Chapter 1 Numbers and Operations L, Ratios, RATES, AND PROPORTIONS Setting up a Ratio - A ratiois a comparison between two numbers or two measures with the same unit. ~ Ratios can be expressed as a fraction. For example, 1 : 2 can be written as 3. ~ Ratios can be reduced like a fraction. For example, 6 : 9 can be reduced to 2:3. Setting up a Proportion - A proportion is an equation relating two fractions or ratios. ~ The phrase “a to bis equal to c to d” can be converted into an equation using =c:d) or fractions ($ = 5), both of which can be solved by ratios (4: cross-multiplication. Example 1: The proportion of xin 2 is equal to 2, What is the value of x? Answer: % =* (apply cross-multiplication) i 23 ‘Two variables are directly proportional if an increase in one is directly correlated. with an increase in another. For example, in the following a = coefficient of proportionality (direct) - x, and y, are directly proportional, and their ratio is called the coefficient of proportionality. If we do not change the coefficient of proportionality, then ifwe increase or decrease x1, we increase or clecrease y, respectively by the same factor. ‘Two variables are inversely proportional if an increase in one is directly correlated with a decrease in another. For example, in the following, 2% yz * coefficient of proportionality (inverse) = x, and y, are inversely proportional. This can also be written as k met Nn where I is the coefficient of inverse proportionality. Solve a Proportion ‘To solve a problem invoiying ratios, you can often write as @ proportion and solve it by cross multiplieation For example, what proportion to10 is equal to the proportion of 3 out of 5? This problem can be written as x: 10 = 3:5. Changing the ratios to a fraction gives you == 2, Applying cross-multiplication gives you 5 30, Solving for x gives you ¥= 6, To solve conversions between arits or scales, you can use ratios. Write the conversion’s ratios so thal you can cross out the unwanted unit, Example: How many feet is 18 inches? fou 2 feet Winches "Ta ches hinahes x Fou Tinehos ” 1youe x= 1.5 (IB inches * 1 foot/12 inches = 15 feet) Anstwer: Rate and Work A rate isa ratio that compares two different kinds of numbers, such as miles per hour or dollar per pound Rate Formula: Rave = "stance Example t: Bob walks up and clown a hill to get to school, He watks at 3 miles per hour wpa hilf and 4 miles per hour down a hill. The hill is 1 mile upwards and 1 mile downwards, What is his average cate?Hint If you geta question about the average rate traveled over several trips at different rates, you need to find the total distance and divide by the total time. Most people will think that they can average the two rates, 3.5 in this case ~ this does not work because you spend less time walking downhill and so you spend more than 50% of the time walking up the hill at the slower tate. Anstoer: The total distance traveled is obviously 2 miles (1 mile up and 1 mile own). The total time spent traveling is a hour 1 our T mile x + x amites * 1 Mile Ses 2 =F hours @ If we traveled 2 miles in 3 hours, then we have traveled an average rate of amites 24 RIS = 2 niles per hour = 3.43 miles per hour “Rate = Busta) (Apply rate formula: Rate = “FO*) So the average rate is less than the arithmetic average between the two rates 3.43 < 3.9), This is because we spend more time traveling at the slower rate. Example 2: A plane travels from New York to San Francisco at 500 miles per hour. However, there is a headwind (a wind blowing against the direction of motion) of 100 miles per hour. When the plane flies back from San Francisco to New York, the same wind is now a tailwind (a wind blowing in the direction of motion) of 100 miles per hour. Each trip is 3,000 miles. What speed does the plane actually travel at for both trips? What is the combined rate of travel for the entire trip? Hint: If there ere currents or winds involved, add the speed of the cusrent ox wind when it is moving along the direction of motion and subtract the speed of the current or wind when it is moving against the direction of motion. Answer: The speed of the plane flying from New York to San Francisco is 500 mph-100 mph = 400 mph. The speed of the plane flying from San Francisco to New York is 500 mph + 100 mph = 600 mphApply the lechnique we used in the previous example to calculate the average rate. First, we findl the total distance traveled, which is 3,000 x 2 1,000 miles. Then, we find the time traveled: 3060 miles x2 {00 3000 waites x 22 * 3000 mites » = So the average rate is, 5900 mites formula: Rate = Bistamee speomules = 480 mph (Applying rate formula: Rate = “Settee 1 , ‘Total Time Worked = 5 Fagarz- If there is more than one