SAT

MATH IN A
NUTSHELL
A detailed walk-through of the
SAT Math

Compiled by
TRẦN VŨ MẠNH ĐỨC
Trần Vũ Mạnh Đức SAT Mathematics

Table of content
Table of content 1
Part 1: Heart of Algebra 3
Linear equation 4
System of equations 4
Inequalities 5

Part 2: Passport to advanced Mathematics 6

Quadratic functions 7
Exponential functions 8
Radicals 9

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Rational exponents 9
Polynomials
Monomials
SA 9
10
Linear and Quadratic System 10
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Part 3: Problem Solving and Data Analysis 11

Common Definitions 12
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Conversions 12
Scatterplot 13
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Box and Whisker Plot 14

Reading Graphs 14
Linear vs Exponential 15
Data Inferences 15
Plot Reading 16
Data Collection and Conclusions 16

Part 4: Geometry 18
Basic Formulae 19
Right Triangle Problems 19
Angles 21

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Circle 22
Arc Measures 25

Part 5: Extras 27
Complex Number 28

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Part 1: Heart of Algebra

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Ronan’s SAT class 3

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Linear equation
𝑦 = 𝑎𝑥 + 𝑏
Critical values
• Slope: the rate of change for each 𝑥 + 1
𝑟𝑖𝑠𝑒 Δ𝑦
o Formula: 𝑚 = 𝑟𝑢𝑛 = Δ𝑥
• Y-intercept: the point at which the graph intercept 𝑦 − 𝑎𝑥𝑖𝑠 (𝑏 value)
• X-intercept: the point at which the graph intercept 𝑥 − 𝑎𝑥𝑖𝑠 (solution)

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System of equations
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𝑎𝑥 + 𝑏𝑦 = 𝑐
{ ′
𝑎 𝑥 + 𝑏 ′ 𝑦 = 𝑐′
𝑎 𝑏 𝑐
• = 𝑏′ ≠ 𝑐′ : the equation has no solution.
𝑎′
𝑎 𝑏 𝑐
• = 𝑏′ = 𝑐′ : the equation has infinite solution.
𝑎′

Ronan’s SAT class 4

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Inequalities
𝑎𝑥 + 𝑏 ><≥≤ 𝑐
Flip inequalities when both sides are multiplied by a negative constant.
(𝑎𝑥 + 𝑏 > 𝑐) ∗ −1 ⇔ −𝑎𝑥 − 𝑏 < 𝑐

• Graph:
𝑦 < 3𝑥 + 5 𝑦 ≥ 3𝑥 + 5

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SA
𝑦 > 3𝑥 + 5 𝑦 ≤ 3𝑥 + 5
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Remember to take the shaded part!

Ronan’s SAT class 5

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Part 2: Passport to advanced

Mathematics

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Ronan’s SAT class 6

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Quadratic functions
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 𝑦
Critical values
• Y-intercept: the starting point.
• X-intercept: the point of 0 value—or equation’s solution.
• Vertex: The highest/lowest point.

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Forms
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• Standard form
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
• Intercept form
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𝑦 = 𝑎(𝑥 − 𝑥1 )(𝑥 − 𝑥2 )
To convert from Standard form to Intercept form, solve for 𝑥 then plug in 𝑥1
and 𝑥2
• Vertex form
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
For 𝐴(ℎ, 𝑘) is the vertex of the equation
𝑏
ℎ=−
2𝑎

Ronan’s SAT class 7

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Quadratic formula
Δ = 𝑏 2 − 4𝑎𝑐
−𝑏 ± √Δ
𝑥=
2𝑎
If 𝑏 ⋮ 2 then, you can use this simplified formula.
𝑏
𝑏′ =
2
′2
Δ′ = 𝑏 − 𝑎𝑐
−𝑏 ± √Δ′
𝑥=
𝑎
Viète theorem
• Product of solutions:

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𝑐
𝑥1 𝑥2 =
𝑎
• Sum of solutions: SA
𝑥1 + 𝑥2 = −
𝑏
𝑎

Exponential functions
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𝑦 = 𝑎 (𝑏)𝑡
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𝑎: 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟
𝑏: 𝑔𝑟𝑜𝑤𝑡ℎ 𝑓𝑎𝑐𝑡𝑜𝑟
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𝑡: 𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑎 𝑡𝑜 𝑏𝑒 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑖𝑒𝑑 𝑏𝑦 𝑏

If 𝑏 > 1 ⇒ growth
0 < 𝑏 < 1 ⇒ decay
e.g. The population of Virus B in the beginning is 15 000. 𝑘 is the population of
this Virus after 3 hours, given that the population doubles after every 30 minutes.
Find 𝑘

