SAT Math Notes Odd/Even Operations There are

rules: Odd number + Even

By Steve Baba, Ph.D.
2008. FREE for
individual or classroom use.
Not free for commercial or
online use.
For SAT reading see my site:
www.FreeVocabulary.com
for a free list of 5000 SAT
words with brief definitions.
number = Odd number
ALWAYS. Odd + Odd = Even
Even + Even = Even
But it s easier to remember by
using any even or odd number
3 + 2 = 5 (odd number) 3 + 1 =
4 (even number)

Integers Positive &

negative whole numbers
and ZERO.
-3, -2, -1, 0, 1, 2, 3

Negative Numbers Left of

zero on number line.

Smaller Larger

-4 -2 0 2 4

-2 is GREATER than 4 -1/4

is GREATER than 1/2

Order of Operations
PEMDAS (Please excuse my
dear aunt Sally)

Parenthesis Exponents
Multiplication/Division
left to right
Addition/Subtraction
left to right

3x2 (3x) 2 = (3x)(3x) = 9x2

Because a+b = b+a and a b

= b a, don t worry about
order of addition or
multiplication, but because

a b b a, and a ÷ b b
÷a

watch subtraction and division

order in tricky word problems.
negative)
umber
tself and
2 = 25 and 5 5 2 = 50
me
13,
mber
s)
All Factor Trees give the same
prime factors, but NOT all
factors.
All Factor Trees give the same
prime factors, but NOT all
factors.
All Factor Trees give the same
prime factors, but NOT all
factors.
All Factor Trees give the same
prime factors, but NOT all
factors.
100 can also be factored as:
100 can also be factored as:
10 10 2 5 2 5 giving the
same prime factors as above,
but missed the nonprime
factors 25 and 50. Both trees
missed 4 and 20.
10 10 2 5 2 5 giving the
same prime factors as above,
but missed the nonprime
factors 25 and 50. Both trees
missed 4 and 20.
10 10 2 5 2 5 giving the
same prime factors as above,
but missed the nonprime
factors 25 and 50. Both trees
missed 4 and 20.
10 10 2 5 2 5 giving the
same prime factors as above,
but missed the nonprime
factors 25 and 50. Both trees
missed 4 and 20.
Find ALL (nonprime) factors
by multiplying prime factors.
2 2 = 4 and 2 2 5 = 20 and 5 5
Find ALL (nonprime) factors
by multiplying prime factors.
2 2 = 4 and 2 2 5 = 20 and 5 5
= 25 and 5 5 2 = 50
Find ALL (nonprime) factors
by multiplying prime factors.
2 2 = 4 and 2 2 5 = 20 and 5 5
= 25 and 5 5 2 = 50
Find ALL (nonprime) factors
by multiplying prime factors.
2 2 = 4 and 2 2 5 = 20 and 5 5
= 25 and 5 5 2 = 50
Find ALL (nonprime) factors
by multiplying prime factors.
2 2 = 4 and 2 2 5 = 20 and 5 5
= 25 and 5 5 2 = 50
Or use brute force and divide
100 by 2,3,4,5,6,7,8,9,then
10. (11 and higher is covered
by checking 9 and lower)
Or use brute force and divide
100 by 2,3,4,5,6,7,8,9,then
10. (11 and higher is covered
by checking 9 and lower)
Or use brute force and divide
100 by 2,3,4,5,6,7,8,9,then
10. (11 and higher is covered
by checking 9 and lower)
Or use brute force and divide
100 by 2,3,4,5,6,7,8,9,then
10. (11 and higher is covered
by checking 9 and lower)
Or use brute force and divide
100 by 2,3,4,5,6,7,8,9,then
10. (11 and higher is covered
by checking 9 and lower)
Least Common Multiples
(LCM) LCM of 10 and 12: 10
12 = 120, a multiple (good
enough for adding fractions)
but not necessarily the least.
Least Common Multiples
(LCM) LCM of 10 and 12: 10
12 = 120, a multiple (good
enough for adding fractions)
but not necessarily the least.
Least Common Multiples
(LCM) LCM of 10 and 12: 10
12 = 120, a multiple (good
enough for adding fractions)
but not necessarily the least.
Least Common Multiples
(LCM) LCM of 10 and 12: 10
12 = 120, a multiple (good
enough for adding fractions)
but not necessarily the least.
Least Common Multiples
(LCM) LCM of 10 and 12: 10
12 = 120, a multiple (good
enough for adding fractions)
but not necessarily the least.
List multiples of each: 10, 20,
30, 40, 50, 60, 70 12, 24, 36,
48, 60 60 is Least Common
Multiple.
List multiples of each: 10, 20,
30, 40, 50, 60, 70 12, 24, 36,
48, 60 60 is Least Common
Multiple.
List multiples of each: 10, 20,
30, 40, 50, 60, 70 12, 24, 36,
48, 60 60 is Least Common
Multiple.
List multiples of each: 10, 20,
30, 40, 50, 60, 70 12, 24, 36,
48, 60 60 is Least Common
Multiple.
List multiples of each: 10, 20,
30, 40, 50, 60, 70 12, 24, 36,
48, 60 60 is Least Common
Multiple.
On multiple-choice questions,
LCM can be found by working
backwards from answers:
On multiple-choice questions,
LCM can be found by working
backwards from answers:
On multiple-choice questions,
LCM can be found by working
backwards from answers:
a) 120 b) 80 c) 60 d) 36 e)10
a) 120 b) 80 c) 60 d) 36 e)10
by dividing each answer by 10
and 12 and choosing the least.
by dividing each answer by 10
and 12 and choosing the least.
by dividing each answer by 10
and 12 and choosing the least.
Greatest Common Factor (of 75
and 100)
Greatest Common Factor (of 75
and 100)
Greatest Common Factor (of 75
and 100)
Find ALL (including
nonprime) factors of both.
75: 3, 5, 15, 25 100: 2, 4, 5,
10, 20, 25, 50
Find ALL (including
nonprime) factors of both.
75: 3, 5, 15, 25 100: 2, 4, 5,
10, 20, 25, 50
Find ALL (including
nonprime) factors of both.
75: 3, 5, 15, 25 100: 2, 4, 5,
10, 20, 25, 50
Find ALL (including
nonprime) factors of both.
75: 3, 5, 15, 25 100: 2, 4, 5,
10, 20, 25, 50
OR find the prime factors they
have in common and multiply:
5 5 (both 75 and 100 have
TWO 5 s in factor tree)
OR find the prime factors they
have in common and multiply:
5 5 (both 75 and 100 have
TWO 5 s in factor tree)
OR find the prime factors they
have in common and multiply:
5 5 (both 75 and 100 have
TWO 5 s in factor tree)
OR on multiple choice
questions work backwards
from answers.
OR on multiple choice
questions work backwards
from answers.
a) 75 b) 50 c) 30 d) 25 e) 5 Integers BETWEEN 2 and + 2
a) 75 b) 50 c) 30 d) 25 e) 5 (-1,0 , 1) is not the same as
a) 75 b) 50 c) 30 d) 25 e) 5 integers > -2 and < 2 (-2, -1, 0,
1, 2), which includes 2 and 2.
Only 25 and 5 are factors of
75 and 100, and 25 is larger.
Fractions,
Only 25 and 5 are factors of
Adding/Subtracting
75 and 100, and 25 is larger.
Common denominator
Only 25 and 5 are factors of
(bottom) needed.
75 and 100, and 25 is larger.
Fractions,
Adding/Subtracting
Between vs. Including And
Common denominator
other tricking wordings of
(bottom) needed.
between or including
Fractions,
(inclusive, counting the first..)
Adding/Subtracting
Between vs. Including And
Common denominator
other tricking wordings of
(bottom) needed.
between or including
Fractions,
(inclusive, counting the first..)
Adding/Subtracting
Between vs. Including And
Common denominator
other tricking wordings of
(bottom) needed.
between or including
Fractions,
(inclusive, counting the first..)
Adding/Subtracting
Between vs. Including And
Common denominator
other tricking wordings of
(bottom) needed.
between or including
Fractions,
(inclusive, counting the first..)
Adding/Subtracting
Between vs. Including And
Common denominator
other tricking wordings of
(bottom) needed.
between or including
(inclusive, counting the first..)
Between vs. Including And 1 2 3 8 11 + = + = 4 3
other tricking wordings of
12 12 12
between or including
(inclusive, counting the first..) 1 2 3 8 11 + = + = 4 3

