cause: because of.

The prepositional phrases in the original phrasing and in choices

(B) and (D) do not convey this logical relationship.

43. B
Pronoun Agreement
The original phrasing is incorrect because the definite pronoun they disagrees in
number with the antecedent government. Choice (C) is incorrect because the
subjunctive form would have been incorrectly implies that this clause in
counterfactual. Choice (D) is incorrect because propaganda, although it sounds
plural, is singular.

44. B
Diction
In this context, eradicated does not work because it means destroy completely, as a
scourge, which does not accurately modify a visa. Choice (B), revoked (officially
invalidated) works nicely. Choice (C) is illogical because the visa is not disallowed
entry into a group, as excluded would imply. Choice (D) is illogical because abolish
more properly describes the formal termination of an institution, practice, or system.

Section 3: Math (No Calculator)

1. D
Algebra (solving equations) EASY
8x + 6 = 6m
To solve in one step, just divide both sides by 2:
4x + 3 = 3m

2. A
Algebra (linear systems) EASY
To determine which ordered pair is a solution to the system, just “plug in” the values
for x and y and choose the one that satisfies both equations. Notice that x = 2 and y =
3 is a solution because 3(2) + 4(3) = 18, and .

3. C
Algebra (algebraic expressions) EASY
 4. A
Advanced Mathematics (polynomials) EASY
There are several ways to approach this question. Perhaps the simplest is to use the
Factor Theorem: If x - c is a factor of a polynomial, then x = c is a zero of that
polynomial. Therefore, if x - 3 is a factor of our polynomial, x = 3 must be a zero:

Alternately, you might try to find the other factor of the quadratic. Since the constant
term in the quadratic is 12, the constant term in the other binomial factor must be 12 ÷
–3 = –4.

5. C
Additional Topics (circles and triangles) MEDIUM

Since PA and PB are both radii of the circle, they are congruent, and so triangle APB
is isosceles. By the Isosceles Triangle Theorem, then, angle A must also be 20°. From
here, you might simply notice that the angle we’re looking for, CPB, is the external
angle to this triangle, and so it has a measure equal to the sum of the two remote
interior angles: 20° + 20° = 40°. Alternately, you could notice that angle APB must
have a measure of 140° (since all angles in a triangle have a sum of 180°), and since
AC is a straight line, angle CPB = 180° – 140° = 40°.

6. B
Advanced Mathematics (sequences) MEDIUM
Let’s choose a value, like b = 2, for our positive constant. This gives us an
expression of 2n + 4 for the nth term of the sequence. Substituting n = 1, n = 2, n = 3,
etc. gives us a sequence of 6, 8, 10, 12, 14, and so on. Choice (A) is clearly
incorrect, because the first term of this sequence is not 2. Choice (C) is also incorrect
because the average of the first three terms is (6 + 8 + 10)/3 = 8, not 2. Choice (D) is
also incorrect because the ratio of the second term to the first is 8/6 = 4/3. Only
choice (B), the difference between the fourth term and the third term, 12 – 10, gives
us a value of 2.

7. A
Advanced Mathematics (radical and exponential equations) MEDIUM
For this question, we need to know two Laws of Exponentials from Chapter 8: Law
#8 and Law #9. First, we use Law #9 to translate the radicals into exponents.

8. B
Algebra (word problems) MEDIUM
Perhaps the most straightforward way to approach this question is to regard it as a
conversion from a given area of lawn (in square feet) to cost (in dollars).

Convert using given conversion factors:

Make sure to check this calculation by noticing that all units “cancel” as common
factors, except for the unit we want, dollars, which remains in the numerator.

9. C
Advanced Mathematics (rational inequalities) MEDIUM

Multiply by 3m (since m > 0, we don’t “flip” the inequality):

Therefore, the least possible value of m is 7.5.

10. A
Algebra (linear functions) MEDIUM-HARD

11. A
Algebra (absolute values) MEDIUM-HARD
First, we should notice that each choice can be interpreted as a distance between two
points on the number line.
(A) |s – v| = the distance between s and v
(B) |s – t| = the distance between s and t
(C) |s + v| = |s – (–v)| = the distance between s and -v
(D) |u + v| = |u – (–v)| = the distance between u and -v
Thinking this way gives us a very straightforward way to solve the problem without
doing any calculation. First we need to locate -v on the number line by just reflecting
v over the origin at 0. (Recall that multiplication by –1 is equivalent to reflecting a
point on the number line over the origin at 0.) This makes it easy to see the distances
the problem is asking us to compare:
Clearly, the greatest of these distances is (A).

