ISEE MATH REVIEW

Upper Level

Stephy Xu

HKIS| 2024
Table of Contents
1. Estimation...........................................................................................................................................5
Estimation and Rounding Example......................................................................................................13

2. Number Types.................................................................................................................................15
Real Numbers (Numbers that Exists).............................................................................................15
Natural Numbers....................................................................................................................................15
Whole Numbers......................................................................................................................................15
Integers......................................................................................................................................................15
Rational Numbers..................................................................................................................................16
Irrational Numbers.................................................................................................................................16
Imaginary Numbers (Numbers That Don’t Exist).......................................................................16
Imaginary Numbers...............................................................................................................................16
Complex Numbers.................................................................................................................................16

3. Mathematic Properties..............................................................................................................18
Reflexive Property.................................................................................................................................18
Symmetric Property..............................................................................................................................18
Transitive Property................................................................................................................................18
Commutative Property.........................................................................................................................18
Associate Property.................................................................................................................................19
Addition Property...................................................................................................................................19
Multiplication Property.........................................................................................................................19
Distributive Property.............................................................................................................................19
Definition of Division.............................................................................................................................20
Multiplication Property of Zero.........................................................................................................20
Zero Product Property..........................................................................................................................20
Definition of Zero as a Dividend.......................................................................................................21
Definition of Zero as a Divisor..........................................................................................................21

4. Order of Operations....................................................................................................................22
The Order of Operations (PEMDAS)................................................................................................22

5. Arithmetic Word Problems......................................................................................................23

Words that Mean Addition..................................................................................................................23
Words that Mean Subtraction...........................................................................................................23
Words that Mean Multiplication........................................................................................................24
Words that Mean Division...................................................................................................................24
Words that Mean Equals.....................................................................................................................24

6. Number Lines..................................................................................................................................27

7. Fractions and Decimals.............................................................................................................28

Fractions Overview................................................................................................................................28
Reducing Fractions................................................................................................................................28
Adding and Subtracting Fractions...................................................................................................28
Determining the Greatest Fraction.................................................................................................29
Multiplying Fractions.............................................................................................................................29
Dividing Fractions..................................................................................................................................30
Multiplying Decimals............................................................................................................................30
Dividing Decimals..................................................................................................................................31
Common Fractions and Decimal Equivalents..............................................................................31
8. Powers and Roots.........................................................................................................................32

9. Standard, Expanded, and Scientific Notation.............................................................35

10. Factors and Multiples.................................................................................................................37

11. Prime Numbers..............................................................................................................................39

12. Ratios and Proportions.............................................................................................................42

13. Percentages.....................................................................................................................................44

14. Percent of Change (Increase / Decrease)......................................................................46

15. Sequences.........................................................................................................................................48

16. Set Notation.....................................................................................................................................49

17. Fundamental Counting Principle.........................................................................................52

18. Permutations...................................................................................................................................53

19. Combinations..................................................................................................................................55

20. Probability....................................................................................................................................57

21. Distance, Rate, and Time.........................................................................................................59

Distance.....................................................................................................................................................59
Rate and Time.........................................................................................................................................59

22. Work Word Problems..................................................................................................................61

23. Simple and Compound Interest...........................................................................................62

Simple Interest Formula and Example...........................................................................................62
Compound Interest Formula and Example...................................................................................62

24. Mean, Median, Mode, Range, and Weighted Average...........................................64

Mean (Average)..................................................................................................................................64
Weighted Average............................................................................................................................64
Median......................................................................................................................................................65
Mode..........................................................................................................................................................65
Range........................................................................................................................................................65

25. Units of Measurement...........................................................................................................................68

How to Convert Measurements................................................................................................68
Measures of Length.........................................................................................................................68
Measures of Volume........................................................................................................................69
Measures of Mass ............................................................................................................................69
Measures of Time..............................................................................................................................69

26. Operations on Algebraic Expressions..........................................................................71

Addition of Algebraic Expressions..........................................................................................71
Subtraction of Algebraic Expressions...................................................................................71
Multiplication of Algebraic Expressions..............................................................................72
Division of Algebraic Expressions...........................................................................................72
Radicals in Algebraic Expressions...........................................................................................73
27. Multiplying Polynomials......................................................................................................75
Definition of Monomial.........................................................................................................................75
Definition of Binomial...........................................................................................................................75
Definition of Trinomial..........................................................................................................................75
Definition of a Polynomial...................................................................................................................76
Multiplying Polynomials.......................................................................................................................76

28. Factoring Algebraic Expressions....................................................................................79

Using Common Factors........................................................................................................................79
Factoring Quadratics............................................................................................................................79
Using the Difference of Two squares.............................................................................................81

29. Balancing Algebraic Equations............................................................................................................82

How to Balance Algebraic Equations.....................................................................................82

30. Absolute Value...........................................................................................................................85

31. Direct and Inverse Variation..................................................................................................86

Using Direct Variation..........................................................................................................................86
Using Inverse Variation........................................................................................................................86

32. Inequalities.......................................................................................................................................88
Compound Inequalities..................................................................................................................89

33. System of Linear Equations: Elimination and Substitution................................91

Solving Systems Through Elimination............................................................................................91
Solving Systems Through Substitution..........................................................................................92

34. Linear Equations and their Graphs...............................................................................94

35. Midpoint and Distance Formulas.................................................................................101

Using the Midpoint Formula.............................................................................................................101
Using the Distance Formula.............................................................................................................101

36. Linear Inequalities and Their Graphs........................................................................103

37. Quadratic Equations and Their Graphs....................................................................105

38. Function Notation..................................................................................................................108

39. Domain and Range................................................................................................................110

40. Transformations of Functions........................................................................................111

41. Matrices............................................................................................................................................113
How to Add Matrices...........................................................................................................................113
How to Subtract Matrices..................................................................................................................113
How to Multiply Matrices...................................................................................................................114

42. Geometric Notation...................................................................................................................115

Types of Angles.........................................................................................................................................116
43. Types of Angles.......................................................................................................................118
5 Basic Angle Types................................................................................................................................118
Interior Angle Groupings...................................................................................................................118
Understanding Exterior Angles...........................................................................................................119

44. Triangle Types and Rules..................................................................................................120

Triangle Inequality...................................................................................................................................120
Angles and Their Side Lengths............................................................................................................121
Equilateral Triangle.................................................................................................................................121
Isosceles Triangle.....................................................................................................................................122
Scalene Triangle.......................................................................................................................................122
Right Triangle............................................................................................................................................123
30° – 60° – 90° Triangle ..................................................................................................................123
45° – 45° – 90° Triangle....................................................................................................................123
3 – 4 – 5 Triangle..................................................................................................................................124

45. Polygons: Angles, Perimeter, and Area...................................................................125

46. Circles...........................................................................................................................................127
Diameter of a Circle............................................................................................................................127

Radius of a Circle.................................................................................................................................127
Circumference of a Circle.................................................................................................................127
Area of a Circle.....................................................................................................................................128
Sector and Arc of a Circle.................................................................................................................128
Inscribed Angles in a Circle..............................................................................................................129
Tangent to a Circle..............................................................................................................................129

47. Solid Geometry: Surface Area and Volume............................................................131

48. Advanced Math: Matrix Multiplication, Standard Deviation, and

Trigonometry...............................................................................................................................................133
Matrix Multiplication.....................................................................................................................133
Standard Deviation........................................................................................................................134
Trigonometry.....................................................................................................................................135
 0. ISEE Quantitative Reasoning
Strategies
The ISEE Quantitative Reasoning section is often considered the
most difficult part of the test.

Those who excel on the ISEE are set up for success on their private
school applications, so taking the time to prepare for each section in
advance is worth the effort!

The ISEE (Independent School Entrance Exam, generally pronounced

“i-see”) is a peer-normed, standardized test most commonly taken
by students applying to middle and high school. To evaluate
students’ reading and math skills, it consists of two ELA sections and
two math sections:

ISEE Section Time Number of Questions

Verbal Reasoning 20 Minutes 40 Questions (34 LL)

Quantitative Reasoning 35 Minutes 37 Questions (38 LL)

Break 5-10 Minutes

Reading Comprehension 35 Minutes (25 LL) 36 Questions (25 LL)

Mathematics
40 Minutes (30 LL) 47 Questions (30 LL)
Achievement

Break 5-10 Minutes

Essay 30 Minutes

160 + Essay (127 + Essay

Total ~2 Hours 40 Minutes (2:20 LL)
LL)

Quantitative Reasoning is the second section of the ISEE exam at all

levels (lower, middle, and upper), preceding the first 5-10 minute
break. Test-takers are given 35 minutes to answer 37 questions (so,
just under a minute allotted per question).

In this deep-dive into the ISEE Quantitative Reasoning test, we

explain the types of questions you’ll encounter on the test,
strategies for working through those math problems, and the best
ways to study for this section of this exam.
ISEE Math Topics
Both the Quantitative Reasoning and Mathematics Achievement
sections of the ISEE test students’ math skills. The ERB (which
develops the ISEE) follows standards set forth by the NCTM (National
Council of Teachers of Mathematics) to determine how the ISEE tests
students’ math abilities.

Each level of the ISEE tests students on a corresponding level of

math knowledge; naturally, Upper Level ISEE-takers will be tested on
more advanced ideas in mathematics than those taking the Middle
Level test. Across both math sections for all levels, the ISEE will test
students on the following general concepts:

 Numbers and Operations. Understanding numbers, fractions

and decimals, operations, comparing values, and relationships
between numbers.
 Algebra. Understanding patterns, variables, functions,
symbolic equations, and graphs.
 Geometry. Identifying, classifying, and analyzing 2-d and 3-d
geometric objects, as well as using a coordinate plane and
understanding congruency and symmetry.
 Measurement. Using formulas to make measurements of
objects, converting between units, and identifying tools
associated with length, weight, capacity, temperature, or time.
 Data Analysis & Probability. Analyzing and making
inferences about sets of data, calculating mean, mode, range,
and median, and finding probability about a scenario.

Types of Quantitative Reasoning Questions

There are two types of questions you will be asked on the ISEE
Quantitative Reasoning section: word problems and quantitative
comparisons. (On the ISEE Lower Level, students are only asked
word problems.)

Approaching ISEE Math Questions

Having a systematic approach to answer each Quantitative

Reasoning word problem will help you confront and work through
each question efficiently.

Quantitative Reasoning Problems: 5-Step Approach

Step Do I UNDERSTAND Circle or underline important If you get stuck,

1 the question? information, and write it out next to SKIP IT! Circle the
the problem. question in the test
 Quantitative Reasoning Problems: 5-Step Approach

Do I know which
Step Quickly write out the necessary
FORMULAS I should
2 formulas to the side of the problem.
use?

Will the question take a

Step Skip it, and come back when you
LONG TIME to
3 have time.
complete?
booklet and answer it
Use simple values such as -1, 0, and later.
1 to help you evaluate expressions
Step Can I INPUT VALUES
and equations. Keep in mind all
4 to solve the question?
properties of algebraic and geometric
concepts.

