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1 Chapter Additional Topics in Math In addition to the questions in Heart of Algebra, Problem Solving and Data Analysis, and Passport to Advanced Math, the SAT Math Test includes several questions that are drawn from areas of geometry, trigonometry, and the arithmetic of complex numbers. They include both multiple-choice and student-produced response questions. On some questions, the use of a calculator is not permitted; on others, the use of a calculator is allowed. Let s explore the content and skills assessed by these questions. REMEMER 6 of the 58 questions (approximately 10%) on the SAT Math Test will be drawn from Additional Topics in Math, which includes geometry, trigonometry, and the arithmetic of complex numbers. Geometry The SAT Math Test includes questions that assess your understanding of the key concepts in the geometry of lines, angles, triangles, circles, and other geometric objects. Other questions may also ask you to find the area, surface area, or volume of an abstract figure or a real-life object. You do not need to memorize a large collection of formulas. Many of the geometry formulas are provided in the Reference Information at the beginning of each section of the SAT Math Test, and less commonly used formulas required to answer a question are given with the question. REMEMER You do not need to memorize a large collection of geometry formulas. Many geometry formulas are provided on the SAT Math Test in the Reference section of the directions. To answer geometry questions on the SAT Math Test, you should recall the geometry definitions learned prior to high school and know the essential concepts extended while learning geometry in high school. You should also be familiar with basic geometric notation. Here are some of the areas that may be the focus of some questions on the SAT Math Test. Lines and angles Lengths and midpoints Vertical angles Straight angles and the sum of the angles about a point 77

2 m at h The triangle inequality theorem states that for any triangle, the length of any side of the triangle must be less than the sum of the other two sides of the triangle and greater than the difference of the other two sides. Properties of parallel lines and the angles formed when parallel lines are cut by a transversal Properties of perpendicular lines Triangles and other polygons Right triangles and the Pythagorean theorem Properties of equilateral and isosceles triangles Properties of triangles and triangles Congruent triangles and other congruent figures Similar triangles and other similar figures The triangle inequality Squares, rectangles, parallelograms, trapezoids, and other quadrilaterals Regular polygons Circles Radius, diameter, and circumference Measure of central angles and inscribed angles Arc length and area of sectors Tangents and chords You should be familiar with the geometric notation for points and lines, line segments, angles and their measures, and lengths. M P y e E D Q O m x C In the figure above, the xy-plane has origin O. The values of x on the horizontal x-axis increase as you move to the right, and the values of y on the vertical y-axis increase as you move up. Line e contains point P, which has coordinates (, 3), and point E, which has coordinates (0, 5). Line m passes through the origin O (0, 0) and the point Q (1, 1). 78

3 a d d i t i o n a l to p i c s in mat h Lines e and m are parallel they never meet. This is written e m. You will also need to know the following notation: PE : the line containing the points P and E (this is the same as line e ) PE or segment PE: the line segment with endpoints P and E PE: the length of segment PE (you can write PE = ) Familiarize yourself with these notations in order to avoid confusion on test day. PE : the ray starting at point P and extending indefinitely in the direction of E EP : the ray starting at point E and extending indefinitely in the direction of P DOC: the angle formed by OD and OC m DOC: the measure of DOC (you can write m DOC = 90 ) PE: the triangle with vertices P, E, and PMO: the quadrilateral with vertices, P, M, and O P PM: segment P is perpendicular to segment PM (you should also recognize that the small square within PM means this angle is a right angle) ExamplE 1 A 1 D 5 1 E C m In the figure above, line l is parallel to line m, segment D is perpendicular to line m, and segment AC and segment D intersect at E. What is the length of segment AC? Since segment AC and segment D intersect at E, AED and CE are vertical angles, and so the measure of AED is equal to the measure of CE. Since line l is parallel to line m, CE and DAE are alternate interior angles of parallel lines cut by a transversal, and so the measure of CE is equal to the measure of DAE. y the angle-angle theorem, AED is similar to CE, with vertices A, E, and D corresponding to vertices C, E, and, respectively. 79

