Solving for a Variable

Solve for a variable using the reverse order of PEMDAS: SADMEP.

 SADMEP stands for Subtraction or Addition, Division or Multiplication, Exponents, and Parenthesis.
 Addition and subtraction have equal priority, as does multiplication and division.

USEFUL TIP: If you need to isolate a variable that is being multiplied by a fraction, multiply both sides by the reciprocal of the
fraction to isolate the variable in one step. For example, here is how you could solve for x in the equation below.

Multiply both sides by 5/4 so that the coefficient of 4/5 on the right side is cancelled.

This becomes:

USEFUL TIP: Before using SADMEP to solve for a variable, it would be helpful to combine any like terms first. For example, for the
equation 2x + 6x + 4 = 28, first combine the like terms (2x and 6x) to get 8x + 4 = 28. Then solve for (or "isolate") x by using
SADMEP.
Forms of Linear Equations for Graphing
Linear equations can be expressed in the forms shown below.
*Note: The word "output" is interchangeable with the word "height."
Slope-Intercept Form Slope Formula

m = slope or rate
m = slope
 The change in output for (see Example 2 below)
every increase of 1 for the
input.  Change in height divided by
change in horizontal distance.
 "Rise over run."
b = y-intercept
(see Example 1 below)
x1 and x2 = given x values
 For graphs: The output when y1 and y2 = given y values
x = 0.
*This form is often used to find the
slope when two points are known.
x = input value of the function
y = output value of the function

Standard Form

USEFUL TIP:
If y is isolated for the standard form, the equation becomes:

where -A/B is the slope, and C/B is the y-intercept.

USEFUL TIP: If the coordinates of a point are given but they are in the form of two variables, such as the point (c, d), then you can
substitute c as an x value and d as a y value in one of the formulas above to help you solve the problem. Don't get intimidated if you
don't see numbers as point coordinates, such as (4, 7). You can manipulate other variables in the same way as numbers, even if
the answer is written in terms of the variables (see example 4 below).

USEFUL TIP: If it's given that the line goes through the origin, you know that (0, 0) is one of the points on that line, so you can often
use that information to get to the answer (see example 3 below).

Example 1.
The y-intercept is always at (0, b) for y = mx + b. Note that the y-axis is the line x = 0, so the x value will always be 0 for the y-
intercept of a graph. By plugging in 0 for x for
y = mx + b, you get y = m(x) + b. Therefore, y = b when x = 0.

Example 2.
Visualization of the "rise" and "run" of a slope, represented by y2 - y1, and x2 - x1, respectively.

Example 3.
When it's given that the line goes through the origin, you can often use (0, 0) as a point to help solve the problem.
 Example 4.
If the coordinates are given as variables, use them as you would numbers to find the slope or other values of a line.

nterpreting Linear Equations

On the SAT you may need to interpret the meaning of part of a linear equation or its graph in the context of the situation it
represents. For problems where the equation is given, it could be of the form y = mx + b, or it could be written in a different form
that still represents a linear equation. Variables other than x and y might be used as well.

Imagine this scenario: Betty is selling popcorn at a school event. She spent $12 on cotton candy ingredients and supplies in total,
and she is charging $1.50 per cotton candy that she sells, where p is the profit she earns and c is the number of cotton candies
sold.

Below are some ways that p as a function of c may be expressed for this situation.

Those 5 equations all represent the same function, and there are even more ways to rewrite the function. For interpreting linear
functions, you will typically have to figure out whether a given part of the function represents the rate or initial condition of a situation.

For example, if the function is written as:

What is the best interpretation of the number -12 in the equation?

A) Betty loses $12 for every cotton candy that she sells.
B) It cost Betty $12 originally to set up her operation.
C) Betty will need to sell 12 cotton candies to break even.
D) There are 12 cotton candies left for Betty to sell.

Answer: B
Explanation: When Betty has sold 0 cotton candies, c = 0. By plugging in 0 for the variable c in the equation, p = -12. This means
that her profit when she started is -12 dollars. In other words, she has spent 12 dollars before selling any cotton candies.

USEFUL TIP: If you're having trouble interpreting parts of a linear function because of its form, take a few moments to rewrite it in
the form y = mx + b (slope-intercept form) so that you can quickly tell what the parts of the equation represent.

