Professional Documents
Culture Documents
1-888-KAPLAN8 • www.KaplanK12.com
Contributors
Darcy Galane, Rachel Kay, Colleen O’Donnell,
Sarah Kramer, Christine Defenbaugh
TABLE OF CONTENTS
TEACHER’S NOTES
Teacher’s Introduction
Appendix
Additional Notes for Teachers of
Limited English Proficient (LEP) Students
© Kaplan, Inc.
i
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:
ii
SAT Advantage | TEACHER EDITION
COURSE STRUCTURE
This course is divided into 8 hours of classroom instruction: 7 hours of test-taking
TEACHER’S NOTES
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.
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.
iii
TEACHER EDITION | SAT Advantage
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.
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.
© Kaplan, Inc.
iv
SAT Advantage | TEACHER EDITION
TEACHER’S NOTES
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.
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.
v
TEACHER EDITION | SAT Advantage
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 Wrong
Correct Blank Wrong Wrong QC
of Answer Grid-In
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
© Kaplan, Inc.
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.
vi
Sample Teacher’s Edition Page
SAT Advantage TEACHER EDITION
TEACHER’S NOTES
SAT Advantage
• This page begins the introduction to the SAT Math question
SAT Math Question Types types. The first question type is called Regular Math (the
So what exactly do the question types look like? What is a Grid-In? What subject of Unit 2). Regular Math is the most straightforward
does Quantitative Comparison mean? Let’s break it down.
Math question type. A question is followed by five answer
Regular Math choices. The student’s task is to choose the correct answer
By far, the most common question type is the Regular Math multiple- from among the five.
choice question. It may be a short equation, or it may be a long and ugly
word problem with weird symbols or funny diagrams. What • When answering Regular Math questions, students often fall
distinguishes Regular Math questions are the five answer choices
Strategizing for into the trap of jumping into calculations without taking a
labeled A through E. Success
Throughout this course, few seconds to think about the problem. This course will help
a+5 you will learn a variety of
1 If
2
is an odd integer, then 3a must be students avoid that mistake by providing them with a step-
strategies for answering
(A) an even integer all types of SAT questions. by-step method for Regular Math.
(B) a multiple of 6
(C) a multiple of 5
(D) an odd integer
(E) a prime number Sample Question
A very basic strategy for making abstract problems concrete on Regular 1 (D)
Math questions is to pick numbers and eliminate answer choices
accordingly. You will learn more about this strategy in future units. 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
1+5
equal an odd integer. For example, 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
5+5
number we could pick for a is a 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.
Math Unit 1 7
Math Unit 1 7
Student’s Page
Teacher’s Page
UNIT 1
INTRODUCTION TO MATH
UNIT 1
INTRODUCTION TO MATH
Objectives
In this unit, you will learn how
© Kaplan, Inc.
Math Unit 1 1
SAT Advantage
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
Doing Your Part to do your best on test day.
While this course will help
you excel on the SAT, you
have to be an active agent On Your Mark, Get Set, Prep!
in your studies. The more
What is this SAT Advantage course? Simply put, it is the heart of a
effort you put in, the more
rewards you will reap. 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.
© Kaplan, Inc.
2 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
Plan Ahead
school. The SAT must be made according to very specific guidelines, so
Expect to spend
that people can compare scores from state to state or year to year. approximately 1 minute
This actually works to your advantage. You don’t have to guess and on each regular math
question, 45 seconds
worry what the test will look like, what kind of questions you will see, or
on each Quantitative
how to best prepare for them. You can rest assured that your SAT will Comparison, and 1 12
look remarkably like previous administrations of the test. That means minutes on each Grid-In.
that you can really get yourself ready to test your best.
• The Math and Verbal sections are each scored on a 200-800 point scale.
• You will be allowed to use a calculator during the exam. © Kaplan, Inc.
Math Unit 1 3
SAT Advantage
4 Math Unit 1
SAT Advantage
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.
Content in Context
Exercise Knowing the content is
important. However, even
Draw an arrow from each item in the middle to the appropriate column if you know all the content
on the left or right. tested on the SAT, you
could still get stumped by
Math tested on the SAT Math not tested on the SAT 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
At the start of each Math section, you will find the following information:
Notes:
(1) Calculator use is permitted.
