SAT Math Bible

Interpreting a Graph
Piecewise Functions

Notice that the top graph is broken up into three pieces. It is made up of 3 different functions, a parabola, horizontal line, and a line.
Each of the parts of the graph have their own domain.

Domain: of the function is all the possible x values that exist in the function from least to greatest or left to right.
•closed circle – x value is included.
•open circle – x value is not included.

Range: is all the possible y values that exist going from least to greatest or bottom to top of the graph

When interpreting a graph and a horizontal line is shown, this means that there is a stop. Either a person stopped walking, a car
stopped moving, or even a train stops for a certain amount of time. Time will continue but no movement occurs. This also means the
slope is zero.

Percentages
• Percentages are another way of expressing a fraction, decimal or ratio
• Percentage is a decimal * 100
• Percentages are used to understand the fraction of something out of 100%

Equation: Original Amount * Percentage (divided by 100) = Percent Amount

Example: 70 is what percent of 85.
Original Amount * Percent (divided by 100) = Percent Amount
85 * ((x%)/100) = 70

• Example: What is 20% of 66

Original Amount & Percent(divided by 100) = Percent Amount
66 * ((30%)/100) =x

Calculate a reduction/discount in Price (Sale):

Original Amount * Percent (divided by 100) = Amount of Discount
Original Amount- Amount of Discount = New Price
Example: The shirt costs $12, but it is now on sale for 30% off. What is the new price of the shirt?
$12 * .30=$3.60 (amount of discount)
$12-$3.60 = $8.40

Calculate an increase in Price (Tax/Tip):

Original Amount * Percent (divided by 100) = Amount of Increase
Original Amount + Amount of Increase= New Price
• Example: Amuni and Annie went to eat dinner and the bill was $25.36. Amuni decided to leave a 20% tip. How much was
the price of the meal including tip?
$25.36 *.20= $5.072
$25.36 + $5.072= $30.43

If there are two % reductions or additions, for example a clothing item is $20 and first discounted by 20% and then by 30%, can not
combine 20 and 30 and say it was a 50% reduction, you must do the following:
$20*(.20) = $4 $16*(.30)= $4.80
$20-$4= $16 $16-$4.80= $11.20
The amount of the shirt after an initial 20% discount and then a 30% discount.
• Calculating the change in percent: The question is usually phrased by asking the percent increase/decrease over time
!"#$#%&' )*+,%-./01 )*+,%-
!"#$#%&' )*+,%-
∗ 100%

Problem: The price of a coat decreased from $50 to $40. The price decreased by what percent?
Percent Decrease signaled that we need to utilize the percent change formula
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝐴𝑚𝑜𝑢𝑛𝑡 − 𝑁𝑒𝑤 𝐴𝑚𝑜𝑢𝑛𝑡
∗ 100%
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝐴𝑚𝑜𝑢𝑛𝑡
50 − 40 = 10¬ The difference of the original closing value on 8/24 and new closing value on 9/30.
NO
∗ 100%= 0.2 which needs to be multiplied by 100% to achieve 20% decrease
PO

Statistics
>,* +? -@0 %,*A0"> #% -@0 '#>-
Mean: 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 = 𝑚𝑒𝑎𝑛 = -@0 %,*A0" +? #-0*> #% -@0 '#>-
Mode: The number that occurs the most in the series
Range: Subtract the smallest value in the number set from the largest value
Median: Order the number from least to greatest then find the middle number
If there are two numbers in the middle you take the average of the two
Example 1: List B consists of all the integers in List A below and also 3 integers a, b, and c, where a ≤ 17, b=c, and b ≥ 42. What is
the median of the integers in List B?
List A: 12, 16, 17, 29, 29, 35, 41, 42, 46, 47, 50

We are looking for the median, or middle, number of the entire group.
Also, let a = 17, b=42 and c=42 since they are also a part of the group.
Now we need to order the numbers from least to greatest.
12, 16, 17, 17(a), 29, 29, 35, 41, 42, 42(b,) 42(c), 46, 47, 50
Now we look for the middle term.
12, 16, 17, 17(a), 29, 29, 35, 41, 42, 42(b,) 42(c), 46, 47, 50
Notice that 35 and 41 are both in the middle, so take the average (mean) of them.
QPRSN UV
= =38
T T

Example 2: The average (arithmetic mean) of a and b is 6 and the average of a, b, and c is 11. What is the value of c?
We are looking for the value of c. They also tell us that the mean of a and b is 6 and the mean of a, b, and c is 11
mean of a and b is 6.
a, b, and c is 11
&RA &RARX
=6 = 11
T Q
Now we can solve for a+b and substitute that into the other equation to solve for c.
&RA
Step 1: = 6. Multiply both sides by 2.
T
Step 2: 𝑎 + 𝑏 = 12
&RARX
Step 3: Q = 11 Substitute this into the other equation
NTRX
Step 4: Q = 11 Solve for c. Multiply both sides by 3 and the subtract 12.
Step 5: 12 + 𝑐 = 33
Step 6: c = 21

Stem and Leaf Graph & Standard Deviation

For a Stem and Leaf Plot the number to the left of the stem is the tens digit and the numbers to the right of stem are the ones digit.

Row 1: 56, 59
Row 2: 64, 65, 69
Row 3: 70, 71, 73, 76, 77, 78
Row 4: 80, 82, 82, 85, 86
Row 5: 91, 91, 92, 92, 95, 98, 99
Standard deviation means how far a value is from the mean of the set of numbers.
It represents a bell curve.

Notice in this graph that the mean is in the middle and going to the left or right 1 unit.
It has a standard deviation of 34.13%.
To go two unit in either direct, it has a standard deviation of 47.72% from the mean.

On the SAT you are presented a set of numbers and the students are asked to evaluate whether the set of numbers has a low or high
standard of deviation.