person working, then the total rate is equal to the sum of each person's rate. Example t: It took Joe 5 hours to paint a house. What is his rate of painting? Anstcer: Rate of painting = Use = Aes x~ houses per hour , apply cross-multiplication to find x. Example 2: Once again, Joe takes 5 hours to paint a house. How much of a house can he paint in Thour? Hint: Set up a fractional equation and then cross multiply. show houses v= hous 1 * houses per hour Ansewer: _ apply cross-multiptication to find x. Example 3: Joe's friend Bob joins him in painting a house. Bob takes 3 hours to painta house. What is their total rate of painting? Hint: If there is more than one person painting, then the total rate is equal to the sum of each person’s rate. Answer: We calculate the total rate by adding two persons’ rates Joe: t houses per hour Bob: + houses per hour ; Lyte ov howe Total rate: 2 +4 = Z houses per hourIf some objects must be counted as whole numbers, then their total should be the multiple of the sum of the ratios, For example, if the ratio is 1:2: 3 for different colors of marbles in the bag, then the total number of marbles in the bag must be a multiple of (i + 2 +3). Example: The ratio of boys to girls in Ms. Johnson's class is 5 to 6. Which of the following CANNOT be the number of students in her class? (A) 11 (B) 22 © 33 (D) 6 (E) 55 Answer: Since the ratio of boys to girls is 5:6, the total number of students must bea multiple of 11, ( + 6). Only choice (D) is not the multiple of 11 Answer is (D). More examples: 1) Four employees can wash 20 service vehicles in 5 hours, How long would it take 5 employees to wash the same number of vehicles? 2) Inone day you earn $75 for 8 hours of work. If you work 37.5 hours for the week, what will your weekly pay be? 3) The cost of a dinner ciuise is $105.00 per person if 6 people attend and split the cost. How any people would be needed to get the cost down to $21.00 per person? 4) If x? is inversely proportional to y* and directly proportional to z*. fy =1 and z = 2 then x = 80. What is the x value when y = 2 and z = 3? Answers: 1) 2 = 4 (hours) 2) 2x 375 = 352 3) SE =30 4) SP = SO. 90 = BE = 4050Problem Solving Skills Easy L Carter and Sadie travel in opposite directions. Carter travels to the east at 35 miles per hour and Sadie travels to the west at 18 iniles per hour. What would be the distance between them in x hours? (A) x miles (B) 20x niles () Wmiiles {D) 50xmiles {E) 50 miles If 26.7% of a number is 108, what is the number? (A) 404.49 (B) 347.12 (©) 260 (D) 123 (&) 56.87 ‘A pyramid and a box have the same base and the same volume. What isthe ratio of the height of the box to the height of the pyramid? (A)s Bs ci 2 ©3 y varies directly as the square of x when y = 22.5 and x = 15. If y = 40, then x would equal (A) -3 (By ~2 @3 @)4 ®t Car A travels j miles every minute, Car B travels & miles every 10 minutes. In one hour, car A travels how much farther than car B, in miles? (A) 60/- i (B) j ~ 60k (© 6- 60k (D) 6(j~ 1) {F) 60G — 10k)Medium 6. Whatis the ratio of the surface area to the volume of a sphere whose diameter is 18 meters? (a) 3 (B) 25 ©2 (©); ()s 7. During the last 4 hours of a 355-mile trip, Kim drove at an average speed of nt miles per hour. If she spent 7 hours for the entire trip, at what speed, in miles per hour, did she drive during the first 3 hours? (D)355 — 4m 22 8 If Steven can paint a room in 6 hours, and Sean can paint the same room in’Z-hours, how many hours will it take them to paint the room if they work together? (a) 15 (B) 2 (© 275 (D) 3.23 @a4 Hard 9. _ If the radivs of a sphere is doubled, what is the percent increase in volume? (A)30 @)70 (C)80 (D)700 {E) 80010. x varies directly as the cube of y and inversely as the square of z, ff y is tripted and 2 is doubled, what will be the new value of x? (A) Mukiplied by & (B) Muliplied by 27 (© Muttiplied by 2 (D} Multiplied by 4 (&) Doubled IL. If the population of a city is increasing by 4 percent every year during thepast15 years, and the current population is 230,000, what was the population five years ago? (a) 121.912 (B) 134,290 (L714 (D) 178.236 (B) 189,043 12, ii In the figure above, A, B, andi C, the vertices of the ‘Squares, are collinear, What is the value of [? we 2 os 5 OF ©714, Machine A can make x screws in m: minutes, while machine B can make y screws in n hours. If the two machines work together, how many screws can be made in t minutes? (A) Gere (B) 6 +) © GtZ)xt (D) 60e (2 +2) ® G+D0 A spherical balloon has its volume increased from 523.599 cubic centimeters to 4,188,790 cubic centimeters in 30 seconds. What is the average rate at which the balloon’s surface was increased? (A) 942.478 cm per second (B) 674.703 cm? per second (©) 580.861 cm? per second (D) 109.906 cm per second (B) 31.416 cm? persecondI, COMPLEX NUMBERS: A complex number is a number of the form a + bi, where @ and are real numbers and iis the imaginary unit, iav=T Bee i ed When two complex numbers are equal, their real parts are equal and their imaginary partsare also equal. For example, if a + bi = ¢ + dé, it must be rue that a= cand b=d. Example: 31+ yi = 2x +243: Bx=2rt2>x=2 yl=3to y= The expressionsa + bi and @- bi are called complex conjugates. Multiplying a complex number by its complex conjugate will give you a real number. {a ¥ bi) x (a—bi) = a? +b? Example: (3 + 4i) x @~ 41) = 3? 