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Class 1 - Class 2- Class 3 Book

Class1: Expression
 SAT Masters
Redesigned SAT - Math
Linear equations in one variable

1. Introduction

In this unit we are going to be looking at simple equations in one variable, and the equations
will be linear - that means there’ll be no x2 terms and no x3 ’s, just x’s and numbers. For
example, we will see how to solve the equation 3x + 15 = x + 25.

2. Solving equations by collecting terms

suppose we want to solve this equation :

3x + 15 = x + 25
First we will gather all the terms that have x in one side and the constant terms is the other
side:
3x - x - 15 = 25

3x - x = 25 - 15

then Simplify:
2x = 10

and finally, by dividing each side by 2 we obtain:

x=5

Example
Solve the equation 2x + 3 = 6 − (2x − 3).

Solution-------------------------------------------------------------------------------------------------------------

From 2x + 3 = 6 − (2x − 3)
we first remove the brackets on the right to give
2x + 3 = 6 − 2x + 3

redesigned SAT Prep.​ : ​Linear Equations with one variable

for more Redesigned SAT materials visit our website ​www.SATLearner.com​ ​Eng. Mohamed Elminshawy
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so that 2x + 3 = 9 − 2x

We are now in the same position as we were in during the first Example.
We need to get the x’s together by adding 2x to each side.
4x + 3 = 9
Now take 3 away from each side:
4x = 6
so that
x=6/4
( by dividing both sides by 4) x=3/2
x =​ 1 12

Exercise and Homework:

1. Solve the following equations.
a) x + 5 = 9 b) 12 − x = 7 c) 5x = 3
d) 4x + 10 = 2 e) 5 − 3x = −4 f) 2 + 14x = 30
g) 9 + 5x = 3x + 13 h) 4 − 3x = 8 + x i) 5 + 3(x − 1) = 5x − 6

3. Solving equations by removing brackets & collecting terms

Example
Solve the equation
8(x − 3) − (6 − 2x) = 2(x + 2) − 5(5 − x)

We begin by multiplying out the brackets, taking care, in particular, with any minus signs.

8x − 24 − 6 + 2x = 2x + 4 − 25 + 5x

Each side can be tidied up by collecting the x terms and the numbers together.

10x − 30 = 7x − 21

Now take 7x from each side, and then add 30 to each side:

3x − 30 = −21
3x = 9
x=3

redesigned SAT Prep.​ : ​Linear Equations with one variable

for more Redesigned SAT materials visit our website ​www.SATLearner.com​ ​Eng. Mohamed Elminshawy
Telephone ( Egypt cairo ) : 01144304897 , 01069513212
Example
Solve the equation
(x + 1)(2x + 1) = (x + 3)(2x + 3) − 14
We begin by removing the brackets.
2x2 + x + 2x + 1 = 2x2 + 3x + 6x + 9 − 14
So
2x2 + 3x + 1 = 2x2 + 9x − 5
Remember we stated that we are dealing in this unit with linear equations, so there should
be no x2 terms.
In fact, they all cancel out:
There is a term 2x2 on both sides. We can subtract 2x2 from both sides to leave

3x + 1 = 9x − 5

We can now proceed as in the earlier examples.

3x + 1 = 9x − 5

1 = 6x − 5

6 = 6x

1=x

Exercises 2.
Solve the following equations.
a) 5(2 − x) − 6(4 − 3x) = 20 − 3(x − 1)
b) 10 − 5(x + 2) = 2(x − 1)
c) 5(1 − 3x) + 2(3 − x) = 6(x + 2) + (14+3)

4. Linear equations with fractional coefficients

Example
Solve the equation
4(x + 2) 5x
5 =7+ 13

Solution-----------------------------------------------------------------------------------------------------------
In this Example the fractions are the cause of the difficulty. We want to try to remove them
and work with whole numbers. Multiplying both sides by 5 and then by 13 will remove the

redesigned SAT Prep.​ : ​Linear Equations with one variable

for more Redesigned SAT materials visit our website ​www.SATLearner.com​ ​Eng. Mohamed Elminshawy
Telephone ( Egypt cairo ) : 01144304897 , 01069513212
fractions. This is equivalent to multiplying both sides by the lowest common denominator,
which is 5 × 13 = 65.

This is a much more familiar form, like the earlier examples. Multiply out the brackets, collect
together x terms and collect together the numbers.

so continue your self .. (final answer x = 13 )

Example

Solve
First of all remember that the division line means divide all of 4−5x by 6. So let’s put in
brackets to be absolutely clear:

Now we need a common denominator for the denominators 6, 3 and 42. Note that both 6
and 3 will divide into 42 so choose 42 as the common denominator. Multiply everything by
42. So we have

Now multiply out the brackets and simplify the left-hand side.
28 − 35x − 14 + 28x = 13

redesigned SAT Prep.​ : ​Linear Equations with one variable

for more Redesigned SAT materials visit our website ​www.SATLearner.com​ ​Eng. Mohamed Elminshawy
Telephone ( Egypt cairo ) : 01144304897 , 01069513212
From which
14 − 7x = 13
−7x = −1
x = −1
−7 = 1
7

Exercise and Homework

5. Another form of a linear equation in one variable

redesigned SAT Prep.​ : ​Linear Equations with one variable

for more Redesigned SAT materials visit our website ​www.SATLearner.com​ ​Eng. Mohamed Elminshawy
Telephone ( Egypt cairo ) : 01144304897 , 01069513212
 Exercise and Homework

redesigned SAT Prep.​ : ​Linear Equations with one variable

for more Redesigned SAT materials visit our website ​www.SATLearner.com​ ​Eng. Mohamed Elminshawy
Telephone ( Egypt cairo ) : 01144304897 , 01069513212
CHAPTER 7 / THE SAT MATH TEST: THE HEART OF ALGEBRA 281

Ski l l 1 : Worki ng with Expressions

Lesson 1 : U s i ng a lgebra ic expressions

To solve tough SAT math problems, you must be flu­
ent i n defining, manipulating, and a nalyzing algebraic
expressions.
Corrine drives to her office at an average speed of 50
miles per hour. When she returns home by the same
route, the traffic is lighter and she averages 60 miles
per hour. I f her trip home is 10 minutes shorter than
her trip to her office, what is the distance, in miles,
from Corrine's home to her office?
Th is may seem like a lot, but as we will see, keeping track
of them is quite manageable.
Step 2. Express: The problem gives us enough informa­
tion to express all six quantities in terms of only two
"unknowns." I f d is the distance, in miles, from her home
to her office, and t is the time, in hours, it takes her to get
home from the office, then we can express our six quan­
t ities, respectively, as
To Office From Office

I I I I I
(Medium-hard) Why does everyone hate "word prob ­
lems" like this one? For most of us, the problem is that
the equations aren't "set up" for us-we have to set them
up ourselves, which can be a pain in the neck. But we
can make these problems much easier by breaking them
down i nto clear steps.
Key Steps to Solving Tough Algebraic Problems
Solving tough problems in mathematics and sci­
ence frequently i nvolves four essential steps :
1 . identify the relevant quantities in the situation
2. express those quantities with algebraic
expressions
3. translate the fa cts of the problem situation
into equations i nvolving those expressions
4. a nalyze and solve those equations
50 mph 60 mph
d m iles d miles
t + 1/6 hours (10 minutes = 1 /6) t hours
Step 3. Translate: To translate the facts of this problem
into equations, we must know the formula distance =
average speed x time. Applying this to each trip gives us
To Office From Office
d = 50(t + 1 /6) d = 60(t)
Step 4. Analyze and Solve: We have now reduced the
problem to a "two by two system," that is, two equations
with two unknowns. Since the number of equations
equals the number of unknowns, we should be able to
solve for those un knowns. (In Lessons 12 and 13, we
will review these concepts and techn iques.) Since the
un known d is isolated in both equations, substitution is
simple:

1 . Substitute for d: 50(t + 1 /6) = 60(t)

Step I. Identify: I n this problem, there are six relevant 2. Distribute: 50t + 50/6 = 60t
quantities:
3. Subtract 50t: 50/6 = lOt
the speed from home to work 4. Divide by 10: 5/6 = t
the distance from home to work
the time it takes to get from home to work Since t represents the time it took Corrine to return
the speed from work to home home, in hours, this means it took her 5/6 hours (or
the distance from work to home 50 mi nutes) to get from her office to her home, and
the time it takes to get from work to home 5/6 hour + 1 /6 hour = 1 hour to get to her office from
home. But remember, the question asks for the distance
from her home to her office, which we can find by substi­
tuting into either of our equations:

50(5/6 + 1 /6) or 60(5/6) = 50 miles

282 McGraw-Hill Education: SAT

Lesson 2: The Laws of Arithmetic

When expressing or simplifying a quantity, you fre­
quently have many options. For instance, the expression Step 3: MD (multiplication and division, from
4x2 - 1 2x can also b e expressed as 4x(x - 3) . Similarly, left to right)
3 . 2 can be expressed as 1 6/5 or 3 Vsor 32/10. Which way
Next, we do a ny multiplication inside the
is b etter? It depends on what you want to do with the
parentheses:
expression. Different forms of an expression can reveal
different characteristics of that quantity or the equation (3 + 1 2 ) �
____ +
i n which it appears. To gain fluency in expressing quanti­ 8 2
ties, you must understand the Laws of Arithmetic.
Step 4: AS (addition and subtraction, from left to
3+6x2 5-1 1 right)
What is the value of --- +
2 x l3 ·
--

2x4
Now we do any addition and subtraction
left in the parentheses:

I I I I I 15 4
-+-
8 2
Once all the "grouped" operations are com­
To simplify complex expressions, you must pleted, we run through the order of opera­
know the Order of Operations: tions once again to finish up. E xponents or
roots? No. Multiplication or division? Yes:
PG-ER-MD-AS
1 . 875 + 2
Step 1: PG (parentheses and other grouping
Addition or subtraction? Yes : 1 .875 + 2 =
symbols, from innermost to outermost and left
3.875
to right)
Since this expression contains no parentheses,
we don't have to worry about "grouped" oper­
ations, right? Wrong! Remember that fraction
What is the sum of the first 100 positive i ntegers?
bars and radicals are "grouping symbols"
just like parentheses are.