12. B
Special Topics (trigonometry) MEDIUM-HARD
In order to solve this without a calculator, we need to know how to analyze this
problem in terms of the unit circle. First, let’s solve for cos x: 4 cos x = 1

What does the mean in terms of the unit circle? Recall from Chapter 9, Lesson 9, that
the cosine of any angle corresponds to the x-coordinate of the corresponding point for
that angle on the unit circle:

Notice that there are exactly two points on the unit circle that have an x-coordinate of
1/4. Now let’s think about the angle. We are told that x goes from 0 to 3π. Remember
that a full trip around the circle is 2π radians; therefore, a journey from x = 0 to x =
3π is 1.5 trips around the circle counterclockwise starting from the positive x-axis. If
you trace with your finger 1.5 times around the circle starting from the point (1, 0),
you’ll hit our “points of interest” exactly three times.

13. C
Additional Topics (complex numbers) HARD
To solve this without a calculator, you must be able to evaluate a few low powers of
i. Recall from Chapter 9, Lesson 12, that i0 = 1, i1 = i, i2 = –1, i3 = -i, and i4 = 1.
Therefore i3 + i = -i + i = 0. Now, it’s just a matter of finding the choice that does
NOT equal 0.
(A) (2i)2 + 4 = –4 + 4 = 0
(B) 2 – 2i4 = 2 – 2 = 0
(C) 2i2 – 2 = –2 – 2 = –4
(D) i4 – 1 = 1 – 1 = 0
Therefore, the correct answer is (C).

14. D
Algebra (graphs of quadratic equations) HARD
Recall from Chapter 8, Lesson 6, that any equation in the form y = a(x - h)2 + k has a
vertex at (h, k) and is open up if a > 0 and down if a < 0. In the equation y = -(x +
m)2 + m; therefore, the vertex is (–m, m), and a = –1. Since m > 1, this means that the
vertex of the parabola has a negative x-coordinate and a positive y-coordinate, which
means the vertex is in quadrant II. And since a < 0, the parabola is open down. The
only graph among the choices that is an open down parabola with a vertex in the
second quadrant is the graph in choice (D).

15. B
Advanced Mathematics (linear and nonlinear systems) HARD
First, notice that the question is only asking us to find values of x, so it’s a good idea
to substitute in order to eliminate y from the system.

16. 4.5 or 9/2

Algebra (linear equations) EASY
17. 7
Advanced Mathematics (rational equations) EASY

The smallest integer that is greater than 6.5 is 7.

18. 8.4 or 42/5

Additional Topics (perimeters and area) MEDIUM-HARD

First, drawing a line as shown in the diagram shows that the figure is composed of
two rectangles, but the height of the smaller one is unknown. Let’s call it x. The area
of the larger rectangle is (3)(1) = 3, and the area of the smaller rectangle is (1)(x) =
x. Clearly, the area of the figure must be the sum of these two areas

Therefore, the perimeter of the figure is just the sum of the lengths of its sides. If we
travel around the figure clockwise from the leftmost side, we get a perimeter of
.

19. 5 or 7
Algebra (rational equations) MEDIUM-HARD

Multiply by 4(x + 1)(x – 1):

We do this because 4(x + 1)(x – 1) is the least common multiple of the denominators,
so multiplying both sides by this will eliminate the denominators and simplify the
equation.
Cancel common factors:

24(x -1) - 12(x + 1) = (x + 1)(x - 1)

20. 8/13 or .615

Special Topics (trigonometry) HARD

Or, even better, just notice that triangle ADB is a 3-4-5 right triangle.
Use triangle area formula to find AC:
Section 4: Math (Calculator)
1. D
Algebra (solving equations) EASY

2. A
Data Analysis (central tendency) EASY
The median of three numbers is the one in the middle when they are listed in order. If
two of the numbers are 10 and 12, with 12 as the median, then the third number must
be greater than or equal to 12, otherwise 12 would not be in the middle. Of the
choices, only (A) 8 is not greater than or equal to 12.