44? = 25 Rationalizing the Complex Number We can rationalize a fraction involving a complex number, such as 7-7, by making the denominator a teal number. Complex conjugates are used to simplify the fraction when the denominator is a complex number. At eet Ta Teal Teal waae Example: Operations on Complex Numbers Let = a+ biand z, = ¢ + di. Then, atm =(ate) +(b+d)i 4 ~ m= (a~e)+(b-a)i 2% = (a+ bi) x (c+ di) = (ac ~ bd) + (ad + bo)L Ay Lath abi | coll _ cotta , bonne eral cra eral” chad * chat where z, #0 Exainple: If x = 3 ~ 2i, whatis the value of 22? 2? = (3 = 2i)(3 ~ 2i) = 3? ~ 2? ~ 61 61 12kExample: Write 4+ asa standard form complex number. Example: Find (1 + £8. (14+)? =1-142i= 26 a+d%= [a+o7 (2i* Powers of i have a repeating pattern: JI it si s jmte oy > iM st t=. aimed Example: 29% + (2019 4 1205 790503) pasos) 786503) {2012 4 j2013 4 2088 Complex numbers can be represented in a two-dimensional complex plane where the horizontal axis is real component and the vertical axis is the imaginary component. In the following figure, the complex number a + bi can be identified with the point (a, 6) in the complex plane. Imaginary Axis Real Axis a The Complex Plane ‘The magnitude of a + bi, denoted by |a + bi|, is equal to Va" FB, Exanpple: Whatis 4 + 3i| ? 44 ai] = VP FR = V5 =5Problem Solving Skills Pasy 1. Whatis the magnitude of 4 4 (aa (B) 5 Oo (D)7 @8 i? 2. Which of the following is the expression <2 equivalent to? peti west 3. Which of the following represents the multiplicative inverse of the complex tiumber 1 ~ £? (A) et (B) Ti ii On (wyst (isi ifi = V=T and a is a positive integer, which of the following statements is FALSE? (A) he B) em =1 (© esi (D) er a1 (Be et 5. Whatis the value of [4 ~ 3? (Ay 5 (B) V2 (©) 25 (D) 4-3: () 44306 The value of (3 — V=4-+ (5 - 2V=5)) =? @) 8 8 (©) 8-8 (D) 8+3i ® -8+8i Medium 7 Si + Gi? +70 + 804 =? (a-2 (B)4i (C)2 +21 (D)=4i (@)-2 +21 8. FI i + = (at (B) i ©o (D) + (®) ~1 9. Inq + bi form, the reeiprecal of 2 + 5i is A 3-3! (B) -2+hi cg+ie ©) e-H4 © st3 10. Byaluate (2v3 + 2i)°. (A) 2 ~ 64 B) 248 (C) 2+ 641 (D) -647 (B) 646TL tta~ bi which of the following is true? (A) a= Land 6 = 3 (B) a= sand 4 =t (©) a=Sendb =4 (©) o=fando 1S. Tf fx) = 4x3 = 3x? 42 (Ay 2 (B) -2 (C) ~2¢ (D) 2i (© 6i 3 then f= 14, What is the value of (1 -0)*? (A) 16 (B) -16 © 16: (D) 16: @ 6 15. 63 ~ Qi isa rootof 2x* + ax + b= 0, thenb =? (A) 10 (B) -10 © % (D) -26 (B) Eecannut be determined.16. Ifx=i—1, then 3x? 4x41 (a) -5i (B) Si (5+ (D) -5 +i (©) 121 Hard 17. 3xi +21 = 61+ 403 +5y In the equation above, x and y are real numbers and i = V=T. Which of the following ordered pair could be the solution for the equation? 2 a) 2, -3 2 10 B®) > p-) 10 OG) 2°10 (©) (-2, 8 (E) 2,10) 18, [fx = 2i is asolution to the equation 2° + kx = 0, what is the value of k? (Ay2 (B) ~2 O4 @) -4 &) 8I. NUMBER THEORY Counting Consecutive Integers The total number of consecutive integers between integers x and y (where x = y) ist - xy + Lif we want to include both x and y + x y= Lif we want to include neither x or y ~ x yif we want io include only one of x or y Counting the Number of Integers between x And y That Is Divisible by an Integer z: The total number of integers between x and y (where x 2 y) that is divisible by 2 is“ +L, where A is the biggest integer divisible by = that is li s than or equal to x, and B is the smallest integer divisible by z but greater than or equal to y, Examp! Soltition: low many integers between 1 and 1000 are divisible by 3? the biggest inieger divisible by 3 and less than or equal to 1000 is 999; the smallest intege! ¢livisible by 3 ancl greater than or equal to 1 is 3. So that the number of integers between 1 and 1000 divisible by 3 is equal to: ous Pode 1 333, Feat eye 333 Exanple: How many fourdight integers are divisible by 5? Answer: The number of positive four-tigit integers divisible by 5 is equal to: 2995-1000 4 1 = 1800: Even and Odd Integers Given that any integer 1, ~ nis an even integer. + 2y+ Lis an edd integer. = 2n, 2n+ 2, 2n +4, .., are consecutive even integers. - In#1,2n+5,2n +5, .., are consecutive odd integers ~ Even number # Even number ~ Even number + Odd numbers: Odd number -> ven numberSum of Consecutive Integers Sum of consecutive integers = 3 (smallest term + largest term) x (number of terms) Example: What is the sum of all consecutive integers from 1 to 1000 inclusive? Hint: Smallest Term = 1 Largest Tem = 1000 Number of Terms = 1000 — 1+ 1 = 1000 Answer: Sum = 1(1 + 1000) x (1000) = 500500 Example: What is the sum of all integers divisible by 3 from 1 to 1000 inclusive? Hint: Smallest Term = 3 Largest Term = 999 Number of Terms = 333 Answer: Sum = 3(1 + 1000) x (333) = 166833 Union and Intersection - The union of two sets, denoted by AUB, is the set of elements which are in either set. It is similar to the “OR” logic among the sets. Example: Let set A = (1, 2, 3} and set B = {3, 4, 5], the union of sets A and B is the set of elements that are included in A or B, i.e, AUB = {1, 2, 3, 4 5h - The intersection of two'sets, denoted by AMB, is the set of elements which are in both sets. It is similar to the “AND” logic among the sets, Example: The intersection of set A and set B, as the example above, is the set of elements that are included in A and B, i.e. ANB = {3} (s08\ ‘ 7 Nee, {AUB} = {A+B} {AB} {AU BUC} = (4) + (B)+{C}-LANB)-[BNC} {COA HAN BAC} Venn DiagramExample: In a class of 80 students, 18 students take chemistry, 26 stucients take biology, and 2 students fake both chemistry and biology a) How many stuclents in the class are enrolled in either chemistry or biology? Answer: {Enrolled in either chemistry or biology) ~ {Enrolled in chemistry} * {Enrolled in biology} ~ (Enrolted in both chemistry and biotogy} B+ 26-2 = 42 b) How many students in the class are not enrolled in either chemistry or biology? Answer: {Not enrolled in either chemistry or biology) * total students ~ (Enrolled in either clantist®y or biology} =50-42=8 Prime Number: An integer number greater than 1 that has only two positive divisors: 1 and itself. ~ Prime numbers up t050:2,3, 5, 7, 11, 13, 17, 19, 28, 29, 31, 37, 41, 43, 47 Prime Factorization: The prime factorization of an integer x is to find all the prime numbers that multiply together equal to x Example: 36 is equal to 2* 2% 3% 3. GCF (Greatest Common Factor) of Two Integers: the largest integer that divides exactly into both integers. Example: GCF of 24 andl 30 is 6. LCM (Least Common Multiple) of Two Integers: the smailest integer that is divisible by both integers. For example, LCM of 24 and 30 is 120. We can use ladder method to figure out GCF and LCM of two integers. a 2m 30 3 )2 15 4 5GC? of 24 and 30 is 2 x 3 = 6 (numbers on the side) LCM of 24 and 30 is 2 « 3 x 4 x 5 = 120 (all the numbers on the side and bottom) Euclid’s Algorithm: The GCF of two numbers does not change when you replace either number with the difference between the two numbers (the larger number minus the smaller number) Example: The GCF of 168 and 189 is equal to the GCF of 168 and 21, (189 ~ 168), which is 21. ‘Total Number of Factors ‘To find the total number of unique factors of any integer, write that integer as the product of powers of the prime numbers in its prime factorization. For example, if an integer can be written as xy"z° where x,y,z are prime numbers and a, b,¢ are positive integers, then the total number of unique factors it has is (a + 1) x (b + 1) x (+1). Example: How many unique factors does the number 24 have? Answer: Since 24 equals 2.x 3 «4, ithas a total of (1+ 1) x (141) x(1+1)=8 factors, If you list them out, they are 1, 2,3, 4, 6, 8, 12, and 24. Example: How many unique factors does the number 1800 have? Answer: The number 1800 -has a total 36 factors because 1800 is equal to 23 x 3? x Stand (3 +1) X(241)x (241) = 36. Number = Quotient » Divisor+ Remainder, where the remainder is less than the divisor Example: A group of 25 people signed up for guitar lessons. Each instructor can. take a maximum of 3 students. What is the least number of instructors needed? Answer: Since 25 = 3 x7 + 2, there are 8 instructors needed because 7 instructors have 3 students and one instructor has 2 students. Example: When a positive integer x is divided by 3 and the remainder is 2, what is the remainder if 4 is divided by 6? Answer: “integer x is divided by 3 and the remainder is 2” can be represented by: x = 3q— 2, where g is an integerAxe AGq +2) 9 4x2 12g +8 If we rewrite x in the form above, 4x = (2q-+ 1) x 6 +2 So the remainder is 2 (note that you can’t write (2q) x 6 ++ 8 because 8 > 6) Example: Which of the following numbers could not be the remainder when a positive integer is clivided by 32 (wt 2 ©s wr © 5 Answer: The remainder must be less than the divisor 5, so remainder could not be 3, Answer is (B). If x is divided by y and remainder is r, then (x — r) is divisible by y. In other words, 38 one of the factors of (+ rand (x —r) is one of the multiples of y. Example; When the number L00is divicled by the positive integer y, the remainder is 4. For how many diferent values of y are possible? Answer Let the quotient of 100 divided by y be q, then 100 = qx y +4 From above concepts, y is one of the factors of (100 ~ 4) but greater than 4 (remainder < divisor). 