SAT* SUBJECT TEST

MATH LEVEL2
The subject tests are designed to test your knowledge of a particular subject . While the Math
Level 2 test will have some of the same topics as the SAT Reasoning Test, the word ing of the
questions and the level of math tested is different. You will find when ta king this test that you do
not have to spend as much time interpreting questions. The majority of your t ime w ill be spent
discerning which formula is needed to solve the problem .
Keep in mind that most people take the Math Level 1 instead of the Math Level 2; therefor e, the
curve is much more difficult. On the Math Level 1, you cannot afford to miss or skip more than 7
questions and still hope to be in the 700 range. However, on the Level 2, you can miss up to 20
questions and still be in the 700 range . All students who have completed Algebra II and are in a
college bound math class should consider taking the Level 2 instead of the Level 1. Please check
with our office to determine which test is a better fit for you .
Remember, a raw score is computed by counting the number of questions correct, and
subtracting the guessing penalty. A sample score conversion for Level 1 and Level 2 is provided
below.

Level 1

Level2

Raw Score

Scaled Score

Raw Score

Scaled Score

42- 50

700-800

30-50

700- 800

33- 41

600-690

20-29

600-690

21-32

500- 590

8 - 19

500-590

10-20

400-490

3- 7

400- 490

The Math Level 2 test contains problems that test your knowledge of numbers & operations,
algebra, solid geometry, coordinate geometry, trigonometry, functions, probability, and statistics.
This lesson will provide you with the formulas and the practice problems you will need in order to
master this test. The actual test is SO questions and 60 minutes long . Please take a practice test
(or two) at our office to complete your preparation for this subject test.
Topics
Numbers and Operations

ercentage of Test*
10- 14%

Number of Questions
5-7

Algebra

48- 52%

24-26

Geometry

38-42%

13-21

Coordinate
3-D

10-14%

5- 7

4- 6%

2-3

Trigonometry

12-16%

6- 8

Data Analysis, Statistics and Probability

6-10%

3-5

* Note: The values in the table above are approx imations.

2008 Karen Dillard All rights reserved. - A.5

No part of this material may be copied or used without written permission from Karen Dillard's College Prep
" 3A.T ;& 1ef,)IIS\-ete-d tr derNtfk of lfe Collel,l* Boara. M ncn were not lf!Vol\ltd ltl lhe ptodur.:;m of. ar.d do ntil endolte, Uws pru.Ju~

MATH LEVEL 2

PAGE

CALCULATORS
The College Board calculator policy is quoted below. Make sure you check the website
www.collegeboard.com, to see if any updates have been made to the policy.
It's NOT necessary to use a calculator to solve every question on the Mathematics Level
2 Subject Test, so it's important to know when and how to use one. For about 35-40
percent of the questions, there's no advantage, perhaps even a disadvantage, to using
a calculator. For about 55-65 percent of the questions, a calculator may be useful or
necessary.
A scientific or graphing calculator is required for these tests. A graphing calculator may
provide an advantage over a scientific calculator on some questions. The tests are developed with the expectation that most students are using graphing calculators.
(www. collegeboard. com)
Acceptable Calculators

Calculators permitted during testing are :

Graphing calculators
Scientific calculators
Four-function calculators (not recommended)
Unacceptable Calculators

Unacceptable calculators are those that:

Use QWERTY (typewriter-like) keypads

Require an electrical outlet
"Talk" or make unusual noises
Use paper tape
Are electronic writing pads, pen input/stylus-driven devices, pocket organizers,
cell phones, powerbooks, or handheld or laptop computers

Reminder

If you use a calculator with a large or raised display that might be visible to other test takers, you
will be seated at the discretion of the test supervisor. You may not share your calculator with
another student during the test. Any use of calculators for sharing or exchanging or removing
part of a test book or any notes relating to the test from the test room may be grounds for
dismissal and/or cancellation of scores. Calculators may not be on your desk or be used on
the verbal sections of the test. If your calculator malfunctions and you don't have a backup
calculator or extra batteries, you may, if you wish, cancel scores on the Mathematics Level 1 or
Mathematics Level 2 tests.

2008 Karen Dtllard All nghts reserved -A 5

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MATH LEVEL 2

PAGE

NUMBERS & OPERATIONS

Like the Level 1, Level 2 questions in Numbers & Operations ca n be drawn from operations, ratio
& proportion, comp lex numbers, counting, elementary number t heory, matrices and sequences.
In addition , the Level 2 may contain questions on series and vectors.