Can I make an Eliminate incorrect answer choices,

Step
EDUCATED GUESS then input the remaining answers to
5
with what I know? check your work.

If you’re still unsure, DO NOT leave it blank. Choose the answer that makes the most sense.

Word Problems

Each ISEE word problem is followed by four answer choices. Several

of these problems may be solved without actually doing any math
on paper—these questions test your ability to decipher math
problems from real-world scenarios and solve them.

Here’s an example of how to work through an ISEE Upper Level word

problem.

Let’s break it down further by working through this problem:

1. Where does the function f (x)= x² +7x + 10 cross the x-axis?

A. x = –5, –2
B. x = 5, 2
C. x = –5, 2
D. x = –2, –5

First and foremost, decide if you “I know this one! I need to

understand the question. figure out what my values
UNDERSTAND If you do: write out all important for x are when f(x), or the
information to the side of the question. output, is equal to zero.
If you don’t: SKIP IT and return later.

"I know that my output

needs to be zero— I’ll
replace f(x) with 0. To
solve quadratics, I need to
Determine if there are any properties, factor out the equation…
CONTEXT rules, or formulas you know that can so I’ll start with two
help. parentheses."

0 = x² + 7x + 10
0=()()

(LONG TIME) “I’ve done

problems like these before,
but I’m really rusty on
them. I’ll come back to it
later."
Quickly determine if this question will
LONG TIME take you a very long time to complete.
(SHORT TIME) “We went
If it will: SKIP IT and return later.
over this recently in class, I
know exactly what I need
to do!”

ESTIMATION Before you start solving the problem, “I don’t think estimation will
see if estimation can help. help me too much here,
but I know +10 is the y-
1. Where does the function f(x)= x² + 7x intercept. My teacher also
+ 10 cross the x-axis? said that factors of the y-
A. x = –5, –2 intercept help determine x-
B. x = 5, 2 intercepts… my guess is
C. x = –5, 2 that it’s the factors 5 and 2,
D. x = –2, –5 and it has to be their
negatives that are the
answers…"

0 = x² + 7x + 10
0 = ( )( )
0 = (x + 5)(x + 2)
x+5=0
 x+2=0

There is no penalty for wrong answers on the ISEE, so be sure you

answer every question by making educated guesses and prioritizing
problems you know.

Some word problems can take a significant amount of time to read

through and solve. ISEE-takers are allotted only 57 seconds per
question on this section, so conserve your time by prioritizing
questions that are short, easy, or you’re most confident in
answering. Once you work through the section once, go back and
attempt the harder, longer questions.

Quantitative Comparisons

The ISEE Quantitative Reasoning section contains quantitative

comparison questions, in addition to word problems. Each
quantitative comparison question contains two values that you must
compare. Some questions will include extra information to help you
answer the question.

Each answer choice designates a particular relationship between the

two quantities:

A. The quantity in Column A is greater.

B. The quantity in Column B is greater.
C. The two quantities are equal.
D. The relationship cannot be determined from the information
given.

Use the systematic approach above to work through quantitative

comparison problems. In short:

1. Determine if you understand the problem.

2. Identify which formulas to use.
3. Decide if the question will take a long time to complete.
 4. Input values* to help you determine (or get closer to) the
answer. (More on this below.)
5. Make an educated guess.

*How to Input Values: Some quantitative comparisons use

variables to ask you to compare operations. Use simple values such
as -1, 0, and 1 in place of an unknown variable. If your answer
changes with each of those values, choose D like in the example
above.

Here’s an example of the process of working through an ISEE Middle

Level quantitative comparison.

1.

Column A Column B

64 62 + 62

A. The quantity in Column A is greater.

B. The quantity in Column B is greater.
C. The two quantities are equal.
D. The relationship cannot be determined from the information
given.

I know this one. I just

need to multiply 6 by
First and foremost, decide if you itself 4 times to find the
understand the question. value of column A, then
UNDERSTAND If you do: write out all important multiply 6 by itself twice
information to the side of the question. and add the sums for the
If you don’t: SKIP IT and return later. value of column B.”

"According to the order of

operations, I need to
Determine if there are any properties,
CONTEXT apply the exponents
rules, or formulas you know that can help.
ahead of addition for
column B."

LONG TIME Quickly determine if this question will take (LONG TIME) “My mind
you a very long time to complete. is blanking on exponents
If it will: SKIP IT and return later. right now. The question is
short, so if I remember
later I should have time
to work it out."
 (SHORT TIME) “We went
over this recently in
class, I know exactly
what I need to do!”

“I know that 62 is 6 x 6,
which is equal to 36. 64
would be 6x6x6x6… I
don’t know it off the top of
my head, but I know that
Before you start solving the problem, see if the total would be the
estimation can help. same as 36x36, way
ESTIMATION
more than 36+36!”
64 vs. 62+62
64 vs. 62 + 62
6 x 6 x 6 x 6 vs. 6 x 6

64 > 62 + 62

In the above case, there’s a clear answer to which column has a

greater value. However, some quantitative comparison questions
will present you with unsolvable equations with the correct answer
being D, that the relationship cannot be determined. This is the
hardest aspect of QC questions—you must differentiate between
unsolvable questions and solvable ones that you don’t understand.
Don’t automatically assume something is unsolvable!

Here’s one more example of working through a quantitative

comparison, but for the ISEE Upper Level test. See how it can be
solved by simply inputting values:

2.

Column A Column B

15k – 2 15(k – 2)

A. The quantity in Column A is greater.

B. The quantity in Column B is greater.
C. The two quantities are equal.
D. The relationship cannot be determined from the information
given.

INPUT VALUES “I’m not given a value for k, but For 1:

 A. 15(1) – 2 = 13

B. 15(1) – 15(2) = -15

For 0:

A. 15(0) – 2 = -2
it’s in both columns. Maybe I
should pick D, but I’ll try putting B. 15(0) – 15(2) = -30
in my own values first. I’ll try 1,
0, and -1…” For -1:

A. 15(-1) – 2 = -17

B. 15(-1) – 15(2) = -45

Column A’s total is larger for

every value—this means the
answer is that column A is
greater than B!

How to Prepare for Quantitative Reasoning Questions

The most effective way to study for the ISEE Quantitative
Reasoning is by practicing the math topics that are tested,
especially through practice questions. The ISEE test prep process is
a cycle of working through practice questions and relearning topics
between benchmark ISEE exams. Based on your practice test
results, you can determine which topics you have a good
understanding of versus the ones you should review more.

Make sure to use practice questions and tests designed for the ISEE
exam. By practicing with questions that resemble what you’ll
encounter on the ISEE Quantitative Reasoning section, you’ll
become comfortable with solving those types of problems. Use the
strategies we’ve described above as you practice, and you’ll be
familiar with what to do come test day.

In addition to regularly practicing with test-specific questions, make

sure to take at least one benchmark for your ISEE ahead of test
day. Not only will this help you gauge your current skills and see
how much you need to improve, but taking multiple practice exams
is proven to improve test-taking performance.
 1. Estimation
For the ISEE and other standardized tests with math sections,
estimation is your friend. Estimation will reduce the amount of time
you spend making calculations, which allows more time to complete
difficult questions.

Estimation is rounding a number up or down to make it easier to

calculate, but the estimated number must be as close in value to the
original number as possible. In general, you choose a specific place
value to estimate, using the next lowest place value as your guide. If
the next lowest place value is 5 or greater, you round that place
value up. If the next lowest place value is 4 or lower, you round that
place value down.

Estimation and Rounding Example

For example, you are asked to find the product of
3,984,342,234,456,678 and 415. Without a calculator, you know this
will take you ages to multiply. You can estimate these values:

When you think about the original number’s value, look at the three
highest place values. Think about how much your estimation will
change the original number. If the estimation of the highest place
value results in a very different number, look to the next highest
place value.

Generally, estimating the second highest place value will result in a

number that is truer to the essence of the original.
Practice

1. Round 52, 77 to the closest ten (50, 80)

2. Round 764, 819 to the closest hundred (800, 800)
3. Round 3873, 47258 to the closest thousand. (4000, 47000)
4. Round 2.997 to the closest tenth (3)
5. Round 12.438 to the closest hundredth (12.44)
6. Round 367.382 to the closest one (367)
7. Estimate the sum 157 + 248 by rounding every number to the closest
hundred (400)
8. Estimate the sum 99 + 324 by rounding each added to the nearest ten
(420)
 2. Number Types
The ISEE will directly and indirectly test your knowledge of number
types. For example, a word problem may include rules where its
values may only be integers or whole numbers.

Real Numbers (Numbers that Exists)

Natural Numbers

 include positive numbers

 do not include zero
 do not include negative numbers
 do not include decimals or fractions

Examples
✓ 1, 2, 3, 4
✘ -2, 0, 2.5

Whole Numbers

 includes positive numbers

 includes zero
 does not include negative numbers
 does not include decimals or fractions

Examples
✓ 0, 1, 2, 3, 4
✘ -4, -1.5, 3.7

Integers
  includes positive numbers

 includes zero

 includes negative numbers

 does not include decimals or fractions

Examples

✓ -2, -1, 0, 1, 2
✘ -4.3, -2.9, ½

Rational Numbers

 any number that can be represented as a fraction

Examples

✓ -3, 4.25, 0.004

✘ √2, √3, π

Irrational Numbers

 any number that cannot be represented as a fraction

Examples

✓ √2, √3, π
✘ 3.14, 22/7

Imaginary Numbers (Numbers That Don’t Exist)

Imaginary Numbers

 the square root (or even root) of a negative number

 squaring a negative number results in a positive number, thus

the square root of a negative number does not exist

 generally represented as i = √-1

Examples

✓ √-2, 4√-25
✘ √7, √19
Complex Numbers

 includes a real part (a) and an imaginary part (bi)

 acts like a binomial in calculations

 a + bi

Examples

✓ 4 + 3i
✘ x3 – 3x = 14
 3. Mathematic Properties
Math is filled with theorems, axioms, and properties. Though the
following properties may seem simplistic, the ISEE will couple these
properties with difficult concepts, such as algebraic functions.