Example:

For School A, the points are grouped near 3.0 and 3.5, which would correspond to a smaller standard deviation. The cluster of numbers
is closer to each other, which means that it will be close to the average of the numbers. For School B, the points are grouped from 0 to
4, which means that they are distributed through out the entire scale and not as close to the mean. Therefore School B has a greater
standard deviation than School A.

Box and Whiskers Plot

The Box and Whiskers Plot is used to show how certain numbers are clustered together around a central value.
The box in the Box and Whiskers plot highlights the middle portion of the data points.

First order the data from least to greatest and find the median of the data.
The median divides the data into two halves. Then to divide the data into quarters, we divide the median into two halves.

Example:
4.3, 5.1, 3.9, 4.5, 4.4, 4.9, 5.0, 4.7, 4.1, 4.6, 4.4, 4.3, 4.8, 4.4, 4.2, 4.5, 4.4

First step: order the numbers from least to greatest. Then find the median, which is 4.4 also known as Quarter 2.
3.9, 4.1, 4.2, 4.3, 4.3, 4.4, 4.4, 4.4, 4.4, 4.5, 4.5, 4.6, 4.7, 4.8, 4.9, 5.0, 5.1

Then find the median of the first half of the set of numbers and the second half of the set of numbers.
First Set: 3.9, 4.1, 4.2, 4.3, 4.3, 4.4, 4.4, 4.4 Median: 4.3- Quarter 1
S.URS._
Second Set: 4.5, 4.5, 4.6, 4.7, 4.8, 4.9, 5.0, 5.1 Median: = 4.75- Quarter 3
T

Then draw a box and whiskers plot. And draw the minimum and maximum values of Q1, Q2, and Q3.

The box part of the plot goes from Q1 (median of the first half of the numbers) to Q3 (the median of the second half of the numbers)
and the line in the Box represents Q2 (the median of the full set).

Then the whiskers are drawn to the endpoints.

Find the Measure of an Angle

Linear Pair: Supplementary (Two angles add up to 180 degrees)

Angles that are adjacent to each other
Pairs of Angles: 1&2, 2&4, 3&4, 1&3, 5&6, 6&8, 7&8, 5&7
12
Vertical Angles: Congruent (Equal) (Across/Diagonal from each other) 34
Pairs of Angles: 2&3, 1&4, 6&7, 5&8
56
Alternate Interior Angles: Congruent (Equal) 7 8
Pairs of Angles: 3&6 and 4&5

Alternate Exterior Angles: Congruent (Equal)

Pairs of Angles: 1&8 and 2&7

Corresponding Angles: Congruent (Equal)

Pairs of Angles: 2&6, 3&7, 1&5, and 4&8

Consecutive Interior Angles: (Supplementary)

Pairs of Angles: 3&5 and 4&6

Volume

Always mentions Volume in the Problem

Problems Both in Section 3 and Section 4
Formulas
1. Right Cylinder: 𝜋𝑟 T ℎ r= radius h=height
2. Rectangular Prism: lwh h= height, l =length, w =width
3. Cube: 𝑠 Q s= length of the base

Polygons

• (n-2)180 Sum of all the Measures of a Polygon

(%.T)N_O
• %
Measure of an individual angle of a Regular Polygon
QVO
• %
Measure of an exterior angle of a Regular Polygon
%(%.Q)
• T
Number of Diagonals of a Polygon
• Regular- The angles are all congruent to each other and the sides are all congruent to each other

Properties of Quadrilaterals

Parallelogram
• Opposite sides are congruent and parallel
• Diagonals serve as transversals in between the sides
• Sum of the interior angles is 360 degrees
• Same side angles sum up to 180 degrees- because of same side angles
• Opposite angles are congruent
• Area = (Base)(Height- Straight height not slant height)
• Perimeter = 2L + 2W

Rectangle
• Opposite sides are congruent and parallel
• Each angle measures 90°
• Sum of the interior angles is 360 degrees
• The diagonals bisect each other and they serve as a transversal
• Diagonal llengths can be found by the Pythagorean Theorem
• Area = (Length)(Width)
• Perimeter = 2L + 2W
Square
• All sides are congruent
• All Angles measure 90°
• The diagonals are congruent and bisect corner angles 45
• The diagonals bisect each other
• Diagonals form 4 Isosceles Right Triangles- Which 4, 45-45-90 Triangles x x√2
• Area = s2
• Perimeter = 4s
45
x
Remember that when the SAT states that the figures are similar that means that their angles are congruent and the sides are
proportional. This mostly focuses on Triangles on the exam.

Sample Triangle Problems on the SAT

Circles
Problems Both in Section 3 and Section 4

The Equation of a Circle:

(x - h)2 + (y - k)2 = r2
• h and k are the coordinates for the center of the circle and r is the radius.
• When there is a negative in front of h or k, this means that the points on the coordinate are positive.
• Example: (x-3)2 + (y +7)2 = 81
o Center: (3, -7) – Opposite the signs in the Parentheses Radius= 9 (take the square root of 81)

SAT wants student to complete the square in order to find the equation of a circle to find the center or radius
Example of Completing the Square for a Circle to Find the Center and the Radius
x T + 6x + y T − 4y − 7=0 Move the c coefficient to the right of the = sign
+7 +7
x T + 6x + __y T − 4y + __ =7 Take the square root of a, drop sign, and took half of b
T T
x + 6x + 9 + y − 4y + 4 =7 +9 +4 Squared 3 and the 2 (the half of b) and added to both sides
(𝑥 + 3)T + (𝑦 − 2)T = 20