96 is equal to 2° x 3, therefore 96 has 12 factors according to the presious concepts of Factors and Muttiples. However, we need to subtract aiyy factors that are less than or equal to 4, which are 1,23, 4.S0 the nuntber of possible values of y is equal to 12 ~ 4 Problem Solving Skills Easy 1. Two heavenly bodies are respectively 11.2 x 10%? miles and 1.3 x 10" miles away from the earth, What is the approximate distance between these two heavenly bodies? (A)LA x 10? (B) 1.1 x 10° (jaa x 10" (DL x 10 (B) Li x 10"2, Which is the negation of the statement: “Some numbers are even"? (A) All numbers are not even. (B) Some numbers are old. (© All numbers are not ofd. (D) Some numbers are not even. (B) Some numbers are even, 3. During the year 2013, the stock price of Company / increased by 120%, and during the year 2014 the stock price increased by 60%. By what percentage did the stock price of Company A rise throughout these two years? (A) 252% (B) 205% (©) 175% (D) 155% (B) 87% 4. Ifxand yare positive integers such that x divided by 9 leaves a remainder of 7, and y divided by 9 leaves a remainder of 5 then what is the remainder when xy is divided by 9? (Ayo (B)3 @s (D)8 (5)9 Medium 5. A certain wall clock marks every hour by chiming ¢ number of times equal to the hour and each chime takes 1 second, At 5:00 a.m, eleven seconds elapse between the first chime and the last chime. At 11 a.m., how many seconds elapse between the first chime and the iast chimes? (A) 155 (B) 18 (©) 205 (D) 26 (306. In five years, the population of Silk Lake City decreased steadily trom 110,000 to 95,000, Find the rate of decrease per year? (A) 1.8% (B) 22% C) 26% (D) 29% () 32% 7, Ina group of 48 students, 28 take Spanish, 20 take French, and 3 take neither language, How many students take both Spanisit and French? ayo @1 ©2 (3 5 8. What is the units’ digit of 9°77 At (8) 3 ©7 (D) 9 (6) 0 9, Two distinct lines can intersect one point at most and three distinct lines can intersect three points at most, What is the greatest number of points that four distinct lines can intersect? (3 (B) 410, 1 12. 18. os (D) 6 7 Sty s4endxt? xtoy? (A) 4:2 (B) 2:1 (3:2 (D)2:3 (B) 4:3 If Alex's current age is A years old. Five years ago, Bill's age was two-fifth of Alex’s age, What is Bill's current age? 24-5) (A) 423-5 2 @ 45 (© 4s (©) 42-5 nas © ‘The variable x varies inversely as the cube of y and directly as the square of 2, If both y and z are doubled, then what will be the new value x? (A) Multiplied by # (B) Multiplied by > ( Multiplied by} (D) Quacrupled (E) Doubled If x and y are positive integers and x? ~ y? = 15, then which of the following could be the value of x? (A) 15 (B) 13 O1 {D) 8 (E) 7Hard 74. Ika ioan is compounded continuously ata rate of 3% per year, approximately how many years will tt take for the loan amount to double? (ay20 (B)21 (2 (DB (4 Which of the labeled sections represent (AUC) 9 B? (AJL IL TH 1V, V, VE and VII (B)U IL Ly, V, Vand Vil (QULAY, ¥, VL ane VIL (D)IL V, and VI (©) A, V, and VETV, SEQUENCES AND SERIES Arithmetic Sequence The difference between any two consecutive terms is a constant number in an. arithmetic sequence, which is called common difference, such as the sequence 1, 5, 9, 13..., which has the common difference 4. a, = ay +(n-1)xd ‘ay ta,)n Sy @ . ) where dis the common difference and n is the number of terms Example: If the first term of sequence {@,} is 5, and ayy, = Scare? Solution: From an; = a, +3, we know this is an arithmetic sequence and the common difference is 3 (because the next term is the previous term plus 3). So use the arithmetic sequence formula to solve this problem. Azor4 = 5 + (2014-1) x 3 = 6044 Saovs = 5(5 + 6044) x 2014 = 6091343 in +3, find @goy4 and Example: If the 6" term of an arithmetic sequence is 8 and the 11" term is -2, what is the first term? Solution: a = a, +5d =8 a, =a, + 10d =—2 Solve the system equation. Sd=-10 + gd=-2 a, = 18 Geometric Sequence ‘The ratio between any two consecutive terms is a constant number which is called. common ratio, such as the sequence 2, 6, 18, 54...., which has a common ratio 3. Oy = ay XE Sq = GED og stro) 1 rot So = 24, given that |r| <1 where a, is the first term and r is the common ratio Example: If the first term