Integers BETWEEN 2 and + 2 12 12 12

(-1,0 , 1) is not the same as
integers > -2 and < 2 (-2, -1, 0,
1, 2), which includes 2 and 2.
Integers BETWEEN 2 and + 2
(-1,0 , 1) is not the same as
integers > -2 and < 2 (-2, -1, 0,
1, 2), which includes 2 and 2.
Integers BETWEEN 2 and + 2
(-1,0 , 1) is not the same as
integers > -2 and < 2 (-2, -1, 0,
1, 2), which includes 2 and 2.
Integers BETWEEN 2 and + 2
(-1,0 , 1) is not the same as
integers > -2 and < 2 (-2, -1, 0,
1, 2), which includes 2 and 2.
1 2 3 8 11 + = + = 4 3
12 12 12
1 2 3 8 11 + = + = 4 3
12 12 12
OR can be done on calculator
(one divided by 4 ), but if
answers are in fractions, it s
easier to stay with fractions.
OR can be done on calculator
(one divided by 4 ), but if
answers are in fractions, it s
easier to stay with fractions.
OR can be done on calculator
(one divided by 4 ), but if
answers are in fractions, it s
easier to stay with fractions.
OR can be done on calculator
(one divided by 4 ), but if
answers are in fractions, it s
easier to stay with fractions.
OR can be done on calculator
(one divided by 4 ), but if
answers are in fractions, it s
easier to stay with fractions.
Fractions, Multiplying NO
common denominator
needed. Multiply across.
Fractions, Multiplying NO
common denominator
needed. Multiply across.
Fractions, Multiplying NO
common denominator
needed. Multiply across.
Fractions, Multiplying NO
common denominator
needed. Multiply across.
1 2 2 1 = = 4 3 12
6 Fractions, Dividing No
1 2 2 1 = = 4 3 12
6 bottom fraction then
1 2 2 1 = = 4 3 12
6 needed. FLIP second or
1 2 2 1 = = 4 3 12
6 Fractions, Dividing No
1 2 3 4 24 1 = = 2 3 4 5
120 5
1 2 3 4 24 1 = = 2 3 4 5
120 5
1 2 3 4 24 1 = = 2 3 4 5
120 5
1 2 3 4 24 1 = = 2 3 4 5
120 5
1 2 3 4 24 1 = = 2 3 4 5
120 5
Look for opportunities to
cancel (cross out):
Look for opportunities to
cancel (cross out):
Look for opportunities to
cancel (cross out):
12341=23455
12341=23455
12341=23455
12341=23455
Fractions, Dividing No
common denominator
needed. FLIP second or
bottom fraction then
MULTIPLY.
common denominator
needed. FLIP second or
MULTIPLY.
Fractions, Dividing No
common denominator
bottom fraction then
MULTIPLY.
common denominator
needed. FLIP second or
bottom fraction then
MULTIPLY.
Fractions, Dividing No
common denominator
needed. FLIP second or
bottom fraction then
MULTIPLY.
Fractions, Dividing No
common denominator
 needed. FLIP second or
12133÷==434
bottom fraction then
MULTIPLY. 2 8 flipped
Fractions, Dividing No
common denominator
Mixed numbers (3 ) must be
needed. FLIP second or
converted to proper fractions
bottom fraction then
(7/2) before operations.
MULTIPLY.
(3=6/2 add to )
Fractions, Dividing No
Mixed numbers (3 ) must be
common denominator
converted to proper fractions
needed. FLIP second or
(7/2) before operations.
bottom fraction then
(3=6/2 add to )
MULTIPLY.
Mixed numbers (3 ) must be
converted to proper fractions
12133÷==434 (7/2) before operations.
(3=6/2 add to )
2 8 flipped Mixed numbers (3 ) must be
12133÷==434 converted to proper fractions
(7/2) before operations.
2 8 flipped (3=6/2 add to )
Mixed numbers (3 ) must be
12133÷==434 converted to proper fractions
(7/2) before operations.
2 8 flipped (3=6/2 add to )
12133÷==434 Mixed numbers (3 ) must be
converted to proper fractions
2 8 flipped (7/2) before operations.
(3=6/2 add to )

Page 1 My Advanced SAT Math Seminar, now on DVD, shows how to solve hard SAT math with these notes.
FreeVocabulary.com
Fractions, Squaring, Cubing Average 5, 5, 10, 20:
Same as multiplying. Multiply

by self. 1 1 1 ( ) 2 = = 2 2 4 5+5+10+20 = 10
Note that is LESS than , while
4
for numbers greater than 1 the
square is larger.
Mode: Most frequently
3 occurring number.
( ) is
Mode of 5, 5, 10 and 20 is 5.
1111=2228
Median: Number in middle
Average: Arithmetic Mean when numbers ordered from
smallest to largest.
Sum of Terms
Number of Terms Median of 10, 11, 17, 19
and 20 is 17.
 Median of an EVEN number of
terms. Since there is no single
middle number, the median is
half way between the two
middle numbers or the average
of the two middle numbers.
Median of 10, 13, 19 and 20?
ms
0+80+80 =
Percent - Part from Whole, but
very large or small percentages
What (part) is .15% of 60
(whole)? Note the decimal point
Percent - Part from Whole, but
very large or small percentages
What (part) is .15% of 60
(whole)? Note the decimal point
Percent - Part from Whole, but
very large or small percentages
What (part) is .15% of 60

(whole)? Note the decimal point

8
.15% = .15/100 or .0015
verage .15% = .15/100 or .0015
les (a, b)
udents: Part = Percent Whole
Part = Percent Whole
X = .15/100 60
X = .15/100 60
OR X
Must
= .0015 60 X
= .09
OR X
er.
= .0015 60 X
= .09
if X=2.
OR X
s FALSE,
= .0015 60 X
1.
= .09

a counter
What is 300% of 60?
MUST (be
What is 300% of 60?

