DIGITAL SAT MATH ORANGE BOOK Every SAT Math Topic, Patiently Explained with Videos, Pop-Up Written Solutions, Interactive Graphs, and More J. Ernest Gotta, Daniel Kirchheimer, and George Rimakis1600.io Digital SAT Math Orange Book J. Ernest Gotta Daniel Kirchheimer George RimakisHarry is pulling his hair, as if that would help him out of the difficulty. The figures won't come right, do what he will, and he has worked at it an hour. Many little boys would give it up; but Harry is persevering, and intends to go over the sum until he finds out his mis- take. My Prety Present. (New York: Thomas Nelson & Sons, 1789) BOO DIGITAL SAT MATH ORANGE BOOK J. Ernest Gotta, Daniel Kirchheimer, and. George Rimakis‘Copyright ©2022 by 1600.i0 All ights reserved. No part of this book may be reproduced or used in any manner whatsoever without the express written Permission of the publisher except forthe use of brief quotations ina book review. Manuscript revision 1.0.0 Book design by J. Ernest Gowa, Daniel Kirchheimer, and George Rimakis SAT® is a trademark registered by the College Boar, which not affiliated with, and does not endorse, this publication. Published by 1600.i0 Press wow, 1600.0 Joe, you made this possible, and your unwavering loyalty and commitment can not be forgotten. Megan, the only reason I've done anything is for you. John and Paige, | couldn't wish for more fun and intelligent Kids. Mom and Dad, ‘You inspire me to be a good person, a good father, and a good teacher. Net- tie, Billy, Steffi, Keith, Danny, Jared, Matt, Sean, and Brandon, you shaped the humor needed to survive writing a book this long. Mustafa, Radhika, Ma- honey, Timo, Elijah, Carolina, Arun, Lenny, Corbett, Will, McKayla, Sarah, ‘Annesha, Selena, Lana, and Tanay, I'm honored to have worked alongside you. Prof. Goloubeva and Mr. Speidel, you showed me what it was to be a math educator. My former students, you inspired many of the weirdos found in the problems. My contributions to this book are dedicated to my amazing parents, whe cele brated learning every clay and who made me believe that I could do anything: to my beautiful, patient, and indulgent wife Jill and my brilliant son Matthew, ‘who both endured a ceaseless barrage of terrible dad jokes (but I repeat my- self) while I worked on this text; and to my extraordinary daughter Danielle, the worid’s best 3rd-grade teacher, who knew long before I did what a jy itis to help educate young people. Dan “This project is dedicated to all the students reading this book right now who dare to become smarter. You've made it this far: remember thatthe pursuit of knowiedge, with its ups and downs, is always a worthy adventure. { would also like to dedicate this book to my parents, who have supported me in everything {have ever done; to my sister Katherine, who shared her love of math with me af an early age; and to all of the teachers and professors I have had the good fortune to earn from. Without their support and inspiration, 1 don’t think that this book would have been possible. GeorgeTable of Contents Preface xv Acknowledgements | xvi introduction wx “he Essence ofthe SAT. . . x ‘hari This Te and Why : : : : 2 How Ue Theat : : : : ids Beyond the Book . “ i. * “ xxi We could use up two Eternities in learning all that is Se wees eae * 2 au A Few Words of Advice . . . . ~ . xxiv to be learned about our own world and the thousands ‘ : : § : Cantar Ting cee Se of nations that have arisen and flourished and vanished TuaaG navies * al from it. Mathematics alone would occupy me eight ‘Writing Out Your Work Is Smart: Mental Math is Dumb | _ - xxiv ‘million years. |A\Note about Student- Produced Responses (“Grid-ins”) 2 xv Hep unto Yoar 5 3 : ws Gat Stare : : : a —Mark Twain Chapter Foundations 1 O.1 Definitions and Fundamentals x 1 taper open i i ‘What You Should Already Know About Fractions = 3 02 Scving quaionsclaing Variables natin 4 13 Sauce : 7 BR 014 Solving Soe Bpwessiins; Distrilaing ane Packing . : 8 Dhar hing rt Facerng Comes " : : Py 05 Combining Like Terme " : : : 6 0.6 — Unknown Values in Denominators - 18 Chapter 1 Linear Relationships 2 Ti Demysifying Lina Relea . 3 2 ‘Yaiing Uae Expresions : : : ™ 13 ‘Wing and Sotvng Linea ations : : : ” 1.4 Function Notation/inputs and Outputs . « a 3 : : al are 2 Slope-intercept Form 43 wy Myre Calo Linear Relionaipe . . 3 ‘Slope-Intercept. Form os 50 imcrel Arai Ate Pomoc : : x ‘twice a atone : : : 6 22 Analyzing Graphs of Linear Equations 9 23 Using Pans and Ties ‘ @xb (Chapter Recap. . ‘Additional Problems... ‘Answer Key. . Chapter 3 Standard Form/Parailel and Perpendicular Lines 31 Standard Form... 3.2 Parallel and Perpendicular Lines. (Chapter Recap 5 ‘Adkitional Problems ‘Answer Key Chapter 4 Systems of Linear Equations ‘4.1 Introduction o Systems of Linear Equations... . r 42 Using Subsitution to Solve Systems of Linear Equations... 43 Number of Solutions to Systems of Linear Equations Part... 44 Solving Systems of Linear Equations by Elimination/Combinalion 4s a ame sn i ‘Chapter Recap ‘Additional Problems ‘Answer Key. ieeiead St fone nella ited ion ‘Writing and Solving Linear equalities .. . . ‘Solving Linear Inequalities Graphing Linear Inequalities 52 Compound Linear Inequalities 5.3 Systems of Linear Inequalities S4 Absolute Value . (Chapter Recap. ‘Additional Problems ‘Answer Key . alli @ Copia ia eam ‘What are Exponents? = Exponent Rules Rule I: To Muliply Terms with he Same Base, Add Their Exponents Rule 2: To Raise an Exponential Term to Another Power, Mulply the Exponents Rule 3: Fractional Exponenis Can Be Written as Roots and Vice Versa. Rule 4: To Divide Terms with the Same Base, Sublract the Denominalor's poe Fo the Nome’ 5 63 Methods of Solving Exponent Equations Raising Both Sides toa Power... - Benen peel Terms I Tams of Ante Base 64 Table of Exponent Rules . 3 (Chapter Recap... ‘Answer Key. . Chanter? trios to Fotyoonts ‘What ae Polynomials? . Combining Like Terms. 7.2 Multiplying Polynomials. = =... 7.3. Polynomial Equations and Functions 11600.io SAT MATH DIGITAL ORANGE BOOK ‘TABLE OF CONTENTS Bas 238 105 106 um 13 449 155 Aniwer Key oo. net, make east epee ‘What is Factoring’? . Factors Help Us Find Solutions 82 Howto Factor... . S 53 Other Mathods or Finding Roots. Divide ‘Through and Factor when a #1. Product Sum (ae) Method when a: 1. ‘Completing the Square i 84° Simpliied Factoring Situations =. Difference of Squares... - . Perfect Square Expressions ‘485 Systems of Quadratic Equation and Linear Equations a5 had eee Ai Gumeel e ——— ee Fag y Ong: = ‘Chapter Recap es Answer Key. Appendix: Proots and Allemative Reasoning ‘Explanation of Product Sum (ae) Method . Deiailed Walkthrough of Completing the Square. Prt he ant: ra aslo Cong he Se . Proof ofthe Sum and Product of Roos... 2... enaphir teens Seatone: eid Ding Melons Phantom Equations and Extraneous Solutions 92 Rational Functions... . 9.3 Undefined Values and Exiranecus Solutions for Rational Functions 94 Polynomial Long Division, ere ee toe meg Polynomial Division with a Remainder. aR Polynomial Remainder Theorem... 95 Solving in Terms of Variables Chapter 10 The Graphs of Quadratic Equations and Polynomials, 10.1 Standand Form: General Shape of Graphs... . 102 Factored Form: Zeros of the Quadratic. =. 