Finding the Rate:

 It is the value being multiplied by the input variable (the variable on the x-axis) for slope-intercept form.
 For graphs, it is the value of the slope.
 In each of the five equations above, p increases by 1.5, or 3/2, for each increase of 1 for c. Therefore, the rate of change
of p in terms of c is 1.5, or 3/2.

Finding the Initial/Starting Condition (Initial Output):

  It is the constant on the side with the input variable for slope-intercept form.

Distance - Rate - Time

Making sense of the equation: If you were to run at 10 miles an hour for 2 hours, you would run 10 miles per hour times 2
hours, or 20 miles total.

If you are given two parts of a D-R-T problem, rewrite d = rt to solve for the remaining variable.

 d = rt (use if given the rate and time and you need the distance)
 r = d/t (use if given the distance and time and you need the rate)
 t = d/r (use if given the distance and rate and you need the time)

 For graphs, it is the y-intercept.

 In the equations above, p = -12 when c = 0. Therefore, the profit is -12 dollars when 0 cotton candies are sold.

USEFUL TIP: There may be cases where you are asked to solve for p in terms of c. In other words, you would need to isolated the
other variable. In those instances, use the Reverse order of PEMDAS (or SADMEP) that was mentioned earlier to isolate the
other variable.

or example, solve for c in terms of p (in other words, get c by itself):

Add 12.

Multiply both sides by 2/3 to cancel out the coefficient of 3/2 on the right side.

The equation is solved for c.

For an alternate form, distribute 2/3 to the terms in the parenthesis on the left side.

Alternate form of the equation solved for c.

Distance-Rate-Time and Work-Rate-Time Problems

The relationship between distance, rate, and time is essentially the same as the relationship between work, rate, and time.

Work - Rate - Time

Similarly to the D-R-T example, if you were to paint 10 walls an hour for 2 hours, you would paint 10 walls per hour times 2 hours, or
20 walls total.

If you are given two parts of a W-R-T problem, rewrite w = rt to solve for the remaining variable.

 w = rt (use if given the rate and time and you need the work)
 r = w/t (use if given the work and time and you need the rate)
 t = w/r (use if given the work and rate and you need the time)
Ratios
A ratio is a comparison of one value to another. It can be written as a fraction, such as 3/4, or with a colon, such as 3:4. Ratios are
typically used to compare parts to parts, or parts to wholes.

For example, if you need to make a fruit smoothie that uses 2 strawberries, 5 raspberries, and 6 blueberries, the ratio of
strawberries to raspberries would be 2:5 (part to part). The ratio of strawberries to fruit would be 2:13 (part to whole).

USEFUL TIP: If a ratio is given not in its fraction form, turn it into the fraction form first since it will often be easier to use that form to
solve a problem.
Rates
Rates are ratios that compare ratios involving two different units of measurement. They often involve time as a unit. When dealing
with anything that says, "per minute," "per week," per year," etc., that is a rate.
Rates involving units of time: Rates involving units other than time:

 The car drove 45 miles per hour. (45 miles / 1  The club earned $24 for each customer. ($24 / 1
hour) customer)
 She wrote 5 essays each week. (5 essays / 1  Each carton has 10 eggs. (10 eggs / carton)
week)  They need 15 markers for a group of 4 people.
 He grew 5 inches in 2 years. (5 inches / 2 (15 markers / 4 people)
years)

As you can see in the examples above, the denominator of a rate might not always be a unit of 1.

USEFUL TIP: When asked to find a rate, make sure to carefully check the units and cancel common factors. For example, if
revenue increases by $45,000 over 3 years, both the numerator and denominator have a factor of 3 that can cancel. The simplified
rate would be $45,000 / 3 years = $15,000 / 1 year.

Unit Rates

Unit rates are rates in which the denominator is written in terms of a unit of 1. For example, 55 miles per hour is a unit rate
because it means that an object moves at a rate of 55 miles in one hour.

To convert a rate into a unit rate, divide both the numerator and denominator by the value in the denominator.

Example:

A hot air balloon rises 74 meters in 4 minutes. What is the unit rate for its speed of ascent?
Write the original rate.

Divide the numerator and denominator by the value of the denominator so that the new denominator becomes 1 of that unit (in other
words, it converts it into the unit rate).