300% = 300/100 or 3
oves a
Part = Percent Whole X
E.
= 300/100 60
300% = 300/100 or 3
Like
Part = Percent Whole X
ything
= 300/100 60
he
300% = 300/100 or 3
ther side,
Part = Percent Whole X
iplying or
= 300/100 60
GATIVE,
300% = 300/100 or 3
n.
Part = Percent Whole X
( = 300/100 60
sides by
OR X = 3 60 =
 180
OR X = 3 60 =
180
OR X = 3 60 =
180
Percent Missing Percent 16
is what percent of 80? (part
= 16, whole = 80)
Percent Missing Percent 16
is what percent of 80? (part
= 16, whole = 80)
Percent Missing Percent 16
is what percent of 80? (part
= 16, whole = 80)
Percent Missing Percent 16
is what percent of 80? (part
= 16, whole = 80)
Part = Percent Whole
Part = Percent Whole
16 = X/100 80
16 = X/100 80
X = 20 OR solve
for decimal
X = 20 OR solve
for decimal
16 = D 80 D = .2, and
convert to percent by moving
decimal point. . 2 = 20%
16 = D 80 D = .2, and
convert to percent by moving
decimal point. . 2 = 20%
16 = D 80 D = .2, and
convert to percent by moving
decimal point. . 2 = 20%
Percent Missing Whole
(working backwards) 16 is
what 20% of what? (part =
16, percent = 20%)
Percent Missing Whole
(working backwards) 16 is
what 20% of what? (part =
16, percent = 20%)
Percent Missing Whole
(working backwards) 16 is
what 20% of what? (part =
16, percent = 20%)
Part = Percent Whole
Part = Percent Whole
16 = 20/100 X
16 = 20/100 X
16 = 20/100 X
X = 80
X = 80
A $20 shirt on sale for 15%
off (the full price) costs?
A $20 shirt on sale for 15%
off (the full price) costs?
A $20 shirt on sale for 15%
off (the full price) costs?
Part = Percent Whole
Part = Percent Whole
Part = Percent Whole
X = 85/100 20 = 17
X = 85/100 20 = 17
X = 85/100 20 = 17
But the original 100% MINUS
the decrease is the percent (85%
= 100% - 15%)
But the original 100% MINUS
the decrease is the percent (85%
= 100% - 15%)
But the original 100% MINUS
the decrease is the percent (85%
= 100% - 15%)
Multiple (usually 2) percent
changes
Multiple (usually 2) percent
changes
Multiple (usually 2) percent
changes
Multiple (usually 2) percent
changes
Multiple (usually 2) percent
changes
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the
fresh-cake retail price by 50%
and sells as week-old cakes. A
week-old cake costs? (It s NOT
$10)
A store buys cakes wholesale
for $10, and adds 50% to get
the fresh-cake retail price. If
the cake does not sell in a
week, the store reduces the for the fresh-cake retail price.
fresh-cake retail price by 50% This is a simple percent
and sells as week-old cakes. A increase problem.
week-old cake costs? (It s NOT
$10) Part = Percent Whole
Part = Percent Whole
Solve as TWO separate Part = Percent Whole
problems. From the first X = 150/100 $10 = $15
sentence (underlined), solve X = 150/100 $10 = $15
for the fresh-cake retail price. X = 150/100 $10 = $15
This is a simple percent
increase problem. Then reduce the $15 by 50%.
Solve as TWO separate The $15 is now the new whole
problems. From the first (sometimes call new base ).
sentence (underlined), solve Then reduce the $15 by 50%.
for the fresh-cake retail price. The $15 is now the new whole
This is a simple percent (sometimes call new base ).
increase problem. Then reduce the $15 by 50%.
Solve as TWO separate The $15 is now the new whole
problems. From the first (sometimes call new base ).
sentence (underlined), solve
for the fresh-cake retail price. This second part is just a simple
This is a simple percent (50%) percent decrease
increase problem. problem.
Solve as TWO separate This second part is just a simple
problems. From the first (50%) percent decrease
sentence (underlined), solve problem.
for the fresh-cake retail price. This second part is just a simple
This is a simple percent (50%) percent decrease
increase problem. problem.
Solve as TWO separate
problems. From the first Part = Percent Whole
sentence (underlined), solve Part = Percent Whole
for the fresh-cake retail price. Part = Percent Whole
This is a simple percent
X = 50/100 $15 = $7.5
increase problem.
X = 50/100 $15 = $7.5
Solve as TWO separate
X = 50/100 $15 = $7.5
problems. From the first
X = 50/100 $15 = $7.5
sentence (underlined), solve
for the fresh-cake retail price.
Change the whole or base
This is a simple percent
when doing multiple percent
increase problem.
changes.
Solve as TWO separate
Change the whole or base
problems. From the first
when doing multiple percent
sentence (underlined), solve
changes.
for the fresh-cake retail price.
The two middle numbers are
This is a simple percent
13 and 19. Halfway between
increase problem.
or the average is 16.
Solve as TWO separate
problems. From the first
Weighted Average A class of 3
sentence (underlined), solve
students has an average grade of
 70. The other class of 5 students changes.
has an average of 80. What is Change the whole or base
the average for the school? (It s when doing multiple percent
NOT 75.) changes.
Whole
of 60 Ratios - Part to Part, no whole
100 or .15 The ratio of apples to oranges
decimal is 3 to 2. There are 15 apples.
convert: How many oranges?
Ratios - Part to Part, no whole
e The ratio of apples to oranges
is 3 to 2. There are 15 apples.
How many oranges?
Ratios - Part to Part, no whole
The ratio of apples to oranges
X=9
is 3 to 2. There are 15 apples.
Percent - Increase What is 10%
How many oranges?
more than 90? Many alternate
Ratios - Part to Part, no whole
wordings like: After a 10%
The ratio of apples to oranges
increase from 90?
is 3 to 2. There are 15 apples.
Percent - Increase What is 10%
How many oranges?
more than 90? Many alternate
Ratios - Part to Part, no whole
wordings like: After a 10%
The ratio of apples to oranges
increase from 90?
is 3 to 2. There are 15 apples.
Percent - Increase What is 10%
How many oranges?
more than 90? Many alternate
Ratios - Part to Part, no whole
wordings like: After a 10%
The ratio of apples to oranges
increase from 90?
is 3 to 2. There are 15 apples.
How many oranges?
Part = Percent Whole
Ratios - Part to Part, no whole
Part = Percent Whole
The ratio of apples to oranges
X = 110/100 90 = 99 is 3 to 2. There are 15 apples.
X = 110/100 90 = 99 How many oranges?

ADD the original 100% AND Keep apples on top

the additional 10%. Note the Keep apples on top
part is more than the whole if Keep apples on top
increased.
ADD the original 100% AND
the additional 10%. Note the 3 15 X = NOT 2 X
part is more than the whole if
15
increased.
ADD the original 100% AND 3 15 X = NOT 2 X
the additional 10%. Note the
part is more than the whole if 15
increased.
Change the whole or base 3 15 X = NOT 2 X
when doing multiple percent
15
changes.
Change the whole or base 3 15 X = NOT 2 X
when doing multiple percent
15
 Assume ALL 3 students in Percent - Decrease What is
first class got exactly 70. 15% less than 20? Many
Assume ALL 5 five in second alternate wordings like:
class got exactly 80. Compute Percent - Decrease What is
usual average: 15% less than 20? Many
e as alternate wordings like:
What
3 15 X = NOT 2 X
whole)?
le 15
ADD the original 100% AND
the additional 10%. Note the
keep oranges on bottom
part is more than the whole if
keep oranges on bottom
increased.
keep oranges on bottom

Page 2 My Advanced SAT Math Seminar, now on DVD, shows how to solve hard SAT math with these notes.
FreeVocabulary.com
Cross-multiply to solve for X keep oranges on bottom
if answer not obvious. X = 10
Find a ratio that adds up to 50.
You can put all apples on top
or all apples on bottom, but
don t mix in one equation.

