Question ID 85939da5

Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Inference from

and Data Analysis sample statistics
and margin of error

ID: 85939da5

Texting Talks on cell Does not talk on

behavior phone daily cell phone daily Total

Light 110 146 256

Medium 139 164 303

Heavy 166 74 240

Total 415 384 799

In a study of cell phone use, 799 randomly selected US teens were asked how
often they talked on a cell phone and about their texting behavior. The data are
summarized in the table above. Based on the data from the study, an estimate of
the percent of US teens who are heavy texters is 30% and the associated margin of
error is 3%. Which of the following is a correct statement based on the given
margin of error?

A. Approximately 3% of the teens in the study who are classified as heavy texters are not really heavy texters.

B. It is not possible that the percent of all US teens who are heavy texters is less than 27%.

C. The percent of all US teens who are heavy texters is 33%.

D. It is doubtful that the percent of all US teens who are heavy texters is 35%.

ID: 85939da5 Answer

Correct Answer: D

Rationale
Choice D is correct. The given margin of error of 3% indicates that the actual percent of all US teens who are heavy texters is
likely within 3% of the estimate of 30%, or between 27% and 33%. Therefore, it is unlikely, or doubtful, that the percent of all
US teens who are heavy texters would be 35%.

Choice A is incorrect. The margin of error doesn’t provide any information about the accuracy of reporting in the study.
Choice B is incorrect. Based on the estimate and given margin of error, it is unlikely that the percent of all US teens who are
heavy texters would be less than 27%, but it is possible. Choice C is incorrect. While the percent of all US teens who are
heavy texters is likely between 27% and 33%, any value within this interval is equally likely. We can’t be certain that the value
is exactly 33%.
Question Difficulty: Hard
Question ID e29586d5
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and

and Data Analysis conditional
probability

ID: e29586d5

Number of Contestants by Score and Day

5 out 4 out 3 out 2 out 1 out 0 out
Total
of 5 of 5 of 5 of 5 of 5 of 5

Day
2 3 4 6 2 3 20
1

Day
2 3 5 5 4 1 20
2

Day
3 3 4 5 3 2 20
3

Total 7 9 13 16 9 6 60
The same 20 contestants, on each of 3 days, answered 5 questions in order to win a prize. Each contestant received 1 point
for each correct answer. The number of contestants receiving a given score on each day is shown in the table above.
No contestant received the same score on two different days. If a contestant is
selected at random, what is the probability that the selected contestant received a
score of 5 on Day 2 or Day 3, given that the contestant received a score of 5 on one
of the three days?

ID: e29586d5 Answer

Rationale

The correct answer is . It is given that no contestant received the same score on two different days, so each of the
contestants who received a score of 5 is represented in the “5 out of 5” column of the table exactly once. Therefore, the
probability of selecting a contestant who received a score of 5 on Day 2 or Day 3, given that the contestant received a score
of 5 on one of the three days, is found by dividing the total number of contestants who received a score of 5 on Day 2 or Day
3 by the total number of contestants who received a score of 5, which is given in the table as 7. So the probability

is . Note that 5/7, .7142, .7143, and 0.714 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 954943a4
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 954943a4

Jennifer bought a box of Crunchy Grain cereal. The nutrition facts on the box state

that a serving size of the cereal is cup and provides 210 calories, 50 of which
are calories from fat. In addition, each serving of the cereal provides 180
milligrams of potassium, which is 5% of the daily allowance for adults. If p percent
of an adult’s daily allowance of potassium is provided by x servings of Crunchy
Grain cereal per day, which of the following expresses p in terms of x ?

A.

B.

C.

D.

ID: 954943a4 Answer

Correct Answer: B

Rationale
Choice B is correct. It’s given that each serving of Crunchy Grain cereal provides 5% of an adult’s daily allowance of
potassium, so x servings would provide x times 5%. The percentage of an adult’s daily allowance of potassium, p, is 5 times
the number of servings, x. Therefore, the percentage of an adult’s daily allowance of potassium can be expressed as .

Choices A, C, and D are incorrect and may result from incorrectly converting 5% to its decimal equivalent, which isn’t
necessary since p is expressed as a percentage. Additionally, choices C and D are incorrect because the context should be
represented by a linear relationship, not by an exponential relationship.

Question Difficulty: Hard

Question ID 1baffbcf
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 1baffbcf

The expression represents the result of decreasing a positive quantity by what percent?

A.

B.

C.

D.

ID: 1baffbcf Answer

Correct Answer: D

Rationale
Choice D is correct. Let represent the percent by which the positive quantity is decreased to result in . The value
of can be found by solving the equation . Since is a common factor of each of the terms on the
left-hand side of this equation, the equation can be rewritten as . Dividing each side of this equation
by yields . Multiplying each side of this equation by yields . Subtracting from
each side of this equation yields . Dividing each side of this equation by yields . Therefore, the
expression represents the result of decreasing the positive quantity by .

Choice A is incorrect. Decreasing the quantity by yields , or , not .

Choice B is incorrect. Decreasing the quantity by yields , or , not .

Choice C is incorrect. Decreasing the quantity by yields , or , not .

Question Difficulty: Hard

Question ID c7e73ece
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Inference from

and Data Analysis sample statistics
and margin of error

ID: c7e73ece
Views on Nuclear Energy
Use
Response Frequency

Strongly favor 56

Somewhat
214
favor

Somewhat
104
oppose

Strongly
37
oppose

A researcher interviewed 411 randomly selected US residents and asked about their views on the use of nuclear energy. The
table above summarizes the responses of the interviewees. If the population of the United States was 300 million when the
survey was given, based on the sample data for the 411 US residents, what is the best estimate, in millions, of the difference
between the number of US residents who somewhat favor or strongly favor the use of nuclear energy and the number of
those who somewhat oppose or strongly oppose it? (Round your answer to the nearest whole number.)

ID: c7e73ece Answer

Rationale
The correct answer is 94. Of those interviewed, “strongly favor” or “somewhat favor” the use of nuclear
energy, and interviewees “somewhat oppose” or “strongly oppose” the use of nuclear energy. The difference
between the sizes of the two surveyed groups is . The proportion of this difference among the entire group

of interviewees is . Because the sample of interviewees was selected at random from US residents, it is reasonable to
assume that the proportion of this difference is the same among all US residents as in the sample. Therefore, the best
estimate, in millions, of the difference between the number of US residents who somewhat favor or strongly favor the use of

nuclear energy and the number of those who somewhat oppose or strongly oppose it is , which to the nearest
million is 94.

Question Difficulty: Hard

Question ID d3b9c8d8
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: d3b9c8d8

The box plots summarize the masses, in kilograms, of two groups of gazelles. Based on the box plots, which of the following
statements must be true?

A. The mean mass of group 1 is greater than the mean mass of group 2.

B. The mean mass of group 1 is less than the mean mass of group 2.

C. The median mass of group 1 is greater than the median mass of group 2.

D. The median mass of group 1 is less than the median mass of group 2.

ID: d3b9c8d8 Answer

Correct Answer: C

Rationale
Choice C is correct. The median of a data set represented in a box plot is represented by the vertical line within the box. It
follows that the median mass of the gazelles in group is kilograms, and the median mass of the gazelles in group is
kilograms. Since kilograms is greater than kilograms, the median mass of group is greater than the median mass
of group .

Choice A is incorrect. The mean mass of each of the two groups cannot be determined from the box plots.

Choice B is incorrect. The mean mass of each of the two groups cannot be determined from the box plots.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 65c49824
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 65c49824

A school district is forming a committee to discuss plans for the construction of a

new high school. Of those invited to join the committee, 15% are parents of
students, 45% are teachers from the current high school, 25% are school and
district administrators, and the remaining 6 individuals are students. How many
more teachers were invited to join the committee than school and district
administrators?

ID: 65c49824 Answer

Rationale
The correct answer is 8. The 6 students represent of those invited to join the committee. If

x people were invited to join the committee, then . Thus, there were people invited to join the
committee. It follows that there were teachers and school and district administrators invited
to join the committee. Therefore, there were 8 more teachers than school and district administrators invited to join the
committee.

Question Difficulty: Hard

Question ID 1ea09200
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Evaluating

and Data Analysis statistical claims:
Observational
studies and
experiments

ID: 1ea09200

A sample of 40 fourth-grade students was selected at random from a certain

school. The 40 students completed a survey about the morning announcements,
and 32 thought the announcements were helpful. Which of the following is the
largest population to which the results of the survey can be applied?

A. The 40 students who were surveyed

B. All fourth-grade students at the school

C. All students at the school

D. All fourth-grade students in the county in which the school is located

ID: 1ea09200 Answer

Correct Answer: B

Rationale
Choice B is correct. Selecting a sample of a reasonable size at random to use for a survey allows the results from that survey
to be applied to the population from which the sample was selected, but not beyond this population. In this case, the
population from which the sample was selected is all fourth-grade students at a certain school. Therefore, the results of the
survey can be applied to all fourth-grade students at the school.

Choice A is incorrect. The results of the survey can be applied to the 40 students who were surveyed. However, this isn’t the
largest group to which the results of the survey can be applied. Choices C and D are incorrect. Since the sample was
selected at random from among the fourth-grade students at a certain school, the results of the survey can’t be applied to
other students at the school or to other fourth-grade students who weren’t represented in the survey results. Students in
other grades in the school or other fourth-grade students in the country may feel differently about announcements than the
fourth-grade students at the school.

Question Difficulty: Hard

Question ID 4aaa9c42
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 4aaa9c42

The positive number is of the sum of the positive numbers and , and is of . What percent of is ?

A.

B.

C.

D.

ID: 4aaa9c42 Answer

Correct Answer: D

Rationale
Choice D is correct. It’s given that is of the sum of and . This can be represented by the equation
, or . It’s also given that that is of . This can be represented by the equation
, or . Dividing both sides of this equation by yields . Substituting for in the
equation yields , or , which is equivalent to , or
. This equation is equivalent to ; therefore, is of .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID fb866265
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: fb866265

The scatterplot shows the relationship between two variables, and . An equation for the exponential model shown can be
written as , where and are positive constants. Which of the following is closest to the value of ?

A.

B.

C.

D.

ID: fb866265 Answer

Correct Answer: A
Rationale
Choice A is correct. It's given that an equation for the exponential model shown can be written as , where and
are positive constants. For an exponential model written in this form, if the value of is greater than but less than , the
model is decreasing. If the value of is greater than , the model is increasing. The exponential model shown is decreasing.
Therefore, the value of is greater than but less than . Of the given choices, only is a value greater than but less
than . Thus, is closest to the value of .

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 0ea56bb2
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 0ea56bb2

Subscriptions
Year
sold

2012 5,600

2013 5,880

The manager of an online news service received the report above on the number of
subscriptions sold by the service. The manager estimated that the percent
increase from 2012 to 2013 would be double the percent increase from 2013 to
2014. How many subscriptions did the manager expect would be sold in 2014?

A. 6,020

B. 6,027

C. 6,440

D. 6,468

ID: 0ea56bb2 Answer

Correct Answer: B

Rationale

Choice B is correct. The percent increase from 2012 to 2013 was , or 5%. Since the percent increase
from 2012 to 2013 was estimated to be double the percent increase from 2013 to 2014, the percent increase from 2013 to
2014 was expected to be 2.5%.
Therefore, the number of subscriptions sold in 2014 is expected to be the number of subscriptions sold in 2013 multiplied by
, or .

Choice A is incorrect and is the result of adding half of the value of the increase from 2012 to 2013 to the 2013 result.
Choice C is incorrect and is the result adding twice the value of the increase from 2012 to 2013 to the 2013 result. Choice D
is incorrect and is the result of interpreting the percent increase from 2013 to 2014 as double the percent increase from
2012 to 2013.

Question Difficulty: Hard

Question ID 0231050d
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 0231050d

The line graph shows the total amount of snow, in inches, recorded each year in
Washington, DC, from 2003 to 2015. If is the percent decrease in the annual
snowfall from 2003 to 2007, what is the value of p ?

ID: 0231050d Answer

Rationale
The correct answer is 75. The percent decrease between two values is found by dividing the difference between the two
values by the original value and multiplying by 100. The line graph shows that the annual snowfall in 2003 was 40 inches,
and the annual snowfall in 2007 was 10 inches. Therefore, the percent decrease in the annual snowfall from 2003 to 2007 is

, or 75. It’s given that this is equivalent to , so the value of p is 75.

Question Difficulty: Hard

Question ID d4413871
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and

and Data Analysis conditional
probability

ID: d4413871

Blood type

Rhesus factor A B AB O

33 9 3 37

7 2 1 x

Human blood can be classified into four common blood types—A, B, AB, and O. It is
also characterized by the presence or absence of the rhesus factor. The
table above shows the distribution of blood type and rhesus factor for a group of
people. If one of these people who is rhesus negative is chosen at random, the

probability that the person has blood type B is . What is the value of x ?

ID: d4413871 Answer

Rationale

The correct answer is 8. In this group, of the people who are rhesus negative have blood type B. The total number of
people who are rhesus negative in the group is , and there are 2 people who are rhesus negative with blood type

B. Therefore, . Combining like terms on the left-hand side of the equation yields .

Multiplying both sides of this equation by 9 yields , and multiplying both sides of this equation by
yields . Subtracting 10 from both sides of this equation yields .

Question Difficulty: Hard

Question ID 190be2fc
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 190be2fc

Data set A consists of positive integers less than . The list shown gives of the integers from data set A.
, , , , , , , ,
The mean of these integers is . If the mean of data set A is an integer that is greater than , what is the value of the
largest integer from data set A?

ID: 190be2fc Answer

Correct Answer: 52

Rationale
The correct answer is . The mean of a data set is calculated by dividing the sum of the data values by the number of
values. It’s given that data set A consists of values, of which are shown. Let represent the data value in data set
A, which isn’t shown. The mean of data set A can be found using the expression , or .
It’s given that the mean of the values shown is and that the mean of all numbers is greater than . Consequently,
the data value, , is larger than . It’s also given that the data values in data set A are positive integers less than .
Thus, . Finally, it’s given that the mean of data set A is an integer. This means that the sum of the data
values, , is divisible by . Thus, must have a ones digit of . It follows that must have a ones digit of .
Since and has a ones digit of , the only possible value of is . Since is larger than any of the integers
shown, the largest integer from data set A is .

Question Difficulty: Hard

Question ID 2e8027b0
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: 2e8027b0

The scatterplot shows the relationship between two variables, and , for data set E. A line of best fit is shown. Data set F is
created by multiplying the y-coordinate of each data point from data set E by . Which of the following could be an
equation of a line of best fit for data set F?

A.

B.

C.

D.

ID: 2e8027b0 Answer

Correct Answer: A
Rationale
Choice A is correct. An equation of a line of best fit for data set F can be written in the form , where is the y-
coordinate of the y-intercept of the line of best fit and is the slope. The line of best fit shown for data set E has a y-intercept
at approximately . It's given that data set F is created by multiplying the y-coordinate of each data point from data set
E by . It follows that a line of best fit for data set F has a y-intercept at approximately , or .
Therefore, the value of is approximately . The slope of a line that passes through points and can be
calculated as . Since the line of best fit shown for data set E passes approximately through the point , it
follows that a line of best fit for data set F passes approximately through the point , or . Substituting
and for and , respectively, in yields , which is equivalent to , or
. Therefore, the value of is approximately , or approximately . Thus, could be an equation of
a line of best fit for data set F.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect. This could be an equation of a line of best fit for data set E, not data set F.

Question Difficulty: Hard

Question ID c178d4da
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: c178d4da

Value Data set A frequency Data set B frequency

Data set A and data set B each consist of values. The table shows the frequencies of the values for each data set. Which
of the following statements best compares the means of the two data sets?

A. The mean of data set A is greater than the mean of data set B.

B. The mean of data set A is less than the mean of data set B.

C. The mean of data set A is equal to the mean of data set B.

D. There is not enough information to compare the means of the data sets.

ID: c178d4da Answer

Correct Answer: A

Rationale
Choice A is correct. The mean value of a data set is the sum of the values of the data set divided by the number of values in
the data set. When a data set is represented in a frequency table, the sum of the values in the data set is the sum of the
products of each value and its frequency. For data set A, the sum of products of each value and its frequency is
, or . It's given that there are values in data set A. Therefore, the mean
of data set A is , or approximately . Similarly, the mean of data B is , or approximately . Therefore, the
mean of data set A is greater than the mean of data set B.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 457d2f2c
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 457d2f2c

A data set of 27 different numbers has a mean of 33 and a median of 33. A new
data set is created by adding 7 to each number in the original data set that is
greater than the median and subtracting 7 from each number in the original data
set that is less than the median. Which of the following measures does NOT have
the same value in both the original and new data sets?

A. Median

B. Mean

C. Sum of the numbers

D. Standard deviation

ID: 457d2f2c Answer

Correct Answer: D

Rationale
Choice D is correct. When a data set has an odd number of elements, the median can be found by ordering the values from
least to greatest and determining the middle value. Out of the 27 different numbers in this data set, 13 numbers are below
the median, one number is exactly 33, and 13 numbers are above the median. When 7 is subtracted from each number below
the median and added to each number above the median, the data spread out from the median. Since the median of this
data set, 33, is equivalent to the mean of the data set, the data also spread out from the mean. Since standard deviation is a
measure of how spread out the data are from the mean, a greater spread from the mean indicates an increased standard
deviation.

Choice A is incorrect. All the numbers less than the median decrease and all the numbers greater than the median increase,
but the median itself doesn’t change. Choices B and C are incorrect. The mean of a data set is found by dividing the sum of
the values by the number of values. The net change from subtracting 7 from 13 numbers and adding 7 to 13 numbers is
zero. Therefore, neither the mean nor the sum of the numbers changes.

Question Difficulty: Hard

Question ID c9fb15ad
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: c9fb15ad

Species of Growth
tree factor

Red maple 4.5

River birch 3.5

Cottonwood 2.0

Black walnut 4.5

White birch 5.0

American elm 4.0

Pin oak 3.0

Shagbark
7.5
hickory

One method of calculating the approximate age, in years, of a tree of a particular

species is to multiply the diameter of the tree, in inches, by a constant called the
growth factor for that species. The table above gives the growth factors for eight
species of trees. If a white birch tree and a pin oak tree each now have a diameter
of 1 foot, which of the following will be closest to the difference, in inches, of their
diameters 10 years from now? (1 foot = 12 inches)

A. 1.0

B. 1.2

C. 1.3

D. 1.4

ID: c9fb15ad Answer

Correct Answer: C
Rationale
Choice C is correct. According to the given information, multiplying a tree species’ growth factor by the tree’s diameter is a
method to approximate the age of the tree. A white birch with a diameter of 12 inches (or 1 foot) has a given growth factor of
5 and is approximately 60 years old. A pin oak with a diameter of 12 inches (or 1 foot) has a given growth factor of 3 and is
approximately 36 years old. The diameters of the two trees 10 years from now can be found by dividing each tree’s age in 10

years, 70 years, and 46 years, by its respective growth factor. This yields 14 inches and inches. The difference between

and 14 is , or approximately 1.3 inches.

Alternate approach: Since a white birch has a growth factor of 5, the age increases at a rate of 5 years per inch or,

equivalently, the diameter increases at a rate of of an inch per year. Likewise, the pin oak has a growth factor of 3, so its

diameter increases at a rate of of an inch per year. Thus, the pin oak grows of an inch per year more than the white

birch. In 10 years it will grow of an inch more, which is approximately 1.3 inches.

Choices A, B, and D are incorrect and a result of incorrectly calculating the diameters of the two trees in 10 years.

Question Difficulty: Hard

Question ID e438ec3f
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and

and Data Analysis conditional
probability

ID: e438ec3f

A grove has rows of birch trees and rows of maple trees. Each row of birch trees has trees feet or taller and trees
shorter than feet. Each row of maple trees has trees feet or taller and trees shorter than feet. A tree from one
of these rows will be selected at random. What is the probability of selecting a maple tree, given that the tree is feet or
taller?

A.

B.

C.

D.

ID: e438ec3f Answer

Correct Answer: C

Rationale
Choice C is correct. If a tree from one of these rows is selected at random, the probability of selecting a maple tree, given
that the tree is feet or taller, is equal to the number of maple trees that are feet or taller divided by the total number of
trees that are feet or taller. It's given that there are rows of birch trees, and each row of birch trees has trees that are
feet or taller. This means that there are a total of , or , birch trees that are feet or taller. It's given that there are
rows of maple trees, and each row of maple trees has trees that are feet or taller. This means that there are a total of
, or , maple trees that are feet or taller. It follows that there are a total of , or , trees that are feet or
taller. Therefore, the probability of selecting a maple tree, given that the tree is feet or taller, is , or .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID d6af3572
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: d6af3572

The scatterplot above shows the federal-mandated minimum wage every 10 years
between 1940 and 2010. A line of best fit is shown, and its equation is
. What does the line of best fit predict about the increase in the
minimum wage over the 70-year period?

A. Each year between 1940 and 2010, the average increase in minimum wage was 0.096 dollars.

B. Each year between 1940 and 2010, the average increase in minimum wage was 0.49 dollars.

C. Every 10 years between 1940 and 2010, the average increase in minimum wage was 0.096 dollars.

D. Every 10 years between 1940 and 2010, the average increase in minimum wage was 0.488 dollars.

ID: d6af3572 Answer

Correct Answer: A

Rationale
Choice A is correct. The given equation is in slope-intercept form, or , where m is the value of the slope of the
line of best fit. Therefore, the slope of the line of best fit is 0.096. From the definition of slope, it follows that an increase of 1
in the x-value corresponds to an increase of 0.096 in the y-value. Therefore, the line of best fit predicts that for each year
between 1940 and 2010, the minimum wage will increase by 0.096 dollar per hour.

Choice B is incorrect and may result from using the y-coordinate of the y-intercept as the average increase, instead of the
slope. Choice C is incorrect and may result from using the 10-year increments given on the x-axis to incorrectly interpret the
slope of the line of best fit. Choice D is incorrect and may result from using the y-coordinate of the y-intercept as the average
increase, instead of the slope, and from using the 10-year increments given on the x-axis to incorrectly interpret the slope of
the line of best fit.