In other words, we can think of this expres­

sion as
(3 + 6 x 2) (5 - l ) (Hard) Here, following the order of operations would be,
_____ + ____
(2 x 4 ) (2 x l 3 ) shall we say, less than convenient: it would require 99
computations. Even with a calculator, it would b e a pain.
If a set of parentheses contains only one But here is a much simpler method:
operation, then we simply do that operation:
Original expression: 1 + 2 + 3 + 4+ · ·+ 97 +
·

(3 + 6 x 2) 4 98 + 99 + 100
+
(2 x l 3 )
---- ---

8 Rearrange and regroup: (1 + 100) + (2 + 99) + (3 + 98) +

. . . + (50 + 5 1)
If it contains more than one operation, then Simplify: (101) + (101) + (101) + · · ·

we must move on to the next step. + (101)

Step 2: ER (exponents and roots, from innermost Since we have 50 pairs, this equals: 50(101)
to outermost and left to right) Simplify: 5,050
Do any of the parentheses contain expo­
This gives us exactly the same result as the order of
nents or roots? Yes, so we must perform that
operations would give, but with just a few simple calcu­
operation next:
lations. How did we do it? By using three more laws of
(3 + 6 x 2) - 4- arithmetic: the commutative law of addition, the asso­
+
8 (2 x 1) ciative law of addition, and the distributive law of mul­
tiplication over addition.
CHAPTER 7 I THE SAT MATH TEST: THE HEART OF ALGEBRA 283

Use the Laws of Arithmetic to simplify expres­ Don't "over-distribute."

sions or reveal their properties.
Were you tempted to choose (A), (B), or (C) in the
The Commutative Law of Addition question above? I f so, you are not alone. You are
simply the victim of one of the most common mis­
When adding, order doesn' t matter.
takes i n algebra: over-distribution. I t comes from
e.g., 3 + 8 + 17 + 12 = 3 + 17 + 1 2 + 8 a misinterpretation of the L aw of Distribution.
The correct l aw is
The Commutative Law of Multiplication
When multiplying by a grouped sum, you
When multiplying, order doesn ' t matter. don 't have to do the grouped sum first; you
can multiply first, as long as you distribu te
e.g., 2 x 16 x 50 x 3=3 x 16 x 50 x 2
the multiplication over the entire sum.
The Associative Law of Addition It is not
When adding, grouping doesn' t matter. If something is outside parentheses, just
e.g., 1 + 10 0 + 2 + 99 + 3 + 98 + + 50 + 51 = · · ·
bring it inside and distribute.
(1 + 100) + (2 + 99) + (3 + 98) + . . + (50 + 51) .
Look at these examples of "over- distribution"
and verify that they are incorrect:
The Associative Law of Multiplication
3 (2 x 5) is not equal to (3 x 2) + (3 x 5) or
When multiplying, grouping doesn' t (3 x 2) x (3 x 5)
matter.
(2 + 3)2 is not e qual to 2 2 + 32
e.g., 1 x 2 x 3 x 4 x 5 = (1 x 2 x 3) x (4 x 5)

The Distributive Law of Multiplication over

Addition I f x ,,., 0, which of the following equals
When multiplying by a grouped sum, 3x 2 + 6x + 9x 2
?
you don ' t have to do the grouped sum 3x
first; you can multiply first, as long as 1
you distribute the multiplication over the A) 2x + -
2
entire sum. 1
B) 4x + -
e.g., 5 (20 + 7) = 5 x 20 + 5 x 7 = 100 + 35 = 135 2
C) 2x2 + 2
D) 4x + 2

(Medium) 3x 2 + 6x + 9x 2
Which of the following is equivalent to 3(34 x 53)? 3x
3x 2 + 9x 2 + 6x
[No calculator] Com mutative Law of Addition:
3x
A) 3 (34) x 3(53) 2 + 9x 2 ) + 6x
Associative Law of Addition : (3x
B) 94 + 153 3x
C) 94 x 1 53 (3 + 9)x 2 + 6x 1 2x 2 + 6x
Distribut ive Law:
D) 35 x 53 3x 3x
Division by a number is
Before making your choice, check the laws of arithme­ 1
multiplication by its reciprocal: - ( 1 2x 2 + 6x)
tic; don't make up your own laws. Which laws of arithme­ 3x
tic can we use? Since the expression is a product, we can Distributive Law: 1 2x 2 6x
use the commutative law of multiplication and jumble + - = 4x + 2
--

3x 3x
up the terms, or the associative law of multiplication
and regroup the terms any way we want (or not at all). So the correct answer is (D). Look at each step care­
Using the associative law gives us fully and notice how each one uses a particular Law
of Arithmetic. I n particular, notice that the "combin­
3(34 x 53) = (3 x 34) x 53 = 35 x 53 Therefore, the ing of like terms" i n steps 1-3 is really a n example of
correct answer is (D).
284
commuti ng, assoc1atmg, and (un)distributing. Even
more interesting, notice that steps 4-5 show that divi­
sion distributes just like multiplication does.
You can also distribute division over addition
just as you can distribute multiplication.
25a + 5ab 25a 5ab 5a
e.g., =-+-=-+a
5b 5b 5b b
How many distinct values of x are solutions to the
equation x2 + 4 = - 4x?
A) none
B) one
C) two
D) three
(Medium) You might recognize that this equation is a
quadratic equation (which we will discuss i n much
more detail in Chapter 9) and remember that such equa­
tions usually h ave two distinct solutions, but not always,
so we must look at this equation more carefully.
Make sure you know how to FOIL and un-FOIL.
FOILing is simply the shortcut for multiplying two binomials, which requires applying the distributive law
twice. For example:
F ( product of the two "first" terms):
0 ( product of the two "outside" terms):
I (product of the two "inside" terms) :
L (product o f t h e two "last" terms):
F + O + l + L:
McGraw-Hill Education: SAT
1. Add 4x: x2 + 4x + 4 = 0
2. Since 4x = 2x + 2x: x2 + 2x + 2x + 4 = 0
Step 2 might seem a bit mysterious. Why did we write
4x as 2x + 2x? Here we are using the Product-Sum Method
for factoring quadratics, which is explained in a bit more
detail in Chapter 9, Lesson 4. For now, though, just notice
that each step follows a particular Law of Arithmetic.
3 . Associative Law of Addition: (x2 + 2x) + (2x + 4) = 0
4 . Distributive Law: x(x + 2) + 2(x + 2) = 0
5. Distribut ive Law: (x + 2)(x + 2) = 0
If the product of two numbers is 0, then one of those
numbers must be 0 . (This is the Zero Product Property. )
Therefore x + 2 = 0 and so x = - 2 . Since the other factor
is the same, we only get one solution to this equation, and
the answer is ( B ) .
To check t h e equation i n step 5, we can FOIL the prod­
uct of binomials on the left side to make sure we get the
same expression we had back i n step 1: (x + 2)(x + 2) =
x2 + 4x + 4, which i s precisely the expression we started
with i n step 1 , confirming that our work is correct.
This means that the factoring process in steps 2-5 can
be thought of as un-FOI Ling. We will look at this method
of factoring more carefully i n Chapter 9.
(x + 4)(x - 5)
X X X = X2
x x - 5 = - 5x
4 X X = 4X
4 x -5 = -20
x2 + - 5x + 4x + -20 = x2 - x - 20
   Redesigned   SAT   ­  Math 
linear   equations   in   one   variable   quiz   1 
 
 
 
 
Exercise   and   Homework: 
1.   Solve   the   following   equations.  
a)10(   x  +  5)    =  9  b)   (12   −  x)+(10   −  2x)   =  7  c)   50x   =  3  
d)   40x   +  50   =  20  e)   5  −  3x   +  3(12   −  x)   =  −40  f)   2  +  14x   =  30  
g)   90   +  50x   =  30x   +  130  h)   4  −  3x   =  8  +  x  i)   5  +  (x   −  1)   =  (5x   −  6)   (10) 

 
 
 
 
Exercises   2.  
Solve   the   following   equations.  
a)   5(20   −  t)   −  6(4   −  3t)   =  20   −  3(t   −  1)  
b)   40   −  5(x   +  2)   =  30   (x   −  1)  
c)   5(10   −  3x)   +  20(3   −  x)   =  6(x   +  2)   +  15 
 
Exercise   and   Homework  

 
 
 
 
 
 
 

 
York   Academy   ­  redesigned   SAT   Prep.   :   Linear   Equations   with   one   variable 
for   more    Redesigned   SAT   materials   visit   our   website        www.SATLearner.com   
Telephone   (  Egypt   cairo   )  :  01144304897      ,   01222537365 
 Exercise   and   Homework 

 
 
 
 
 
 

 
York   Academy   ­  redesigned   SAT   Prep.   :   Linear   Equations   with   one   variable 
for   more    Redesigned   SAT   materials   visit   our   website        www.SATLearner.com   
Telephone   (  Egypt   cairo   )  :  01144304897      ,   01222537365 
CHAPTER 7 / THE SAT MATH TEST: THE HEART OF ALGEBRA 285

• ..
( 1 - ( 1 - ( 1 - 2))) - ( 1 - (1 - (1 - 3))) = The product of x and y is 36. I f both x and y are
integers, then what is the least possible value

I I I I I of x - y?
A) -37
B) -36
• C) -35
When 14 is subtracted from 6 times a number, 40 is
D) - 9
left . What is half the number?

I I I I I ..
I f a factory can manufacture b computer screens i n
n days a t a cost o f e dollars p e r screen, t h e n which of
.. the following represents the total cost, in dollars, of
Four consecutive even numbers have a sum of 76. the computer screens that can be manufactured, at
What is the greatest of these numbers? that rate, in m days?
bem
I I I I I A)
n
bmn
B)
e
• me
C)
5x bn
I f - + 3 = 7, then lOx + 12 =
2 be
D)

I I I I
mn

1111
Iii Which of the following is equivalent to
What number decreased by 7 equals the opposite of 5x(2x x 3) - 5x2 for all real values of x?
five times the number?
A) 5x2 + 1 5x

I I I I I
B) 25x2
C) 5x2 - 1 5x
D) 1 0x2 x 1 5x - 5x2
•
I f 5d + 1 2 = 24, then 5d - 1 2 =
•
I I I I I The symbol 0 represents one of the fu ndamental
operators: +, - , x , or +. I f (x 0 y) x (y 0 x) = 1 for
all posit ive values of x and y, then 0 can represent
• A) +
2 2
I f _L = y 2 , then y + 5 = B) x
5

I I I
C)
D)
286 McGraw-Hill Education: SAT

Exerc ise Set 1 (Ca lculator)

Ill Ill
The difference of two numbers is 4 and their sum For all real numbers x and y, 4x(x) - 3xy(2x) =

is 14. What is their product?