of sequence {a} is 5, and @y43 = 2ay find ago1, and Syora?Solution: From G4, = 20a, we know this is a geometry sequence and the common ratio is 2 (because the next term is the previous term times 2). So use the geometry sequence formula to solve this probiem aagsg #5 X22 soe 7 Stow Sa 1) Example: Determine the sum of the infinite series 5.61 Soluition: Find the common ratio r. Summation notation denotes the sum of successive values of a function fin the manner: ¥ (8 a) + fat) + Hat 2) tt MOT) + £() La, thee Dart Lb Lea, =O a ‘The following are useftsl equations f. summation notation: Example: Evaluate Y}°,(4i +1) Solution: S38,(4 +) = 4B}, 1+ D1 = 4x 20244 x10 = 230 Example: Evaluate Y/2, (40° + 1) Solution: Bf2,(A0? + 1) = 4D} 1? + EH t= 4 x BVEP st x 10 = 1550 Example: Determine the sum of the infinite series 245 + %Solition: ay = F Bt ye po ge Drange Lat go = 52 @)"- 2.0" There are two infinite geometry series above with 7, = 3 and 7, = 2 Sum of the infinite series = D2. Note: Most of the sequence problems can be solved with a graphing calculator. Problem Solving Skills Easy 1 2 2 If the second term iflanarithmetic sequence is 6, and the eighth term ig 24, what is the first term in the sequence? (Al (B) 2 3 (p) 4 (E) 6 If Sis the set of all integers that can be written in the form n? + 2, then which of the following is a member of 5? (ayn @B (21 (D)48 (B) 60 -1(Bke— 2), then x = (Aye (B)8 2 (D)25 (B) 46a x ‘The fifth term of an arithmetic sequence is 57 and the thirteenth term is 97. What is the twelfth term of the sequence? (A) 37 (B) 60 (©) 80 {d) 92 ©) 97 What are the next three terms in the following, geometric sequence? 2 Find the next number in the sequence 2, 7, 17,32, 52,4, (a) 65 (8)77 «si (p92 (E) 108 Find the sum of the first (A) 1,300 (B) 1,150 (Q) 625 (0) 225 (8) None of the above10. i 12. (© 3c (p) 4c () 5c In the arithmetic progression, the first term is 6 and the common difference is 4, What is the sum of the first 30 terms? (A) 1230 (B) 1470 (© 1670 (D) 1920 (B) 2050 if.a geometric sequence begins with the terms 2, 2, what is the sum of fhe first 8 terms? 2 (a) 65602 (B) 6560 2 (©) 21862 (D) 3235 © 33 ‘The sixth term of an arithmetic sequence is 8 and the eleventh term is 11. The first term of this sequence is (A) 7 (B) 28 (© 29 (D) 30 (®) 3 Ti, 8 =? (A) 42 (B) 48 (©) 56 (D) 64 (E) None of the aboveut, 15. 16. 17. ‘The 101* term of the series 31,26, 21, 16, .. is (A) 53 (B) 469 (C) 380 @) ® © If the 30th term of an arithmetic sequence is 38 and the 60th term is 188, what is the first term of the sequence? (A) —107 (B) -97 © —51 mo ® 7% For each positive integer 1, let; be the sum of all positive integers fess than i, then Tie equals (a) 400 (B) 521 (©) 650 (D) 780 (B) 820 What is the sum of the infinite series woe 133 (A) + (B)} oF (0) 3 (BE) 2 What number should be subtracted from each of the three numbers 5, 9, and 21 so that the resulting, numbers form a geometric sequence? (a) 8(B) 6 5 (0) 3 &)2 18 Si2,4n~3=2 (A) 45 (B) 68 (©) 185 (D) 190 () 300 Medium 19. If2,3.5, 6.125, and 10,719 are the first four terms of a sequence, then which of the following could define that sequence? (A) a9 = 2; ney = Oy +5 (B) a (© a Q =2 7 (D) og = 25 oy ipa 2 dqvg Saq-1 +3 4 2; Ons = Ona +5 Ay i: (8) a = By Zan ys — 3 Oy Eizo 4G)" — Sea016(=) (ay 5 (B) 12 ©) 16 ©) 28 ® 40 DL Wx = 2 and x41 —%q = 3m, then xy =? (A) 98 (B) 108 (©) 110 (B) 201 (8) 3242. B 24. 2. ‘The sum of the infinite series Y.(4)" 4-324 2)" is ia) 2 (B) 3 (©) 35 {D) 4 (38 What is the value of S424 1" ? (a) -i (BE ©1 (D) -1 (6) 0 Tay = Tand ayy, (A) 1.629 (8) 1.697 (1720 (D) 1.728 (e) 1.730 3a, then as =? Ifa, = Sand ayy, = Flan =? then ay =? (A) 1.88 (B) 2.11 (©) 3.30 (D) 433 (B) 5.59 Alan piles 207 cookies in layers so that each layer has one less cookie than the fayer below. if the top layer has three cookies, how many layers are in Alan's pile? (a) 20 (B) 19 (CQ 8 (D) 17 (B) 1627. Way = -0.8 and dye, = 3}aq| — 2, then ag (a) -08 (B) -0.4 jo (D) 04 &) 08 Hard 28. The length, width, and height of a box form an arithmetic sequence. If the surface area of the box is 368.16 square units and the box's smallest dimension is 4 units, what is the volume of the box in cubic units? (A) 339.64 (B) 352.46 (©) 375.09 (D) 391.78 ©) 406.72 29. If the first term of a geometric progression is Vn and the fifth term is y7i, what is the 11" term of the progression? (An (Byn36 (ns (Dns (@ne30, 31 32. 