Question ID fdee0fbf

Assessment Test Domain Skill Difficulty

SAT Math Algebra Linear equations in

two variables

ID: fdee0fbf

In the xy-plane, line k intersects the y-axis at the point and passes
through the point . If the point lies on line k, what is the value of w
?

ID: fdee0fbf Answer

Rationale
The correct answer is 74. The y-intercept of a line in the xy-plane is the ordered pair of the point of intersection of
the line with the y-axis. Since line k intersects the y-axis at the point , it follows that is the y-intercept of
this line. An equation of any line in the xy-plane can be written in the form , where m is the slope of the line
and b is the y-coordinate of the y-intercept. Therefore, the equation of line k can be written as , or
. The value of m can be found by substituting the x- and y-coordinates from a point on the line, such as ,
for x and y, respectively. This results in . Solving this equation for m gives . Therefore, an equation of
line k is . The value of w can be found by substituting the x-coordinate, 20, for x in the equation of line k and
solving this equation for y. This gives , or . Since w is the y-coordinate of this point, .

Question Difficulty: Hard

Question ID 38a43902
Assessment Test Domain Skill Difficulty

SAT Math Algebra Systems of two linear

equations in two
variables

ID: 38a43902

The solution to the given system of equations is . What is the value of x?

ID: 38a43902 Answer

Correct Answer: 40

Rationale
The correct answer is . It’s given in the first equation of the system that . Substituting for in the
second equation of the system yields . Combining like terms on the left-hand side of this equation
yields . Therefore, the value of is .

Question Difficulty: Medium

Question ID 25e1cfed
Assessment Test Domain Skill Difficulty

SAT Math Algebra Linear equations in

one variable

ID: 25e1cfed

How many solutions does the equation have?

A. Exactly one

B. Exactly two

C. Infinitely many

D. Zero

ID: 25e1cfed Answer

Correct Answer: C

Rationale
Choice C is correct. Applying the distributive property to each side of the given equation yields
. Applying the commutative property of addition to the right-hand side of this equation yields
. Since the two sides of the equation are equivalent, this equation is true for any value of .
Therefore, the given equation has infinitely many solutions.

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 ee2f611f
Assessment Test Domain Skill Difficulty

SAT Math Algebra Linear inequalities in

one or two variables

ID: ee2f611f

A local transit company sells a monthly pass for $95 that allows an unlimited
number of trips of any length. Tickets for individual trips cost $1.50, $2.50, or
$3.50, depending on the length of the trip. What is the minimum number of trips
per month for which a monthly pass could cost less than purchasing individual
tickets for trips?

ID: ee2f611f Answer

Rationale
The correct answer is 28. The minimum number of individual trips for which the cost of the monthly pass is less than the
cost of individual tickets can be found by assuming the maximum cost of the individual tickets, $3.50. If n tickets costing
$3.50 each are purchased in one month, the inequality 95 < 3.50n represents this situation. Dividing both sides of the
inequality by 3.50 yields 27.14 < n, which is equivalent to n > 27.14. Since only a whole number of tickets can be
purchased, it follows that 28 is the minimum number of trips.

Question Difficulty: Hard

Question ID 99ea3715
Assessment Test Domain Skill Difficulty

SAT Math Algebra Linear equations in

two variables

ID: 99ea3715

If the graph of is shifted down units in the xy-plane, what is the y-intercept of the resulting graph?

A.

B.

C.

D.

ID: 99ea3715 Answer

Correct Answer: A

Rationale
Choice A is correct. When the graph of an equation in the form , where , , and are constants, is
shifted down units in the xy-plane, the resulting graph can be represented by the equation . It's
given that the graph of is shifted down units in the xy-plane. Therefore, the resulting graph can be
represented by the equation , or . Subtracting from both sides of
this equation yields . The y-intercept of the graph of an equation in the xy-plane is the point where the
line intersects the y-axis, represented by the point . Substituting for in the equation yields
, or . Dividing both sides of this equation by yields . Therefore, if the graph of
is shifted down units, the y-intercept of the resulting graph is .