A) 1 2x2y(x - 2y)

I I I I I B) 2x2(2 - 3y)
C) 2x2(2 + 3y)
D ) 4xy(x - 3y)
Ill
If x + y - 1 = 1 - ( 1 - x), what is the value of y ?
Ill
I I I I If a = 60(99)99 + 30(99)99, b = 99 1 00, and c = 90(90)99,
then which of the following expresses the correct
ordering of a , b, and c?
ID A) c <b<a
If 3x2 + 2x = 40, then 1 5x2 + lOx = B) b < c < a

I I I I
C) a < b < c
D) c < a < b

ID •
Ellen is currently twice as old as Maria, but in
Which of the following statements must b e true for
6 years, Maria will b e 2/3 as old as Ellen. How old is
all values of x, y, and z?
Ellen now?
I . (x + y) + z = (z + y) + x
I I . (x - y) - z = (z - y) - x
I I I . (x -7 y) -7 z = (z -7 y) -7 x

• A) I only
If 2x - 2y = 5 and x + y = 6, what is the value B) I and I I only
of x2 - y2? C ) I and I I I only
D ) I I and I I I only
I I I I
Ill
Ill Carlos began with twice as much money as David
On a typical day, a restaurant sells n grilled cheese sand­ had. After Carlos gave $ 1 2 to David, Carlos still had
wiches for p dollars each. Today, however, the manager $10 more than David. How much money did they
reduced the price of grilled cheese sandwiches by have combined at the start?
30% and as a result sold 50% more of them than usual.
Which of the following represents the revenue for A) $34
today's grilled cheese sandwich sales, in dollars? B) $68
A) O . S np - 0.3 C ) $ 102
B) l .OSnp D ) $108
C ) l .20np
D) l . SOnp
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Class 1 - Class 2- Class 3 Book

Class2: Expression Word Problems
CHAPTER 7 I THE SAT MATH TEST: THE HEART OF ALGEBRA 289

Lesson 3: Simplifying exp ressions and operations

I f x and y a r e positive numbers a n d 3 x - 2y = 7, what the expression we are asked to evaluate, it makes sense
is the value of 2 Y + 7 ? to replace it with 3x:
6x ·
2y + 7
6x
A) - 3x
7 Substitute 3x for 2y + 7:
6x
1
B) 1
3 Simplify:
2
2
C)
7
1 When a question asks you to analyze a complex
D)
2 expression, don't be intimidated. Look for sim­
ple relationships that a llow you to simplify them
(Easy) Working with algebraic equations doesn't always using techniques like the L aw of Substitution.
mean "solving for x. " Notice that this particular ques­
tion doesn't ask for the values of x or y, but rather for the
value of a more complicated expression. This may seem Increasing a positive number x by 25% and then
h arder, but it's actually pretty simple if you understand decreasing the result by 50% is equivalent to divid­
the Law of Substitution ing x by what number?
A) 1 .333
B) 1 . 5
The Law of Substitution
C ) 1 .6
If two expressions are equal, then you may substi­ D) 1 .625
tute one for the other at any point in the problem.
(Medium) Increasing a quantity by 25% is equivalent to
multiplying it by 1 .25, because the final amount is 1 25%
of the original amount (Chapter 8, Lesson 8). Decreasing
How does this help us here? Notice that if we simply a quantity by 50% is equivalent to multiplying it by .5,
add 2y to both sides of the equation, w e g et because the final amount is 50% of the original amount.
Therefore, performing both changes is equivalent to mul­
3x - 2y = 7 tiplying by 1 .25 x 0.50, or 0.625, which is equal to 5/8. But
the question asks us for the equivalent division. Here, we
Add 2y: 3x = 2y + 7 need to remember a simple rule: multiplying by a num­
ber is equivalent to dividing by its reciprocal. Therefore,
Therefore, by the Law of Substitution, we can substi­ multiplying by 5/8 is the same as dividing by 8/5, which is
tute 3x for 2y + 7 or vice-versa. Since 2y + 7 appears in 1 .6. Therefore, the correct answer is (C).
290 McGraw-Hill Education: SAT

Every operation can be expressed in terms of its inverse operation.

Adding (x) is equivalent to subtracting (-x) .

( �) .
Subtracting (x) is equivalent to adding ( -x) .
Multiplying by (x) is equivalent to dividing by

Dividing by [�] is equivalent to multiplyi ng by ( �) .

Taking t h e n t h root o f a number is equivalent to raising the number to the ( �) th power.

And here are two more handy equivalences:

I ncreasing a number by x% is equivalent to multiplying that number by (1 + 1 00 )� .

multiplying that number by (1 -

Decreasing a number by x% is equivalent to
100 )� .

m2 - n2 9
If = - what is the value of m + n? (Easy) When a problem includes a complicated expres­
2m - 2n 2
sion, we should try to simplify it, but always keep an eye

I I I I I
on what the question is asking. In this case, simplifying
to find the value of m + n requires knowing some factor­
ing identities.

Useful factoring identities

The difference of squares equals the product of conjugates: x2 - y2 = (x + y)(x - y)

Perfect square polynomials: x2 + 2ax + a2 = (x + a)(x + a)
x2 - 2ax + a2 = (x - a)(x - a)

The first of these identities helps us m2 - n2 9

factor our numerator: 2m - 2n 2

Factor numerator and (m + n)(m - n) 9

denom inator: 2(m - n) 2
Ca ncel common factors: (m + n )
---
9
2 2
Mu ltiply by 2: m+n=9
CHAPTER 7 / THE SAT MATH TEST: THE HEART OF ALGEBRA 291

Lesson 4: Using conversion as a problem-solvin g tool

Niko is 27 inches shorter than his father, who is I f a factory can manufacture b computer screens in
5 feet 10 i nches tall. How tall is Niko? (1 foot = n days at a cost of c dollars per screen, then which of
1 2 i nches) the following represents the total cost, i n dollars, of
the computer screens that can b e manufactured, at
A) 3 feet 4 inches
that rate, in m days?
B) 3 feet 6 inches
bcm
C) 3 feet 7 inches A)
n
D) 3 feet 1 0 i nches bmn
B)
(Easy) Solving this problem requires unit conversions . c
To convert i nches to feet, we multiply by the conver­ me
C)
sion factor (1 foot/ 1 2 inches). To convert feet to i nches, bn
we multiply by its reciprocal ( 1 2 i nches/ l foot). If Niko's be
D)
father is 5 feet 10 i nches tall, he is 5 feet x ( 1 2 inches/ mn
1 foot) + 10 i nches = 70 i nches tall. I f Niko is 27 inches
shorter, he is 70 - 27 = 43 i nches tall, which is equivalent (Medium) This problem, from the previous exercise set, can
to 43 i nches x ( 1 foot/ 1 2 i nches) = 3 7/ 1 2 feet, or 3 feet be solved in several different ways. One method is to simply
7 i nches, so the correct answer is (C). choose values for the unknowns and turn the problem into
an arithmetic problem instead of an algebra problem. But
here we will look at it as a conversion problem.
Conversion factors as problem-solving tools We can think of this problem as being a "conversion"
A conversion factor is simply a fraction in which from a quantity of days to an equivalent quantity of dol­
the quantities in the numerator and the denomi­ lars. We are given that this factory is working for m days,
nator represent equal quantities. Sometimes the so we write this quantity down, including the units, and
equivalence is universal-for instance, 1 pound we multiply by the conversion factors until we get dollars:
is always equal to 16 ounces-and sometimes it is
problem-specific-for instance when a machine b screens c dollars bcm
3
pump waters at a rate gallons per hour, 1 hour m d ays x x = -- d o 11 ars
n days 1 screen n
of pumping is "equal" to 3 gallons b eing pumped.
So the correct answer is (A).
292 McGraw-Hill Education: SAT

• •
I f bag A weighs 4 pounds 5 ounces and bag B weighs (x - 9)(x - a) = x2 - 4ax + b
6 pounds 2 ounces, how much heavier, in ounces, is
I n the equation above, a and b are constants. I f the
bag B than bag A? (1 pound = 16 ounces)
equation is true for all values of x, what is the value

I I I I I
of b?
A) -27
B) - 1 2
•
C) 12
3a + b 7 . a
If-- = -, what 1s the value of - ? D) 27
b 5 b

I I I •
If � + 7_ = l , what is the value of x?
..
x 5
2x A) - 2 5-

I f x - 2y = 10 and x ""' 0, what i s the value of --

? 2
y+5 B) -7
24
I I I
C)
7
D) 7
• 5
I f a - b = 4 and a2 - b2 = 3, what is the value of a + b? 1D1

I I I
(p + 2)2 = (p - 5)2
The equation above is true for which of the following
values of p?
.. A) -2 and 5
I f 6 gricks a re equivalent to 5 merts, then 2 merts are
B) 2 and -5
equivalent to how many gricks?
C) 1 . 5 only

I I I D) 5 only

• •
3x . .
If the fu nction {x} is defined by the equation {x} = If --- = 2 for all pos1t1ve values of m and n, then
m - nx
(1 - x)2, what is the value of {{4}}?
which of the following is equal to x?

I I I A) 2m - 2n
3
• B) 2m - 3
2n
a+b a+c . b 3 + 2n
I f -- = 3 and = 5 , what 1s the value of - ?
-- C)
b c c 2m
2m
D)
3 + 2n
CHAPTER 7 / THE SAT MATH TEST: THE HEART OF ALGEBRA 293

Exerc ise Set 2 (Ca lcu lator)

IFI
Let m b e a positive real number. Increasing m by Subtracting 3 from a number and then multiplying
60% then decreasing the result by 50% is equivalent this result by 4 is equivalent to multiplying the origi­
to dividing m by what number? nal number by 4 and then subtracting what number?

I I I I I I I I I I
Ill I n a poker game, a blue chip is worth 2 dollars more
What is the sum of the first 50 positive even integers? than a red chip, and a red chip is worth 2 dollars
more than a green chip. I f 5 green chips are worth m
dollars, then which of the following represents the

I I I I I value, in dollars, of 10 blue chips and 5 red chips?

A) 50 + 3m
B) 18 + 60m
ID
C) 40 + 3m
Three years ago, Nora was half as old as Mary is
now. I f Mary is four years older than Nora, how old D) 28 + 20m
is Mary now?