103 Vertex Form: Maximurns and Minimums... . ‘Vertex Form to Standard Form and Factored Form . 104 Vertex Form from Factored Form... = =. = ‘Which Form to Use For Particular Information 10.5 Finding the Vertex fromm Standard Form... . +1800 .io SAT MATH DIGITAL ORANGE BOOK ~ 382i 10.6 Number of Intersections = Number of Solutions. a a Answer Key... Chapter 11 Number of Zeros/imaginary and Complex Numbers 1.1 Number of Zeros of Quadratics 11.2 tmaginary and Complex Numbers ‘Additional Problems... 2 ‘Answer Key . ws Chapter 12 Ratios, Probability, and Proportions 121 Ratios and Probability _ ‘Probabitites from Tables and Graphs aaa 122 Proportions... . Ratios in Squared Relationships - 12.3. Ratio Word Problems « ‘Answer Key : Chapter 13 Percentages 13.1 Introduction to Percentages... . Basics of Percentage Calelatons and the Three Scenarios Probabilities and Percentages... 3 13.2 Percent Increase/Percent Decrease ‘Changing Reference Values... 133 Mixtures and Concentrations. - Chapter Recap : : ‘Additional Problems. =~ : ‘Answer Key 5 ae ‘Chapter 14 Exponential Relationships 14.1 Basic Exponential Equations. . Percentage Growth and Decay in Exponential Equations ‘Converting Exponents to the Proper Units ‘Working with Non-Standard Rate Periods 142 Solving Exponential Equations. 143 Graphs of Exponential Equations ‘Adklitional Problems... - ‘Answer Key . = Chapter 15 Seatterplots and Line Graphs 15.1 Scaiterplois and Lines of Best Fit 15.2 Line Graphs Without Modeling Equations See eaten eae (Chapter Recap : Fi ‘Additional Problems... ~ = ‘Answer Key : o ‘1600.io SAT MATH DIGITAL ORANGE BOOK. ‘TABLE OF CONTENTS: 395 26 eee Ms ee ABE 42 aT 49 455 eee AST 457 461 4m . 44 . 478 480 488 489 : 492 494 495 499 sis 519 519 4 525 ee 526 33 Sal Chapter 16 Functions. 16.1 Evaluating Functions (“Plugging In") ‘Composite Functions 16.2 Plugging Expressions into Functions... ssa Shifting Functions and Working with Uncommon Graps ‘Chapter Recap ‘Additional Problems ‘Answer Key Chapter 17 Statistics 17.1 Data Sets: Mean, Median, Mode, and Range ss Properties of DataSets... 17.2. ‘Frequency Tables, Histograms, and Standard Deviation 173 Box Plots ¥ 4 Sars Deg nd irreing Reus ween (Chapter Recap - ‘Additional Problerns : Answer Key Chapter 18 Unit Conversions 18.1 Simple Conversions with Proportions “ 18.2 FactorLabel Method... . . 18.3 The Distanoe/Speed/Time Equation . Chapter Recap . . . ‘Additional Problems AMSWEr KEY ee eee Seay 18 Anahes. Mamijen, and Pignoneicy 19.1 Angle Basics . 19.2. Finding Angle Measures . 19.3 Triangles and Polygons . 194 Similar Triangles Divided Triangles... ‘ “Tangle Propotionality Theorem. . ‘Similar Triangles with Vertical Angles 2 195 Trigonometric Ratios 19.6 Perimeter, Area Pythagorean Theorem, and Special Right Triangles... Pisses ionen eotiinan nit ore (Chapter Recap “ ‘Additional Problems : - ‘Answer Key. . . Chapter 20 Circles and Volume 20.1 Circles and Angles... . ‘Circles and Trigonometry 20.2 Gireumference, Are Length, and Radians “Are Length . Inscribed Angles and Arc Length : 20.3 Area of aCincle . 20.4 The Circle Equation ‘Completing the Square to Standardize Circle Equations... . 11600.io SAT MATH DIGITAL ORANGE BOOK 343 . 549 552 361 562 366 367 367 576 582 586 592 503, 07 610 616 619 20 + eT a9 63 635 eas 655 637 660 67 67 682 689 696 697 699) ms 78 TA Ts. 730 a es |)xiv 20.5 Solids (3D Figures) Right Rectangular Prisms Right Circular Cylinders Right Circutar Cones Spheres and Right Rectangular Pyramids Density Filing an Object with Water . . (Chapter Recap ‘Additional Problems. ‘Answer Key Chapter 21 Wormholes 21.1 Introduction “The Classic Wormhole: Solving for an Expression : ‘When the Solve-For Is (or Has) a Factor or Multiple of an Available “The Partial Wormhole 21.2 Surm/Product of Solutions Wormoles Sum of Solutions Product of Solutions 21.3 _ Systems of Linear Equations Wormholes 21.4 Quadratic in Non-Atomic Terms Wormboles . . 21.5 Polynomial Remainder Theorem Wormholes 21.6 Radical Wormholes 217 Perfect Square and Difference of Squares Wormboles Perfect Square Wormholes Difference of Squares Wormholes ‘A Combination Wormhole Example 21.8 Coeflicient Matching Wormboles. 21.9 Factoring Wormhotes “The Factor-Preservation Wormhole 21.10: Symmetry Wormboles 21.11 The Wormhole-Only Problem Type 21.12 The Wormhole Imposter 21.13 Retated Problem Types Given a Key, but Not the Lock . [fect of Value of Term on Walue of Expression ‘Take Advantage of Particularly Helpful Information ‘About the Authors 1600.io SAT MATH DIGITAL ORANGE BOOK TABLE OF CONTENTS: BR BR 7a 73. 744 45 . 146 748. 763 g ait Preface Why did we decide to write an SAT math book? Amavon is groaning under the weight of such works. Does the world really need nother’? Our answer was an emphatic “yes.” We felt that existing books ether relied too much om tricks and tacties for trying to {game the test, or the topics they taught weren't well-aligned with the current style of SAT, or the instruction was cursory, confusing. and scattershot, and these realizations crystallized our shared determination to wade into this crowded field and craft a contribution based on our collective wisdom, ‘Though the notion of ereating a math book had been bandied about among us for some time, credit for initiating the project goes to Joe Zirke, founder of Clarion Prep. who pushed the boat away from shore. Using our amazing math skills, we computed tha it ‘would take no more than six months to complete, and we onllhissed that estimate by a factor of four, which is close enough for jazz. Despite (or, perhaps, because of the intensity and length of this process, the three authors forged an extraordinary working relationship that exceeded our expectations, and though the hours (and days, and months) have been long, the gratification we received along the way has been immense, and we could not be prouder of each other’s efforts, contributions, willingness to accept constructive criticism, and good humor along the way. We set out to create the finest SAT math book possible, and we hope the reader finds that we have indeed succeeded. Finally, a word about us. Collectively, we've helped thousands of students of all abilities, backgrounds. and educational levels prepare forthe SAT. We operate under the conceit that we see things that others don’, and with the humility that drives us to believe there are always better ways to teach. This book, in is structure, tone, and approach, isa distillation of everything we've observed, leaned, and implemented over the years with great success, and we think i's the best SAT math book ever written.Acknowledgements ‘We must offer our profound thanks to the thousands of wonderful students wino contributed to this book through their innumerable interactions with us as we helped them educate themselves. This encompasses the legions of people who have entrusted to usa part Of their futures whether through our years of private tuloring, as members of 1600.io, as participants in our rich and diverse Discord server, via their posts and comments on Redklt, in the form of participation in our live classes, through their thousands of constructive comments on our explanatory videos, via countless DM conversations, and in their emails. This book i, in many ‘ways, a