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

Choice C is incorrect. This is the y-intercept of the graph of shifted up, not down, units.

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

Question Difficulty: Medium

Question ID 12ee1edc
Assessment Test Domain Skill Difficulty

SAT Math Algebra Linear equations in

one variable

ID: 12ee1edc

In the given equation, b is a constant. If the equation has no

solution, what is the value of b ?

A. 2

B. 4

C. 6

D. 10

ID: 12ee1edc Answer

Correct Answer: A

Rationale
Choice A is correct. This equation has no solution when there is no value of x that produces a true statement. Solving the

given equation for x by dividing both sides by gives . When , the right-hand side of this
equation will be undefined, and the equation will have no solution. Therefore, when , there is no value of x that
satisfies the given equation.

Choices B, C, and D are incorrect. Substituting 4, 6, and 10 for b in the given equation yields exactly one solution, rather
than no solution, for x. For example, substituting 4 for b in the given equation yields , or . Dividing both
sides of by 2 yields . Similarly, if or , and , respectively.

Question Difficulty: Medium

Question ID d7c8ba0b
Assessment Test Domain Skill Difficulty

SAT Math Algebra Linear equations in

two variables

ID: d7c8ba0b

In the xy-plane, line passes through the points and . Which equation defines line ?

A.

B.

C.

D.

ID: d7c8ba0b Answer

Correct Answer: D

Rationale
Choice D is correct. An equation defining a line in the xy-plane can be written in the form , where
represents the slope and represents the y-intercept of the line. It’s given that line passes through the point ;
therefore, . The slope, , of a line can be found using any two points on the line, and , and the
slope formula . Substituting and for and , respectively, in the slope formula
yields , or . Substituting for and for in the equation yields .

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: Medium

Question ID 15daa8d6
Assessment Test Domain Skill Difficulty

SAT Math Algebra Linear equations in

one variable

ID: 15daa8d6

In the given equation, is a constant. If the equation has infinitely many solutions, what is the value of ?

ID: 15daa8d6 Answer

Correct Answer: 2

Rationale
The correct answer is . An equation with one variable, , has infinitely many solutions only when both sides of the
equation are equal for any defined value of . It's given that , where is a constant. This equation
can be rewritten as . If this equation has infinitely many solutions, then both sides of this equation
are equal for any defined value of . Both sides of this equation are equal for any defined value of when .
Therefore, if the equation has infinitely many solutions, the value of is .

Alternate approach: If the given equation, , has infinitely many solutions, then both sides of this
equation are equal for any value of . If , then substituting for in yields
, or . Dividing both sides of this equation by yields .

Question Difficulty: Medium

Question ID aa85b138
Assessment Test Domain Skill Difficulty

SAT Math Algebra Linear equations in

one variable

ID: aa85b138

A tree had a height of 6 feet when it was planted. The equation above can be
used to find how many years n it took the tree to reach a height of 14 feet. Which
of the following is the best interpretation of the number 2 in this context?

A. The number of years it took the tree to double its height

B. The average number of feet that the tree grew per year

C. The height, in feet, of the tree when the tree was 1 year old

D. The average number of years it takes similar trees to grow 14 feet

ID: aa85b138 Answer

Correct Answer: B

Rationale
Choice B is correct. The height of the tree at a given time is equal to its height when it was planted plus the number of
feet that the tree grew. In the given equation, 14 represents the height of the tree at the given time, and 6 represents the
height of the tree when it was planted. It follows that represents the number of feet the tree grew from the time it was
planted until the time it reached a height of 14 feet. Since n represents the number of years between the given time and
the time the tree was planted, 2 must represent the average number of feet the tree grew each year.