The answer can be read as "18.5 meters per minute."

Density as a Unit Rate

Density is defined as the mass of an object divided by its volume and is typically given as a unit rate.

Example:

If the density of liquid mercury is 13.56 grams per cubic centimeter, would an object that has a mass of 127 grams and takes up 9.2
cubic centimeters float or sink in the mercury?

In order to solve this, you need to determine whether the object's density is greater or less than that of the liquid mercury's.

The object's density is slightly greater than that of the liquid mercury, so it will sink.
Proportions
Proportions are two or more ratios that are equal. Ratios are proportional if they are equal. Here are examples of proportions:

Notice that there can be more than two equal ratios in a proportion, and variables can also be used.

Proportions can often be solved by "cross multiplying." To cross multiply means to multiply the numerator of one fraction by the
denominator of the other fraction and set that equal to the denominator of the first fraction being multiplied by the numerator of the
second fraction. This works because if you multiply both sides of the original equation by both denominators, the denominators will
cancel out as shown below:

This shows the

Multiply both Cancel out the same factors in (Previous step shown) original Divide by
sides by both the numerator and equation when 4.
denominators. denominator on each side. it is cross
multiplied.
Next, multiply
3 by 12.
In the example above, if you were to start by cross multiplying, you would multiply x times 4 and set that equal to 3 times 12: 4x =
3•12.
This is a good method to use on the SAT to save time.

USEFUL TIP: Solve for proportions by cross multiplying. (Just make sure you understand why it works!)

Another way to deal with a proportion when the unknown value is in the numerator is to multiply both sides by the denominator of
the side with the unknown value. The next problem shows this method.

Example:

If a man drives 270 miles in 6 hours, at the same rate, how far will he drive in 10 hours?

Remember that proportions are equal ratios, or equal rates. In this scenario, we are dealing with rates. One rate is 270 miles / 6
hours. In the other rate, we aren't given the number of miles, but we are given the number of hours, so we can use a variable to
represent the unknown number of miles and divide it by 10 hours, which becomes x / 10 hours. Then we can set these rates equal
to each other to solve for the unknown value:

Multiply both sides by 10 hours (which is the denominator on the side with the unknown value).

Cancel out 10 hours in the numerator and denominator on the right side.

Cancel out the unit "hours" on the top and bottom on the left side, and simplify 270 / 6 to be 45 / 1.

Simplify the left side.

Unit Conversions
The key to unit conversions is to make sure that equivalent values are substituted accurately and that units cancel properly during
the conversion process.

Example problem: If a person runs half of a 3 kilometer race, how many feet would that person have run during that portion of the
race?
(1 kilometer = 0.621 miles, and 1 mile = 5280 feet)

To solve this problem, first you can write the original information given and then substitute equivalent values for units until you
convert the unit into feet.
Express the information given: the person runs one half of 3 kilometers.

Since 1 kilometer = 0.621 miles, substitute 0.621 miles for "kilometers."

Since 1 mile = 5280 feet, substitute 5280 feet for "miles."

Calculate the product of 1/2 times 3 times 0.621 times 5280 feet.

For anything other than very common knowledge, problems involving unit conversions will give you information on how one unit
converts to another.

If you need to convert units in the numerator and denominator, the same principle as above applies. In a slightly more complicated
example, let's say that a certain type of glass can support 3,000 pounds per square inch, and you need to find how many kilograms
per square centimeter that would be. (1 kilogram = 2.2 pounds, and 1 square inch = 6.45 square centimeters).

In this situation we are given that 1 kilogram = 2.2 pounds. However, since we are given pounds per square inch but we need
kilograms per square centimeter, we need to convert pounds into kilograms to start.

By dividing both sides by 2.2, you can solve for what 1 pound is equal to in terms of kilograms.

Simplify as a decimal.

Now that we know that 1 pound = 0.454 kilograms and it was given that 1 square inch = 6.45 square centimeters, we are ready to
convert all the units.
Next, substitute 0.454 kilograms for "pounds" and 6.45 cm^2 for "inches^2."

Simplify the right side by dividing both the numerator and denominator by 6.45 in order to get a unit rate.