NUMBER GROUPS
Natural Numbers
Whole Numbers
Integers
Rational Numbers

Irrational Numbers
Real Numbers
Complex Numbers

Counting numbers: 1, 2, 3, . . .
Counting numbers with zero: 0, 1, 2, ...
Whole numbers with additive inverses : ...-2, -1, 0, 1, 2, ...
Any number that can be written as a fraction of 2 integers,
including integers, repeating decimals, and terminating
decimals.
Numbers that cannot be written as a fraction of 2 integers, such
as n, e, and roots that do not simplify to integer values.
Numbers that are either rational or irrational.
See below

COMPLEX NUMBERS
A complex number is the sum of a real number and an imaginary number. An imaginary number
is defined as the square root of -1 and is denoted i.
EXAMPLE
i

=- 1
.

= -1

=1

Complex numbers are written in the form a + bi where a and b are constants. Treat complex
numbers just as you would a binomial (that is, an ex pression with two terms) .
Adding
When adding complex numbers, be sure to add the real parts to each other and the imaginary
parts to each other. Only combine similar elements:

(a + bi ) + (c + di)

= (a + c) +

(b + d)i.

EXAMPLE
(7 - 2i) + (4 + 5i) = (7 + 4) + (- 2i + 5i) = II + 3i

Multiplying
Use the same method to multiply complex numbers as you use for binomials. Many
mathematicians distribute terms using the FOIL method . However, please note that the solution
will be a complex number, not a trinomial (an expression with three terms), as it is when you
multiply binomials. The P. term is equal to - 1, so simplify all P. terms.

(8 + 2i )(4 + 3i) distributes as 32 + 24i + 8i + 6P., which simplifies to 26 + 32i.

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No part of this material may be copied or used without written permission from Karen Dillard's College Prep

MATH LEVEL 2

PAGE

Absolute Value
The absolute value of a complex number is its distance from the origin. This works just like
finding the length of a vector. Applying the Pythagorean Theorem, we can find:

VECTORS
Vectors are rays with magnitude and direction. They are represented with ordered pairs in
2-dimensions, or ordered triples in 3-dimensions. Vectors are drawn as an arrow from the origin
to the ordered pair or triple.
To add (or subtract) vectors, add (or subtract) the ordered pairs (triples), component by
component. Graphically, the tail of the vector being added is placed on the head of the first
vector. Then, the sum is obtained by drawing an arrow from the origin to the head of the second
vector. To subtract, reverse the direction of the second vector.
The magnitude (absolute value) of a vector is the square root of the sums of the squares of the
components (another application of Pythagorean Theorem).
To obtain a unit vector (vector of magnitude 1) in the direction of a given vector, divide each
component by the magnitude of the vector.
The Level 2 test does not cover multiplication of vectors .

y
10
8

6
4
2

-10 -8 -6 -4

-2

-2
-4
-6

a-b

-8
-10

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MATH LEVEL 2

PAGE

PRIME NUMBERS & PRIME FACTORS

Prime numbers are defined as positive integers with exactly two factors, such as

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, etc.

None of these numbers has any factors other than 1 and itself. ONE is NOT a prime number.
The only even prime number is 2.
Any positive integer can be expressed uniquely as the product of primes-called the prime
factorization. You probably remember doing prime factorization, or factor trees.

SEQUENCES
Some problems involve a sequence of numbers. Often you can use a rule to generate successive
numbers in the sequence . If the problem seems to require a very high number of calculations
(like asking for the 1QQth term), do the first several steps and look for a trend. Usually it's easier
to find the trend this way than with algebra.
Arithmeti c Sequences are lists of numbers that increase or decrease by a constant . All of
these can be described with a simple linear equation . Use the form an + b, where n represents
the term number in the sequence, a represents the constant difference between consecutive
terms, and b indicates how to shift the sequence so that it starts on the correct number at n = 1.
Another (and often easier) form for the terms in this sequence is

an = a 1 +(n - 1)d , where dis the common difference.

Geometric Sequences are lists of numbers in which each term is multiplied by a constant to get
to the next term. The simplest sequences are the power sequences, such as the powers of 2 :

1, 2, 4, 8, 16, ...
In general, if a is the first term , and r is the constant multiple, the n th term is ar' - 1
Alternatively1 tn= t 1 r" - 1 where tn is the nth term in the sequence and r is the multiplier.

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MATH LEVEL 2

PAGE

I.

If y is a multiple of 3, which of the following must be

a multiple of 6?
(A) y + 3
(B) y+ 6

3.

There are m men and w women in a room. After 15

women leave, there are three times as many men as
women. In terms of w, how many men are there?
w-15

(A) m = - -

2y+3

3
w+l5
(B) m = - 3

2y+ 6
( ) 6y + 3

@m=3(w - 15)
~D)

.-\:.r

2.

m= 3w - 15

(E) m = 3w + 15

In the geometric sequence 3, 9.6, 30.72, ... , what is the

sixth term?
(A)

43.18
98 .30
(C) 191.86
(D) 3 14.57
(@ 1006.63
(8)

."\..!