Reflexive Property

A value is equal to itself.

 x=x

Examples

 17 = 17
 y=y

Symmetric Property

Equal values may be placed on either side of the equals sign.

 x=y
 y=x

Examples

 x = 25 or 25 = x
 5 = y or y = 5

Transitive Property

If one value equals a second value and the second value equals a
third value, then the third value equals the first.

 x=y
 y=z
 x=z

Commutative Property

When solely adding values, you may change the order without
changing the result. The same is true for multiplication.

 x+y=y+x
 x×y=y×x
Examples

 1 +2+3=6
 3 +1 + 2 = 6
 3 × 4 × 5 = 60
 4 × 5 × 3 = 60

Associate Property

When solely adding or multiplying values, you may change the

groupings of values without changing the result. The groups are
separated by parentheses.

 x + (y + z) = (x + y) + z
 x × (y × z) = (x × y) × z

Examples

 4 + (6 + 5) = (4 + 6) + 5
 4 × (6 × 5) = (4 × 6) × 5

Addition Property

You must add the same value to both sides of the equals sign to
maintain the equality of the values.

 x+a=y+a

Examples

 x+2=y+2
 5+3=5+3

Multiplication Property

You must multiply the same value to both sides of the equals sign to
maintain the equality of the values.

 ax = ay

Examples

 4(20) = 4(20)
 4(3-1) = 4(2)

Distributive Property
You may multiply a value to a sum by first multiplying the value to
the sum’s addends and then adding those products together.

 x(y + z) = xy + xz

Examples

 5(3 + 7) = 5(3) + 5(7) = 15 + 35 = 50

Definition of Division

When dividing values, it is the same thing as multiplying the value in

the numerator by the reciprocal of the value in the denominator.

 x/y = x × 1/y
 x/(1/y) = x × y/1

Examples

Multiplication Property of Zero

The product of any value and zero will be zero.

 x×0=0

Examples

 15 × 0 = 0
 12 × 11 × 10 × 0 = 0

Zero Product Property

If the product of two values is zero, one of the values is zero.

 xy = 0
 x = 0 or y = 0

Examples
  17x = 0; x = 0

Definition of Zero as a Dividend

The quotient of zero and any value (except zero) is zero.

 0/x = 0

Examples

 0/9 = 0

Definition of Zero as a Divisor

The quotient of any value and zero is considered undefined.

 x/0 = undefined

Examples

 9/0 = undefined

✓ (positive) × (positive) = positive

✓ (positive) ÷ (positive) = positive
✓ (negative) × (negative) = positive
✓ (negative) ÷ (negative) = positive
✓ (negative) × (positive) = negative
✓ (negative) ÷ (positive) = negative
✓ (positive) × (negative) = negative
✓ (positive) ÷ (negative) = negative

Absolute value: |-19| = 19

practice:

1. Addition: 7985+ 6149 = ?

2. Subtraction: 4976 – 497 = ?
3. Multiply: 7254 x 316 = ?
4. Division: 29341 / 793 = ?
 4. Order of Operations
Operations are the actions taken to solve math problems: addition,
subtraction, multiplication, division, grouping (placing values in
parentheses), and exponentiation (multiplying the same number to
itself a certain number of times). Order of Operations was developed
to make sure operations in a problem are completed in a particular
order to achieve the correct result.

The Order of Operations (PEMDAS)

1. Parentheses
2. Exponents
3. Multiplication
4. Division
5. Addition
6. Subtraction

Multiplication does not outrank Division, and Addition does not

outrank Subtraction. Instead, the order is determined by what
operation appears first going from left to right. And, –(-x) = x

Example
 5. Arithmetic Word Problems
Word problems can be some of the most difficult types of questions
on any test. You have to understand precisely what the question is
asking you and what relevance the quantities have to one another.
For Arithmetic Word Problems, you will not really have to worry
about creating algebraic expressions in order to answer the
questions.

When you first attempt a word problem, write all quantities to the
side of the word problem. You can better manage the information
when it is not surrounded by text. Also, see if there is any
superfluous information that you can eliminate from the problem.
You can then determine the required mathematical operations from
two places—within the word problem’s information or in the desired
result (the question portion of the word problem). Review this list of
translations from word to mathematical operation:

Words that Mean Addition

 increased by
 added to
 more than
 combined
 together
 total of
 sum
 older than
 farther than
 greater than
 in all

Example

The coat cost the store $55 and its price was increased by $30 so
that the store could make a profit.

Words that Mean Subtraction

 decreased by
 less than
 difference
 minus
 fewer than
 reduced by
  are left

Example

In a store‐wide sale, all $55 jackets are reduced by 35% and $30
shoes are reduced by 45%.

Words that Mean Multiplication

 times
 product of
 multiplied by
 increased by a factor of
 twice
 decreased by a factor of

Example

The store sold 20 jackets in a sale at $35 each. The store sold 30
hats at twice their original price of $10.

Words that Mean Division

 quotient
 divided equally among
 per
 half
 ratio of
 percent
 out of

Example

The school divided equally among its students 350 bags of candy.

Words that Mean Equals

 is
 sells for
 given
 result
 are
 were
 will be
 equals
 gives
  yields
 sold for
 ultimately ends in

Example

What does each jacket sell for when the store has a 33% discount on
winter-wear?

How to translate key words and phrases into algebraic expressions:

✓ Addition: the sum of, more than, plus, etc.
✓ Subtraction: less than, decreased, minus, etc.
✓ Multiplication: times, multiplied, product, etc.
✓ Division: quotient, ratio, divided, etc.

Practices: Write an algebraic expression for each phrase.

Fifteen subtracted from a number. (N – 15)
The quotient of seventeen and a number.
A number increased by fifty.
A number divided by – 21.
The difference between sixty –three and a number.
Threefold a number decreased by 45.
Seven times the sum of a number and – 21.
The quotient of 90 and the product of a number and – 8.
Nine subtracted from 4 times a number.
The difference of six and a number.

Expressions and Variables

most common letters are: 𝑥, 𝑦, 𝑧, 𝑎, 𝑏, 𝑐, 𝑚, 𝑎𝑛𝑑 𝑛.

✓ In algebra, a variable is a letter used as a replacement for a number. The

✓ An algebraic expression is an expression that has variables, integers, and

math operations such as addition, subtraction, multiplication, division, etc.
✓ In an expression, we can combine identical terms. (Values with same
power and variable)

Example: 10x2 + 2x + 3y2 – 3x - 6y + 3

Distribution Property: a(b + c) = ab + ac

Evaluating One Variable: let x = -3, then 12/x - 6x = ?

Evaluating Two Variables: let x = -3, y = -2, then (-27/x) + 6y - 4

=?

Simplifying Polynomial Expressions

A polynomial is a unique expression that consists of coefficients and variables that performs only the

𝑃(𝑥) = 𝑎n𝑥𝑛 + 𝑎n−1𝑥𝑛−1 + … + 𝑎2𝑥2 + 𝑎1𝑥 + 𝑎0

arithmetic of addition, subtraction, multiplication, and non–negative integer exponents of variables.
 0 4
Name Degree Example
constant

linear 1 2𝑥
quadratic 2 𝑥 + 5𝑥 + 6
2

cubic 3 𝑥 − 𝑥2 + 4𝑥 + 8
3

quartic 4 𝑥4 + 3𝑥3 − 𝑥2 + 2𝑥 + 6
quantic 5 𝑥5 − 2𝑥4 + 𝑥3 − 𝑥2 + 𝑥 + 10

Example: simplify P(x) = (21𝑥 − 10𝑥) − (2𝑥2 − 𝑥 )

4 4
 6. Number Lines
Number lines are used to visually represent the relationships
between integers, fractions, and decimals and to show how
mathematic operations work in these relationships. Some number
lines are shown with arrows pointing in opposite directions on either
end of the line to designate a continuity of sequence in positive and
negative numbers.

 The number line is shown as a line with equally spaced tick

marks along the whole line.
 Numbers to the left of zero are negative (‐ sign always shown)
and numbers to the right of zero are positive (+ sign usually
not shown).

 If you move to the right on the number line, the numbers

always increase in size.
 If you move to the left on the number line, the numbers always
decrease in size.

Unless specifically noted, number lines are generally drawn to scale,

which will enable you to make accurate estimations of distances and
positions of points on a number line. When you compare
relationships between negative numbers, remember that the
number closest to zero is the largest number.

Compare. Use >, =, <, eg -5 < -1, 32 > 23, 828 = 828
 7. Fractions and Decimals
Rational numbers are numbers that can be represented as a fraction
whose numerator and denominator are both integers.

Fractions Overview

The numerator is located in the top portion of a fraction, and the

denominator is located in the bottom portion of a fraction. The
denominator cannot be zero, as any number divided by zero is
considered undefined, but the numerator may be zero. An improper
fraction contains a numerator that is larger than the denominator,
and a mixed number contains a fraction paired with an integer.

Try to convert Mixed Number from / to Fraction

a|c/b = a + c/b = (a*b + c )/b

Mixed number operations: addition, subtraction, multiplication,

division

Reducing Fractions

You can also find which fraction is greater using this method as well.
Since the denominator will be the same in both numbers, simply
multiply one fraction’s denominator to the other fraction’s
numerator. The results will let you know which fraction is greater.

Adding and Subtracting Fractions

If you want to add or subtract fractions, all of the fractions must
share a common denominator (a number that each fraction’s
denominator can be a factor of). The simplest method of finding the
common denominator is multiplying the denominators together.
Remember, you must perform the same action to the numerator
that you perform to the denominator.

a/b + c/b = (a+c) / b , a/b – c/b = (a-c)/b

a/b + c/d = (ad + cb) / bd, a/b – c/d = (ad – cb) / bd

Determining the Greatest Fraction

You can also find which fraction is greater using this common
denominator as well. Since the denominator will be the same in both
numbers, simply multiply one fraction’s denominator to the other
fraction’s numerator. The results will let you know which fraction is
greater.

Multiplying Fractions
For multiplication, you simply multiply across.

 The product’s numerator will be the product of the factors’

numerators.
 The product’s denominator will be the product of the factors’
denominators.

To eliminate the sheer amount of reducing you may have to perform

with some fractions, you can simplify before you multiply.
Multiplication is commutative, which means that the order of the
integers in a multiplication problem does not matter. Note: simplify
in or at the end of this process

a/b * c /d = (a * c) / (b *d),

(a/b) / (c/d) = (a/b) * (d/c) = (a*d) / (b * c)

Dividing Fractions

To divide fractions, you simply find the reciprocal of the divisor

(usually the second number) and multiply it to the dividend (usually
the first number).

Multiplying Decimals

While addition and subtraction of decimals are a game of lining up

the place values, multiplying and dividing decimals involve a little
more work.
For multiplication, you multiply the values with decimals just as you
would regular integers without worrying about the decimal place
values.

However, the product from multiplying the values this way is not the
correct answer. You must still move the result’s decimal place to
the left the same number of times as the total number of decimal
places contained in all of the multiplied values with decimals. An
easy way to do this is count how many total decimal places there
are in the values, mark the amount to the side of the values (ex. 4
dcp.), and then multiply the values.

Dividing Decimals

To divide decimals, you are still moving the decimal place. However,
the movement occurs before you divide.

1. Set up the values in long division, with the dividend

underneath the long division symbol and the divisor to the left
of the long division symbol.
2. Move the decimal place of the divisor to the right until it just to
the right of the last digit.
3. Move the decimal place of the dividend to the right the same
number of times you moved the divisor’s decimal place.
4. Perform long division on the new values to achieve the correct
answer.

Rounding Decimals: round 12.1867 to the thousandth-place value

(12.187)

Common Fractions and Decimal Equivalents

Review these fractions and their decimal equivalents to save time
on calculations (remember the ISEE does not allow calculators):

Convert decimals to fractions

 8. Powers and Roots
Powers or exponents refer to multiplying the same number to itself a
certain number of times, and the same is true for variables and
algebraic expressions. The exponent will be located in the upper
right hand corner next to the number and will be much smaller than
the number (called superscript).

