Chapter 23

Sample Math
Questions:
Multiple-Choice
In the previous chapters, you learned about the four areas covered by the
SAT Math Test. On the test, questions from the areas are mixed together,
requiring you to solve different types of problems as you progress. In each
portion, calculator and no calculator, you will first see multiple-choice ques
tions and then student-produced response questions. This chapter will illus
trate sample multiple-choice questions. These sample questions are divided
into calculator and no-calculator portions just as they would be on the
actual test.

Test-Taking Strategies
While taking the SAT Math Test, you may find that some questions are
more difficult than others. Do not spend too much time on any one ques
tion. Ifyou cannot answer a question in a reasonable amount of time, skip
it and return to it after completing the rest of the section. It is important
to practice this strategy because you do not want to waste time skipping
around to find easy questions. Mark each question that you do not answer
in your booklet so that you can easily go back to it later. In general, the
multiple-choice and student-produced response sections are ordered with
the easier questions first and the harder questions last, so keep in mind that
the questions near the end of the test may take more time than the those at
the beginning of the test.
Read each question carefully, making sure to pay attention to units and
other key words and to understand exactly what information the question

REMEMBER
It is important not to spend too
much time on any question.
You will have on average a little
less than a minute and a half
per question on the calculator
portion and a minute and
fifteen seconds per question
on the no-calculator portion.
Ifyou cant solve a question in
a reasonable amount of time,
skip it(remembering to mark it
in your booklet) and return to it
later.

REMEMBER
In general, the multiple-choice
and student-produced response
questions are ordered with the
easier ones first and the harder
ones last, so the later questions
may take more time to solve than
those at the beginning.

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REMEMBER
Knowing when to use a
calculator is one of the skills that
is assessed by the SAT Math
Test. Keep in mind that some
questions are actually solved
more efficiently without the use
of a calculator.

is asking for. You may find it helpful to underline key information in the
problem, to draw figures to visualize the information given, or to mark key
information on graphs and diagrams provided in the booklet.
When working through the test, remember to check your answer sheet to
make sure you are filling in your answer on the correct row for the question
you are answering. If your strategy involves skipping questions, it can be
easy to get off track, so pay careful attention to your answer sheet.
On the calculator portion, keep in mind that using a calculator may not always
be an advantage. Some questions are designed to be solved more quickly with
manual calculations, so using a calculator may take more time. When using a
calculator, always consider the reasonableness of an answer this is the best
way to catch mistakes that may have occurred when inputting your numbers.

REMEMBER
Never leave questions blank on
the SAT, as there is no penalty
for wrong answers. Thus, even
if youre not sure of the correct
answer, eliminate as many
answer choices as you can and
then guess from among the
remaining ones.

Remember, there is no penalty for guessing on the SAT. Make your best guess
for each question. Do not leave any questions blank on your answer sheet.
For a question in which you are unsure of the correct answer, eliminating
the answers that you know are wrong will give you a better chance of guess
ing the correct answer from the remaining choices.
On the no-calculator portion of the test, you have 25 minutes to answer
20 questions. This allows you an average of about 1 minute 15 seconds per
question. Keep in mind that you should spend less time on easier questions so
that you have more time available to spend on the more difficult ones.

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S A M P L E M AT H Q U E S T I O N S : M U LT I P L E - C H O I C E

Directions

PRACTICE AT
khanacademy.org/sat

The directions below will precede the no-calculator portion of the SAT Math
Test. The directions for the calculator portion follow on the next page. The
same references provided in the calculator portion of the SAT Math Test are
also provided in the no-calculator portion of the test.

Familiarize yourself with all test

directions now so that you dont
have to waste precious time on
test day reading the directions.

Math Test No Calculator

2 5 M I N U TES, 2 0 QUESTIONS
Turn to Section 3 of your answer sheet to answer the questions in this section.

For questions 1-15, solve each problem, choose the best answer from the choices
provided, and fill in the corresponding circle on your answer sheet. For questions 16-20,
solve the problem and enter your answer in the grid on the answer sheet. Please refer to
the directions before question 16 on how to enter your answers in the grid. You may use
any available space in your test booklet for scratch work.

1. The use of a calculator is not permitted.

2. All variables and expressions used represent real numbers unless otherwise indicated.
3. Figures provided in this test are drawn to scale unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
5. Unless otherwise indicated, the domain of a given function f is the set of all real numbers x for
which f(x) is a real number.

V = fwh

b
1
A = bh
2

A = fw

A = pr 2
C = 2pr

w
V = pr 2h

a
c 2 = a2 + b 2

4
V = pr 3
3

60

s 45

s2

45
30
s
x3
Special Right Triangles

h
r

The number of degrees of arc in a circle is 360.

The number of radians of arc in a circle is 2p.
The sum of the measures in degrees of the angles of a triangle is 180.