Question Difficulty: Hard

Question ID 1e8ccffd
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 1e8ccffd

The mean score of 8 players in a basketball game was 14.5 points. If the highest
individual score is removed, the mean score of the remaining 7 players becomes
12 points. What was the highest score?

A. 20

B. 24

C. 32

D. 36

ID: 1e8ccffd Answer

Correct Answer: C

Rationale
Choice C is correct. If the mean score of 8 players is 14.5, then the total of all 8 scores is . If the mean of 7
scores is 12, then the total of all 7 scores is . Since the set of 7 scores was made by removing the highest score
of the set of 8 scores, then the difference between the total of all 8 scores and the total of all 7 scores is equal to the
removed score: .

Choice A is incorrect because if 20 is removed from the group of 8 scores, then the mean score of the remaining 7 players is

is approximately 13.71, not 12. Choice B is incorrect because if 24 is removed from the group of 8 scores,

then the mean score of the remaining 7 players is is approximately 13.14, not 12. Choice D is incorrect

because if 36 is removed from the group of 8 scores, then the mean score of the remaining 7 players is or
approximately 11.43, not 12.

Question Difficulty: Hard

Question ID 651d83bb
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 651d83bb
Two different teams consisting of 10 members each ran in a race. Each member’s completion time of the race was
recorded. The mean of the completion times for each team was calculated and is shown below.
Team A: 3.41 minutes
Team B: 3.79 minutes

Which of the following MUST be true?

Every member of team A completed the race in less time than any member of team B.
The median time it took the members of team B to complete the race is greater than the median time it took the
members of team A to complete the race.
There is at least one member of team B who took more time to complete the race than some member of team A.

A. III only

B. I and III only

C. II and III only

D. I, II, and III

ID: 651d83bb Answer

Correct Answer: A

Rationale
Choice A is correct. Since the average time for the 10 members of team A is 3.41 minutes, the sum of the 10 times for team
A is equal to minutes. Since the average time for the 10 members of team B is 3.79 minutes, the sum of
the 10 times for team B is equal to minutes. Since the sum of the 10 times for team B is greater than the
sum of the 10 times for team A, it must be true that at least one of the times for team B must be greater than one of the
times for team A. Thus, statement III is true. However, it’s possible that at least some of the times for team A were greater
than some of the times for team B. For example, all of team A’s times could be 3.41 minutes, and team B could have 1 time
of 3.34 minutes and 9 times of 3.84 minutes. Thus, statement I need not be true. It’s also possible that the median of the
times for team B is less than the median of the times for team A. For example, all of team A’s times could be 3.41 minutes,
and team B could have 6 times of 3.37 minutes and 4 times of 4.42 minutes; then the median of team B’s times would be
3.37 minutes and the median of team A’s times would be 3.41 minutes. Thus, statement II need not be true.

Choices B, C, and D are incorrect because neither statement I nor statement II must be true.
Question Difficulty: Hard
Question ID 1142af44
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 1142af44

Value Frequency

1 a

2 2a

3 3a

4 2a

5 a

The frequency distribution above summarizes a set of data, where a is a positive

integer. How much greater is the mean of the set of data than the median?

A. 0

B. 1

C. 2

D. 3

ID: 1142af44 Answer

Correct Answer: A

Rationale
Choice A is correct. Since the frequencies of values less than the middle value, 3, are the same as the frequencies of the
values greater than 3, the set of data has a symmetric distribution. When a set of data has a symmetric distribution, the
mean and median values are equal. Therefore, the mean is 0 greater than the median.

Choices B, C, and D are incorrect and may result from misinterpreting the set of data.

Question Difficulty: Hard

Question ID 3638f413
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: 3638f413

Jeremy deposited x dollars in his investment account on January 1, 2001. The

amount of money in the account doubled each year until Jeremy had 480 dollars in
his investment account on January 1, 2005. What is the value of x ?

ID: 3638f413 Answer

Rationale

The correct answer is 30. The situation can be represented by the equation , where the 2 represents the fact
that the amount of money in the account doubled each year and the 4 represents the fact that there are 4 years between
January 1, 2001, and January 1, 2005. Simplifying gives . Therefore, .

Question Difficulty: Hard

Question ID f8a322d9
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: f8a322d9

Two data sets of integers each are summarized in the histograms shown. For each of the histograms, the first interval
represents the frequency of integers greater than or equal to , but less than . The second interval represents the
frequency of integers greater than or equal to , but less than , and so on. What is the smallest possible difference
between the mean of data set A and the mean of data set B?

A.

B.

C.

D.

ID: f8a322d9 Answer

Correct Answer: B
Rationale
Choice B is correct. The histograms shown have the same shape, but data set A contains values between and and
data set B contains values between and . Thus, the mean of data set A is greater than the mean of data set B.
Therefore, the smallest possible difference between the mean of data set A and the mean of data set B is the difference
between the smallest possible mean of data set A and the greatest possible mean of data set B. In data set A, since there
are integers in the interval greater than or equal to but less than , integers greater than or equal to but less than
, integers greater than or equal to but less than , and integers greater than or equal to but less than , the
smallest possible mean for data set A is . In data set B, since there are integers greater than or
equal to but less than , integers greater than or equal to but less than , integers greater than or equal to
but less than , and integers greater than or equal to but less than , the largest possible mean for data set B is
. Therefore, the smallest possible difference between the mean of data set A and the mean of data
set B is , which is equivalent to
. This expression can be rewritten as
, or , which is equal to . Therefore, the smallest possible difference between the mean of data set A and the mean of
data set B is .

Choice A is incorrect. This is the smallest possible difference between the ranges, not the means, of the data sets.

Choice C is incorrect. This is the difference between the greatest possible mean, not the smallest possible mean, of data set
A and the greatest possible mean of data set B.

Choice D is incorrect. This is the smallest possible difference between the sum of the values in data set A and the sum of the
values in data set B, not the smallest possible difference between the means.

Question Difficulty: Hard

Question ID ecbdbe84
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: ecbdbe84

The table shown summarizes the number of employees at each of the restaurants in a town.

Number of employees Number of restaurants

to

to

to

to

to
Which of the following could be the median number of employees for the restaurants in this town?

A.

B.

C.

D.

ID: ecbdbe84 Answer

Correct Answer: D
Rationale
Choice D is correct. If a data set contains an odd number of data values, the median is represented by the middle data value
in the list when the data values are listed in ascending or descending order. Since the numbers of employees are given as
ranges of values rather than specific values, it's only possible to determine the range in which the median falls, rather than
the exact median. Since there are restaurants included in the data set and the numbers of employees are listed in
ascending order, it follows that the median number of employees will be represented by the ninth restaurant in the list. Since
the first restaurants each have to employees, numbers of employees in the to range would be represented by the
first and second restaurants in the list. The next restaurants each have to employees. Therefore, numbers of
employees in the to range will be represented by the third through sixth restaurants in the list. The next restaurants
each have to employees. Therefore, numbers of employees in the to range will be represented by the seventh
and eighth restaurants in the list. Since the next restaurants each have to employees, numbers of employees in the
to range will be represented by the ninth through fifteenth restaurants in the list. This means that the ninth restaurant
in the list, which has the median number of employees for the restaurants in this town, has a number of employees in the
to range. Of the given choices, the only number of employees in the to range is .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect. This is the position of the median in the list, not the value of the median.

Choice C is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 1fbd3b67
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 1fbd3b67

The number is greater than the number . The number is less than . What is the value of ?

A.

B.

C.

D.

ID: 1fbd3b67 Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that the number is less than . It follows that is equal to minus of , which
can be written as . This is equivalent to , or . It's also given that the number
is greater than the number . It follows that is equal to plus of . Since , this can be written as
. This is equivalent to , or .

Choice A is incorrect. This would be the value of if were of , not greater than .

Choice C is incorrect. This is of .

Choice D is incorrect. This would be the value of if were of , not less than , and were of , not
greater than .

Question Difficulty: Hard

Question ID d65b9a87
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: d65b9a87

The dot plots represent the distributions of values in data sets A and B.

Which of the following statements must be true?

The median of data set A is equal to the median of data set B.
The standard deviation of data set A is equal to the standard deviation of data set B.

A. I only

B. II only

C. I and II

D. Neither I nor II

ID: d65b9a87 Answer

Correct Answer: A
Rationale
Choice A is correct. The median of a data set with an odd number of values that are in ascending or descending order is the
middle value of the data set. Since the distribution of the values of both data set A and data set B form symmetric dot plots,
and each data set has an odd number of values, it follows that the median is given by the middle value in each of the dot
plots. Thus, the median of data set A is , and the median of data set B is . Therefore, statement I is true. Data set A and
data set B have the same frequency for each of the values , , , and . Data set A has a frequency of for values
and , whereas data set B has a frequency of for values and . Standard deviation is a measure of the spread of a
data set; it is larger when there are more values further from the mean, and smaller when there are more values closer to the
mean. Since both distributions are symmetric with an odd number of values, the mean of each data set is equal to its
median. Thus, each data set has a mean of . Since more of the values in data set A are closer to than data set B, it
follows that data set A has a smaller standard deviation than data set B. Thus, statement II is false. Therefore, only
statement I must be true.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 6c9444cd
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 6c9444cd

The two box plots show the distribution of number of books read over the summer by the students in two different English
classes. What is the positive difference between the ranges of number of books read over the summer for the two classes?

ID: 6c9444cd Answer

Correct Answer: 4

Rationale
The correct answer is . It's given that the two boxplots show the distribution of number of books read over the summer by
the students in two different English classes. In a boxplot, the first vertical line represents the minimum value of the data set
and the last vertical line represents the maximum value of the data set. The range of a data set is the difference between its
maximum value and its minimum value. In class A, the maximum number of books read is and the minimum number of
books read is . The difference between those values is , or . Therefore, the range of the number of books read in
class A is . In class B, the maximum number of books read is and the minimum number of books read is . The
difference between those values is , or . Therefore, the range of the number of books read in class B is . To find the
positive difference between the ranges of the number of books read for the two classes, the smaller range must be
subtracted from the larger range. Therefore, the positive difference between the ranges of number of books read over the
summer for the two classes is , or .

Question Difficulty: Hard

Question ID 69f6717f
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: 69f6717f

A sample of oak has a density of kilograms per cubic meter. The sample is in the shape of a cube, where each edge has
a length of meters. To the nearest whole number, what is the mass, in kilograms, of this sample?

A.

B.

C.

D.

ID: 69f6717f Answer

Correct Answer: A

Rationale
Choice A is correct. It’s given that the sample is in the shape of a cube with edge lengths of meters. Therefore, the
volume of the sample is , or , cubic meters. It’s also given that the sample has a density of kilograms per
cubic meter. Therefore, the mass of this sample is , or kilograms. Rounding
this mass to the nearest whole number gives kilograms. Therefore, to the nearest whole number, the mass, in kilograms,
of this sample is .

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 40e7a1a9
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 40e7a1a9

is greater than . What is the value of ?

ID: 40e7a1a9 Answer

Correct Answer: 600

Rationale
The correct answer is . It’s given that is greater than . It follows that . Dividing both
sides of this equation by yields . Subtracting from both sides of this equation yields . Multiplying
both sides of this equation by yields . Therefore, the value of is .

Question Difficulty: Hard

Question ID 67c0200a
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 67c0200a

The number is less than the positive number . The number is greater than . The number is how many
times ?

ID: 67c0200a Answer

Correct Answer: .54, 27/50

Rationale
The correct answer is . It's given that the number is less than the positive number . Therefore, ,
which is equivalent to , or . It's also given that the number is greater than . Therefore,
, which is equivalent to , or . Since , substituting for in the
equation yields , or . Thus, is times . Note that .54 and 27/50 are examples
of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 7d721177
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: 7d721177

The density of a certain type of wood is kilograms per cubic meter. A sample of this type of wood is in the shape of a
cube and has a mass of kilograms. To the nearest hundredth of a meter, what is the length of one edge of this sample?

A.

B.

C.

D.

ID: 7d721177 Answer

Correct Answer: B

Rationale

Choice B is correct. It’s given that the density of a certain type of wood is kilograms per cubic meter , and a
sample of this type of wood has a mass of . Let represent the volume, in , of the sample. It follows that the
relationship between the density, mass, and volume of this sample can be written
as , or . Multiplying both sides of this equation by yields . Dividing both sides of
this equation by yields . Therefore, the volume of this sample is . Since it’s given that the sample of this
type of wood is a cube, it follows that the length of one edge of this sample can be found using the volume formula for a
cube, , where represents the volume, in , and represents the length, in m, of one edge of the cube.
Substituting for in this formula yields . Taking the cube root of both sides of this equation yields
, or . Therefore, the length of one edge of this sample to the nearest hundredth of a meter is .

Choices A, C, and D are incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID e635aede
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: e635aede

In , Zinah earned more than in , and in Zinah earned more than in . If Zinah earned times as
much in as in , what is the value of ?

A.

B.

C.

D.

ID: e635aede Answer

Correct Answer: D

Rationale
Choice D is correct. It’s given that in Zinah earned more than in . Let represent the amount Zinah earned in
and let represent the amount that Zinah earned in . This situation can be represented by the equation
, or . It’s also given that in Zinah earned more than in . Let represent the
amount Zinah earned in . This situation can be represented by the equation , or .
Substituting for in the equation yields , or . If Zinah earned times as
much in as in , then the value of is .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 308084c5
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Inference from

and Data Analysis sample statistics
and margin of error

ID: 308084c5

Sample Percent in favor Margin of error

A 52% 4.2%

B 48% 1.6%

The results of two random samples of votes for a proposition are shown above.
The samples were selected from the same population, and the margins of error
were calculated using the same method. Which of the following is the most
appropriate reason that the margin of error for sample A is greater than the margin
of error for sample B?

A. Sample A had a smaller number of votes that could not be recorded.

B. Sample A had a higher percent of favorable responses.

C. Sample A had a larger sample size.

D. Sample A had a smaller sample size.

ID: 308084c5 Answer

Correct Answer: D

Rationale
Choice D is correct. Sample size is an appropriate reason for the margin of error to change. In general, a smaller sample size
increases the margin of error because the sample may be less representative of the whole population.

Choice A is incorrect. The margin of error will depend on the size of the sample of recorded votes, not the number of votes
that could not be recorded. In any case, the smaller number of votes that could not be recorded for sample A would tend to
decrease, not increase, the comparative size of the margin of error. Choice B is incorrect. Since the percent in favor for
sample A is the same distance from 50% as the percent in favor for sample B, the percent of favorable responses doesn’t
affect the comparative size of the margin of error for the two samples. Choice C is incorrect. If sample A had a larger margin
of error than sample B, then sample A would tend to be less representative of the population. Therefore, sample A is not
likely to have a larger sample size.

Question Difficulty: Hard

Question ID 6626cac3
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and

and Data Analysis conditional
probability

ID: 6626cac3

Phone Email

Dinner
55% 80%
dance

Football
20% 10%
game

Picnic 20% 5%

Pool party 5% 5%

Total 100% 100%

An alumni association survey asked each high school graduate to select the one activity he or she preferred
for the association’s next event. Some of the people responded by phone, and the others responded by email.
The table above shows the distribution of preferred activity, in percent, for each response type used. For the
survey, the number of email responses was twice the number of phone responses. If a person who preferred
a picnic is selected at random, what is the probability that the person responded by email?

ID: 6626cac3 Answer

Rationale

The correct answer is . It’s given that the number of email responses is twice the number of phone responses. Therefore,
if the number of phone responses is p, then the number of email responses is . The table shows that 20% of people who
responded by phone preferred a picnic. It follows that the expression represents the number of these people. The
table also shows that 5% of the people who responded by email preferred a picnic. The expression , or ,
represents the number of these people. Therefore, a total of , or people preferred a picnic. Thus, the

probability of selecting at random a person who responded by email from the people who preferred a picnic is , or
. Note that 1/3, .3333, and 0.333 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 8637294f
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: 8637294f

If and , what is the value of ?

ID: 8637294f Answer

Correct Answer: .0625, 1/16

Rationale
The correct answer is . It's given that and . The equation can be rewritten as
. Dividing both sides of this equation by yields . The equation can be rewritten as
. Substituting for in this equation yields , or . Multiplying both
sides of this equation by yields . Dividing both sides of this equation by yields .
Therefore, the value of is . Note that .0625, 0.062, 0.063, and 1/16 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 3f775bbf
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: 3f775bbf

Power capacity
State
Low Medium High Total

Texas 4 2 3 9

California 1 0 1 2

Oregon 1 0 1 2

Indiana 0 2 0 2

Colorado 1 1 0 2

Iowa 2 0 0 2

Oklahoma 1 0 0 1

Total 10 5 5 20

The table shows the distribution, by location and power capacity (maximum rate of
power generation) of the twenty largest wind projects in the United States in 2013.
The total power capacity of the nine wind projects located in Texas was 4,952
megawatts (MW), and the total power capacity of the twenty wind projects was
11,037 MW in 2013. The amount of energy produced in one hour at a rate of one
megawatt is one megawatt-hour. If each of the nine Texas wind projects in 2013
had operated continuously for 24 hours at the maximum rate of power generation,
approximately how many megawatt-hours of energy would the nine projects have
produced?

A. 200

B. 5,000

C. 11,000

D. 120,000

ID: 3f775bbf Answer

Correct Answer: D
Rationale
Choice D is correct. It’s given that the total power capacity of the nine wind projects in Texas was 4,952 megawatts.
Therefore, if all nine Texas projects operated continuously for 1 hour, the amount of energy produced would be 4,952
megawatt-hours. It follows that, if all nine Texas projects operated continuously for 24 hours, the amount of energy
produced, in megawatt-hours, would be , which is closest to 120,000.

Choice A is incorrect. This is approximately the amount of energy produced for the nine projects divided by 24 hours. Choice
B is incorrect. This is approximately the amount of energy produced for the nine projects. Choice C is incorrect. This is
approximately the given amount of energy produced for all twenty projects in the table.

Question Difficulty: Hard

Question ID e7d48c8a
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: e7d48c8a

The dot plot represents a data set of the number of bursts for eruptions of a steam vent. If an additional eruption with
bursts is added to this data set to create a new data set of eruptions, which of the following measures will be greater for
the new data set than for the original data set?
The median number of bursts The mean number of bursts

A. I and II

B. I only

C. II only

D. Neither I nor II

ID: e7d48c8a Answer

Correct Answer: C
Rationale
Choice C is correct. It’s given that the dot plot represents a data set of the number of bursts for eruptions of a steam vent.
The median of a data set with an odd number of elements is the middle element when the elements are in numerical order.
For elements in numerical order, this is the element. For this data set, the first elements have a value of , and the
next elements have a value of . Thus, the element in the ordered data set is and the median number of bursts for
the original data set is . If an additional eruption with bursts is added to this data set to create a new data set of
eruptions, the median of the new data set will be between the and elements in the ordered set, which will also be .
Therefore, the median number of bursts for the new data set will be the same as the median number of bursts for the
original data set. The mean number of bursts for the original data set is found by adding the values of all elements and
dividing that sum by the number of elements, . Since the data is shown in a dot plot, the sum of the values of the elements
can be found by multiplying each element's value by its frequency: , or . Therefore,
the mean number of bursts for the original data set is . If an additional eruption with bursts is added to this data set to
create a new data set of bursts, the mean number of bursts for the new data set is , or . Since , the
mean number of bursts for the new data set is greater than the mean number of bursts for the original data set. Therefore, of
the median number of bursts and the mean number of bursts, only the mean number of bursts is greater for the new data set
than for the original data set.

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 1e1027a7
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: 1e1027a7

The scatterplot above shows a company’s ice cream sales d, in dollars, and the
high temperature t, in degrees Celsius (°C), on 12 different days. A line of best fit
for the data is also shown. Which of the following could be an equation of the line
of best fit?

A.

B.

C.

D.

ID: 1e1027a7 Answer

Correct Answer: D
Rationale
Choice D is correct. On the line of best fit, d increases from approximately 480 to 880 between and . The slope

of the line of best fit is the difference in d-values divided by the difference in t-values, which gives , or
approximately 33. Writing the equation of the line of best fit in slope-intercept form gives , where b is the y-
coordinate of the y-intercept. This equation is satisfied by all points on the line, so when . Thus,
, which is equivalent to . Subtracting 396 from both sides of this equation gives .
Therefore, an equation for the line of best fit could be .

Choice A is incorrect and may result from an error in calculating the slope and misidentifying the y-coordinate of the y-
intercept of the graph as the value of d at rather than the value of d at . Choice B is incorrect and may result
from using the smallest value of t on the graph as the slope and misidentifying the y-coordinate of the y-intercept of the
graph as the value of d at rather than the value of d at . Choice C is incorrect and may result from misidentifying
the y-coordinate of the y-intercept as the smallest value of d on the graph.

Question Difficulty: Hard

Question ID bf47ad54
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: bf47ad54

Each of the following frequency tables represents a data set. Which data set has the greatest mean?

A. Value Frequency

B. Value Frequency

C. Value Frequency

D. Value Frequency
 ID: bf47ad54 Answer
Correct Answer: A

Rationale
Choice A is correct. The tables in choices B, C, and D each represent a data set where the values and have the same
frequency and the values and have the same frequency. It follows that each of these data sets is symmetric around
the value halfway between and , or . When a data set is symmetric around a value, that value is the mean of the data
set. Therefore, the data sets represented by the tables in choices B, C, and D each have a mean of . The table in choice A
represents a data set where the value has a greater frequency than the value and the value has a greater
frequency than the value . It follows that this data set has a mean greater than . Therefore, of the given choices, choice
A represents the data set with the greatest mean.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 7d68096f
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Evaluating

and Data Analysis statistical claims:
Observational
studies and
experiments

ID: 7d68096f

A trivia tournament organizer wanted to study the relationship between the number of points a team scores in a trivia round
and the number of hours that a team practices each week. For the study, the organizer selected teams at random from all
trivia teams in a certain tournament. The table displays the information for the teams in the sample that practiced for at
least hours per week.