When the power is represented as a positive integer, you simply

multiply the number times itself the number of times designated by
the power. When the power is represented as a negative integer,
you take the reciprocal of the number and multiply the reciprocal
times itself the number of times designated by the power. The
negative in powers does not mean that the product will become
negative; the negative only means you take the reciprocal of the
integer. You may also take the number to its power first and then
find the reciprocal of that result.

Any fraction or decimal taken to a power that is a positive integer

will always equal a smaller number. Any fraction or decimal taken to
a power that is a negative integer will always equal a larger number.
Any number taken to the power of one will equal the original
number. Any number taken to the power of zero will equal 1.

When multiplying similar numbers with powers (negative or

positive), such as 92 with 93, you add the powers together. When
dividing similar numbers with powers (negative or positive), you
subtract the powers. Remember, when you divide another number
by a fraction, you may multiply the number by the reciprocal of the
fraction to achieve the correct answer. When you take a number
with a power to another power (negative or positive), you multiply
the two powers together.

Roots take the opposite action of powers, in that the root of a

number is another number multiplied by itself a certain number of
times to make the original number, such as 8 is the square root of
64 and 4 is the third root of 64. The root can be written as the
symbol √ (called a radical) and will encompass the original
number. You can find the root of a number through factoring. If you
are looking for the square root of a number, you look for the same
number multiplied to itself twice with no remaining numbers in the
factor tree. If you are looking for the third root of a number, you
look for the same number multiplied to itself three times with no
remaining numbers in the factor tree (and so on).

Powers and roots may be represented together in a single fraction,

where the numerator is the power and the denominator is the root:

When multiplying similar numbers with fraction exponents, you add

the fraction exponents as you would normal fractions. When dividing
similar numbers with fraction exponents, you subtract the fraction
exponents as you would normal fractions.
Keep in Mind:

 A negative number taken to a power that is an even integer

will result in a positive number; therefore, even roots will
always have a positive and a negative solution. √81 = ±9; 9×9
= 81 and -9 × 9 = 81
 A negative number taken to a power that is an odd integer will
result in a negative number.
 The even root of a negative number is an imaginary number.

Review this table of squares and cubes up to 20:

Multiplication of Exponents:

(xa)b = xab, (xy)a = xa * ya, xa * xb = xa+b , xa * ya = (xy)a

Division of Exponents: (y =/= 0)

(x/y)a = xa/ya, xa / xb = xa-b , xa / ya = (x/y)a , xa/xb = xa-b=1/xb-a , 1/xa = x-a

Negative Exponents and Negative Bases:

Example (-5)-3 = 1/(-5)3 = -1/53

Example – simplify (-5x / 3yz)-3
 9. Standard, Expanded, and
Scientific Notation
A basic representation of a number, such as 546, is designated as
standard notation. Expanded notation demonstrates the place value
for each digit in a number by multiplying each digit by its place
value and adding all the digits together. You do not have to multiply
1 to the one’s place, but it can help with remembering what place
value you are on when working with numbers with many place
values.

For incredibly large or small numbers, such as 745,000,000,000,000

or 0.0000000095, scientific notation is used to show these numbers
in more manageable forms. Scientific notation converts the original
number into a number with a one’s place value followed by a few
decimal place values. This new number is then multiplied by 10
taken to a certain exponent and left in this form.

For numbers above the one’s place value, move the decimal to the
left until the largest place value is converted to the one’s place
value. The number of times you moved the decimal to the left is the
10’s power and it will be positive. For numbers below the one’s
place value, move the decimal to the right until the first non‐zero
digit is converted to the one’s place value. The number of times you
moved the decimal to the right is the 10’s power and it will be
negative.
 10. Factors and Multiples
The factors of a number are integers that can be divided evenly
(without a remainder) into the number. For example, the number 20
is divisible by 5 in that 5 can go into 20 four times without going
over or under the number 20. However, the number 20 is not
divisible by 6, as 6 can only go into the number 20 three times
before going over.

Common factors are factors that two or more numbers have in

common, such as 4 is a common factor of 16 and 20. The greatest
common factor of two or more numbers is the largest common
factor shared between numbers, such as 7 is the greatest common
factor of 14 and 21.

Prime factors are the factors of a number that are prime numbers. 1
is NOT a prime factor. First few prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23

The multiples of a given number are those numbers that can be

divided by that given number without a remainder. You can find the
multiples of a number by multiplying it by another number, such as
2 x 1 = 2 and 2 x 2 = 4. Thus, 2 and 4 are multiples of 2.
Incidentally, if the sum of the digits of a number is divisible by 3,
then the number is a multiple of 3 (ex. 561→5 6 1 12). Any number
that is a multiple of all the given numbers is called a common
multiple. The least common multiple is the smallest multiple of two
or more numbers, such as 24 is the least common multiple of 8 and
12.

Divisibility Rules:

Divisib Trick Divisib Trick

le By le By

2 Last digit 0, 2, 4, 6, 8 6 Can divisible by both 2

and 3

3 Sum of digit divisible 8 Last 3 digit divisible by

by 3 8

4 Last 2 digit divisible 9 Sum of digit divisible by

by 4 9

5 Last digit 0 or 5 10 Last digit is 0

 11. Prime Numbers
A prime number is a positive number that has only two factors: 1
and the number itself. Zero is not prime because it has many factors
(any number times zero is zero). One is not prime because it only
has one factor: the number 1. The only even prime number is 2
since any even number can be divided by 2. Remember, prime
factors are prime numbers that are the factors of another number,
such as 5 and 7 are prime factors of 35.

Think about the following to determine if a number is prime or not:

 If the one’s place digit is even, then the number is not a prime
number (it is a multiple of 2)
 If the one’s place digit is a 5, then the number is not a prime
number (it is a multiple of 5)
 If the sum of the number’s digits is a multiple of 3 (153 → 1 + 5
+ 3 = 9), then the number is not a prime number (it is a
multiple of 3)
 Try to divide the number by some of the basic prime numbers,
such as 2, 3, 5, 7, and 11. If the number is divisible by any of
these numbers, then the number is not a prime number

Review this table of prime numbers between 0 and 1000:

The concept of prime numbers also applies to algebraic expressions.

If an algebraic expression cannot be factored out then it is
considered prime.
Factor Tree:

Find all DISTINCT prime factors of a number

Find ALL prime factors of a number
Find All factors of a number, especially large number
Find how many factors are there of a number

Method 1: Example 420:

1) use factor tree to find prime factors: 2, 2, 3, 5, 7, (4 distinct prime factors here).
2) or expressed as: 2(2)×3(1)×5(1)×7(1)=420, where number in () is power
3) The total number of all factors: = (2+1) x (1+1) x (1+1) x (1+1) = 24
4) for each distinct prime factor, create a group
group 1 ---- 2(0), 2(1), 2(2)
group 2 ---- 3(0), 3(1)
group 3 --- 5(0), 5(1)
group 4 ---- 7(0), 7(1)
5) pick 1 from each group, the multiplier of the 4 numbers is a factor of the original number

Method 2: Factor Tables

Example 420
1) use factor tree to find prime factors: 2, 2, 3, 5, 7
2) the largest 2 prime factors are 5 and 7, their multiplier is 35, and the factors of 35 are 1, 5, 7, 35
3) 420 = 35 x 12, and the factors of 12 are 1, 2, 3, 4, 6, 12
4) create a factor table as below
( x * y) 1 ----- 2 ------3 ------- 4 ------ 6 ---- 12
------------------------------------------------------------------
1 | 1 2 3 4 6 12
5 | 5 10 15 20 30 60
7 | 7 14 21 28 42 84
35 | 35 70 140 105 210 420
---------------------------------------------------------------------
The numbers in table are all factors
5) if the original number is really large, we can do it like ((x * y) * z) in multiple factor tables
e.g. if the original number is 5460, 5460 = 420 x 13, we can do x*y as above
and then use the numbers in the above factor table (1, 2, 3, 4 ........... 210, 420) as new X, and 1, 13 as
new Y to do the factor table.
Practice: find the Greatest Common Factor (GCF) of 18 and 27.
Solution 1: all factor list
First, use above factor table method, we list the factors of 18 and 27 and then we find out the common
factors.
Factors of 18: 1, 2, 3, 6, 9, 18
Factors of 27: 1, 3, 9, 27
The common factors of 18 and 27 are 1, 3, and 9. Among these numbers, 9 is the greatest (largest)
number. Thus, the GCF of 18 and 27 is 9. This is written as: GCF(18, 27) = 9.

Solution 2: prime factor list

First use above factor tree method, we list the prime factor of 18 and 27
Prime factor of 18: 2, 3, 3
Prime factor of 27: 3, 3, 3
The GCF is the product of the common prime factors of both numbers
GCF(18, 27) = 3 * 3 = 9

Practice: find the Least Common Multiplier (LCM) of 18 and 27

Solution: prime factor list

First use above factor tree method, we list the prime factor of 18 and 27

Prime factor of 18: 2, 3, 3

Prime factor of 27: 3, 3, 3

If we write these prime factors in their exponent form it will be expressed as,
18 = 21 × 32
27 = 33
Now, we will find the product of only those factors that have the highest powers
among these. This will be,
LCM(18, 27) = 21 × 33 = 54
 12. Ratios and Proportions
A ratio demonstrates a mathematical relationship between two
quantities, and can be represented as a fraction, two numbers
joined by a colon, or two numbers joined by the word “to.”

If the ratio is a fraction, generally the first value mentioned goes in

the numerator while the second value goes in the denominator. If
the ratio is in the other two forms, generally the first value
mentioned is written first while the second value mentioned is
written second.

A ratio can represent a relationship between values that are parts of

a whole (part to part) or a relationship between a part and its whole
(part to whole). Because the ratio can be represented as a fraction,
you must reduce the ratio to its simplest form.

A proportion is two ratios set equal to one another. Proportions can

help solve questions about scales of size or distance, such as a map
or model. It is important that the placement of the known quantities
in both ratios makes sense in proportions. For example, if a man
stands 6 feet tall and has a 10 foot shadow, you can then determine
the height of a nearby building with a 20 foot shadow through a
proportion.
The ratios must be set up where the relationship between the values
makes sense. The man’s height creates the length of his shadow, as
does the building. Thus, the height of the man and the building can
be placed in the numerator of each ratio, while their shadow lengths
can be placed in the denominators of each ratio.

The proportion DOES NOT make sense if you place the height of the
building over the man’s shadow length or the man’s height over the
building shadow length.

Similar Figures:
Two or more figures are equivalent if their corresponding angles are equal, and the corresponding
sides are in proportion.
 13. Percentages
A percent is a mathematical relationship between two quantities
where one quantity is a particular portion of the other quantity. This
relationship is always defined within the context of a certain number
of parts out of 100 parts, where the first number is the percentage.
You can determine what percent a quantity is of another quantity in
two ways:

Notice that the proportion is actually the same thing as the algebraic
expression. The only difference is that the A, or original quantity,
switched to the other side of the equals sign by dividing into the B,
which is the first step for the algebraic expression when A and B are
known quantities. The variable A usually represents a larger number
than the variable B.