2008 Karen Dillard All rights reserved -A 5

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MATH LEVEL 2

PAGE

ALGEBRA & FUNCTIONS

Like the Level 1, the Level 2 tests items in expressions, equations, inequalities, representation &
modeling, and properties of functions (linear, polynomia l, rational, and exponential.) In addition,
the Level 2 tests properties of logarithmic, trigonometric, inverse trigonometric, periodic, piece
wise, recursive and parametric functions.

LOGS
Do not let logarithms intimidate you. They are simply an inverse function to exponentiation,
much like division is to multiplication, or subtraction is to addit ion. Here's how it works:
ab

=c

if and only if

logac

=b

Therefore, it follows that loga ab = b for all a and b.

If the base of the log is not given explicitly, it is assumed to be base 10. Your calculator will only
compute logs in base 10, or base e in the case of natural logs.

_ log b
Ch ange o f Base Formu Ia: Iog b - - a
log a
This formula allows you to compute logs with different bases on your calculator.
The rules for exponents have their counterparts as rules for logs. Note that they correspond
directly with the rules for exponents that you already know.

2008 Karen Dillard. All rights reserved. - A.S

No part of this material may be copied or used without written permission from Karen Dillard's College Prep

MATH LEVEL 2

PAGE

SOLVING EQUATIONS
SYSTEMS OF EQUATIONS
A system of equations involves multiple variables in multiple equations. A rule of algebra
states that you need at least as many equations as variables to solve for every variable. Some
problems on the Level 2 Math involve two variables and two equations. There are two basic
methods for solving systems of equations. Both methods involve combining the equations in
such a way as to get an equation with only one variable, which you then solve algebraically using
either the substitution method or by variable elimination.
Special Cases
There are two unusual possibilities that can occur in systems of equations. The first is
demonstrated by the following:

a+ 2b = 4
2a + 4b = 8
If we attempt to combine the equations, we get a result like 0 = 0, which provides no
information. As it turns out, this system cannot be solved: there are an infinite number of
solutions. Since the second equation is a multiple of the first, we discover that they are the
SAME equation. Therefore, any solution to one equation will be a solution to the other equation.
The other unusual case is this:
a+ 2b = 4
2a + 4b = 9

If we try to solve this system, we get 0 = 1. Since there are no values a and b that can satisfy
both equations, there are no solutions. When graphed, this system looks like two parallel lines.

Stratqy Hi11t
The solution to equations like 2x = 3x + 7 can often be found by graphing both sides of
the equation with a graphing calculator, and then finding the point of intersection.

2008 Karen Dillard All rights reserved -A 5

No part of this material may be copied or used without written permission from Karen Dillard s College Prep

MATH LEVEL 2

PAGE

DIRECT VARIATION
Direct variation can be identified when the problem states that a direct variation exists or
states that a variable is directly proportional to another variable. In direct variation, as one
quantity increases, the other quantity increases, or if one quantity decreases, the other quantity
decreases.

x varies directly as y
x and y change proportionally
x and y are in proportion

.~

All of these descriptions describe the same thing: x and y increase or decrease together.
Therefore Y will have one value, y

= kx,

for some constant k.

INVERSE VARIATION
Inverse variation can be identified when the problem states an inverse variation exists or states
that one variable is inversely proportional to another. Another way to recognize inverse variation
is by observing that, as one quantity increases the other quantity decreases.

x and y are in inverse proportion

x and y are inversely proportional
x varies inversely as y
All of these descriptions describe the same thing: x increases when y decreases, and x
decreases when y increases. Therefore xy will have one value so y = k

k.

for some constant

QUADRATIC EQUATIONS
AND OTHER POLYNOMIALS
A quadratic equation is characterized by having 2 as the highest exponent. In the simplest type
of quadratic equations, such as x 2 = 4, you can solve by taking the square root of both sides.
However, you must remember that the solution can be positive or negative; x = 2. These
solutions are also called the "zeros" of a function (y = x L 4), or "roots" of a polynomial (x 2 -4).
In some cases, you may need to factor or use the quadratic formula. In general, the solutions
(roots) for a quadratic equation, ax 2 + bx + c = 0, can be found using the quadratic formula.

-b~b 2 - 4ac
x =----2a

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MATH LEVEL 2

10

PAGE

EXPANDING POLYNOMIALS
Complete binomial expansions are not necessary on the Level 2 test. Rather, it is more important
to know the number of terms an expansion might produce. otherwise, the use of Pascal's
Triangle may help you find those middle terms. Remember, the coefficients will change according
to the leading coefficient of the binomial being expanded. You can use the following to find the
leading coefficient for each term:

(x+y)n = t[n )x n-kyk

k =O

Note that

(Z)=nc k =C~ can be computed on your calculator.