3. C
Algebra/Data Analysis (expressing relationships) EASY
The first ordered pair, x = 0 and y = 2, does not satisfy the equations in (A), (B), or
(D), so those choices can be eliminated. You should also confirm that the equation in
(C), y = 2x + 2, is satisfied by all four ordered pairs.

4. B
Data Analysis (central tendency) EASY
Let’s call the 3 positive integers a, b, and c. If the average of these numbers is m,
then
 5. C
Algebra (rational equations) EASY

6. A
Algebra (representing quantities) EASY
The cost for a month’s worth of energy is the cost per kilowatt-hour times the total
number of kilowatt-hours used: ($0.15/kWh)(30 kWh). The total monthly charge, P,
must also include the service fee: P = 0.15(30) + 16.

7. A
Advanced Mathematics (triangle trigonometry) EASY
Remember the definitions of the basic trigonometric functions: SOH CAH TOA.
Since the “side of interest” (h) is the opposite side to the given angle (42°), and since
we know the length of the hypotenuse (1,200), we should use SOH.

8. C
Special Topics (polygons) EASY
The sum of the measures if the interior angles of a triangle is 180°, therefore m
Math.jpgBED + 90° + 50° = 180°, and so m Math.jpgBED = 40°. Since
Math.jpgAEC is vertical to Math.jpgBED, it must also have a measure of 40°, and
so 40 + x + x = 180

9. C
Data Analysis (histogram) MEDIUM
According to the histogram, 7 students received 15 credits, 1 student received 16
credits, and 1 student received 18 credits, for a total of 9 students who received 15
or more credits. This is 9/24 of the total, or 37.5%

10. D
Data Analysis (histogram/central tendency) MEDIUM
Data set: 8, 9, 12, 12, 12, 12, 12, 12, 12, 12, 12, 12, 13, 13, 13, 15, 15, 15, 15, 15,
15, 15, 16, 18
The median of a set of numbers is the “middle” number of the set when the
numbers are listed in order. If the set contains an odd number of numbers, the median
is the middle number, but if the set contains an even number of numbers, it is the
average of the two middle numbers. Since this set contains 24 numbers, the median is
the average or the 12th and the 13th numbers. The 12th number in the set is 12, and
the 13th number in the set is 13, the median is 12.5.

11. D
Algebra (absolute values) EASY
The absolute distance from a to b is |a – b| and the absolute distance from –2 to 6 is
|-2 – 6| = 8. Therefore, |a – b| > 8.

12. D
Special Topics (circles) MEDIUM
Since ABCD is a rectangle, we can find the length of its diagonal using the
Pythagorean Theorem: 102 + 242 = d2. Even better, we can notice that the two legs
are in a 5:12 ratio, and therefore triangle BCD is a 5-12-13 triangle. In either case,
we find that DB = 26. Since DB is also a diameter of the circle, the radius of the
circle is 26/2 = 13, and therefore, the area of the circle is πr2 = π(13)2 = 169π.

13. B
Problem Solving/Data Analysis (enumeration of data) MEDIUM
If Niko is the 8th oldest person in the class, then there are 7 students older than he is.
If he is the 12th youngest person, then there are 11 students younger than he is.
Therefore, there are 18 students in addition to him, for a total of 19 students.

14. D
Additional Topics (complex numbers) MEDIUM

15. B
Advanced Mathematics (exponentials) MEDIUM

16. A
 Data Analysis (probability) MEDIUM
Since the sum of 55 and 35 is 90, which is 10 greater than 80, there must be at least
10 in the overlap between the two sets. Statement (B) is not necessarily true, because
it is possible that all 35 students taking AP courses are also varsity athletes, which is
more than half of 55. Statement (C) is not true because 80 – 55 = 25 students do not
play varsity sports, and 80 – 35 = 45 students do not take at least one AP course.
Statement (D) is not necessarily true, because 35 students take at least one AP course
and 25 students do not play a varsity sport, and this sum, 35 + 25 = 60, is less than
the total number of students, so it is possible that there is no overlap between these
two sets.