WNI-COLBOARD-SAT-CHAP23.indd 295

2x

1
V = pr 2h
3

V = 1 fwh
3

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Math Test Calculator

55 M IN UTES, 3 8 QU EST I O NS
Turn to Section 4 of your answer sheet to answer the questions in this section.

For questions 1-30, solve each problem, choose the best answer from the choices
provided, and fill in the corresponding circle on your answer sheet. For questions 31-38,
solve the problem and enter your answer in the grid on the answer sheet. Please refer to
the directions before question 31 on how to enter your answers in the grid. You may use
any available space in your test booklet for scratch work.

1. The use of a calculator is permitted.

2. All variables and expressions used represent real numbers unless otherwise indicated.
3. Figures provided in this test are drawn to scale unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
5. Unless otherwise indicated, the domain of a given function f is the set of all real numbers x for
which f(x) is a real number.

A = pr 2
C = 2pr

b
1
A = bh
2

A = fw

V = fwh

V = pr h

2x

s 45

s2

30
45
s
x3
Special Right Triangles

a
c 2 = a2 + b 2

h
r

4
V = pr 3
3

60

1
V = pr 2h
3

V = 1 fwh
3

The number of degrees of arc in a circle is 360.

The number of radians of arc in a circle is 2p.

The sum of the measures in degrees of the angles of a triangle is 180.

On the calculator portion of the test, you have 55 minutes to answer 38 questions.
This allows you an average of about 1 minute 26 seconds per question. Keep in
mind that you should spend less time on easier questions so that you have more
time to spend on the more difficult ones.
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Sample Questions:

Multiple Choice Calculator

1
The recommended daily calcium intake for a 20-year-old is
1,000milligrams (mg). One cup of milk contains 299 mg of calcium and
one cup of juice contains 261 mg of calcium. Which of the following
inequalities represents the possible number of cups of milk m and cups of
juice j a 20-year-old could drink in a day to meet or exceed the
recommended daily calcium intake from these drinks alone?
A) 299m + 261j 1,000
B) 299m + 261j > 1,000
261 1,000
299 + _
C) _
m
j
261 > 1,000
299 + _
D) _
m
j
Content: Heart of Algebra
Key: A
Objective: You must identify the correct mathematical notation for an

inequality to represent a real-world situation.

Explanation: Choice A is correct. Multiplying the number of cups of milk by

the amount of calcium each cup contains and multiplying the number of cups
of juice by the amount of calcium each cup contains gives the total amount of
calcium from each source. You must then find the sum of these two numbers
to find the total amount of calcium. Because the question asks for the calcium
from these two sources to meet or exceed the recommended daily intake, the
sum of these two products must be greater than or equal to 1,000.

PRACTICE AT
khanacademy.org/sat
On questions involving
inequalities, pay close attention
to whether or not the correct
answer should include an
equal sign.

Choice B is incorrect and may result from a misunderstanding of the mean

ing of inequality symbols as they relate to real-life situations. This answer
does not allow for the daily intake to meet the recommended daily amount.
Choice C is incorrect and may result from a misunderstanding of propor
tional relationships. Here the wrong operation is applied, with the total
amount of calcium per cup divided by the number of cups of each type of
drink. These values should be multiplied.
Choice D is incorrect and may result from a combination of mistakes. The
inequality symbol used allows the option to exceed, but not to meet, the
recommended daily value, and the wrong operation may have been applied
when calculating the total amount of calcium intake from each drink.

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2
A research assistant randomly selected 75 undergraduate students from
the list of all students enrolled in the psychology-degree program at a
large university. She asked each of the 75 students, How many minutes
per day do you typically spend reading? The mean reading time in the
sample was 89 minutes, and the margin of error for this estimate was
4.28minutes. Another research assistant intends to replicate the survey
and will attempt to get a smaller margin of error. Which of the following
samples will most likely result in a smaller margin of error for the
estimated mean time students in the psychology-degree program read
per day?
A) 40 randomly selected undergraduate psychology-degree program
students
B) 40 randomly selected undergraduate students from all degree programs
at the college
C) 300 randomly selected undergraduate psychology-degree program
students
D) 300 randomly selected undergraduate students from all degree
programs at the college
PRACTICE AT
khanacademy.org/sat
As discussed in Chapter 20,
margin of error is affected by two
factors: the variability in the data
and the sample size. Increasing
the size of the random sample
provides more information and
reduces the margin of error.

Content: Problem Solving and Data Analysis

Key: C
Objective: You must first read and understand the statistics calculated from
the survey. Then, you must apply your knowledge about the relationship
between sample size and subject selection on margin of error.
Explanation: Choice C is correct. Increasing the sample size while randomly

selecting participants from the original population of interest will most

likely result in a decrease in the margin of error.
Choice A is incorrect and may result from a misunderstanding of the impor
tance of sample size to a margin of error. The margin of error is likely to
increase with a smaller sample size.
Choice B is incorrect and may result from a misunderstanding of the impor
tance of sample size and participant selection to a margin of error. The mar
gin of error is likely to increase due to the smaller sample size. Also, a sample
of undergraduate students from all degree programs at the college is a differ
ent population than the original survey; therefore, the impact to the mean
and margin of error cannot be predicted.
Choice D is incorrect. A sample of undergraduate students from all degree
programs at the college is a different population than the original survey and
therefore the impact to the mean and margin of error cannot be predicted.