distillation of everything, we've learned from all those interactions, and our gratitude is deep and heartfelt. We couldn't have done it without you.Introduction ‘This is not an SAT book. “That is, is no a traditional “test prep” book that discourages students from actually becoming better-educated but instead touts a “secret method” or an array of “tricks” that are purported to help the student ‘game the tes” We think that’s insulling and fundamentally counter to the central reason students take the SAT, which isto further their education by gaining admission to the best possible college, and the reason students want to go to college isto become better-educated still. Education isnt merely an annoying chore: education i the point, the larger goal, and a good SAT score helps students along the path toa great edueation. (One underlying assumption that appears to be built ino many books and tes-prep programs, and that pervades the thoughts and discussions among students studying forthe test, is thatthe SAT i Tike a complicated safe, and if you can just figure out the combination, you can unlock it and ace the test—that even though the SAT purports to assess students” skills if you know the “secrets.” you don’t have to actually have those skills in order to score well This is complete nonsense, Its insulting and demeaning to students and it serves to unjusifiably undermine ther self-image with respect to their intelligence and potential. The reality is thatthe SATT is an exquisitely well-crafted test and it does an extremely good job of assessing exacly wha it tries to assess. And what it tries toassess isa thoughtfully chosen and appropriately broad set of basic academic skills. Therefore, the best way to have your score indicate that you have mastery of al those skills is 10 aemualy have those skills. And it sends a terrible message: that without tricks and a gaming-the-tes approach, you can't get a good score, because you can’t reaify earn—you have to resort to clever tactics in hopes you can dupe the tet into indicating you're smart when you're really not. ‘We think better of you. We know for certainty that given the right guidance, you can be a reat reader, you can learn all the grammatical and writing structure principles necessary. and, most relevanly for this work, you can really learn the math—all of it. ‘You're not dum, you're not un-educable, and you're not so desperate that you'll grasp for any cultish trick to try to avoid actually Jearning what's being tested. We believe in you, and we don't want you to accept the message that all these side-door methods sublly send you—that you're just not smart enough to learn the material, so you have to find some way to fool the test (and colleges) about your abilities. Don't be lured into the “tricks” and “secrets” cult; think more of yourself. You're better than that ur phitosophy is radically different from that of most test preparation resources. As alluded to earier, we view the SAT not as a i, but rather asa roo! that provides colleges with an assessment of students’ level of proficiency in three core academic areas. follows that what students should be focused on isn't geting any particular score on the tes, but rather on becoming as well-educated as possible in the areas the SAT assesses. The test wil then do its job and reflect that level of achievement as a natural consequence. This, in our view, is by far the best way to approach th test: go right through it rather than attempting 10 sneak around it. The tes is far too good: it can't be tricked into reporting that you're better at math, reading. or writing than you really are, and any plan to “beat the test” is doomed, as well as being a cop-out, a surrender, an acceptance of defeat. If, instead, you acquire the skills assessed by the test, you can free yourself ofall the confusing static about strategies and tricks, and you can be confident that if you put ina smart, hones effort, the test wall reward you with a fair result. Lest the reader think that we've conjured up our philosophy merely to be contrarian, we'd like to make it clear that we, top, once believed that it was a winning mindset to view the test asa challenge that could be gamed through a set of stratepies, but our ong, experience hax proven that to be a fool's errand. We now know that we were not seeing the deeper truth about the test, and i is absolutely clear to us that the approach we are now preaching, as embodied in this work, is without question the better one.x INTRODUCTION The Essence of the SAT Many students have a core misconception about the SAT, due no doubt to their scholastic experiences with tests. ILis essential to understand that the SAT in general, and the math section in particular, is not atest of facts; it's ates of processes and principles “This distinguishes it from many of the exams students take in school: it doesn’t demand memorization of information: it requires mental muscle memory gained through performing processes. It's about doing things, not Knowing things. I's nota history test that demands the recitation of names and dates; it's no an English test that relies on remembering the hidden meanings in an assigned work of literature; it's nota vocabulary test that’s susceptible to memorizing word lists; and i's mol a math or science formula regurgitation exam. Many students don't realize these essential facts about the test, and their studying proceeds along all sorts of tangents and detours that don't make any sense. In shor, you should not feel tormented by the fear of forgetting something ‘when you open the test booklet; just focus on doing, and the rest will take care of itself “The math section of the SAT does have a certain format, and the problems that appear tend to it ilo certain general templates, so familiarity with the format and templates is valuable. This isnot at alla trick ora secret; the College Board™ itself specifically encourages students to learn their way around the test by taking practice exams and by using Khan Academy for practice. But. importantly, there aren't any very difficult math problems on the SAT (the reading section is another story!). That's right: There are ‘no problems that take ten minutes and dovens of steps to solve, that require some weird math skill you've never been taught (if you use this text, of course), or that demand some special “math smarts” insight that either you have or you don't. Indeed, the proilems that seem to be the hardest often turn out to have very simple solutions; don't mistake a failure to recognize how to solve a particular problem for an assessment thatthe problem is therefore extremely dificult. We're going to repeat this, because it's so important: There are no very hard math problems on she SAT. The difficulty is inventionally capped. and the complete set of skills needed to solve any problem that has ever appeared on an administered SAT is, ‘well-defined by the College Board itself in a public document. So, you might not know how to approach a specific problem: you may be cornpletely baffed by it. You might be flummoxed by several problems, or by nearly all the problems, if you're just starting ‘your studying and you've had terrible math teachers. But you must understand that this does