Same Old Story (2) All numbers used are real numbers.
The format of the SAT will (3) Figures are provided for some problems. All figures are drawn to scale and
be the same each time you lie in a plane UNLESS otherwise indicated.
take it. Therefore, you can
get ahead of the game by
knowing the directions, • Note (2) means you won’t have to deal with imaginary numbers, such
structure, and layout. 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:
r
2x 2s r
h c 60˚ s h h
a 45˚
x w
b 30˚ w
45˚ A= πr2
1 b V = πr2h
A = bh 3x s V = wh A = w
C = 2πr
2 c2 = a2 + b2 Special Right Triangles
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
Regular Math
By far, the most common question type is the Regular Math multiple-
choice 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
Strategizing for
labeled A through E. Success
Throughout this course,
a+5 you will learn a variety of
1 If
2
is an odd integer, then 3a must be
strategies for answering
(A) an even integer all types of SAT questions.
(B) a multiple of 6
(C) a multiple of 5
(D) an odd integer
(E) a prime number
© 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
B if Column B is greater;
On QC’s, never choose
answer choice E. C if the two columns are equal;
D if more information is needed to determine the relationship.
Column A Column B
y is a positive integer.
y+1
1.0 <
y
< 1.2
2
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.
© Kaplan, Inc.
8 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.
. . . .
0 0 0 Calculator News
1 1 1 1
2 2 2 2 Proper calculator use
4
3 3
4
3
4
3
4
will benefit you most
5 5 5 5 on Grid-Ins.
6 6 6 6
7 7 7 7
8 8 8 8
9 9 9 9
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
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
A Point Is a Point
accidentally find yourself having wasted 45 minutes on a tough algebra
Remember, you earn the
same number of points for question.
an easy question as you do
for a tough one. Spend Skipping
your time gaining as many
points as you can, and The questions on SAT Math are all arranged in order of difficulty. Use
only tackle the real brain- that knowledge to your advantage. Always attack the early questions in
benders if you have time. 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.
10 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.
© Kaplan, Inc.
Math Unit 1 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
Practice Makes Peace answer grid, and anything else that may be intimidating to you. The last
Preparing yourself thing you want on test day is any surprise. By taking the time now to
thoroughly won’t just familiarize yourself with the intricacies of the test, you will have much
increase your skills; it will less to worry about when you take the SAT.
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.
© Kaplan, Inc.
12 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.
• One thing I can do on my own to get better prepared for the Math
section of the SAT is to ______________________.
© Kaplan, Inc.
Math Unit 1 13
SAT Advantage
You’ve probably been taught most of these in school already, so this list
is a great way to refresh your memory.
14 Math Unit 1
SAT Advantage
5. PEMDAS
Number Properties
When performing multiple operations, remember
1. Integer/Noninteger PEMDAS, which means Parentheses first, then
Integers are whole numbers; they include negative Exponents, then Multiplication and Division (left
whole numbers and zero. to right), and lastly, Addition and Subtraction (left
to right). In the expression 9 – 2 × (5 – 3)2 + 6 ÷ 3,
2. Rational/Irrational Numbers begin with the parentheses: (5 – 3) = 2. Then do the
A rational number is a number that can be expressed exponent: 22 = 4. Now the expression is:
9 – 2 × 4 + 6 ÷ 3. Next do the multiplication and
as a ratio of two integers. Irrational numbers are
division to get: 9 – 8 + 2, which equals 3. If you have
real numbers—they have locations on the number difficulty remembering PEMDAS, use this sentence to
line; they just can’t be expressed precisely as recall it: Please Excuse My Dear Aunt Sally.
fractions or decimals. For the purposes of the SAT,
6. Counting Consecutive Integers
the most important irrational numbers are 2,
3 , and π. To count consecutive integers, subtract the smallest
from the largest and add 1. To count the integers from
3. Adding/Subtracting Signed Numbers 13 through 31, subtract: 31 – 13 = 18. Then add 1:
To add a positive and a negative, first ignore the 18 + 1 = 19.