Number of points per round

Hours practiced
6 to 13 points 14 or more points Total

3 to 5 hours

More than 5 hours

Total
Which of the following is the largest population to which the results of the study can be generalized?

A. All trivia teams in the tournament that scored or more points in the round

B. The trivia teams in the sample

C. The trivia teams in the sample that practiced for at least hours per week

D. All trivia teams in the tournament

ID: 7d68096f Answer

Correct Answer: D
Rationale
Choice D is correct. It's given that the organizer selected teams at random from all trivia teams in the tournament. A table
is also given displaying the information for the teams in the sample that practiced for at least hours per week. Selecting
a sample of a reasonable size at random to use for a survey allows the results from that survey to be applied to the
population from which the sample was selected, but not beyond this population. Thus, only the sampling method
information is necessary to determine the largest population to which the results of the study can be generalized. Since the
organizer selected the sample at random from all trivia teams in the tournament, the largest population to which the results
of the study can be generalized is all trivia teams in the tournament.

Choice A is incorrect. The sample was selected at random from all trivia teams in the tournament, not just from the teams
that scored an average of or more points per round.

Choice B is incorrect. If a study uses a sample selected at random from a population, the results of the study can be
generalized to the population, not just the sample.

Choice C is incorrect. If a study uses a sample selected at random from a population, the results of the study can be
generalized to the population, not just a subset of the sample.

Question Difficulty: Hard

Question ID 585de39a
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and

and Data Analysis conditional
probability

ID: 585de39a

On May 10, 2015, there were 83 million Internet subscribers in Nigeria. The major
Internet providers were MTN, Globacom, Airtel, Etisalat, and Visafone. By
September 30, 2015, the number of Internet subscribers in Nigeria had increased
to 97 million. If an Internet subscriber in Nigeria on September 30, 2015, is selected
at random, the probability that the person selected was an MTN subscriber is 0.43.
There were p million MTN subscribers in Nigeria on September 30, 2015. To the
nearest integer, what is the value of p ?

ID: 585de39a Answer

Rationale
The correct answer is 42. It’s given that in Nigeria on September 30, 2015, the probability of selecting an MTN subscriber
from all Internet subscribers is 0.43, that there were p million, or , MTN subscribers, and that there were 97
million, or 97,000,000, Internet subscribers. The probability of selecting an MTN subscriber from all Internet subscribers can
be found by dividing the number of MTN subscribers by the total number of Internet subscribers. Therefore, the equation

can be used to solve for p. Dividing 1,000,000 from the numerator and denominator of the

expression on the left-hand side yields . Multiplying both sides of this equation by 97 yields
, which, to the nearest integer, is 42.

Question Difficulty: Hard

Question ID 4ff597db
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 4ff597db

The mean amount of time that the 20 employees of a construction company have
worked for the company is 6.7 years. After one of the employees leaves the
company, the mean amount of time that the remaining employees have worked for
the company is reduced to 6.25 years. How many years did the employee who left
the company work for the company?

A. 0.45

B. 2.30

C. 9.00

D. 15.25

ID: 4ff597db Answer

Correct Answer: D

Rationale
Choice D is correct. The mean amount of time that the 20 employees worked for the company is 6.7 years. This means that
the total number of years all 20 employees worked for the company is (6.7)(20) = 134 years. After the employee left, the
mean amount of time that the remaining 19 employees worked for the company is 6.25 years. Therefore, the total number of
years all 19 employees worked for the company is (6.25)(19) = 118.75 years. It follows that the number of years that the
employee who left had worked for the company is 134 – 118.75 = 15.25 years.

Choice A is incorrect; this is the change in the mean, which isn’t the same as the amount of time worked by the employee
who left. Choice B is incorrect and likely results from making the assumption that there were still 20 employees, rather than
19, at the company after the employee left and then subtracting the original mean of 6.7 from that result. Choice C is
incorrect and likely results from making the assumption that there were still 20 employees, rather than 19, at the company
after the employee left.

Question Difficulty: Hard

Question ID 7b52985c
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: 7b52985c

The scatterplot shows the relationship between the length of time , in hours, a certain bird spent in flight and the number of
days after January , .

What is the average rate of change, in hours per day, of the length of time the bird spent in flight on January to the length
of time the bird spent in flight on January ?

ID: 7b52985c Answer

Correct Answer: 4.5, 9/2
Rationale
The correct answer is . It's given that the scatterplot shows the relationship between the length of time , in hours, a
certain bird spent in flight and the number of days after January , . Since January is days after January , it
follows that January corresponds to an x-value of in the scatterplot. In the scatterplot, when , the corresponding
value of is . In other words, on January , the bird spent hours in flight. Since January is days after January , it
follows that January corresponds to an x-value of in the scatterplot. In the scatterplot, when , the corresponding
value of is . In other words, on January , the bird spent hours in flight. Therefore, the average rate of change, in
hours per day, of the length of time the bird spent in flight on January to the length of time the bird spent in flight on
January is the difference in the length of time, in hours, the bird spent in flight divided by the difference in the number of
days after January , or , which is equivalent to . Note that 9/2 and 4.5 are examples of ways to enter a correct
answer.

Question Difficulty: Hard

Question ID 7ce2830a
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Evaluating

and Data Analysis statistical claims:
Observational
studies and
experiments

ID: 7ce2830a

A psychologist designed and conducted a study to determine whether playing a

certain educational game increases middle school students’ accuracy in adding
fractions. For the study, the psychologist chose a random sample of 35 students
from all of the students at one of the middle schools in a large city. The
psychologist found that students who played the game showed significant
improvement in accuracy when adding fractions. What is the largest group to
which the results of the study can be generalized?

A. The 35 students in the sample

B. All students at the school

C. All middle school students in the city

D. All students in the city

ID: 7ce2830a Answer

Correct Answer: B

Rationale
Choice B is correct. The largest group to which the results of a study can be generalized is the population from which the
random sample was chosen. In this case, the psychologist chose a random sample from all students at one particular
middle school. Therefore, the largest group to which the results can be generalized is all the students at the school.

Choice A is incorrect because this isn’t the largest group the results can be generalized to. Choices C and D are incorrect
because these groups are larger than the population from which the random sample was chosen. Therefore, the sample isn’t
representative of these groups.

Question Difficulty: Hard

Question ID 6a715bed
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and

and Data Analysis conditional
probability

ID: 6a715bed

The table summarizes the distribution of age and assigned group for participants in a study.

– years – years years Total

Group A

Group B

Group C

Total
One of these participants will be selected at random. What is the probability of selecting a participant from group A, given
that the participant is at least years of age? (Express your answer as a decimal or fraction, not as a percent.)

ID: 6a715bed Answer

Correct Answer: .3833, 23/60

Rationale
The correct answer is . It's given that one of the participants will be selected at random. The probability of selecting a
participant from group A given that the participant is at least years of age is the number of participants in group A who
are at least years of age divided by the total number of participants who are at least years of age. The table shows
that in group A, there are participants who are – years of age and participants who are years of age.
Therefore, there are , or , participants in group A who are at least years of age. The table also shows that there
are a total of participants who are – years of age and participants who are years of age. Therefore, there
are a total of , or , participants who are at least years of age. It follows that the probability of selecting a
participant from group A given that the participant is at least years of age is . Note that 23/60, .3833, and 0.383 are
examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID c7c6445f
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: c7c6445f

A certain town has an area of square miles. What is the area, in square yards, of this town?

A.

B.

C.

D.

ID: c7c6445f Answer

Correct Answer: D

Rationale
Choice D is correct. Since the number of yards in mile is , the number of square yards in square mile is
. Therefore, if the area of the town is square miles, it is
, in square yards.

Choice A is incorrect and may result from dividing the number of yards in a mile by the square mileage of the town.

Choice B is incorrect and may result from multiplying the number of yards in a mile by the square mileage of the town.

Choice C is incorrect and may result from dividing the number of square yards in a square mile by the square mileage of the
town.

Question Difficulty: Hard

Question ID 5267c3c7
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 5267c3c7

The result of increasing the quantity by is . What is the value of ?

A.

B.

C.

D.

ID: 5267c3c7 Answer

Correct Answer: A

Rationale
Choice A is correct. It's given that the result of increasing the quantity by is . This can be written as
, which is equivalent to , or . Dividing each side of this equation by yields
. Therefore, the value of is .

Choice B is incorrect. The result of increasing the quantity by is , not .

Choice C is incorrect. The result of increasing the quantity by is , not .

Choice D is incorrect. The result of increasing the quantity by is , not .

Question Difficulty: Hard

Question ID d0430601
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: d0430601

Each dot in the scatterplot above represents the temperature and the number of
people who visited a beach in Lagos, Nigeria, on one of eleven different days. The
line of best fit for the data is also shown. The line of best fit for the data has a
slope of approximately 57. According to this estimate, how many additional people
per day are predicted to visit the beach for each 5°C increase in average
temperature?

ID: d0430601 Answer

Rationale
The correct answer is 285. The number of people predicted to visit the beach each day is represented by the y-values of the
line of best fit, and the average temperature, in degrees Celsius ( ), is represented by the x-values. Since the slope of the
line of best fit is approximately 57, the y-value, or the number of people predicted to visit the beach each day, increases by 57
for every x-value increase of 1, or every increase in average temperature. Therefore, an increase of in average
temperature corresponds to a y-value increase of additional people per day predicted to visit the beach.

Question Difficulty: Hard

Question ID 2a59eb45
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 2a59eb45

Data set A consists of the heights of buildings and has a mean of meters. Data set B consists of the heights of
buildings and has a mean of meters. Data set C consists of the heights of the buildings from data sets A and B. What
is the mean, in meters, of data set C?

ID: 2a59eb45 Answer

Correct Answer: 44

Rationale
The correct answer is . The mean of a data set is computed by dividing the sum of the values in the data set by the
number of values in the data set. It's given that data set A consists of the heights of buildings and has a mean of
meters. This can be represented by the equation , where represents the sum of the heights of the buildings, in
meters, in data set A. Multiplying both sides of this equation by yields , or meters. Therefore, the
sum of the heights of the buildings in data set A is meters. It's also given that data set B consists of the heights of
buildings and has a mean of meters. This can be represented by the equation , where represents the sum of
the heights of the buildings, in meters, in data set B. Multiplying both sides of this equation by yields , or
meters. Therefore, the sum of the heights of the buildings in data set B is meters. Since it's given that data
set C consists of the heights of the buildings from data sets A and B, it follows that the mean of data set C is the sum of
the heights of the buildings, in meters, in data sets A and B divided by the number of buildings represented in data sets A and
B, or , which is equivalent to meters. Therefore, the mean, in meters, of data set C is .

Question Difficulty: Hard

Question ID 391ae4b2
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 391ae4b2

Data set F consists of integers between and . Data set G consists of all the integers in data set F as well as the
integer . Which of the following must be less for data set F than for data set G?
The mean The median

A. I only

B. II only

C. I and II

D. Neither I nor II

ID: 391ae4b2 Answer

Correct Answer: D

Rationale
Choice D is correct. It's given that data set F consists of integers between and and data set G consists of all the
integers in data set F as well as the integer . Since the integer is less than all the integers in data set F, the mean of
data set G must be less than the mean of data set F. Thus, the mean of data set F isn't less than the mean of data set G.
When a data set is in ascending order, the median is between the two middle values when there is an even number of values
and the median is the middle value when there is an odd number of values. It follows that the median of data set F is either
greater than or equal to the median of data set G. Therefore, the median of data set F isn't less than the median of data set
G. Thus, neither the mean nor the median must be less for data set F than for data set G.

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 98958ae8
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 98958ae8

Data set A consists of the heights of objects and has a mean of meters. Data set B consists of the heights of
objects and has a mean of meters. Data set C consists of the heights of the objects from data sets A and B. What is
the mean, in meters, of data set C?

ID: 98958ae8 Answer

Correct Answer: 41

Rationale
The correct answer is . The mean of a data set is computed by dividing the sum of the values in the data set by the
number of values in the data set. It’s given that data set A consists of the heights of objects and has a mean of
meters. This can be represented by the equation , where represents the sum of the heights of the objects, in
meters, in data set A. Multiplying both sides of this equation by yields , or meters. Therefore, the
sum of the heights of the objects in data set A is meters. It’s also given that data set B consists of the heights of
objects and has a mean of meters. This can be represented by the equation , where represents the sum of the
heights of the objects, in meters, in data set B. Multiplying both sides of this equation by yields , or
meters. Therefore, the sum of the heights of the objects in data set B is meters. Since it’s given that data
set C consists of the heights of the objects from data sets A and B, it follows that the mean of data set C is the sum of
the heights of the objects, in meters, in data sets A and B divided by the number of objects represented in data sets A and B,
or , which is equivalent to meters. Therefore, the mean, in meters, of data set C is .

Question Difficulty: Hard

Question ID 5dc386fb
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and

and Data Analysis conditional
probability

ID: 5dc386fb
The table below shows the distribution of US states according to whether they have a state-level sales tax and a state-
level income tax.
2013 State-Level Taxes
State sales tax No state sales tax

State income tax 39 4

No state income tax 6 1

To the nearest tenth of a percent, what percent of states with a state-level sales tax
do not have a state-level income tax?

A. 6.0%

B. 12.0%

C. 13.3%

D. 14.0%

ID: 5dc386fb Answer

Correct Answer: C

Rationale
Choice C is correct. The sum of the number of states with a state-level sales tax is . Of these states, 6 don’t

have a state-level income tax. Therefore, , or about 13.3%, of states with a state-level sales tax don’t have
a state-level income tax.

Choice A is incorrect. This is the number of states that have a state-level sales tax and no state-level income tax. Choice B is
incorrect. This is the percent of states that have a state-level sales tax and no state-level income tax. Choice D is incorrect.
This is the percent of states that have no state-level income tax.

Question Difficulty: Hard

Question ID 50b99b2d
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: 50b99b2d

Objects R and S each travel at a constant speed. The speed of object R is half the speed of object S. Object R travels a
distance of inches in seconds. Which expression represents the time, in seconds, it takes object S to travel a distance
of inches?

A.

B.

C.

D.

ID: 50b99b2d Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that object R travels a distance of inches in seconds. This speed can be written as
. It's given that the speed of object R is half the speed of object S. It follows that the speed of object S is twice the
speed of object R, which is , or . Let represent the time, in seconds, it takes object S to travel a
distance of inches. The value of can be found by solving the equation , which can be written as
. Multiplying each side of this equation by yields . Dividing each side of this equation by
yields . Therefore, the expression represents the time, in seconds, it takes object S to travel a distance of
inches.

Choice A is incorrect. This expression represents the time, in seconds, it would take object S to travel a distance of
inches if the speed of object R were twice, not half, the speed of object S.

Choice C is incorrect. This expression represents the time, in seconds, it takes object S to travel a distance of inches,
not inches.

Choice D is incorrect. This expression represents the time, in seconds, it takes object R, not object S, to travel a distance of
inches.

Question Difficulty: Hard

Question ID aa43b41f
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Evaluating

and Data Analysis statistical claims:
Observational
studies and
experiments

ID: aa43b41f

Near the end of a US cable news show, the host invited viewers to respond to a poll
on the show’s website that asked, “Do you support the new federal policy
discussed during the show?” At the end of the show, the host reported that 28%
responded “Yes,” and 70% responded “No.” Which of the following best explains
why the results are unlikely to represent the sentiments of the population of the
United States?

A. The percentages do not add up to 100%, so any possible conclusions from the poll are invalid.

B. Those who responded to the poll were not a random sample of the population of the United States.

C. There were not 50% “Yes” responses and 50% “No” responses.

D. The show did not allow viewers enough time to respond to the poll.

ID: aa43b41f Answer

Correct Answer: B

Rationale
Choice B is correct. In order for the poll results from a sample of a population to represent the entire population, the sample
must be representative of the population. A sample that is randomly selected from a population is more likely than a sample
of the type described to represent the population. In this case, the people who responded were people with access to cable
television and websites, which aren’t accessible to the entire population. Moreover, the people who responded also chose to
watch the show and respond to the poll. The people who made these choices aren’t representative of the entire population of
the United States because they were not a random sample of the population of the United States.

Choices A, C, and D are incorrect because they present reasons unrelated to whether the sample is representative of the
population of the United States.

Question Difficulty: Hard

Question ID 20845d36
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 20845d36

The number is less than the positive number . The number is greater than . The number is how many
times ?

ID: 20845d36 Answer

Correct Answer: .48, 12/25

Rationale
The correct answer is . It's given that the number is less than the positive number . Therefore, ,
which is equivalent to , or . It's also given that the number is greater than . Therefore,
, which is equivalent to , or . Since , substituting for in the
equation yields , or . Thus, is times . Note that .48 and 12/25 are examples
of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 55818046
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 55818046
According to the 2010 Census, the adult population aged 18 years or greater of the United States in 2010 was 234,564,071.
In 2010, a survey was conducted among a randomly chosen sample of adults aged 18 years or greater in the United States
about their preference to live in a warm climate or a cool climate. The table below displays a summary of the survey results.
Climate Preferences
No
Warm Cool Total
preference

18–35 years old 295 168 45 508

36–50 years old 246 123 41 410

51–65 years old 238 117 48 403

Greater than 65
137 78 64 279
years old

Total 916 486 198 1,600

Which of the following is closest to the difference between the percentage of

adults aged 18–50 years who responded “warm” and the percentage of adults
aged 51 years or greater who responded “warm”?

A. 4%

B. 5%

C. 10%

D. 18%

ID: 55818046 Answer

Correct Answer: A
Rationale

Choice A is correct. The percentage of adults aged 18–50 who responded “warm” is , or about 58.9%.

The percentage of adults aged 51 years or greater who responded “warm” is , or about 55.0%. The
difference between 58.9% and 55.0% is 3.9%. Of the answer choices, 4% is closest to this number.

Choices B, C, and D are incorrect and may result from calculation errors.

Question Difficulty: Hard

Question ID 4626102e
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 4626102e

The dot plot represents the values in data set A. Data set B is created by adding to each of the values in data set A.
Which of the following correctly compares the medians and the ranges of data sets A and B?

The median of data set B is equal to the median of data set A, and the range of data set B is equal to the range of data
A. set A.

The median of data set B is equal to the median of data set A, and the range of data set B is greater than the range of
B. data set A.

The median of data set B is greater than the median of data set A, and the range of data set B is equal to the range of
C. data set A.

The median of data set B is greater than the median of data set A, and the range of data set B is greater than the range of
D. data set A.

ID: 4626102e Answer

Correct Answer: C
Rationale
Choice C is correct. The median of a data set with an odd number of values, in ascending or descending order, is the middle
value of the data set, and the range of a data set is the positive difference between the maximum and minimum values in the
data set. Since the dot plot shown gives the values in data set A in ascending order and there are values in the data set,
the eighth value in data set A, , is the median. The maximum value in data set A is and the minimum value is , so the
range of data set A is , or . It’s given that data set B is created by adding to each of the values in data set A.
Increasing each of the values in data set A by will also increase its median value by making the median of data set
B . Increasing each value of data set A by does not change the range, since the maximum value of data set B is
, or , and the minimum value is , or , making the range of data set B , or . Therefore, the
median of data set B is greater than the median of data set A, and the range of data set B is equal to the range of data set A.

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 5154615f
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: 5154615f

To study fluctuations in composition, samples of pumice were taken from locations and cut in the shape of a cube. The
length of the edge of one of these cubes is centimeters. This cube has a density of grams per cubic centimeter.
What is the mass of this cube, in grams?

ID: 5154615f Answer

Correct Answer: 6.21

Rationale
The correct answer is . It’s given that the samples of pumice were cut in the shape of a cube. It's also given that the
length of the edge of one of these cubes is centimeters. Therefore, the volume of this cube is ,
or cubic centimeters. Since the density of this cube is grams per cubic centimeter, it follows that the mass of this
cube is , or grams.

Question Difficulty: Hard

Question ID 2afd3cec
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 2afd3cec

After of the original number of marbles in a group were removed from the group, marbles remained in the group.
How many marbles were removed from the group?

A.

B.

C.

D.

ID: 2afd3cec Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that of the original number of marbles were removed from the group. Let represent the
original number of marbles in the group. It follows that , or , marbles were removed from the group. Therefore,
marbles remained in the group. It's also given that marbles remained in the group. Thus, ,
or . Dividing both sides of this equation by yields . Substituting for in the expression
yields , or . Therefore, marbles were removed from the group.

Choice A is incorrect. This is of the remaining number of marbles.

Choice C is incorrect. This is the original number of marbles, not the number of marbles that were removed.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 2e92cc21
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 2e92cc21

The number is greater than the number . The number is less than . What is the value of ?

ID: 2e92cc21 Answer

Correct Answer: 9.87, 987/100

Rationale
The correct answer is . It’s given that the number is greater than the number . It follows that ,
or . It’s also given that the number is less than . It follows that , or ,
which yields . Substituting for in the equation yields , which is equivalent to .
Therefore, the value of is .

Question Difficulty: Hard

Question ID 4a422e3e
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Evaluating

and Data Analysis statistical claims:
Observational
studies and
experiments

ID: 4a422e3e

To determine the mean number of children per household in a community, Tabitha

surveyed 20 families at a playground. For the 20 families surveyed, the mean
number of children per household was 2.4. Which of the following statements
must be true?

A. The mean number of children per household in the community is 2.4.

A determination about the mean number of children per household in the community should not be made because the
B. sample size is too small.

The sampling method is flawed and may produce a biased estimate of the mean number of children per household in the
C. community.

The sampling method is not flawed and is likely to produce an unbiased estimate of the mean number of children per
D. household in the community.

ID: 4a422e3e Answer

Correct Answer: C

Rationale
Choice C is correct. In order to use a sample mean to estimate the mean for a population, the sample must be representative
of the population (for example, a simple random sample). In this case, Tabitha surveyed 20 families in a playground. Families
in the playground are more likely to have children than other households in the community. Therefore, the sample isn’t
representative of the population. Hence, the sampling method is flawed and may produce a biased estimate.