The center of the circle is (-3, 2) and the radius is √20

Example 1:
What are the coordinates of the center of a circle whose equation is x T + 9x + y T − 8y + 10=0 ?
x T + 9x + y T − 8y + 10=0 Move the c coefficient to the right of the = sign
+10 +10
x T + 9x + __y T − 8y + __ =10 Take the square root of a, drop sign, and took half of b
x T + 9x + 20.25 + y T − 8y + 16 =10+20.25+16 Squared 2.5 and the 4 (the half of b) and added to both sides
(𝑥 + 4.5)T + (𝑦 − 4)T = 46.25

The center of the circle is (-4.5, 2) and the radius is √46.25

Area/Circumference of a Circle:
• The Area of a circle is given by the formula: A = πr2
o r is the radius of the circle
• The Circumference is the distance around the circle and is given by the formula: C = 2πr or dπ
o d is the diameter of the circle or twice the radius
• Finding the Circumference is like finding the perimeter of the circle or the distance around the circle

Area/Length of Arc/Sector:
%,*A0" +? j0$"00> +? -@0 >0X-+"
• Sector Area Formula: QVO
(πr2 )
o The sector area is the area of the circle multiplied by the percentage of the angle measure of the arc
%,*A0" +? j0$"00> +? -@0 >0X-+"
• Arc Length Formula: (2πr )
QVO
o The sector length is the circumference of the circle multiplied by the percentage of the angle measure of the arc.
• The Angle measure of an Arc enclosed by two radii is the same as the central angle formed by the radii

Example 1: Points A and B lie on a circle with center C. The circle has a radius of 16 inches. The measure of ∠ACB is 90°. What is the
length, in inches, of minor arc AB?
number of degrees
Arc length = ∙ 2𝜋𝑟
360
90
Arc length = ∙ 2𝜋(16)
360
1 32𝜋
(2𝜋)(16) = = 8𝜋
4 4
Central/Intercepted Arc Tangency in Circle:
• A Central Angle is formed by two radii in the circle
o The measure of the arc enclosed by the central angle is the same measure of the central angle
• An Intercepted arc is encased on either side by two different chords or line segments that meet at one point
o The measure of an intercepted arc is twice the measure of the angle
• The point of a tangency of a circles is when a line touches a circle at exactly one point and it forms a 90 degree angle
Central Arc Intercepted Arc Point of Tangency

Example 1: Find the value of the question mark, in the figure below and the length of the arc and its area given that the radius is 4.

The two radii form 2 points of tangency with the circle.

The polygon semi inscribed in the circle is a quadrilateral- so the total measure of the angles is 360
The angle measure of the 2 corner angles-which create points of tangency with the circle are 90 degrees.
Therefore, 90 + 90 +117 +? =360
Angle Measure ?= 63 degrees
}~•€•‚ ƒ„ …•†‚••‡ }~•€•‚ ƒ„ …•†‚••‡
Arc length = ∙ 2𝜋𝑟 Area of a sector = ∙ πr2
QVO QVO
NNU NNU
Arc length = QVO ∙ 2𝜋(4) Area of a sector = QVO ∙ π42
Arc Length= 2.6 𝜋 Area of a sector= 5.2 𝜋

Converting Degrees of a Circle into Radians

|
• To change a degree measure into a radian, the degree needs to be multiplied by
N_O
| VO| |
Example 1: 60 degrees in radian form is (60 * N_O) N_O
=Q
| TNO| U|
Example 2: 210 degrees in radian form is (210 * N_O) N_O
= V

N_O
• Radians can also be converted to degree measures. To change a radian into a degree, the radian needs to be multiplied by |
P| P| N_O (P)(N_O)
Example 1:
Q
radians into degrees is ( Q * |
) the 𝜋’s cancel. Q
= 300 degrees

|
90, T (0,1)𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑
| N √Q
120,
T|
(- ,
N √Q
) -√3 60, Q ( , T )√3
Q T T T

Q| √T √T | √T √T
135, (- , ) -1 45, S ( T , T ) 1
S T T

| √Q N √Q
150,
P|
(-
√Q N
, ) - √Q 30, V ( T , )
V T T Q T Q

180, 𝜋 (-1, 0) 0, 360 , 2𝜋 (1, 0)

0 0
NN| √Q N √Q
U| √Q N √Q 330, (T, - -T) -
210, (- T , - ) Q V Q
V T

U| √T √T
P| √T √T 315, ( T ,- T ) -1
225, (− ,- T ) 1 S
S T
S| N √Q P| N √Q
240, (- , ) √3 300, ( , - T ) -√3
Q T T Q T

Q|
270, (0,-1)𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑
T
Imaginary Numbers
Questions Mostly on Section 3 of the SAT

Occurs when there is a negative number in a radical

Found usually in the Quadratic Formula
Imaginary Numbers have conjugates
• Because of the plus/minus sign in front of the radical of the quadratic formula; Example: 5+6i and 5-6i
The Parabola never touches the x-axis
• The Parabola will not have x-intercepts/roots/zeros/solutions
𝑖O= 1
𝑖N = i
𝑖 T = -1
𝑖 Q = -I
𝑖 S = 1 because 𝑖 T = -1 and 𝑖 T * 𝑖 T =𝑖 S = -1*-1= 1

The 𝑖 powers cycle through the four products of 1, -i, -1, and i.
For that reason when evaluating any 𝑖 % , divide the n by 4, then utilize the remainder to count the place that the remainder is in the
cycle.