I I I I I
I f 2/3 of the seats at a football stadium were filled
at the beginning of the game, and at halftime 1,000
spectators left, leaving 3/7 of the seats filled, what is
the total number of seats i n the stadium?
A train travels at a n average speed of 50 miles per
hour for the first 100 miles of a 200-mile trip, and at
an average of 75 miles per hour for final 100 miles.
What is the train's average speed for the entire trip?
A) 58.5 mph
B) 60.0 mph
C) 62.5 mph
D) 63.5 mph

m
Which of the following is equivalent to 3m(m2 x 2 m)
for all real values of m?
A) 3m2 + 6m
I f three candy bars and two gumdrops cost $2.20, B) 3m2 x 6m
and four candy bars and two gumdrops cost $2.80,
C) 3m3 x 6m2
what is the cost, in dollars, of one gumdrop?
D) 6m4

I I I I I m
If the cost ofliving in a certain city increased by 20% in
the 10 years from 1980 to 1990, and i ncreased by 50%
DI in the 20 years from 1980 to 2000, what was the per­
x 2 - 2x + 1 cent increase in the cost of living from 1990 to 2000?
If = - 3, what is t h e value of x - 1?
2 - 2x
A) 1 5%
B) 20%

I I I I I C)
D)
25%
30%
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Class 1 - Class 2- Class 3 Book

Class3: Liner Equation
296 McGraw-Hill Education: SAT

Ski l l 2 : Worki ng with Li nea r Equations

Lesson 5 : Constructing a n d interpreting
linear equations

The Horizon Resort charges $ 150 p e r night for a sin­ answer is (B). Notice that this equation shows a linear
gle room, and a one-time valet parking fee of $35. relationship between c and n .

There is a 6 . 5% state tax on the room charges, but no

tax on the valet parking fee. Which of the fol lowing
equations represents the total charges in dollars, c,
for a single room, valet parking, and taxes, for a stay
of n nights at The Horizon Resort?
A) c = (150 + 0.065n) + 35
c
B) = l .065(1 50n) + 35
C) c = l .065(150n + 35)
D) c = 1 .065(150 + 35)n
(Medium) This question asks us exp licitly to set up an
equation to express a mathematical relationship in a
word problem. Usually, this is just the first step in ana­
lyzing the situation more deeply, for instance, finding
particular values of the variables that satisfy certain
conditions, or interpreting the meanings of terms or
coefficients i n the equation, but this problem only asks
us to set up the equation.
When translating verbal information into an equa­
tion, it's helpful to take small steps. First, since the room
charge is $ 1 50 per night, the charge for n nights is $ 1 50 n .
[f a 6.5% t a x is added t o t h i s , the room charge becomes
150n + 0.065(1 50n) = l .065(150n) . The $35 valet pa rk­
ing charge is added separately, and not taxed, so the
total charges are l .065(1 50n) + 35, and the correct
When setting u p equations from word problems,
try to classify the relationship ( that is, linear,
quadratic, exponential) between the variables,
so that you can check that the equation is of the
correct form. In this lesson, we will focus only on
linear relationships, that is, relationships that
can be expressed in the form y = mx + b.
Which of the following represents the equation of
the line with a n x-i ntercept of 6 that passes through
the point (4, 4)?
1
A) y = - - x + 6
2
B) y = 2x - 4
C) y = -2x + 1 2
D) y = -2x + 6
(Easy) This question asks you to construct the equation of
a line given some facts about its graph. Start by drawing
a graph . (on the xy-plane) of the given information i n the
space next to the question. It also helps to know some­
thing about the different forms of linear equations and
what they reveal about the graph of the line.

Graph of a line in the xy-plane

y
rise y2 - y 1
slope = -
run = x 2 - x1

rise '
T__
I

run
CHAPTER 7 I THE SAT MATH TEST: THE HEART OF ALGEBRA 297

Forms of linear equations

Slope-intercept form: y = m x+b Features: slope = m, y-i ntercept = b

Standard form: ax + by = c Features: slope = -alb, y-intercept = c/b, x-i ntercept = c/a
Point- slope form: y - y1 = m (x - x1 ) Features: slope = m, point on line = (x1 1 y1 )

I n this problem, we are given two points on the l ine:
(4, 4) and the x-i ntercept (6, 0). We can calculate the slope
using the slope formula above: slope = (4 - 0)/(4 - 6) =
(4)/(-2) = -2 . I f we use this slope and the point (6, 0), we
can set up the equation i n point-slope form:
Point-slope form of equation: y - 0 = -2(x - 6)
This i s the equation i n ( C ) . Notice that this equation i s i n
slope-intercept form, and reveals that this line also has
a y-i ntercept of 12. Check this fact against your diagram,
and also check that both g iven points, (4, 4) and (6, 0),
satisfy this equation.

Simpli fy and d i stribute: y = -2x + 12

298 McGraw-Hill Education: SAT

Lesson 6: Solvi ng equations with the Laws of Eguality

1 2
If - + - = 4, what is the value of x? If x2 = y2, then which of the following must be true?
x 3x
I. x = y
A) 7 y
II. X = -
2
5 x
B) 3 III. x = IYI
5 A) none
C) 5
B) I only
12
1 C) I and II only
D)
6 D) I, II and III

(Medium) At first glance, this doesn't look like (Medium-hard) This question tests your skills of deduc­
a linear equation. But one simple move reveals that it is: tive logic. Notice it is not asking which statements can b e
1 2
-+-=4 true, b u t rather which must be true. I t s e e m s t h a t if we

( 2-)
x 3x "unsquare" both sides of the original equation, we get
Multiply both sides by 3x: 3x _!_ + = 3x( 4) the equation in I. I f we divide the original equation by x
x 3x on both sides, we get the equation i n II. Does this mean
Distribute and simplify: 3 + 2 = 1 2x that statements I and II are necessarily true? No, because
Divide by 1 2 : 5/ 1 2 = x we violated rule 3 in both cases. If x2 = y2, it does not fol­
As this shows, sometimes solving equations requires a low that x = y. Notice that x could be 2 and y could b e
clever use of the Laws of Equality. - 2 . These values certainly satisfy the original equation,
but they do not satisfy the equations i n I or III. They do,
however, satisfy the equation i n II, because 2 = (-2)2/2.
The Laws of Equality However, statement II is still not necessarily true. What if
Every equation is a b alanced scale, and the Laws x and y were both O? This would satisfy the original equa­
of Equality are simply the rules for "keeping the tion, but 0 ""' (0)2/(0) because 0/0 is undefined. Therefore,
scale b alanced;' that is, deducing other true equa­ the correct a nswer is (A).
tions. In a nutshell, the Laws of Equality say that
1. You m ay make changes to any e qu ation, as This example teaches u s two lessons:
I.
2
long a s you follow rules and 3. Before taking the square root of both sides of
2. Whatever you do to one side of the equation, an equation, remember that every positive
you must do to the other. number has two square roots. For instance
3. You may not perform undefined operations 3 -3.
the square root of 9 is or
(like dividing by 0), or operations that have 2. Before dividing both sides of an equation by
more than one possible result (like taking a an unknown, make sure it can't equal O.
square root).
CHAPTER 7 / THE SAT MATH TEST: THE HEART OF ALGEBRA 299

Lesson 7: Ma king a n d a na lyzi ng g raphs of

li nea r eg uations

I f m is a constant greater thanl,which o f the D)

following could be the graph in the xy-plane of y
x + my + m = O?

A)
y

(Medium-hard) First, we should try to get the equation

into a more usefu l form. Let's try the slope-intercept
(y = mx + b) form:
x + my + m = O
B) Subtract x and m: my = -x - m
y
Divide by m:

This shows that the line has a slope of - 1 /m and a y-inter­

cept of - 1 . Si nee the problem tells us that m is greater
l,
than we know that the slope ( 1 /m ) must b e between
-

- 1 and 0. The only graph that satisfies these conditions

is (B) .

Thinking about slopes

It's helpful to think of slope as the amount a line

goes up {or down) for each step it takes to the
C) right. Lines with a positive slope slant upward

y to the r ight, lines with a negative slope slant

downward to the right, and lines with a 0 slope
are horizontal. For instance, a line with slope
- 3 moves down 3 units for every unit step to the
right.

Parallel and perpendicular l ines

• Parallel lines have equal slopes.
• Perpendicular lines have slopes that are
opposite reciprocals of each other. That is, i f
one line h a s a slope of alb, i t s p erpendicular
has a slope of -b/a.
300 McGraw-Hill Education: SAT

The points A(lO, 4) and B(-2, k) are 13 u nits apart. Looking at the diagram more closely, notice that it
Which of the following equations could describe the includes two right triangles, and we c a n find the m i s s ­
line that contains points A and B? ing s i d e of e a c h one u s i n g the Pythagorea n Theorem,
A) 13x + 1 2y = 178 or just by noticing that they are both 5 - 1 2 - 1 3 right tri­
angles (52 + 1 22 = 1 32). Putting this information i nto the
B) 5x + 1 2y = 98
diagram shows u s that B can therefore be at (-2, 9) or
C) 5x - 12y = 98 (-2, - 1).
D) 5x - 1 3y = -2
y
(Hard) Drawing a diagram will help us analyze this
problem. Although we don't know precisely where point I
13
B is, we know it is somewhere on the line x = -2 . This s :
gives us the following picture:
( - 2 4) µ
,
I
12 A( l O, 4)
y s :
I
13
13
X= -2
(-2, 4) µ 12 A( l O, 4)
Therefore, the slope (rise/run) o f the line containing
B1 is - 5 / 1 2 , and the slope of the line containing B 2 is 5/ 1 2 .
Th i s means that our answer is either (B) o r (C). How d o we
choose between them? Just remember that the line must

-2
contain the point (10, 4). If you plug x = 1 0 and y = 4 into
X= these equations, only (B) works: 5(10) + 4(1 2) = 98.

Next, notice that a l l o f the equations given i n the

Checking your work
choices are i n "standard" form, and i n standard form
the slope of the line is - a / b. Therefore, the slopes of Always check that your solutions s atisfy your
these lines are, respectively, (A) - 1 3/ 1 2, (B) - 5 / 1 2 , equations by plugging them back into the equa­
(C) 5/ 1 2 , a n d (D) 5 / 1 3 . Therefore, finding t h e slope of tions to verify.
the line should help u s choose the correct equation.
CHAPTER 7 I THE SAT MATH TEST: THE HEART OF ALGEBRA 301

• •
I f x - 2(1 - x) = 5, what is the value of x? x + 1 2x .
I f -- + - = 1, what 1s the value of x?
10 5

I I I I I I I I I I
I f f(x) = -2x + 8, and f(k) = - 10, what is the value •
of k? What is the y-intercept of the line containing the
poi nts (3, 7) and (6, 3)?

I I I I I I I I
..
What is the slope of the line that contains the points Ill
(-2, 3) and (4, 5)?
I n the xy-plane, the graph of y = h(x) is a line with
slope -2. I f h(3) = 1 and h(b) = - 9, what is the value

I I I I I
of b?