17. A
Algebra (slopes) MEDIUM
If AB = BC, then triangle ABC is isosceles and therefore the two base angles are
congruent and the triangle has a vertical axis of symmetry at the line x = 3. This
implies that the slopes of lines and are opposites. We can calculate the slope
of from its endpoints:

Therefore, the slope of is 3, and so mn = (3)(–3) = –9.

18. D
Advanced Mathematics (functions) MEDIUM-HARD
To answer this question, we must evaluate each of the three functions for an input of
½:

19. A
Data Analysis (graphing data) MEDIUM-HARD
If y varies inversely as the square of x, then the variables are related by the equation
 , where k is a positive constant. The graph of such an equation in the xy-plane
looks like this:

This most closely resembles the scatterplot in choice (A).

20. C
Algebra (expressing relationships) MEDIUM-HARD
The portion of the birds that are finches is just the number of finches divided by the
total number of birds. Since there are already 30 finches, adding n finches makes 30
+ n finches. Since there are already 12 + 30 + 18 = 60 total birds, adding n finches
makes 60 + n total birds. Since .

21. B
Advanced Mathematics (functions) MEDIUM-HARD
22. D
Advanced Mathematics (quadratics) MEDIUM-HARD
Since k can be any number greater than 0, let’s pick k = 1 for convenience. If x = 3,
then y = (1)(3)2 = 9, and if x = 12, then y = (1)(12)2 = 144. In this case, both
statement (B) and statement (D) are true, since 9 + 135 = 144 and 9(16) = 144;
therefore, we can eliminate choices (A) and (C). Now let’s choose k = 2. If x = 3,
then y = (2)(3)2 = 18, and if x = 12, then y = 2(12)2 = 288. Since 18 + 135 ≠ 288, but
18(16) = 288, the correct answer is (D).
Notice, also, that since y varies directly as the square of x, then when x is multiplied
by n, y is multiplied by n2. Since x is being multiplied by 4 (to go from 3 to 12), then
y must be multiplied by 42 = 16.

23. B
Advanced Mathematics (analyzing quadratics) HARD
One way to tackle this question is simply to simplify the expression for f(7), and then
see which choice gives the same expression.
f(7) = k(7 + 6)(7 − 1) = k(13)(6) = 78k
Evaluate (A): f(−78) = k(−78 + 6)(−78 − 1) = k(−72)(−79) = 5,688k
Evaluate (B): f(−12) = k(−12 + 6)(−12 − 1) = k(−6)(−13) = 78k
Evaluate (C): f(−2) = k(−2 + 6)(−2 − 1) = k(4)(−3) = −12k
Evaluate (D): f(78) = k(78 + 6)(78 − 1) = k(84)(77) = 6,468k
This shows that f(–12) is equal to f(7). Alternately, you might just make a quick
sketch of the parabola and take advantage of the symmetry:
24. C
Problem Solving (percentages) MEDIUM-HARD
Let p = the initial price per share of the stock. After the first year, its price increased
by 20%, so its price was (1.20)p. After the second year, this price declined 25%, so
its price was (0.75)(1.20)p. After the second year, this price increased by 10% so its
price was (1.10)(0.75)(1.20)p = 0.99p, which means that overall the price decreased
by 1%.

25. D
Algebra (exponentials) MEDIUM-HARD

26. D
Data Analysis (tables) MEDIUM-HARD
Although we don’t need to fill in the entire table, it’s interesting to note that it has a
“diagonal symmetry” when it is completed. Just following the rule and moving
systematically toward x reveals that it is 56 + 56 = 112.
27. C
Advanced Mathematics (quadratics) HARD
We can find the value of c by just substituting x = –1 into the equation.

(Notice that the factor (x + 1) corresponds to the fact that x = −1 is a solution to the
quadratic.)
Use Zero Product Property to find other solution: 3x − 7 = 0

28. B
Special Topics (arcs) HARD

First, we should make sure we mark up the diagram with the measurements we know:
OD = 3 and DB = 5. This means that the radius of the small circle is 3 and the radius
of the large circle is 8. Notice that sectors AOB and COD share a central angle, and
therefore are similar. So the measures of arc CD and arc AB are
29. C
Data Analysis (graphs) MEDIUM
Since there are only four data points, it’s not hard to list the February-May ordered
pairs. Notice that the February axis is vertical, and the May axis is horizontal, so the
typical x-y relationship is reversed:
Class A: February: 60, May: 60
Class B: February: 80, May: 70
Class C: February: 50, May: 70
Class D: February: 90, May: 90
Notice that the only class that saw an increase in percent participation is Class C.