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3
A companys manager estimated that the cost C, in dollars, of producing n
items is C = 7n + 350. The company sells each item for $12. The company
makes a profit when the total income from selling a quantity of items is
greater than the total cost of producing that quantity of items. Which of the
following inequalities gives all possible values of n for which the manager
estimates that the company will make a profit?
A)
B)
C)
D)

n < 70

n < 84

n > 70

n > 84

Content: Heart of Algebra

Key: C
Objective: You must interpret an expression or equation that models a real-

world situation and be able to interpret the whole expression (or specific
parts) in terms of its context.
Explanation: Choice C is correct. One way to find the correct answer is to

create an inequality. The income from sales of n items is 12n. For the com
pany to profit, 12n must be greater than the cost of producing n items; there
fore, the inequality 12n > 7n + 350 can be used to model the context. Solving
this inequality yields n > 70.
Choice A is incorrect and may result from a misunderstanding of the proper
ties of inequalities. You may have found the number of items of the break-even
point as 70 and used the incorrect notation to express the answer, or you may
have incorrectly modeled the scenario when setting up an inequality to solve.

PRACTICE AT
khanacademy.org/sat
Remember to solve an inequality
just as you would an equation,
with one important exception.
When multiplying or dividing
both sides of an inequality
by a negative number, you
must reverse the direction of
the inequality:
If 2x > 6, then x < 3.

Choice B is incorrect and may result from a misunderstanding of how the

cost equation models the scenario. If you use the cost of $12 as the number
of items n and evaluate the expression 7n, you will find the value of 84.
Misunderstanding how the inequality relates to the scenario might lead you
to think n should be less than this value.
Choice D is incorrect and may result from a misunderstanding of how the
cost equation models the scenario. If you use the cost of $12 as the num
ber of items n and evaluate the expression 7n, you will find the value of 84.
Misunderstanding how the inequality relates to the scenario might lead you
to think n should be greater than this value.

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4
At a primate reserve, the mean age of all the male primates is 15 years, and
the mean age of all female primates is 19 years. Which of the following
must be true about the mean age m of the combined group of male and
female primates at the primate reserve?
A)
B)
C)
D)

m = 17
m > 17
m < 17
15 < m < 19

Content: Problem Solving and Data Analysis

Key: D

PRACTICE AT
khanacademy.org/sat

Objective: You must evaluate the means for two separate populations in

Question 4 does not require

extensive calculation, or
really any calculation at all.
Rather, it relies upon a solid
understanding of mean along
with careful reasoning. On the
SAT, it pays to reason critically
about the question before diving
into calculations.

Explanation: Choice D is correct. You must reason that because the mean

PRACTICE AT
khanacademy.org/sat
When deciding what conclusions
are supported by the data from a
study or survey, ask yourself:
1. Was the sample of subjects
in the study selected at random
from the entire population in
question? If so, the results can
be generalized to the entire
population in question. However,
check to make sure that the
conclusion is referring to the
same population as that in
the study.
2. Were the subjects randomly
assigned to treatments? If so,
conclusions about cause and
effect can be drawn.

order to determine the constraints on the mean for the combined population.
of the males is lower than that of the females, the combined mean cannot
be greater than or equal to that of the females, while also reasoning that
because the mean of the females is greater than that of the males, the com
bined mean cannot be less than or equal to the mean of the males. Therefore,
the combined mean must be between the two separate means.
Choice A is incorrect and results from finding the mean of the two means.
This answer makes an unjustified assumption that there are an equal num
ber of male and female primates.
Choice B is incorrect and results from finding the mean of the two means
and misapplying an inequality to the scenario. This answer makes an unjus
tified assumption that there are more females than males.
Choice C is incorrect and results from finding the mean of the two means
and misapplying an inequality to the scenario. This answer makes an unjus
tified assumption that there are more males than females.
5
A researcher wanted to know if there is an association between exercise and
sleep for the population of 16-year-olds in the United States. She obtained
survey responses from a random sample of 2,000 United States 16-year-olds
and found convincing evidence of a positive association between exercise
and sleep. Which of the following conclusions is well supported by the data?
A) There is a positive association between exercise and sleep for
16-year-olds in the United States.
B) There is a positive association between exercise and sleep for
16-year-olds in the world.
C) Using exercise and sleep as defined by the study, an increase in sleep is
caused by an increase of exercise for 16-year-olds in the United States.
D) Using exercise and sleep as defined by the study, an increase in sleep is
caused by an increase of exercise for 16-year-olds in the world.

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Content: Problem Solving and Data Analysis

Key: A
Objective: You must use information from a research study to evaluate whether

the results can be generalized to the study population and whether a cause-and
effect relationship exists. To conclude a cause-and-effect relationship like the ones
described in choices C and D, there must be a random assignment of participants
to groups receiving different treatments. To conclude that the relationship applies
to a population, participants must be randomly selected from that population.
Explanation: Choice A is correct. A relationship in the data can only be

generalized to the population that the sample was drawn from.