Choices A and D are incorrect because they incorrectly assume the sampling method is unbiased. Choice B is incorrect
because a sample of size 20 could be large enough to make an estimate if the sample had been representative of all the
families in the community.

Question Difficulty: Hard

Question ID ba0e23b0
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: ba0e23b0

is greater than . What is the value of ?

A.

B.

C.

D.

ID: ba0e23b0 Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that is greater than . It follows that , which is equivalent to
, or . Subtracting from each side of this equation yields . Dividing each
side of this equation by yields , or .

Choice A is incorrect. This would be the value of if were of , not greater than .

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID c2e7fa6d
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: c2e7fa6d

For an electric field passing through a flat surface perpendicular to it, the electric flux of the electric field through the surface
is the product of the electric field’s strength and the area of the surface. A certain flat surface consists of two adjacent
squares, where the side length, in meters, of the larger square is times the side length, in meters, of the smaller square. An
electric field with strength volts per meter passes uniformly through this surface, which is perpendicular to the electric
field. If the total electric flux of the electric field through this surface is , what is the electric flux, in
, of the electric field through the larger square?

ID: c2e7fa6d Answer

Correct Answer: 4176

Rationale
The correct answer is . It’s given that the side length of the larger square is times the side length of the smaller
square. This means that the area of the larger square is , or , times the area of the smaller square. If the area of the
smaller square is represented by , then the area of the larger square can be represented by . Therefore, the flat surface
of the two adjacent squares has a total area of , or . It’s given that an electric field with strength volts per
meter passes uniformly through this surface and the total electric flux of the electric field through this surface is
. Since it's given that the electric flux is the product of the electric field’s strength and the area of the
surface, the equation , or , can be used to represent this situation. Dividing each side of
this equation by yields . Substituting for in the expression for the area of the larger square, , yields
, or , square meters. Since the area of the larger square is square meters, the electric flux, in , of the
electric field through the larger square can be determined by multiplying the area of the larger square by the strength of the
electric field. Thus, the electric flux is , or .

Question Difficulty: Hard

Question ID e821a26d
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: e821a26d
The scatterplot below shows the amount of electric energy generated, in millions of megawatt-hours, by nuclear sources
over a 10‑year period.

Of the following equations, which best models the data in the scatterplot?

A.

B.

C.

D.

ID: e821a26d Answer

Correct Answer: D
Rationale
Choice D is correct. The data in the scatterplot roughly fall in the shape of a downward-opening parabola; therefore, the
coefficient for the term must be negative. Based on the location of the data points, the y-intercept of the parabola should
be somewhere between 740 and 760. Therefore, of the equations given, the best model is
.

Choices A and C are incorrect. The positive coefficient of the term means that these equations each define upward-
opening parabolas, whereas a parabola that fits the data in the scatterplot must open downward. Choice B is incorrect
because it defines a parabola with a y-intercept that has a negative y-coordinate, whereas a parabola that fits the data in the
scatterplot must have a y-intercept with a positive y-coordinate.

Question Difficulty: Hard

Question ID 9d935bd8
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 9d935bd8

A survey was given to residents of all 50 states asking if they had earned a
bachelor’s degree or higher. The results from 7 of the states are given in the table
above. The median percent of residents who earned a bachelor’s degree or higher
for all 50 states was 26.95%. What is the difference between the median percent of
residents who earned a bachelor’s degree or higher for these 7 states and the
median for all 50 states?

A. 0.05%

B. 0.95%

C. 1.22%

D. 7.45%

ID: 9d935bd8 Answer

Correct Answer: B

Rationale
Choice B is correct. The median of a set of numbers is the middle value of the set values when ordered from least to
greatest. If the percents in the table are ordered from least to greatest, the middle value is 27.9%. The difference between
27.9% and 26.95% is 0.95%.

Choice A is incorrect and may be the result of calculation errors or not finding the median of the data in the table correctly.
Choice C is incorrect and may be the result of finding the mean instead of the median. Choice D is incorrect and may be the
result of using the middle value of the unordered list.

Question Difficulty: Hard

Question ID 8c5dbd3e
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 8c5dbd3e

The number is greater than the number . The number is less than . What is the value of ?

ID: 8c5dbd3e Answer

Correct Answer: 189/4, 47.25

Rationale
The correct answer is . It’s given that the number is greater than the number . It follows that
, or . It’s also given that the number is less than . It follows that ,
or , which yields . Substituting for in the equation yields , which is
equivalent to . Therefore, the value of is . Note that 47.25 and 189/4 are examples of ways to enter a
correct answer.

Question Difficulty: Hard

Question ID 9ba3e283
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Inference from

and Data Analysis sample statistics
and margin of error

ID: 9ba3e283

In State X, Mr. Camp’s eighth-grade class consisting of 26 students was surveyed

and 34.6 percent of the students reported that they had at least two siblings. The
average eighth‑grade class size in the state is 26. If the students in Mr. Camp’s
class are representative of students in the state’s eighth-grade classes and there
are 1,800 eighth-grade classes in the state, which of the following best estimates
the number of eighth‑grade students in the state who have fewer than two
siblings?

A. 16,200

B. 23,400

C. 30,600

D. 46,800

ID: 9ba3e283 Answer

Correct Answer: C

Rationale
Choice C is correct. It is given that 34.6% of 26 students in Mr. Camp’s class reported that they had at least two siblings.
Since 34.6% of 26 is 8.996, there must have been 9 students in the class who reported having at least two siblings and 17
students who reported that they had fewer than two siblings. It is also given that the average eighth-grade class size in the
state is 26 and that Mr. Camp’s class is representative of all eighth-grade classes in the state. This means that in each
eighth-grade class in the state there are about 17 students who have fewer than two siblings. Therefore, the best estimate of
the number of eighth-grade students in the state who have fewer than two siblings is 17 × (number of eighth-grade classes in
the state), or .

Choice A is incorrect because 16,200 is the best estimate for the number of eighth-grade students in the state who have at
least, not fewer than, two siblings. Choice B is incorrect because 23,400 is half of the estimated total number of eighth-grade
students in the state; however, since the students in Mr. Camp’s class are representative of students in the eighth-grade
classes in the state and more than half of the students in Mr. Camp’s class have fewer than two siblings, more than half of
the students in each eighth-grade class in the state have fewer than two siblings, too. Choice D is incorrect because 46,800
is the estimated total number of eighth-grade students in the state.

Question Difficulty: Hard

Question ID 54cb53cf
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 54cb53cf

The number of zebras in a population in was times the number of zebras in this population in . If the number
of zebras in this population in is of the number of zebras in this population in , what is the value of , to the
nearest whole number?

ID: 54cb53cf Answer

Correct Answer: 79

Rationale
The correct answer is . Let represent the number of zebras in the population in and let represent the number of
zebras in the population in . It’s given that the number of zebras in this population in was times the number
of zebras in this population in . It follows that the equation represents this situation. Dividing both sides of
this equation by yields , or . Therefore, the number of zebras in this population in is
times the number of zebras in this population in . If the number of zebras in this population in is of the
number of zebras in this population in , then . It follows that , or , which means is
approximately equal to . Therefore, the value of , to the nearest whole number, is .

Question Difficulty: Hard

Question ID 3d73a58b
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 3d73a58b

A gift shop buys souvenirs at a wholesale price of dollars each and resells them each at a retail price that is of
the wholesale price. At the end of the season, any remaining souvenirs are marked at a discounted price that is off the
retail price. What is the discounted price of each remaining souvenir, in dollars?

ID: 3d73a58b Answer

Correct Answer: 203/50, 4.06

Rationale
The correct answer is . It's given that the retail price is of the wholesale price of . Thus, the retail price is
, which is equivalent to , or . It's also given that the discounted price is off the retail
price. Thus, the discounted price is , which is equivalent to , or .

Question Difficulty: Hard

Question ID 79137c1b
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: 79137c1b

The scatterplot above shows the size x and the sale price y of 25 houses for sale in
Town H. Which of the following could be an equation for a line of best fit for the
data?

A.

B.

C.

D.

ID: 79137c1b Answer

Correct Answer: B
Rationale
Choice B is correct. From the shape of the cluster of points, the line of best fit should pass roughly through the points
and . Therefore, these two points can be used to find an approximate equation for the line of best fit. The

slope of this line of best fit is therefore , or 100. The equation for the line of best fit, in slope-
intercept form, is for some value of b. Using the point , 1 can be substituted for x and 200 can be
substituted for y: , or . Substituting this value into the slope-intercept form of the equation gives
.

Choice A is incorrect. The line defined by passes through the points and , both of which
are well above the cluster of points, so it cannot be a line of best fit. Choice C is incorrect. The line defined by
passes through the points and , both of which lie at the bottom of the cluster of points, so it cannot be a line
of best fit. Choice D is incorrect and may result from correctly calculating the slope of a line of best fit but incorrectly
assuming the y-intercept is at .

Question Difficulty: Hard

Question ID 54d93874
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 54d93874

Masses (kilograms)

Andrew 2.4 2.5 3.6 3.1 2.5 2.7

Maria x 3.1 2.7 2.9 3.3 2.8

Andrew and Maria each collected six rocks, and the masses of the rocks are
shown in the table above. The mean of the masses of the rocks Maria collected is
0.1 kilogram greater than the mean of the masses of the rocks Andrew collected.
What is the value of x ?

ID: 54d93874 Answer

Rationale
The correct answer is 2.6. Since the mean of a set of numbers can be found by adding the numbers together and dividing by
how many numbers there are in the set, the mean mass, in kilograms, of the rocks Andrew collected is

, or 2.8. Since the mean mass of the rocks Maria collected is 0.1 kilogram
greater than the mean mass of rocks Andrew collected, the mean mass of the rocks Maria collected is

kilograms. The value of x can be found by writing an equation for finding the mean: .
Solving this equation gives . Note that 2.6 and 13/5 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 916ffe9b
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Inference from

and Data Analysis sample statistics
and margin of error

ID: 916ffe9b

Poll Results

Angel Cruz

Terry Smith
The table shows the results of a poll. A total of voters selected at random were asked which candidate they would vote
for in the upcoming election. According to the poll, if people vote in the election, by how many votes would Angel Cruz
be expected to win?

A.

B.

C.

D.

ID: 916ffe9b Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that out of voters responded that they would vote for Angel Cruz. Therefore, the
proportion of voters from the poll who responded they would vote for Angel Cruz is . It’s also given that there are a total
of voters in the election. Therefore, the total number of people who would be expected to vote for Angel Cruz is
, or . Since of the total voters would be expected to vote for Angel Cruz, it follows that
, or voters would be expected not to vote for Angel Cruz. The difference in the number of votes for and
against Angel Cruz is , or votes. Therefore, if people vote in the election, Angel Cruz would be
expected to win by votes.

Choice A is incorrect. This is the difference in the number of voters from the poll who responded that they would vote for and
against Angel Cruz.

Choice C is incorrect. This is the total number of people who would be expected to vote for Angel Cruz.

Choice D is incorrect. This is the difference between the total number of people who vote in the election and the number of
voters from the poll.

Question Difficulty: Hard

Question ID 9b5b23fc
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: 9b5b23fc

For , the function is defined as follows: equals of Which of the following could describe this function?

A. Decreasing exponential

B. Decreasing linear

C. Increasing exponential

D. Increasing linear

ID: 9b5b23fc Answer

Correct Answer: D

Rationale
Choice D is correct. It's given that for , is equal to of . This is equivalent to , or
, for . This function indicates that as increases, also increases, which means is an increasing
function. Furthermore, increases at a constant rate of for each increase of by . A function with a constant rate
of change is linear. Thus, the function can be described as an increasing linear function.

Choice A is incorrect and may result from conceptual errors. Choice B is incorrect and may result from conceptual errors.

Choice C is incorrect. This could describe the function , where is equal to of , not ,
for .

Question Difficulty: Hard

Question ID af142f8d
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: af142f8d

Amount invested Balance increase

Account A $500 6% annual interest

Account B $1,000 $25 per year

Two investments were made as shown in the table above. The interest in Account
A is compounded once per year. Which of the following is true about the
investments?

A. Account A always earns more money per year than Account B.

B. Account A always earns less money per year than Account B.

C. Account A earns more money per year than Account B at first but eventually earns less money per year.

D. Account A earns less money per year than Account B at first but eventually earns more money per year.

ID: af142f8d Answer

Correct Answer: A

Rationale
Choice A is correct. Account A starts with $500 and earns interest at 6% per year, so in the first year Account A earns (500)
(0.06) = $30, which is greater than the $25 that Account B earns that year. Compounding interest can be modeled by an
increasing exponential function, so each year Account A will earn more money than it did the previous year. Therefore, each
year Account A earns at least $30 in interest. Since Account B always earns $25 each year, Account A always earns more
money per year than Account B.

Choices B and D are incorrect. Account A earns $30 in the first year, which is greater than the $25 Account B earns in the first
year. Therefore, neither the statement that Account A always earns less money per year than Account B nor the statement
that Account A earns less money than Account B at first can be true. Choice C is incorrect. Since compounding interest can
be modeled by an increasing exponential function, each year Account A will earn more money than it did the previous year.
Therefore, Account A always earns at least $30 per year, which is more than the $25 per year that Account B earns.

Question Difficulty: Hard

Question ID 040f2a84
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 040f2a84

The regular price of a shirt at a store is . The sale price of the shirt is less than the regular price, and the sale
price is greater than the store's cost for the shirt. What was the store’s cost, in dollars, for the shirt? (Disregard the
sign when entering your answer. For example, if your answer is , enter )

ID: 040f2a84 Answer

Correct Answer: 1.8, 9/5

Rationale
The correct answer is . It’s given that the regular price of a shirt at a store is , and the sale price of the shirt is
less than the regular price. It follows that the sale price of the shirt is , or , which is
equivalent to . It’s also given that the sale price of the shirt is greater than the store’s cost for the shirt. Let
represent the store’s cost for the shirt. It follows that , or . Dividing both sides of this
equation by yields . Therefore, the store’s cost, in dollars, for the shirt is . Note that 1.8 and 9/5 are
examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 8213b1b3
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 8213b1b3

According to a set of standards, a certain type of substance can contain a maximum of phosphorus by mass. If a
sample of this substance has a mass of grams, what is the maximum mass, in grams, of phosphorus the sample can
contain to meet these standards?

ID: 8213b1b3 Answer

Correct Answer: .0014

Rationale
The correct answer is . It's given that a certain type of substance can contain a maximum of phosphorus by
mass to meet a set of standards. If a sample of the substance has a mass of grams, it follows that the maximum mass,
in grams, of phosphorus the sample can contain to meet the standards is of , or , which is
equivalent to , or . Note that .0014 and 0.001 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 34f8cd89
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 34f8cd89

of the items in a box are green. Of those, are also rectangular. Of the green rectangular items, are also
metal. Which of the following is closest to the percentage of the items in the box that are not rectangular green metal items?

A.

B.

C.

D.

ID: 34f8cd89 Answer

Correct Answer: C

Rationale
Choice C is correct. It's given that of the items in a box are green. Let represent the total number of items in the box.
It follows that , or , items in the box are green. It's also given that of those, are also rectangular. Therefore,
, or , items in the box are green rectangular items. It's also given that of the green rectangular items,
are also metal. Therefore, , or , items in the box are rectangular green metal items. The
number of the items in the box that are not rectangular green metal items is the total number of items in the box minus the
number of rectangular green metal items in the box. Therefore, the number of items in the box that are not rectangular green
metal items is , or . The percentage of items in the box that are not rectangular green metal
items is the percentage that is of . If represents this percentage, the value of is , or
. Of the given choices, is closest to the percentage of items in the box that are not rectangular green metal
items.

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 20b69297
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: 20b69297

Anita created a batch of green paint by mixing 2 ounces of blue paint with 3
ounces of yellow paint. She must mix a second batch using the same ratio of blue
and yellow paint as the first batch. If she uses 5 ounces of blue paint for the
second batch, how much yellow paint should Anita use?

A. Exactly 5 ounces

B. 3 ounces more than the amount of yellow paint used in the first batch

C. 1.5 times the amount of yellow paint used in the first batch

D. 1.5 times the amount of blue paint used in the second batch

ID: 20b69297 Answer

Correct Answer: D

Rationale
Choice D is correct. It’s given that Anita used a ratio of 2 ounces of blue paint to 3 ounces of yellow paint for the first batch.

For any batch of paint that uses the same ratio, the amount of yellow paint used will be , or 1.5, times the amount of blue
paint used in the batch. Therefore, the amount of yellow paint Anita will use in the second batch will be 1.5 times the amount
of blue paint used in the second batch.

Alternate approach: It’s given that Anita used a ratio of 2 ounces of blue paint to 3 ounces of yellow paint for the first batch
and that she will use 5 ounces of blue paint for the second batch. A proportion can be set up to solve for x, the amount of

yellow paint she will use for the second batch: . Multiplying both sides of this equation by 3 yields , and
multiplying both sides of this equation by x yields . Dividing both sides of this equation by 2 yields . Since

Anita will use 7.5 ounces of yellow paint for the second batch, this is times the amount of blue paint (5 ounces)
used in the second batch.

Choices A, B, and C are incorrect and may result from incorrectly interpreting the ratio of blue paint to yellow paint used.

Question Difficulty: Hard

Question ID e5c57163
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: e5c57163

Square A has side lengths that are times the side lengths of square B. The area of square A is times the area of
square B. What is the value of ?

ID: e5c57163 Answer

Correct Answer: 27556

Rationale
The correct answer is . The area of a square is , where is the side length of the square. Let represent the length
of each side of square B. Substituting for in yields . It follows that the area of square B is . It’s given that square
A has side lengths that are times the side lengths of square B. Since represents the length of each side of square B,
the length of each side of square A can be represented by the expression . It follows that the area of square A is
, or . It’s given that the area of square A is times the area of square B. Since the area of square A is
equal to , and the area of square B is equal to , an equation representing the given statement is
. Since represents the length of each side of square B, the value of must be positive. Therefore, the
value of is also positive, so it does not equal . Dividing by on both sides of the equation yields
. Therefore, the value of is .

Question Difficulty: Hard

Question ID f88f27e5
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: f88f27e5
Intersecting lines r, s, and t are shown below.

What is the value of x ?

ID: f88f27e5 Answer

Rationale
The correct answer is 97. The intersecting lines form a triangle, and the angle with measure of is an exterior angle of this
triangle. The measure of an exterior angle of a triangle is equal to the sum of the measures of the two nonadjacent interior
angles of the triangle. One of these angles has measure of and the other, which is supplementary to the angle with
measure , has measure of . Therefore, the value of x is .

Question Difficulty: Hard

Question ID e10d8313
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: e10d8313

In the figure shown, points , , , and lie on line segment , and line segment intersects line segment at
point . The measure of is , the measure of is , the measure of is , and the measure
of is . What is the measure, in degrees, of ?

ID: e10d8313 Answer

Correct Answer: 123

Rationale
The correct answer is . The triangle angle sum theorem states that the sum of the measures of the interior angles of a
triangle is degrees. It's given that the measure of is and the measure of is . Since points , ,
and form a triangle, it follows from the triangle angle sum theorem that the measure, in degrees, of is
, or . It's also given that the measure of is . Since and are supplementary
angles, the sum of their measures is degrees. It follows that the measure, in degrees, of is , or .
Since points , , and form a triangle, and is the same angle as , it follows from the triangle angle sum
theorem that the measure, in degrees, of is , or . It's given that the measure of is .
Since and are supplementary angles, the sum of their measures is degrees. It follows that the measure,
in degrees, of is , or . Since points , , and form a triangle, and is the same angle as
, it follows from the triangle angle sum theorem that the measure, in degrees, of is , or .

Question Difficulty: Hard

Question ID 6d99b141
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 6d99b141

In the figure, . The measure of angle is , and the measure of angle is . What is the value of
?

ID: 6d99b141 Answer

Correct Answer: 83

Rationale
The correct answer is . It's given that in the figure, . Thus, triangle is an isosceles triangle and the
measure of angle is equal to the measure of angle . The sum of the measures of the interior angles of a triangle
is . Thus, the sum of the measures of the interior angles of triangle is . It's given that the measure of angle
is . It follows that the sum of the measures of angles and is , or . Since the
measure of angle is equal to the measure of angle , the measure of angle is half of , or . The sum
of the measures of the interior angles of triangle is . It's given that the measure of angle is . Since the
measure of angle , which is the same angle as angle , is , it follows that the measure of angle is
, or . Since angle and angle form a straight line, the sum of the measures of these
angles is . It's given in the figure that the measure of angle is . It follows that . Subtracting
from both sides of this equation yields .

Question Difficulty: Hard

Question ID ecd09c38
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and

and Data Analysis conditional
probability

ID: ecd09c38
Employees working for a customer service line at an electric company recorded all the calls last Monday and noted
whether the caller asked for repairs and whether the caller asked about a bill. The results are summarized in the table
below.

Asked for Did not ask

Total
repairs for repairs

Asked
48 623 671
about a bill

Did not ask

130 90 220
about a bill

Total 178 713 891

If a caller last Monday who asked about his or her bill is selected at random, which
of the following is closest to the probability that the customer also asked for
repairs?

A. 0.05

B. 0.07

C. 0.20

D. 0.27

ID: ecd09c38 Answer

Correct Answer: B
Rationale
Choice B is correct. According to the table, a total of 671 customers asked about a bill. Of these, 48 also asked for repairs.
Therefore, if a customer who asked about a bill is selected at random, the probability that the customer also asked for

repairs is .

Choice A is incorrect. This is the probability that a customer selected at random from all customers who called on Monday
both asked for repairs and asked about a bill. Choice C is incorrect. This is the probability that a customer selected at
random from all customers who called on Monday asked for repairs, regardless of whether or not the customer asked about
a bill. Choice D is incorrect. This is the probability that a customer selected at random from those who asked for repairs also
asked about a bill.