Choice A is incorrect and may result from interpreting the coefficient 2 as doubling instead of as increasing by 2 each
year. Choice C is incorrect. The height of the tree when it was 1 year old was feet, not 2 feet. Choice D is
incorrect. No information is given to connect the growth of one particular tree to the growth of similar trees.

Question Difficulty: Medium

Question ID 9f3cb472
Assessment Test Domain Skill Difficulty

SAT Math Algebra Linear equations in

two variables

ID: 9f3cb472

Line in the xy-plane has a slope of and passes through the point . Which equation defines line ?

A.

B.

C.

D.

ID: 9f3cb472 Answer

Correct Answer: D

Rationale
Choice D is correct. The equation that defines line in the xy-plane can be written in slope-intercept form ,
where is the slope of line and is its y-intercept. It’s given that line has a slope of . Therefore, .
Substituting for in the equation yields , or . It’s also given that line
passes through the point . Substituting for and for in the equation yields ,
or . Adding to both sides of this equation yields . Substituting for in the equation
yields .

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

Choice B is incorrect. This equation defines a line that has a slope of , not , and passes through the point ,
not .

Choice C is incorrect. This equation defines a line that passes through the point , not .

Question Difficulty: Medium

Question ID 3206b905
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Equivalent

expressions

ID: 3206b905

Which of the following expressions is equivalent to ?

A.

B.

C.

D.

ID: 3206b905 Answer

Correct Answer: D

Rationale
Choice D is correct. Since is a common factor of each term in the given expression, the expression can be rewritten
as .

Choice A is incorrect. This expression is equivalent to .

Choice B is incorrect. This expression is equivalent to .

Choice C is incorrect. This expression is equivalent to .

Question Difficulty: Medium

Question ID 40491607
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: 40491607

In the xy-plane, when the graph of the function , where , is shifted up units, the resulting graph is defined by
the function . If the graph of crosses through the point , where is a constant, what is the value of ?

ID: 40491607 Answer

Correct Answer: 48

Rationale
The correct answer is . It's given that in the xy-plane, when the graph of the function , where , is shifted up
units, the resulting graph is defined by the function . Therefore, function can be defined by the equation
. It's given that . Substituting for in the
equation yields . For the point , the value of is .
Substituting for in the equation yields ,
or . It follows that the graph of crosses through the point . Therefore, the value of is .

Question Difficulty: Hard

Question ID 2c288148
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear equations

in one variable and
systems of equations
in two variables

ID: 2c288148

In the given equation, is a constant. The equation has exactly one real solution. What is the minimum possible value of
?

ID: 2c288148 Answer

Correct Answer: 231

Rationale
The correct answer is . It's given that . Squaring both sides of this equation yields
, which is equivalent to the given equation if . It follows that if a solution to the equation
satisfies , then it's also a solution to the given equation; if not, it's extraneous. The
equation can be rewritten as . Adding to both sides of this
equation yields . Subtracting from both sides of this equation yields
. The number of solutions to a quadratic equation in the form ,
where , , and are constants, can be determined by the value of the discriminant, . Substituting for ,
for , and for in yields , or . The equation
has exactly one real solution if the discriminant is equal to zero, or .
Subtracting from both sides of this equation yields . Dividing both sides of this equation by yields
. Therefore, if , then the equation has exactly one real solution.
Substituting for in this equation yields , or ,
which is equivalent to . Taking the square root of both sides of this equation yields .
Adding to both sides of this equation yields . To check whether this solution satisfies , the
solution, , can be substituted for in , which yields , or . Since is greater
than , it follows that if , or , then the given equation has exactly one real solution. If ,
then the discriminant, , is negative and the given equation has no solutions. Therefore, the minimum possible
value of is .

Question Difficulty: Hard

Question ID f65288e8
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear equations

in one variable and
systems of equations
in two variables

ID: f65288e8

If x is a solution to the given equation, which of the

following is a possible value of ?

A.

B.

C.

D.