•
What is the slope of the line described by the
I I I I I
l 1 5
equation - + - = - ?
x 2x y ..
If a train maintains a constant speed of 60 miles per
hour, it can travel 4 miles per gallon of diesel fuel. If
this train begins a trip with a full 200 gallon tank of die­
sel fuel, and maintains a speed of 60 miles per hour,
.. which of the following equations represents the num­
ber of gallons, g, left in the tank t hours into the trip?
Line l is perpendicular to the line described by the ) 200 - 60t
equation 5x + l ly = 16. What is the slope of line /? A g=
4
1
B) g = 200 - -

I I I
1 5t
C) g = 200 - 1 5 t
1
D) g = 200 - - t
15
302 McGraw-Hill Education: SAT

1111 • -��.�--- -·-

The points A(2, 3) and B(m, 1 1), are 10 units apart.

Which of the following equations could describe the y
line that contains points A and B? (5 , 6)
A) Bx + 6y = 1 1
B) Bx - 6y = -2
C) 6x + By = 36
D) 6x - By = - 1 2 0
(k, 0)

The figure above shows a right triangle with vertices

at the origin, (5, 6) and (k, 0). What is the value of k?
A) 19
3
B) 5B
5
C) 26
3
D) 6 1
5
CHAPTER 7 / THE SAT MATH TEST: THE H EART OF ALGEBRA 303

5 g q ue tj a #&&f

IFI ..
If the points (2, 4), (5, k), and (8, 20) are on the same If � + 2- = 4 , what is the value of x?
line, what is the value of k? x 5x

I I I I I I I I I I
Ill
Line l has a slope of 3 and a y-intercept of - 4. What Ill
is its x-intercept? If the line 3x - 2y 1 2 is graphed in the xy-plane,
=

what is its x-intercept?

I I I I I I I I
m
If f(- 1) 1 and 1(3) 2 and f is a linear function,
= =
Ill
what is the slope of the graph y = f(x)? If the graphs of the equations 5x - 2y 5 and
=

6x + ky = 9 are perpendicular, what is the value of k?

I I I I I I I I I I
Bl
I f f(- 1) 1 and 1(3)
= = 2 and f is a linear fu nction,
what is f(5)? The net profit for the sales of a product is equal to the
total revenue from the sales of that product minus
the total cost for the sales of that product. If a par­
I I I I I ticular model of calculator sells for $98, and the cost
for making and selling n of these calculators is
$(35n + 1 20,000), which of the following equations
expresses the net profit i n dollars, P, for making and
selling n of these calculators?
I n the xy-plane, the graph ofline n has an x-intercept
of 2b and a n y-intercept of - 8b, where b o;e 0. What is A) P = 63n - 1 20,000
the slope of line n? B) P = 63n + 1 20,000
C) P = 63(n - 1 20,000)

I I I I I D) P = 63(n + 1 20,000)
304 McGraw-Hill Education: SAT

Which of the following represents the equation

x 2 3 4
of the line with an x-intercept of 5 and a y-intercept
of 6? f(x) a 8 b

6
A) y - 6 = - - (x - 5) The table above shows several ordered pairs corre­
5
sponding to the linear function f What is the value
5
B) y - 6 = - - (x - 5) of a + b?
6
6 A) 1 2
C) y - 6 = - - X
5 B) 1 6
5
D) y - 6 = - - x C) 20
6
D) It cannot be determined from the information
given.
CHAPTER 7 I THE SAT MATH TEST: THE HEART OF ALGEBRA 305

EXE RCISE SET 3 ANSWER KEY

Part 1: No Calculator Notice that to get from (6, 3) to (3, 7) we must go

left 3 units and up 4 units (in other words, the slope
1 . 7/3 or 2.33 x - 2(1 - x) = 5 is - 4/3). I f we simply repeat this from (3, 7), we arrive at
the y-intercept, which is (0, 1 1).
Distribute: x - 2 + 2x = 5
Simplify: 3x - 2 = 5
8. 8 This line has a slope of -2 and contains the
Add 2: 3x = 7 -9 - 1
points (3, 1) and (b, - 9). Therefore - 2 = --
Divide by 3: X = 7/3 b-3
- 10
Simplify: -2 = --

b-3
2. 9 fl.k) = -2k + 8 = - 1 0
Multiply by b - 3: -2b + 6 = - 1 0
Subtract 8: -2k = - 1 8 Subtract 6 : -2b = - 1 6
D ivide by -2: k=9 Divide b y -2: b=B

or
3 . 1 /3 .333 5-3 2 1
slope = ---

4 - ( - 2) 6 3 9. C Since the tanks starts with 200 gallons, the

amount it has left is 200 - the number of gallons used.
or
4. 1 0/3 3.33 1 1 5 The number of gallons used is
-+-=­
x 2x y
2xy 2xy lOxy 60 miles 1 gallon
Multiply by 2xy: + = t hours x x = 1 5t gallons
x 2x y 1 hour 4 miles
Simplify: 2y + y = lOx
Simplify: 3y = lOx
10 10. B Once again, a quick sketch can be very helpful.
D ivide by 3: y = -X Notice that traveling from point
3

y
5 . 1 1 /5 or 2.2 The slope of the given line
is - 5/ 1 1, so the slope of the line perpendicular to y = 11
it is 1 1 /5. (m, 1 1 )
10
or
6. 9/5 1 .8 x + l 2x
-- +-=l
10 5
Multiply by 10: (x + 1) + 4x = 10
Simplify: 5x + 1 = 10
Subtract 1: 5x = 9
Divide by 5: X = 9/5 A (2, 3) to point B(m, 1 1) requires going up 8 u n its and
right (or left) some u nknown distance b. We can find b
7. 1 1 There are a variety of ways of solving this prob­ with the
lem, but perhaps the simplest is to draw a quick Pythagorean Theorem: 32 + b2 = 102
sketch: Simplify: 64 + b2 = 100
y Subtract 64: b2 = 36
(0, 1 1 ) Take the square root: b=6
4
- (3, 7) Therefore, m is either 2 - 6 = - 4 or 2 + 6 = 8, and the
3 I
slope of this line is either 8/6 = 4/3 or 8/(- 6) = -4/3. The
4 1<"]_ -
(6, 3) only equation among the choices that is satisfied by the
3 ordered pair (2, 3) and has a slope of either 4/3 or - 4/3
---+---->.-- x is (B).
0
306 McGraw-Hill Education: SAT

1 1 . D Recall that the slopes of perpendicular lines are 2 2

opposite reciprocals. The slope of the segment from (0, 0) 17. 3/5 o r .6 -+-=4
x 5x
to (5, 6) is 6/5, so the slope of its perpendicular is - 5/6.
6-0 5 Multiply by 5x: 10 + 2 = 20x
Therefore
5-k 6 Simplify: 12 = 20x
Cross-multiply: -36 = 5 (5 - k) Divide by 20: x = 1 2/20 = 3/5
Distribute: -36 = 25 - 5k
Subtract 25: - 6 1 = -5k 18. 4 The x-intercept i s the value of x for which
Divide by - 5 : 6 1 /5 = k y = O: 3x - 2 (0) = 1 2
Simplify: 3x = 1 2
Divide by 3: x=4
Pa rt 2: Calcu lator
1 2 . 1 2 The slope of this line is 20 - 4 = 1 6 = � , 1 9 . 1 5 Recall that the slope of a line i n standard form
8-2 6 3 ax + by = c is -alb. Therefore, the slope of 5x - 2y 5 is =

k-4 8 5/2 and the slope of 6x + ky = 9 is - 6/k. I f these lines

therefore,
5-2 3 are perpendicular, then their slopes are opposite
Cross-multiply: 3k - 1 2 = 24 reciprocals:
Add 1 2 : 3k = 36 k 5
D ivide b y 3: k = 12 6 2
Multiply by 6: k = 30/2 = 1 5

1 3 . 4/3 o r 1 .3 3 Since the slope and y-inter-

cept are given, it is easy to express the linear equation in 2 0 . A 111e total revenue for selling n calculators a t $98
slope-intercept form: y = 3x - 4. each is $98n the cost for making and selling n calculators
cllie x-intercept i s the value of x on the line for is $(35n + 1 20,000). Therefore the profit is $(98n - 35n -
which y = O: 0 = 3x - 4 1 20,000) = 63n - 1 20,000 dollars.
Add 4: 4 = 3x
Divide by 3: 4/3 = X 21. C This line contains the points (5, O) and (0, 6) and
therefore has a slope of O - 6 = _ � .
14. V<i o r .25 The line contains the points (- 1 , l) and 5-0 5
(3, 2), so its slope is 2 - l 1
Since its y-intercept is 6, its slope-i ntercept form is
3 - (- 1) 4
�
y = - x + 6 or, subtracting 6 from both sides,
15. 5/2 or 2 . 5 Although we could solve this problem 5
by deriving the linear equation, it is perhaps easier 6
y - 6 = --x
to take advantage of the result from question 14. The 5
slope of 1 /4 means that the y-coordinate of any point
on the line increases by 1 /3 each time the x-coordinate 22. B Si nee f is a linear function, it has a slope that
increases by 1. Since the x-coordinate increases by 2 we can call m . Recall that it's often useful to think of the
betweenf(3) andj(5), the y-coordinate must therefore slope of a line as the "unit change," that is, the amount
increase by 2(1/4) = 1 /2, so J(5) = 2 + V2 = 2.5. that y changes each time x increases by 1. Since the x val­
ues increase by 1 with each step i n our table, the y values
16. 4 The line contains the points (2b, 0) and (0, - 8b); must therefore increase by m with each step. Thi s means
0 - ( - 8b) 8b that a = 8 - m and b = 8 + m . Therefore, a + b = 8 - m +
therefore, it has a slope of = - = 4.
2b - O 2b 8 + m = 16.
Solve each question to find the point of intersections betwe
en each two lines. solve each question with at least two met
College Algebra

hods.
Methods
Linear:Systems
( Drawing the lines - Substitution - Elimination -
with Two Variables
parametric
For problemsequations
1 – 5 use the Method)of Substitution to find the solution to the given system or to determine
if the system is inconsistent or dependent.

1. 8 x + y =
13
3x + 4 y =
−6

2. x − 3y =7
−2 x + 6 y =
4

3. −12 x + 6 y =
−12
4x + 2 y =
−2

4. 3x + 6 y =12
−4 x − 7 y =−12

5. 12 x − 6 y =
18
4x − 2 y =
6

For problems 6 – 10 use the Method of Elimination to find the solution to the given system or to
determine if the system is inconsistent or dependent.