Pascal's Triangle is below and gives the coefficients of each term of an nth degree polynomial in
the nth row of the triangle. Note that the subsequent row can be found by taking the sum of the
two numbers above it. Also, note that these are the coefficients when the original polynomial has
a 1 as the leading coefficient. Check with your teacher to figure out how to use Pascal's triangle
to determine the coefficient of other polynomials.
Pascal's Triangle:

1
1

1
1
1
1

4
5

6
10

4
10

1
1

SYNTHETIC DIVISION
Synthetic division is much like long division, except you use the coefficients from the polynomial
to divide one piece at a time.

x 4 - 3x 3 - 5x 2 +2x-18
x+ 2
First, the divisor, x + 2, must be written as a difference, x- (-2), to determine that the divider is
-2 . Then, list the coefficients in descending exponent order (remember to place a 0 wherever a
term for an exponent is missing.)

-2

-3

-5

-18

10

-10

16

-2
-5

-8

-2

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11

MATH LEVEL 2

PAGE

Finally, your solution becomes:

x 4 -3x 3 -Sx 2 +2x-18

x+2

-2
x+2

- - - - - - --=x -sx +5x-8+--

FUNCTIONS
Algebraic functions in the form of "f (x) ="represent a series of operations. When dealing with
functions of this form, apply the rules relating to the properties of functions when their graphs
are required.
For every x-value entered (domain), there is 1, unique
y-value (range)
Domain
T he set of values t hat may be put into a function.
(The x-values of a function)
Range
The set of values that can be produced by a function.
(The y-values of a function)
Even Functions A function for which f (x) = f (- x); meaning they are symmetrical
about the y-axis.
Odd Functions A function for which -f (x) = f (- x); meaning they are symmetrical
about the origin .
Root
Values in a function's domain at which the function equals zero.
Definition

COMPOSITE FUNCTIONS
A composite function is a combination of two or more functions in sequence . Composite functions
are essentially functions of a function - you take the output of the first function and put into the
second function.
f (x) = x 2

g(x)

+ lOx + 3

=~
x+22

What is the value of g (f ( - 4)) ?

Step 1:

f (- 4) = (- 4) 2

Step 2:

f( - 4)

Step 3:

g (- 21)

= 16 +
=

+ 10(-4) + 3
- 40 + 3

= - 21

I.J-211+22 1= 1

Therefore g (f(- 4)) = 1

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No part of this material may be copied or used without written permission from Karen Dtllard's College Prep

MATH LEVEL 2

PAGE

12

The more complicated type of composite function questions ask you to find the algebraic
expression of a composite function. Essentially, this means you'll be substituting one function into
another.
f (x)

= x2 +

lOx + 3

1
9 (x) = .Jx+22
What is 9 (f (x )) ?

Step 1:

9(f(x))=

Step 2:

9(f(x)) =

Step 3:

9(f(x ))=

Step 4:

9(f(x))= - (x+S)

~(x +10x+3)+22
1
2

~x +10x+25
1

~(x+5) 2
1

INVERSE FUNCTIONS
For the SAT you may need to be able to find the inverse of a function, { - 1 (x) as well as
identify the graph of an inverse function. Not all inverses are functions, only ones that pass the
horizontal line test (they are one-to-one).
To find the inverse of a function, let y = f (x), replace all the x's with y's (and vice versa) in
the equation, and solve for y again. This is really solving for y - 1 . To identify the graph of an
inverse function , reflect the function's graph across the line y = x.
Two functions f and 9 are inverses if f (9 (x))
range of its inverse, and vice versa.

=9

(f (x ) )

= x.

The domain of a function is the

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13

MATH LEVEL 2

PAGE

EXAMPLE
Let y

=f

(x)
2

(x-2)
4

If y =..:.__---.:.._

----. (switch variables)

---+

2
(y-2)
x =-'------'-4

Solve for dependent variable:

(y-2)2
X=..:..:..______:_
4
4x =(y-2)2

2-JX=y-2
y=2.JX+2

Therefore f -1 (x) =2. +2

TRANSFORMATIONS AND TRANSLATIONS

For c > 0, in the coordinate plane, let y = f (x)

y = f (x) + c
y = f (x) - c
y = -f (x)
y=f(-x)

is
is
is
is

shifted upwards c units

shifted downwards c units
reflected over the x-axis
reflected over the y-axis

Constants a, b, c, and d affect the position of a function; in f (x) ---+ a f (bx

+ c) + d

a affects the shrink/stretch on the y-axis for f (x) and vertical reflection
b affects the shrink/stretch on the x -axis for f (x) and horizontal reflection

c translates the function along the x-axis (to the right or left units)
b
d translates the function along the y-axis
Students who are successful on the Subject Tests understand how to use function notation by
substituting both numbers and expressions for the independent variable (x) in a function like
f (x).