Example: 𝑖 VP – you must solve with normal division and then use the remainder to cycle through the 4 products
16
4[65
-4
25
-24
1 Since the remainder is 1 then the first place in the cycle is 𝑖N = i

Adding & Subtracting Complex Numbers

Combine Like Terms
Example 1:
(5 + 3i) – (6 – 3i) =
5 + 3i – 6 + 3i =
-1 + 6i

Example 2:
(6 + 5i) + (-6 + 4i) =
9i

Multiplying Complex Numbers

Imaginary numbers should be multiplied by the FOIL Method or distributing
i2 = -1
Example:
2ix(3ix + 5y) =
6i2x2 + 10ixy
6(-1)x2 + 10ixy
-6x2 + 10ixy

Dividing Complex Numbers

When dividing imaginary numbers, multiply the numerator and denominator by the conjugate of the denominator.
Conjugate: a+bi and a-bi Example: 5-4i & 5+4i
Conjugates exist because when a square root of a number is taken it is ± Example: √−2 is ± i√2 = i√2 & -i√2
𝟐𝒊.𝟔
Example: Simplify 𝟐𝐢R𝟕
T#.V .T#RU
* Multiply the top and bottom by the conjugate of the denominator
T“RU .T“RU

T#.V .T#RU 𝑭𝑶𝑰𝑳 𝑻𝒉𝒆 𝑵𝒖𝒎𝒆𝒓𝒂𝒕𝒐𝒓 (2i – 6)(-2i + 7) .4i2 +14i +12i- 42 Combine like terms .4i2 +26i- 42 Substitute -1 for i2 .4(-1) +26i- 42 -38+26i
T“RU
* .T“RU= 𝐅𝑶𝑰𝑳 𝒕𝒉𝒆 𝑫𝒆𝒏𝒐𝒎𝒊𝒏𝒂𝒕𝒐𝒓 = (2i + 7)(-2i + 7) = .4i2 +14i -14i- 49 = Combine like terms = .4i2 – 49
= Substitute -1 for i2 = .4(-1) – 49
= .𝟒𝟓
Functions:
First Function:
Line:
Found in Both Section 3 and 4 of the SAT

𝑥 N - which is really just x because anything to the first power is itself

Domain: All Real Numbers
Range: All Real Numbers
Anytime it mentions Linear on the SAT Exam it is in reference to Line
Usually the problems on the SAT refer to the y coordinate for an x coordinate on the line as f(x)
A line increases by a common difference (known as the slope or average rate of change)- also known as an arithmetic sequence

Example:
n 4 5 6 7
f(n) -2 1 4 7
The table above shows some values of the linear function f.
n is the x-value f(n) is the y-value for the corresponding x-value (4, -2) (5, 1), (6, 4) and (7,7)

The equation for a line can be seen as a way to calculating a total.

For example:
A cleaning company estimates the price of a job, in dollars, using the expression 50 + 10𝑛ℎ, where 𝑛 is the number of workers who
will be working and ℎ is the total number of hours the job will take using 𝑛 worker.

The 50 represents a fixed cost

The 10 represents the cost of each cleaning hour

Standard and Slope Intercept Form of a Line:

A line can be written via 2 different forms on the SAT: Slope-Intercept Form or Standard Form
1. Slope Intercept Form: 𝑦 = 𝑚𝑥 + 𝑏
2. Standard Form: 𝐴𝑥 + 𝐵𝑦 = 𝐶

How to Change from Slope Intercept Form to Standard Form:

Group Ax and By on one side of the equation and C on the other side of the equal sign.
Example:
.Q«RU
𝑦 = NT Slope Intercept Form
.Q«RU
Multiply both sides by twelve to eliminate the denominator (12)𝑦 = (12) 12y= -3x+7
NT
Group Ax and By together (by adding 3x to both sides) 3x +12y = 7 Standard Form

How to Change from Standard Form to Slope Intercept Form:

Solve the Standard Form for the y variable
Example:
3x+5y-13=0 Standard Form
-3x +13 +13-3x
P¬ .Q«RNQ .Q«RNQ
P
= P Slope Intercept Form 𝑦 = P

A line is composed of the following:

1. Slope- average rate of change (used on SAT on find slope) between each coordinate point-a line always has one
2. The x-intercept (the point where the line crosses the x-axis and the y coordinate is zero)- a line always has one
3. The y-intercept (the point where the line crosses the y-axis and the x coordinate is zero)- a line always has one
4. The line has an infinite amount of points but only 2 points are necessary to make a line.
5. A possible point on the line is the origin of the coordinate plane which is (0,0)

Find the Slope of a Line Given Two Points:-

¬ .¬ ¬6 .¬7 NO.U Q
Plug two points into the formula 𝑚 = «6.«7 Example: Find the slope of (2,7) and (4,10)= «6 .«7
= S.T
=T
6 7
On the SAT- they want you to find the Line of Best Fit- Always find the Slope first
Problems:
1. Find the average rate of change between (10,000, 20,000) and (12,000, and 100,000).
2. What form is the line 2x+8y=10 in? Convert into the other form to write the Line.
N
3. What form is the line y= x+7 in?
S
Convert into the other form to write the Line.

1. Average Rate of Change= Slope

𝑦T − 𝑦N 100,000 − 20,000 80,000
= = = 40,000
𝑥T − 𝑥N 12,000 − 10,000 2,000

2. 2x+8y=10 Standard Form

8y=-2x+10 Subtract 2x to both sides
.T NO .N P
y= _ x+ _ divide by 8 y= S x+S

N
3. y=Sx+7 Slope Intercept Form
N N
− Sx+y =7 Subtract Sx to both sides
N
-4[− x+y =7]-4 Multiply -4 to both sides to eliminate the denominator and (-) sign of x x-4y= -28
S

Find the X-Intercept and the Y-Intercept of the Line

Find the X-Intercept in Standard Form Find the X-Intercept in Slope-Intercept Form
3x+5y-13=0 Standard Form y=6x-2 Slope Intercept Form
3x+5(0)-13=0 Plug in zero for y solve for x 0 =6x -2 Plug in zero for y solve for x
3x-13=0 + 2 +2
+13 +13 2= 6x
T V« N
3x= 13 V
= V 𝑋 𝐼𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: ±Q , 0²
3𝑥 13 13
= 𝑋 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: ³ , 0´
3 3 3