not mean thatthe problems are inherently dificult just means you don't yet know how to solve them. Thats all. And you car learn how to do them—all of them. We will teach you everything you need to know. What's in This Text, and Why “The structure and conient ofthis work is unlike that of any other math text or SAT prep book you've ever seen. On the one hand, ‘nota collection of “tricks” intended to adda few points here and there while avoiding the matter of actually educating you. On the othe, it’s not just a general-purpose math textbook, though it covers every one ofthe topics that are atthe core of the American high schoo! mathematics curriculum, Instead, this text teaches every math skill that has appeared on the SAT, and itis intimately linked to that test. We've been guided by the Colfege Board's official specifications forthe math section ofthe SAT and we've exhaustively analyzed every single released test problem—nearly two thousand of them—to ensure that the skills needed to solve them are thoroughly explained herein, and we've crafted over 900 example and practice problems that exercise those skills. That means that students can have the ‘confidence that they are earning alf she skills needed to solve the problems they're likely to see on future tests “The size ofthis work might be intimidating, and thats understandable. However itis crucial forthe reader to Know thatthe reason this text is so hefty is because itis complete, thorough, and provides mulli-level instruction throughout. It doesnt just cover some ‘ofthe topics on the SAT; it covers every single one of them. It has hundreds of example problems so that students aren't just thrown into practice sets after an explanation; these examples are very carefully worked through with detailed comments along the way (and, often, with alternative solutions, too). There are a doven tests’ worth of practice problems, each carefully crafted to maximize: their value. with a pop-up written explanation and an explanatory video for every one. along with hundreds of interactive graph. EEvery concept is explained in great detail, complete with illustrative diagrams, summary boxes to highlight essential principles, interactive graphs, and a concise but complete topic summary that concludes each chapter. So, the size ofthis text isa good thing, because it means that no comers have been cut and no compromises have been made, but there are multiple levels of summarization available, 100, so if you want the shorter version, or are looking for a quick refresher, we've got that covered. Once you dive in, we ‘1600.io SAT MATH DIGITAL ORANGE BOOK. think you'l realize thatthe heft ofthis tame isa consequence ofthe depth and quality ofthe instruction we've provided. ‘As noted, this isn't an SAT strategy guide. More specifically, we don’t engage in digressions about test-taking tactics or time ‘management. This text is intended to teach you the skills you need to do the math, so we've focused our attention on clear, in-depth explanations and extensive, high-quality example and practice questions. However. we decided that while having a wealth of examples and practice problems is necessary, i's not enough. Most math problems on the SAT center around one topic— the solutions to-a quadratic equation, for example—but they necessarily also require the use of several constituent skills. Furthermore, just as math expressions are Tike molecules assembled from atoms such as numbers and variables (a parallel we daw herein), many SAT math topics are also like molecules; they're composed of elemental skills (the “atoms” ofthe topic) that are combined to form the higher-level skill. This means that trying to solve complete SAT-style problems before mastering the underlying atomic skills can be frustrating and ineficient. fing {In response to this realization, we invented the SkillDrill™. SkillDrlls are sets of micro-problems that focus on just one atomic skill, such as finding the two numbers that sum tothe b coefficient and that muitipty to the c enefficient in a quadratic expression, which is an essential atomic skill for the larger skil of factoring (which itself is a component of solving, a quadratic). Another such SkillDill just requires the student to decompose an improper fraction into a mixed number; this is never tested on its own, but it's an atomic skill essential for solving certain exponent problems. And for every SkillDrill there?s an explanatory video that walks the student through the solutions. By working through these highly-specifc drils, students engage inthe essential repetitive practice needed io become comfortable with the “atomic toolkit” thal serves asthe foundation for proficiency with the larger topic—solving quadrats, manipulating exponential expressions, and so on. That this approach is highly effective is not mere speculation: we've teste it extensively, and the results confirm the value ofthis methodology. As with so much of education, a firm and complete foundation provides the solid support needed for building upon. Every topic here not only has SAT-style example and practice problems and SkillDrills, we've also provided a button at the end of each topic section that opens our innovative SAT Math Topic Explorer (SMTEx), which displays a listing of every SAT problem retaved 1 thaw topic that has ever appeared on a released test. This provides the student with an addtional resource—real test problems—for practicing the skills they just learned. ‘The linkage between the text and the real ests doesnt only go in one direction. To close the loop. SMITE also allows a student to Jook up any math problem from any released SAT and to find and jump to the topic or topics in the Orange Book that relate to that problem. This means that after a student takes practice tes, they can look up our detailed, patient, thorough, and empathetic guide for acquiring the mathematics techniques needed to solve the questions they struggled with without having to hunt through the text for relevant information, Driving all ofthe ideas detailed above isa simple set of principles that we hold and that we kept foremost in our minds as we were crafling this text: «We want you to understand concepts and techniques no one was ever abe to explain to you before «© We want you to realize thal math topics you thought were really hard are actually easy ‘© We want you to truly understand aspects of math that you had blindly accepted on faith “These principles have a common root: the goal of instilling in students the confidence that mastery ofa subject produces, because mastery plus confidence equals 800. A final word about the structure of the text: There is an expectation that students have a foundation in elementary algebra and that they are familiar with the various symbols that are used at the level of high school mathematics, and there are a few questions on each test that probe those efementary skills. In support ofthat, we start off the instruction with what we came to call “Chapter 0.” ‘now named Foundations, and itis a concise collection of the most basic math skills that are necessary for all the more-focused topics that follow. Itis esseruia! that students feel comfortable with these building-block skills before moving into the topic instruction, so give the Foundations chapter a read.through to be sure you're on solid footing before proceeding further. 