30. C
Data Analysis (graphs) HARD
We just need to tally the number of students who participated from each class.
Class A: 60% of 20 students = 12 students
Class B: 70% of 30 students = 21 students
Class C: 70% of 20 students = 14 students
Class D: 90% of 30 students = 27 students
12 + 21 + 14 + 27 = 74 students

31. 0.8 or 4/5

Algebra (radical equations) EASY

32. 8
 Advance Mathematics (quadratics) EASY

33. .96
Additional Topics (circles/triangles) MEDIUM-HARD
When looking for the area of the triangle, remember that there are two basic methods:
the direct method and the indirect method. With the direct method, we simply plug the
base and height measurements into the formula , and with the indirect method,
we find the area as the sum or difference of other areas. In this case, since we know
the lengths of one of the sides, the direct method is probably best. But we will need
to find the height as well.

Now let’s mark up the diagram with this information. Since the radius of the circle is
1, the diameter FH has a length of 2. Now we can use the Pythagorean Theorem to
find the length of GH, which is the height of the triangle if FG is taken as the base.
(1.6)2 + (GH)2 = 22

(Notice that this is in fact a 3-4-5 triangle: if we multiply 3-4-5 by 0.4, we get 1.2-
1.6-2.)
34. 4.29 ≤ x ≤ 4.79
Algebra (solving inequalities) HARD

Therefore any decimal value between 4.29 and 4.79, inclusive, is acceptable.

35. .84
Advanced Mathematics (trigonometry) MEDIUM-HARD
You may find it helpful to make a quick sketch of the unit circle on the xy-plane, as
we discussed in Chapter 9. Subtracting π radians (or 180°) from an angle just means
rotating the terminal ray of that angle 180° clockwise. It should be clear, then, that in
the xy-plane, the angle with measure x – π points in the opposite direction of the
angle with measure x. Recall that the cosine of an angle is just the x-coordinate of the
point where its terminal ray intersects the unit circle. Since cos (x – π) = 0.4 (that is,
its cosine is positive), its terminal ray must be in a quadrant where the x-coordinates
are positive: either quadrant I or quadrant IV. Let’s just put it in quadrant I. This
means that the angle with measure x is in quadrant III, and so it has the opposite
cosine:
36. 12
Problem Solving/Data Analysis (word problem) MEDIUM-HARD
This one is a bit trickier than it looks. We have 10 pounds of grain and have used it to
feed 20 chickens. Since one pound of grain feeds 5 chickens, proportionally we need
4 pounds of grain to feed 20 chickens. This leaves us 10 – 4 = 6 pounds of grain to
feed the pigs. Since 1 pound of grain can feed 2 pigs, proportionally 6 pounds of
grain can feed 12 pigs.

37. 371
Problem Solving (extended thinking) HARD
The total revenue from the tickets sold is $60(50) + $50(60) + $40x + $35y +
$30(100). If the total revenue was $15,000, then 3,000 + 3,000 + 40x + 35x + 3,000
= 15,000

If 15 more tickets were sold in the second mezzanine than the first mezzanine: y = x +
15

Therefore, the total number of tickets sold is 50 + 60 + 73 + 88 + 100 = 371.

38. 25
Problem Solving (extended thinking) HARD

The mathematical model has embedded in it the predicted revenue per

section: np = revenue per section = $2,800. Notice that this prediction is $200 less
than the actual average revenue per section of $3,000, so clearly the model
underestimated the number of tickets sold per section.
 If we want to analyze this situation in detail, we can compare the predicted tickets
sold to the actual tickets sold by adding a new column to the table entitled “predicted
sold,” which we can fill in using the calculations from our model. Also, it might be
helpful to also add columns for “total revenue” for each situation.

You might notice that the predicted number of tickets sold in the Front Orchestra
and the Third Mezzanine are fractions, which seems strange. (Of course we can’t sell
a fraction of a ticket!) But even if we round these predictions to the nearest whole
numbers, 47 and 93, the total number of tickets is the same: 346, which
underestimates the number of tickets sold by 25.