Find the Y-Intercept in Standard Form Find the Y-Intercept in Slope-Intercept Form
3x+5y-13=0 Standard Form y=6x-2 Slope Intercept Form
3(0) +5y-13=0 Plug in zero for x solve for y y=6(0)-2 Plug in zero for x solve for y
5y-13=0 y=-2 Y- Intercept: (0,-2)
+13 +13
5𝑦 13 13
= 𝑌𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡: ³0, ´
5 5 5

Problems:
1. What is the significance of the x-intercept? Find the x-intercept and y-intercept of the line 3x-5y=8.
The significance of the x-intercept is the point where the line crosses the x-axis and the y coordinate is 0.
X-intercept- Plug in zero for y and solve for x Y-intercept- Plug in zero for x and solve for
3x-5y=8. 3x-5y=8.
3x-5(0)=8 3(0)-5y=8
3x=8 -5y=8
_ ._
𝑥= 𝑦=
Q P

How to Graph a Line:

1. First plot the y-intercept
2. Then plug a point for x into the equation to solve for the corresponding y, or use the slope to locate the slope.
Example:
T
Graph the line: y= − Qx+1
T
Method 1: First Plot the y-intercept- which is the b of the y= − Qx+1 which is 1
and from (0,1) go 2 units down and 3 units to the right
Method 2: Plug in an x value into the equation and find the corresponding y
Choose x=3
T T
y= − x+1 y= − Q(3)+1 y=-1 (3,-1) and connect (0,1) to (3,-1)
Q
 Find the Line Given Two Points
•First find the Slope of the two points
•Then plug the Slope into y= mx+b
•The plug in the x and y coordinate of one of the two points into y=mx+b
Once you have plugged in x, y, and m, solve for b, which is the y-intercept

Example 1: Find the line given the points: (3,7) and (5,8)
¬ .¬ U.(_) .N N
Step 1: Find the Slope: 𝑚 = «6.«7 = Q.P = .T = T
6 7
N
Step 2: Plug in slope into Slope Intercept form (y=mx+b) equation: : 𝑦 = T 𝑥 + 𝑏
Step 3: Plug in x and y from one of the two points into x and y of y=mx+b
Point: (3,7) x=3, y=7

Step 4: Solve for b

𝑃𝑜𝑖𝑛𝑡: (3,7) 𝑆𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 3 𝑓𝑜𝑟 𝑥 𝑎𝑛𝑑 7 𝑓𝑜𝑟 𝑦
1 1
𝑦 = x+b 7 = (3)+b
2 2
Q Q NN
𝑆𝑡𝑒𝑝 4: 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑏 7 = +b Subtract from both sides 𝑏 =
T T T
N NN
Answer: y= T x+ T

Problem: Find the equation of the line that passes through the points (1,3) and (-3,13) in the standard (x,y) coordinate plane.

Types of Lines
Line y=x
Vertical Line: x= a number Horizontal Line: y= a number Y-intercept: (0,0) the origin
Slope is undefined Slope is zero Slope 1
Example: x=3 Example: y=5
3 5
Not a Function- X s can not repeat
in the domain for a function

Parallel Lines- Same slope Perpendicular Lines

Different y-intercepts Slopes are opposite reciprocal
Form 4- 90 degree Angles Intersecting Lines: Slopes must be different
Since the slopes are the same and Create a point of intersection:
they never intersect- two parallel Example of Perpendicular Line Slope
Slope of first line: 2 where a point on one line= the point of another line
lines have no intersection and
Slope of second line: To find the point we use elimination or substitution
therefore are said to have no
N
solution for their intersection - T- the opposite reciprocal of the slope of the first line
Parabola: Quadratic Equation
𝑥 T - This is a quadratic Equation also known as a Parabola

** No slope for this function, like in the Line Function**

What We Want to Know about Parabola Function

1. Vertex (Minimum or Maximum Point of the function)
2. Y-Intercept- the X is zero, where the Graph crosses the Y-axis
3. X-Intercepts/Roots/Solutions/Zeroes
a. Where Parabola crosses the x-axis- Y is zero at these points
b. Whether they are real or not real (Imaginary)
i. Found by Factoring, Quadratic Formula, Completing the Square
4. Domain: All Real Numbers for Vertical Parabola & Range: Depends on the y-coordinate of the Vertex

There are 2 ways to write a parabolic/quadratic equation: via Standard Form and/or Vertex Form
Standard Form: 𝑓(𝑥) = 𝑎𝑥 T +bx+c Vertex Form: 𝑓(𝑥) = 𝑎(𝑥 − ℎ)T +k

Minimum & Maximum of a Parabola for both Vertex and Standard Form

a>0- the vertex is the minimum, parabola faces up

a<0- vertex is a maximum, parabola faces down

When referring to Quadratic equations in reference to an object being launched into the air, the y-coordinate of the vertex always
reflects the maximum height .

Finding the Vertex for the Two Forms of the Parabola

Standard Form: Vertex Form:

Utilize the formula: Formula to Find Vertex of Vertex Form (h,k)
.A .A
( , f( )) h= opposite the sign in the parentheses k= is the same sign as the equation
T& T&

Example: Example: 𝑓(𝑥) = 2(𝑥 − 4)T +9- Vertex (4,9)

𝑓(𝑥) = 2𝑥 T +8x-3 a= 2 b= 8 c= -3 Vertex: (4 (opposite the sign in the Parentheses, 9)
.A ._ ._
x= T& = T(T) = S
= -2
.A
y = f( T& )= 2(−2)T +8(-2)-3=-3
Vertex: (-2, -3)

Finding the Y-intercept for the Two Forms of the Parabola

Standard Form: Vertex Form:

Substitute 0 for x and solve for y FOIL the equation and Substitute 0 for x and solve for y
𝑓(𝑥) = −3𝑥 T +5x+12 𝑓(𝑥) = 2(𝑥 − 4)T +6 Expand to f(x)= 2(x-4)(x-4) +6
𝑓(𝑥) = −3(0)T +5(0)+12 f(x)= 2 (𝑥 T - 8x+16) +6 = f(x)= 2𝑥 T -16x +38
(0, 12) f(x)= 2(0)T -16(0) +38
(0, 38)

When referring to Quadratic equations in reference to an object being launched into the air, the y-intercept always reflect the initial
height.