This tells us that 3000 pounds per square inch is equal to 211.16 kilograms per square centimeter.
USEFUL TIP: When dealing with unit conversions, start with the expression that represents the situation of the problem and replace
each unit with its equivalent value until you arrive at the required units.
Percentages
A percentage is a ratio that means "per 100" or "out of 100." For example, 32 percent (32%) means 32 out of 100.

It's often useful to use the decimal version of a percentage when calculating. To turn a percentage into a decimal, divide the
percentage number by 100. For example, 57% = 57/100 = 0.57.

To convert between percentages and fractions, use the formula:

Here are some example problems involving percentages, some which use a variation of the formula above.
 Formula Example Situation Calculation

What is 42% of $280?

What percent of 60 is 24?

If a computer's old version cost

$800 when it came out, but the
new version costs $920, what
(This means the price increased by
percent increase is the new
15%).
version's price compared to the
old version?
If a jacket
is on sale
for 20% off
and (Note: The percentage change is -
originally 20%, since it is 20% less than the
cost $85, original price.)
what is the
new price?

Standard Deviation: A measure of how far data points are spread from the mean of the data. In general, there will be a lower
standard deviation if most values are closer to the mean than if they are farther from the mean. For example, this set of data: 8, 8,
9, 10, 12, has a smaller standard deviation than this set: 8, 12, 15, 23, 28. This is because the first set of numbers are all generally
closer to the mean than the second set of numbers.

Exponential Equations
Exponential equations represent situations where each successive output is a certain percent larger or smaller than the previous
output. For example, exponential equations could represent the amount of money in a bank account that grows by 5% more than
each previous year due to interest. Simple exponential equations such as this example could be expressed in the following form:

In the form above,

 A(t) is the total amount (or output)

 Ao is the initial amount (or amount at time = 0)
 r is the rate of change
o If the rate of change is expressed as a percentage, make sure to convert this to the decimal version of the
percentage
o The equation has exponential growth when r > 0 and has exponential decay when r < 0
 t is the time passed (or input variable)

 Rules of Exponents
Rule Example Explanation
When multiplying expressions with the same base,
add the exponents.
When dividing expressions with the same
base, subtract the exponent of the
denominator from the exponent of the
numerator.
 When raising an expression with an
exponent to a power, multiply the
exponents.
When raising a product to a
power, raise each factor to the
exponent.
When raising an expression to a
negative exponent, it becomes the
reciprocal of the expression with
its opposite power.
An expression to the power of 0 is equal to 1 if the
expression itself is not equal to 0.

Rules of Radicals
Rule Example Explanation
Factors under the radical can be separated
into separate radical expressions that are
multiplied.
A quotient under a radical sign can be
separated into a quotient of two radical
expressions.
Radical expressions can be combined as
like terms if the expressions under the
radicals are equal.
Rational exponents can be turned into radical
expressions. The numerator from the exponent is
what the radical is raised to. The denominator from
the exponent becomes the root of the radical.

Useful Tip: When taking the square root of a
variable in an expression being squared, make
sure to include a plus or minus sign on the
opposite side of the equation. Example:
Notice that x could be equal to either positive or
negative 3 since either value being squared
would result in 9.
Take the square root of both sides to turn the left
side into x. Include the plus or minus sign on the
other side during this step.
----
Split the answers.
Rationalizing the Denominator
If you need to simplify an expression with a
radical in the denominator (that doesn't itself
simplify), multiply the numerator and denominator
by the radical in the denominator. This will allow
you to rationalize the denominator. In other
words, it will allow you to make the denominator
a rational number.
Example problem:
values of x (or the input) which make the
expression under the square root sign
negative. For example, the equation
is undefined for where 5x - 10 is less than 0. Set
up an inequality to find the undefined values:
5x - 10 < 0
Add 10 to both sides.
5x < 10

Divide both sides by 5.

Simplify the square root of 9.
This also applies to any expression being
squared that involves a variable. Here is another
example:
Multiply the numerator and denominator by the
radical in the denominator. This turns the
denominator into a rational number.
x<2
*Note: Negative values under a square root sign
can be expressed in terms of i. See
the Additional Topics in Math section about
Complex Numbers for more about this.