11600.io SAT MATH DIGITAL ORANGE BOOK i eCail INTRODUCTION How to Use This Text ‘There are many ways to leverage the instruction in this work. Here area few of the primary scenarios we ant expect that nearly ll students will end up using a hybrid approach: 1. Read and work through the text cover-to-cover: I your math skills are particutarly shaky or you never even learned the high schoo! math topis assessed by the SAT. or you {ust want to be absolutely sure you've covered al the bases, you can simply go through the entie text, reacing all the instructional material, doing all the SkillDrills, and solving all the practice problems. Practically speaking, most students \will end up skipping or skimming portions of many topics when they realize they are lreacly knowledgable inthe subject being discussed, but there are explanations for every aspect of every topic im case you need help. 2. Use the summaries as a refresher: Ifyou have a reasonably solid foundation but are rusty, you can focus on the condensed topic and subtopic explanations that are broken out in the boxed text and chapter necaps, referring tothe full explanations as needed, and then you can work the practice problems to check your skills. 3. Focus on your weaknesses: Students can identity the major topics in which they are less proficient and then work through just the chapters that cover those areas. 4, Use the text as an instructional reference: ‘Some students prefer to use math problems from a variety of sources for practice; they can use the text as reference tool ‘when they discover a topic or concept with which they are unfamiliar. This work makes that mode of use particularly easy ‘when students work problems from released SATS, because SMTEX lets students look up any problem on any released test and jump directly tothe location in the text tat explains the relevant topics, so when you're confused by a practice problem, You can get right to the explanation of the associated math principles with one click. 5. Let practice tests drive your learning: 1 your studying centers on taking sections from practice SATS, you can use our Autoscoring Answer Forms (AF) to score {Your answers; for each problem on the score report, there's a link that opens the Orange Book to the exact page where the relevant topic is explained. This allows a student to go seamlessly from assessment and practice to perfecly-focused learning with the best SAT math resource available 6. Work the problems for practice: Ifyou feel that your concept knowledge is basically sound, but you need more practice, you can use the hundreds of practice problems to solidify your skills. You can concentrate on the topics that need the most work, and any needed instructional support is available right where the practice problems are presented. For help, pop-up written explanations, expert video explanations, and interactive graphs are just ane click away 7. Asa sleep aid: See scenario |. +1600.io SAT MATH DIGITAL ORANGE BOOK ii Beyond the Book ‘As thorough as itis, this text does not stand alone: it’s part ofthe 1600:i0 ecosystem cf educational resources. We have extensive expertise in video-based standardized test instruction, and in addition to the embedded explanatory videos for every practice problem and SkillDrill in this book, we also offer video explanations for every reading, writing, and math question on every released SAT for those who want to supplement their selfstudying. Other supporting resources are also available at our website, providing arich set of tools that support students? efforts to master the skills assessed by the SAT. Wait, What's a “Wormhole?” At the start of some of the example problem solutions, you'll see this curious symbol: gu Sprinkled throughout the SAT, hiding in plan sight, are members ofa class of math problems that have a non-obvious, accelerated solution that we've dubbed « wormhole. A real wormhole isa warp in the fabric of space that brings two distant locations close, together, the wormhole allows travel from one such location to the other very quickly, as the normal distance between the points does not have to be traversed. Sot is too with wormhole solutions: they let the student go from the question o the answer with just afew easy steps, rather than requiring them to travel through the usual lengthier solving procedures for that general type of problem. Importantly, nearly all wormhole problems can also be solved with more generalized methods. What this means is that ‘wormhole problems are really like several little tests, all packed into one. Though from a scoring standpoint, a right answer is 2 Tight answer, no matter how you get there, the solving procedure tha takes advantage of a wormhole will proceed much more rapidly (and with a smaller probability of error due tothe simpler procedure) than will the longer. more generalized procedure. “That rewards the student with more:than just the points forthe answer, in effect, it grants the student abit of bonus time that can be used on some other problems, or the time can be used for double-checking answers once the first passthrough the section is done. ‘Also, as alluded to earlier, the simpler procedure is less susceptible to error: the more steps there are in a process, the greater the Tikelahood an error will ereep in. Wormhole problems are thus very powerful in sifting the test-takers by ability, because one problem can classify students into those who spot the wormhole, those: who don't but who nonetheless solve the problem correctly with a generalized method, and those who fail to solve the problem. “Taking advantage of wormholes is nota test-taking trick. It doesn’t attempt to evade the test's purpose in assessing the students ability to efficiently solve math problems—quite the contrary in Fact: one of the test's many facets is that it allows students who have the aptitude and mental acuity to see things that others might not to demonstrate that ability and to have it pay off in thei score. Because this underappreciated aspect of the testis important, we've got a chapter dedicated to it, where example problems that are inspired by real SAT problems are presented and explained. Don't overlook it: afew precious seconds saved, or errors avoided, could be the difference between a good score and a great one. Also, it (rightly) makes you feel clever, and that builds confidence, ‘hich can fuel your efforts throughout the test. 1600.io SAT MATH DIGITAL ORANGE BOOKaxiv INTRODUCTION A Few Words of Advice While this text is not going to delve into test-taking tactics, we do have a few words of advice (and caution) thal students should heed Calculators: Blessing or Curse? ‘We strongly discourage the use of calculators while learning the math skills assessed by the SAT for anything other than time-consuming arithmetic. We're fond of declaring that calculators are tools of the devil because they procluce a reliance on the device that causes math skills to atrophy (if they ever developed at all). “The skillful student will have no difficulty completing the math sections onthe test without resorting to the use ofa calculator