Problems:
1. Find the equation of a Parabola in standard and vertex form that has a vertex of (2,7) and passes through the point (-1,5).
2. Write the equation 𝑥 T − 4𝑥 + 10 to reflect the minimum point of the parabola.
Translation: Moving the Parabola Reflection: Flipping the Function over x-axis When a<1 skinny parabola
X-moves left and right y-moves up and down a<1 is a parabola facing down a>1 fat Parabola

Finding X- Intercepts/Zeros/Roots/Solutions
1. X-intercepts/Zeros/Roots/Solutions are the points on the parabola that cross the x-axis
2. To Solve for the Parabola’s X-intercepts/Roots/Zeros/Solutions
a. Set the equation equal to Zero and Factor
i. Three Ways to Factor the Quadratic Equation
1. Factoring
2. Quadratic Formula
3. Completing the Square

When referring to Quadratic equations in reference to an object being landing on the ground, the x-intercepts always reflect the time it
took the object to hit the ground.

Method 1 to Find X-Intercepts/Roots/Zeros Solutions of a Parabola: Factoring

• First Substitute 0 for y and remove the Greatest Common Factor Out of the Equation for y=𝑎𝑥 T +bx

Example: y=3x2 + 27x

0=3x2 + 27x Factor out the Greatest Common Factor which is 3 and x
0=3x(x + 9)
3x = 0 and x + 9 = 0
x = 0 and x = -9
Method 1 to Find X-Intercepts/Roots/Zeros Solutions of a Parabola: Factoring
1. First Substitute 0 for y

If the parabola is y= 𝒂𝟐 +bx + c, and a= 1

a. then first multiply the coefficients of a and c
b. then find the factors of ac that add to equal b
Example:
y= x2 + 5x +6 a=1 b= 5 c= 6

1. Step 1: Substitute 0 for y and 0= x2 + 5x +6

2. Multiply (a)(c) ac= 1(6) = ac= 6
3. List the factors of 6: 1, 2, 3, 6 which two factors add up to 5 and multiply to 6 2,3
Set the factors:
0= (x+2)(x+3)
Solutions/Roots/X-intercepts/Zeros: -2, -3

Writing the equation of a Parabola in intercept form:

Factor the following equations:

1. Write the equation of f(x)=𝑥 T − 𝑥 − 12 to reflect where the function crosses the x-axis.
2. If 2𝑥 T + 6𝑥 = 36, what are the possible values of x?
3. f(x)= 𝑥 T − 3𝑥 − 28
 1. 𝑥 T − 𝑥 − 12 Factor
(𝑥 + __ )(𝑥 + __ ) Open parenthesis; put x in the first place because 𝑥 ∗ 𝑥 = 𝑥 T
𝑓(𝑥) = (𝑥 − 4)(𝑥 + 3) Need two factors of –12 that add up to –1. Use –4 and 3.

2. 2𝑥 T + 6𝑥 = 36 Set equation equal to zero

2𝑥 T + 6𝑥 − 36 = 0 Divide by greatest common factor which is 2.
𝑥 T + 3𝑥 − 18 = 0 Factor
(𝑥 + __ )(𝑥 + __) = 0 Need to find factors of –18 that add up to 3. Use 6 and –3.
(𝑥 + 6)(𝑥 − 3) = 0
𝑥+6=0 𝑥−3=0 Solve for x. 𝑥 = −6 𝑥=3

3. 𝑥 T − 3𝑥 − 28 = 0 Need to find the two solutions first.

(𝑥 + __ )(𝑥 + __) = 0 Need to find factors of –28 that add up to –3. Use –7 and 4.
(𝑥 − 7)(𝑥 + 4) = 0
𝑥−7=0 𝑥+4=0 Solve for x. 𝑥 = 7 𝑥 = −4

If the parabola is y= 𝒂𝟐 +bx + c, and a>1

1. Multiply the coefficients of a and c
2. Find the factors of ac that add to equal b

Rewrite the initial quadratic equation but do not place anything in the space designated for bx
Example: 2x2 + 7x – 9
a= 2 b= 7 c= -9
ac = 2(9)= -18

2x2 +______-9 what factors of -18 when added will give 7: Factors: 1, 2, 3, 6, 9,18, -1, -2, -3, -6, -9, -18

Then you attach xs to the two factors that multiply to -18 and up to 7 and then substitute them in the slot designated for b
2x2 +______-9 Factors: 1, 2, 3, 6, 9,18, -1, -2, -3, -6, -9, -18 9x, -2x

2x2 + 7x – 9

2x2 +9x -2x -9 = 0 Then place a bracket under the first two terms Then place a bracket under the third & fourth term
[2x2 +9x] –[2x -9] =0
x [2x +9]- 1[2x +9] = 0 Then factor out the GCF of the first two terms Factor out the GCF of the third & fourth term