Choice B is incorrect. A relationship in the data can only be generalized to the
population that the sample was drawn from. The sample was from high school
students in the United States, not from high school students in the entire world.
Choice C is incorrect. Evidence for a cause-and-effect relationship can only
be established when participants are randomly assigned to groups who
receive different treatments.
Choice D is incorrect. Evidence for a cause-and-effect relationship can only be
established when participants are randomly assigned to groups who receive dif
ferent treatments. Also, a relationship in the data can only be generalized to the
population that the sample was drawn from. The sample was from high school
students in the United States, not from high school students in the entire world.
6
A biology class at Central High School predicted that a local population of
animals will double in size every 12 years. The population at the beginning
of 2014 was estimated to be 50 animals. If P represents the population n
years after 2014, then which of the following equations represents the
classs model of the population over time?
A)
B)
C)
D)

P = 12 + 50n

P = 50 + 12n

P = 50(2)12n

n
_
P = 50(2)12

Content: Passport to Advanced Math

Key: D
Objective: You must identify the correct mathematical notation for an expo

nential relationship that represents a real-world situation.

Explanation: Choice D is correct. You first recognize that a population that
doubles in size over equal time periods is increasing at an exponential rate.
In a doubling scenario, an exponential growth model can be written in the
n
_
form y = a(2) b, where a is the initial population (that is, the population when
n =0) and b is the number of years it takes for the population to double in
size. In this case, the initial population is 50, the number of animals at the

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PRACTICE AT
khanacademy.org/sat
A good strategy for checking
your answer on Question 6 is
to pick a number for n and test
the answer choices. If n = 12,
for instance, P should equal 100
(since after 12 years, the initial
population of 50 should double
to 100). Only choice D yields a
value of 100 when you plug in
12 for n.

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beginning of 2014. Therefore, a = 50. The text explains that the population
will double in size every 12 years. Therefore, b = 12.
Choice A is incorrect and may result from a misunderstanding of exponen
tial equations or of the context. This linear model indicates that the initial
population is 12 animals and the population is increasing by 50 animals each
year. However, this is not the case.
Choice B is incorrect and may result from a misunderstanding of exponen
tial equations or of the scenario. This linear model indicates that the initial
population is 50 animals and the population is increasing by 12 animals each
year. However, this is not the case.
Choice C is incorrect. This exponential model indicates that the initial popula
tion is 50 animals and is doubling. However, the exponent 12n indicates that the
population is doubling 12 times per year, not every 12 years. This is not the case.
7
B
A

REMEMBER
When a question explicitly states
that a figure is not drawn to
scale, avoid making unwarranted
assumptions. Rely instead on
your knowledge of mathematical
properties and theorems.

C
D

Note: Figure not drawn to scale.

In the figure above, ABC ~ EDC. Which of the following must be true?
_

A) AE
|| BD
_ _
B) AE
BD
_ _
C) AB
|| DE
_ _
D) AB DE
Content: Additional Topics in Math
Key: C
Objective: You must use spatial reasoning and geometric logic to deduce

which relationship is true based on the given information. You must also use
mathematical notation to express the relationship between the line segments.
Explanation: Choice C is correct. Given that ABC is similar to EDC, you

can determine that the corresponding BAC is congruent

to CED. The con
_ _
verse of the alternate interior angle theorem tells us that AB || DE. (You can also
use the fact that ABC and CDE are congruent to make a similar argument.)

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Choice A is incorrect and may result from multiple misconceptions. You

may have misidentified the segments as perpendicular and used the wrong
notation to express this statement.

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Choice B is incorrect and may result from using only the diagram and not
considering the given information. The line segments appear to be perpen
dicular, but need not be, given the information provided.
Choice D is incorrect and may result from misunderstanding either the
notation or the vocabulary of parallel and perpendicular lines. You may have
incorrectly identified or notated parallel lines as perpendicular.
8
The function f is defined by f(x) = 2x3 + 3x2 + cx + 8 where c is a constant.
In the xy-plane, the graph of f intersects the x-axis at the three points
1 , 0 , and (p, 0). What is the value of c?
(4, 0), _
2
A) 18
B) 2
C) 2
D) 10

( )

Content: Passport to Advanced Math

Key: A
Objective: You could tackle this problem in many different ways, but the

focus is on your understanding of the zeros of a polynomial function and

how they are used to construct algebraic representations of polynomials.
Explanation: Choice A is correct. The given zeros can be used to set up an

equation to solve for c. Substituting 4 for x and 0 for y yields 4c = 72,

1
or c = 18. Alternatively, since 4, , and p are zeros of the polynomial func
2
tion, it follows that f(x) = (2x 1)(x + 4)(x p). Were this polynomial mul

PRACTICE AT
khanacademy.org/sat
When a question states that the
graph of a function intersects
the x-axis at specific points,
this means that the dependent
variable (f (x)) equals zero
for the specified values of
the independent variable (x).
Applying this concept leads to
the solution on Question 8.