Percentages can be represented as a number followed by the %

sign, a fraction, or a decimal, but they all mean the same thing.
In order to increase or decrease a value by a percent, keep these
formulas in mind:

Review this chart of percentages, decimals, and reduced fractions

from 1% to 100%:
 14. Percent of Change
(Increase / Decrease)
Percent of change is used to measure a specific percent increase or
decrease of an integer or measurement, such as a discount on an
item, marking up the price of an item, or changing the size of a
geometric shape. Basically, you find the difference between the
original value and the new value and divide that difference by the
original value. Voila, you have your percent of change.
An important thing to remember about percentages is that in many
cases you can deal with percentages without knowing the original
values of something. For example, an object can have its
dimensions increased by certain percentages and you don’t need to
know the original dimensions to find its percent of change.

Markup, Discount, Tax

✓ Markup = selling price – cost

✓ Markup rate = markup is divided by the cost
✓ Discount = Multiply the rate of discount by regular price.
✓ Tax: To find tax, multiply the taxable amount (income, property value,
etc.) to the tax rate.
✓ To find tip, multiply selling price to the rate.
Simple Interest, Ending Balance

✓ Simple Interest: The charge for borrowing money or the return for lending it.

✓ Interest = principal x rate x time ⇒𝑰 = 𝒑 × 𝒓 × 𝒕

To solve a simple interest problem, use this formula:

✓ Ending Balance = principal + Interest

Example: find simple interest for $5200 at 4% annual rate for 3 years

5200 * 0.04 * 3

Example: find simple interest for $5200 at 4% annual rate for 6 months

5200 * 0.04 * 0.5

Example: find simple interest for $5200 at 0.5% monthly rate for 3 years

5200 * 0.005 * 3 * 12

Converting Between Percent, Fraction, and Decimal

✓ To a percent: We move the decimal point 2 places to the right and add the
percentage (%) symbol.
✓ Divide by 100 to change a number from percent to decimal.

15. Sequences
A sequence in math is a series of values or objects that occur in a
specific order and are related in a specific way. Your job is to
determine how that specific order occurs; in other words, you must
recognize the pattern of the terms in the sequence.

You may be asked to solve geometric sequences, which involve a

series of polygons or other objects.
 16. Set Notation
You may be faced with questions that ask you to find the union or
intersection of a set of numbers or lines. Usually, set notation is
used to demonstrate the relationship between elements of
information. A set is simply a group of things, such as numbers,
objects, ideas, places, or geometric shapes. The items in the group
are called elements and are surrounded by braces or { }.
Though you will likely only be tested on elements, subsets, union,
and intersection with set notation, there are many symbols involving
sets that have specific actions and meanings.

Review this chart of symbols in set notation and their definitions:

 17. Fundamental Counting
Principle
The Fundamental Counting Principle determines the number of
combinations one can make with data pulled from independent sets.
For example, an ice‐cream store has many flavors of ice cream and
many types of toppings. The flavors are elements in one set while
the toppings are elements in another set. If you are allowed to
choose one element from each set, you can determine how many
combinations you can make by simply multiplying the number of
elements in each set together.

The Fundamental Counting Principle also works when you are

making more than one choice from independent sets, but you must
pay attention to how you are making those choices. If you can
repeat choices made, then you count each set the number of times
you are making choices. If you cannot repeat choices made, then
you count each set the number of times you are making choices and
deduct an element from the set each time. It’s like probability where
you pull a marble out of a bag and put it back versus you pull a
marble out of a bag and do not return it.
 18. Permutations
Permutations are a variation of the fundamental counting principle
except that you are determining a certain number of combinations
from a single set. More importantly, the order in which you choose
elements from the set matters. For example, you would use
permutations when making a password (123 is not the same as
321). Also, when you select an element from a set, you reduce the
number of elements by 1 each time.

You can solve this question using an algebraic expression with or

without factorials. A factorial is represented by the exclamation
mark (!) and means the number will be multiplied by all integers
between itself and 1 (inclusive). In other words, if you have 5!, then
the number 5 will be multiplied by 4, 3, 2, and 1. It is easiest to
multiply the values in descending order, but you can also start with
1 and multiply up to 5. Do not include zero as it would make the
whole thing equal zero.

Oddly enough, however, the factorial of zero or 0! is equal to 1. The

reason for this is that zero represents an empty set, which is always
included in the possible combinations. Thus, if the set is empty,
there is only one way the event will happen. The formula for subsets
(S = 2ⁿ) also proves this to be true: n = 0; 2⁰ = 1.
 19. Combinations
Combinations, another variation of the fundamental counting
principle, come into play when the order of the selected elements
from the single set does not matter. For example, the ice‐cream
store has a special for a cup of ice‐cream with five flavors (no
toppings), but you cannot choose the same flavor again for any of
the five scoops. Choosing chocolate for the first scoop and vanilla for
the second scoop is not any different than choosing vanilla first and
chocolate second—you still have a scoop of chocolate and a scoop of
vanilla in your cup after the first two selections.
 20. Probability
While the fundamental counting principle, permutations,
and combinations deal with all possible combinations that can occur,
probability deals with the likelihood of a specific event occurring. For
example, you know that when you toss a penny it is just as likely the
penny will land heads up as it will land tails up. The penny has two
sides, and each side is considered one part of the penny, or one‐
half. Since both sides of the penny are one‐half of the penny, the
probability of the penny landing heads up is the same as landing
tails up.

When you have two or more events occurring, you will perform a
specific action depending on the nature of the events. Independent
events mean that the outcome of two or more events has no impact
on the outcomes of the other events. You find the product of the
probabilities to reach the final probability.

Dependent events mean that one event changes the outcome of

another event. For example, removing a marble from a bag of
marbles reduces the total amount of marbles in the bag. If you start
out with 20 marbles in a bag and remove one you are left with 19
marbles. However, if you remove the marble and replace it back into
the bag, then the first event has no impact on the second event and
would be considered independent events.

Mutually exclusive events are similar to independent events in that

the outcome of one event has no impact on the outcome of the
second event. The difference is that mutually exclusive events refer
to a single occurrence, while independent events refer to several
occurrences. A safe indicator for independent events is the word
“and” placed between events, while a safe indicator for mutually
exclusive events is the word “or” placed between events.

For example, in a single toss of six‐sided die numbered 1 to 6 I can

roll a 1, 2, 3, 4, 5, or a 6. The likelihood of rolling one of those
numbers is one‐sixth. The likelihood of rolling a 1 or a 2 is greater
than the probability of rolling just one of the numbers. We add the
probabilities together to reach the final probability of mutually
exclusive events.
 21. Distance, Rate, and Time
You’ve ridden in a car enough times to know it travels a specific
rate, such as miles per hour, to reach its destination. You’ve also
seen the speed limit signs designating the maximum rate allowed
for a particular stretch of road. If you look up directions to a place
you want to go, then you’ll find the distance between your current
location and your destination and the time it will take you to get
there. These calculations are based on the simple formulas for
distance, rate, and time.

Distance

Rate and Time

The formulas for rate and time are actually variations of the distance
formula. If you have a hard time remembering the other two
formulas, simply remember the distance formula. Since the distance
will be known when finding the rate or the time, the other known
value will divide into the distance, leaving the unknown by itself on
one side of the equation.
 22. Work Word Problems
Like rate, time, and distance questions, work word problems are
interested in how long it will take individuals, or workers, to
complete a project alone or as a group. The idea here is that it takes
a worker a certain amount of time to complete a job. If another
worker joins his or her efforts, the job will (theoretically) be
completed in less time. The rate of the workers, or their ratios of
time it takes to complete a job, are added together and set up in a
proportion.
 23. Simple and Compound
Interest
Investment word problems involve simple and compound interest. In
these problems, an individual deposits a specific amount of money,
called the principal, into a bank account that has a particular
interest rate. The account accrues interest over a period of time,
which is money paid into your account by the bank. Basically, the
bank uses your money for investments and pays you for the use of
your money (though not very much).

The interest rate is a percentage that is governed by a time cycle,

such as an annual rate (the interest is paid once a year). There are
two types of interest:

1. Simple interest means that the account accrues interest

after a certain amount of time has passed.
2. Compound interest means that the account accrues interest
after each time cycle, increasing the principal every time cycle.

The word problem will state whether the account is a simple or

compound interest account and will state the time cycle of the
interest rate.

Simple Interest Formula and Example

Compound Interest Formula and Example

 24. Mean, Median, Mode,
Range, and Weighted
Average
Mean (Average)

Weighted Average
Median

Mode

Range
Quantile
Quartiles are three values that split sorted data into four parts, each with an
equal number of observations. Quartiles are a type of quantile.

First quartile: Also known as Q1, or the lower quartile. This is the number halfway
between the lowest number and the middle number.
Second quartile: Also known as Q2, or the median. This is the middle number
halfway between the lowest number and the highest number.
Third quartile: Also known as Q3, or the upper quartile. This is the number
halfway between the middle number and the highest number.

Quartiles are a type of percentile. A percentile is a value with a certain percentage

of the data falling below it. In general terms, k% of the data falls below the kth
percentile.

 The first quartile (Q1, or the lowest quartile) is the 25th percentile, meaning
that 25% of the data falls below the first quartile.
 The second quartile (Q2, or the median) is the 50th percentile, meaning that
50% of the data falls below the second quartile.
 The third quartile (Q3, or the upper quartile) is the 75th percentile, meaning
that 75% of the data falls below the third quartile.

By splitting the data at the 25th, 50th, and 75th percentiles, the quartiles divide the
data into four equal parts.

 In a sample or dataset, the quartiles divide the data into four groups with
equal numbers of observations.
 In a probability distribution, the quartiles divide the distribution’s range into
four intervals with equal probability.

How to find quartiles

To find the quartiles of a dataset or sample, follow the step-by-step guide below.

1. Count the number of observations in the dataset (n).

 2. Sort the observations from smallest to largest.
3. Find the first quartile:
o Calculate n * (1 / 4).
o If n * (1 / 4) is an integer, then the first quartile is the mean of the numbers at
positions n * (1 / 4) and n * (1 / 4) + 1.
o If n * (1 / 4) is not an integer, then round it up. The number at this position is
the first quartile.
4. Find the second quartile:
o Calculate n * (2 / 4).
o If n * (2 / 4) is an integer, the second quartile is the mean of the
numbers at positions n * (2 / 4) and n * (2 / 4) + 1.
o If n * (2 / 4) is not an integer, then round it up. The number at this
position is the second quartile.
5. Find the third quartile:
o Calculate n * (3 / 4).
o If n * (3 / 4) is an integer, then the third quartile is the mean of the
numbers at positions n * (3 / 4) and n * (3 / 4) + 1.
o If n * (3 / 4) is not an integer, then round it up. The number at this
position is the third quartile.