𝑘 = 15000(2)𝑡
Because every 30 minutes, the population is multiplied by 2, we have:
3 ℎ𝑜𝑢𝑟𝑠 = 30 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 × 6 ⇒ 𝑡 = 6
⇒ 𝑘 = 15000(2)6 = 960000

Ronan’s SAT class 8

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Radicals
• Square roots: √𝑎
•
3
Cube roots: √𝑎
• Simplifying roots: √75 = √52 × 3 = 5√3
• Solving for x: 4√𝑥 = 16 ⇔ √𝑥 = 4 ⇔ 𝑥 = 4
• Rationalise denominator:
1 1 − √5 1 − √5 1 − √5 −1 + √5
= = = =
1 + √5 (1 + √5)(1 − √5) 1−5 −4 4

Rational exponents 1

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• Conversions: √2 = 22
• Arithmetic expressions:
1 3 SA 1 3
22 × 24 = 22+4 = 24
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22 3 1
= 22−2 = 2
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22
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Polynomials
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With multiple terms (with multiple degree)

e.g.
2𝑥 4 + 3𝑥 2 + 𝑥 = 10
3𝑥 3 + 2𝑥 = 10

Operations
• Add/Subtract: 2𝑥 4 + 3𝑥 2 + 5𝑥 4 + 4𝑥 2 = 7𝑥 4 + 7𝑥 2
• Multiply: (2𝑥 2 + 4𝑥) × (3𝑥 2 + 1) = 6𝑥 4 + 12𝑥 3 + 2𝑥 2 + 4𝑥
1
• Factor: 2𝑥 2 + 3𝑥 + 1 = 0 ⇔ 2 (𝑥 + 2) (𝑥 + 1) = 0

Ronan’s SAT class 9

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Monomials
With one term
e.g.
2𝑥 2
4𝑥
5𝑥 3

Linear and Quadratic System

Linear System
4𝑥 + 5 = 10
{

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3𝑥 + 6 = 8
Quadratic System SA
2 + 4𝑥 + 1 = 2
{ 3𝑥
4𝑥 2 + 2 = 4
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Part 3: Problem Solving and

Data Analysis

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Common Definitions
𝑎
• Ratios:
𝑏
• Rates: 𝑑 = 𝑟 × 𝑡 (𝑑: 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒, 𝑟: 𝑟𝑎𝑡𝑒, 𝑡: 𝑡𝑖𝑚𝑒)
𝑎 𝑐
• Proportions: 𝑏 = 𝑑
• Percent:
o Increase (+10%): 𝑎 × 1.1
o Decrease (-20%): 𝑎 × 0.8

Conversions
Cross-multiply

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e.g. 1 foot is 30.48 centimetres, how much 1 square foot is in square metres?
Summary:
1𝑓𝑡 = 30.48𝑐𝑚
SA
1𝑓𝑡 2 = ? 𝑚2
Solve:
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1𝑓𝑡 = 30.48𝑐𝑚 = 0.3048𝑚

12 𝑓𝑡 2 = 0.30482 𝑚2 ⇒ 1𝑓𝑡 2 = 0.0929𝑚2
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Scatterplot

Line of best fit

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Line of best fit

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Box and Whisker Plot

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Reading Graphs
Key features
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• Slope: rate of change

o Positive: increase
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o Negative: decrease
• Y-intercept: Initial value
• X-intercept: Point of 0 value
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• Vertex: Min—Max

Ronan’s SAT class 14

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Linear vs Exponential
• Distinguish from table of values.

Linear Exponential
X Y X Y
0 3 0 1
1 5 1 2
2 7 2 4
3 9 3 8
4 11 4 16

• Distinguish from the graphs.

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Data Inferences
Margin of error
e.g. 72 with a margin of error of 5 ⇒ [67;77]

Confidence level
• Level of certainty that the correct value lies within the margin of error.
⇒ Confidence level ∝ Margin of error

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Plot Reading
Common values
1; 3; 3; 2; 5; 5; 6; 6; 4; 6; 7; 8; 9
• Mean: Arithmetic average
∑ 𝑎𝑙𝑙 𝑣𝑎𝑙𝑢𝑒𝑠
𝑚𝑒𝑎𝑛 =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠
⇒ 𝑚𝑒𝑎𝑛 = 5
• Mode: Most frequently
⇒ 𝑚𝑜𝑑𝑒 = 6
• Median: Middle value in an organised list
⇒ 1; 2; 3; 3; 4; 5; 5; 6; 6; 6; 7; 8; 9
⇒ 𝑚𝑒𝑑𝑖𝑎𝑛 = 5

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• Range: [Max;Min]

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⇒ 𝑅𝑎𝑛𝑔𝑒: [1; 9]
Standard deviation: measure the spread of data.
o More spread-out data ⇒ S.D >>
o More concentrated data ⇒ S.D <<
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Data Collection and

Conclusions
• Accurate data is represented in a random sample.