tiplied out, the constant term would be (1)(4)(9) = 4p. (We can grasp this
without performing the full expansion.) Since it is given that this value is
8, it goes that 4p = 8 or, rather, p = 2. Substituting 2 for p in the polynomial
function yields f(x) = (2x 1)(x + 4)(x 2), and after multiplying the fac
tors, one finds that the coefficient of the x term, or the value of c, is 18.
Choice B is incorrect. This value may be the result of solving for p(p = 2) and
then misunderstanding the relationship between the constants p and c in the
equation.
Choice C is incorrect. This is the value of p, not c. Finding the value of p
is an intermediate step to finding the value of c, but the value of p is not
the final answer.
Choice D is incorrect. This value could be the result of an arithmetic error.
Using the value of p(p = 2) and the other zeros, f(x) can be factored as
f(x) = (2x 1)(x + 4)(x 2). If the x terms in the product were erroneously
found to be 14x and 4x, then combining like terms could result in this
incorrect answer.

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Sample QUeSTION SeT

Samples 9 to 11 refer to the following information:
The first metacarpal bone is located in the hand. The scatterplot below shows
the relationship between the length of the first metacarpal bone and the
height of 9 people. The line of best fit is also shown.
Height of Nine People and Length
of Their First Metacarpal Bone

Height (centimeters)

185
180
175
170
165
160
155

4.5
Length of first metacarpal bone
(centimeters)

9
How many of the 9 people have an actual height that differs by more than
3centimeters from the height predicted by the line of best fit?
A)
B)
C)
D)

Content: Problem Solving and Data Analysis

PRACTICE AT
khanacademy.org/sat
Pay close attention to axis labels
as well as to the size of the units
on the two axes.

Key: B
Objective: You must read and interpret information from a data display.
Explanation: Choice B is correct. The people who have first metacarpal

bones of length 4.0, 4.3, 4.8, and 4.9 centimeters have heights that differ by
more than 3 centimeters from the height predicted by the line of best fit.
Choice A is incorrect. There are 2 people whose actual heights are more than
3 centimeters above the height predicted by the line of best fit. However,
there are also 2 people whose actual heights are farther than 3 centimeters
below the line of best fit.

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Choice C is incorrect. There are 6 data points in which the absolute value
between the actual height and the height predicted by the line of best fit is
greater than 1 centimeter.

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Choice D is incorrect. The data on the graph represent 9 different people;

however, the absolute value of the difference between actual height and
predicted height is not greater than 3 for all of the people.
10
Which of the following is the best interpretation of the slope of the line of
best fit in the context of this problem?
A) The predicted height increase in centimeters for one centimeter
increase in the first metacarpal bone
B) The predicted first metacarpal bone increase in centimeters for every
centimeter increase in height
C) The predicted height in centimeters of a person with a first metacarpal
bone length of 0 centimeters
D) The predicted first metacarpal bone length in centimeters for a person
with a height of 0 centimeters
Content: Heart of Algebra
Key: A
Objective: You must interpret the meaning of the slope of the line of best fit

in the context provided.

Explanation: Choice A is correct. The slope is the change in the vertical distance

divided by the change in the horizontal distance between any two points on a line.
In this context, the change in the vertical distance is the change in the predicted
height of a person, and the change in the horizontal distance is the change in the
length of his or her first metacarpal bone. The unit rate, or slope, is the increase in
predicted height for each increase of one centimeter of the first metacarpal bone.
Choice B is incorrect. If you selected this answer, you may have interpreted
slope incorrectly as run over rise.

PRACTICE AT
khanacademy.org/sat
Throughout the SAT Math Test,
you will be asked to apply your
knowledge of math principles
and properties, such as slope,
to specific contexts, such as the
line of best fit in the scatterplot
above. To do so requires that you
possess a strong understanding
of these math concepts.

Choice C is incorrect. If you selected this answer, you may have mistaken
slope for the y-intercept.
Choice D is incorrect. If you selected this answer, you may have mistaken
slope for the x-intercept.
11
Based on the line of best fit, what is the predicted height for someone with
a first metacarpal bone that has a length of 4.45 centimeters?
A)
B)
C)
D)

168 centimeters

169 centimeters

170 centimeters

171 centimeters

Content: Problem Solving and Data Analysis

Key: C

WNI-COLBOARD-SAT-CHAP23.indd 305

305

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m at h

Objective: You must use the line of best fit to make a prediction. You must

also demonstrate fluency in reading graphs and decimal numbers.

PRACTICE AT
khanacademy.org/sat
The answer choices on Question11
are very close together. Thus, be
very precise when examining
the scatterplot to find the y-value
that corresponds to an x-value of
4.45 on the line of best fit.

Explanation: Choice C is correct. You must notice that the scale of the x-axis

is 0.1, and therefore the x-value of 4.45 is halfway between the unmarked
value of 4.4 and the marked value of 4.5. You must then find the y-value on
the line of best fit that corresponds with an x-value of 4.45, which is 170.
Choice A is incorrect. If you mistakenly find the point on the line between
the x-values of 4.3 and 4.4, you will likely find a predicted metacarpal bone
length of 168 centimeters.
Choice B is incorrect. If you mistakenly find the point on the line that cor
responds with an x-value of 4.4 centimeters, you will likely find a predicted
height of approximately 169 centimeters.
Choice D is incorrect. If you mistakenly find the point on the line that corre
sponds with an x-value of 4.5 centimeters, you will likely find a predicted height
of approximately 171 centimeters. You might also choose this option if you
mistakenly use the data point that has an x-value closest to 4.45 centimeters.

