Rectangle A rectangle is a four-sided figure with four right angles. Opposite sides are equal. Diagonals are equal.

Here one leg is 36 and the hypotenuse is 39. This is 3 times 5-12-13. The other leg is 15. 85. The 30-60-90 Triangle The sides of a 30-60-90 triangle are in a ratio of x : x 3 : 2x; the Pythagorean theorem is not necessary. Quadrilateral ABCD above is shown to have three right angles. The fourth angle therefore also measures 90°, and ABCD is a rectangle. The perimeter of a rectangle is equal to the sum of the lengths of the four sides, which is equivalent to 2(length + width).

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SAT Advantage 88. Area of a Rectangle Area of Rectangle = Length × Width 91. Characteristics of a Square A square is a rectangle with four equal sides.

The area of a 7-by-3 rectangle is 7 × 3 = 21. 89. Characteristics of a Parallelogram A parallelogram has two pairs of parallel sides. Opposite sides are equal. Opposite angles are equal. Consecutive angles add up to 180˚.

If PQRS is a square, all sides are the same length as QR. The perimeter of a square is equal to four times the length of one side. 92. Area of a Square Area of Square = (Side)2

In the figure above, s is the length of the side opposite the 3, so s = 3. 90. Area of a Parallelogram Area of Parallelogram = base × height

The square above, with sides of length 5, has an area of 52 = 25. 93. Interior Angles of a Polygon The sum of the measures of the interior angles of a polygon = (n – 2) × 180, where n is the number of sides. Sum of the Angles = (n – 2) × 180 The eight angles of an octagon, for example, add up to (8 – 2) × 180 = 1,080.

In parallelogram KLMN above, 4 is the height when LM or KN is used as the base. Base × height = 6 × 4 = 24.

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SAT Advantage 97. Area of a Sector A sector is a piece of the area of a circle. If n is the degree measure of the sector’s central angle, then the formula is: Area of a Sector =

n (πr2) 360

Circles

94. Circumference of a Circle Circumference = 2πr

In the circle above, the radius is 3, and so the circumference is 2π(3) = 6π. 95. Length of an Arc An arc is a piece of the circumference. If n is the degree measure of the arc’s central angle, then the formula is: Length of an Arc = In the figure above, the radius is 6 and the measure of the sector’s central angle is 30˚. The sector has

1 of the area of the circle: 12 3 1 (π)(62) = (36π) = 3π 360 12 30 or 360

( 3n )(2πr) 60

Solids

98. Surface Area of a Rectangular Solid The surface of a rectangular solid consists of three pairs of identical faces. To find the surface area, find the area of each face and add them up. If the length is l, the width is w, and the height is h, the formula is: Surface Area = 2lw + 2wh + 2lh

In the figure above, the radius is 5 and the measure of the central angle is 72˚. The arc length is the circumference:

72 1 (2π)(5) = (10π) = 2π 360 5 72 1 or of 360 5

96. Area of a Circle Area of a Circle = πr2 The surface area of the box above is: 2 7 3 4 + 2 7 4 = 42 + 24 + 56 = 122 3+2

The area of the circle is π(4)2 = 16π.

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SAT Advantage 99. Volume of a Rectangular Solid Volume of a Rectangular Solid = lwh 100. Volume of a Cylinder Volume of a Cylinder = πr2h

The volume of a 4-by-5-by-6 box is 4 × 5 × 6 = 120

In the cylinder above, r = 2, h = 5, so: Volume = π(22)(5) = 20π

A cube is a rectangular solid with length, width, and height all equal. If e is the length of an edge of a cube, the volume formula is: Volume of a Cube = e3

The volume of this cube is 23 = 8.

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