signs and find the positive difference between the
number parts. Then attach the sign of the original Divisibility
number with the larger number part. For example, to
add 23 and –34, first we ignore the minus sign and 7. Factor/Multiple
find the positive difference between 23 and 34—that’s The factors of integer n are the positive integers that
11. Then we attach the sign of the number with the divide into n with no remainder. The multiples of n
larger number part—in this case it’s the minus sign are the integers that n divides into with no
from the –34. So, 23 + (–34) = –11. 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
Make subtraction situations simpler by turning them itself, since 12 1 = 12 and 12 1 = 12.
into addition. For example, think of –17 – (–21) as
–17 + (+21). 8. Prime Factorization
To add or subtract a string of positives and To find the prime factorization of an integer, just keep
negatives, first turn everything into addition. Then breaking it up into factors until all the factors are
combine the positives and negatives so that the string prime. To find the prime factorization of 36, for
is reduced to the sum of a single positive number and example, you could begin by breaking it into 4 9:
a single negative number. 36 = 4 9 = 2 2 3 3.
To multiply and/or divide positives and negatives, Relative primes are integers that have no common
treat the number parts as usual and attach a minus factor other than 1. To determine whether two
sign if there were originally an odd number of integers are relative primes, break them both down to
negatives. For example, to multiply –2, –3, and –5, their prime factorizations. For example: 35 = 5 7,
first multiply the number parts: 2 3 5 = 30. and 54 = 2 3 3 3. They have no prime
Then go back and note that there were three—an odd factors in common, so 35 and 54 are relative primes.
number—negatives, so the product is negative:
(–2) (–3) (–5) = –30.
© Kaplan, Inc.
Math Unit 1 15
SAT Advantage
15. Multiples of 3 and 9 then add the numerator. The result is the new
An integer is divisible by 3 if the sum of its digits is numerator (over the same denominator). To convert
1
© Kaplan, Inc.
divisible by 3. An integer is divisible by 9 if the sum 7, first multiply 7 by 3, then add 1, to get the new
3
of its digits is divisible by 9. The sum of the digits in
numerator of 22. Put that over the same
957 is 21, which is divisible by 3 but not by 9, so 957
22
is divisible by 3 but not by 9. denominator, 3, to get .
3
16 Math Unit 1
SAT Advantage
25. Comparing Fractions digit is the same: 7. To find the 50th digit, look for
Math Unit 1 17
SAT Advantage
31. Percent Increase and Decrease putting each number in the original ratio over the
To increase a number by a percent, add the percent sum of the numbers. If the ratio of males to females
to 100 percent, convert to a decimal, and multiply. To
1 1
increase 40 by 25 percent, add 25 percent to 100 is 1 to 2, then the males-to-people ratio is =
1+2 3
percent, convert 125 percent to 1.25, and multiply by
2
40. 1.25 × 40 = 50. and the females-to-people ratio is = 2. In other
1+2 3
32. Finding the Original Whole words, 23 of all the people are female.
To find the original whole before a percent increase 36. Solving a Proportion
or decrease, set up an equation. Think of the result
To solve a proportion, cross-multiply:
of a 15 percent increase over x as 1.15x.
x 3
=
5 4
Example: After a 5 percent increase, the
4x = 3 × 5
population was 59,346. What was the 15
population before the increase? x = = 3.75
4
Setup: 1.05x = 59,346 37. Rate
33. Combined Percent Increase and Decrease To solve a rates problem, use the units to keep things
straight.
To determine the combined effect of multiple percent
Example: If snow is falling at the rate of one foot
increases and/or decreases, start with 100 and see
every four hours, how many inches of
what happens. snow will fall in seven hours?
Example: A price went up 10 percent one year, 1 foot x inches
Setup: =
and the new price went up 20 percent 4 hours 7 hours
12 inches x inches
the next year. What was the combined =
4 hours 7 hours
percent increase?
4x = 12 × 7
Setup: First year: 100 + (10 percent of 100) = x = 21
110. Second year: 110 + (20 percent of
© Kaplan, Inc.
18 Math Unit 1
SAT Advantage
miles. The times are two hours for the first leg and 44. Mode
three hours for the second leg, or five hours total. The mode of a set of numbers is the value that
240 appears most often. If your test scores were 88, 57,
The average speed, then, is = 48 miles per hour.
5 68, 85, 99, 93, 93, 84, and 81, the mode of the scores
would be 93 because it appears more often than any
Averages other score. If there is a tie for the most common
value in a set, the set has more than one mode.