There are multiple methods to calculate the first and third quartiles, and they don’t
always give the same answers. There’s no universal agreement on the best way to
calculate quartiles.

Step-by-step example
Imagine you conducted a small study on language development in children 1–6 years old.
You’re writing a paper about the study and you want to report the quartiles of the children’s
ages.

Age 1 2 3 4 5 6
(years)

Frequency 2 3 4 1 2 2

Step 1: Count the number of observations in the datasetn = 2 + 3 + 4 + 1 + 2 + 2 = 14

Step 2: Sort the observations in increasing order
1, 1, 2, 2, 2, 3, 3, 3, 3, 4, 5, 5, 6, 6
Step 3: Find the first quartilen * (1 / 4) = 14 * (1 / 4) = 3.5
3.5 is not an integer, so Q1 is the number at position 4.
1, 1, 2, 2, 2, 3, 3, 3, 3, 4, 5, 5, 6, 6
Q1 = 2 years
Step 4: Find the second quartile n * (2 / 4) = 14 * (2 / 4) = 7
7 is an integer, so Q2 is the mean of the numbers at positions 7 and 8.
1, 1, 2, 2, 2, 3, 3, 3, 3, 4, 5, 5, 6, 6
Q2 = (3 + 3) / 2
Q2 = 3 years
Step 5: Find the third quartile n * (3 / 4) = 14 * (3 / 4) = 10.5
10.5 is not an integer, so Q3 is the number at position 11.
1, 1, 2, 2, 2, 3, 3, 3, 3, 4, 5, 5, 6, 6
Q3 = 5 years
 25. Units of Measurement
The United States uses what is known as the U.S. Customary Units, a
variation of the Imperial system, for its measurement values. Most
of the rest of the world uses the International System of Units, the
modern iteration of the Metric system. The ERB will likely provide
some conversions and values for U.S. Customary Units
measurements, but you are expected to know conversions for
International System of Units measurements.

You are not expected to know conversions of measurements

between the two systems and will be provided the conversion. Units
of measurement for time are the same in both systems. All of these
conversions are ratios in that for a certain amount of one
measurement there is a certain amount of another measurement.
Thus, conversions are the products of these ratios.

How to Convert Measurements

Measures of Length
Measures of Volume

Measures of
Mass

Measures of Time
 26. Operations on Algebraic
Expressions
In a nutshell, Algebra is arithmetic using known and unknown
quantities. These unknown quantities are called variables and are
represented as a letter (x) or a symbol. You have already evaluated
some algebraic expressions by substituting certain values for some
or all of the variables within the expression.

Now, let’s apply what we know about basic mathematical operations

to algebraic expressions without substituting values for the
variables.

Certain operations can only be performed when the variables are

the same (“like terms”), and these operations generally involve the
number attached to the variable, called the coefficient (ex. 9x; 9 is
the coefficient). If no coefficient is present, then the coefficient is 1.
The rules for addition, subtraction, multiplication, and division or
known quantities are the same when applied to variables,
including PEMDAS.

Addition of Algebraic Expressions

Subtraction of Algebraic Expressions

Multiplication of Algebraic Expressions

Division of Algebraic Expressions

Radicals in Algebraic Expressions
 27. Multiplying Polynomials
Algebraic expressions are not solely made up of coefficients and a
single variable. Algebraic expressions can be made up of multiple
terms, which are either added or subtracted from each other. These
terms can include several distinct variables, their coefficients, and
known quantities called constants. Depending on their number of
terms, algebraic expressions can be labeled as a monomial,
binomial, trinomial, or a polynomial.

Definition of Monomial

Definition of Binomial

Definition of Trinomial
Definition of a Polynomial

Multiplying Polynomials

You can multiply polynomials using the :

 distributive property
 FOIL
 grid multiplication
 stacked multiplication

These four methods all do the same thing; they’re just presented in
different ways. Use the method that is easiest for you to remember.
We’ll focus more on multiplying binomials with the same variable,
but the methodologies are the same for polynomials.
Adding and Subtracting Polynomials (2x3 – 6) + (9x3 – 4x2) = ?

Multiply and Divide Monomials (-3x7) (–4x2) = ? 18x2y5 / 2xy4 =

?

Multiply Polynomials. (-3x7+ 2x) (–4x2 +5x + 3)

 28. Factoring Algebraic
Expressions
Since we can multiply algebraic expressions we can factor them out.
While the process of factoring is different than using a factor tree,
the concept is the same. You are looking for what parts make up the
whole algebraic expression. Think of factoring as the reverse
of multiplying algebraic expressions.

Factoring out algebraic expressions works just like factoring out a

known quantity in that nothing is being removed from the
expression it is simply being broken down. If an algebraic expression
cannot be factored out, then it is considered prime, just like prime
numbers.

You’ll be focusing on three types of factoring for the ISEE:

 common factors
 factoring quadratics
 the difference of two squares

Using Common Factors

Factoring Quadratics

Before we try our hand at factoring quadratics, we first need to

define what a quadratic is. A quadratic expression is a trinomial that
has a very specific structure.
Using the Difference of Two squares

(a+b)2 = a2 + 2ab + b2, (a-b)2 = a2 - 2ab + b2

 29. Balancing Algebraic Equations
The idea of the equation shouldn’t be new to you. We’ve already
covered several concepts where an action results in a specific value.
If you recall, there is always an equal sign between the action and
the result, which is a statement that one expression is equal to the
other. Since algebraic expressions can have multiple parts, we can
manipulate an equation to make several mathematical statements.

Generally this means having a single variable on one side of the

equation with everything else on the other side. Think of it in terms
of a balanced seesaw where a person on one end of the seesaw
weighs exactly the same as the person on the other end of the
seesaw. If one person is handed a 10‐lb. weight, the balance is
broken; however, the balance can be restored if the other person is
handed a 10‐lb. weight. The same is true if we remove the 10‐lb.
weight from one person and not the other. Long story short,
whatever is done to one side of the equation must be done to the
other side of the equation to maintain equivalence or balance.

How to Balance Algebraic Equations

 30. Absolute Value
Absolute value, represented as a vertical line on either side of the
value, refers to a number or variable’s distance from zero on the
number line. There are always two numbers that share the same
distance from zero: a positive number and its negative counterpart.

The absolute value for a variable will usually result in a positive and
a negative value as well, but the numbers will not necessarily be
counterparts of each other. Instead, the possible values of the
variable generate two outcomes where the equation is true.
 31. Direct and Inverse
Variation
Direct and inverse variation refers to two values that are
proportional to one another depending on a particular constant,
or k:

 Direct variation multiplies the constant to one of the values.

 Inverse variation divides the constant by one of the values.

To determine which variation to use, look closely at the words used

in the question:

 If the question states that a value is directly proportional or

varies directly with another value, then you use direct
variation.
 If the question states that a value is inversely proportional or
varies inversely with another value, then you use inverse
variation.

Using Direct Variation

Using Inverse Variation

 32. Inequalities
You know that 2 is a larger number than 1, and you know that ‐2 is a
smaller number than ‐1, so how do you show both of these
statements to be true? While an equation is a demonstration of two
quantities equal to one another, inequalities demonstrate two
quantities not equal to one another. This includes algebraic
expressions. You can show this relationship of inequality in four
ways:

The nice thing about solving algebraic inequalities is that the

process is the same as balancing algebraic equations and solving
absolute value in algebraic equations. The only difference is that
whenever you multiply or divide both sides of the inequality by a
negative number the direction of the sign switches.

Showing or graphing inequalities on a number line isn’t very

different from showing a value on a number line. The only difference
is that an inequality will have many solutions.
Compound Inequalities

Sometimes, algebraic inequalities are compared to more than one

value or an algebraic inequality has more than one set of solutions
(absolute value of an inequality). These cases are called compound
inequalities and can be represented in a series of inequality signs or
two or more statements of inequalities joined by a conjunction.
Compound inequalities are graphed in a similar manner to single
inequalities, but will either have two rays or a solid line.
 33. System of Linear
Equations: Elimination and
Substitution
So far, you have mostly been solving for a single variable in an
equation or placing one variable in terms of the others. However,
you will likely face questions asking you to solve for more than one
variable, and these questions will likely be about linear equations.

A linear equation simply refers to an equation that will result in a

single straight line on a graph, such as slope‐intercept y = mx + b.
To solve for more than one variable, you will be working a system of
linear equations.

A system is simply a collection of equations that are worked at the

same time and come to the same result. This means the only
solution to all equations within the system will be the intersection of
all the lines on the graph, or where they share the same point.

You can solve a system through elimination or substitution, though

both methods are variations of one another.

Solving Systems Through Elimination

Solving Systems Through Substitution

When it’s not readily apparent how you should manipulate the
equations, you can use substitution.
 You will notice that our substitution efforts resulted in the
same equation with one variable that our elimination efforts
did. The only difference as that the 20 was already added to
the other side in our elimination efforts.
 When choosing the easiest equation for substitution, focus on
which equation would have the least amount of math to
perform in setting the equation equal to the variable being
substituted.
 34. Linear Equations and their
Graphs
A graph, or coordinate plane, can be used to represent the results of
equations by plotting their inputs and outputs. Basically, a value is
inputted into an equation (with one variable), a series of
mathematical actions occur, and a single output is created. A graph
is made up of two perpendicular number lines, called the coordinate
axes:

 The x‐axis is the horizontal number line whose values

represent the equation’s inputs.
 The y‐axis is the vertical number line whose values represent
the equation’s outputs.
 Any point plotted on a graph will be represented as (x, y) with
the input first and the output second.
 The intersection of these two coordinate axes is called the
origin, and its coordinates are always (0, 0).

The coordinate axes break the graph into four sections, called
quadrants. These quadrants help with the proper plotting of
positive/negative inputs and positive/negative outputs:
Linear equations will generally come in two forms:

 standard
 slope‐intercept

You’ve already worked with the standard form in solving system of

equations, though slope‐intercept is a variation of the standard form
and pops up in the use of substitution. The main difference between
the two is both variables are on the same side in standard form
while the y is by itself in slope‐intercept form.
 m = (y2-y1)/(x2-x1); if (x1, x2) , (x2, y2) known

(y-y’) / (x-x’) = m , if (x’, y’), m known

Though you need to know both forms, you’ll use the slope‐intercept
form to answer questions about graphs. If a linear equation is in
standard form and you are dealing with graphing concepts, change
the equation to slope‐intercept form. In slope‐intercept form, a value
is inputted into the linear equation, multiplied by the slope, and
added to the y‐intercept. The result is the output. This process is
true for all real numbers. Inputting 0 for x will always result in the y‐
intercept for the equation and inputting 0 for the y will always result
in the x‐intercept for the equation.
Since this is a multiple‐choice test, you will not be asked to
physically graph any equations, but you are expected to know what
a linear equation’s graph will look like. You may be given a complete
linear equation that has a known slope and y‐intercept, or you may
be given two xy‐coordinates. If you are only given coordinates, you
will need to figure out what the linear equation is. You will need to
figure out the linear equation’s slope and y‐intercept.
Equation of Parallel or Perpendicular lines

✓ Parallel lines: The two lines will never intersect, and their slopes are

𝑦 = 𝑚1𝑥 + 𝑏1
identical. The only difference between the two lines is the y intercept.