2008 Karen Dillard. All rights reserved. -AS

No part of this material may be copied or used without written permission from Karen Dillard's College Prep

MATH LEVEL 2

PAGE

14

DOMAIN AND RANGE

To figure out the limits of a function's domain, use the following laws:
A fraction with a denominator of zero is undefined. Any values that would make the
denominator of a fraction equal to zero must be excluded from the domain of that
function.
Square roots of negative numbers result in imaginary numbers. Thus, any values
that would make a number under the square root sign negative must be excluded
from the domain of that function.
To figure out the limits of a function's range, you need to be familiar with the following rules:
An even exponent produces only non-negative numbers. Any term raised to an even
exponent must be positive or zero.
Like even powers, a square root cannot result in a negative number.
Absolute values produce only non-negative numbers.

ASYMPTOTES (OF RATIONAL POLYNOMIALS)

Asymptotes are lines that the graph of a function gets closer to as the variable or the function
gets indefinitely large or small.
Vertical asymptotes act much like points of discontinuity since the graph will never cross that
particular line. Vertical asymptotes are found in functions where certain values of x make the
denominator of the function equal to zero.
Horizontal asymptotes are found in functions that have polynomials in both the numerator and
the denominator with the same degree. y = 0 is a horizontal asymptote if the exponent in the
denominator is greater than the exponent in the numerator.
Specifically, let f (x)

~8

A@-a(x)
n b(x)

If m > n, there are no horizontal asymptotes.

If m

= n, the

horizontal asymptote is y

= 8A .

If m < n, the horizontal asymptote is y = 0.

Oblique asymptotes are not covered on SAT Subject Tests.

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15
4.

If 4(x + 3) = 0, what is x(x - 2)(x - 3)?

7.

(A) - 270

(C)
(D)

PAGE

If x 1 - y = 96 and
y - x = 8, what is y + x ?

fA) - 12
'(If) - 8

- 90
0
30

(E)

MATH LEVEL 2

(C) - 2
(D)
2
(E) 12

4lt - \ l...
"~ - J

90

- \ l -? - 7) ( -

_, ( '6 -

)I( . )

~)

"\-3 )

- 3 (_-~><--b)
1t"( - b)
- ~.,

------------------------------------~

5.

8.

What are the zeros of x4 - 16 ?

Which of the following is NOT equivalent to

95- x ?

(A) x = - 2

(A) x - 2 = 2(5 - x)

x = {- 2,2}
I
y = {- 2, 2}
(E) y = 2

3x - 2 =

~x - 2=3 5 - x

x=2

I
(C) - (x - 2) = 5 - x
2

(D) log (Y -

= log (95 - x)

9.

If h (x) = I x - 2 1, which of the following must be true?

~ h (0)

h (2)

)B) h (2) = h (- 2)
6.

~ h(O) = O
(p') h (4) = h (- 2)
@h(4) = h (O)

d- e 5
7d - 7e
I f - - = - then
x+y
8'
5x + 5y
7
(A) 40
(B)

-2

(9

-7

(D)

-7

1r-

4"

-s
7

8
5

(E)

13
5

2008 Karen Dillard All rights reserved . - A.5

No part of this material may be copied or used without written permission from Karen Dtllard's College Prep

MATH LEVEL 2

PAGE

16
J

x- 3
10. If f(x) = - - , there is a vertical asymptote at x =?
2x+5

<@>-2.5

What is

1.2

- 0.6
~ 0.4
~ 3.2

(B)

f is defined by
(x) if f(x) = 4x - 9?

13. The inverse of a function

(x).

x+9
-4-

x-9
4
9
4

(C) x - 4

(D) x-9

(E)

II. Given (h, 4) on the graph of f(x)

4x - 9

- " ><
'-1 --,

= log 2(x + 6x),

which of the following is a solution for h?

)( -: '1

(A) 36
(B) 3.8
(C) 1.6
(D) 3

'1

- <1
- G1

')( t-t-, :.. q _;)

() - 8

-~

14. Given f(x) =x4

~- x- b and /(0) =

8, what is

the value of b ?
(A) - 4208

12. If h (g (x)) - 3x - I and g (x)

which ofthe following?

2x, h (x) could equal

(B)

- 16

(C)

-8
0

&b

(.()2

fRr3x + I
(D) 6x

(E) 3~ - I

2008 Karen D1llard All nghts reserved - A 5

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17

MATH LEVEL 2

PAGE

GEOMETRY
About 10 questions on the test will be geometry. The College Board arranges the geometry by
coordinate and 3-D (there is no plane geometry on the Level 2). There are 5 geometry formulas
given to you on the test, all are for three-dimensional objects.

COORDINATE GEOMETRY
For problems in which no diagram is provided, you may want to sketch one .