Ratios Inches to Miles On a

map 2/3 of an inch represents
10 miles. 5 inches on map is?

keep inches on top

2/3 5 = , X = 75 10 X

keep miles on bottom.

Can also be solved by finding

1 inch = 15 miles and
multiplying by 5 (inches).

Ratios - Part to Part, and Total

The ratio of apples to oranges is
3 to 2. There is a total of 50
apples and oranges. How many
oranges?

keep apples on top

3 15 21 30 = = =

2 10 14 20
s ratio
ding k. At
tance in 30
Common Inverse
Proportions:
Common Inverse
Proportions:
Common Inverse
Proportions:
If x doubles, y must half to
keep k constant. If x triples, y
must be 1/3 to keep k constant.
If x goes up z times, y must be
1/z to keep k constant.
If x doubles, y must half to
keep k constant. If x triples, y
must be 1/3 to keep k constant.
If x goes up z times, y must be
1/z to keep k constant.
If x doubles, y must half to
keep k constant. If x triples, y
must be 1/3 to keep k constant.
If x goes up z times, y must be
1/z to keep k constant.
If x doubles, y must half to
keep k constant. If x triples, y
must be 1/3 to keep k constant.
If x goes up z times, y must be
1/z to keep k constant.
If x doubles, y must half to
keep k constant. If x triples, y
must be 1/3 to keep k constant.
If x goes up z times, y must be
1/z to keep k constant.
Most inverse proportions can
be done without calculating k,
using the above common
inverse proportions.
Most inverse proportions can
be done without calculating k,
using the above common
inverse proportions.
Most inverse proportions can
be done without calculating k,
using the above common
inverse proportions.
Most inverse proportions can
be done without calculating k,
using the above common
inverse proportions.
Most inverse proportions can
be done without calculating k,
using the above common
inverse proportions.
Rates (MPH), Distance
Rates (MPH), Distance
Rate Time = Distance 20 MPH
2 Hours = 40 miles
Rate Time = Distance 20 MPH
2 Hours = 40 miles
Average MPH, Rate
Average MPH, Rate
Fast, 40 MPH in morning
driving to school. Slow, 20
MPH in afternoon traffic.
What is average MPH?
Fast, 40 MPH in morning
driving to school. Slow, 20
MPH in afternoon traffic.
What is average MPH?
Do NOT average 20 and 40
for 30.
Do NOT average 20 and 40
for 30.
Assume the school is 40 miles
away. 80 miles round trip. One
hour in morning. Two hours in
afternoon.
Assume the school is 40 miles
away. 80 miles round trip. One
hour in morning. Two hours in
afternoon.
Assume the school is 40 miles
away. 80 miles round trip. One
hour in morning. Two hours in
afternoon.
80 miles/3 hours=26 2/3 MPH
80 miles/3 hours=26 2/3 MPH
FOIL multiplication
First, outer, inner, last
FOIL multiplication
First, outer, inner, last
Multiplying by Zero 0 times
anything is 0. If a b = 0 then
a and/or b (one or both) is
zero. This is used in factoring
If (x-3)(x-5) = 0, (x-3) and/or
(x-5) = 0, x = 3 or x = 5
Multiplying by Zero 0 times
anything is 0. If a b = 0 then
a and/or b (one or both) is
zero. This is used in factoring
If (x-3)(x-5) = 0, (x-3) and/or
(x-5) = 0, x = 3 or x = 5
Multiplying by Zero 0 times
anything is 0. If a b = 0 then
a and/or b (one or both) is
zero. This is used in factoring
If (x-3)(x-5) = 0, (x-3) and/or
(x-5) = 0, x = 3 or x = 5
Multiplying by Zero 0 times
anything is 0. If a b = 0 then
a and/or b (one or both) is
zero. This is used in factoring
If (x-3)(x-5) = 0, (x-3) and/or
(x-5) = 0, x = 3 or x = 5
Multiplying by Zero 0 times
anything is 0. If a b = 0 then
a and/or b (one or both) is
zero. This is used in factoring
If (x-3)(x-5) = 0, (x-3) and/or
(x-5) = 0, x = 3 or x = 5
Multiplying by Zero 0 times
anything is 0. If a b = 0 then
a and/or b (one or both) is
zero. This is used in factoring
If (x-3)(x-5) = 0, (x-3) and/or
(x-5) = 0, x = 3 or x = 5
Multiplying by Zero 0 times
anything is 0. If a b = 0 then
a and/or b (one or both) is
zero. This is used in factoring
If (x-3)(x-5) = 0, (x-3) and/or
(x-5) = 0, x = 3 or x = 5
Multiplying by Zero 0 times
anything is 0. If a b = 0 then
a and/or b (one or both) is
zero. This is used in factoring
If (x-3)(x-5) = 0, (x-3) and/or
(x-5) = 0, x = 3 or x = 5
Multiplying by Zero 0 times
anything is 0. If a b = 0 then
a and/or b (one or both) is
zero. This is used in factoring
If (x-3)(x-5) = 0, (x-3) and/or
(x-5) = 0, x = 3 or x = 5
Factoring Polynomials
FOIL backwards zero here
x2 + 3x + 2 = 0
Factoring Polynomials
FOIL backwards zero here
x2 + 3x + 2 = 0
Factoring Polynomials
FOIL backwards zero here
x2 + 3x + 2 = 0
Factoring Polynomials
FOIL backwards zero here
x2 + 3x + 2 = 0
Factoring Polynomials
FOIL backwards zero here
x2 + 3x + 2 = 0
Factoring Polynomials
FOIL backwards zero here
x2 + 3x + 2 = 0
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
Guess first terms that multiply
to x2: (x +__) (x + __) = 0
Guess last terms that multiply
to 2: (x + 2) (x + 1) = 0 Test to
see if outer + inner
multiplications add to 3x: 1x +
2x = 3x. It does, but if not try
guessing other first or last
terms.
(x + 2) (x + 1) = 0
x = -2 or x = -1
(x + 2) (x + 1) = 0
x = -2 or x = -1
(x + 2) (x + 1) = 0
x = -2 or x = -1
(x + 2) (x + 1) = 0
x = -2 or x = -1 Opposite Angles are equal.
x = x and y = y
On multiple choice questions: Opposite Angles are equal.
you can work backwards from x = x and y = y
the answers without using Opposite Angles are equal.
FOIL: a) 3 b) 2 c)1 d) 0 e) -1 x = x and y = y
by trying each in the original x
On multiple choice problems
+ 3x + 2 = 0 work backward from answers.
On multiple choice questions:
Only one answer works.
you can work backwards from Keep speed on top
the answers without using
FOIL: a) 3 b) 2 c)1 d) 0 e) -1
by trying each in the original x
+ 3x + 2 = 0
On multiple choice questions:
(a + b) (c + d) = first
you can work backwards from
outer inner last ac + ad
the answers without using
+ bc + bd
FOIL: a) 3 b) 2 c)1 d) 0 e) -1
(a + b) (c + d) = first
by trying each in the original xouter inner last ac + ad
+ 3x + 2 = 0 + bc + bd
On multiple choice questions: Opposite Angles are equal.
you can work backwards from x = x and y = y
the answers without using Opposite Angles are equal.
FOIL: a) 3 b) 2 c)1 d) 0 e) -1 x = x and y = y
by trying each in the original x
+ 3x + 2 = 0 x y y = 180-x
On multiple choice questions: x y y = 180-x
you can work backwards from x y y = 180-x
the answers without using
x
FOIL: a) 3 b) 2 c)1 d) 0 e) -1
x
by trying each in the original x
+ 3x + 2 = 0 Can also be done with algebra:
Let 3x be number of apples.
On multiple choice questions:
you can work backwardsThen from2x is number of oranges.
the answers without using + 2x = 50, where x is the
3x
FOIL: a) 3 b) 2 c)1 d) 0 multiple
e) -1 of the original ratio.
by trying each in the original x
Multiple Ratios The ratio of
+ 3x + 2 = 0
apples to oranges is 3 to 2. The
On multiple choice questions:
ratio of oranges to pears is 3 to
you can work backwards from
4. What is the ratio of apples to
the answers without using
pears? It s NOT 3 to 4.
FOIL: a) 3 b) 2 c)1 d) 0 e) -1
by trying each in the original x
Do one ratio at a time:
+ 3x + 2 = 0
On multiple choice questions:
Assume 18 apples. Any
you can work backwards from
number works, but pick a
the answers without using
multiple of 3 that will divide
FOIL: a) 3 b) 2 c)1 d) 0 e) -1
evenly to avoid fractions.
by trying each in the original x
+ 3x + 2 = 0
 On one side of a line the
angles (x+y) add up to 180
o Travel (half a 360 circle).
6 On one side of a line the
0 = 3600 angles (x+y) add up to 180
= 3600 (half a 360 circle).
On one side of a line the
is a angles (x+y) add up to 180
es, y (half a 360 circle).
On one side of a line the
g: y = angles (x+y) add up to 180
3600 in (half a 360 circle).
On one side of a line the
FOIL (a+b) (a+b) first angles (x+y) add up to 180
outer inner last a2 + ab + (half a 360 circle).
ba + b2 =
FOIL (a+b) (a+b) first Given one angle is 100 :
Given one angle is 100 :
outer inner last a2 + ab +
Given one angle is 100 :
ba + b2 =