for solving or graphing, and there is hardly a worse feeling than finding out during the test that your calculator won't turn on, and, ‘you're so reliant on it that you can’t solve some: problems without it. Don't be that person When studying, if you find yourself tempted to turn to your calculator to-do something you don’t know how to do—or don’t wan to «do—just say no, You'll be far better off However, the Digital SAT presents a rather different situation, because the Desmos® graphing calculator i avaiable for use on any ‘problem in the math sections; it can’t run out of power, and you can’t forget to bring it to the exam, Furthermore, because Desmos ‘Provides a math visualization tool, it can actually help impart understanding during the learning process, and! soit is not just a solving tool, bt a learning tool. In recognition of that power, this resource includes Desmos graphs that support the instruction being provided, and we also demonstrate how to use Desmes efficiently for solving SATstyle problems in a way that adds insight rather than obscuring the underlying. mathematical principles as can happen with mindless calculator solving. Plugging-in Is Surrender ‘There is an alarmingly widespread belie thal the best way o solve certain types of problems is to pick some value and substitute it for the variable in the provided expression or equation to see if unique match with an answer choice is obtained. This isa terrible solving method, because it’s nondeterministc (i's not guaranteed to produce the answer) and its a cop-out—a way of avoiding actually learning and understanding the math needed to simply solve the problem directly. We strongly urge the reader not to resort to this technique. Note, importantly, that we are not referring to the practice of testing the provided answer choices to see which ‘one(s) produce a valid equation; in some eases, that is a perfectly appropriate: method for sotving a multiple-choice math problem, We are instead directing our scorn atthe very clifferent procedure whereby the tucent cooks up some value—0, 1,2, for ‘example—and plugs it in, Please think better of yourself than to employ this method, Writing Out Your Work Is Smart; Mental Math Is Dumb ‘One of the chief score killers in the math section ofthe SAT is sloppy arithmetic mistakes: dropping a sign, adding instead of subtracting, failure ta distribute across all terms inn equation, and so on. One of the leading causes of these errors is students? unhealthy tendency to use mental math to compress solving steps rather than taking the effort to carefully (and legibly) write out their work as they go. Students perceive it as some sort of show of prowess to be able to do math in their heads rather than write it ‘oul and, on the other side, they view it as some sort of failing to rely on written-out steps when doing a math problem that they feel they could probably handle without that process. This is dumb, and you don’t want to do dur things. The best way to eliminate sloppy mistakes is to write out your work. 11600.io SAT MATH DIGITAL ORANGE BOOK A Note about Student-Produced Responses ("Grid-ins’) ‘Many ofthe practice problems in this text and on the test require the student to write their answer rather than select it from a set of choices. Keep in mind the constraints on these grid-in answers; they must be enterable into an answer form like this: Here are the resi that apply: ‘© You cannot enter a negative number (so if you get negative answer, you made a mistake!) © You cannot enter a vero in the frst column (that is, asthe first digit in a four-character answer); you are never required to enter a leading 7ero, so this should never eause any confusion «You have « maximum of four character postions including a decimal point or a fraction stash * Unies the probiem specifies otherwise, you can either round or truncate decimal answers that dont fit into the grid, so 3 could be entered as 5/3, 1.66, or 1.67, but you must use all four character pesitions for such values «Ya canctemrs iced nnbe suhs2;you ms itera equiva 5) ran imp tn $2) + dona marin wich stony st ening your acter yer cmp ae (esis ae with more decimal digits than would fit into the four positions, im which case you must start with the first position) “The Digital SAT allows the direct entry of positive and negative answers with up to six characters including a possible minus sign and a decimal point Help Us Help You ‘We've made this work as good as we can make it, but all the same, we know it can be made better. I'you have ideas, suggestions, criticisms, or if you spot errors, we very much would like to hear what-you have to say. Email us at Mathi3ook @ 1600.0, use the ‘member contact form at our website, chal with us through our ste, or DM us in our Discotd server or through Red. This text could not have been written without your input, and that feedback is also essential to improving it. To ensure that all readers get the benefit of any corrections as soon as they are recognized, we will maintain an updates page on our website to log these changes. Get Started! ‘You're viewing this powerful resource on your screen. Take the next step forward: get a sharp pencil and some Scrap paper, et focused, and turn the (virtual) page. You're about to start getting smarter. +1600 .io SAT MATH DIGITAL ORANGE BOOKTHIS PAGE INTENTIONALLY LEFT UNBLANKTHIS PAGE INTENTIONALLY LEFT UNBLANK THIS PAGE INTENTIONALLY LEFT UNBLANKFoundations ‘This chapter covers the foundational arithmetic and algebraic knowledge that i required in order to get the most out of this book. ‘The instruction in ths text progresses in a methodical manner, working its way from writing simple expressions all the way through most of Algebra Il and covering the necessary topics in statistics and geometry. However, you need to be proficient with skills such as manipulating fractions, simple factoring, and isolating, variables in order to get started. Some skills in this chapter will be covered in more depth in later chapters when necessary, but others are going to be assumed at all points going forward Even if you consider yourself reasonably well-grounded in basic techniques, took over this chapter to be sure you're well-equipped to move ahead. 