Question Difficulty: Hard

Question ID ad911622
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: ad911622

The value of a collectible comic book increased by from the end of to the end of and then decreased by
from the end of to the end of . What was the net percentage increase in the value of the collectible comic
book from the end of to the end of ?

A.

B.

C.

D.

ID: ad911622 Answer

Correct Answer: A

Rationale
Choice A is correct. It’s given that the value of the comic book increased by from the end of to the end of .
Therefore, if the value of the comic book at the end of was dollars, then the value, in dollars, of the comic book at the
end of was , which can be rewritten as , or . It’s also given that the value of the comic
book decreased by from the end of to the end of . Therefore, the value, in dollars, of the comic book at the
end of was , which can be rewritten as , or . Thus, if the value
of the comic book at the end of was dollars, and the value of the comic book at the end of was
dollars, then from the end of to the end of , the value of the comic book increased by , or ,
dollars. Therefore, the increase in the value of the comic book from the end of to the end of is equal to
times the value of the comic book at the end of . It follows that from the end of to the end of , the net
percentage increase in the value of the comic book was , or .

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. This is the difference between the net percentage increase in the value of the comic book from the end
of to the end of and the net percentage decrease in the value of the comic book from the end of to the end
of , not the net percentage increase in the value of the comic book from the end of to the end of .

Choice D is incorrect. This is the net percentage increase in the value of the comic book from the end of to the end of
, if the value of the comic book increased by from the end of to the end of and then increased, not
decreased, by from the end of to the end of .

Question Difficulty: Hard

Question ID 25faa756
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages

and Data Analysis

ID: 25faa756

The number is greater than the positive number . The number is less than . The number is how many
times ?

ID: 25faa756 Answer

Correct Answer: .88, 22/25

Rationale
The correct answer is . It’s given that the number is greater than the positive number . Therefore,
, which is equivalent to , or . It’s also given that the number is less than
. Therefore, , which is equivalent to , or . Since , substituting
for in the equation yields , or . Thus, the number is times the number . Note
that .88 and 22/25 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID d6456c7a
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates,

and Data Analysis proportional
relationships, and
units

ID: d6456c7a

A certain park has an area of square yards. What is the area, in square miles, of this park?

A.

B.

C.

D.

ID: d6456c7a Answer

Correct Answer: B

Rationale
Choice B is correct. Since mile is equal to yards, square mile is equal to , or , square yards. It’s
given that the park has an area of square yards. Therefore, the park has an area of
, or square miles. Thus, the area, in square miles, of the park
is .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. This is the square root of the area of the park in square yards, not the area of the park in square miles.

Choice D is incorrect and may result from converting yards to miles, rather than converting square
yards to square miles.

Question Difficulty: Hard

Question ID 9d95e7ad
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data:

and Data Analysis Models and
scatterplots

ID: 9d95e7ad

The scatterplot above shows the numbers of grams of both total protein and total fat for eight sandwiches on a restaurant
menu. The line of best fit for the data is also shown. According to the line of best fit, which of the following is closest to the
predicted increase in total fat, in grams, for every increase of 1 gram in total protein?

A. 2.5

B. 2.0

C. 1.5

D. 1.0

ID: 9d95e7ad Answer

Correct Answer: C

Rationale
Choice C is correct. The predicted increase in total fat, in grams, for every increase of 1 gram in total protein is represented
by the slope of the line of best fit. Any two points on the line can be used to calculate the slope of the line as the change in
total fat over the change in total protein. For instance, it can be estimated that the points and are on the line

of best fit, and the slope of the line that passes through them is , or 1.4. Of the choices given, 1.5 is the
closest to the slope of the line of best fit.

Choices A, B, and D are incorrect and may be the result of incorrectly finding ordered pairs that lie on the line of best fit or of
incorrectly calculating the slope.

Question Difficulty: Hard

Question ID 94237701
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data:

and Data Analysis Distributions and
measures of center
and spread

ID: 94237701
For a certain computer game, individuals receive an integer score that ranges from 2 through 10. The table below shows the
frequency distribution of the scores of the 9 players in group A and the 11 players in group B.

Score
Score Frequencies

Group A Group B

2 1 0

3 1 0

4 2 0

5 1 4

6 3 2

7 0 0

8 0 2

9 1 1

10 0 2

Total 9 11

The median of the scores for group B is how much greater than the median of the
scores for group A?

ID: 94237701 Answer

Rationale
The correct answer is 1. When there are an odd number of values in a data set, the median of the data set is the middle
number when the data values are ordered from least to greatest. The scores for group A, ordered from least to greatest, are
2, 3, 4, 4, 5, 6, 6, 6, and 9. The median of the scores for group A is therefore 5. The scores for group B, ordered from least to
greatest, are 5, 5, 5, 5, 6, 6, 8, 8, 9, 10, and 10. The median of the scores for group B is therefore 6. The median score for
group B is more than the median score for group A.
Question Difficulty: Hard
Question ID 901c3215
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 901c3215

In triangles and , angles and each have measure and angles and each have measure . Which
additional piece of information is sufficient to determine whether triangle is congruent to triangle ?

A. The measure of angle

B. The length of side

C. The lengths of sides and

D. No additional information is necessary.

ID: 901c3215 Answer

Correct Answer: C

Rationale
Choice C is correct. Since angles and each have the same measure and angles and each have the same measure,
triangles and are similar, where side corresponds to side . To determine whether two similar triangles
are congruent, it is sufficient to determine whether one pair of corresponding sides are congruent. Therefore, to determine
whether triangles and are congruent, it is sufficient to determine whether sides and have equal length.
Thus, the lengths of and are sufficient to determine whether triangle is congruent to triangle .

Choice A is incorrect and may result from conceptual errors. Choice B is incorrect and may result from conceptual errors.

Choice D is incorrect. The given information is sufficient to determine that triangles and are similar, but not
whether they are congruent.

Question Difficulty: Hard

Question ID c8345903
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: c8345903

The circle above has center O, the length of arc is , and

. What is the length of arc ?

A.

B.

C.

D.

ID: c8345903 Answer

Correct Answer: B

Rationale
Choice B is correct. The ratio of the lengths of two arcs of a circle is equal to the ratio of the measures of the central angles
that subtend the arcs. It’s given that arc is subtended by a central angle with measure 100°. Since the sum of the

measures of the angles about a point is 360°, it follows that arc is subtended by a central angle with measure

. If s is the length of arc , then s must satisfy the ratio . Reducing the fraction

to its simplest form gives . Therefore, . Multiplying both sides of by yields .

Choice A is incorrect. This is the length of an arc consisting of exactly half of the circle, but arc is greater than half of
the circle. Choice C is incorrect. This is the total circumference of the circle. Choice D is incorrect. This is half the length of
arc , not its full length.
Question Difficulty: Hard
Question ID 345cc36a
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 345cc36a

In the figure shown, and intersect at point . , , , and . What is the

length of ?

ID: 345cc36a Answer

Correct Answer: 54

Rationale
The correct answer is . The figure shown includes two triangles, triangle and triangle , such that angle
and angle are vertical angles. It follows that angle is congruent to angle . It’s also given in the
figure that the measures of angle and angle are . Therefore angle is congruent to angle . Since triangle
and triangle have two pairs of congruent angles, triangle is similar to triangle by the angle-angle
similarity postulate, where corresponds to , and corresponds to . Since the lengths of corresponding
sides in similar triangles are proportional, it follows that . It’s given that , , and .
Substituting for , for , and for in the equation yields . Multiplying each side
of this equation by yields , or . Therefore, the length of is .

Question Difficulty: Hard

Question ID 2d2cb85e
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 2d2cb85e

In the figure, , the measure of angle is , and the measure of angle is . What is the value of ?

ID: 2d2cb85e Answer

Correct Answer: 156

Rationale
The correct answer is . In the figure shown, the sum of the measures of angle and angle is . It’s given
that the measure of angle is . Therefore, the measure of angle is , or . The sum of the
measures of the interior angles of a triangle is . In triangle , the measure of angle is and it's given that
the measure of angle is . Thus, the measure of angle is , or . It’s given that
. Therefore, triangle is an isosceles triangle and the measure of is equal to the measure of angle
. In triangle , the measure of angle is and the measure of angle is . Thus, the measure of
angle is , or . The figure shows that the measure of angle is , so the value of is
.

Question Difficulty: Hard

Question ID a07ed090
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: a07ed090

The figure shown is a right circular cylinder with a radius of and height of . A second right circular cylinder (not shown)
has a volume that is times as large as the volume of the cylinder shown. Which of the following could represent the
radius , in terms of , and the height , in terms of , of the second cylinder?

A. and

B. and

C. and

D. and

ID: a07ed090 Answer

Correct Answer: C
Rationale
Choice C is correct. The volume of a right circular cylinder is equal to , where is the radius of a base of the cylinder
and is the height of the cylinder. It’s given that the cylinder shown has a radius of and a height of . It follows that the
volume of the cylinder shown is equal to . It’s given that the second right circular cylinder has a radius of and a
height of . It follows that the volume of the second cylinder is equal to . Choice C gives and .
Substituting for and for in the expression that represents the volume of the second cylinder yields ,
or , which is equivalent to , or . This expression is equal to times the volume of the
cylinder shown, . Therefore, and could represent the radius , in terms of , and the height , in
terms of , of the second cylinder.

Choice A is incorrect. Substituting for and for in the expression that represents the volume of the second
cylinder yields , or , which is equivalent to , or . This expression is equal to
, not , times the volume of the cylinder shown.

Choice B is incorrect. Substituting for and for in the expression that represents the volume of the second
cylinder yields , or , which is equivalent to , or . This expression is
equal to , not , times the volume of the cylinder shown.

Choice D is incorrect. Substituting for and for in the expression that represents the volume of the second
cylinder yields , or , which is equivalent to , or . This expression
is equal to , not , times the volume of the cylinder shown.

Question Difficulty: Hard

Question ID a0369739
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: a0369739

In triangle , the measure of angle is and is an altitude of the triangle. The length of is and the
length of is greater than the length of . What is the value of ?

A.

B.

C.

D.

ID: a0369739 Answer

Correct Answer: D

Rationale
Choice D is correct. It's given that in triangle , the measure of angle is and is an altitude of the triangle.
Therefore, the measure of angle is . It follows that angle is congruent to angle and angle is congruent to
angle . By the angle-angle similarity postulate, triangle is similar to triangle . Since triangles and
are similar, it follows that . It's also given that the length of is and the length of is greater than the
length of . Therefore, the length of is , or . Substituting for and for in the equation
yields . Therefore, the value of is .

Choice A is incorrect. This is the value of . Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 9966235e
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 9966235e

A cube has an edge length of inches. A solid sphere with a radius of inches is inside the cube, such that the sphere
touches the center of each face of the cube. To the nearest cubic inch, what is the volume of the space in the cube not taken
up by the sphere?

A.

B.

C.

D.

ID: 9966235e Answer

Correct Answer: A

Rationale
Choice A is correct. The volume of a cube can be found by using the formula , where is the volume and is the
edge length of the cube. Therefore, the volume of the given cube is , or cubic inches. The volume of a
sphere can be found by using the formula , where is the volume and is the radius of the sphere. Therefore,
the volume of the given sphere is , or approximately cubic inches. The volume of the space in the
cube not taken up by the sphere is the difference between the volume of the cube and volume of the sphere. Subtracting the
approximate volume of the sphere from the volume of the cube gives cubic inches.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 858fd1cf
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 858fd1cf

A circle in the xy-plane has its center at . Line is tangent to this circle at the point . Which of the following
points also lies on line ?

A.

B.

C.

D.

ID: 858fd1cf Answer

Correct Answer: C

Rationale
Choice C is correct. It’s given that the circle has its center at and that line is tangent to this circle at the point
. Therefore, the points and are the endpoints of the radius of the circle at the point of tangency. The
slope of a line or line segment that contains the points and can be calculated as . Substituting for
and for in the expression yields , or . Thus, the slope of this radius is . A line that’s
tangent to a circle is perpendicular to the radius of the circle at the point of tangency. It follows that line is perpendicular to
the radius at the point , so the slope of line is the negative reciprocal of the slope of this radius. The negative
reciprocal of is . Therefore, the slope of line is . Since the slope of line is the same between any two points on
line , a point lies on line if the slope of the line segment connecting the point and is . Substituting choice C,
, for and for in the expression yields , or . Therefore, the point lies on line .

Choice A is incorrect. The slope of the line segment connecting and is , or , not .

Choice B is incorrect. The slope of the line segment connecting and is , or , not .

Choice D is incorrect. The slope of the line segment connecting and is , or , not .

Question Difficulty: Hard

Question ID 947a3cde
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 947a3cde

In the figure above, and intersect at point P, , and .

What is the measure, in degrees, of ? (Disregard the degree symbol when
gridding your answer.)

ID: 947a3cde Answer

Rationale
The correct answer is 30. It is given that the measure of is . Angle MPR and are collinear and therefore

are supplementary angles. This means that the sum of the two angle measures is , and so the measure of is
. The sum of the angles in a triangle is . Subtracting the measure of from yields the sum of the
other angles in the triangle MPR. Since , the sum of the measures of and is . It is
given that , so it follows that triangle MPR is isosceles. Therefore and must be congruent. Since
the sum of the measure of these two angles is , it follows that the measure of each angle is .

An alternate approach would be to use the exterior angle theorem, noting that the measure of is equal to the sum of
the measures of and . Since both angles are equal, each of them has a measure of .

Question Difficulty: Hard

Question ID 983412ea
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 983412ea

A right square prism has a height of units. The volume of the prism is cubic units. What is the length, in units, of an
edge of the base?

ID: 983412ea Answer

Correct Answer: 12

Rationale
The correct answer is . The volume, , of a right square prism can be calculated using the formula , where
represents the length of an edge of the base and represents the height of the prism. It’s given that the volume of the prism
is cubic units and the height is units. Substituting for and for in the formula yields
. Dividing both sides of this equation by yields . Taking the square root of both sides of this
equation yields two solutions: and . The length can't be negative, so . Therefore, the length, in units,
of an edge of the base is .

Question Difficulty: Hard

Question ID 4c95c7d4
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 4c95c7d4

A graphic designer is creating a logo for a company. The logo is shown in the figure
above. The logo is in the shape of a trapezoid and consists of three congruent
equilateral triangles. If the perimeter of the logo is 20 centimeters, what is the
combined area of the shaded regions, in square centimeters, of the logo?

A.

B.

C.

D. 16

ID: 4c95c7d4 Answer

Correct Answer: C
Rationale
Choice C is correct. It’s given that the logo is in the shape of a trapezoid that consists of three congruent equilateral
triangles, and that the perimeter of the trapezoid is 20 centimeters (cm). Since the perimeter of the trapezoid is the sum of

the lengths of 5 of the sides of the triangles, the length of each side of an equilateral triangle is . Dividing up one
equilateral triangle into two right triangles yields a pair of congruent 30°-60°-90° triangles. The shorter leg of each right
triangle is half the length of the side of an equilateral triangle, or 2 cm. Using the Pythagorean Theorem, , the
height of the equilateral triangle can be found. Substituting and and solving for b yields

cm. The area of one equilateral triangle is , where and . Therefore, the area

of one equilateral triangle is . The shaded area consists of two such triangles, so its area is

Alternate approach: The area of a trapezoid can be found by evaluating the expression , where is the length
of one base, is the length of the other base, and h is the height of the trapezoid. Substituting , , and

yields the expression , or , which gives an area of for the trapezoid.

Since two-thirds of the trapezoid is shaded, the area of the shaded region is .

Choice A is incorrect. This is the height of the trapezoid. Choice B is incorrect. This is the area of one of the equilateral
triangles, not two. Choice D is incorrect and may result from using a height of 4 for each triangle rather than the height of
.

Question Difficulty: Hard

Question ID ebbf23ae
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: ebbf23ae

A circle in the xy-plane has a diameter with endpoints and . An equation of this circle is
, where is a positive constant. What is the value of ?

ID: ebbf23ae Answer

Correct Answer: 5

Rationale
The correct answer is . The standard form of an equation of a circle in the xy-plane is , where ,
, and are constants, the coordinates of the center of the circle are , and the length of the radius of the circle is . It′s
given that an equation of the circle is . Therefore, the center of this circle is . It’s given that
the endpoints of a diameter of the circle are and . The length of the radius is the distance from the center of
the circle to an endpoint of a diameter of the circle, which can be found using the distance formula,

. Substituting the center of the circle and one endpoint of the diameter in this

formula gives a distance of , or , which is equivalent to . Since the distance from the
center of the circle to an endpoint of a diameter is , the value of is .

Question Difficulty: Hard

Question ID 69b0d79d
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 69b0d79d

Point O is the center of the circle above, and the measure of is . If the

length of is 18, what is the length of arc ?

A.

B.

C.

D.

ID: 69b0d79d Answer

Correct Answer: B

Rationale
Choice B is correct. Because segments OA and OB are radii of the circle centered at point O, these segments have equal
lengths. Therefore, triangle AOB is an isosceles triangle, where angles OAB and OBA are congruent base angles of the
triangle. It’s given that angle OAB measures . Therefore, angle OBA also measures . Let represent the measure

of angle AOB. Since the sum of the measures of the three angles of any triangle is , it follows that

, or . Subtracting from both sides of this equation yields , or

radians. Therefore, the measure of angle AOB, and thus the measure of arc , is radians. Since is a radius of the

given circle and its length is 18, the length of the radius of the circle is 18. Therefore, the length of arc can be calculated

as , or .

Choices A, C, and D are incorrect and may result from conceptual or computational errors.
Question Difficulty: Hard
Question ID 1429dcdf
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 1429dcdf

In the triangle shown, what is the value of ?

ID: 1429dcdf Answer

Correct Answer: .6956, .6957, 16/23

Rationale
The correct answer is . In a right triangle, the sine of an acute angle is defined as the ratio of the length of the side
opposite the angle to the length of the hypotenuse. In the triangle shown, the length of the side opposite the angle with
measure is units and the length of the hypotenuse is units. Therefore, the value of is . Note that 16/23,
.6956, .6957, 0.695, and 0.696 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 2266984b
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 2266984b

The equation above defines a circle in the xy-plane. What are the
coordinates of the center of the circle?

A.

B.

C.

D.

ID: 2266984b Answer

Correct Answer: B

Rationale

Choice B is correct. The standard equation of a circle in the xy-plane is of the form , where are
the coordinates of the center of the circle and r is the radius. The given equation can be rewritten in standard form by
completing the squares. So the sum of the first two terms, , needs a 100 to complete the square, and the sum of

the second two terms, , needs a 64 to complete the square. Adding 100 and 64 to both sides of the given equation

yields , which is equivalent to .

Therefore, the coordinates of the center of the circle are .

Choices A, C, and D are incorrect and may result from computational errors made when attempting to complete the squares
or when identifying the coordinates of the center.

Question Difficulty: Hard

Question ID e50afdd3
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: e50afdd3

The graph of the given equation is a circle in the xy-plane. The point lies on the circle. Which of the following is a
possible value for ?

A.

B.

C.

D.

ID: e50afdd3 Answer

Correct Answer: B

Rationale
Choice B is correct. An equation of the form , where , , and are constants, represents a circle
in the xy-plane with center and radius . Therefore, the circle represented by the given equation has center
and radius . Since the center of the circle has an x-coordinate of and the radius of the circle is , the least possible x-
coordinate for any point on the circle is , or . Similarly, the greatest possible x-coordinate for any point on the
circle is , or . Therefore, if the point lies on the circle, it must be true that . Of the given
choices, only satisfies this inequality.

Choice A is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 52f7b898
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 52f7b898

Right triangle is shown. What is the value of ?

A.

B.

C.

D.

ID: 52f7b898 Answer

Correct Answer: C
Rationale
Choice C is correct. In the triangle shown, the measure of angle is and angle is a right angle, which means that it
has a measure of . Since the sum of the angles in a triangle is equal to , the measure of angle is equal to
, or . In a right triangle whose acute angles have measures and , the lengths of the legs can
be represented by the expressions , , and , where is the length of the leg opposite the angle with measure ,
is the length of the leg opposite the angle with measure , and is the length of the hypotenuse. In the triangle
shown, the hypotenuse has a length of . It follows that , or . Therefore, the length of the leg opposite
angle is and the length of the leg opposite angle is . The tangent of an acute angle in a right triangle is defined
as the ratio of the length of the leg opposite the angle to the length of the leg adjacent to the angle. The length of the leg
opposite angle is and the length of the leg adjacent to angle is . Therefore, the value of is , or .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect. This is the value of , not the value of .

Choice D is incorrect. This is the length of the leg opposite angle , not the value of .

Question Difficulty: Hard

Question ID 76c73dbf
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 76c73dbf

The graph of in the xy-plane is a circle. What is the length of the circle’s radius?

ID: 76c73dbf Answer

Correct Answer: 10

Rationale
The correct answer is . It's given that the graph of in the xy-plane is a circle. The equation of a
circle in the xy-plane can be written in the form , where the coordinates of the center of the circle
are and the length of the radius of the circle is . The term in this equation can be obtained by adding the
square of half the coefficient of to both sides of the given equation to complete the square. The coefficient of is . Half
the coefficient of is . The square of half the coefficient of is . Adding to each side of
yields , or .
Similarly, the term can be obtained by adding the square of half the coefficient of to both sides of this equation,
which yields , or . This equation is
equivalent to , or . Therefore, the length of the circle's radius
is .

Question Difficulty: Hard

Question ID f7dbde16
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: f7dbde16

In triangles and , angles and each have measure , , and . Which additional piece of
information is sufficient to prove that triangle is similar to triangle ?

A. and

B. and

C. The measures of angles and are and , respectively.

D. The measures of angles and are and , respectively.

ID: f7dbde16 Answer

Correct Answer: D

Rationale
Choice D is correct. Two triangles are similar if they have three pairs of congruent corresponding angles. It’s given that
angles and each measure , and so these corresponding angles are congruent. If angle is , then angle
must be so that the sum of the angles in triangle is . If angle is , then angle must be so that
the sum of the angles in triangle is . Therefore, if the measures of angles and are and ,
respectively, then corresponding angles and are both , and corresponding angles and are both . It follows
that triangles and have three pairs of congruent corresponding angles, and so the triangles are similar.
Therefore, the additional piece of information that is sufficient to prove that triangle is similar to triangle is that
the measures of angles and are and , respectively.