ID: f65288e8 Answer

Correct Answer: A

Rationale

Choice A is correct. The given equation can be rewritten as . Multiplying both sides of this equation by

yields . Dividing both sides of this equation by 4 yields . Taking the square root of

both sides of this equation yields or . Therefore, a possible value of is .

Choices B, C, and D are incorrect and may result from computational or conceptual errors.

Question Difficulty: Hard

Question ID 02add2d2
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: 02add2d2

A company has a newsletter. In January , there were customers subscribed to the newsletter. For the next
months after January , the total number of customers subscribed to the newsletter each month was greater
than the total number subscribed the previous month. Which equation gives the total number of customers, , subscribed
to the company's newsletter months after January , where ?

A. msup

B. msup

C. msup

D. msup

ID: 02add2d2 Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that in January , there were customers subscribed to a company's newsletter
and for the next months after January , the total number of customers subscribed to the newsletter each month
was greater than the total number subscribed the previous month. It follows that this situation can be represented by
the equation , where is the total number of customers subscribed to the company's newsletter
months after January , is the number of customers subscribed to the newsletter in January , and the total
number of customers subscribed to the newsletter each month was greater than the total number subscribed the
previous month. Substituting for and for in this equation yields , or
.

Choice A is incorrect. This equation represents a situation where the total number of customers subscribed each month
was less, not greater, than the total number subscribed the previous month.

Choice C is incorrect. This equation represents a situation where the total number of customers subscribed each month
was , not , greater than the total number subscribed the previous month.

Choice D is incorrect. This equation represents a situation where the total number of customers subscribed each month
was , not , greater than the total number subscribed the previous month.

Question Difficulty: Medium

Question ID ae05d37b
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: ae05d37b

The function gives the number of bacteria in a population minutes after an initial observation.
How much time, in minutes, does it take for the number of bacteria in the population to double?

A.

B.

C.

D.

ID: ae05d37b Answer

Correct Answer: B

Rationale
Choice B is correct. It’s given that minutes after an initial observation, the number of bacteria in a population is
. This expression consists of the initial number of bacteria, , multiplied by the expression . The
time, in minutes, it takes for the number of bacteria to double is the increase in the value of that causes the expression
to double. Since the base is , the expression will double when the exponent increases by . Since the
exponent of this expression is , the exponent will increase by when increases by . Therefore, the time, in
minutes, it takes for the number of bacteria in the population to double is .

Choice A is incorrect. This is the base of the exponent, not the time it takes for the number of bacteria in the population
to double.

Choice C is incorrect. This is the number of minutes it takes for the population to double twice.

Choice D is incorrect. This is the number of bacteria that are initially observed, not the time it takes for the number of
bacteria in the population to double.

Question Difficulty: Medium

Question ID 8e1da169
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: 8e1da169

The function is defined by the given equation. For what value of does reach its minimum?

A.

B.

C.

D.

ID: 8e1da169 Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that , which can be rewritten as .
Since the coefficient of the -term is positive, the graph of in the xy-plane opens upward and reaches its
minimum value at its vertex. For an equation in the form , where , , and are constants, the x-
coordinate of the vertex is . For the equation , , , and . It
follows that the x-coordinate of the vertex is , or . Therefore, reaches its minimum when the value of is
.

Choice A is incorrect. This is one of the x-coordinates of the x-intercepts of the graph of in the xy-plane.

Choice C is incorrect. This is one of the x-coordinates of the x-intercepts of the graph of in the xy-plane.

Choice D is incorrect. This is the y-coordinate of the vertex of the graph of in the xy-plane.

Question Difficulty: Hard

Question ID b8f13a3a
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: b8f13a3a

Function is defined by , where and are constants. In the xy-plane, the graph of
has a y-intercept at . The product of and is . What is the value of ?

ID: b8f13a3a Answer

Correct Answer: 20

Rationale
The correct answer is . It’s given that . Substituting for in the equation
yields . It’s given that the y-intercept of the graph of is .
Substituting for and for in the equation yields , which is
equivalent to , or . Adding to both sides of this equation yields . It’s
given that the product of and is , or . Substituting for in this equation yields .
Dividing both sides of this equation by yields .