100 y y
a2 +2ab + b2
x
a2 +2ab + b2
100 y y
x
FOIL (a-b) (a-b) first 100 y y
outer inner last a2 - ab - x
ba + b2 = 100 y y
FOIL (a-b) (a-b) first x
outer inner last a2 - ab - 100 y y
ba + b2 = x

a2 -2ab + b2 y must equal 80 to add up to

a2 -2ab + b2
FOIL (a+b) (a-b) first
outer inner last a2 ab + ba
b2 =
FOIL (a+b) (a-b) first
outer inner last a2 ab + ba
b2 =
FOIL (a+b) (a-b) first
outer inner last a2 ab + ba
b2 =
a2 b2 Difference of Two
Squares
a2 b2 Difference of Two
Squares
x y must equal 80 to add up to
180 along a line. X must equal
100 because it s opposite of
100 AND also because x + y
on one side of a line must
equal 180 .
y must equal 80 to add up to
180 along a line. X must equal
100 because it s opposite of
100 AND also because x + y
on one side of a line must
equal 180 .
y must equal 80 to add up to
180 along a line. X must equal
100 because it s opposite of
100 AND also because x + y
on one side of a line must
equal 180 .
180 along a line. X must equal
 100 because it s opposite of 180 along a line. X must equal
100 AND also because x + y 100 because it s opposite of
on one side of a line must 100 AND also because x + y
equal 180 . on one side of a line must
y must equal 80 to add up to equal 180 .

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Parallel Lines:
room. Randomly picking a

shirt in the dark, what is the

y x x y = 180-x
ave same probability of picking a clean
ger or
All sides shirt? (It s not 5/15, the ratio
e ratio to
of clean to dirty shirts)
30 - 60 - 90 triangles A student has 15 dirty shirts
30 - 60 - 90 triangles
and 5 clean shirts in his dorm

room. Randomly picking a

shirt in the dark, what is the

2s 60 s shortest 30 __ side
probability of picking a clean
2s 60 s shortest 30 __ side
shirt? (It s not 5/15, the ratio
A student has 15 dirty shirts
of clean to dirty shirts)
and 5 clean shirts in his dorm
A student has 15 dirty shirts
room. Randomly picking a
and 5 clean shirts in his dorm
shirt in the dark, what is the
room. Randomly picking a
probability of picking a clean
shirt in the dark, what is the
shirt? (It s not 5/15, the ratio
probability of picking a clean
of clean to dirty shirts)
shirt? (It s not 5/15, the ratio
A student has 15 dirty shirts
of clean to dirty shirts)
and 5 clean shirts in his dorm
yxxy
room. Randomly picking a

shirt in the dark, what is the

probability of picking a clean 2s 60 s shortest 30 __ side

shirt? (It s not 5/15, the ratio 2s 60 s shortest 30 __ side

of clean to dirty shirts) s3
A student has 15 dirty shirts s3
A student has 15 dirty shirts
and 5 clean shirts in his dorm
 Congruent Same shape
and 5 clean shirts in his dorm (angles) AND same size

room. Randomly picking a (lengths).

shirt in the dark, what is the Contrast with similar shapes

with have the same shape
probability of picking a clean (angles) but not same size
(lengths). One similar triangle
shirt? (It s not 5/15, the ratio
can be larger than other.
of clean to dirty shirts) Contrast with similar shapes
with have the same shape
First find the total number of (angles) but not same size
(lengths). One similar triangle
outcomes, which is 20 (15 can be larger than other.
First find the total number of
dirty + 5 clean).
First find the total number of outcomes, which is 20 (15

outcomes, which is 20 (15 dirty + 5 clean).