6. −5 x + 10 y =
1
x − 2y =
−8

7. 7 x + 6 y =
0
2x + 3y =
0

8. −8 x + 24 y =
12
10 x − 30 y =
−15

9. −2 x + 3 y =
24
3x − 8 y =
−57

© 2007 Paul Dawkins 2 http://tutorial.math.lamar.edu/terms.aspx

 College Algebra

10. 6 x + 4 y =
−20
7x + 3y =
−35

© 2007 Paul Dawkins 3 http://tutorial.math.lamar.edu/terms.aspx

Powered by TCPDF (www.tcpdf.org)

Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
Part%III%linear%equation%word%problem%
%
!
1. If% !% +%4x=%0%x%+%2,%what%is%the%value%of%x?%
!
A. X=!"%

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B. X=!%

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C. X=!%

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D. X= ! %
correct%answer:%A%% % difficult%degree:%1%
%
%
2. 8x+5=bx−7%
In%the%equation%shown%above,%b%is%a%constant.%For%what%value%of%b%does%the%equation%
have%no%solutions?%
A. 08%
B. 07%
C. 5%
D. 8%
correct%answer:%D%% % difficult%degree:%1%
%
%
3. If%0808y=602y,%what%is%the%value%of%y?%
!
A. Y=− !%

!
B. Y=!!%

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C. Y=!%

!
D. Y=− !%
correct%answer:%D%% % difficult%degree:%1%
%
%
!
4. 2 − ! % +26<12%

Which%of%the%following%best%describes%the%solutions%to%the%inequality%shown%above?%
A. 07<7%
B. 028<28%
C. No%solution%
D. All%real%numbers%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
correct%answer:%C%% % difficult%degree:%1%
%
%
! !
5. !
!−5x=bx+% !%
In%the%equation%shown%above,%b%is%a%constant.%For%what%value%of%b%does%the%equation%
have%no%solutions?%
A. 5%
B. 0%
C. 05%
!
D. !
%
correct%answer:%C%% % difficult%degree:%1%
%
%
%
%
6. Dimitri%is%helping%to%plan%the%school%talent%show.%Each%performer%for%the%talent%
show% has% 6% minutes% for% his% or% her% performance,% which% includes% transition% time%
between%performances.%If%the%introduction%for%the%talent%show%is%24%minutes%long%
and% the% show% will% last% 150% minutes,% how% many% different% performances% can% the%
talent%show%accommodate?%
A.%21%
B.%24%
C.%25%
D.%29%
correct%answer:%A%% % difficult%degree:%2%
%
%
7. The%property%taxes%in%a%town%decrease%as%the%distance%from%the%local%elementary%
school% increases.% The% greatest% property% taxes% are% 4.5%,% and% for% every% 10% miles%
from%the%school,%property%taxes%decrease%by%0.5%percentage%points.%If%a%house%is%
directly% east% or% west% of% the% school% and% its% property% taxes% are% 3%,% what% is% the%
distance%of%that%house%from%the%school?%
A. 10%miles%
B. 20%miles%
C. 30%miles%
D. 40%miles%
correct%answer:%C%% % difficult%degree:%2%
%
%
8. Dalia%is%installing%a%tile%floor%in%a%rectangular%room.%Dalia%has%152%tiles%available%to%
!
tile%the%room.%If%each%row%requires%9!% tiles,%and%19%tiles%break%while%Dalia%is%laying%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
the%floor,%how%many%full%rows%of%tile%can%she%install%before%running%out%of%tiles?%
A. 12%
B. 14%
C. 16%
D. 18%
correct%answer:%B%% % difficult%degree:%2%
%
%
9. Phytoremediation%is%the%use%of%plant%growth%to%purify%pollutants%from%soil,%water,%
or% air.% Suppose% that% a% crop% of% brake% ferns% can% remove% 15% milligrams% (mg)% per%
square%meter%of%a%particular%pollutant%from%the%soil%in%20%weeks.%After%20%weeks,%
the%ferns%are%harvested%and%a%new%crop%is%planted.%If%cc%represents%the%number%of%
crops% of% brake% ferns% needed% to% phytoremediate% soil% contaminated% with% 170mg%
per% square% meter% of% the% pollutant% down% to% healthy% levels% of% 5mg% per% square%
meter,%which%equation%best%models%the%situation?%
A. 170−20c=5%
B. 170+20c=5%
C. 170−15c=5%
D. 170+20c=5%
correct%answer:%C%% % difficult%degree:%2%
%
%
10. One%of%the%rules%in%a%public%speaking%contest%requires%contestants%to%speak%for%as%
close%to%5%minutes%(300%seconds)%as%possible.%Contestants%lose%3%points%for%each%
second%they%speak%either%over%or%under%5%minutes.%Which%expression%below%can%
be%used%to%determine%the%number%of%points%a%contestant%loses%if%she%speaks%for%xx%
seconds?%
A. 3 x−300 %
B. 5 x−300 %
C. 3 x+300 %
!
D. !
x+300 %
correct%answer:%A%% % difficult%degree:%2%
%
%
11. Cara%is%hanging%a%poster%that%is%91%centimeters%(cm)%wide%in%her%room.%The%center%
of%the%wall%is%180cm%from%the%right%end%of%the%wall.%If%Cara%hangs%the%poster%so%
that%the%center%of%the%poster%is%located%at%the%center%of%the%wall,%how%far%will%the%
left%and%right%edges%of%the%poster%be%from%the%right%end%of%the%wall?%
A. 225.5cm%and%89cm,%respectively%
B. 271.5cm%and%134.5cm,%respectively%
C. 225.5cm%and%134.5cm,%respectively%
D. 271cm%and%89cm,%respectively%
correct%answer:%C%% % difficult%degree:%2%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
%
%
12. Felipe%is%saving%money%for%a%class%trip.%He%already%has%saved%$250%that%he%will%put%
toward%the%trip.%To%save%more%money%for%the%trip,%Felipe%gets%a%job%where%each%
month% he% can% add% $350% to% his% savings% for% the% trip.% Let% m% be% the% number% of%
months%that%Felipe%has%worked%at%his%new%job.%If%Felipe%needs%to%save%$2700%to%go%
on%the%trip,%which%equation%best%models%the%situation?%
A. 250m−350=2700%
B. 250m+350=2700%
C. 350m−250=2700%
D. 350m+250=2700%
correct%answer:%D%% % difficult%degree:%2%
%
%
13. Camille%and%Hiroki%have%decided%to%start%walking%for%exercise.%Camille%is%going%to%
walk%7%miles%the%first%day%and%3%miles%each%day%after%that.%Hiroki%is%too%busy%to%
walk% on% the% first% 2% days,% so% he% decides% to% walk% 5% miles% each% day% until% he% has%
walked% the% same% number% of% miles% as% Camille.% If% Camille% and% Hiroki% will% have%
walked%the%same%number%of%miles,%how%many%days%will%Camille%have%walked?%
A. 2%
B. 3%
C. 5%
D. 7%
correct%answer:%D%% % difficult%degree:%2%
%
%
14. An%art%gallery%displays%a%large%painting%in%the%center%of%a%wall%that%is%24%feet%(ft)%
wide.%The%painting%is%10ft%wide.%Which%of%the%following%equations%can%be%used%to%
find%the%distances,%xx,%in%feet,%from%the%left%end%of%the%wall%to%the%edges%of%the%
painting?%
A. x−10 =12%
B. 2 x−12 =10%
C. 2 x−10 =12%
D. x−12 =10%
correct%answer:%B%% % difficult%degree:%2%
%
%
15. At% the% county% fair,% the% operator% of% a% game% guesses% a% contestant’s% weight.% For%
each% pound% the% operator’s% guess% differs% from% the% contestant’s% weight,% the%
contestant% will% receive% $3.% If% a% contestant% received% $15% when% the% operator%
guessed% 120% pounds,% what% are% the% possible% values% for% the% weight% of% the%
contestant?%
A. 105%and%115%
B. 105%and%125%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
C. 115%and%125%
D. 115%and%135%
correct%answer:%C%% % difficult%degree:%2%
%
%
%
16. A%food%truck%owner%has%determined%that%her%maximum%revenue%occurs%when%she%
sells%950%sandwiches%per%month.%For%every%sandwich%above%or%below%950%that%she%
sells,% her% revenue% decreases% by% $0.10.% Which% of% the% following% could% be% the%
number% of% sandwiches% sold% in% a% month% if% the% owner's% revenue% decreased% $45%
from%the%maximum?%Round%the%answer%to%the%nearest%whole%number.%
A. s=905%or%s=995%
B. s=946%or%s=955%
C. s=500%or%s=1,400%
D. s=500%or%s=950%
correct%answer:%C%% % difficult%degree:%3%
%
%
17. An% ice% cream% truck% owner% has% determined% that% his% maximum% revenue% occurs%
when%he%sells%1,250%cones%per%month.%For%every%cone%above%or%below%1,250%that%
he%sells,%his%revenue%decreases%by%$0.15.%Which%of%the%following%equations%can%be%
used%to%find%the%possible%numbers%of%cones,%c,%for%which%the%revenue%decreases%
$250%from%the%maximum?%
A. 15|c0250|=1,250%
B. 15|c01,250|=250%
C. 0.15|c01,250|=250%
D. 0.15|c0250|=1,250%
correct%answer:%C%% % difficult%degree:%3%
%
%
18. From%1980%to%2000,%the%annual%profit%of%a%company%was%$625,000%less%$25,000%
times% the% number% of% years% either% before% or% after% 1990.% Which% of% the% following%
equations% below% could% be% used% to% determine% in% which% year,% x,% the% profit% was%
$550,000?%
A. 550%0%25|%x%0%1990%|%=%625%
B. 625%0%25%|%x%0%1990%|%=%550%
C. 625%+25%|%x%0%1990%|%=%550%
D. 625%+25%|%x%+%1990%|%=%550%
correct%answer:%B%% % difficult%degree:%3%
%
%
19. Each%of%the%18%tires%of%a%fully%loaded%semi0truck%is%bearing%approximately%3,300%
pounds.% The% unloaded% truck% and% trailer,% with% the% driver% aboard,% weighs% 30,000%
pounds.%The%truck%holds%26%pallets%of%cargo%when%it%is%fully%loaded.%What%is%the%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
approximate%average%weight%of%one%pallet%of%cargo?%
A. 1,131%pounds%
B. 1,280%pounds%
C. 1,633%pounds%
D. 1,665%pounds%
correct%answer:%A%% % difficult%degree:%3%
%
%
20. At% the% county% fair,% the% operator% of% a% game% guesses% a% contestant’s% weight.% For%
each% pound% the% operator’s% guess% differs% from% the% contestant’s% weight,% the%
contestant% will% receive% $3.% A% contestant% weighing% x% pounds% received% $15% when%
the% operator% guessed% 120% pounds.% Which% of% the% following% equations% could% be%
used%to%solve%for%the%weight%of%the%contestant?%
A. 3%|%x%0%15%|%=%120%
B. 3%|%x%0%120%|%=%15%
C. 15%|%x%0%120%|%=%3%
D. 15%|%x%0%3%|%=%120%
correct%answer:%B%% % difficult%degree:%3%
%
%
21. Sam%gives%his%little%sister%Lisa%a%15%second%(sec)%head%start%in%their%300%meter%(m)%
race.%During%the%race,%LIsa%runs%at%an%average%speed%of%5%m/sec%and%Sam%runs%at%
an% average% speed% of% 8% m/sec.% Which% of% the% following% best% approximates% the%
number%of%seconds%that%Sam%will%run%before%he%catches%Lisa?%
A. 5%
B. 25%
C. 40%
D. 55%
correct%answer:%B%% % difficult%degree:%3%
%
%
22. A%company's%unit%cost%for%producing%q%units%is%a%minimum%when%q=80%units%are%
produced.% The% unit% cost% increases% $7% for% every% 10% units% more% or% less% than% 80%
produced.%If%the%minimum%unit%cost%is%$5,%which%of%the%following%equations%can%
be%used%to%find%the%number%of%units,%q,%for%which%the%unit%cost%is%$8.25?%
A. 5+0.7 q−80 =8.25%
B. 0.7 q−80 =8.25%
C. 5−0.7 q−80 =8.25%
D. −0.7 q−80 =8.25%
correct%answer:%A%% % difficult%degree:%3%
%
%
23. A%company%has%determined%that%its%maximum%profit%occurs%when%it%sells%10,000%
units% per% month.% For% every% 1,000% units% more% or% less% than% 10,000% units% that% the%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
company%sells,%its%profit%decreases%by%$5,000.%Which%of%the%following%equations%
can% be% used% to% find% the% number% of% units,% q,% in% thousands,% for% which% the% profit%
decreases%$35,000%from%the%maximum?%
A. 10 q−35 =5%
B. 5 q−10 =35%
C. 35 q−10 =5%
D. 5 q−35 =10%
correct%answer:%B%% % difficult%degree:%3%
%
%
24. Carlos% shovels% snow% from% driveways% in% his% neighborhood.% He% charges% $10% for%
each%regular%driveway%and%he%charges%an%extra%$7.50%for%each%large%driveway%that%
he% shovels.% After% a% snowstorm% he% shovels% 3% fewer% large% driveways% than% regular%
driveways%and%makes%$140.%How%many%regular%driveways%did%Carlos%shovel?%
A. 3%
B. 4%
C. 7%
D. 9%
correct%answer:%C%% % difficult%degree:%3%
%
%
25. A%stack%of%20%stainless%steel%sheets%is%supposed%to%be%40%millimeters%(mm)%thick.%
The% allowable% amount% of% variation% in% thickness% (tolerance)% is% 0.08mm% for% an%
individual% sheet.% Which% of% the% following% are% the% smallest% and% largest% allowable%
thicknesses%for%a%stack%of%20%sheets?%
A. 39.92mm%and%40.08mm,%respectively%
B. 399.2mm%and%400.8mm,%respectively%
C. 38.4mm%and%41.6mm,%respectively%
D. 384mm%and%416mm,%respectively%
correct%answer:%C%% % difficult%degree:%3%
%
%
26. A%company%that%produces%thumb%drives%has%determined%that%its%maximum%profit%
occurs%when%it%sells%5,000%units%per%month.%For%every%500%units%above%or%below%
5,000% the% company% sells,% its% profit% decreases% by% $1,500.% Which% of% the% following%
could%be%the%number%of%units%sold%in%a%month%if%the%company's%profit%decreased%
$12,000%from%the%maximum?%Round%the%answer%to%the%nearest%whole%number.%
A. 100%or%900%units%
B. 1,000%or%9,000%units%
C. 460%or%540%units%
D. 4,600%or%5,400%units%
correct%answer:%B% % % difficult%degree:%3%
%
%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
27. Rani%is%a%real%estate%agent.%For%each%house%she%sells,%she%pays%$100%in%fees,%but%
earns%a%commission%of%1.8%%of%the%selling%price%of%the%house.%Rani's%total%profit%
from%a%particular%house%is%$4,580.%If%p%represents%the%selling%price%of%the%house,%
which%equation%best%models%the%situation?%
A. 0.018p−100=4580%
B. 0.018p+100=4580%
C. (100−0.018)p=4580%
D. (100+0.018)p=4580%
correct%answer:%A% % % difficult%degree:%3%
%
%
28. A%rectangular%garden%has%a%length%of%60%feet%(ft),%a%width%of%w%ft,%and%a%perimeter%
of%200%ft.%Which%of%the%following%equations%best%models%the%garden's%perimeter?%
A. 60+w=200%
B. 60+2w=200%
C. 120+w=200%
D. 120+2w=200%
correct%answer:%D% % % difficult%degree:%3%
%
29. A% barber% offers% two% options% at% his% barbershop:% a% $15.00% regular% haircut% and% a%
$20.00%deluxe%haircut%that%includes%a%shave.%On%a%certain%day,%the%barber%gave%3%
fewer%deluxe%haircuts%than%he%did%regular%haircuts,%h,%and%earned%$500.00%in%total%
from%the%two%kinds%of%haircuts.%Which%of%the%following%equations%best%models%this%
situation?%
A. 15.00h+20.00(h−3)=500.00%
B. 15.00h+20.00(h+3)=500.00%
C. 15.00(h−3)+20.00h=500.00%
D. 15.00(h+3)+20.00h=500.00%
correct%answer:%A% % % difficult%degree:%3%
%
%
30. A%car%rental%company%charges%$34.50%a%day%plus%a%tax%of%6%%to%rent%an%economy%
size%car.%Additionally,%the%company%charges%a%one0time%untaxed%fee%of%$10.50%for%
each%rental.%If%a%customer%is%charged%$193.98%in%total%to%rent%an%economy%size%car%
for%d%days,%which%of%the%following%equations%models%the%situation?%
A. (34.50+1.06d)+10.50=193.98%
B. 1.06(34.50d+10.50)=193.98%
C. 1.06(34.50d)+10.50=193.98%
D. (1.06(34.50)+10.50)d=193.98%
correct%answer:%C% % % difficult%degree:%3%
%
%
31. Erica%has%$50.00%saved%and%receives%an%allowance%of%$20.00%each%week.%Her%older%
brother,%Paolo,%has%$20.00%saved%and%receives%an%allowance%of%$25.00%each%week.%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
Which% of% the% following% equations% best% models% the% number% of% weeks,% w,% that%
must% pass% for% the% siblings% to% have% the% same% amount% of% money% saved?% Assume%
that%Erica%and%Paolo%save%all%of%their%money%during%this%time%period.%
A. 50.00+20.00w=20.00+25.00w%
B. 50.00w+20.00=20.00w+25.00%
C. 20.00(50.00+w)=25.00(20.00+w)%
D. 20.00w+25.00w=50.00+20.00%
correct%answer:%A% % % difficult%degree:%3%
%
%
32. The%mass%of%a%liquid%solution%is%25%grams%(g)%and%its%volume%is%40%milliliters%(ml).%A%
!
second%liquid%solution%has%the%same%density%(!")%and%a%volume%of%200%ml.%Which%