Sample Questions: Multiple Choice

No Calculator
12

Line is graphed in the xy-plane below.

y

306

WNI-COLBOARD-SAT-CHAP23.indd 306

If line is translated up 5 units and right 7 units, then what is the slope of
the new line?
2
A) _
5
_
B) 3
2
_
C) 8
9
11
_
D)
14

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s a m p l e m at h q u e s t i o n s : m u lt i p l e - c h o i c e

Content: Heart of Algebra

Key: B
Objective: You must make a connection between the graphical form of a

relationship and a numerical description of a key feature.

Explanation: Choice B is correct. The slope of a line can be determined by

finding the difference in the y-coordinates divided by the difference in the

x-coordinates for any two points on the line. Using the points indicated,
the slope of line is _3 . Translating line moves all the points on the line
2
the same distance in the same direction, and the image will be a line parallel
3.
to . Therefore, the slope of the image is also _
2
Choice A is incorrect. This value may result from a combination of errors.
You may have erroneously determined the slope of the new line by adding 5
to the numerator and adding 7 to the denominator in the slope of line and
gotten the result (3 + 5)/(2 + 7).
Choice C is incorrect. This value may result from a combination of errors.
You may have erroneously determined the slope of the new line by subtract
ing 5 from the numerator and subtracting 7 from the denominator in the
slope of line .

PRACTICE AT
khanacademy.org/sat
Your first instinct on this
question may be to identify two
coordinates on line , shift each
of them over 5 and up 7, and then
calculate the slope using the
change in y over the change in x.
While this will yield the correct
answer, realizing that a line that
is translated is simply shifted on
the coordinate plane but retains
its original slope will save time
and reduce the chance for error.
Always think critically about a
question before diving into your
calculations.

5 to the slope of line .

Choice D is incorrect and may result from adding _
7
13
The mean number of students per classroom, y, at Central High School can
be estimated using the equation y = 0.8636x + 27.227, where x represents the
number of years since 2004 and x 10. Which of the following statements is
the best interpretation of the number 0.8636 in the context of this problem?
A)
B)
C)
D)

The estimated mean number of students per classroom in 2004

The estimated mean number of students per classroom in 2014
The estimated yearly decrease in the mean number of students per classroom
The estimated yearly increase in the mean number of students per classroom

Content: Heart of Algebra

Key: D
Objective: You must interpret the slope of an equation in relation to the real-

world situation it models. Also, when the models are created from data, you
must recognize that these models only estimate the independent variable, y,
for a given value of x.
Explanation: Choice D is correct. When an equation is written in the

form y = mx + b, the coefficient of the x-term (in this case 0.8636) is the slope.
The slope of this linear equation gives the amount that the mean number of
students per classroom (represented by y) changes per year (represented by x).
307

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m at h

Choice A is incorrect and may result from a misunderstanding of slope and

y-intercept. The y-intercept of the equation represents the estimated mean
number of students per classroom in 2004.
Choice B is incorrect and may result from a misunderstanding of the limitations
of the model. You may have seen that x 10 and erroneously used this state
ment to determine that the model finds the mean number of students in 2014.
Choice C is incorrect and may result from a misunderstanding of slope. You
may have recognized that slope models the rate of change but thought that a
slope of less than 1 indicates a decreasing function.
14

4 , and y 0 where a 1, what is y in terms of a?

2 =_
If _
a1 y
A) y = 2a 2

B) y = 2a 4

1
C) y = 2a _

1
a + 1
D) y = _
2

Content: Passport to Advanced Math

Key: A

PRACTICE AT
khanacademy.org/sat

Objective: You must complete operations with multiple terms and manipu
late an equation to isolate the variable of interest.

When you have an equation in

which two fractions are set equal
to each other, cross-multiply in
order to eliminate the fractions.

Explanation: Choice A is correct. Multiplying both sides of the equa

tion by the denominators of the rational expressions in the equation

gives 2y = 4a 4. You should then divide both sides by 2 to isolate the
y variable, yielding the equation y = 2a 2.
Choice B is incorrect. This equation may be the result of not dividing both
terms by 2 when isolating y in the equation 2y = 4a 4.
Choice C is incorrect. This equation may result from not distributing the 4
when multiplying 4 and (a 1).
Choice D is incorrect. This equation may result from solving 2y = 4a 4 for
1 y + 1. A misunderstanding of the meaning of variables may
a, yielding a = _
2
have resulted in switching the variables to match the answer choice.
15

Which of the following is equal to (14 2i)(7 + 12i)? (Note: i = 1)

A)
B)
C)
D)
308

WNI-COLBOARD-SAT-CHAP23.indd 308

74

122

74 + 154i

122 + 154i

Content: Additional Topics in Math

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s a m p l e m at h q u e s t i o n s : m u lt i p l e - c h o i c e

Key: D
Objective: You must apply the distributive property on two complex bino

mials and then simplify the result.