Question Difficulty: Hard

Question ID f423771c
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: f423771c

The table shows the exponential relationship between the number of years, , since Hana started training in pole vault,
and the estimated height , in meters, of her best pole vault for that year. Which of the following functions best
represents this relationship, where ?

A.

B.

C.

D.

ID: f423771c Answer

Correct Answer: D

Rationale
Choice D is correct. The table shows an increasing exponential relationship between the number of years, , since Hana
started training in pole vault and the estimated height , in meters, of her best pole vault for that year. The
relationship can be written as , where and are positive constants. It's given that when ,
. Substituting for and for in yields , or . Substituting
for in yields . It's also given that when , . Substituting for
and for in yields . Dividing each side of this equation by yields
, or is approximately equal to . Since is positive, is approximately equal to , or .
Substituting for in yields .

Choice A is incorrect. When , the value of in this function is equal to rather than , and it is
decreasing rather than increasing.

Choice B is incorrect. When , the value of in this function is equal to rather than .

Choice C is incorrect. This function is decreasing rather than increasing.

Question Difficulty: Medium

Question ID 40c09d66
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Equivalent

expressions

ID: 40c09d66

If for all positive values of x,

what is the value of ?

ID: 40c09d66 Answer

Rationale

The correct answer is . The value of can be found by first rewriting the left-hand side of the given equation as

. Using the properties of exponents, this expression can be rewritten as . This expression can be rewritten

by subtracting the fractions in the exponent, which yields . Thus, is . Note that 7/6, 1.166, and 1.167 are
examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID f89af023
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: f89af023

A rectangular volleyball court has an area of 162 square meters. If the length of
the court is twice the width, what is the width of the court, in meters?

A. 9

B. 18

C. 27

D. 54

ID: f89af023 Answer

Correct Answer: A

Rationale
Choice A is correct. It’s given that the volleyball court is rectangular and has an area of 162 square meters. The formula
for the area of a rectangle is , where A is the area, is the length, and w is the width of the rectangle. It’s also
given that the length of the volleyball court is twice the width, thus . Substituting the given value into the formula
for the area of a rectangle and using the relationship between length and width for this rectangle yields .

This equation can be rewritten as . Dividing both sides of this equation by 2 yields . Taking the
square root of both sides of this equation yields . Since the width of a rectangle is a positive number, the width of
the volleyball court is 9 meters.

Choice B is incorrect because this is the length of the rectangle. Choice C is incorrect because this is the result of using
162 as the perimeter rather than the area. Choice D is incorrect because this is the result of calculating w in the equation
instead of .

Question Difficulty: Medium

Question ID 7902bed0
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: 7902bed0

A machine launches a softball from ground level. The softball reaches a maximum height of meters above the
ground at seconds and hits the ground at seconds. Which equation represents the height above ground , in
meters, of the softball seconds after it is launched?

A.

B.

C. msup

D. msup

ID: 7902bed0 Answer

Correct Answer: D

Rationale
Choice D is correct. An equation representing the height above ground , in meters, of a softball seconds after it is
launched by a machine from ground level can be written in the form , where , , and are positive
constants. In this equation, represents the time, in seconds, at which the softball reaches its maximum height of
meters above the ground. It's given that this softball reaches a maximum height of meters above the ground at
seconds; therefore, and . Substituting for and for in the equation
yields . It's also given that this softball hits the ground at seconds; therefore,
when . Substituting for and for in the equation yields
, which is equivalent to , or . Adding
to both sides of this equation yields . Dividing both sides of this equation by yields .
Substituting for in the equation yields . Therefore,
represents the height above ground , in meters, of this softball seconds after it is
launched.

Choice A is incorrect. This equation represents a situation where the maximum height is meters above the ground at
seconds, not meters above the ground at seconds.