𝑦 = 𝑚2𝑥 + 𝑏2
; Then, 𝑚1 = 𝑚2 and 𝑏1≠ 𝑏2.
✓ Perpendicular Lines do intersect. Their intersection forms a right, or
90° angle. The slope of one line is the negative reciprocal of the slope

𝑦 = 𝑚1𝑥 + 𝑏1
of the other line.

𝑦 = 𝑚2𝑥 + 𝑏2
; then, 𝑚1 = −1/𝑚2, or 𝑚1 × 𝑚2 = −1

Equation of Horizontal and Vertical lines

✓ Equations of horizontal and vertical lines only have one variable.

same. Then, the equation of horizontal lines is: 𝑦 = 𝑏.

✓ The slope of horizontal lines is 0 and y-values for each point are the

line is: 𝑥 = 𝑎
✓ The slope of vertical lines is undefined and the equation for a vertical
 35. Midpoint and Distance
Formulas
The line graphs generated by linear equations are not limited to the
portion of the graph shown, but instead continue on infinitely in
either direction. Essentially, you are working with a segment of the
line graph and a few of the points it contains. We can further
analyze the measurements of these line segments through the
midpoint formula and the distance formula:

 The midpoint formula measures the midpoint between two xy‐

coordinates.
 The distance formula for graphs measures the distance
between two xy‐coordinates.

Note, do not confuse the distance formula with the formula for
distance in distance, rate, and time measurements.

Using the Midpoint Formula

Using the Distance Formula

 36. Linear Inequalities and
Their Graphs
Now, graphing a linear inequality is very similar to graphing a linear
equation, since you follow all the same rules for slope and the y‐
intercept. However, the graph will look different. A linear equation
has one input resulting in one output, while a linear inequality has
one input resulting in many outputs. Essentially, the rules for
graphing an inequality on a number line are the same for graphing a
linear inequality on a graph. The inequality’s sign will determine the
look of the line (solid or dashed) and what direction shading occurs.
A linear inequality is accompanied by shading to represent the
possible outputs that occur when the possible outputs are not
limited to the line.

Again, the process for drawing the line for a linear inequality is the
same as drawing a line for a linear equation. You find the slope of a
linear inequality the same way as a linear equation. If the slope of
the linear inequality is positive, the line will slope upwards. If the
slope of the linear inequality is negative, the line will slope
downwards. The only difference is how you draw the line, which
depends on the inequality sign. Also, there will be many possible y‐
intercepts, but you can designate the possible values the same way
as linear equations (just make sure to include the inequality sign).

You will not be graphing linear inequalities as this is a multiple‐

choice test. However, you will need to know what the graph of a
linear inequality will look like.
 37. Quadratic Equations and
Their Graphs
Quadratic equations function in the same manner as linear
equations in that you have a particular input resulting in a particular
output. You plot points on the graph in the same manner as you do
linear equations. The difference is that the graph of a quadratic
forms a curved line, called a parabola, instead of a straight line. You
will not need to know the quadratic formula for the ISEE.

Aside from knowing what a quadratic equation will look like on a

graph, you will need to know how to find its x‐intercepts and its
vertex (the highest or lowest point of a parabola). To find a
quadratic equation’s x‐ intercepts, the quadratic equation must be
set equal to zero (0). The reason for this is that for any coordinate
that falls on the x‐axis, the value of y will be zero (ex. (3, 0) or (‐3,
0)). This is also true for solving for x for quadratic equations, since it
is the same thing. If your quadratic equation is set to anything other
than zero, you must manipulate the quadratic equation to equal
zero.
Solve Quadratic Equations

𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0 (One side must only contain zero), a > 0

✓ Write the equation in the Standard form:

✓ Factorize the quadratic.

✓ Quadratic formula: 𝒙1,2 =(−𝒃±√(𝒃 −𝟒𝒂𝒄) )/ 𝟐𝒂

✓ Use quadratic formula if you couldnt factorize the quadratic.
𝟐

X1 + x2 = -b/a
X1 * x2 = c/a
Example : Solve x2 – 4x – 21 = 0
 38. Function Notation
With so many formulas and equations to know and use,
computations can become confusing when you must use several
formulas and/or equations for the same problem. Function notation
was developed to help differentiate between distinct equations and
formulas, which are all considered functions.

A function is a correspondence, or relation, between two sets of data

where each input (one set of data) is associated with one output
(second set of data). In other words, inputting a specific value into
an equation or formula will result in one specific value. If an input
results in more than one output, the equation or formula cannot be
considered a function.

Function notation refers to switching out the output’s variable

(usually y) with a different notation: f (x). This notation is not f
multiplied to x, but is simply read as “f of x.” The f is a label or a
way to distinguish which equation is which. You can use whatever
letter you want for function notation, but many functions will be
paired with the f. The variable inside of the parenthesis is the input.
Adding and Subtracting Functions

✓ Like numbers and polynomials, we can add and subtract functions which
results into a new function.

We can add two functions as: (𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥)

✓ Let f(x) and g(x) be two functions:

We can subtract two functions as: (𝑓– 𝑔)(𝑥) = 𝑓(𝑥)– 𝑔(𝑥)

Multiplying and Dividing Functions

✓ Like numbers and polynomials, we can multiply and divide functions

which results into a new function.

We can multiply two functions as: (𝑓 ∙ 𝑔)(𝑥) = 𝑓(𝑥) ∙ 𝑔(𝑥)

✓ Let f(x) and g(x) be two functions:

We can divide two functions as: ( f/g)(𝑥) =𝑓(𝑥) / 𝑔(𝑥)

F(x) = x + 3, g(x) = x2 - 9, find (𝑓 ∙ 𝑔) (x) and (f/g)(x) at the point 1

Composition of Functions

✓ A composite function is generally a function that is written inside

another function. Composition of a function is done by substituting one

✓ The notation used for composition is: (𝑓𝑜𝑔)(𝑥) = 𝑓(𝑔(𝑥))

function into another function.

𝒇(𝒙) = 𝒙 + 𝟏 𝒈(𝒙) = 𝟐𝒙, (𝒇 𝒐 𝒈)(𝟏)

(𝑓 𝑜 𝑔)(𝑥) = 𝑓(𝑔(𝑥))=f(2x) = 2x + 1
(𝑓 𝑜 𝑔)(1)= 3
 39. Domain and Range
The set of all possible inputs for a function is called the domain, and
the inputs fall on the x‐axis in a graph. The set of all possible
outputs for a function is called the range, and the outputs fall on
the y‐axis in a graph. If the domain has an input that is associated
with (or results in) more than one output, then the relation between
the inputs and the outputs is not a function.

When a question asks you to find the domain and/or range of a

function, keep in mind the various properties and other rules you
have learned for numbers and operations. Sometimes you can’t
have certain inputs and/or outputs because of some certain
mathematical rules.
 40. Transformations of
Functions
A transformation simply refers to moving the graph of a function
around:

 If you want to move the line graph of y = 2x + 1 to the left or

right, you increase or decrease the input.
 If you want to move the line graph of y = 2x + 1 up or down,
you increase or decrease the output.

Normally, the input of 2 for y = 2x + 1 will have the output of 5 and

my xy‐coordinate is (2, 5). However, if I decrease the input by 1, y =
2(x – 1) + 1, then my output will be 3 and my xy‐coordinate is (2, 3).
The resulting line graph will move to the right by one interval.
 41. Matrices
A collection of numbers (called entries) contained within a pair of [ ]
brackets is called a matrix. A matrix is labeled by a variable, which
is usually a capitalized letter. In a sense, matrices are like sets of
data, except that a matrix is made up of rows and columns of data
as opposed to just one row of data.

A matrix is defined by the numbers of rows it contains by the

number of columns it contains (in that order). There are a large
number of types and uses for matrices, but you will only need to
know how to perform:

 addition
 subtraction
 scalar multiplication of matrices

How to Add Matrices

How to Subtract Matrices

How to Multiply Matrices
 42. Geometric Notation
Geometry is the branch of mathematics that encompasses the
properties and relationships of shapes, such as points, angles, and
solid figures. Like every other branch of mathematics, Geometry
comes with its own set of notations.
 43. Types of Angles
An angle is formed when two rays share the same endpoint, which is
called the vertex of the angle. In geometric notation, the vertex is
the middle letter in the name of the angle. Each angle has a degree
value, which is the measurement of the size of the angle, and the
degree value determines its angle type. Groupings of angles are
labeled by the sum of their angles or how they are formed.

5 Basic Angle Types

You should be familiar with these five basic angle types:

 Acute Angle = Less than 90°

 Right Angle = Exactly 90°
 Obtuse = Between 90° and 180°
 Straight = Exactly 180°

Interior Angle Groupings

Understanding Exterior Angles
 44. Triangle Types and Rules
Triangles are those handy‐dandy three‐sided polygons with which
mathematicians have done so much work, particularly the right
triangle.

The most important thing to remember about all triangles is that the
sum of their interior angles is 180°. Again, the sum of the interior
angles of any triangle is 180°. Once more, the sum of the interior
angles of any triangle is 180°!

Triangle Inequality
Angles and Their Side Lengths

Equilateral Triangle
Isosceles Triangle

Scalene Triangle
Right Triangle

30° – 60° – 90°

Triangle

45° – 45° – 90° Triangle

3 – 4 – 5 Triangle
 45. Polygons: Angles,
Perimeter, and Area
Polygons are two‐dimensional shapes that are formed by three or
more straight sides. You will be analyzing these geometric figures to
find the total degree value of a polygon, the perimeter of a polygon,
and the area of a polygon.

 The perimeter is the measurement of the sum of the side

lengths of a polygon.
 The area is the measurement of the inner portion of the
polygon.
*Apothem is perpendicularly drawn from the center of the polygon
to the midpoint of a side.
 46. Circles
A circle is a perfectly round geometric shape which you will see
again and again in your studies of math concepts. You will need to
have an understanding of its diameter, radius, circumference, area,
arcs, and sectors. You will also work with objects that are tangent to
a circle and what that means.

Diameter of a Circle

Radius of a Circle
Circumference of a Circle

Area of a Circle

Sector and Arc of a Circle

Inscribed Angles in a Circle

Tangent to a Circle
 47. Solid Geometry: Surface
Area and Volume
Triangles, polygons, and circles are all considered two‐dimensional
objects, and you’ve learned how to find the perimeter and area of
these objects. You will also need to know how to analyze the
measurements of their three‐dimensional counterparts, or solid
geometry. For solid geometry, you will need to know the volume and
the surface area of a three‐dimensional object. The surface area of a
solid figure is like the perimeter of a two‐dimensional object. The
volume of a solid figure is like the area of a two‐dimensional object.
 48. Advanced Math: Matrix
Multiplication, Standard
Deviation, and Trigonometry
The Upper Level ISEE is used for application into 9th through 12th
grade. Thus, the ISEE sometimes includes some higher level math
concepts designed for students who have completed Algebra II or
Pre‐Calculus.