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• Inaccurate data (aka bias) happens when there’s a modification in sample

selection that decrease the randomness:
o Location
o Preferences
o Outcomes
e.g.
Correct: Randomly take 100 students from ABC high school to see how
many percent of students who exercise regularly in ABC high school.
Incorrect: Randomly take 100 female students from ABC high school to
see how many percent of students who exercise regularly in ABC high
school.
⇒ Biased because you can’t generalise female students to the entire
students in ABC high school.

Incorrect: Randomly take 100 students from ABC high school’s sport

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complex to see how many percent of students who exercise regularly in
ABC high school. SA
⇒ Biased because students who are in the sport complex might be more
athletic → more willing to exercise regularly.
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Incorrect: Randomly take 100 students from ABC high school to see how
many percent of students who exercise regularly in all high school in
the district.
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⇒ Incorrect conclusion, you can’t generalise the result from 1 high school
to every high school in the district.
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Correct: Randomly take 100 students from 10 random high schools from
a district with 15 high schools to see how many percent of students who
exercise regularly in all high school in the district.

Notice how we only have to choose 10 out of 15 high school in a district. Because
that’s the point of random sampling: to reduce cost.

Ronan’s SAT class 17

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Part 4: Geometry

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Basic Formulae
Official College Board Reference Sheet:

Normal Triangle Right Triangle

Circle Rectangle

Sphere Cone Pyramid

Prism/box Cylinder

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Right Triangle Problems

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Pythagorean’s theorem
• The square whose side is the hypotenuse (the side opposite the right angle)
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is equal to the sum of the squares on the other two sides.

𝑎2 + 𝑏 2 = 𝑐 2

Ronan’s SAT class 19

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Special attributes
• In any given triangle, the sum of the measures of the interior angles of a
triangle is 180°.
• Congruent triangles ⇒ Identical.

• Similar triangles ⇒ Proportionate.

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Trigonometry formulae
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑆𝑖𝑛 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝐶𝑜𝑠 =
ℎ𝑦𝑜𝑖𝑡𝑒𝑛𝑢𝑠𝑒
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑡𝑎𝑛 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑐𝑜𝑡𝑎𝑛 =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
Mnemonics: SOH-CAH-TOA (Sin = O/H; Cos = A/H; Tan = O/A)

Ronan’s SAT class 20

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Common trigonometry values

√3 √3
𝑆𝑖𝑛(60°) = 𝐶𝑜𝑠(30°) =
2 2
1 1
𝐶𝑜𝑠(60°) = 𝑆𝑖𝑛(30°) =
2 2
√2 √2
𝑆𝑖𝑛(45°) = 𝐶𝑜𝑠(45°) =
2 2
𝑆𝑖𝑛(90°) = 1 𝐶𝑜𝑠(90°) = 1

Angles

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Corresponding angles Vertical angles

∠2 ≅ ∠6 ∠4 ≅ ∠8 ∠1 ≅ ∠3 ∠5 ≅ ∠7
∠3 ≅ ∠7 ∠1 ≅ ∠5 ∠2 ≅ ∠4 ∠6 ≅ ∠8
Alternate interior angles Alternate exterior angles
∠4 ≅ ∠6 ∠3 ≅ ∠5 ∠1 ≅ ∠7 ∠2 ≅ ∠8
Consecutive interior angles
m∠4 + m∠5 = 180
m∠3 + m∠6 = 180

180
𝐷𝑒𝑔𝑟𝑒𝑒 = 𝑟𝑎𝑑𝑖𝑎𝑛 ×
𝜋

Ronan’s SAT class 21

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Circle
Definitions
Centre:

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Radius:
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Diameter:

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Chord:

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Sector:

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Arc:

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Formulae
Circumference
𝐶 = 2𝜋𝑟

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Area

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𝐴 = 𝜋𝑟 2
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Arc Measures
• Equals Central Angles
∠BAC = 50°
⏜ = 50°
𝐵𝐶

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• Doubles Inscribed Angles

∠BDC = 25°

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⏜ = 50°
𝐵𝐶
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Part 5: Extras

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Ronan’s SAT class 27

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Complex Number
𝑖 = √−1
2
𝑖 = −1 𝑖5 = 𝑖
𝑖 3 = −𝑖 𝑖 6 = −1
𝑖4 = 1 𝑖 7 = −𝑖

No imaginary number in the denominator

e.g. Removing complex number in the denominator by multiplying with the

complex conjugation
1 2𝑖 + 7 2𝑖 + 7
⇔ ⇔
2𝑖 − 7 [(2𝑖)2 − 72 ] −53

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Ronan’s SAT class 28