33. Find the product of an infinite number of terms: AB x AEX AB HE (Ayy2 (B)2 (Q4 ‘Three numbers have a sum of 27, a product of 648, and form an arithmetic sequence. What is the smailest number? (a) 12 (8) 10 ©8 7 @®6 In the arithmetic progression, a, = 45 and as = 31. Which is the first term that has a negative number? (A) 18th, (B) t5th ©) 13th (D) 10th, (B) 9th Each term of a sequence, after the first, is inversely proportional to the term preceding it. If the first two terms are3 and 5, what is the 100 term? (a5 (B)3 (is (1) 38 xc 5102 (F) 15°34. @and b are two positive numbers and in the sequence 6,4,),18. The first three numbers form a geometric sequence, and the last three numbers form an arithmetic sequence. Find? =? 3 (a2 (B) 2 s Oz (D) 3 (E) 4 35, Let x be the sum of the first 1 terms of the arithmetic sequence 2, 5,8. .., and let y be the sum. cof the first # teoms of the arithmetic sequence 5, 7, 9.... What is the value of m when x = y? (A)n=11 (B) n= 10 (ns (D) w (B) n=7 36. and f"(x) = f(f*1(x)), where n isa positive integer greater than 1, what is the smallest value of n such that (C2) = f(x)? (A)2 (8) 3 4 (B) 6 (B) No such value of 1Vv. MATRICES Addition and Subtraction of Two Matrices i) Multiplication For matrix raultiplication to work, the sizes of the matrices matter. The columns of the second matrix should have the same number of rows of the first matrix. , fo 6 13 5) g [eflnOe3x24Sxd LxGe3x845x10)_(26 80 (7049x241 Ld jeeaoegeitet) 62 224 ‘Unit Matrix ‘A unit matrix is a square matvix in which all the elements on the leading diagonal are 1, and all the other elements are 0. A unit matrix is often denoted by I (identity matrix) (\ ° ‘| 010 lo ot ‘The inverse (or reciprocal) ofa square matrix is denoted by the A~!, and is defined by Axa T= AXB ATXAXB =A! XO B=APXC Cramer's Rule A generalized system of n equations and n unknowns ist yy ky H yak $+ inky, = By Gay Xy + Mggky +--+ Aan X%y = by Op Xa + nate b+ Onakn = Dy@y1 Oz which ean be written as |? %2 Oy One Example: Solve the following system of equation: XM $X_ + 2x_ = 9 Dery + dry — Bx. Bax, + 6x2 — Solution: Ee alee 2 4 -3]}x2}=|1 3 6 -silx] lo Ray fl 2 2p trey pr EI-E Sel UU 3. 6 =s! lo! Problem Solving Skills Easy 1, Matrix M has. rows and y columns, and matrix N has y rows and z columns, where x, y, and z are different. Which of the following statements must, be false? 1. The product NM exists. HL. The product of MN exists and has x rows and z columns. Ill. The product MN exists and has y rows and y columns, (A) Lonly (B) Honly {C) Monly {D) Land (©) Tand IT2. Find all values of x that satisfy the determinant on (22 2 equation |" = 4, {A) ~1 (B) Lor~05 (© 05 (D) ~0.5 (©) ~Lor0s Medium 3 arcs (2 ®) pect le matrices 4 = ( f)a=Gqre C,, whexe a and 6 are constants, what is the value of a 6 = Sand AB = (a3 (B) 2 @o1 (oo (BE) -1 If the matrix equation(? value of y? (Ay -15 (B) -05 2 (0) 08 (e) 15 5. Find the value of ¢ go that the matrix operation is, correct 2 -1 6\/1 2 3\ (40 47 54 ab ‘) 45 6)=(95 115 135 3 5 6/\7 8 9f Nos 79 98 (ays (4 (4 7 (9Botgte poptrat hyde tye x optra lt According to the system of equations given above, what is the value of x + y +2? 5 (A) S h 8) ©1 é 0) = 6 HOS KekevreltseyVIL Vecrors Vector Any quantity has both magnitude and direction such as forces and velocity. A vector is always denoted by a line segment with an arrow pointing to its direction, Vector AF has initial point of A and terminal point of B. Veetor can also be represented in component form in the coordinated system, The component form of the vector represented by the directed line segment from A (Ki 1) 0B (a $a) 18 < Xe~ Rye Ye > Exanaple ‘The component form of the vector AB is <5~1, 7-2>=< 45>, Magnitude of a vector All =< a,b > is givenas Va" ¥5? , and is denoted as }AB| Direction of a vector AB 2S a,b > is given as tan“). Example: The magnitude of the vector 4B in the above example is V4 75? = and its direction is tan"). If two vectors have the same magnitude and direction, then they are equivaient. Example: Vectors AB and CB as shown above are equivalent, Unit vector ii of vector AB has its magnitude of 1 and the same direction of AB.RL on 0 aL a . = jg 20> 2 S34 Example: The unit vector of AB = < 3,4 > is 3 = SR = Vector AB is equal to -BA. For a real number c, a constant, and a vector AB = < a,b >, the scalar product of ¢ and AB is cAB = ¢ < a,b >=. Vector cAB is a scalar multiple of the vector AB. Example: Let i = < -2,1 > and # =< 2,-3 >, Find—7i, 3¢, and -19, Solution: 7 = —7 < -21>=<14,-7 > 38 =3<2,-35=<6,-9> -18 =-1<2-3><-2,3> Addition and Subtraction of Two Vectors Let a and b be two vectors. To get the sum of the two vectors, place the tail of b onto the head of a and the distance between the tail of a and the head of b isa +b. , To subtract one vector from another, first reverse the direction of the vector to be subtracted. d —b = d + (-b) Add or subtract vectors using components: Leti# = and B= < vy,0, >SS ub Uy ty +, > Sy Uy v2 > -3>=<6-9> -Ti + 3% = <14,-7>+<6,-9>=<20,-16> ~Th-3ib= <14,-7 > + <6-9>=<8,2> ‘The dot product of two vectors is a real number, or scalar. This product is useful in finding, the angle 2etween two vectors. Let vectors Let = < uy,wy >and B= < 4,02 > Vs + UV iB = [i|Bjcos() whet @ is the angle between two vectors, Exnmple: Find the indicated dot product when ti = < 1,3 >, B= <— 2 >,and iF =< 0,1>. Example: For the previous example, find the angle between ti and # ? jon: ted 5 Ss Solution: c08(®) = tigi = Geese eIEER * T 6 = cos“1(4) 4 45" Problem Solving Skills Easy 1. a=<3,4>and b= <-1,7 > are vectors, what is the length of vector c ife = a~b? (A)l (B)3 (5 (D)-5 (E)-32. The length of the vector that could correctly be used to represent in the complex number 7 — V5i is (ay? (B) via (7 (D7 (E) VI 3. Ifvectors d= < 2,-3 >and b =< -4,5 >, then lé-B| =? (A) 10 (8) 10.15 (©) 1235 (p) 13 (B) 15 4. id= < 2,-1 >and b=< -1,2 >, then [4d - 35 (A) 7.84 (B) 9.36 («175 (D) 13:18 (®) 1487 5. Vectors @ and b have components < -2,3 > and < 1,-7 >, respectively. Ifé = —(4 + 5), then @ has components: (A) (1, ~4) (B} (4) (© (-L4) () a, -4) ® 34) Medium 6. The norm of vector #, 32-47, is. (A) 597 @) 5 ©3 (D) 2.45 ©) 1.337, Auunit vector parallel to vector ¥ = < 2,3, 6 >is vector (A) <=2,3,-6 > (8) <6-3,2> (C) <0.29,-0.43, 0.86 > {D) <0.29,0.43, 0.96 > (BE) < 0.36, -0.54, 1.08 > Hey) doidjso|VIL. LOGIC AND SYMBOL FUNCTIONS A conditional statement, if-then statement # hat is written “if P, then Q”, consists of two parts: a hypothesis in the “if” clause, and a conclusion in the “then” clause. For example: “If it is snowing, then itis cold outside.” ““If it is snowing" is the hypothesis part. “Tt is cold outside” is the conclusion part. ‘The truth table of “P and Q”, denoted as P A Q: (T = True; F = False) P @ PAQ T T T T EF F F T F F F F ‘The truth table of “P or Q”, denoted as P v Q: (T= True; F = False) Pva T vat] oot] a] ao) mia} ay alo) pala ‘The truth table associated with the material implies Q”), denoted as P-=*Q: (I = True; F conditional “if P then Q” (or “P = False) Pag a] -n| a] aloe mp apn) alc: spa)al afr Note that P > @ is equivalent to ~P v @ (~P or Q). If Pis false, then “P implies Q” is always true, which means in a scientific word, if you have wrong assumptions, everything could be true. NOT (P > Q), denoted as ~(P > Q), is equivalent to ~@ > ~P An if-then conditional statement can create Inverse, and Contrapositive. three related statements: Converse,To form the converse of the conditional statement, switch the hypothesis and the conclusion. ‘The converse of P > Q Is Q— P. ‘To form the inverse of the conditional statement, take the negation of both the fiypothesis ane the con “the inverse of P > Q is ~P -» Q. “To form the contrapositive of the conditional statement, switch the hypothesis and the conclusion of the inverse statement. ‘The contrapositive af P+ Qis~Q > ~P. Note that if the statement is true, then the contrapositive is true, If the converse is true, ther the inverse is true. Statement [if P, then Q. Converse IF Q, then P Taverse tot P, then not Q. Contrapositive | {f not Q, then not P. Problem Solving Skills Easy 2. If the operation ais defined as xB y = 22% ~ Ly*, then what is the approximate value of 22 (6)? (A)-5.38 (B)-2.79 Or (D)6.42 (58.92 2. If P implies Q, an equivalent statement is {A)Not Q implies P {8) Not ? implies @ (C)Not P implies not Q (D)Q is a necessary condition for P (E) P is a necessary condition for Q3% Letm@n (Ay 1 (B) -1 ©o > «é 4. Which of the following statements is logically equivalent to: “If she studies, she will pass the test.” (A) She passed the test; therefore, she studied. {B) She did not study; therefore, she will not pass the test. (©) She did not pass the test; therefore, she did not study, (D) She mey fail the test even though she studies (B) None of the above Medium 5, The contrapositive of the statement ~p —* q is equivalent to (Ajp>~4 Bop On-qrv (D)q>~p ()~q>p 6. The statement “If an animal is a dolphin, then itis a mammal" is true. Which of the following statements is (are) also true? 1. fan animal is not a dolphin, then it is not a mammal. IL If an animal is not a mammal, then it is not a dolphin. 11 If an animal is a mammal, then it is ¢ dolphin. (A) (B) IT (Qu (D)l and It (E)1, 1 andThe converse ofp =» 7 is equivalent to (Ajpo~a pg Orvaq~p (Oy p (E)q>~p ‘The operation # is defined by the equation ab = S- What is the value of m if 2#m = Lm? (A) ~1 Bo Ou. ()2 @2 Kach stuclent of a group of 45 studies either AP English or honce but pot both and either biology or chemistry but not both. If 12 students study English AP and biology, 20 stuily Baglish honor, and 18 study chemistry, how many study both English honor and chemistry? 3 (B58 Q7 (D) 8 () 10