4 m at h A shortcut here is remembering that 5, 1, 13 is a Pythagorean triple (5 and 1 are the lengths of the sides of the right triangle, and 13 is the length of the hypotenuse). Another common Pythagorean triple is 3,, 5. Note how Example 1 requires the knowledge and application of numerous fundamental geometry concepts. Develop mastery of the fundamental concepts and practice applying them on test-like questions. Also, AED is a right triangle, so by the Pythagorean theorem, AE = AD + DE = = 169 = 13. Since ΔAED is similar to ΔCE, the ratios of the lengths of corresponding sides of the two triangles are in the same proportion, which is ED 5 = = 5 AE 13 = E 1. Thus, = 5 EC EC, and so 13 EC = Therefore, AC = AE + EC = 13 + = Note some of the key concepts that were used in Example 1: Vertical angles have the same measure. When parallel lines are cut by a transversal, the alternate interior angles have the same measure. If two angles of a triangle are congruent to (have the same measure as) two angles of another triangle, the two triangles are similar. The Pythagorean theorem. If two triangles are similar, then all ratios of lengths of corresponding sides are equal. If point E lies on line segment AC, then AC = AE + EC. Note that if two triangles or other polygons are similar or congruent, the order in which the vertices are named does not necessarily indicate how the vertices correspond in the similarity or congruence. Thus, it was stated explicitly in Example 1 that AED is similar to CE, with vertices A, E, and D corresponding to vertices C, E, and, respectively. ExamplE x In the figure above, a regular polygon with 9 sides has been divided into 9 congruent isosceles triangles by line segments drawn from the center of the polygon to its vertices. What is the value of x? The sum of the measures of the angles around a point is 360. Since the 9 triangles are congruent, the measures of each of the 9 angles are the same. Thus, the measure of each angle is 360 = 0. In any triangle, the sum of 9 80

5 a d d i t i o n a l to p i c s in mat h the measures of the interior angles is 180. So in each triangle, the sum of the measures of the remaining two angles is = 10. Since each triangle is isosceles, the measure of each of these two angles is the same. Therefore, the measure of each of these angles is 10 = 70. Hence, the value of x is 70. Note some of the key concepts that were used in Example : The sum of the measures of the angles about a point is 360. Corresponding angles of congruent triangles have the same measure. The sum of the measure of the interior angles of any triangle is 180. In an isosceles triangle, the angles opposite the sides of equal length are of equal measure. ExamplE 3 Y A X In the figure above, AX and AY are inscribed in the circle. Which of the following statements is true? A) The measure of AX is greater than the measure of AY. ) The measure of AX is less than the measure of AY. C) The measure of AX is equal to the measure of AY. D) There is not enough information to determine the relationship between the measure of AX and the measure of AY. Choice C is correct. Let the measure of arc A be d. Since AX is inscribed in the circle and intercepts arc A, the measure of AX is equal to half the d measure of arc A. Thus, the measure of AX is. Similarly, since AY is also inscribed in the circle and intercepts arc, A the measure of AY is also d. Therefore, the measure of AX is equal to the measure of AY. Note the key concept that was used in Example 3: The measure of an angle inscribed in a circle is equal to half the measure of its intercepted arc. You also should know this related concept: The measure of a central angle in a circle is equal to the measure of its intercepted arc. At first glance, it may appear as though there is not enough information to determine the relationship between the two angle measures. One key to this question is identifying what is the same about the two angle measures. In this case, both angles intercept arc A. 81

6 m at h You should also be familiar with notation for arcs and circles on the SAT: A circle may be named by the point at its center. So, the center of a circle M would be point M. An arc named with only its two endpoints, such as A, will always refer to a minor arc. A minor arc has a measure that is less than 180. An arc may also be named with three points: the two endpoints and a third point that the arc passes through. So, AC has endpoints at A and and passes through point C. Three points may be used to name a minor arc or an arc that has a measure of 180 or more. REMEMER Figures are drawn to scale on the SAT Math Test unless explicitly stated otherwise. If a question states that a figure is not drawn to scale, be careful not to make unwarranted assumptions about the figure. In general, figures that accompany questions on the SAT Math Test are intended to provide information that is useful in answering the question. They are drawn as accurately as possible EXCEPT in a particular question when it is stated that the figure is not drawn to scale. In general, even in figures not drawn to scale, the relative positions of points and angles may be assumed to be in the order shown. Also, line segments that extend through points and appear to lie on the same line may be assumed to be on the same line. A point that appears to lie on a line or curve may be assumed to lie on the line or curve. The text Note: Figure not drawn to scale. is included with the figure when degree measures may not be accurately shown and specific lengths may not be drawn proportionally. The following example illustrates what informa tion can and cannot be assumed from a figure not drawn to scale. A The length of AD is less than the length of AC. You may not assume the following from the figure: AD DC The length of is less than the length of. D Note: Figure not drawn to scale. A question may refer to a triangle such as AC above. Although the note indicates that the figure is not drawn to scale, you may assume the following from the figure: AD and DC are triangles. D is between A and C. A, D, and C are points on a line. The measure of angle AD is less than the measure of angle AC. The measures of angles AD and DA are equal. 8 Angle DC is a right angle. The measure of angle DC is greater than the measure of angle AD. C