Choice A is incorrect. If the measures of two sides in one triangle are proportional to the corresponding sides in another
triangle and the included angles are congruent, then the triangles are similar. However, the two sides given are not
proportional and the angle given is not included by the given sides.

Choice B is incorrect. If the measures of two sides in one triangle are proportional to the corresponding sides in another
triangle and the included angles are congruent, then the triangles are similar. However, the angle given is not included
between the proportional sides.

Choice C is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID bd87bc09
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: bd87bc09

Triangle above is a right triangle, and .

What is the length of side ?

ID: bd87bc09 Answer

Rationale
The correct answer is 24. The sine of an acute angle in a right triangle is equal to the ratio of the length of the side opposite
the angle to the length of the hypotenuse. In the triangle shown, the sine of angle B, or , is equal to the ratio of the

length of side to the length of side . It’s given that the length of side is 26 and that . Therefore,

. Multiplying both sides of this equation by 26 yields .

By the Pythagorean Theorem, the relationship between the lengths of the sides of triangle ABC is as follows:
, or . Subtracting 100 from both sides of yields . Taking

the square root of both sides of yields .

Question Difficulty: Hard

Question ID b8a225ff
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: b8a225ff

Circle A in the xy-plane has the equation . Circle B has the same center as circle A. The radius of
circle B is two times the radius of circle A. The equation defining circle B in the xy-plane is , where
is a constant. What is the value of ?

ID: b8a225ff Answer

Correct Answer: 16

Rationale
The correct answer is . An equation of a circle in the xy-plane can be written as , where the
center of the circle is , the radius of the circle is , and where , , and are constants. It’s given that the equation of
circle A is , which is equivalent to . Therefore, the center of circle A is
and the radius of circle A is . It’s given that circle B has the same center as circle A and that the radius of circle B is
two times the radius of circle A. Therefore, the center of circle B is and the radius of circle B is , or .
Substituting for , for , and for into the equation yields ,
which is equivalent to . It follows that the equation of circle B in the xy-plane is
. Therefore, the value of is .

Question Difficulty: Hard

Question ID b0a72bdc
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: b0a72bdc

What is the diameter of the circle in the xy-plane with equation ?

A.

B.

C.

D.

ID: b0a72bdc Answer

Correct Answer: B

Rationale
Choice B is correct. The standard form of an equation of a circle in the xy-plane is , where the
coordinates of the center of the circle are and the length of the radius of the circle is . For the circle in the xy-plane
with equation , it follows that . Taking the square root of both sides of this equation
yields or . Because represents the length of the radius of the circle and this length must be positive, .
Therefore, the radius of the circle is . The diameter of a circle is twice the length of the radius of the circle. Thus, yields
. Therefore, the diameter of the circle is .

Choice A is incorrect. This is the radius of the circle. Choice C is incorrect. This is the square of the radius of the circle.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID ba8ca563
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: ba8ca563

A cube has a volume of cubic units. What is the surface area, in square units, of the cube?

ID: ba8ca563 Answer

Correct Answer: 36504

Rationale
The correct answer is . The volume of a cube can be found using the formula , where represents the edge
length of a cube. It’s given that this cube has a volume of cubic units. Substituting for in yields
. Taking the cube root of both sides of this equation yields . Thus, the edge length of the cube is
units. Since each face of a cube is a square, it follows that each face has an edge length of units. The area of a square
can be found using the formula . Substituting for in this formula yields , or . Therefore, the
area of one face of this cube is square units. Since a cube has faces, the surface area, in square units, of this cube
is , or .

Question Difficulty: Hard

Question ID b1e1c2f5
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: b1e1c2f5

In right triangle , angle is the right angle and . Point on side is connected by a line segment with
point on side such that line segment is parallel to side and . What is the length of line segment
?

ID: b1e1c2f5 Answer

Correct Answer: 54

Rationale
The correct answer is . It’s given that in triangle , point on side is connected by a line segment with point
on side such that line segment is parallel to side . It follows that parallel segments and are
intersected by sides and . If two parallel segments are intersected by a third segment, corresponding angles are
congruent. Thus, corresponding angles and are congruent and corresponding angles and are congruent.
Since triangle has two angles that are each congruent to an angle in triangle , triangle is similar to
triangle by the angle-angle similarity postulate, where side corresponds to side , and side corresponds to
side . Since the lengths of corresponding sides in similar triangles are proportional, it follows that . Since
point lies on side , . It's given that . Substituting for in the equation
yields , or . It’s given that . Substituting for and
for in the equation yields , or . Multiplying both sides of this equation by
yields . Thus, the length of line segment is .

Question Difficulty: Hard

Question ID a4bd60a3
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: a4bd60a3

The perimeter of an equilateral triangle is centimeters. The height of this triangle is centimeters, where is a
constant. What is the value of ?

ID: a4bd60a3 Answer

Correct Answer: 104

Rationale
The correct answer is . An equilateral triangle is a triangle in which all three sides have the same length and all three
angles have a measure of . The height of the triangle, , is the length of the altitude from one vertex. The altitude
divides the equilateral triangle into two congruent 30-60-90 right triangles, where the altitude is the side across from the
angle in each 30-60-90 right triangle. Since the altitude has a length of , it follows from the properties of 30-60-90 right
triangles that the side across from each angle has a length of and each hypotenuse has a length of . In this case,
the hypotenuse of each 30-60-90 right triangle is a side of the equilateral triangle; therefore, each side length of the
equilateral triangle is . The perimeter of a triangle is the sum of the lengths of each side. It's given that the perimeter of
the equilateral triangle is ; therefore, , or . Dividing both sides of this equation by yields
.

Question Difficulty: Hard

Question ID 899c6042
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 899c6042

A right circular cone has a height of and a base with a diameter of . The volume of this cone is
. What is the value of ?

ID: 899c6042 Answer

Correct Answer: 66

Rationale
The correct answer is . It’s given that the right circular cone has a height of centimeters and a base with a
diameter of . Since the diameter of the base of the cone is , the radius of the base is . The volume ,
, of a right circular cone can be found using the formula , where is the height, , and is the radius,
, of the base of the cone. Substituting for and for in this formula yields , or .
Therefore, the volume of the cone is . It’s given that the volume of the cone is . Therefore, the value of is
.

Question Difficulty: Hard

Question ID 498d6795
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 498d6795

In triangle , angle is a right angle. The length of side is and the length of side is . What is
the length of side ?

A.

B.

C.

D.

ID: 498d6795 Answer

Correct Answer: B

Rationale
Choice B is correct. The Pythagorean theorem states that for a right triangle, , where represents the length of
the hypotenuse and and represent the lengths of the legs. It’s given that in triangle , angle is a right angle.
Therefore, triangle is a right triangle, where the hypotenuse is side and the legs are sides and . It’s given
that the lengths of sides and are and , respectively. Substituting these values for and in the

formula yields , which is equivalent to , or

. Taking the square root of both sides of this equation yields . Since represents the length of
the hypotenuse, side , must be positive. Therefore, the length of side is .

Choice A is incorrect. This is the result of solving the equation , not

.

Choice C is incorrect. This is the result of solving the equation , not

.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 740bf79f
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 740bf79f

In the figure above, what is the

length of ?

A. 2.2

B. 2.3

C. 2.4

D. 2.5

ID: 740bf79f Answer

Correct Answer: C

Rationale

Choice C is correct. First, is the hypotenuse of right , whose legs have lengths 3 and 4. Therefore,

, so and . Second, because corresponds to and because

corresponds to , is similar to . The ratio of corresponding sides of similar triangles is constant, so

. Since and it’s given that and , . Solving for NQ results in , or

2.4.

Choices A, B, and D are incorrect and may result from setting up incorrect ratios.

Question Difficulty: Hard

Question ID 3b225698
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 3b225698

Triangle is similar to triangle such that , , and correspond to , , and , respectively. The measure of
is and . What is the measure of ?

A.

B.

C.

D.

ID: 3b225698 Answer

Correct Answer: C

Rationale
Choice C is correct. It’s given that triangle is similar to triangle , such that , , and correspond to , , and
, respectively. Since corresponding angles of similar triangles are congruent, it follows that the measure of is
congruent to the measure of . It’s given that the measure of is . Therefore, the measure of is .

Choice A is incorrect and may result from a conceptual error. Choice B is incorrect. This is half the measure of .

Choice D is incorrect. This is twice the measure of .

Question Difficulty: Hard

Question ID 249d3f80
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 249d3f80

Point is the center of a circle. The measure of arc on this circle is . What is the measure, in degrees, of its
associated angle ?

ID: 249d3f80 Answer

Correct Answer: 100

Rationale
The correct answer is . It's given that point is the center of a circle and the measure of arc on the circle is . It
follows that points and lie on the circle. Therefore, and are radii of the circle. A central angle is an angle formed
by two radii of a circle, with its vertex at the center of the circle. Therefore, is a central angle. Because the degree
measure of an arc is equal to the measure of its associated central angle, it follows that the measure, in degrees, of
is .

Question Difficulty: Hard

Question ID ab176ad6
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: ab176ad6

The equation defines a circle in the

xy‑plane. What is the radius of the circle?

ID: ab176ad6 Answer

Rationale

The correct answer is 11. A circle with equation , where a, b, and r are constants, has center
and radius r. Therefore, the radius of the given circle is , or 11.

Question Difficulty: Hard

Question ID 3e577e4a
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 3e577e4a

A circle in the xy-plane has its center at . Line is tangent to this circle at the point . What is the slope of
line ?

A.

B.

C.

D.

ID: 3e577e4a Answer

Correct Answer: A

Rationale
Choice A is correct. A line that's tangent to a circle is perpendicular to the radius of the circle at the point of tangency. It's
given that the circle has its center at and line is tangent to the circle at the point . The slope of a
radius defined by the points and can be calculated as . The points and define the
radius of the circle at the point of tangency. Therefore, the slope of this radius can be calculated as , or . If a line
and a radius are perpendicular, the slope of the line must be the negative reciprocal of the slope of the radius. The negative
reciprocal of is . Thus, the slope of line is .

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. This is the slope of the radius of the circle at the point of tangency, not the slope of line .

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID b0dc920d
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: b0dc920d

A manufacturer determined that right cylindrical containers with a height that is 4

inches longer than the radius offer the optimal number of containers to be
displayed on a shelf. Which of the following expresses the volume, V, in cubic
inches, of such containers, where r is the radius, in inches?

A.

B.

C.

D.

ID: b0dc920d Answer

Correct Answer: D

Rationale

Choice D is correct. The volume, V, of a right cylinder is given by the formula , where r represents the radius of the
base of the cylinder and h represents the height. Since the height is 4 inches longer than the radius, the expression
represents the height of each cylindrical container. It follows that the volume of each container is represented by the
equation . Distributing the expression into each term in the parentheses yields .

Choice A is incorrect and may result from representing the height as instead of . Choice B is incorrect and may result
from representing the height as instead of . Choice C is incorrect and may result from representing the volume of a

right cylinder as instead of .

Question Difficulty: Hard

Question ID 55bb437a
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 55bb437a

In the figure above, . If and

, what is the length of ?

ID: 55bb437a Answer

Rationale

The correct answer is 6. Since , and are both similar to 3-4-5 triangles. This means that they
are both similar to the right triangle with sides of lengths 3, 4, and 5. Since , which is 3 times as long as the

hypotenuse of the 3-4-5 triangle, the similarity ratio of to the 3-4-5 triangle is 3:1. Therefore, the length of (the

side opposite to ) is , and the length of (the side adjacent to ) is . It is also given that
. Since and , it follows that , which means that the similarity ratio of to

the 3-4-5 triangle is 2:1 ( is the side adjacent to ). Therefore, the length of , which is the side opposite to , is
.

Question Difficulty: Hard

Question ID bd7f6e30
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: bd7f6e30

In the figure above, .

What is the value of x ?

A. 72

B. 66

C. 64

D. 58

ID: bd7f6e30 Answer

Correct Answer: C

Rationale
Choice C is correct. Since , it follows that is an isosceles triangle with base RU. Therefore, and
are the base angles of an isosceles triangle and are congruent. Let the measures of both and be
. According to the triangle sum theorem, the sum of the measures of the three angles of a triangle is . Therefore,
, so .

Note that is the same angle as . Thus, the measure of is . According to the triangle exterior
angle theorem, an external angle of a triangle is equal to the sum of the opposite interior angles. Therefore, is equal to
the sum of the measures of and ; that is, . Thus, the value of x is 64.

Choice B is incorrect. This is the measure of , but is not congruent to . Choices A and D are incorrect
and may result from a calculation error.

Question Difficulty: Hard

Question ID ffe862a3
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: ffe862a3

An isosceles right triangle has a hypotenuse of length inches. What is the perimeter, in inches, of this triangle?

A.

B.

C.

D.

ID: ffe862a3 Answer

Correct Answer: C

Rationale
Choice C is correct. Since the triangle is an isosceles right triangle, the two sides that form the right angle must be the same
length. Let be the length, in inches, of each of those sides. The Pythagorean theorem states that in a right triangle,
, where is the length of the hypotenuse and and are the lengths of the other two sides. Substituting for
, for , and for in this equation yields , or . Dividing each side of this equation by yields
, or . Taking the square root of each side of this equation yields two solutions: and
. The value of must be positive because it represents a side length. Therefore, , or . The
perimeter, in inches, of the triangle is , or . Substituting for in this expression gives a perimeter,
in inches, of , or .

Choice A is incorrect. This is the length, in inches, of each of the congruent sides of the triangle, not the perimeter, in inches,
of the triangle.

Choice B is incorrect. This is the sum of the lengths, in inches, of the congruent sides of the triangle, not the perimeter, in
inches, of the triangle.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 24cec8d1
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 24cec8d1

A circle has center , and points and lie on the circle. In triangle , the measure of is . What is the
measure of , in degrees? (Disregard the degree symbol when entering your answer.)

ID: 24cec8d1 Answer

Correct Answer: 46

Rationale
The correct answer is . It's given that is the center of a circle and that points and lie on the circle. Therefore,
and are radii of the circle. It follows that . If two sides of a triangle are congruent, then the angles opposite
them are congruent. It follows that the angles and , which are across from the sides of equal length, are
congruent. Let represent the measure of . It follows that the measure of is also . It's given that the
measure of is . Because the sum of the measures of the interior angles of a triangle is , the equation
, or , can be used to find the measure of . Subtracting from both sides of
this equation yields . Dividing both sides of this equation by yields . Therefore, the measure of , in
degrees, is .

Question Difficulty: Hard

Question ID 8c1aa743
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 8c1aa743

Rectangles and are similar. The length of each side of is times the length of the corresponding
side of . The area of is square units. What is the area, in square units, of ?

A.

B.

C.

D.

ID: 8c1aa743 Answer

Correct Answer: D

Rationale
Choice D is correct. The area of a rectangle is given by , where is the length of the base of the rectangle and is its
height. Let represent the length, in units, of the base of rectangle , and let represent its height, in units.
Substituting for and for in the formula yields . Therefore, the area, in square units, of can be
represented by the expression . It’s given that the length of each side of is times the length of the
corresponding side of . Therefore, the length, in units, of the base of can be represented by the expression
, and its height, in units, can be represented by the expression . Substituting for and for in the formula
yields , which is equivalent to . Therefore, the area, in square units, of can be represented by the
expression . It’s given that the area of is square units. Since represents the area, in square units, of
, substituting for in the expression yields , or . Therefore, the area, in square units, of
is .

Choice A is incorrect. This is the area of a rectangle where the length of each side of the rectangle is , not , times the
length of the corresponding side of .

Choice B is incorrect. This is the area of a rectangle where the length of each side of the rectangle is , not , times the
length of the corresponding side of .

Choice C is incorrect. This is the area of a rectangle where the length of each side of the rectangle is , not , times the
length of the corresponding side of .

Question Difficulty: Hard

Question ID 44b2b894
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 44b2b894

A rectangle is inscribed in a circle, such that each vertex of the rectangle lies on the circumference of the circle. The diagonal
of the rectangle is twice the length of the shortest side of the rectangle. The area of the rectangle is square units.
What is the length, in units, of the diameter of the circle?

ID: 44b2b894 Answer

Correct Answer: 66

Rationale
The correct answer is . It's given that each vertex of the rectangle lies on the circumference of the circle. Therefore, the
length of the diameter of the circle is equal to the length of the diagonal of the rectangle. The diagonal of a rectangle forms a
right triangle with the shortest and longest sides of the rectangle, where the shortest side and the longest side of the
rectangle are the legs of the triangle and the diagonal of the rectangle is the hypotenuse of the triangle. Let represent the
length, in units, of the shortest side of the rectangle. Since it's given that the diagonal is twice the length of the shortest side,
represents the length, in units, of the diagonal of the rectangle. By the Pythagorean theorem, if a right triangle has a
hypotenuse with length and legs with lengths and , then . Substituting for and for in this equation
yields , or . Subtracting from both sides of this equation yields . Taking the
positive square root of both sides of this equation yields . Therefore, the length, in units, of the rectangle’s longest
side is . The area of a rectangle is the product of the length of the shortest side and the length of the longest side. The
lengths, in units, of the shortest and longest sides of the rectangle are represented by and , and it’s given that the area
of the rectangle is square units. It follows that , or . Dividing both sides
of this equation by yields . Taking the positive square root of both sides of this equation yields .
Since the length, in units, of the diagonal is represented by , it follows that the length, in units, of the diagonal is , or
. Since the length of the diameter of the circle is equal to the length of the diagonal of the rectangle, the length, in units, of
the diameter of the circle is .

Question Difficulty: Hard

Question ID 9e44284b
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 9e44284b

In the xy-plane, the graph of is a

circle. What is the radius of the circle?

A. 5

B. 6.5

C.

D.

ID: 9e44284b Answer

Correct Answer: A

Rationale
Choice A is correct. One way to find the radius of the circle is to rewrite the given equation in standard form,
, where is the center of the circle and the radius of the circle is r. To do this, divide the original

equation, , by 2 to make the leading coefficients of and each equal to 1:

. Then complete the square to put the equation in standard form. To do so, first rewrite

as . Second, add 2.25 and 0.25 to both

sides of the equation: . Since ,

, and , it follows that . Therefore, the radius of the circle is 5.

Choices B, C, and D are incorrect and may be the result of errors in manipulating the equation or of a misconception about
the standard form of the equation of a circle in the xy-plane.

Question Difficulty: Hard

Question ID 568d66a7
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 568d66a7

An isosceles right triangle has a perimeter of inches. What is the length, in inches, of one leg of this triangle?

A.

B.

C.

D.

ID: 568d66a7 Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that the right triangle is isosceles. In an isosceles right triangle, the two legs have equal
lengths, and the length of the hypotenuse is times the length of one of the legs. Let 𝓁 represent the length, in inches, of
each leg of the isosceles right triangle. It follows that the length of the hypotenuse is 𝓁 inches. The perimeter of a figure
is the sum of the lengths of the sides of the figure. Therefore, the perimeter of the isosceles right triangle is 𝓁 𝓁 𝓁
inches. It's given that the perimeter of the triangle is inches. It follows that 𝓁 𝓁 𝓁 .
Factoring the left-hand side of this equation yields 𝓁 , or 𝓁 .

Dividing both sides of this equation by yields 𝓁 . Rationalizing the denominator of the right-hand side of

this equation by multiplying the right-hand side of the equation by yields 𝓁 . Applying the

distributive property to the numerator and to the denominator of the right-hand side of this equation yields
𝓁 . This is equivalent to 𝓁 , or 𝓁 . Therefore, the length, in inches, of one leg of the
isosceles right triangle is .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. This is the length, in inches, of the hypotenuse.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 0e709a29
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 0e709a29

The side lengths of right triangle are given. Triangle is similar to triangle , where corresponds to and
corresponds to . What is the value of ?

A.

B.

C.

D.

ID: 0e709a29 Answer

Correct Answer: D

Rationale
Choice D is correct. The hypotenuse of triangle is the longest side and is across from the right angle. The longest side
length given is , which is the length of side . Therefore, the hypotenuse of triangle is side , so the right
angle is angle . The tangent of an acute angle in a right triangle is the ratio of the length of the opposite side, which is the
side across from the angle, to the length of the adjacent side, which is the side closest to the angle that is not the
hypotenuse. It follows that the opposite side of angle is side and the adjacent side of angle is side . Therefore,
. Substituting for and for in this equation yields . This is equivalent to
. It’s given that triangle is similar to triangle , where corresponds to and corresponds to .
It follows that corresponds to . Therefore, the hypotenuse of triangle is side , which means .
Since the lengths of corresponding sides of similar triangles are proportional, . Therefore, is
equivalent to , or . Thus, .

Choice A is incorrect. This is the value of , not . Choice B is incorrect. This is the value of , not .

Choice C is incorrect. This is the value of , not .

Question Difficulty: Hard

Question ID eeb4143c
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: eeb4143c

The area of triangle ABC above is at least 48 but no more than 60. If y is an
integer, what is one possible value of x ?

ID: eeb4143c Answer

Rationale

The correct answer is either , , or . The area of triangle ABC can be expressed as or . It’s given
that the area of triangle ABC is at least 48 but no more than 60. It follows that . Dividing by 6 to isolate y in this
compound inequality yields . Since y is an integer, . In the given figure, the two right triangles
shown are similar because they have two pairs of congruent angles: their respective right angles and angle A. Therefore, the

following proportion is true: . Substituting 8 for y in the proportion results in . Cross multiplying and

solving for x yields . Substituting 9 for y in the proportion results in . Cross multiplying and solving for x yields

. Substituting 10 for y in the proportion results in . Cross multiplying and solving for x yields . Note that
10/3, 15/4, 25/6, 3.333, 3.75, 4.166, and 4.167 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 5b2b8866
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 5b2b8866

A rectangular poster has an area of square inches. A copy of the poster is made in which the length and width of the
original poster are each increased by . What is the area of the copy, in square inches?