First find the total number of
dirty + 5 clean).
First find the total number of outcomes, which is 20 (15

outcomes, which is 20 (15 dirty + 5 clean).

dirty + 5 clean).
OK Outcomes 5 1 = =
First find the total number of

outcomes, which is 20 (15 Total Outcomes 20 4

OK Outcomes 5 1 = =
dirty + 5 clean).
Visualize placing parallel lines Total Outcomes 20 4
on top of each other. All Xs and
Ys are equal. Given any one OK Outcomes 5 1 = =
angle, all others can be found.
Total Outcomes 20 4
Isosceles Triangles OK Outcomes 5 1 = =

Total Outcomes 20 4
ss
Coordinates
Coordinates
Coordinates
Both x and y y are positive Positive , + +,+ (x,y) (x,y)
Both x and y y are positive Positive , + +,+ (x,y) (x,y)
Both x and y y are positive Positive , + +,+ (x,y) (x,y)
10 6 Both x and y y are positive Positive , + +,+ (x,y) (x,y)
Congruent Same shape
xx
(angles) AND same size
(lengths).
Congruent Same shape Two equal angles (x) Two
(angles) AND same size equal sides (s) opposite
(lengths). the equal angles
 Equilateral Triangles Are Negative Both x and y are
always 60 - 60 - 60 negative
8
ss
e the

s
side a
e: 180 for each additional
Polygons: Interior Angles side N gon (n sides) = (n-2)
(number of sides 2) 180 180
Polygons: Interior Angles 180 for each additional
(number of sides 2) 180 side N gon (n sides) = (n-2)
180
Triangles (3 sides) = 180
Rectangles (4 90 ) = 360 Absolute Value Make
Triangles (3 sides) = 180 positive if negative
Rectangles (4 90 ) = 360 Absolute Value Make
Triangles (3 sides) = 180 positive if negative
Rectangles (4 90 ) = 360 Lines y = mx + b Two
Same for square or ANY Perpendicular Lines:
4 sided figure. Pentagon Lines y = mx + b Two
(5 sides) = 540 Perpendicular Lines:
Same for square or ANY Lines y = mx + b Two
4 sided figure. Pentagon Perpendicular Lines:
(5 sides) = 540
180 for each additional
side N gon (n sides) = (n-2) y = 2x + 1
180 y = 2x + 1
Both x and y y are positive Positive , + +,+ (x,y) (x,y) y = 2x + 1
Both x and y y are positive Positive , + +,+ (x,y) (x,y)

Three equal sides (s) Three

x Negative Positive , +, (x,y) (x,y)
Negative Both x and y are equal angles. All 60 because
negative every triangle is 180 , and
180 /3 = 60 .
x Negative Positive , +, (x,y) (x,y)
Negative Both x and y are
negative Area of a triangle base
height: which is half the
x Negative Positive , +, (x,y) (x,y)
Negative Both x and y are area of a rectangle (base
negative height) or (length width)
x Negative Positive , +, (x,y) (x,y)
Negative Both x and y are
negative height
x Negative Positive , +, (x,y) (x,y)
Negative Both x and y are
negative base
x Negative Positive , +, (x,y) (x,y)
Negative Both x and y are Side of triangle is NOT the
negative height unless it s a right (90 )
triangle:
x Negative Positive , +, (x,y) (x,y)
ght/50 a-w 2 which is
Height= 30 the same as
a-w 2 which is
m For the same as
only. a-w 2 which is
the same as
above: w-a 2 Plug in numbers
potenuse)2 for ages to test:
+ w-a 2 Plug in numbers
for ages to test:
w-a 2 Plug in numbers
n above: for ages to test:
potenuse)2 w-a 2 Plug in numbers
for ages to test:
17-15 2 same as 15-
17 2
17-15 2 same as 15-
s (an 17 2
Two 1
ual 1
1
x = x if positive, -x if x x -2 90
is originally negative x -2 90
x = x if positive, -x if x x -2 90
is originally negative x -2 90
x -2 90
5 = 5 and -5 = 5 y = 1/2x - 2
5 = 5 and -5 = 5 y = 1/2x - 2
y = 1/2x - 2
Absolute value is used for
Absolute value is used for y = 2x + 1 , in general
within problems: y = mx + b
within problems: y = 2x + 1 , in general
y = mx + b
Adam (a = Adam s age) does y = 2x + 1 , in general
not date women (w = date s y = mx + b
age) more than two years older y = 2x + 1 , in general
or younger than himself. y = mx + b
Adam (a = Adam s age) does
not date women (w = date s slope y-intercept
age) more than two years older slope y-intercept
or younger than himself. slope y-intercept
Adam (a = Adam s age) does
not date women (w = date s When x = 0 (on the y axis), y
age) more than two years older = b (the y-intercept)
or younger than himself. When x = 0 (on the y axis), y
Adam (a = Adam s age) does = b (the y-intercept)
not date women (w = date s When x = 0 (on the y axis), y
age) more than two years older = b (the y-intercept)
or younger than himself. When x = 0 (on the y axis), y
 = b (the y-intercept)
A point on a line (x and y),
and either slope (m) or the y-
intercept (b) can be used to
find the other (m or b) using
y=mx + b.
A point on a line (x and y),
and either slope (m) or the y-
intercept (b) can be used to
find the other (m or b) using
y=mx + b.
A point on a line (x and y),
and either slope (m) or the y-
intercept (b) can be used to
find the other (m or b) using
y=mx + b.
A point on a line (x and y),
and either slope (m) or the y-
intercept (b) can be used to
find the other (m or b) using
y=mx + b.
A point on a line (x and y),
and either slope (m) or the y-
intercept (b) can be used to
find the other (m or b) using
y=mx + b.
A point on a line (x and y),
and either slope (m) or the y-
intercept (b) can be used to
find the other (m or b) using
y=mx + b.
Perpendicular lines cross at 90
(right) angles and the slope of
one (2 in this case or m in
general) is the negative
reciprocal (one over) of the
other s slope (-1/2 in this case
or 1/m in general).
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Slope: Rise/Run increase
in y/increase in x
sed.
Distance between 2 Points
(Pythagorean Theorem)
Distance between 2 Points
(Pythagorean Theorem)
Can also be solved, as a
height and side of
triangle base
Probability
Number of OK
Outcomes Total Number of
Outcomes
Number of OK
Outcomes Total Number of
Outcomes
Perpendicular lines cross at 90
(right) angles and the slope of
one (2 in this case or m in
general) is the negative
reciprocal (one over) of the
other s slope (-1/2 in this case
or 1/m in general).
Perpendicular lines cross at 90
(right) angles and the slope of
one (2 in this case or m in
general) is the negative
reciprocal (one over) of the
other s slope (-1/2 in this case
or 1/m in general).
Perpendicular lines cross at 90
(right) angles and the slope of
one (2 in this case or m in
general) is the negative
reciprocal (one over) of the
other s slope (-1/2 in this case
or 1/m in general).
Perpendicular lines cross at 90
(right) angles and the slope of
one (2 in this case or m in
general) is the negative
reciprocal (one over) of the
other s slope (-1/2 in this case
or 1/m in general).
backup method or check, by
letting a=2 and solving.
Can also be solved, as a
backup method or check, by
letting a=2 and solving.
Can also be solved, as a
backup method or check, by
letting a=2 and solving.
 y slope y = 2x + Can also be solved, as a
1 backup method or check, by
letting a=2 and solving.
Rise
1 Run Exponents Division
x Exponents Division
UTSIDE Exponents Division
moves the
y- same base, subtract exponents
acting 2 same base, subtract exponents
2 to the same base, subtract exponents
2: a4 ÷ a2 =
a4 ÷ a2 =
y a4 ÷ a2 =
y = 2x + 2 +2 y = 2x
y = 2x - 2
a a a a = a a cancel all except
Given any two points ((1,2) and
(3,1) choose a third point to two top a s
make a right triangle by taking
the x from one point and the y a a a a = a a cancel all except
from the other point. Either
(1,1) or (3,2) makes a right two top a s
triangle, but (1,1) is shown a a a a = a a cancel all except
below. y
two top a s
Given any two points ((1,2) and
(3,1) choose a third point to a a a a = a a cancel all except
make a right triangle by taking
the x from one point and the y two top a s
from the other point. Either a2 = a4-2
(1,1) or (3,2) makes a right a2 = a4-2
triangle, but (1,1) is shown If the line is clearly graphed,
often it s possible to easily
below. y
count the rise and run between
Given any two points ((1,2) and any two points for slope.
(3,1) choose a third point to
make a right triangle by taking Given any two points (1,3)
the x from one point and the y and (0,1) slope is rise/run or:
from the other point. Either
(1,1) or (3,2) makes a right
triangle, but (1,1) is shown
-2
below. y (1,2)
Given any two points ((1,2) and
(3,1) choose a third point to
make a right triangle by taking
(1,1) (3,1) x
the x from one point and the y
2 4-2
from the other point. Either a =a
(1,1) or (3,2) makes a right a2 = a4-2
triangle, but (1,1) is shown
Exponents Raising Powers
below. y
 Multiply exponents a3 a2 (a3 )2 a5 a6
Exponents Raising Powers a3 a2 (a3 )2 a5 a6
Multiply exponents a3 a2 (a3 )2 a5 a6
Exponents Raising Powers
a3 a2 (a3 )2 a5 a6
Multiply exponents