of% the% following% equations% best% models% the% mass% in% grams,% mm,% of% the% second%
liquid%solution?%
A. 200m%=%(25)(40)%
!"
B. 200m%=% !"%
! !
C. !
% =% !""%

! !
D. !
% =% !""%
% correct%answer:%D% % % difficult%degree:%3%
%
%
33. Two% interior% angles% of% a% triangle% are% complementary.% The% measure% of% the% first%
angle%is%half%the%measure%of%the%second%angle,%which%has%a%measure%of%xx%degrees.%
Which%of%the%following%equations%best%models%the%sum%of%the%interior%angles%of%
this%triangle?%
A. x+2x+90=180%
!
B. !
+x+90=180%

!
C. !
(x+2x+90)=180%
!
D. !
+x+2x=180%

% % correct%answer:%B% % % difficult%degree:%3%
%
%
34. A%park%shaped%like%a%pentagon%has%four%equal%length%sides%and%one%unequal%side%
whose% length% is% 35% feet% (ft).% The% perimeter% of% the% park% is% 195% ft.% What% is% the%
length%in%feet%of%one%of%the%equal%sides?%
correct%answer:% % 40% % % % difficult%degree:%3%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
%
%
35. Sasha% has% $2.65% in% change% in% her% pocket.% The% $2.65% is% made% up% of% one% quarter%
plus%an%equal%number%of%nickels%and%dimes.%How%many%nickels%does%Sasha%have%in%
her%pocket?%
correct%answer:% % 16% % % % difficult%degree:%3%
%
%
36. The% number% of% subscribers% to% a% certain% newspaper% decreases% by% about% 2,000%
each% year.% In% 2010,% there% were% 19,000% subscribers.% In% what% year% should% the%
newspaper%expect%to%have%approximately%7,000%subscribers?%
correct%answer:% % 2016% % %% difficult%degree:%3%
%
%
37. An%airplane%begins%its%descent%to%land%from%a%height%of%35,000%feet%(ft)%above%sea%
level.%The%airplane's%height%changes%by%about%−4000%ft%every%3%minutes.%Rounded%
to%the%nearest%minute,%in%approximately%how%many%minutes%will%the%plane%land?%
Assume%that%the%airport%runway%is%at%sea%level.%
correct%answer:% % 26% % % % difficult%degree:%3%
%
%
38. A%car%driving%on%a%straight%path%travels%about%260%feet%(ft)%in%3%seconds.%Rounded%
to%the%nearest%second,%approximately%how%many%seconds%will%it%take%for%the%car%
to%travel%1%mile%(mi)%at%the%same%rate?%1%mi=5,280%ft.%
correct%answer:% % 61% % % % difficult%degree:%3%
%
%
39. As%an%object's%depth%below%the%surface%of%a%body%of%salt%water%increases,%so%does%
the%pressure%acting%on%the%object%due%to%atmospheric%and%water%conditions.%The%
rate%at%which%pressure%increases%is%approximately%11%pounds%per%square%inch%(psi)%
for% every% increase% in% depth% of% 25% feet% (ft).% The% pressure% at% the% surface% of% the%
water% is% 15% psi.% Rounded% to% the% nearest% foot,% at% what% depth% will% the% pressure%
acting%on%the%object%be%50%psi?%
correct%answer:% % 80% % % % difficult%degree:%3%
%
%
40. A%piece%of%wood%has%a%mass%of%30%grams%(g)%and%a%volume%of%40%cubic%centimeters%
!
(cm3).%A%second%piece%of%wood%has%the%same%density%(!"! )%and%a%volume%of%240%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
cm3.%What%is%the%mass%in%grams%of%the%second%piece%of%wood?%
correct%answer:% % 180% % % % difficult%degree:%3%
%
%
%
%
41. A%meteorologist%estimates%that%on%a%sunny%day,%the%air%temperature%decreases%by%
about% 4°% F% for% every% 1,000% feet% (ft)% of% elevation% gain.% On% a% certain% day,% the% air%
temperature% outside% an% airplane% flying% above% Seattle% is% −58°% F,% and% the% ground%
level%temperature%in%Seattle%is%70°%F.%If%x%is%the%height,%in%feet,%at%which%the%plane%
is%flying,%which%of%the%following%best%models%the%situation?%
!
A. 70=%−% !,!!!x%−%58%