8 m at h ExamplE 5 W a X b Y Z Trapezoid WXYZ is shown above. How much greater is the area of this trapezoid than the area of a parallelogram with side lengths a and b and base angles of measure 5 and 135? A) 1 ) a a C) 1 ab D) ab Note how drawing the parallelogram within trapezoid WXYZ makes it much easier to compare the areas of the two shapes, minimizing the amount of calculation needed to arrive at the solution. e on the lookout for time-saving shortcuts such as this one. In the figure, draw a line segment from Y to the point P on side WZ of the trapezoid such that YPW has measure 135, as shown in the figure below. W a X b Y P Since in trapezoid WXYZ side XY is parallel to side WZ, it follows that WXYP is a parallelogram with side lengths a and b and base angles of measure 5 and 135. Thus, the area of the trapezoid is greater than a parallelogram with side lengths a and b and base angles of measure 5 and 135 by the area of triangle PYZ. Since YPW has measure 135, it follows that YPZ has measure 5. Hence, triangle PYZ is a triangle with legs of length a. Therefore, its area is 1 a, which is choice A. Note some of the key concepts that were used in Example 5: Properties of trapezoids and parallelograms Area of a triangle Z 8

9 a d d i t i o n a l to p i c s in mat h Some questions on the SAT Math Test may ask you to find the area, surface area, or volume of an object, possibly in a real-life context. ExamplE 6 in 1 in 1 in 5 in 1 in Note: Figure not drawn to scale. A glass vase is in the shape of a rectangular prism with a square base. The figure above shows the vase with a portion cut out. The external dimensions of the vase are height 5 inches (in), with a square base of side length inches. The vase has a solid base of height 1 inch, and the sides are each 1 inch thick. Which of the following is the volume, in cubic inches, of the glass used in the vase? A) 6 ) 8 C) 9 D) 11 The volume of the glass used in the vase can be calculated by subtracting the inside volume of the vase from the outside volume of the vase. oth the inside and outside volumes are from different-sized rectangular prisms. The outside dimensions of the prism are 5 inches by inches by inches, so its volume, including the glass, is 5 = 0 cubic inches. For the inside volume of the vase, since it has a solid base of height 1 inch, the height of the prism removed is 5 1 = inches. In addition, each side of the vase is 1 inch thick, so each 3 side length of the inside volume is 1 1 = inches. Thus, the inside volume of the vase removed is 3 3 = 9 cubic inches. Therefore, the volume of the glass used in the vase is 0 9 = 11 cubic inches, which is choice D. Pay close attention to detail on a question such as Example 6. You must take into account the fact that the vase has a solid base of height 1 inch when subtracting the inside volume of the vase from the outside volume of the vase. Coordinate Geometry Questions on the SAT Math Test may ask you to use the coordinate plane and equations of lines and circles to describe figures. You may be asked to create the equation of a circle given the figure or use the structure of a given equation to determine a property of a figure in the coordinate plane. You 85