As long as the terms that remain in the brackets are the same you may combine the GCF of the 1st & 2nd Term and the 3 & 4th Term as
one factor of the quadratic equation and the other factor are the terms in the brackets

x [2x +9]- 1[2x +9] = 0

¸
(x-1)(2x+9)= 0 → Factors x=1, - T → solutions/roots, x-intercepts/zeros

Problems:
1. Factor: 3𝑥 T − 2𝑥 − 21
2. Factor: 6𝑥 T − 14𝑥 − 12
3. Factor: 5x2 − 13x – 6
 1. 3𝑥 T − 2𝑥 − 21 = 0 Since a > 1 use the AC method
(3𝑥 + __ )(3𝑥 + __ ) = 0 Place 3x in each parenthesis
(3𝑥 − 9)(3𝑥 + 7) = 0 Need to find factors of –63 that add up to –2. Use –9 and 7.
3(𝑥 − 3)(3𝑥 + 7) = 0 Notice 3𝑥 − 9 has 3 in common. Factor out 3 and cancel it.
U
x= 3 𝑥 = − Q

2. First notice that every term in the expression has a common factor of 2.
2(3𝑥 T − 7𝑥 − 6)
2(3𝑥 + __)(3𝑥 + __) Since a > 1 put 3x in each parenthesis.
Need two factors of 3*–6 = –18 that add up to –7. Use –9 and 2.
2(3𝑥 − 9)(3𝑥 + 2) Notice that (3x – 9) has a common factor 3. Factor it out and cancel it.
T
2(𝑥 − 3)(3𝑥 + 2) x= 3, x= −
Q

3. 5𝑥 T − 13𝑥 − 6
(5𝑥 + __ )(5𝑥 + __ ) Open both parenthesis. Put 5x in front of both because a > 1.
(5𝑥 − 15)(5𝑥 + 2) Now multiply 𝑎 ∗ 𝑐 = 5 ∗ −6 = −30.
Need two factors of –30 that add up to –13. Use –15 and 2.
5(𝑥 − 3)(5𝑥 + 2) Notice 5x – 15 have 5 in common; factor out a 5.
T
(𝑥 − 3)(5𝑥 + 2) Cancel 5; this is the 𝑎 ∗ 𝑐 method. x= 3, x= −
P

There are certain quadratic equations know as Difference of Squares that always appear on the SAT.
Example of Difference of Squares: 𝑥 T − 49, 16𝑥 T − 64, 𝑥 T − 100, 8𝑥 S − 81
Has two terms separate by a minus sign and the a and the c of the equation are perfect squares and there is no b term

How to Factor:
1. Decide if you can factor out a GCF
2. 5𝑥Label
3. T the a,
− 13𝑥 − b,
6 and c of the quadratic equation
3. Then take the
(5𝑥 + __ )(5𝑥 + __ )square Open
root ofboth
a and the squarePut
parenthesis. root
5xof
incfront
and place it because
of both in (a+b) a(a-b)
> 1.form
(5𝑥 − 15)(5𝑥 + 2) Now multiply 𝑎 ∗ 𝑐 = 5 ∗ −6 = −30.
Examples:
Need two factors of –30 that add up to –13. Use –15 and 2.
1. 𝑥 T − 49 a=1, b=0, c=49 Square root of a=1 and the Square root of c=7 (a-7)(a+7)
T
2. 16𝑥 − 64
5(𝑥 − 3)(5𝑥 + 2) a=16, b=0, c=64 Square
Notice 5x – 15 have 5 in common;root of a=4 out
factor andathe
5. Square root of c=8 (4x+8)(4x-8)
(𝑥 − 3)(5𝑥 + 2)Cancel 5; this is the 𝑎 ∗ 𝑐 method.
Problems: T
1. Factor 𝑥 T − 100 1. 𝑥 S− 100 a=1, b=0, c=100Square root of a=1 and the Square root of c=10 (a-10)(a+10)
S
2. Factor 9𝑥 − 81 2. 9𝑥 − 81 a=9, b=0, c=81 Square root of a=3 and the Square root of c=9
(3𝑥 T − 9)( 3𝑥 T + 9)

Method 2 to Find X-Intercepts/Roots/Zeros Solutions of a Parabola: Quadratic Formula

Make Equation Equal to Zero
Substitute a, b, c from quadratic equation into formula
Simplify Radical if Needed
Reduce the Fraction
.€±º€2 .4»¼
Quadratic Formula= 𝑥 = 2»
To Find the Number & Type of X-intercepts/Roots/Solutions/Zeroes
Substitute into Discriminant Formula
• b2 – 4ac = 0 that means only one x – intercept/root/zero
• b2 – 4ac > 0 means two intercepts
• b2 – 4ac < 0 means no real solutions/x – intercepts/roots/zeros
Example of Using the Quadratic Formula and the Discriminant Formula
Example: f(x)= 3𝑥 T +5x-7 a=3 b=5 c=-7
.€±º€2 .4»¼ .€±º€2 .4»¼ .P±ºP2 .4(Q)(.U) .P±√TPR_S .P±√NO¸
x= 2»
= 2»
= 2(Q)
= 2(Q)
= V

.PR√NO¸ .P.√NO¸
Zeros/roots/x-intercepts/solutions: , 0)( , 0) (
V V
2
Using Discriminant Theory: b – 4ac = 5 − 4(3)(−7) = 109, which means b2 – 4ac >0; therefore, there are two real zeros.
2
 b2 – 4ac = 0 b2 – 4ac > 0 b2 – 4ac < 0
one x – intercept/root/zero/vertex. Two real solutions/intercepts/roots no real zeros/imaginary zeros/roots/x-intercepts

Problem: What is one possible value of c that will make the 5𝑥 T + 16𝑥 + 𝑐 = 0 have two real solutions?
Recall the Discriminant Theory which states b2 – 4ac>0
Substitute the values of a and b to solve for a range for c
b2 – 4ac>0
162 – 4(5)c>0
256-20c>0
-20c>-256
c < 12.8