Take the square root on both sides and include
the plus or minus sign on the right.
The square root symbol and the power of 2
cancel each other out on the left. Simplify the
expression on the right.
Subtract 2 on both sides.
Rational Expressions and
Rational Equations
Simplify any values that have a common Rational expressions are fractions
factor. In this case, 15 and 6 have 3 as a that contain one or more variables in
common factor so the fraction can simplify the denominator
further.
Undefined Values: Rational
equations are undefined for values of
x (or the input) that make the
Undefined Values: A radical expression denominator equal to 0.
involving a square root sign is undefined for
 denominator of the rational equation
For example, the equation 0, the expression is undefined at x =
2/3.
USEFUL TIP: When solving for Cancel out common factors and
rational equations with multiple combine like terms.
is undefined at the value for x that terms, you can get rid of all the
makes the denominator equal to denominators by multiplying both
sides of the equation by the least Subtract 3x^2 from both sides.
0. To find what that value is, set 3x -
2 = 0, and solve for x. common multiple of all the
denominators. Divide both sides by 17.
3x - 2 = 0
Example:
Add 2 to both sides.
Take the square root of both sides
3x = 2 and include the plus or minus sign
Multiply each term by 5x, which is on the right.
Divide both sides by 3. the least common multiple of the
denominators. This will get rid of all
x = 2/3 the denominators.

Since plugging in 2/3 for x makes the

---------------------------------------------

Operations with Rational Expressions

Rational expressions can be added, subtracted, multiplied, or divided. Techniques for dealing with each operation involving rational
expressions are shown below.
Adding Rational Expressions

To add rational expressions, first make a common denominator and then add the numerators.

Make a common denominator. In this case it will be (4)(x+1). Multiply the numerators and denominators of both terms by the
missing factors of the common denominator.

Distribute in the numerators .

Add the numerators and combine like terms.

Subtracting Rational Expressions

To subtract rational expressions, first make a common denominator and then find the difference of the numerators.

Make a common denominator. In this case it will be (x-2)(x+6). Multiply the numerators and denominators of both terms by the missing factors of
the common denominator.

Distribute in the numerators.

Subtract the second numerator from the first numerator and add like terms. Be careful to make sure to distribute the negative value to each
term. When you distribute the negative sign, you will get -x^2, -3x, and +10 for the numerator of the term on the right.
 USEFUL TIP: It's helpful to keep the numerators and denominators of rational expressions in factored form so that you can easily tell if factors on
the top and bottom will cancel out to leave you with a more simplified form. In the example below, you can tell that (x + 4) will cancel when the
rational expression is in factored form, but this is very difficult to notice when it is not in factored form.
Rational expression factored in the numerator and The same rational expression not factored:
denominator:

Unless the numerator and denominator are

It is easy to tell that the factor (x + 4) cancels out in the factored, it is hard to tell how this rational
numerator and denominator. expression will simplify.
c

Multiplying Rational Expressions

When multiplying rational expressions:

 Put each numerator and denominator in factored form first.

 Next, see if any there are any common factors in the numerators that cancel out with any factors of the denominators.
 After that, multiply across in the numerators and multiply across in the denominators.

Example:

Put each part in factored form. In this case, 2x + 6 can be factored into 2(x+3).

Cancel out common factors in the numerator and denominator. In this case, x + 3 can be cancelled out.

Multiply across in the numerators and denominators.

Distribute.

Dividing Rational Expressions Example:

When dividing rational expressions:

Multiply the first rational expression by the reciprocal of the

 Turn the division into a multiplication problem by second.
multiplying the first (or top) rational expression by
the reciprocal of the second (or bottom) rational
expression.
 Then simplify by using the same methods Put each part in factored form.
described for multiplying rational expressions.
Cancel common factors in the numerators and
denominators.

Distribute.

Multiply across in the numerators and denominators.

Geometry
Many of the geometry related problems on the SAT can be solved for with the reference information given on the test that is shown

below.

You'll want to make sure to be very comfortable with all the formulas, and if you don't have them memorized, it would be good to do
so to help save time in answering problems. Many area and volume problems involve solving for a variable using the formulas or
making an extra connection or two to get to the answer.

Angle Relationships
Knowing the angle relationships below will help you more quickly solve some problems involving diagrams. Many of the
explanations involve the word congruent/congruence, so let's start with an informal definition.