39. Average Formula
To find the average of a set of numbers, add them up
and divide by the number of numbers.
Possibilities and Probability
Sum of the ter ms 45. Counting the Possibilities
Average =
Number of terms
The fundamental counting principle: If there are m
To find the average of the five numbers 12, 15, 23, 40, ways one event can happen and n ways a second
and 40, first add them: 12 + 15 + 23 + 40 + 40 = 130. event can happen, then there are m × n ways for the
Then divide the sum by 5: 130 ÷ 5 = 26. two events to happen. For example, with five shirts
40. Average of Evenly Spaced Numbers and seven pairs of pants to choose from, you can put
together 5 × 7 = 35 different outfits.
To find the average of evenly spaced numbers, just
average the smallest and the largest. The average of 46. Probability
all the integers from 13 through 77 is the same as the Favorable outcomes
Probability =
average of 13 and 77: Total possible outcomes
Math Unit 1 19
SAT Advantage
You can add or subtract radical expressions when the To multiply monomials, multiply the coefficients and
part under the radicals is the same: the variables separately:
2a × 3a = (2 × 3)(a × a) = 6a2
23 + 33 = 53
56. Multiplying Binomials—FOIL
Don’t try to add or subtract when the radical parts
are different. There’s not much you can do with an To multiply binomials, use FOIL. To multiply (x + 3)
expression like: by (x + 4), first multiply the First terms: x x = x2.
Next the Outer terms: x 4 = 4x. Then the Inner
35 + 37 terms: 3 x = 3x. And finally the Last terms:
3 4 = 12. Then add and combine like terms:
51. Multiplying and Dividing Roots
x2 + 4x + 3x + 12 = x2 + 7x + 12
The product of square roots is equal to the square
root of the product: 57. Multiplying Other Polynomials
3 × 5 = 3×5 = 15 FOIL works only when you want to multiply two
binomials. If you want to multiply polynomials with
The quotient of square roots is equal to the square more than two terms, make sure you multiply each
root of the quotient: term in the first polynomial by each term in the
second.
6
=
3 63 = 2 (x2 + 3x + 4)(x + 5) =
x2(x + 5) + 3x(x + 5) + 4(x + 5) =
x3 + 5x2 + 3x2 + 15x + 4x + 20 =
© Kaplan, Inc.
x3 + 8x2 + 19x + 20
20 Math Unit 1
SAT Advantage
x2 –x –12
After multiplying two polynomials together, the For example, to simplify , first factor the
x2 –9
number of terms in your expression before
numerator and denominator:
simplifying should equal the number of terms in
one polynomial multiplied by the number of terms x2 – x – 12 (x – 4)(x + 3)
in the second. In the example above, you should have x2 – 9 = (x – 3)(x + 3)
3 × 2 = 6 terms in the product before you simplify
Canceling x + 3 from the numerator and
like terms.
x–4
denominator leaves you with .
x–3
Factoring Algebraic Expressions
Solving Equations
58. Factoring out a Common Divisor
A factor common to all terms of a polynomial can be 63. Solving a Linear Equation
factored out. Each of the three terms in the To solve an equation, do whatever is necessary to
polynomial 3x3 + 12x2 – 6x contains a factor of 3x. both sides to isolate the variable. To solve the
Pulling out the common factor yields 3x(x2 + 4x – 2). equation 5x – 12 = –2x + 9, first get all the xs on one
side by adding 2x to both sides: 7x – 12 = 9. Then
59. Factoring the Difference of Squares add 12 to both sides: 7x = 21. Then divide both sides
One of the test maker’s favorite factorables is the by 7: x = 3.
difference of squares.