ID: 5b2b8866 Answer

Correct Answer: 2592/5, 518.4

Rationale
The correct answer is . It's given that the area of the original poster is square inches. Let 𝓁 represent the length, in
inches, of the original poster, and let represent the width, in inches, of the original poster. Since the area of a rectangle is
equal to its length times its width, it follows that 𝓁 . It's also given that a copy of the poster is made in which the
length and width of the original poster are each increased by . It follows that the length of the copy is the length of the
original poster plus of the length of the original poster, which is equivalent to 𝓁 𝓁 inches. This length can be
rewritten as 𝓁 𝓁 inches, or 𝓁 inches. Similarly, the width of the copy is the width of the original poster plus of
the width of the original poster, which is equivalent to inches. This width can be rewritten as inches, or
inches. Since the area of a rectangle is equal to its length times its width, it follows that the area, in square inches, of
the copy is equal to 𝓁 , which can be rewritten as 𝓁 . Since 𝓁 , the area, in square inches,
of the copy can be found by substituting for 𝓁 in the expression 𝓁 , which yields , or
. Therefore, the area of the copy, in square inches, is .

Question Difficulty: Hard

Question ID dc71597b
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: dc71597b

A right circular cone has a volume of cubic feet and a height of 9 feet. What
is the radius, in feet, of the base of the cone?

A.

B.

C.

D. 3

ID: dc71597b Answer

Correct Answer: A
Rationale

Choice A is correct. The equation for the volume of a right circular cone is . It’s given that the volume of the

right circular cone is cubic feet and the height is 9 feet. Substituting these values for V and h, respectively, gives

. Dividing both sides of the equation by gives . Dividing both sides of the equation by 9

gives . Taking the square root of both sides results in two possible values for the radius, or . Since

the radius can’t have a negative value, that leaves as the only possibility. Applying the quotient property of square

roots, , results in , or .

Choices B and C are incorrect and may result from incorrectly evaluating . Choice D is incorrect and may result from

solving instead of .

Question Difficulty: Hard

Question ID 9f934297
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 9f934297

A right rectangular prism has a length of , a width of , and a height of . What is the
surface area, , of the right rectangular prism?

ID: 9f934297 Answer

Correct Answer: 2216

Rationale
The correct answer is . The surface area of a prism is the sum of the areas of all its faces. A right rectangular prism
consists of six rectangular faces, where opposite faces are congruent. It's given that this prism has a length of ,a
width of , and a height of . Thus, for this prism, there are two faces with area , two faces with
area , and two faces with area . Therefore, the surface area, , of the right rectangular
prism is , or .

Question Difficulty: Hard

Question ID f811d345
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: f811d345

A right triangle has legs with lengths of centimeters and centimeters. If the length of this triangle's hypotenuse, in
centimeters, can be written in the form , where is an integer, what is the value of ?

ID: f811d345 Answer

Correct Answer: 113

Rationale
The correct answer is . It's given that the legs of a right triangle have lengths centimeters and centimeters. In a
right triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the lengths of the two legs. It
follows that if represents the length, in centimeters, of the hypotenuse of the right triangle, . This
equation is equivalent to . Taking the square root of each side of this equation yields . This
equation can be rewritten as , or . This equation is equivalent to . It's given that
the length of the triangle's hypotenuse, in centimeters, can be written in the form . It follows that the value of is .

Question Difficulty: Hard

Question ID c9931030
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: c9931030

The side lengths of right triangle are given. Triangle is similar to triangle , where corresponds to and
corresponds to . What is the value of ?

A.

B.

C.

D.

ID: c9931030 Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that right triangle is similar to triangle , where corresponds to and
corresponds to . It's given that the side lengths of the right triangle are , , and .
Corresponding angles in similar triangles are equal. It follows that the measure of angle is equal to the measure of angle
. The hypotenuse of a right triangle is the longest side. It follows that the hypotenuse of triangle is side . The
hypotenuse of a right triangle is the side opposite the right angle. Therefore, angle is a right angle. The adjacent side of an
acute angle in a right triangle is the side closest to the angle that is not the hypotenuse. It follows that the adjacent side of
angle is side . The opposite side of an acute angle in a right triangle is the side across from the acute angle. It follows
that the opposite side of angle is side . The tangent of an acute angle in a right triangle is the ratio of the length of the
opposite side to the length of the adjacent side. Therefore, . Substituting for and for in this
equation yields , or . The tangents of two acute angles with equal measures are equal. Since the
measure of angle is equal to the measure of angle , it follows that . Substituting for in this
equation yields . Therefore, the value of is .

Choice A is incorrect. This is the value of . Choice C is incorrect. This is the value of .

Choice D is incorrect. This is the value of .

Question Difficulty: Hard

Question ID 6933b3d9
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 6933b3d9

In triangle RST above, point W (not shown) lies on . What is the value of
?

ID: 6933b3d9 Answer

Rationale

The correct answer is 0. Note that no matter where point W is on , the sum of the measures of and is

equal to the measure of , which is . Thus, and are complementary angles. Since the cosine of
an angle is equal to the sine of its complementary angle, . Therefore,

Question Difficulty: Hard

Question ID 6ab30ce3
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 6ab30ce3

Triangle is similar to triangle , where corresponds to and corresponds to . Angles and are right
angles. If and , what is the length of ?

A.

B.

C.

D.

ID: 6ab30ce3 Answer

Correct Answer: D

Rationale
Choice D is correct. Corresponding angles in similar triangles have equal measures. It's given that triangle is similar to
triangle , where corresponds to , so the measure of angle is equal to the measure of angle . Therefore, if
, then . It's given that angles and are right angles, so triangles and are right
triangles. The adjacent side of an acute angle in a right triangle is the side closest to the angle that is not the hypotenuse. It
follows that the adjacent side of angle is side . The opposite side of an acute angle in a right triangle is the side
across from the acute angle. It follows that the opposite side of angle is side . The tangent of an acute angle in a right
triangle is the ratio of the length of the opposite side to the length of the adjacent side. Therefore, . If
, the length of side can be found by substituting for and for in the equation
, which yields . Multiplying both sides of this equation by yields . Since the
length of side is times the length of side , it follows that triangle is a special right triangle with angle
measures , , and . Therefore, the length of the hypotenuse, , is times the length of side , or
. Substituting for in this equation yields , or . Thus, if
and , the length of is .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. This is the length of , not .

Question Difficulty: Hard

Question ID 9acd101f
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 9acd101f

The equation represents circle A. Circle B is obtained by shifting circle A down units in the xy-plane.
Which of the following equations represents circle B?

A. msup

B. msup

C. msup

D. msup

ID: 9acd101f Answer

Correct Answer: D

Rationale
Choice D is correct. The graph in the xy-plane of an equation of the form is a circle with center
and a radius of length . It's given that circle A is represented by , which can be rewritten as
. Therefore, circle A has center and a radius of length . Shifting circle A down two units is a rigid
vertical translation of circle A that does not change its size or shape. Since circle B is obtained by shifting circle A down two
units, it follows that circle B has the same radius as circle A, and for each point on circle A, the point lies
on circle B. Moreover, if is the center of circle A, then is the center of circle B. Therefore, circle B has a
radius of and the center of circle B is , or . Thus, circle B can be represented by the equation
, or .

Choice A is incorrect. This is the equation of a circle obtained by shifting circle A right units.

Choice B is incorrect. This is the equation of a circle obtained by shifting circle A up units.

Choice C is incorrect. This is the equation of a circle obtained by shifting circle A left units.

Question Difficulty: Hard

Question ID 244ff6c4
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 244ff6c4

What is the value of ?

A.

B.

C.

D.

ID: 244ff6c4 Answer

Correct Answer: A

Rationale
Choice A is correct. A trigonometric ratio can be found using the unit circle, that is, a circle with radius unit. If a central
angle of a unit circle in the xy-plane centered at the origin has its starting side on the positive x-axis and its terminal side
intersects the circle at a point , then the value of the tangent of the central angle is equal to the y-coordinate divided by
the x-coordinate. There are radians in a circle. Dividing by yields , which is equivalent to . It follows
that on the unit circle centered at the origin in the xy-plane, the angle is the result of revolutions from its starting side
on the positive x-axis followed by a rotation through radians. Therefore, the angles and are coterminal angles
and is equal to . Since is greater than and less than , it follows that the terminal side of the
angle is in quadrant II and forms an angle of , or , with the negative x-axis. Therefore, the terminal side of the angle

intersects the unit circle at the point . It follows that the value of is , which is equivalent to .

Therefore, the value of is .

Choice B is incorrect. This is the value of , not .

Choice C is incorrect. This is the value of , not .

Choice D is incorrect. This is the value of , not .

Question Difficulty: Hard

Question ID 0acfddb5
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 0acfddb5

A circle has center , and points and lie on the circle. Line segments and are tangent to the circle at points
and , respectively. If the radius of the circle is millimeters and the perimeter of quadrilateral is
millimeters, what is the distance, in millimeters, between points and ?

A.

B.

C.

D.

ID: 0acfddb5 Answer

Correct Answer: D

Rationale
Choice D is correct. It's given that the radius of the circle is millimeters. Since points and both lie on the circle,
segments and are both radii. Therefore, segments and each have length millimeters. Two
segments that are tangent to a circle and have a common exterior endpoint have equal length. Therefore, segment and
segment have equal length. Let represent the length of segment . Then also represents the length of segment
. It's given that the perimeter of quadrilateral is millimeters. Since the perimeter of a quadrilateral is
equal to the sum of the lengths of the sides of the quadrilateral, , or .
Subtracting from both sides of this equation yields , and dividing both sides of this equation by yields
. Therefore, the length of segment is millimeters. A line segment that's tangent to a circle is
perpendicular to the radius of the circle at the point of tangency. Therefore, segment is perpendicular to segment .
Since perpendicular segments form right angles, angle is a right angle. Therefore, triangle is a right triangle
with legs of length millimeters and millimeters, and hypotenuse . By the Pythagorean theorem, if a right
triangle has a hypotenuse with length and legs with lengths and , then . Substituting for and
for in this equation yields , or . Taking the square root of both sides of this equation
yields . Since represents a length, which must be positive, the value of is . Therefore, the length of
segment is millimeters, so the distance between points and is millimeters.

Choice A is incorrect. This is the distance between points and and between points and , not the distance between
points and .

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. This is the distance between points and and between points and , not the distance between
points and .
Question Difficulty: Hard
Question ID 5b4757df
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 5b4757df

In triangle , angle is a right angle, point lies on , point lies on , and is parallel to . If the length of
is units, the length of is units, and the area of triangle is square units, what is the length of , in
units?

ID: 5b4757df Answer

Correct Answer: 14.66, 14.67, 44/3

Rationale
The correct answer is . It's given that in triangle , angle is a right angle. The area of a right triangle can be found
using the formula 𝓁 𝓁 , where represents the area of the right triangle, 𝓁 represents the length of one leg of the
triangle, and 𝓁 represents the length of the other leg of the triangle. In triangle , the two legs are and .
Therefore, if the length of is and the area of triangle is , then , or .
Dividing both sides of this equation by yields . Therefore, the length of is . It's also given that point lies
on , point lies on , and is parallel to . It follows that angle is a right angle. Since triangles and
share angle and have right angles and , respectively, triangles and are similar triangles. Therefore,
the ratio of the length of to the length of is equal to the ratio of the length of to the length of . If the length
of is and the length of is , it follows that the ratio of the length of to the length of is , or , so the
ratio of the length of to the length of is . Therefore, . Multiplying both sides of this equation by yields
. Dividing both sides of this equation by yields . Since the length of , , is the sum of the
length of , , and the length of , it follows that the length of is , or . Note that 44/3, 14.66, and
14.67 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID ca2235f6
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: ca2235f6

A circle has center , and points and lie on the circle. The measure of arc is and the length of arc is
inches. What is the circumference, in inches, of the circle?

A.

B.

C.

D.

ID: ca2235f6 Answer

Correct Answer: D

Rationale
Choice D is correct. It’s given that the measure of arc is and the length of arc is . The arc measure of
the full circle is . If represents the circumference, in inches, of the circle, it follows that . This
equation is equivalent to , or . Multiplying both sides of this equation by yields , or
. Therefore, the circumference of the circle is .

Choice A is incorrect. This is the length of arc .

Choice B is incorrect and may result from multiplying the length of arc by .

Choice C is incorrect and may result from squaring the length of arc .

Question Difficulty: Hard

Question ID 9d159400
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 9d159400

Which of the following equations represents a circle in the xy-plane that intersects the y-axis at exactly one point?

A. msup

B. msup

C. msup

D. msup

ID: 9d159400 Answer

Correct Answer: C

Rationale
Choice C is correct. The graph of the equation in the xy-plane is a circle with center and a
radius of length . The radius of a circle is the distance from the center of the circle to any point on the circle. If a circle in the
xy-plane intersects the y-axis at exactly one point, then the perpendicular distance from the center of the circle to this point
on the y-axis must be equal to the length of the circle's radius. It follows that the x-coordinate of the circle's center must be
equivalent to the length of the circle's radius. In other words, if the graph of is a circle that
intersects the y-axis at exactly one point, then must be true. The equation in choice C is
, or . This equation is in the form , where , , and ,
and represents a circle in the xy-plane with center and radius of length . Substituting for and for in the
equation yields , or , which is true. Therefore, the equation in choice C represents a circle in the xy-
plane that intersects the y-axis at exactly one point.

Choice A is incorrect. This is the equation of a circle that does not intersect the y-axis at any point.

Choice B is incorrect. This is an equation of a circle that intersects the x-axis, not the y-axis, at exactly one point.

Choice D is incorrect. This is the equation of a circle with the center located on the y-axis and thus intersects the y-axis at
exactly two points, not exactly one point.

Question Difficulty: Hard

Question ID 981275d2
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 981275d2

In the xy-plane, the graph of the equation above is a circle. Point P is on the circle
and has coordinates . If is a diameter of the circle, what are the
coordinates of point Q ?

A.

B.

C.

D.

ID: 981275d2 Answer

Correct Answer: A
Rationale

Choice A is correct. The standard form for the equation of a circle is , where are the
coordinates of the center and r is the length of the radius. According to the given equation, the center of the circle is .
Let represent the coordinates of point Q. Since point P and point Q are the endpoints of a diameter

of the circle, the center lies on the diameter, halfway between P and Q. Therefore, the following relationships hold:

and . Solving the equations for and , respectively, yields and .

Therefore, the coordinates of point Q are .

Alternate approach: Since point P on the circle and the center of the circle have the same y-coordinate, it

follows that the radius of the circle is . In addition, the opposite end of the diameter must have the same y-

coordinate as P and be 4 units away from the center. Hence, the coordinates of point Q must be .

Choices B and D are incorrect because the points given in these choices lie on a diameter that is perpendicular to the
diameter . If either of these points were point Q, then would not be the diameter of the circle. Choice C is incorrect
because is the center of the circle and does not lie on the circle.

Question Difficulty: Hard

Question ID 89661424
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 89661424

A circle in the xy-plane has its center at and has a radius of . An equation of this circle is
, where , , and are constants. What is the value of ?

ID: 89661424 Answer

Correct Answer: -52

Rationale
The correct answer is . The equation of a circle in the xy-plane with its center at and a radius of can be written
in the form . It's given that a circle in the xy-plane has its center at and has a radius of .
Substituting for , for , and for in the equation yields
, or . It's also given that an equation of this circle is
, where , , and are constants. Therefore, can be rewritten in
the form . The equation , or
, can be rewritten as .
Combining like terms on the left-hand side of this equation yields . Subtracting from
both sides of this equation yields , which is equivalent to
. This equation is in the form . Therefore, the value of
is .

Question Difficulty: Hard

Question ID 196e8e6e
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 196e8e6e

In the xy-plane, a circle has center with coordinates . Points and lie on the circle. Point has coordinates
, and is a right angle. What is the length of ?

A.

B.

C.

D.

ID: 196e8e6e Answer

Correct Answer: A

Rationale
Choice A is correct. It's given that points and lie on the circle with center . Therefore, and are both radii of the
circle. Since all radii of a circle are congruent, is congruent to . The length of , or the distance from point to
point , can be found using the distance formula, which gives the distance between two points, and , as

. Substituting the given coordinates of point , , for and the

given coordinates of point , , for in the distance formula yields , or

, which is equivalent to , or . Therefore, the length of is and the length of

is . It's given that angle is a right angle. Therefore, triangle is a right triangle with legs and and
hypotenuse . By the Pythagorean theorem, if a right triangle has a hypotenuse with length and legs with lengths and

, then . Substituting for and in this equation yields , or

, which is equivalent to . Taking the positive square root of both sides of this equation yields
. Therefore, the length of is .

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. This would be the length of if the length of were , not .

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 7c25b0dc
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 7c25b0dc

The length of a rectangle’s diagonal is , and the length of the rectangle’s shorter side is . What is the length of the
rectangle’s longer side?

ID: 7c25b0dc Answer

Correct Answer: 12

Rationale
The correct answer is . The diagonal of a rectangle forms a right triangle, where the shorter side and the longer side of the
rectangle are the legs of the triangle and the diagonal of the rectangle is the hypotenuse of the triangle. It's given that the
length of the rectangle's diagonal is and the length of the rectangle's shorter side is . Thus, the length of the
hypotenuse of the right triangle formed by the diagonal is and the length of one of the legs is . By the Pythagorean
theorem, if a right triangle has a hypotenuse with length and legs with lengths and , then . Substituting

for and for in this equation yields , or . Subtracting from both sides of
this equation yields . Taking the square root of both sides of this equation yields , or . Since
represents a length, which must be positive, the value of is . Thus, the length of the rectangle's longer side is .

Question Difficulty: Hard

Question ID e80d62c6
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: e80d62c6

The equation represents circle A. Circle B is obtained by shifting circle A down units in the xy-plane.
Which of the following equations represents circle B?

A. msup

B. msup

C. msup

D. msup

ID: e80d62c6 Answer

Correct Answer: A

Rationale
Choice A is correct. The standard form of an equation of a circle in the xy-plane is , where the
coordinates of the center of the circle are and the length of the radius of the circle is . The equation of circle A,
, can be rewritten as . Therefore, the center of circle A is at and the
length of the radius of circle A is . If circle A is shifted down units, the y-coordinate of its center will decrease by ; the
radius of the circle and the x-coordinate of its center will not change. Therefore, the center of circle B is at , or
, and its radius is . Substituting for , for , and for in the equation yields
, or . Therefore, the equation represents circle
B.

Choice B is incorrect. This equation represents a circle obtained by shifting circle A up, rather than down, units.

Choice C is incorrect. This equation represents a circle obtained by shifting circle A right, rather than down, units.

Choice D is incorrect. This equation represents a circle obtained by shifting circle A left, rather than down, units.

Question Difficulty: Hard

Question ID f243c383
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: f243c383

Two identical rectangular prisms each have a height of . The base of each prism is a square, and the
surface area of each prism is . If the prisms are glued together along a square base, the resulting prism has a surface
area of . What is the side length, in , of each square base?

A.

B.

C.

D.

ID: f243c383 Answer

Correct Answer: B

Rationale
Choice B is correct. Let represent the side length, in , of each square base. If the two prisms are glued together along a
square base, the resulting prism has a surface area equal to twice the surface area of one of the prisms, minus the area of
the two square bases that are being glued together, which yields . It’s given that this resulting surface area
is equal to , so . Subtracting from both sides of this equation yields
. This equation can be rewritten by multiplying on the left-hand side by , which yields
, or . Adding to both sides of this equation yields . Multiplying
both sides of this equation by yields . The surface area , in , of each rectangular prism is equivalent to
the sum of the areas of the two square bases and the areas of the four lateral faces. Since the height of each rectangular
prism is and the side length of each square base is , it follows that the area of each square base is and
the area of each lateral face is . Therefore, the surface area of each rectangular prism can be represented by the
expression , or . Substituting this expression for in the equation yields
. Subtracting and from both sides of this equation yields . Factoring
from the right-hand side of this equation yields . Applying the zero product property, it follows that
and . Adding to both sides of the equation yields . Dividing both
sides of this equation by yields . Since a side length of a rectangular prism can’t be , the length of each square
base is .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID adae6543
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: adae6543

In the figure, intersects at point , and is parallel to . The lengths of , , and are , , and ,
respectively. What is the length of ?

A.

B.

C.

D.

ID: adae6543 Answer

Correct Answer: D
Rationale
Choice D is correct. The figure shows that angle and angle are vertical angles. Since vertical angles are
congruent, angle and angle are congruent. It’s given that is parallel to . The figure also shows that
intersects and . If two parallel segments are intersected by a third segment, alternate interior angles are
congruent. Thus, alternate interior angles and are congruent. Since triangles and have two pairs
of congruent angles, the triangles are similar. Sides and in triangle correspond to sides and ,
respectively, in triangle . Since the lengths of corresponding sides in similar triangles are proportional, it follows that
. It's given that the lengths of , , and are , , and , respectively. Substituting for , for ,
and for in the equation yields . Multiplying each side of this equation by yields
, or . It's given that intersects at point , so . Substituting for
and for in this equation yields , or . Therefore, the length of is .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice B is incorrect. This is the length of , not .

Choice C is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID f731d88b
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: f731d88b

In convex pentagon , segment is parallel to segment . The measure of angle is degrees, and the
measure of angle is degrees. What is the measure, in degrees, of angle ?