Congruent means that two geometric shapes or objects are the same in size, dimensions, and angle measure (or any combination
that may apply). For example, two line segments are congruent if they are the same length. Two angles are congruent if their
measures (how many degrees or radians they contain) are the same. Two triangles are congruent if they are the same size and
have the same angle measures. Shapes can be congruent even if they don't face the same direction.
Vertical Angles
Angles are angles on directly opposite parts of the intersection of two line segments.

 Vertical angles are congruent. That is, they are always the same angle measure.

Vertical Angles

If two parallel lines are intersected by a third, non-parallel line (called a transversal), certain angle pair relationships will always be
true.
 Corresponding Angles

Angles in the same location relative to the intersections formed by the parallel lines and
the transversal.

 Corresponding angles are congruent.

Corresponding Angles

Alternate Interior Angles

Angles on opposite (alternate) sides of the transversal that are on the inside (interior) of
the parallel lines.

 Alternate interior angles are congruent.

Alternate Interior Angles

Alternate Exterior Angles

Angles on opposite (alternate) sides of the transversal that are on the outside (exterior) of
the parallel lines.

 Alternate exterior angles are congruent.

Alternate Exterior Angles
Same Side Interior Angles

Angles on the same side of the transversal that are on the inside (interior) of the parallel
lines.

 Same side interior angles are supplementary.

Same Side Interior Angles
Same Side Exterior Angles

Angles on the same side of the transversal that are on the outside (exterior) of the parallel
lines.

 Same side exterior angles are supplementar

Same Side Exterior Angles

If two triangles (or other polygons) are similar, corresponding angles have the same measures, but the sides are not
necessarily the same length. However, the corresponding sides of triangles are proportional in length. In the case
above, each side of the triangle on the left is twice the length of its corresponding side on the right.

IV. Age Problems
In dealing with age problems, it is important to keep in
mind that the ages of different people change at the same
rate. For example, after two years, all the people in the
given problem are two years older than they were at first.
Four years ago, all the people in the problem were four
years younger. Also, it is easier if one makes a table
showing the presentation for current ages in the problem,
“future” ages ( a number of years from now), and “past”
ages ( a number of years ago). If possible, represent the
youngest present age by a single letter, than represent the
ages. This process is illustrated in the following examples.
EXAMPLE 1: Alvin is now 20 years older than his son. In 10
years, he will be twice as old as his son’s age.
What are the present ages?
READ : Reading the problem thoroughly, we find a
relationship between the present ages of Alvin and his son
and the relationship of their ages 10 years from now.
REPRESENT: Using the relationship between the present
ages, we have
Let x = the son’s present age
RELATE: Then x + 20 = Alvin’s present age
After 10 years, each age is increased by 10 : x + 10 and x +
30 as given in the table below.
EQUATE: Using the second relationship: In 10 years, Alvin’s
age is twice his son’s, we have
x + 30 = 2 (x+10)
SOLVE: Manipulating the equation, we have
x + 30 = 2 (x + 10)
x + 30 = 2x + 20
x = 10
ANSWERS: x = 10 Son’s age
x + 20 = 10 + 20 = 30 Alvin’s age
PROOF: Alvin’s age is 20 years more than his son’s: 30 = 10
+ 20.
In 10 years:
Son: 10 + 10 = 20
Alvin: 30+10 = 40
Alvin’s age is twice his son’s:
40 = 2 ( 20)
40 = 40

EXAMPLE 2: The sum of Richard’s age ang Ruel’s age is 60.

Nine years ago, Richard has twice as old as Ruel

then. How old is Ruel?

READ : We find that we have a relationship between the
present ages and their ages 9 years ago.
REPRESENT: Let x = Ruel’s present age
RELATE: Then 60 – x = Richard’s present age
We subtract 9 years from each as shown in the table
below.

EQUATE: The second relationship gives our equation: Nine

yars ago, Richard was twice as old as Ruel then.
51 – x = 2 (x – 9)
SOLVE: Manipulating the equation, we have :
51 – x = 2(x – 9)
51 – x = 2x – 18
3x = 69
x = 23
ANSWERS: x = 23 Ruel’s age
60 – x = 37 Richard’s age
PROOF: The sum of their ages is 60: Ruel’s age = 23
Richard’s age = 37

Add 60
Nine years ago, Richard was twice as old as Ruel then:
37 – 9 = 2 (23 – 9)
28 = 2 (14)
28 = 28