We have included three of these concepts so that you know what

they look like so you can determine for yourself whether or not you
should spend any time trying to solve them. While it is good to be
prepared for everything the ISEE can throw at you, it is also prudent
to focus more on the concepts that you know and can understand.

Matrix Multiplication

Matrix multiplication is the confusing process of multiplying matrices

that must have certain structures. If the number of Columns in the
first matrix matches the number of Rows in the second matrix, then
everything is good to go. If they don’t, you can’t multiply them at all.
Standard Deviation

Standard deviation is part of statistics and studies how data

deviates or changes from the data’s mean (average). Basically, it
looks how the data spreads out in increments from the mean.
Trigonometry

You will only need to know the very basics of Trigonometry for the
ISEE, and there may only be one or two questions concerning this
branch of math. However, in order to answer these questions, you
need to understand sine (sin), cosine (cos), tangent (tan), cosecant
(csc), secant (sec), and cotangent (cot) in the context of right
triangles. Two right triangles that have the same non‐right angles,
such as two 45° – 45° – 90° triangles, will have proportional
corresponding sides. For example, the ratio of one triangle’s
hypotenuse to its height will be the same in the other triangle.
These concepts represent these ratios.

You begin with a known non‐right angle, which is usually labeled as

θ (theta). If both non‐right angles are known, then they might be
labeled as α (alpha) and β (beta). From the known angle, you
determine which leg is opposite from the angle and which leg is
adjacent to the angle. The hypotenuse is always the slanted side.
Time Series
✓ A precise representation of the distribution of numerical data is
referred as Time Series.

Box and Whisker Plot

✓ Box–and–whisker plots display data including quartiles.
✓ IQR – interquartile range shows the difference from Q1 to Q3.
✓ Extreme Values are the lowest and highest values in a data set.

Bar Graph
✓ A chart that presents data with bars in different heights to match with
the values of the data is called a bar graph. We can graph the bars
vertically or horizontally.
Dot plots
✓ The representation of a distribution that consists of group of data points
plotted on a simple scale is referred as a dot plot. Dot plots are used for
continuous, univariate and quantitative data. If there are few data points,
then they can be labelled.
✓ Dot plots are one of the simplest statistical plots and are suitable for
small
to moderate sized data sets.

Scatter Plots

Stem-and-Leaf Plot
✓ Stem–and–leaf plots display the frequency of the values in a data set.
✓ We can make a frequency distribution table for the values, or we can
use a
stem–and–leaf plot.
Pie Graph or Circle Graph

✓ A circular chart divided into sectors is said to be a pie chart; each sector
represents the relative size of each value.
 49. Quick Calculation Methods
1. Addition and Subtraction Trick : Adjust to nearest 10s
48 + 77 = 50 + 75 = 125
646 + 237 = 650 - 4 + 240 – 3 = 890 -7 = 883
3721 – 1824 = 3720 + 1 – 1820 - 4 = 3820 -100 + 1 -1820 -4
= 1897
114 + 5 + 36 – 25 = ?
562 + 316 – 62 = ?
391 -64 +109 – 76 = ?
2. Subtraction from 1000, 10000, 100000, …
simply subtract each figure in the number from 9 and then
subtract the last figure from 10.

1000 – 273 = 7_2_7 = 727

1000 – 274 = ? = 7_2_6 = 726
10000 – 474 =1000 –(0)474 = 9_5_2_6 = 9526

3. Multiplication Tricks: Crisscross System of multiplication

2-digit x 2-digit: 37 x 46
Step 1: 7 x 6 = 42
Step2: 3 x 6 + 7 x 4 = 46, x10 = 460
Step3: 3 x 4 = 12, x100 = 1200
Result: = sum above = 1702

Another method: 37 x 46 = (30 + 7) x (40 + 6) or (40 – 3) x

(50 – 4)

4. Multiply from left to right

5. Product of numbers just above 100

Number1 + ones, ones * ones

106 x 109 = 11554

Or, we can: 108 x 109 = (110 – 2) x (110 – 1)

6. Product of numbers just below a base (10, 100, 1000, 10000,
…)
Example: 98 x 89 = ?
100 – 98 = 2; 100 – 89 = 11, 2 x 11 = 22,
98 – 11 = 87
Result: 87_22 = 8722
Or, we can: 98 x 89 = (100 – 2) x (90 – 1)

7. Product of numbers with the sum of the last digits is 10 and

same other digits; (tens + 1) * tens, ones * ones (if below 10,
add extra 0 before)

Another Example 81 * 89 = (72)_ (09)

Another example 233 x 237 = (552)_(21)?

8. Product of 2-digit numbers with same ones, and tens sum to 10

Tens * tens + ones , ones * ones
Example 54 x 54 = (29) _(16) = 2916
Example 46 x 66 =(24+6)_36 = 3036

9. Square of number ending in 5

Another example 652 = 4225

10. Division by 5, example 3456 / 5 = ? (use 2)

11. Multiply or divide by number ending with 5 (adjust to 0)
43 x 15 = 43 x 15 x 2 / 2 = 43 x 30 /2 = 1290 / 2 = 645
12. Multiply or divide by adjusting to 10
27 x 12 = 27 x (10 + 2)
3937 / 4 = (3600 + 337) /4 = (3600 + 320 + 17) / 4
13. Rule: Any 3-digit number with each digit to be same
(111, 222, 333)
We have: 111/ (1+1+1) = 222/(2+2+2) =333/(3+3+3) = 37
Rule: Any 3-digit number multiply by7, 11, 13, the result is a 6-
digit of repeated 3-digit
381 x 7 x 11 x 13 = 381381
14. Multiply 2-digit number by 11
Step1: add the 2 digits
 Step2: if < 10, insert the sum in btw the 2 digits; if >=
10, insert the last digit, and add the tens to the first-digit
of original digit
Example: 78 x 11 = (7+1)_5_8 = 858

15. Factoring Trick:

ax2 + bx + c

Example: 2x2 + 7x + 6 = (_x + _) (_x + _)?

Step1: Identify the value of a and c and multiply a = 2, c = 6,
ac = 12
Step2: Use Factor table to find all factors of 12, and all write as
j * k = 12
Eg: 1 * 12, 2 * 6, 3 * 4,
Step3: Find the pair of j *k , where j + k or |j – k| = |b|, get j, k
values 3, 4
Step2: Factor and replace the middle term (3 x 4 = 12, 7 = 3 +
4)
Step3: Rewrite original trinomial as 2x2 + 4x + 3x + 6 = 2x (x
+ 2) + 3 (x+2) = (2x + 3) (x + 2)
 50. Basic Algebra
1. Simplify （39/6） * （18/27）
2. 3x2 + 5x = 6 – 7x
3. (2x + 11y) (3x – 2y -7)
4. -3/ (x – 3) = (7 - x ) / (x – 1)

1. (−4)×(−3𝑏) = ?
2. −2×6𝑦= ?

(−2𝑢2𝑣)×(−4𝑣)= ?
3. 2𝑒×(−5𝑒2)= ?
4.
5. −3𝑝𝑞×(−2𝑞)×𝑝= ?

 1. Simplify: 5(2x2-3x)-7x2

A) 3x2 - 15x
B) 3x - 15x
C) 3x2
D) 12x2

 2. Simplify: (12x2 - 16x2y + 24x7) / 4x

A) 3x - 4xy + 6x6
B) 4xy + 6x6
C) 3x2 - 4 + x
D) 3x - 4x2y +6x

 3. Simplify:

(x2y)3

A) xy6
B) xy
C) xy3
D) x6y3

 4. Which of the following is equivalent to: (4x)-6

A) 4x6
B) -1 / (4x)6
C) -4x6
D) 1/ (4x)6

 5. Simplify: (x - y)2
 A) x2 - 2xy + y2
B) X2 + y2
C) x2 - xy + y2
D) x2 - y2

 6. Simplify: 3(x2-(3x2-5))

A) -6x2 + 15
B) -6x2 - 15
C) 6x2 + 15
D) -15

 7. Simplify: (y3 - y2 - y - 10) - (6y3 + 3y2 - 8y +13)

A) -5y3 - 4y2 + 7y + 3
B) -7y3 - 4y2 - 9y + 3
C) 7y3 - 4y2 +7y - 3
D) -5y3 - 4y2 + 7y - 23

 8. 17a8 - 23a8

A) -6a8
B) -6a16
C) -40a16
D) -40a8

 9. 6a - 3(a - 5)

A) 3a - 5
B) -3a + 15
C) 3a + 15
D) 3a - 15

 10. The length of a square is represented by 3x - 9. Represent the perimeter

and area in simplest form:
A) P = 6x - 18; A = 9x2 - 54x + 81
B) P = 12x - 36; A = 9x2 - 54x + 81
C) P = 12x - 18; A = 9x2 - 18x + 81
D) P = 12x - 36; A = 9x2 + 81

Simplify each of the following:

1)
2)
13𝑥+4−3𝑥−1

3) 𝑥+𝑦+2𝑥−𝑦
3𝑥𝑦2+2𝑥𝑦+5𝑥𝑦2+3𝑥𝑦

4) 𝑥+4𝑦−𝑥−2𝑦
5)
6)
4𝑥−5𝑥−3𝑦+5𝑥
10𝑚𝑛+5𝑚+12𝑚𝑛+6𝑚
7)
8)
5𝑥𝑦+6𝑚−2𝑥𝑦−2𝑚

9)
3𝑎+5𝑏−𝑎−6𝑏

10)
7𝑥−4𝑚−5𝑥−3𝑚
9𝑚𝑛−3𝑚−𝑛+4𝑚2

2) 𝑦×3𝑦
1) 5×2𝑘

3) 𝑚×39×5
4)
5)
2𝑎𝑏2×3𝑎𝑐

6)
18𝑒𝑓÷6𝑓

7) 𝑟𝑠×2𝑠𝑡÷2𝑠
24𝑔ℎ2÷8𝑔ℎ

8)
9)
10𝑝×3𝑞𝑝÷16𝑝𝑞

10)
4𝑎×3𝑎𝑏

11)
4𝑚×(−3𝑚𝑛)

12)
2𝑎𝑏×3𝑏𝑐×(−4)

13)
4𝑚×(−5𝑘𝑚𝑝)

14) 3𝑚2𝑛÷12𝑚𝑛2
−100𝑢𝑣𝑤÷100𝑤

15)
16) 4𝑦𝑧×5𝑤2𝑧÷10𝑤𝑦
3𝑗𝑘×12𝑘𝑚÷9𝑗𝑘𝑚
Rearrange 6+3y=13x+26+3y to make x the subject.

Rearrange √ xyz−3 =5 to make z the subject

Rearrange x=2e4y to make y the subject.
2