0.1 Definitions and Fundamentals First, we need to eiferentate between expressions and equations. Expressions, strictly speaking, consist only of numerical and variable terms being added, subtracted, muliplied, and so on. For example, 40+ 2x is an expression. When we set this value equal to another expression, we can make an equation. Equations consist of two expressions that are set equal to each other using an equals sign (=). For example, 40 + 2+ = 80 4x isan equation. ‘The expressions on both sides of the equals sign are exactly equivalent to each other (that’s whal equals means), even if they don’t look exactly the same. Therefore, the expressions can switch sides of the equals sign; the equation 40 + 2x = 80 —4x could also be written as 80 — 4x = 40+ 2x. One of the most essential foundational principles of mathematics is that because the expressions on both sides of an equation are equivalent, we can perform the same operation on both of those expressions and the resulting equation will till be valid. This can be analogized to a scale that hasan assortment of weights on each side that produce a perfect balance: if we then add the same amount of weight to each side of the scale, the balance will be maintained. Iti absoluety cracial that you understand and accep this principle so that you to have confidence in al that follows. Obviously, you need to be famitiar with how to add, subtract, multiply, and divide numbers (positive and negative) in order to solve any of the problems on this test. A few basi arithmetic terms that will be used frequently herein: Integers are all ofthe natural numbers (positive counting numbers), the negatives ofthese numbers, and ero, e.g. 1,0,1,2,3.4, Non-negative numbers are all positive numbers (not just integers) and 0. ‘Non-positive numbers are all negative nurnbers (not just integers) and 0. ‘The result ofan addition is called the sum. The result of subtraction is called the difference. The result of a multiplication is called the product. The result ofa division i called the quotient. Important Symbols ‘The following table shows some of the symbols you will encounter on this test and inthis text, some of which are discussed in greater detail in chapters in the book when needed. Consider this a-quick primer on what to expect.CHAPTER 0: FOUNDATIONS Name Symbol Usage Equals This symbol is used in equations to show that two values or expressions are equal. The equation a = b is read as “a equals 6” oF “a is equal to 5” Not Equals # ‘This symbol is used to show that two values or expressions are NOT equal. For example, 3 4 5 because 3 is not equal to 5. ‘Approximately Equals 8 ‘Used to show that a value is approximate. For example, a 3.14 means that a is approximately —but not exactly—3. 14 Infinity = ‘An indefinitely large number. Less Than < “The value on the left (on the smaller side of the symboN is less than the value on the right (on the lager side of the symbol) Mathematical statements involving less-than signs (and the next three symbols as well) are called inequalities. The inequality x < 5 means that x can be any value from —oo up to, but not including. 5. ‘Less Than Or Equal To < ‘The value on the lefts ess than or equal to (no more than) the value-on the right. For example, x < 5, means that x can be any value from —20 up to 5, including 5 itself. Greater Than > ‘The value onthe lft (on the larger side ofthe symbol) is greater than the value on the right (on the smaller side ofthe symbol). ‘The inequality x > 5 means that x can be any value greater than $ up to Greater Than Or Equal To The value on the left is greater than or equal to (no less than) the value (on the right. For example, x > 5 means that x can be any value from 5 Gnctuding 5 itself up to 0. ‘Absolute Value lal Procluces a non-negative value indicaling how far a number is from 0. -3/=5) Root Indicates the m-th root of the operand x; when mis absent, its implied value is 2 90 9/5 indicates the second or square rot oF x. (See Chapter 6.) Braces {mn} | Braces indicate that elements m,n, etc belong to sel. Plus-Minus + Indicates that both the positive and negative values should be considered, Ratio 2:8 | Showsthe lative value of a compared to b (See Chapter 12) Percent % ‘Arelalive measure expressed in hundredths of some reference value. (See Chapter 13.) Line Segment FB __[ Used worefer wo aline segment between points A and B. Parallel Ck | Used to show that fines @ and & are parallel to each other (spaced a con- stant distance apart) Perpendicular £14 | Usedto show that tines é and & are perpendicular to each other (intersect- ing at right angle), ‘Angle ZA0r ZABC | Used to refer to an angle in a figure, such as a triangle Pi * ‘This Greek letter is used to represent the rato ofa circle’ circumference toits diameter. x x 3.14 (See Chapter 20) Theta 6 This Greek letter is often used to represent the measurement ofan ange. Are ‘AB or ACB | Used to denote an arc on a circle. 11600 io SAT MATH DIGITAL ORANGE BOOK ‘SECTION 0.1: DEFINITIONS AND FUNDAMENTALS. 3 What You Should Already Know About Fractions The numerator is the expression on the top of a fraction. The denominator is the expression on the bottom of a fraction. numerator Tenominator [Any number can be represented as fraction where the numerator isthe number itself and the denominator is 1 because any number divided by 1 is equal to itself. For example, 2.can be written as ; Fractions can be reduced ifthe numerator and denominator share a common divisor (factor) other than I. For example, the fraction z ‘can be reduced w3 because the numerator, 4, and the denominator, 6, share a common factor of 2. Dividing both the 71 ‘numerator and denominator by 2 produces the reduced fraction. Other examples aed za Z=t=1 When a fraction cannot be reduced any Further, itis said to be in lowest terms. Note that reducing is mot the same as simplifying, Which refers to making expressions simpler (a somewhat subjective concept ry to use the correct terms for these totally diferent procedures. “To multiply a fraction by a single value, multiply just the numerator of the fraction by the value. For example, 4) _ 68) «(2)-@- a To multiply two fractions, multiply the numerators to form the numerator of the product and multiply the denominators to form the a. axecaegag | (2) 22 denna te proan rorecnpe (2) = 10-3 5 Dividing by a fraction isthe same as multiplying by the reciprocal ofthe fraction (formed by “flipping” the fraction, swapping the Positions ofthe numerator and denominator). i epilento mtnying § and # ethnex rinc) When dividing one fraction by another, the same pit fraction in the denominator. ‘You can add or subtract fractions only when they have the same denominator. When doing so, the adition or subtraction 1,2 1#2 3 5555 ‘When the denominators are nor the same, you can make a common denominator (make the denominators match) in order to then be able to add or subiract the Fractions. To create the common denominator, you have to multiply both the numerator and denominator of one or both fractions by values that will make the denominators of both fractions equal; that is, you will multiply lone or both fractions by 1 expressed asa fraction (such as 2) so the original fractions” values don't change, but the way they're written does. The simplest case arises when the denominaior of one fraction is a multiple of the denominator of the ether fraction asin the example below. operation is applied to the numerators, while the denominator stays the same. For example, 1600.io SAT MATH DIGITAL ORANGE BOOK eo4 CHAPTER 0: FOUNDATIONS 1 neither denominator is multiple ofthe other, then you can try to make the common denominator of the fractions the Howest (or least) common multiple ofthe two denominators. Often the lowest common multiple is just the product of the two denominators. For example, inthe example below, the denominators are 3 and 4, whose lowest common multiple is 12, which is equal to 3 times 4 dobet(S)-1(s)22-224 pi) aQ@)-iaen In the following example, the denominators, and 12, share a lowest common multiple of 24 because both can go into 24 evenly (nding ths value will result in smaller numbers than would using the proxiuct of and 12, which is 96, asthe common denominator). 