Explanation: Choice D is correct. Applying the distributive property to mul

tiply the binomials yields the expression

98 + 168i 14i 24i . The note in
_
the question reminds you that i = 1 , therefore, i2 = 1. Substituting this
value into the expression gives you 98 + 168i 14i (24), and combining
like terms results in 122 + 154i.
2

Choice A is incorrect and may result from a combination of errors. You may not
have correctly distributed when multiplying the binomials, multiplying only the
first terms together and the second terms together. You may also have used the
incorrect equality i2 = 1.

PRACTICE AT
khanacademy.org/sat
Multiply complex numbers in the
same way you would multiply
binomials (by FOILing).
_

Remember that i 5 1 and that

i 2 = 1.

Choice B is incorrect and may result from a combination of errors. You may not
have correctly distributed when multiplying the binomials, multiplying only the
first terms together and the second terms together.
_

Choice C is incorrect and results from misapplying the statement i = 1.

16
The graph of y = (2x 4)(x 4) is a parabola in the xy-plane. In which of
the following equivalent equations do the x- and y-coordinates of the
vertex of the parabola appear as constants or coefficients?
A)
B)
C)
D)

y = 2x2 12x + 16

y = 2x(x 6) + 16

y = 2(x 3)2 + (2)

y = (x 2)(2x 8)

Content: Passport to Advanced Math

Key: C
Objective: You must be able to see structure in expressions and equations
and create a new form of an expression that reveals a specific property.
Explanation: Choice C is correct. The equation y = (2x 4)(x 4) can be written

in vertex form, y = a(x h)2 + k, to display the vertex, (h, k), of the parabola. To put
the equation in vertex form, first multiply: (2x 4)(x 4) = 2x2 8x 4x + 16.
Then, add like terms, 2x2 8x 4x + 16 = 2x2 12x + 16. The next step is com
pleting the square.
y = 2x2 12x + 16
y = 2(x2 6x) + 16
y = 2(x2 6x + 9 9) + 16
y = 2(x2 6x + 9) 18 + 16
y = 2(x 3)2 18 + 16
y = 2(x 3)2 2

WNI-COLBOARD-SAT-CHAP23.indd 309

Isolate the x2 term by factoring

Make a perfect square in the parentheses
Move the extra term out of the parentheses
Factor inside the parentheses
Simplify the remaining terms

309

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PRACTICE AT
khanacademy.org/sat
While you may be asked to write
the equation of a parabola in
vertex form, sometimes simply
knowing the form that displays
the coordinates of the vertex will
suffice, saving you precious time.

Therefore, the coordinates of the vertex, (3, 2), are only both revealed in
choice C. Since you are told that all of the equations are equivalent, simply
knowing the form that displays the coordinates of the vertex will save all of
these steps this is known as seeing structure in the expression or equation.
Choice A is incorrect; it displays the y-value of the y-intercept of the graph
(0, 16) as a constant.
Choice B is incorrect; it displays the y-value of the y-intercept of the graph
(0, 16) as a constant.
Choice D is incorrect; it displays the x-value of one of the x-intercepts of the
graph (2, 0) as a constant.
17
1
_

If a 2 = x, where a . 0 and x . 0, which of the following equations gives a

in terms of x?
1_
A) a = _
x
1
B) a = _
x2
_
C) a = x

D) a = x2

Content: Passport to Advanced Math

Key: B

PRACTICE AT
khanacademy.org/sat
Know the exponent rules and
practice applying them. This
question tests several of them:
1
1) a b can be written as _
ab
1
_

2) a 2 is the same as a
_

3) a2 = a
4) To eliminate a radical from an
1_
= x, square
equation, as in _
a
both sides of the equation.

Objective: You must demonstrate fluency with the properties of exponents.

You must be able to relate fractional exponents to radicals as well as demon

strate an understanding of negative exponents.
Explanation: Choice B is correct. There are multiple ways to approach this

problem, but all require an understanding of the properties of exponents.

1_ = x and then proceed to solve for a,
You may rewrite the equation as _
a
1
first by squaring both sides, which gives a = x2, and then by multiplying
both sides by a to find 1 = ax2. Finally, dividing both sides by x2 isolates the
desired variable.

Choice A is incorrect and may result from a misunderstanding of the prop

erties of exponents. You may understand that a negative exponent can be
translated to a fraction but misapply the fractional exponent.
Choice C is incorrect and may result from a misunderstanding of the proper
1 is the same as the
ties of exponents. You may recognize that an exponent of _
2
square root but misapply this information.

310

WNI-COLBOARD-SAT-CHAP23.indd 310

Choice D is incorrect and may result from a misunderstanding of the prop

1 is the
erties of exponents. You may recognize that raising a to the power of _
2

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s a m p l e m at h q u e s t i o n s : m u lt i p l e - c h o i c e

same as taking the square root of a and, therefore, that a can be isolated by
squaring both sides. However, you may not have understood how the nega
tive exponent affects the base of the exponent.