MIDPOINT & COLLINEAR PROPERTIES

The coordinates of the midpoint of two points can be found using the following formula :
Midpoint Formula

This is the average of the x-coordinates and the y-coordinates, which gives the numbers halfway
between the x-coordinates and halfway between they-coordinates .
D istance For mula

EQUATIONS OF LINES
Slope-Intercept Form
where m is the slope and b is the y-intercept
y=mx+ b
Standa rd Form
where A, B, and C are integers, and A is positive
Ax+ By = C
Point-Slope Form
where m is the slope and (x1 , y 1 ) is a point on the line
Y - Y 1 = m (x - x 1 )

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MATH LEVEL 2

PAGE

18

CONICS
The most common conics on the Level 1 are circles and parabolas; Level 2 may include ellipses
and hyperbolas.
Circle
(x- h)2 + (y- k) 2 = r2
where r is the radius of the circle, and (h, k) is the center.

Parabola
Vertex Form
y = a(x- h)2 + k
or x = a(y - k)2 + h
where (h, k) is the vertex
Standard Form
y = ax2 + bx + c
a, b, and c are constants
Ellipse
(x-h)2 + (y - k)2 = 1
a2
b2
a and bare constants and (h, k) is the center
Hyperbola
(x-h)2- (y-k)2 =1
a2
b2
a and b are constants and (h, k) is the center

THREE-DIMENSIONAL GEOMETRY
The test provides you with the following formulas. In addition to solids, surface area and volume
(cylinders, cones, pyramids, spheres, and prisms) tested on the Level 1, the Level 2 could include
coordinates i
ree dimensions.
Volume of a right circular cone with radius r and height h
1 2
V= -nr h
3
Lateral Area of a right circular cone with circumference of the base
and slant height l

lc

5=-c
2

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19

MATH LEVEL 2

PAGE

Volume of a sphere with radius r

V=

i -rrr 3
3

Surface Area of a sphere with radius r

S = 4 7tr 2
Volume of a pyramid with base area B and height h
1
V= - Bh

In addition, you may also need to use the following :

Volume of a Prism

= Bh

B is the area of the base, and h is the height of the prism . Note that this is not different from
a rectangular solid whose area is length times width times height, the area of the base is a
rectangle with length and width.
~ sion

of Pythagorean Theorem in 3 Dimensions:

~+ b 2 + c2-;}..
~'

and c are sides of a rectangular solid, and d is the diagonal.

Volume of a Cylinde r
1tr 2 h
r is the radius and h is the height

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MATH LEVEL 2

PAGE

20

TRIGONOMETRY
Be prepared to use sines, cosines, and tangents on more than one problem. Occasionally,
secant, cosecant, and cotangent are also used. For many trig questions, you will only need to
know which function to use, not necessarily how to use it. Many people use the mnemonic SOH CAH - TOA to remember the three main functions.
SOH - CAH - TOA stands for the following parts of a right triangle.
S =sine
0 = opposite side
H = hypotenuse
For angle

C =cosine
A = adjacent side
H = hypotenuse

T =tangent
0 = opposite side
A = adjacent side

e in the right triangle below, the following relationships can be observed .

Q)
.....

Vl

a.
a.
0

adjacent
sin 8 =

opposite
hypotenuse

hypotenuse
esc e =~'------opposite

cos

adjacent
e= .,---=---hypotenuse

sec e =

hypotenuse
adjacent

~'-------

tan

= sin e = opposite
cos e adjacent

cot 8 = cos e = adjacent

sin e opposite

u will be given 2 of the 3 elements of one of the equations above, and you will be asked to
lve for the third element. Be sure to use the correct equation. To solve for the angle, use the
propriate inverse function: cos- 1, sin-1 , or tan-1

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21

MATH LEVEL 2

PAGE

Note that these are not the same as secant, cosecant and cotangent. The differences are
outlined below.

INVERSE FUNCTIONS
Remember that arc is the same as inverse
arc sin

= sin

[sinl (sin 8)]

=8

[cosl (cos 8)]

=8

[tanl (tan 8)]

=8

=1

(tan 8)(cot 8)

=1

MULTIPLICATIVE INVERSES
(sin 8)(csc 8)

=1

(cos 8)(sec 8)

When solving trig functions with a calculator, make sure the calculator is in radians
or degrees, depending on what you are trying to find. Also, note that the calculator only gives
solutions in the principle ranges as follows:
"'
sin1 and

tan1

cos 1 --+ 0 to

--+

7r

7r

- - to -

1r

If your range is outside these principle ranges, you will need to adjust the answer given by the
calculator.
One way to remember this is by using the mnemonic All Sad Tigers Cry, in which the first
quadrant shows ALL of the functions as positive, the second quadrant shows only Sin (Sad) as
positive, the third quadrant shows only Tan (Tigers) as positive, and the fourth quadrant shows
only Cosine (Cry) as positive.

y
\

Quadrant II

o to rr

- to rr
2

+
+
+

Sine
!