Choice B is incorrect. This equation represents a situation where the maximum height is meters above the ground
at seconds, not seconds.

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

Question Difficulty: Hard

Question ID 4a0d0399
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: 4a0d0399

The function is defined by , where and are constants. In the -plane, the graph of has an
-intercept at and a -intercept at . What is the value of ?

ID: 4a0d0399 Answer

Correct Answer: -324

Rationale
The correct answer is . It's given that the function is defined by , where and are constants. It's
also given that the graph of has a y-intercept at . It follows that . Substituting for
and for in yields , or . Subtracting from each side of this
equation yields . Therefore, the value of is .

Question Difficulty: Hard

Question ID 768b60d2
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: 768b60d2

For the exponential function , the value of is , where is a constant. Of the following equations that define the
function , which equation shows the value of as the coefficient or the base?

A.

B.

C.

D.

ID: 768b60d2 Answer

Correct Answer: B

Rationale
Choice B is correct. Each of the given choices is an equation of the form , where , , and are
constants. For an equation of this form, the coefficient, , is equal to the value of the function when the exponent is equal
to , or when . It follows that in the equation , the coefficient, , is equal to the value of .
Substituting for in this equation yields , which is equivalent to , or . Thus,
the value of is and the equation shows the value of as the coefficient.

Choice A is incorrect. This equation shows the value of , not , as the coefficient.

Choice C is incorrect. This equation shows the value of , not , as the coefficient.

Choice D is incorrect. This equation shows the value of , not , as the coefficient.

Question Difficulty: Medium

Question ID e53add44
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions

ID: e53add44

The function S above models the annual salary, in dollars, of an employee n

years after starting a job, where a is a constant. If the employee’s salary
increases by 4% each year, what is the value of a ?

A. 0.04

B. 0.4

C. 1.04

D. 1.4

ID: e53add44 Answer

Correct Answer: C

Rationale
Choice C is correct. A model for a quantity S that increases by a certain percentage per time period n is an exponential

function in the form , where I is the initial value at time for r% annual increase. It’s given that
the annual increase in an employee’s salary is 4%, so . The initial value can be found by substituting 0 for n in the
given function, which yields . Therefore, . Substituting these values for r and I into the form of

the exponential function yields , or .

Therefore, the value of a in the given function is 1.04.

Choices A, B, and D are incorrect and may result from incorrectly representing the annual increase in the exponential
function.

Question Difficulty: Medium

Question ID 85939da5
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and Inference from

Data Analysis sample statistics and
margin of error

ID: 85939da5

Does not talk

Texting Talks on cell on cell phone
behavior phone daily 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 and Probability 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 and Percentages

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 and Percentages

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 a5b069b4
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and One-variable data:

Data Analysis Distributions and
measures of center
and spread

ID: a5b069b4

, , , , , , , What is the median of the data set shown?

A.

B.

C.

D.

ID: a5b069b4 Answer

Correct Answer: B

Rationale
Choice B is correct. If a data set contains an even number of data values, when the data values are listed in ascending or
descending order, the median is between the two middle values. The given data set contains values. When listed in
ascending order, the data set is , , , , , , , and the two middle values are and . Since the two middle values
are the same, the median must be .

Choice A is incorrect. This value is between the two middle values in the list shown, not the two middle values when the
data values are listed in ascending or descending order.

Choice C is incorrect. This is the mean, not the median, of the data set.

Choice D is incorrect. This is the range, not the median, of the data set.

Question Difficulty: Medium

Question ID b1b5300b
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and Probability and

Data Analysis conditional
probability

ID: b1b5300b
Prices of 14 Different Cars
Priced at no more Priced greater
Type of car Total
than $25,000 than $25,000

Nonhybrid 5 3 8

Hybrid 2 4 6

Total 7 7 14

The table above shows information about 14 cars listed for sale on an auto dealership’s website. If one of
the cars listed for sale is selected at random, what is the probability that the car selected will be a hybrid
car priced at no more than $25,000 ?