Multiplying Binomials to Form a Quadratic Equation Attaining the Quadratic Equation from Solutions
Factors Given: (3x + 5)(2x +7) Example:
FOIL: Solutions: 5 and -7-
(3x + 5)(2x +7) Place in binomial with opposite sign
First: Multiply the 3x times the 2x =6x2 Factors: (x-5)(x+7) –FOIL
Outer: Multiply 3x and 7= 21x Equation: x2 +2x-35
Inner: Multiply 5 and 2x=10x
Last: Multiply 5 and 7=35

6x2 + 21x + 10x + 35 Combine like Terms

6x2 + 31x + 35 Quadratic Equation

Cubic Function- 𝑥 Q
Found in Section 3 and 4 of the SAT

Domain: All Real Numbers

Range: All Real Numbers

There is no slope like in a line

There is no vertex like in a parabola

Y-Intercept: Substitute zero for x and solve for y

Example: f(x)= 6x3 + 31x + 35

f(x)= 6(0)3 + 31(0) + 35
Y-Intercept (0,35)
X-Intercepts/roots/solutions/zeros:
1. Three Ways to Factor the Quadratic Equation
a. Grouping
b. Synthetic Division- not necessary to use on the SAT- can use on Rational Functions
c. Long Division- not necessary to use on the SAT

Factoring Polynomials by Grouping

𝑥 Q (𝑥 T − 5) = −4𝑥
If x > 0, what is one possible solution to the equation above?

Distribute 𝑥 Q to (𝑥 T − 5)= 𝑥 P − 5𝑥 T
𝑥 P − 5𝑥 T = -4x Move -4x to the 𝑥 P − 5𝑥 T and factor out the least common factor of x
P T
𝑥 − 5𝑥 + 4𝑥 = 0 Factor Greatest Common Factor of x
x (𝑥 S − 5𝑥 + 4)=0 Factor 𝑥 S − 5𝑥 + 4 Which is the difference of two squares
T T
x(𝑥 -4)( 𝑥 -1)=0 Factor the difference of squares
x(x-2)(x+2)(x-1)(x+1)=0
Solutions: 0, 2, -2, 1, -1 Solution is not zero because x has to be greater than 0

𝑥 Q − 5𝑥 T + 2𝑥 − 10 = 0
For what real value of x is the equation above true?
To solve for x you have to factor
This equation is factorable by grouping
Group 𝑥 Q − 5𝑥 T and Group 2𝑥 − 10
Remove the GCF of the First Group Terms and the 2nd Group Terms
𝑥 Q − 5𝑥 T = 𝑥 T (𝑥 − 5) 2𝑥 − 10 = 2(𝑥 − 5)
Combine the GCF into one Binomial and (x-5) into another
(𝑥 T + 2)(𝑥 − 5)=0
𝑥 = 5 𝑎𝑛𝑑 𝑥 T + 2 would = 𝑖√2 and - 𝑖√2

Rational Functions:
Every time it says equivalent to on the exam, you can plug in numbers into the problem and that same number into the variables of the
answer choice and match the solutions. To determine what value makes the function is undefined, then equal the denominator to zero
and solve for x.

Adding & Subtracting Rational Expressions

Dividing Rational Expressions

Multiplying Rational Expressions & Equaling Rational Expressions

System of Equations
When it says intersects on the SAT, you need to think of System of Equations.
System of Equations means- Substitution & Elimination

When the system of equations says NO SOLUTION- that means there is no point of intersection and that means that the systems are
parallel and their slopes are the same.

When the system of equations says INFINITELY MANY solutions, that means that the functions are exactly the same and the slopes
are also equal.

Sample Problems:

The function f and g, defined by 𝑓(𝑥) = 8𝑥 T − 2 and 𝑔(𝑥) = −8𝑥 T + 2, are graphed in the xy-plane above. The graphs of f and g
intersect at the points (k,0) and (-k,0). What is the value of k?
N
A.
S
N Finding the value of k also means finding what x is. To do this set both equations equal to each other.
B. T 8𝑥 T − 2 == −8𝑥 T + 2
C. 1 16𝑥 T = 4 Divide by 16
D. 2 T N
𝑥 = Take the square root of both sides.
S
1
𝑥=±
2

𝑘𝑥 − 3𝑦 = 4
4𝑥 − 5𝑦 = 7
In the system of equations above, k is a constant and x and y are variables. For what value of k will the system of equations have
no solution?
NT
A. For the system to have no solution this means that both lines must have the same slope.
P
NV Put both equations into the slope intercept form.
B. U 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2
NV
C. − U 𝑘𝑥 − 3𝑦 = 4 4𝑥 − 5𝑦 = 7
NT −3𝑦 = −𝑘𝑥 + 4 −5𝑦 = −4𝑥 + 7
D. − P 𝑘 4 4 7
𝑦= 𝑥− 𝑦= 𝑥−
3 3 5 5
Á S
This means that =
Q P
12
𝑘=
5
𝑎𝑥 + 𝑏𝑦 = 12
2𝑥 + 8𝑦 = 60
&
In the system of equations above, a and b are constants. If the system has infinitely many solutions, what is the value of A ?

For a system of equations to have infinitely many solutions they must

be the same. Notice that 60 is a multiply of 12 because 12 x 5 = 60.
Therefore, multiply the first equation by 5.
5(𝑎𝑥 + 𝑏𝑦 = 12) 5𝑎𝑥 + 5𝑏𝑦 = 60
 =Â
2𝑥 + 8𝑦 = 60 2𝑥 + 8𝑦 = 60
This means that 5𝑎𝑥 = 2𝑥 and 5𝑏𝑦 = 8𝑦
5𝑎𝑥 = 2𝑥 5𝑏𝑦 = 8𝑦
2 8
𝑎= 𝑏=
5 5 Ã
&& T P T N
The goal is A A = Ä
Å = P ∗ _ = _ = S 𝑜𝑟 0.25
Ä