11 a d d i t i o n a l to p i c s in mat h You may need to evaluate trigonometric functions at benchmark angle measures such as, π and radians (which are equal to the angle measures 0, π 6, π, π 3 0, 30, 5, 60, and 90, respectively). You will not be asked for values of trigonometric functions that require a calculator. For an acute angle, the trigonometric functions sine, cosine, and tangent can be defined using right triangles. (Note that the functions are often abbreviated as sin, cos, and tan, respectively.) A C For C in the right triangle above: length of leg opposite C sin( C) = A = C length of hypotenuse length of leg adjacent to C cos( C) = AC = C length of hypotenuse length of leg opposite C sin( C) tan( C) = A = =, AC length of leg adjacent to C cos( C) The functions will often be written as sin C, cos C, and tan C, respectively. Note that the trigonometric functions are actually functions of the measures of an angle, not the angle itself. Thus, if the measure of C is, say, 30, you can write sin(30 ), cos(30 ), and tan(30 ), respectively. length of leg opposite Also note that sin = = AC = cos C. This is the length of hypotenuse C complementary angle relationship: sin(x ) = cos(90 x ). The acronym SOHCAHTOA may help you remember how to compute sine, cosine, and tangent. SOH stands for Sine equals Opposite over Hypotenuse, CAH stands for Cosine equals Adjacent over Hypotenuse, and TOA stands for Tangent equals Opposite over Adjacent. ExamplE 9 R Z Q P Y X In the figure above, right triangle PQR is similar to right triangle XYZ, with vertices P, Q, and R corresponding to vertices X, Y, and Z, respectively. If cos R = 0.63 what is the value of cos Z? y the definition of cosine, cos R = RQ and cos Z = ZY. Since triangle PQR RP ZX is similar to triangle XYZ, with vertices P, Q, and R corresponding to ver tices X, Y, and Z, respectively, the ratios RQ an d ZY are equal. Therefore, RP ZX since RQ cos R = = 0.63, it follows that ZY cos Z = = RP ZX 87

14 m at h Always be on the lookout for special right triangles. Here, noticing that segment O is the hypotenuse of a triangle makes this question easier to solve. Let C be the point (, 0). Then triangle OC, shown in the figure below, is a right triangle with both legs of length. C y O A x Hence, triangle OC is a triangle. Thus, angle CO has measure 5, and angle AO has measure = 135. Therefore, the measure of angle AO in radians is 135 π = 3π, which is choice C. 360 ExamplE 11 A) 0 ) π C) π D) π sin(x) = cos(k x) In the equation above, the angle measures are in radians and K is a constant. Which of the following could be the value of K? REMEMER The number i is defined to be the solution to equation x = 1. Thus, i = 1, and i = ( 1). The complementary angle relationship for sine and cosine implies that the π π equation sin(x) = cos(k x) holds if K = 90. Since 90 = 90 = 360 radians, the value of K could be π, which is choice C. Complex Numbers The SAT Math Test may have questions on the arithmetic of complex numbers. The square of any real number is nonnegative. The number i is defined to be the solution to the equation x = 1. That is, i = 1, or i = 1. Note that i 3 = i (i) = i and i = i (i ) = 1( 1) = 1. 90

15 a d d i t i o n a l to p i c s in mat h A complex number is a number of the form a + bi, where a and b are real numbers and i = 1. This is called the standard form of a complex number. The number a is called the real part of a + bi, and the number bi is called the imaginary part of a + bi. Addition and subtraction of complex numbers are performed by adding their real and complex parts. For example, ( 3 i) + ( i) = ( 3 + ) + ( i + ( i)) = 1 3i ( 3 i) ( i) = ( 3 ) + ( i ( i)) = 7 i REMEMER If you have little experience working with complex numbers, practice adding, subtracting, multiplying, and dividing complex numbers until you are comfortable doing so. You may see complex numbers on the SAT Math Test. Multiplication of complex numbers is performed similarly to multiplication of binomials, using the fact that i = 1. For example, ( 3 i)( i) = ( 3)() + ( 3)( i) +( i)() + ( i)( i) = 1 + 3i 8i + ( )( 1)i = 1 5i + i = 1 5i + ( 1) = 1 5i The complex number a bi is called the conjugate of a + bi. The product of a + bi and a bi is a bi + bi b i ; this reduces to a + b, a real number. The fact that the product of a complex number and its conjugate is a real number can be used to perform division of complex numbers. ExamplE 1 3 i 3 i + i = i i + i ( 3 i)( + i) = ( i)( + i) 1 3i 8i i = i 10 11i = 17 = i i Which of the following is equal to? 1 i A) i ) i C) 1 + i D) 1 + i 91

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