A.

B.

C.

D.

ID: b1b5300b Answer

Correct Answer: A

Rationale
Choice A is correct. It’s given that there are 2 hybrid cars priced at no more than $25,000. It’s also given that there are 14
cars total for sale. Therefore, the probability of selecting a hybrid priced at no more than $25,000 when one car is chosen

at random is .

Choice B is incorrect. This is the probability of selecting a hybrid car priced greater than $25,000 when choosing one car
at random. Choice C is incorrect. This is the probability, when choosing randomly from only the hybrid cars, of selecting
one priced at no more than $25,000. Choice D is incorrect. This is the probability of selecting a hybrid car when selecting
at random from only the cars priced greater than $25,000.
Question Difficulty: Medium
Question ID d28c29e1
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and Ratios, rates,

Data Analysis proportional
relationships, and
units

ID: d28c29e1

The International Space Station orbits Earth at an average speed of 4.76 miles
per second. What is the space station’s average speed in miles per hour?

A. 285.6

B. 571.2

C. 856.8

D. 17,136.0

ID: d28c29e1 Answer

Correct Answer: D

Rationale
Choice D is correct. Since 1 minute = 60 seconds and 1 hour = 60 minutes, it follows that 1 hour = (60)(60), or 3,600
seconds. Using this conversion factor, the space station’s average speed of 4.76 miles per second is equal to an average

speed of , or 17,136 miles per hour.

Choice A is incorrect. This is the space station’s average speed in miles per minute. Choice B is incorrect. This is double
the space station’s average speed in miles per minute, or the number of miles the space station travels on average in 2
minutes. Choice C is incorrect. This is triple the space station’s average speed in miles per minute, or the number of miles
the space station travels on average in 3 minutes.

Question Difficulty: Medium

Question ID 1adb39f0
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and Two-variable data:

Data Analysis Models and
scatterplots

ID: 1adb39f0

The scatterplot shows the relationship between two variables, x and y. A line of
best fit for the data is also shown. Which of the following is closest to the
difference between the y-coordinate of the data point with and the y-value
predicted by the line of best fit at ?

A. 1

B. 2

C. 5

D. 12

ID: 1adb39f0 Answer

Correct Answer: A

Rationale
Choice A is correct. The data point with has a y-coordinate of 12. The y-value predicted by the line of best fit at
is approximately 11. The difference between the y-coordinate of the data point and the y-value predicted by the line
of best fit at is , or 1.

Choices B and C are incorrect and may result from incorrectly reading the scatterplot. Choice D is incorrect. This is the y-
coordinate of the data point at .

Question Difficulty: Medium

Question ID b4912cc5
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and Ratios, rates,

Data Analysis proportional
relationships, and
units

ID: b4912cc5

The population density of Iceland, in people per square kilometer of land area,
increased from 2.5 in 1990 to 3.3 in 2014. During this time period, the land area
of Iceland was 100,250 square kilometers. By how many people did Iceland’s
population increase from 1990 to 2014?

A. 330,825

B. 132,330

C. 125,312

D. 80,200

ID: b4912cc5 Answer

Correct Answer: D

Rationale
Choice D is correct. The increase in Iceland’s population can be found by multiplying the increase in population density, in
people per square kilometer, by the area, in square kilometers. It’s given that the population density of Iceland was 2.5
people per square kilometer in 1990 and 3.3 people per square kilometer in 2014. The increase in population density can
be found by subtracting 2.5 from 3.3, which yields 0.8. It’s given that the land area of Iceland was 100,250 square
kilometers. Thus, the increase in population is , or 80,200.

Alternate approach: It’s given that the population density of Iceland, in people per square kilometer of land area, in 1990
was 2.5. Since the land area of Iceland was 100,250 square kilometers, it follows that the population of Iceland in 1990
was , or 250,625. Similarly, the population of Iceland in 2014 was , or 330,825. The
population increase is the difference in the population from 1990 to 2014, or , which yields 80,200.
Therefore, Iceland’s population increased by 80,200 from 1990 to 2014.