(a3 )2 = (a a a) ( a a a ) Either point could be the

(a3 )2 = (a a a) ( a a a ) first point or the
second, but the result is the
The first y the second y = same.

The first x the second x

31=210 (1)2 + (2)2 = (h)2 5 =

ion y = 2x (h)2 _ 5 = h
efore
ion: (1)2 + (2)2 = (h)2 5 =

(h)2 _ 5 = h
(1)2 + (2)2 = (h)2 5 =

the legs of the triangle are the (h)2 _ 5 = h

change in x and the change in y.
Graphing the triangle may be
skipped. (leg)2 + (leg)2 =
(Hypotenuse)2
1 1 a 1 = a 2 = a a2
the legs of the triangle are the
change in x and the change in y. 1 1 a 1 = a 2 = a a2
Graphing the triangle may be
skipped. (leg)2 + (leg)2 = 1 1 a 1 = a 2 = a a2
(Hypotenuse)2
Slopes, Negative, Positive y
the legs of the triangle are the
change in x and the change in y.
Slope + 1
Graphing the triangle may be
skipped. (leg)2 + (leg)2 = x
(Hypotenuse)2
the legs of the triangle are the
change in x and the change in y.
Graphing the triangle may be
skipped. (leg)2 + (leg)2 =
(Hypotenuse)2
the legs of the triangle are the Midpoint of a line segment.
change in x and the change in y. The midpoint of (1,1) to (3,7)
Graphing the triangle may be is half way between the Xs
skipped. (leg)2 + (leg)2 = (halfway between or average of
(Hypotenuse)2 1 and 3 is 2) and halfway
between the Ys (halfway
(a3 )2 = (a a a) ( a a a )
6 32 between or average of 1 and 7
a =a
is 4). The midpoint is (2,4).
a6 = a 3 2 Midpoint of a line segment.
a6 = a 3 2 The midpoint of (1,1) to (3,7)
 is half way between the Xs Slope + 1/2
(halfway between or average of
1 and 3 is 2) and halfway x
between the Ys (halfway y = 2(x+2) y = 2x
between or average of 1 and 7
is 4). The midpoint is (2,4).
Midpoint of a line segment.
The midpoint of (1,1) to (3,7) Counting Consecutive
is half way between the Xs Integers (or consecutive
(halfway between or average of tickets .)
1 and 3 is 2) and halfway
between the Ys (halfway Tickets number 9 through 15
between or average of 1 and 7 were sold today. How many?
is 4). The midpoint is (2,4). It s NOT 15-9 or 6.
In general a b = 1/ ab (put Tickets number 9 through 15
under 1 and drop the were sold today. How many?
negative) It s NOT 15-9 or 6.
In general a b = 1/ ab (put
under 1 and drop the For small numbers one can
negative) count 9, 10, 11, 12, 13, 14, 15
In general a b = 1/ ab (put for 7 tickets sold. Subtract (15-
under 1 and drop the 9) AND add 1 to count the first
negative) ticket sold for 7.
In general a b = 1/ ab (put a a = a a a a cancel all except
under 1 and drop the
negative) two bottom a s 1 1 = = a a a2

negative exponents follow the a a = a a a a cancel all except

rules for division two bottom a s 1 1 = = a a a2

negative exponents follow the
a a = a a a a cancel all except
rules for division
two bottom a s 1 1 = = a a a2
negative exponents follow the
a a = a a a a cancel all except
rules for division
two bottom a s 1 1 = = a a a2

a a = a a a a cancel all except

Slope 1
two bottom a s 1 1 = = a a a2
Counting Consecutive
Integers (or consecutive a a = a a a a cancel all except
tickets .)
two bottom a s 1 1 = = a a a2

a2 4 =
a a = a a a a cancel all except a2 4 =
two bottom a s 1 1 = = a a a2
a2
Slopes, flatter
Slope 1/2
y
 the right. Take the simplest function:
y = 2x,
The SAT often tests for these
counterintuitive shifts.
For small numbers one can
count 9, 10, 11, 12, 13, 14, 15
for 7 tickets sold. Subtract (15-
9) AND add 1 to count the first
ticket sold for 7.
For small numbers one can Exponents Multiplication
count 9, 10, 11, 12, 13, 14, 15
for 7 tickets sold. Subtract (15- same base, add exponents
9) AND add 1 to count the first a3 a2 = (a a a) ( a a ) =
ticket sold for 7. same base, add exponents
a3 a2 = (a a a) ( a a ) =
Exponents Multiplication a5 = a 3+2
a2
a5 = a 3+2
a2
a5 = a 3+2
In general, the exponent can
Exponents (ab)2
be distributed:
Exponents (ab)2 In general, the exponent can
Exponents (ab)2 be distributed:
In general, the exponent can
(ab)2 = (ab) (ab) = a2b2 be distributed:
Shifting graphs With any
function adding (subtracting) (ab)k = akbk
OUTSIDE the function (ab)k = akbk
moves the graph up (down). (ab)k = akbk

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Exponents Square root of both
sides

a
2 4
= b rewriting
as: Circles
(a a ) = (b b b b) it Circles
s obvious that a = (b b) OR
take the square root of both (pi) = 3.1
sides (half the exponent)
a = b2 Diameter = 2 Radius
the same Diameter = 2 Radius
AA, BBB
s twice diam
use of diam
there are 3
 Circumference = D = 2R length
around entire circle
Circumference = D = 2R length
around entire circle
Volume = Length width
height
Volume = Length width
height
Volume = Length width
height

It does not matter which side is

called height or width as long
as you multiply all three.
It does not matter which side is
called height or width as long
as you multiply all three. Circumference = D = 2R length
It does not matter which side isaround entire circle
called height or width as long Circumference = D = 2R length
as you multiply all three. around entire circle