18
If y = x3 + 2x + 5 and z = x2 + 7x + 1, what is 2y + z in terms of x?
A)
B)
C)
D)

3x3 + 11x + 11
2x3 + x2 + 9x + 6
2x3 + x2 +11x + 11
2x3 + 2x2 +18x + 12

Content: Passport to Advanced Math

Key: C
Objective: You must substitute polynomials into an expression and then

simplify the resulting expression by combining like terms.

Explanation: Choice C is correct. Substituting the expressions equivalent to

y and z into 2y + z results in the expression 2(x + 2x + 5) + x + 7x + 1. You

must apply the distributive property to multiply x3 + 2x + 5 by 2 and then
combine the like terms in the expression.
3

Choice A is incorrect and may result if you correctly found 2y in terms of x

but did not pay careful attention to exponents when adding the expression
for 2y to the expression for z. As a result, you may have combined the x3 and
x2 terms.

PRACTICE AT
khanacademy.org/sat
Don't worry if you missed this
question, there are several ways
to make a careless mistake.
Always be methodical when
doing calculations or simplifying
expressions, and use your test
booklet to perform the steps in
finding your answer.

Choice B is incorrect and may result if you failed to distribute the 2 when
multiplying 2(x3 + 2x + 5).
Choice D is incorrect and may result from finding 2(y + z) instead of 2y + z.
19

?
Which of the following is equal to sin _
5

A) cos _
5

_
B) sin
5

_
C) cos
10

_
D) sin
10

( )
( )

( )

( )
( )

Content: Additional Topics in Math

Key: C
Objective: You must understand radian measure and have a conceptual
understanding of trigonometric relationships.
311

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m at h

Explanation: Choice C is correct. Sine and cosine are related by the equation

( )

, which reduces to cos _

3 .
x . Therefore, sin _
= cos _
_
sin(x) = cos _
5
10
2
2 5

( )

Choice A is incorrect and may result from a misunderstanding about trig

onometric relationships. You may have thought that cosine is the inverse
function of sine and therefore reasoned that the negative of the cosine of an
angle is equivalent to the sine of that angle.
Choice B is incorrect and may result from a misunderstanding of the unit
circle and how it relates to trigonometric expressions. You may have thought
that, on a coordinate grid, the negative sign only changes the orientation of
the triangle formed, not the value of the trigonometric expression.
Choice D is incorrect. You may have confused the relationship between sine
to the given angle measure instead of
and cosine and erroneously added _
2
.
subtracting the angle measure from _
2
20
C
A

D
B
_

PRACTICE AT
khanacademy.org/sat
Question 20 is a particularly
challenging question, one that
may require additional time
to solve. Be careful, however,
not to spend too much time on
a question. If youre unable to
solve a question in a reasonable
amount of time at first, flag it in
your test booklet and return to it
after you have attempted the rest
of the questions in the section.

The semicircle above has a radius of r inches, and chord CD is parallel to

_
_
2 of the length of _
the diameter AB. If the length of CD is _
AB, what is the
3
distance between the chord and the diameter in terms of r?

1 r
A) _

3
2 r

B) _
3
_

C) _
r

2
_

D) _
r
3
Content: Additional Topics in Math
Key: D
Objective: This problem requires you to make use of properties of circles

and parallel lines in an abstract setting. You will have to draw an additional
line in order to find the relationship between the distance of the chord from
the diameter and the radius of the semicircle. This question provides an
opportunity for using different approaches to find the distance required: one
can use either the Pythagorean theorem or the trigonometric ratios.

312

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s a m p l e m at h q u e s t i o n s : m u lt i p l e - c h o i c e

Explanation: Choice D is correct. Let the semicircle have center O. The

_

2 of the length of the

diameter AB has length 2r. Because chord CD is _
3
1 _
2
4
1
4 r or _
2 r. To find
diameter, CD = _ (2r) = _ r. It follows that _ CD = _
2
2
3
3
3_
3
_
the distance, x, between AB and CD, draw a right triangle connecting

()

center O, the midpoint of chord CD, and point C. The Pythagorean theorem
2 r 2. Simplifying the right-hand side
can then be set up as follows: r2 = x2 + _
3
4
4 r2 from both sides of the
_
2
2
2
of the equation yields r = x + r . Subtracting _
9
9
5
equation yields _ r2 = x2. Finally, taking the square root of both sides of the
9
_

_
equation will reveal r = x.
3
Choice A is incorrect. If you selected this answer, you may have tried to use
the circumference formula to determine the distance rather than making
use of the radius of the circle to create a triangle.

( )

PRACTICE AT
khanacademy.org/sat
Advanced geometry questions
may require you to draw shapes,
such as triangles, within a given
shape in order to arrive at the
solution.

Choice B is incorrect. If you selected this answer, you may have tried to use
the circumference formula to determine the distance rather than making
use of the radius of the circle to create a triangle.
Choice C is incorrect. If you selected this answer, you may have made a tri
angle within the circle, using a radius to connect the chord and the diameter,
but then may have mistaken the triangle for a 45-45-90 triangle and tried to
use this relationship to determine the distance.

313

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