3,5_3(3),5(2)_9,0_¥ a 3G)+8() mt When fractions appear in an equation rather than justin a Tone expression, you can avoid making common denominators by eliminating fractions entirely (mult plying both sides of the equation by the denominators of any fractions so the denominators all get canceled) Mixed numbers consist of a whole number part and a fraction part. For example, “two and 2 half” can be represented by the ‘mined mumber 24: however, mixed numbers are confusing when working in a mathematical context, and you can't fil them in as ‘answers on the 1s anyway, so avoid them except in certain situations involving exponents 3s explained in Chapter 6. Ifyou are presented with 4 mixed number, you should immediately convert it into a fraction; because the absolute value ofthe fraction willbe greater than or equal to | due to the presence ofthe whole mumber in the original mixed number, this represents particular type of fraction called an improper fraction (a fraction in which the numerator has & larger absolute value than does the denominator). Do so by converting the whole number part into a Fraction that shares a common denominator with the fraction part ‘ofthe mixed number and then adding the two parts together. 0.2 Solving Equations/Isolating Variables ‘When we want to solve equations fora variable, symbolic constant, or expression, such asx, we need to isolate the term oF expression whose value we want lo find. To do so, we simply need to undo any mathematical operations that are being performed ‘on the term we want to isolate. To undo an operation, we perform the inverse operation; addition and subtraction are inverse ‘operations. and multiplication and division are inverse operations. Exponentiation and taking a root are also inverse operations, but there are some special considerations when performing those operations as explained in Chapter 9. ‘Let’ start with the very basic equation 2x = 8 and solve for x. The variable x is being: multiplied by the coefficient 2, so’ we should perform the inverse operation to that multiplication and divide both sides ofthe equation by 2 to determine that x = 4 [Let's go one step further and solve the equation ~2x ~3 = 7. We need to “peel away” the other parts of the expression on the le side ofthe equation to isolate x. The coefficient of ~2 is most closely grouped withthe x term, so we will come to that last. The ‘outermost operation is the subtraction between the two terms, so irs, we need to add 3 to both sides ofthe equation in order to ‘cancel the ~3. The equation becomes ~2x = 10, and then we can divide both sides of the equation by ~2 to get x = ~S. 1600 io SAT MATH DIGITAL ORANGE BOOK SECTION 0.2: SOLVING EQUATIONS/ISOLATING VARIABLES. 5 -2x-3=7 -2x-343=7+3 2H = 10 2x=10 Jo a ies the equation 4+ 4 = 24? 1. Suburact 4 from both sides ofthe equation to cancel the +4, which is the outermost operation. 4xt4=24 4x t4—4 -4 iy 4r=20 2. Divide both sides ofthe equation by 4 to cancel the multiplication of x by 4 in order to solve for x. 4x =20 4x _20 Fe 3. The answer is B. If the coefficient ofthe variable (the constant that is multiplying the variable) you need to isolate i in the form of a fraction, you can frst multiply both sides ofthe equation by the coefficients denominator and ten divide both sides of the equation by the numerator. However, the best approach isto multiply both sides ofthe equation by the reciprocal of the fraction, which isolates the vartable in one step, as it combines the multiplication and division operations. Note that this procedure is equivalent to dividing both sides ofthe equation ty the fraction; cvision by a fraction can be implemented as multiplication by the reciprocal of the fraction, 1600.io SAT MATH DIGITAL ORANGE BOOKCHAPTER 0: FOUNDATIONS 4 3 ‘What value of is the solution ofthe equation above? |. Tosolve fr 1, we want to divide both sides of the equation by the ceflicientof¢, which is 3. We ean accomplish this by muipying bts by recipe ot 3 wich is 3, |. Multiply both sides of the equation by 5, the denominator of the fraction on the let side of the equation. 1600 io SAT MATH DIGITAL ORANGE BOOK SECTION 0.3: SUBSTITUTION 7 Section 0.2 Suggested Ay. Soma in SATE Tes oT 0.3 Substitution Ifyou are given the value of a constant ora particular value of variable, you can replace that constant or variable with the given value. For example, if we are given the equation 3x +a = 13 and told thai a = 1, we can substitute | for a to make the equation 3x+1 = 13. From there, we can solve for x by subtracting | from both sides ofthe equation to get 3x = 12 and then dividing both sides by 3 to arrive at x= 1. Substitute 3 fork. 2. Multiply both sides ofthe equation by 4. 3. Add 2to both sides ofthe equation to solve for x. 4. The answer is D. 1600.io SAT MATH DIGITAL ORANGE BOOKCHAPTER 0: FOUNDATIONS 0.4 Solving for Expressions; Distributing and Factoring Many questions on the test ask you to solve far an expression rather than fora Tone variable, and usually this s clue that you might bbe able to take a more direct route to the answer if you are thoughtful, However, in this section we are jut interested in solving for the lone variables and substituting their values into the solve-for expression (we'll discuss the optimizations in Tater chapters). Most importantly, don’t solve fora variable and assume tha is the answer, always double check what the problem is asking you for I 3x-+5=7, wha is the value of 6x +87 Ay 2 Bs oR bd) 4 1. Sublract 5 from both sides of the equation, The answer is C. 2. Divide both sides of the equation by 3 to solve for x, whose value needs to be substituted into the solve-for expression. 3 Now that we have the value of x, we can substitute 2forx inthe solve-for expression, which is 6x +8. a4 3es2 ca 2 oe+sn6(2) +8 +s=0(3)+ ox+8= 248 bet8ase8 ox+8=12 1600.io SAT MATH DIGITAL ORANGE BOOK SECTION 0.4: SOLVING FOR EXPRESSIONS; DISTRIBUTING AND FACTORING {In the following example, we must first translate a sentence into an equation and then solve forthe desired expression. When translating a sentence, handle one phrase a atime. Place the equals sign immediately when you see a phrase ike “is equal to” oF “the result is.” and anything that comes after that phrase should go on the other side of the equals sign. a o4 ‘When 6 times the number xis add to 8, the resis 2 What umber ress when 3 tines aded 04? At Bo 92 D7 1. The phrase “6 times the number 2" translates to 6x, and that is added to 8, so the fist expression we shoud write is 8+ 6x (note that because you can perform addition in any onder—it's commutative—this could also be written as 6x+8, ‘which you might find more natural). 2. The phrase “the result is 2” means that we should set the fist expression we wrote equal to 2. 846x [3 Subtract 8 from both sides of the equation. S46x=2 $+ 6x-8=2-8 6x=-6 4. Divide both sides ofthe equation by 6 to solve for x: g 1 als 4 fe 6 ‘5. Don’t forget that we need to construct the solve-for expression, which is specified in the second sentence of the question. Based on the phrase “3 times x is added to 4” the solve-for expression is 4-+ 2x (you could also write this as 3x ++ 4). 6. Substitute —1 for xin the solve-for expression. 443%. 443e=4-3 443s 7. The answer is B. 11600.io SAT MATH DIGITAL ORANGE BOOK