For a cube all three sides are Remember it s 3.14 times the
the same. Volume = (side)3 diameter not the radius. If you
For a cube all three sides are take 3.14 times the radius,
the same. Volume = (side)3 drawn above outside the circle
This works for cube roots or for easier comparison, you can
any other roots. see that you will only get
halfway around the circle
Fractional Exponents Are Remember it s 3.14 times the
square/cube roots a1/2 = diameter not the radius. If you
take 3.14 times the radius,
square root of a a1/3 =
drawn above outside the circle
cube root of a a1/n = n th
for easier comparison, you can
root of a
see that you will only get
halfway around the circle
Fractional exponents are
Remember it s 3.14 times the
useful for reducing:
diameter not the radius. If you
take 3.14 times the radius,
a3 = b9
drawn above outside the circle
for easier comparison, you can
(a3 )1/3 = (b9) 1/3 see that you will only get
halfway around the circle
Using the power raised rule to
multiply exponents gives: Area = R2 Remember it s the
a = b3 radius squared, not the diameter
squared. If you square the
Permutations: orderings diameter, drawn above outside
may add the circle for easier comparison,
uch as Jane you get a square box larger then
the circle. Cylinders:
Area = R2 Remember it s the
radius squared, not the diameter height
squared. If you square the Cylinders:
diameter, drawn above outside
height
the circle for easier
Cylinders:
comparison, you get a square
box larger then the circle. height
Area = R2 Remember it s the Cylinders:
radius squared, not the diameter
squared. If you square the height
diameter, drawn above outside
the circle for easier Volume of Cylinder = (Area
comparison, you get a square of top circle) height
box larger then the circle. Volume of Cylinder = (Area
Area = R2 Remember it s the of top circle) height
radius squared, not the diameter Volume of Cylinder = (Area
squared. If you square the of top circle) height
diameter, drawn above outside Volume of Cylinder = (Area
the circle for easier of top circle) height
comparison, you get a square
box larger then the circle. The top circle and bottom
Area = R2 Remember it s the circle are the same size.
radius squared, not the diameter The top circle and bottom
squared. If you square the circle are the same size.
diameter, drawn above outside The top circle and bottom
the circle for easier circle are the same size.
comparison, you get a square The top circle and bottom
box larger then the circle. circle are the same size.
Area = R2 Remember it s the
radius squared, not the diameter Solving 2 equations:
squared. If you square the Solving 2 equations:
diameter, drawn above outside Solving 2 equations:
the circle for easier
comparison, you get a square a + 2b = 3 2a + 6b = 10
box larger then the circle. a + 2b = 3 2a + 6b = 10
Area = R2 Remember it s the a + 2b = 3 2a + 6b = 10
radius squared, not the diameter a + 2b = 3 2a + 6b = 10
squared. If you square the a + 2b = 3 2a + 6b = 10
diameter, drawn above outside
the circle for easier Multiply both sides of first
comparison, you get a square equation by 2 and subtract
box larger then the circle. from the second equation.
Multiply both sides of first
Arcs and Sectors of Circles equation by 2 and subtract
are just fractions of circles. from the second equation.
Arcs and Sectors of Circles Multiply both sides of first
are just fractions of circles. equation by 2 and subtract
For a cube all three sides are from the second equation.
the same. Volume = (side)3 Multiply both sides of first
equation by 2 and subtract
 from the second equation. equation.
Multiply both sides of first
For easy problems with a small
equation by 2 and subtract
number of outcomes, the
from the second equation.
possibilities can be written:
Multiply both sides of first
equation by 2 and subtract
ABC, ACB,
from the second equation.
BAC, BCA,
Multiply both sides of first
CAB, CBA
equation by 2 and subtract
from the second equation.
OR there are 3 options for the
first night (A,B, or C), 2
options for the second night
Jane has 3 dresses. (make the (the two remaining dresses)
dresses A, B, and C). Wearing a and 1 option for the last night
different dress on three different (the one remaining dress).
nights, how many possibilities? Multiply 3 2 1 = 6. (This is
er six, three factorial or 3!)
A are the
Likewise Oddball selections
C and
uplicates. A different question may have
unlimited (re)selection of
choices. If Jane can rewear the
60 B
60 B
dresses multiple times,

Sectors (wedges, slices) are

fractions of the entire circle s
area.
Sectors (wedges, slices) are
fractions of the entire circle s
area.
2a + 6b = 10
2a + 4b = 6
----------------
2a + 6b = 10
2a + 4b = 6
----------------
2a + 6b = 10
2a + 4b = 6
----------------
2b = 4 b = 2 Replace b in any
equation to solve for a. Check
with a and b in the other
equation.
2b = 4 b = 2 Replace b in any
equation to solve for a. CheckArcs are fractions of the total
with a and b in the other circle s circumference.
equation. Arcs are fractions of the total
2b = 4 b = 2 Replace b in anycircle s circumference.
equation to solve for a. Check
with a and b in the other But instead of saying 1/6 of a
circle, questions will say 60 . Or in first equation, isolate a:
A total circle is 360 . 60 /360 Or in first equation, isolate a:
= 1/6. Or in first equation, isolate a:
But instead of saying 1/6 of a
a = 3 - 2b and substitute (3-2b)
circle, questions will say 60 .
for a into the second equation:
A total circle is 360 . 60 /360
2(3-2b) + 6b = 10 6-4b + 6b =
= 1/6.
10
a = 3 - 2b and substitute (3-2b)
To find the length of an arc,
for a into the second equation:
find the circumference of the
2(3-2b) + 6b = 10 6-4b + 6b =
total circle and multiply by the
10
fraction (1/6 or 60/360 in this
a = 3 - 2b and substitute (3-2b)
example).
for a into the second equation:
To find the length of an arc,
2(3-2b) + 6b = 10 6-4b + 6b =
find the circumference of the
10
total circle and multiply by the
a = 3 - 2b and substitute (3-2b)
fraction (1/6 or 60/360 in this
for a into the second equation:
example).
2(3-2b) + 6b = 10 6-4b + 6b =
10
To find the area of a sector,
find the area of the total circle 2b = 4
and multiply by the fraction. b=2
To find the area of a sector, 2b = 4
find the area of the total circle b=2
and multiply by the fraction. 2b = 4
To find the area of a sector, b=2
find the area of the total circle
and multiply by the fraction. Bisector splits into equal parts
each half the original s size.
Bisector splits into equal parts
Simplifying Square Roots
each half the original s size.
__ ______ _ 50 = 25 2 = 5 2 Bisector splits into equal parts
each half the original s size.
_____ _ a2 b = a b
Simplifying Square Roots PDF file of these Math Notes is
on my site for free:
__ ______ _ 50 = 25 2 = 5 2 PDF file of these Math Notes is
_____ _ a2 b = a b on my site for free:
PDF file of these Math Notes is
2b = 4 b = 2 Replace b in any
on my site for free:
equation to solve for a. Check
with a and b in the other www.FreeVocabulary.com
equation. www.FreeVocabulary.com
2b = 4 b = 2 Replace b in any
www.FreeVocabulary.com
equation to solve for a. Check
with a and b in the other in addition to 5,000 free SAT
equation. vocabulary words.
2b = 4 b = 2 Replace b in any in addition to 5,000 free SAT
equation to solve for a. Check vocabulary words.
with a and b in the other in addition to 5,000 free SAT
equation. vocabulary words.
 When printing, try unchecking the fit to page option.
the fit to page option. When printing, try unchecking
When printing, try unchecking the fit to page option.

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