Quadrant I

Cosine
Tangent

7r

Quadrant III
3 7r

rr to -

Quadrant IV
3 7r

to 2-rr

2008 Karen Dillard All rights reserved. - A.S

No part of this material may be copied or used without written permission from Karen Dillard's College Prep

MATH LEVEL 2

PAGE

22

Another helpful visual tool is the unit circle. The circle uses the trig identity cos2 + sin2 = 1. It's
analogous to x 2 + y 2 = 1, where the cos has its values on t he x-axis and sin has its values on
they-axis.

Qu ad ra nt

Quad rant

II

(cos, sin)

(cos, sin)
{+, + )

+)

(cos, sin)
( - , -)

(cos, sin )

Quadra nt

Quadra nt
IV

( + , -)

III

/
I

Common Identities
You might want to keep in mind any algebraic variations of the following as well as the additional
trig identities for some of the more difficult problems on the test.
sin 2(x ) + cos 2(x ) = 1
tan 2 (x ) + 1 = sec2 (x )
cot2(x ) + 1 = csc2(x)
The followi ng are only found on the SAT Level 2 tests, and are always given in the problem-so
make sure you know how to use them:
sin (x + y) = sin x cosy+ cos x sin y
cos (x + y) = cos x cos y - si n x sin y

sin (x - y) = sin x cos y cos x sin y

cos (x - y) = cos x cos y + sin x sin y

GRAPHS OF TRIG FUNCTIONS

Standard form for a trig function is
y = a sin ( b x
a
b
c
d

+ c) + d

is the amplitude that wi ll deter mine the maximum and minimum values
affects the period and the width of the curve
is the phase shift which t ranslat es the curve left and right
is t he vertical shift which t ranslates t he curve up and down

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23

MATH LEVEL 2

PAGE

T he period of a trig function is the amount of space on the x-axis that is required to go through
one complete cycle . Sin and Cos have a standard period of 21i and Tan has a standard period of 1i.
To find the period of a function divide the standard period of the function by the coeffeicient of x .
For triangles where no right angle has been defined, the laws of sine and cosine are required.

LAW OF SINES

LAW OF COSINE

sinA sinB sine

--=--= --

POLAR COORDINATES

For a given reeta'pg ~ coordinate (x , y) a polar coordinate (r, 8) can be found using the
followin

""""....__

-,. ,/

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PAGLE 24

..

----------------------~ ~~/
2f

15. Where will the center of circle (x + 3)2 + (y=9

be if it is moved up 2 units and to the right I unit?
(A) (-3, 2)
(B) (-3, 4)
(C) (- 5, 3)

@>

(- 2, 4)

"?

(E) (- 2, I)

18. Which of the following is equal to sin y?

(tR'(tan x

cosy
~ cosx
~ cot y
.(:8)

~secx

16. If y = 51 - 3 and x = 3t + I, what is the y -intercept of

the line defined by x and y?

@- 1;

D:. J.., _.,

1'-

= -~

00 --

.J

4
(~ - -

'1;.. s {-~ )-J

(9f

-\

- s-

'j:.

- .).

"J

19
..,~

-s-

C,

...

- \ '1

.../

1f

19. If the graph above is shifted

2 to the left, which of the

following would be the resulting equation?

17. Wh ich of the following is the equation for the line

containing point (- 3, 2) and having an x-intercept
greater than 2 ?

(B") cos 2(x +

1r )

Jrlf)y = 2x + 8
~=x+5
(12'r y = 3x + I I

@)y =- ~x + l
(2f y= -x- I

,!.D) cos2x+~
2

~) cos2x-~
2

2008 Karen D1llard All rights reserved -A 5

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MATH LEVEL 2

25

20. Which of the following is NOT a polar coordinate of

(3, 3J3) ?

PAGE

21. What is the length of AC on M BC if L B = 45,

LC = 25, and side BC = 11.4 ?
(A) 6.71
7.43
fOI 8.58
(D) 9.14
(E) 10.6
~

~(6, ~)

-6, 4;)
~ (-6
,-2;)
~ (6, -5
;)
~ (6
, 2;)
.{1!5 (

:.

~ ... .r

------( ,

~ .-..~..
Q:

+~~-'
~~.;...

{ \1 '1)

f I<)

!:1
1

lh
1

Remember to check the mode on your

calculator for degrees or rad ians.

fi

2008 Karen Dillard All rights reserved. - A.5

No part of this material may be copied or used without written permission from Karen Dillard's College Prep

<t?