64. Solving “in Terms of ”
a2 – b2 = (a – b) (a + b)
To solve an equation for one variable in terms of
x2 – 9, for example, factors to (x – 3)(x + 3). another means to isolate the one variable on one
side of the equation, leaving an expression
60. Factoring the Square of a Binomial
containing the other variable on the other side of the
Learn to recognize polynomials that are squares of equation. To solve the equation 3x – 10y = –5x + 6y
binomials: for x in terms of y, isolate x:
a2 + 2ab + b2 = (a + b)2
3x – 10y = –5x + 6y
a2 – 2ab + b2 = (a – b)2
3x + 5x = 6y + 10y
For example, 4x2 + 12x + 9 factors to (2x + 3)2, and
8x = 16y
n2 – 10n + 25 factors to (n – 5)2.
x = 2y
61. Factoring Other Polynomials—FOIL in Reverse
65. Translating from English into Algebra
To factor a quadratic expression, think about what
binomials you could use FOIL on to get that To translate from English into algebra, look for the key
quadratic expression. To factor x2 – 5x + 6, think words and systematically turn phrases into algebraic
about what First terms will produce x2, what Last expressions and sentences into equations. Be careful
terms will produce +6, and what Outer and Inner about order, especially when subtraction is called for.
terms will produce –5x. Some common sense—and a Example: The charge for a phone call is r cents for
little trial and error—lead you to (x – 2)(x – 3). the first three minutes and s cents for
each minute thereafter. What is the cost,
62. Simplifying an Algebraic Fraction
in cents, of a phone call lasting exactly t
Simplifying an algebraic fraction is a lot like minutes? (t > 3)
simplifying a numerical fraction. The general idea is
Setup: The charge begins with r, and then
to find factors common to the numerator and
something more is added, depending on
© Kaplan, Inc.
both sides of the second equation by –3 to get: To find the distance between R(5, –2) and S(3, 6):
–3x – 3y = –9. Now add the two equations; the 3y d = (3
–)
52
+6
[––
(2)
]2
and the –3y cancel out, leaving: x = –1. Plug that back
= (–
2)
+
2 8)
(2
into either one of the original equations and you’ll
find that y = 4. = 68 = 217
68. Solving an Inequality 70. Using Two Points to Find the Slope
To solve an inequality, do whatever is necessary to Change in y Rise
Slope = =
both sides to isolate the variable. Just remember that Change in x Run
when you multiply or divide both sides by a The slope of the line that contains the points A(0, –1)
negative number, you must reverse the sign. To and B(2, 3) is:
solve –5x + 7 < –3, subtract 7 from both sides to get: y –y 3 – (–1) 4
–5x < –10. Now divide both sides by –5, 2
1
= = = 2
x2 – x1 2–0 2
remembering to reverse the sign: x > 2.
71. Using an Equation to Find the Slope
Coordinate Geometry To find the slope of a line from an equation, put the
equation into the slope-intercept form:
69. Finding the Distance Between Two Points
y = mx + b
To find the distance between points, use the
Pythagorean theorem or special right triangles. The The slope is m. To find the slope of the equation
difference between the xs is one leg and the difference 3x + 2y = 4, rearrange it:
between the ys is the other. 3x + 2y = 4
2y = –3x + 4
3
y = – x + 2
2
3
The slope is – .
2
© Kaplan, Inc.
22 Math Unit 1
SAT Advantage
Math Unit 1 23
SAT Advantage
24 Math Unit 1
SAT Advantage
83. The 3-4-5 Triangle If the hypotenuse is 6, then the shorter leg is half
If a right triangle’s leg-to-leg ratio is 3:4, or if the leg- that, or 3; and then the longer leg is equal to the
to-hypotenuse ratio is 3:5 or 4:5, it’s a 3-4-5 triangle short leg times 3, or 33.
and you don’t need to use the Pythagorean theorem to
86. The 45-45-90 Triangle
find the third side. Just figure out what multiple of 3-
4-5 it is. The sides of a 45-45-90 triangle are in a ratio of
x : x : x2.
Math Unit 1 25
SAT Advantage
The area of a 7-by-3 rectangle is 7 × 3 = 21. If PQRS is a square, all sides are the same length as
QR. The perimeter of a square is equal to four times
89. Characteristics of a Parallelogram
the length of one side.
A parallelogram has two pairs of parallel sides.
Opposite sides are equal. Opposite angles are equal. 92. Area of a Square
Consecutive angles add up to 180˚.
Area of Square = (Side)2
26 Math Unit 1
SAT Advantage
360
n
Area of a Sector = (πr2)
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
In the figure above, the radius is 5 and the measure of l, the width is w, and the height is h, the formula is:
72 1
the central angle is 72˚. The arc length is or of Surface Area = 2lw + 2wh + 2lh
360 5
the circumference:
Math Unit 1 27
SAT Advantage
28 Math Unit 1
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