ID: f731d88b Answer

Correct Answer: 47

Rationale
The correct answer is . It's given that the measure of angle is degrees. Therefore, the exterior angle formed by
extending segment at point has measure , or , degrees. It's given that segment is parallel to
segment . Extending segment at point and extending segment at point until the two segments intersect
results in a transversal that intersects two parallel line segments. One of these intersection points is point , and let the
other intersection point be point . Since segment is parallel to segment , alternate interior angles are congruent.
Angle and the exterior angle formed by extending segment at point are alternate interior angles. Therefore, the
measure of angle is degrees. It's given that the measure of angle in pentagon is degrees.
Therefore, angle has measure , or , degrees. Since angle in pentagon is an exterior angle of
triangle , it follows that the measure of angle is the sum of the measures of angles and . Therefore,
the measure, in degrees, of angle is , or .

Alternate approach: A line can be created that's perpendicular to segments and and passes through point .
Extending segments and at points and , respectively, until they intersect this line yields two right triangles. Let
these intersection points be point and point , and the two right triangles be triangle and triangle . It's given
that the measure of angle is degrees. Therefore, angle has measure , or , degrees. Since the
measure of angle is degrees and the measure of angle is degrees, it follows that the measure of angle
is , or , degrees. It's given that the measure of angle is degrees. Therefore, angle has
measure , or , degrees. Since the measure of angle is degrees and the measure of angle is
degrees, it follows that the measure of angle is , or , degrees. Since angles , , and angle
in pentagon form segment , it follows that the sum of the measures of those angles is degrees.
Therefore, the measure, in degrees, of angle is , or .

Question Difficulty: Hard

Question ID 93de3f84
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 93de3f84

The volume of right circular cylinder A is 22 cubic centimeters. What is the volume,
in cubic centimeters, of a right circular cylinder with twice the radius and half the
height of cylinder A?

A. 11

B. 22

C. 44

D. 66

ID: 93de3f84 Answer

Correct Answer: C

Rationale

Choice C is correct. The volume of right circular cylinder A is given by the expression , where r is the radius of its
circular base and h is its height. The volume of a cylinder with twice the radius and half the height of cylinder A is given by

, which is equivalent to . Therefore, the volume is twice the volume of cylinder A, or

.

Choice A is incorrect and likely results from not multiplying the radius of cylinder A by 2. Choice B is incorrect and likely
results from not squaring the 2 in 2r when applying the volume formula. Choice D is incorrect and likely results from a
conceptual error.

Question Difficulty: Hard

Question ID fb58c0db
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: fb58c0db

Points A and B lie on a circle with radius 1, and arc has length . What

fraction of the circumference of the circle is the length of arc ?

ID: fb58c0db Answer

Rationale

The correct answer is . The circumference, C, of a circle is , where r is the length of the radius of the circle. For
the given circle with a radius of 1, the circumference is , or . To find what fraction of the circumference

the length of arc is, divide the length of the arc by the circumference, which gives . This division can be

represented by . Note that 1/6, .1666, .1667, 0.166, and 0.167 are examples of ways to enter a correct
answer.

Question Difficulty: Hard

Question ID ae041e52
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: ae041e52

A square is inscribed in a circle. The radius of the circle is inches. What is the side length, in inches, of the square?

A.

B.

C.

D.

ID: ae041e52 Answer

Correct Answer: A

Rationale
Choice A is correct. When a square is inscribed in a circle, a diagonal of the square is a diameter of the circle. It's given that a
square is inscribed in a circle and the length of a radius of the circle is inches. Therefore, the length of a diameter of
the circle is inches, or inches. It follows that the length of a diagonal of the square is inches. A
diagonal of a square separates the square into two right triangles in which the legs are the sides of the square and the
hypotenuse is a diagonal. Since a square has congruent sides, each of these two right triangles has congruent legs and a
hypotenuse of length inches. Since each of these two right triangles has congruent legs, they are both - -
triangles. In a - - triangle, the length of the hypotenuse is times the length of a leg. Let represent the length of a
leg of one of these - - triangles. It follows that . Dividing both sides of this equation by yields
. Therefore, the length of a leg of one of these - - triangles is inches. Since the legs of these two - -
triangles are the sides of the square, it follows that the side length of the square is inches.

Choice B is incorrect. This is the length of a radius, in inches, of the circle.

Choice C is incorrect. This is the length of a diameter, in inches, of the circle.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID c6dff223
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: c6dff223

Triangle is similar to triangle , where angle corresponds to angle and angles and are right angles. The
length of is times the length of . If , what is the value of ?

ID: c6dff223 Answer

Correct Answer: .7241, 21/29

Rationale
The correct answer is . It's given that triangle is similar to triangle , where angle corresponds to angle
and angles and are right angles. In similar triangles, the tangents of corresponding angles are equal. Therefore, if
, then . In a right triangle, the tangent of an acute angle is the ratio of the length of the leg opposite
the angle to the length of the leg adjacent to the angle. Therefore, in triangle , if , the ratio of the length of
to the length of is . If the lengths of and are and , respectively, then the ratio of the length of
to the length of is . In a right triangle, the sine of an acute angle is the ratio of the length of the leg opposite the angle
to the length of the hypotenuse. Therefore, the value of is the ratio of the length of to the length of . The
length of can be calculated using the Pythagorean theorem, which states that if the lengths of the legs of a right triangle
are and and the length of the hypotenuse is , then . Therefore, if the lengths of and are and
, respectively, then , or . Taking the positive square root of both sides of this
equation yields . Therefore, if the lengths of and are and , respectively, then the length of is
and the ratio of the length of to the length of is . Thus, if , the value of is . Note that 21/29,
.7241, and 0.724 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID eb70d2d0
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: eb70d2d0

What is the area, in square units, of the triangle formed by connecting the three points shown?

ID: eb70d2d0 Answer

Correct Answer: 24.5, 49/2
Rationale
The correct answer is . It's given that a triangle is formed by connecting the three points shown, which are ,
, and . Let this triangle be triangle A. The area of triangle A can be found by calculating the area of the
rectangle that circumscribes it and subtracting the areas of the three triangles that are inside the rectangle but outside
triangle A. The rectangle formed by the points , , , and circumscribes triangle A. The width, in
units, of this rectangle can be found by calculating the distance between the points and . This distance is
, or . The length, in units, of this rectangle can be found by calculating the distance between the points and
. This distance is , or . It follows that the area, in square units, of the rectangle is , or . One of the
triangles that lies inside the rectangle but outside triangle A is formed by the points , , and . The length, in
units, of a base of this triangle can be found by calculating the distance between the points and . This distance
is , or . The corresponding height, in units, of this triangle can be found by calculating the distance between the points
and . This distance is , or . It follows that the area, in square units, of this triangle is , or .
A second triangle that lies inside the rectangle but outside triangle A is formed by the points , , and .
The length, in units, of a base of this triangle can be found by calculating the distance between the points and
. This distance is , or . The corresponding height, in units, of this triangle can be found by calculating the distance
between the points and . This distance is , or . It follows that the area, in square units, of this triangle
is , or . The third triangle that lies inside the rectangle but outside triangle A is formed by the points ,
, and . The length, in units, of a base of this triangle can be found by calculating the distance between the
points and . This distance is , or . The corresponding height, in units, of this triangle can be
found by calculating the distance between the points and . This distance is , or . It follows that
the area, in square units, of this triangle is , or . Thus, the area, in square units, of the triangle formed by
connecting the three points shown is , or . Note that 24.5 and 49/2 are examples of ways to enter a
correct answer.

Question Difficulty: Hard

Question ID f329442c
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: f329442c

Circle has a radius of and circle has a radius of , where is a positive constant. The area of circle is how
many times the area of circle ?

A.

B.

C.

D.

ID: f329442c Answer

Correct Answer: D

Rationale
Choice D is correct. The area of a circle can be found by using the formula , where is the area and is the radius
of the circle. It’s given that the radius of circle A is . Substituting this value for into the formula gives
, or . It’s also given that the radius of circle B is . Substituting this value for into the formula
gives , or . Dividing the area of circle B by the area of circle A gives , which
simplifies to . Therefore, the area of circle B is times the area of circle A.

Choice A is incorrect. This is how many times greater the radius of circle B is than the radius of circle A.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. This is the coefficient on the term that describes the radius of circle B.

Question Difficulty: Hard

Question ID acd30391
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: acd30391

A circle in the xy-plane has equation . Which of the

following points does NOT lie in the interior of the circle?

A.

B.

C.

D.

ID: acd30391 Answer

Correct Answer: D

Rationale

Choice D is correct. The circle with equation has center and radius 5. For a point to be inside
of the circle, the distance from that point to the center must be less than the radius, 5. The distance between and

is , which is greater than 5. Therefore, does NOT lie in the

interior of the circle.

Choice A is incorrect. The distance between and is , which

is less than 5, and therefore lies in the interior of the circle. Choice B is incorrect because it is the center of the circle.

Choice C is incorrect because the distance between and is , which

is less than 5, and therefore in the interior of the circle.

Question Difficulty: Hard

Question ID 8027db3f
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 8027db3f

In triangle , and angle is a right angle. What is the value of ?

ID: 8027db3f Answer

Correct Answer: .8823, .8824, 15/17

Rationale
The correct answer is . It's given that angle is the right angle in triangle . Therefore, the acute angles of triangle
are angle and angle . The hypotenuse of a right triangle is the side opposite its right angle. Therefore, the
hypotenuse of triangle is side . The cosine of an acute angle in a right triangle is the ratio of the length of the side
adjacent to the angle to the length of the hypotenuse. It's given that . This can be written as .
Since the cosine of angle is a ratio, it follows that the length of the side adjacent to angle is and the length of the
hypotenuse is , where is a constant. Therefore, and . The Pythagorean theorem states that in a
right triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the lengths of the other two
sides. For triangle , it follows that . Substituting for and for yields
. This is equivalent to . Subtracting from each side of this
equation yields . Taking the square root of each side of this equation yields . Since
, it follows that , which can be rewritten as . Note that 15/17, .8824, .8823, and
0.882 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID dba6a25a
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: dba6a25a

In the figure above, is parallel to .

What is the length of ?

ID: dba6a25a Answer

Rationale

The correct answer is 30. In the figure given, since is parallel to and both segments are intersected by , then
angle BDC and angle AEC are corresponding angles and therefore congruent. Angle BCD and angle ACE are also congruent
because they are the same angle. Triangle BCD and triangle ACE are similar because if two angles of one triangle are
congruent to two angles of another triangle, the triangles are similar. Since triangle BCD and triangle ACE are similar, their
corresponding sides are proportional. So in triangle BCD and triangle ACE, corresponds to and corresponds to

. Therefore, . Since triangle BCD is a right triangle, the Pythagorean theorem can be used to give the value

of CD: . Taking the square root of each side gives . Substituting the values in the proportion

yields . Multiplying each side by CE, and then multiplying by yields . Therefore, the

length of is 30.

Question Difficulty: Hard

Question ID a38c0183
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: a38c0183

Circle A (shown) is defined by the equation . Circle B (not shown) is the result of shifting circle A down
units and increasing the radius so that the radius of circle B is times the radius of circle A. Which equation defines circle B?

A. msup

B. msup

C. msup

D. msup

ID: a38c0183 Answer

Correct Answer: A
Rationale
Choice A is correct. According to the graph, the center of circle A has coordinates , and the radius of circle A is . It’s
given that circle B is the result of shifting circle A down units and increasing the radius so that the radius of circle B is
times the radius of circle A. It follows that the center of circle B is units below the center of circle A. The point that's units
below has the same x-coordinate as and has a y-coordinate that is less than the y-coordinate of .
Therefore, the coordinates of the center of circle B are , or . Since the radius of circle B is times the
radius of circle A, the radius of circle B is . A circle in the xy-plane can be defined by an equation of the form
, where the coordinates of the center of the circle are and the radius of the circle is .
Substituting for , for , and for in this equation yields , which
is equivalent to , or . Therefore, the equation
defines circle B.

Choice B is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. This equation defines a circle that’s the result of shifting circle A up, not down, by units and
increasing the radius.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 2be01bd9
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 2be01bd9

Triangle is similar to triangle , where angle corresponds to angle and angle corresponds to angle .
Angles and are right angles. If , what is the value of ?

ID: 2be01bd9 Answer

Correct Answer: .14, 7/50

Rationale
The correct answer is . It's given that triangle is similar to triangle , where angle corresponds to angle
and angle corresponds to angle . In similar triangles, the tangents of corresponding angles are equal. Since angle and
angle are corresponding angles, if , then . It's also given that angles and are right
angles. It follows that triangle is a right triangle with acute angles and . The tangent of one acute angle in a right
triangle is the inverse of the tangent of the other acute angle in the triangle. Therefore, . Substituting
for in this equation yields , or . Thus, if , the value of is .
Note that 7/50 and .14 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID f7e626b2
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: f7e626b2

The dimensions of a right rectangular prism are 4 inches by 5 inches by 6 inches.

What is the surface area, in square inches, of the prism?

A. 30

B. 74

C. 120

D. 148

ID: f7e626b2 Answer

Rationale
Choice D is correct. The surface area is found by summing the area of each face. A right rectangular prism consists of three
pairs of congruent rectangles, so the surface area is found by multiplying the areas of three adjacent rectangles by 2 and
adding these products. For this prism, the surface area is equal to , or ,
which is equal to 148.

Choice A is incorrect. This is the area of one of the faces of the prism. Choice B is incorrect and may result from adding the
areas of three adjacent rectangles without multiplying by 2. Choice C is incorrect. This is the volume, in cubic inches, of the
prism.

Question Difficulty: Hard

Question ID 694b7fce
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 694b7fce

In the figure shown, units, units, and units. What is the area, in square units, of triangle
?

ID: 694b7fce Answer

Correct Answer: 480
Rationale
The correct answer is . It's given in the figure that angle and angle are right angles. It follows that angle
is congruent to angle . It's also given that angle and angle are the same angle. It follows that angle
is congruent to angle . Since triangles and have two pairs of congruent angles, the triangles are
similar. Sides and in triangle correspond to sides and , respectively, in triangle .
Corresponding sides in similar triangles are proportional. Therefore, . It's given that units and
units. Therefore, units. It’s also given that units. Substituting for , for , and
for in the equation yields , or . Multiplying each side of this equation by
yields . By the Pythagorean theorem, if a right triangle has a hypotenuse with length and legs with lengths
and , then . Since triangle is a right triangle, it follows that represents the length of the
hypotenuse, , and and represent the lengths of the legs, and . Substituting for and for in the

equation yields , which is equivalent to , or

. Subtracting from both sides of this equation yields . Taking the square root of both sides of this equation
yields . Since represents a length, which must be positive, the value of is . Therefore, . Since
and represent the lengths of the legs of triangle , it follows that and can be used to calculate the area, in
square units, of the triangle as , or . Therefore, the area, in square units, of triangle is .

Question Difficulty: Hard

Question ID 099526fc
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 099526fc

The line segment shown in the xy-plane represents one of the legs of a right triangle. The area of this triangle is
square units. What is the length, in units, of the other leg of this triangle?

A.

B.

C.

D.

ID: 099526fc Answer

Correct Answer: B
Rationale
Choice B is correct. The length of a segment in the xy-plane can be found using the distance formula,

, where and are the endpoints of the segment. The segment shown has
endpoints at and . Substituting and for and , respectively, in the distance

formula yields , or , which is equivalent to , or . Let represent the

length, in units, of the other leg of this triangle. The area, , of a right triangle can be calculated using the formula ,
where and are the lengths of the legs of the triangle. It's given that the area of the triangle is square units.
Substituting for , for , and for in the formula yields . Multiplying

both sides of this equation by yields . Dividing both sides of this equation by yields .
Multiplying the numerator and denominator on the left-hand side of this equation by yields , or
, which is equivalent to , or . Therefore, the length, in units, of the other leg of this triangle is .

Choice A is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. is equivalent to , which is the length, in units, of the line segment shown in the xy-plane,
not the length, in units, of the other leg of the triangle.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 17912810
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 17912810

In the figure, parallel lines and are intersected by lines and . If and , what is the value of ?

ID: 17912810 Answer

Correct Answer: 101/2, 50.5

Rationale
The correct answer is . In the figure, lines , , and form a triangle. One interior angle of this triangle is vertical to the
angle marked ; therefore, the interior angle also has measure . It's given that . Therefore, the interior angle of the
triangle has measure . A second interior angle of the triangle forms a straight line, , with the angle marked .
Therefore, the sum of the measures of these two angles is . It's given that . Therefore, the angle marked has
measure and the second interior angle of the triangle has measure , or . The sum of the interior
angles of a triangle is . Therefore, the measure of the third interior angle of the triangle is , or .
It's given that parallel lines and are intersected by line . It follows that the triangle's interior angle with measure is
congruent to the same side interior angle between lines and formed by lines and . Since this angle is supplementary to
the two angles marked , the sum of , , and is . It follows that , or .
Subtracting from both sides of this equation yields . Dividing both sides of this equation by yields .
Note that 101/2 and 50.5 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 92eb236a
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 92eb236a

In a right triangle, the tangent of one of the two acute angles is . What
is the tangent of the other acute angle?

A.

B.

C.

D.

ID: 92eb236a Answer

Correct Answer: D

Rationale
Choice D is correct. The tangent of a nonright angle in a right triangle is defined as the ratio of the length of the leg opposite
the angle to the length of the leg adjacent to the angle. Using that definition for tangent, in a right triangle with legs that have

lengths a and b, the tangent of one acute angle is and the tangent for the other acute angle is . It follows that the
tangents of the acute angles in a right triangle are reciprocals of each other. Therefore, the tangent of the other acute angle

in the given triangle is the reciprocal of or .

Choice A is incorrect and may result from assuming that the tangent of the other acute angle is the negative of the tangent
of the angle described. Choice B is incorrect and may result from assuming that the tangent of the other acute angle is the
negative of the reciprocal of the tangent of the angle described. Choice C is incorrect and may result from interpreting the
tangent of the other acute angle as equal to the tangent of the angle described.

Question Difficulty: Hard

Question ID 306264ab
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 306264ab

A right triangle has sides of length , , and units. What is the area of the triangle, in square units?

A.

B.

C.

D.

ID: 306264ab Answer

Correct Answer: B

Rationale
Choice B is correct. The area, , of a triangle can be found using the formula , where is the length of the base of
the triangle and is the height of the triangle. It's given that the triangle is a right triangle. Therefore, its base and height can
be represented by the two legs. It’s also given that the triangle has sides of length , , and units. Since
units is the greatest of these lengths, it's the length of the hypotenuse. Therefore, the two legs have lengths and
units. Substituting these values for and in the formula gives , which is equivalent to
square units, or square units.

Choice A is incorrect. This expression represents the perimeter, rather than the area, of the triangle.

Choice C is incorrect and may result from conceptual or calculation errors.

Choice D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Hard

Question ID 1bf809b5
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 1bf809b5

In the triangle shown, what is the value of ?

ID: 1bf809b5 Answer

Correct Answer: .3928, .3929, 11/28

Rationale
The correct answer is . The cosine of an acute angle in a right triangle is defined as the ratio of the length of the leg
adjacent to the angle to the length of the hypotenuse. In the triangle shown, the length of the leg adjacent to the angle with
measure is units and the length of the hypotenuse is units. Therefore, the value of is . Note that 11/28,
.3928, .3929, 0.392, and 0.393 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 6a3fbec3
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 6a3fbec3

In the figure above, and .

What is the length of ?

ID: 6a3fbec3 Answer

Rationale
The correct answer is 4.5. According to the properties of right triangles, BD divides triangle ABC into two similar triangles,
ABD and BCD. The corresponding sides of ABD and BCD are proportional, so the ratio of BD to AD is the same as the ratio of

DC to BD. Expressing this information as a proportion gives . Solving the proportion for DC results in .
Note that 4.5 and 9/2 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 459dd6c5
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 459dd6c5

Triangles and are similar. Each side length of triangle is times the corresponding side length of triangle
. The area of triangle is square inches. What is the area, in square inches, of triangle ?

ID: 459dd6c5 Answer

Correct Answer: 135/8, 16.87, 16.88

Rationale
The correct answer is . It's given that triangles and are similar and each side length of triangle is
times the corresponding side length of triangle . For two similar triangles, if each side length of the first triangle is
times the corresponding side length of the second triangle, then the area of the first triangle is times the area of the
second triangle. Therefore, the area of triangle is , or , times the area of triangle . It's given that the area of
triangle is square inches. Let represent the area, in square inches, of triangle . It follows that is
times , or . Dividing both sides of this equation by yields , which is equivalent to . Thus, the
area, in square inches, of triangle is . Note that 135/8, 16.87, and 16.88 are examples of ways to enter a correct
answer.

Question Difficulty: Hard

Question ID 25da87f8
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 25da87f8

A triangle with angle measures 30°, 60°, and 90° has a perimeter of .
What is the length of the longest side of the triangle?

ID: 25da87f8 Answer

Rationale
The correct answer is 12. It is given that the triangle has angle measures of 30°, 60°, and 90°, and so the triangle is a special
right triangle. The side measures of this type of special triangle are in the ratio . If x is the measure of the shortest
leg, then the measure of the other leg is and the measure of the hypotenuse is 2x. The perimeter of the triangle is given
to be , and so the equation for the perimeter can be written as . Combining like terms

and factoring out a common factor of x on the left-hand side of the equation gives . Rewriting the

right-hand side of the equation by factoring out 6 gives . Dividing both sides of the equation by the

common factor gives x = 6. The longest side of the right triangle, the hypotenuse, has a length of 2x, or 2(6), which
is 12.

Question Difficulty: Hard

Question ID 310c87fe
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 310c87fe

A cube has a surface area of 54 square meters. What is the

volume, in cubic meters, of the cube?

A. 18

B. 27

C. 36

D. 81

ID: 310c87fe Answer

Correct Answer: B

Rationale

Choice B is correct. The surface area of a cube with side length s is equal to . Since the surface area is given as 54

square meters, the equation can be used to solve for s. Dividing both sides of the equation by 6 yields .
Taking the square root of both sides of this equation yields and . Since the side length of a cube must be a
positive value, can be discarded as a possible solution, leaving . The volume of a cube with side length s is

equal to . Therefore, the volume of this cube, in cubic meters, is , or 27.

Choices A, C, and D are incorrect and may result from calculation errors.

Question Difficulty: Hard