!
B. 70=% !,!!!x%−%58%

C. −58%=%−%4x%+%70%
D. −58%=%4x%+%70%
correct%answer:%B%% % difficult%degree:%4%
%
%
42. A% taut% string% of% length% 10% inches% is% plucked% at% the% center.% The% vibration% travels%
along%the%string%at%a%constant%rate%of%c%inches%per%millisecond%in%both%directions.%
If%x%represents%the%position%on%the%string%from%the%left0most%end,%so%that%0 x
10,% which% of% the% following% equations% can% be% used% to% find% the% location% x% of% the%
vibration%after%0.3%milliseconds?%
!
A. !
|%x%05%|%=0.%3% %
B. cx−5 =0.3%
!
C. !
|%x%00.3%|%=%5% %
D. |%x%0%10%|%=0.3c%
correct%answer:%A%% % difficult%degree:%4%
%
%
43. In% the% year% 2006,% the% average% home% price% per% square% foot% in% a% certain% county%
was$98.% For% each% year% before% or% after% 2006,% the% average% price% per% square% foot%
increased% by% approximately% $3.50.% In% what% years% could% the% average% home% price%
per%square%foot%be%$119?%
A. 2003%and%2009%
B. 2002%and%2010%
C. 2000%and%2012%
D. 1999%and%2013%
correct%answer:%C%% % difficult%degree:%4%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
%
%
44. Oliver%mows%lawns%in%his%neighborhood.%He%charges%$10%for%each%regular%yard%he%
mows,%and%he%charges%an%extra%$5%for%each%large%yard%that%he%mows.%In%one%week%
he%mowed%6%more%large%yards%than%regular%yards%and%made%$265.%If%r%represents%
the%number%of%regular%yards%that%Oliver%mowed,%which%equation%best%models%the%
situation?%
A. 10(r+6)+15r=265%
B. 10(r+6)%+%5r=265%
C. 10r+15(r+6)=265%
D. 10r%+%5(r+6)=265%
correct%answer:%C%% % difficult%degree:%4%
%
%
45. Anna%spent%3%hours%in%her%garden%planting%6%rosebushes.%To%plant%a%rosebush,%she%
first%dug%the%hole,%then%refilled%the%hole%with%the%root%ball,%dirt,%and%compost.%She%
spent% twice% as% long% digging% the% hole% for% each% plant% as% she% did% refilling% it.% If% m%
represents% the% minutes% spent% digging% a% hole% for% a% single% rosebush,% which%
equation%best%models%the%situation?%
A. 6m+6(2m)=3%
!
B. 6m+6( ! % )=3%

C. 6m+6(2m)=180%
!
D. 6m+6( ! % % )=180%

correct%answer:%D%% % difficult%degree:%4%
%
46. A%popular%candy%is%manufactured%to%weigh%0.16%ounces%per%piece.%The%pieces%are%
sold% in% packages% of% 36.% If% the% allowable% amount% of% variation% in% weight% for% one%
piece%of%candy%is%0.03%ounces,%which%of%the%following%equations%can%be%used%to%
determine%the%highest%and%lowest%allowable%weight,%w,%of%a%package%of%36%pieces?%
Assume%that%the%weight%of%the%packaging%is%negligible.%
∣!!!.!"∣
A. !"
% =0.03%

∣!!!.!"∣
B. !"
% =0.03%
C. 36 w−0.16 =0.03%
D. 36|w05.76|=0.03%
correct%answer:%B%% % difficult%degree:%4%
%
%
12.%The%maximum%activity%level%of%a%particular%enzyme%is%60%micromolars%per%minute%
!!
(!"#)%and%occurs%at%a%temperature%of%20%degrees%Celsius%(°C).%For%every%2°C%above%or%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
!!
below% 20°C,% the% enzyme% activity% decreases% by% 8 !"# % .% Which% of% the% following%
equations%can%be%used%to%find%the%temperatures,%T,%at%which%the%enzyme%activity%level%
!!
is%40!"#?%
A % 60−4 T−20 =40%
B % 40+8 T−20 =60%
C % 40+4 T−20 =60%
D % 60−8 T−20 =40%
correct%answer:%A%% % difficult%degree:%4%
%
%
47. Uche%is%a%cartographer.%He%picks%a%scale%to%fit%a%map%of%India%onto%a%page%of%an%
atlas.% The% page% is% 12% by% 12% inches,% with% 0.75% inch% margins% on% all% 4% sides.% India%
measures%3,214%kilometers%from%north%to%south%and%2,933%kilometers%from%west%
to%east.%Uche%wants%the%longest%dimension%of%India%to%fit%exactly%in%between%the%
margins% of% the% page.% If% k% is% the% number% of% kilometers% per% inch% in% Uche's% scale,%
which%equation%best%models%the%situation?%
!
A. !"
% =%3,214%
B. 12k%=%2,933%
!
C. !".!
% =%2,933%
D. 10.5k=3,214%
correct%answer:%D%% % difficult%degree:%4%
%
%
48. Alma%and%Erika%work%part%time%stocking%shelves%at%a%grocery%store.%At%7:00%a.m.%
on% Saturday,% Alma% begins% unpacking% boxes% at% a% rate% of% 1% box% every% 6% minutes.%
Erika% joins% her% at% 7:45% a.m.% and% unpacks% 1% box% every% 5% minutes.% When% finished%
with% this% task,% a% total% of% 24% boxes% have% been% unpacked% since% 7:00% a.m.% If% x%
represents% the% number% of% minutes% for% which% Alma% has% been% working,% which% of%
the%following%equations%best%models%the%situation?%
! !
A. !
x%+% !(x%0%45)=24%

! ! !
B. !
x%+% !(x%−% !)=24%
C. 6x%+%5(x−45)=24%
!
D. 6x%+%5(%x−% !% )=24%
correct%answer:%A%% % difficult%degree:%4%
%
%
49. On% a% highway,% drivers% are% required% to% maintain% a% speed% of% between% 55% and% 65%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
miles%per%hour%(mph).%A%$7%penalty%is%assessed%for%each%1mph%a%driver’s%speed%is%
outside%this%range.%If%a%driver%receives%a%$42%penalty,%what%are%possible%values%for%
his%speed?%
A. 49%and%66mph%
B. 49%and%71mph%
C. 54%and%66mph%
D. 54%and%71mph%
correct%answer:%B%% % difficult%degree:%4%
%
%
50. On%January%1st,%2014,%approximately%450%thousand%buildings%in%the%United%States%
(US)% had% solar% panels.% This% number% increased% by% a% total% of% about% 180% thousand%
over% the% next% 12% months.% Assuming% a% constant% rate% of% change,% approximately%
how% many% months% after% January% 1st,% 2014% would% 900% thousand% buildings% in% the%
US%have%solar%panels?%
correct%answer:% % 30% % difficult%degree:%4%
%
%
51. The%gas%mileage%for%a%car%is%23%miles%per%gallon%when%the%car%travels%at%60%miles%
per%hour.%The%car%begins%a%trip%with%13%gallons%in%its%tank,%travels%at%an%average%
speed%of%60%miles%per%hour%for%h%hours,%and%ends%the%trip%with%10%gallons%in%its%
tank.%Which%of%the%following%equations%best%models%this%situation?%
!"#
A. 13− !" % =10%

!"#
B. 13− !" % =10%

!"!!"#
C. !"
% =10%

!"!!"#
D. !"
% =10%
correct%answer:%B%% % difficult%degree:%4%
%
%
52. A%kilowatt%(kW)%is%equal%to%1,000%watts%(W),%and%a%kilowatt0hour%(kWh)%is%a%unit%of%
energy%equivalent%to%one%kilowatt%of%power%expended%for%one%hour.%For%example,%
an%electrical%load%rated%at%1%kW%that%operates%for%1%hour%uses%1%kWh%of%energy.%
Electricity%in%a%certain%city%costs%$0.14%per%kilowatt0hour,%and%a%lightbulb%rated%at%
60% W% operates% in% that% city% for% one% hour% every% day% for% 200% consecutive% days.%
Which%equation%best%models%the%cost%in%dollars,%c,%of%the%lightbulb%over%this%time%
period?%
!"
A. c=!,!!! 200 0.14%

!,!!!
B. c= !"
200 0.14%
Khan%math% % % % % % % % % % % % % % % % % % % % % % % %
%
!" !""
C. c=!,!!! !.!"
%
D. c=60 1,000 200 0.14%
correct%answer:%A%% % difficult%degree:%4%
%
%
53. Erika's% times% for% the% 10mile% run% decreased% consistently% throughout% her% track%
season.% She% estimates% that% her% time% for% the% 10mile% run% decreased% by% about% 15%
seconds%(secs)%for%every%2%weeks%of%training.%If%Erika%ran%a%mile%in%8%minutes%(mins)%
and%20%secs%at%the%start%of%the%season,%and%x%weeks%into%her%training%ran%a%mile%in%
7%mins%and%5%secs,%which%of%the%following%equations%best%models%the%situation?%
A. 500−7.5x=425%
B. 500−15x=425%
C. 500+7.5x=425%
D. 500+15x=425%
correct%answer:%A%% % difficult%degree:%4%
%
%
%

SAT