MATH LEVEL 2

26

PAGE

DATA ANALYSIS, PROBABILITY

& STATISTICS
Often probability questions are asked where you need to count the number of possible events to
determine the denominator for your answer. Counting techniques are usually helpful. In addition
to what you learned for the SAT, it may be helpful to know the following for the Level 2 test.
Conditional (dependent): This probability depends upon an outcome of a separate event that
occurred earl ier so that the probability of the second event changes, depending on the outcome
of the first. For example, let's say we are pulling different colored socks from a bag. Once the first
sock is pulled, the probability of the next sock being pulled is changed, because the total number
of socks in the bag and the colors available have also changed.
Multiple events (independent): In some problems, the probability of each event is
independent of the previous event. Examples include flipping a coin and rolling a die. The
probability of getting a head on the second flip of a coin is still 0 .5, no matter what the results of
the first flip.

COMBINATIONS & PERMUTATIONS

When deciding whether a problem involves computing a combination or a permutation, it is
important to determine whether or not putting the items in a different order will change a
grouping.
In combinations, order does NOT matter. There will be fewer groups to count because group AB
is considered the same as group BA. The formula that is in your graphing calculator under math
functions for combinations is:

C
n

nl
rl (n-r~

In permutations, order is important. There are more permutations than combinations because
the number 23 is different than the number 32. The formula for permutations in your graphing
calculator is:

P
n r

=- nl_

(n-r)!

J
2008 Karen Dtllard All nghts reserved - A 5
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27

MATH LEVEL 2

PAGE

22. An urn contains 18 white marbles and 5 black marbles. 24. How many 7-digit telephone numbers can
If you select 4 white marbles without replacement, what
be found if the first digit cannot be zero?
is the probability of selecting 2 black marbles on your
15,000
(A)
next two selections?
(B)
70,000
(C) 200,000
~ 10
(D) 4,000,000
171
)~ Ltl I
9,000,000
9
\\..1-l-(B)
35

r : '1

(C)
(D)

10

-'1

5
18

91

'

)( 10

--

,~

(0

10
\"1 '

(E) - 10
253

25. An urn contains II red marbles and 7 blue marbles.

Two red marbles are selected without replacement.
What is the probability that at least 3 of the next 4
marbles selected are blue?

3
(A) -26
4

23. How many line segments are there with endpoints that
are two of the six points?
(A)

~12

~ll

~(.

- ---

15
(D) 20
(E) 24

A'--

AD
.---..
A~

~F

~j)

~t;c

(.J>

c..

--

.DF..
t>F

-=-~

(B)

B~

(E)

<'-

26

I~

(""

B&.Z..B

r-

tLB13

fJ-{176

l~ ""l..+'
rO-t-5" ::'

r~'~~1~t'

VI'

26

(9;6
(D)

t~

to\ {.or

'

1...

2008 Karen Dillard. All rights reserved . - A.5

No part of this material may be copied or used without written permission from Karen Dillard's College Prep

,
-

IJ

MATH LEVEL 2

28

PAGE
1.

If 1x - 4 1= 9, what could be the solution for

3
4
(C) 8
(D) II
(E) 16

2.

ADDENDUM

If x

'I.-, \

I x + 2 1?

5.

->

0,

\:-~-tt-'
\11 + ).

-.....

Which of the following has the same symmetrical area

about f(x) and .[ 1 (x)?

(A) origin
(B) x-axis
<>J y-axis
(lj) y = x
(E) It is not symmetrical

- I)

~ , what is ( 4 - .;

(A) 0.52
(B) 0.77
3.18
6.69
7.43

6.

If the two triangles above are similar, what is sin B?

~13
(B)

(C)
3.

If f (x ) = x - 3x + 6, what is the minimum value of

within - I ::0 x :::; I ?

(D)

7~ b

(A) 2.98
(B) 3.23
3 .77
'{6) 4.62
(E) 6.10

:s

10
29

13

5
5

. 8 , 6'1-0
7.

Which of the followin~ave the same period

as y = 2sin(3x + 6) +~

(1()):, = 2 s in (3x + 8) + 2

CD

What is the le ngth of the longest side of a triangle that

has points at (0, 0), (7, 3), and
::s ?

f7:3.

(A) 9.76
(B) 10.85
11.18
(D) 12.2 1
(E) 13.0

I !.3

)' ,

4.

r;

(E) -24

7vf. ;. ~
,.c. ;. ~

fa

12

13

(5=i

\ p\

"('13}"y = 2 sin (3x + 6) + 4

ft} y = 2 sin (3x)
~ y = 2 sin (4x + 6) + 2

1n

~ y = sin (3x + 6) + 2

{o,o)
(

- '1, ~

r~ '11

J
2008 Karen Dillard. All rights reserved - A.5
No part of this material may be copied or used without written permission from Karen Dillard s College Prep