Choice A is incorrect. This is the population of Iceland in 2014. Choice B is incorrect and may result from dividing 3.3 by
2.5, instead of subtracting 2.5 from 3.3. Choice C is incorrect and may result from dividing the population of Iceland in
1990 by 2.

Question Difficulty: Medium

Question ID c7e73ece
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and Inference from

Data Analysis sample statistics and
margin of error

ID: c7e73ece
Views on Nuclear Energy
Use
Response Frequency

Strongly
56
favor

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 05195d8a
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and Percentages

Data Analysis

ID: 05195d8a

In a sample, of the items are faulty. There are faulty items in the sample. How many total items are in the
sample?

ID: 05195d8a Answer

Correct Answer: 110

Rationale
The correct answer is . Let represent the total number of items in the sample. It’s given that of the items are
faulty and that there are faulty items in the sample. Therefore, of is . Since can be rewritten as , it
follows that . Multiplying both sides of this equation by yields . Dividing both sides of this
equation by yields . Therefore, there are total items in the sample.

Question Difficulty: Medium

Question ID 4aaa9c42
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and Percentages

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 and Two-variable data:

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 and Percentages

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 8e528129
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving and Ratios, rates,

Data Analysis proportional
relationships, and
units

ID: 8e528129

Pure beeswax has a density of 0.555 ounce per cubic inch. An online company
sells pure beeswax at a price of $8.00 per ounce. What is the selling price, in
dollars per cubic inch, for pure beeswax purchased from this company?

ID: 8e528129 Answer

Rationale
The correct answer is 4.44. The selling price, in dollars per cubic inch, is found by multiplying the density, in ounces per

cubic inch, by the unit price, in dollars per ounce: yields . Thus, the selling
price, in dollars per cubic inch, is 4.44.

Question Difficulty: Medium

Question ID a4c0547f
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: a4c0547f

In triangle , angle is a right angle and the length of is units. If , what is the perimeter, in
units, of triangle ?

A.

B.

C.

D.

ID: a4c0547f Answer

Correct Answer: B

Rationale
Choice B is correct. It's given that angle in triangle is a right angle. Thus, side is the leg opposite angle
and side is the leg adjacent to angle . The tangent of an acute angle in a right triangle is the ratio of the length of
the leg opposite the angle to the length of the leg adjacent to the angle. It follows that . It's given that
and the length of side is units. Substituting for and for in the equation
yields . Multiplying both sides of this equation by yields , or
. Dividing both sides of this equation by yields . The length can be calculated using
the Pythagorean theorem, which states that if a right triangle has legs with lengths of and and a hypotenuse with
length , then . Substituting for and for in this equation yields , or .
Taking the square root of both sides of this equation yields . Since the length of the hypotenuse must be
positive, . Therefore, the length of is units. The perimeter of a triangle is the sum of the lengths of all
sides. Thus, units, or units, is the perimeter of triangle .

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

Choice C is incorrect. This would be the perimeter, in units, for a right triangle where the length of side is units,
not units.

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

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 1f0b582e
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 1f0b582e

Square X has a side length of centimeters. The perimeter of square Y is times the perimeter of square X. What is the
length, in centimeters, of one side of square Y?

A.

B.

C.

D.

ID: 1f0b582e Answer

Correct Answer: D

Rationale
Choice D is correct. The perimeter, , of a square can be found using the formula , where is the length of each
side of the square. It's given that square X has a side length of centimeters. Substituting for in the formula for
the perimeter of a square yields , or . Therefore, the perimeter of square X is centimeters. It’s also
given that the perimeter of square Y is times the perimeter of square X. Therefore, the perimeter of square Y is ,
or , centimeters. Substituting for in the formula gives . Dividing both sides of this equation by
gives . Therefore, the length of one side of square Y is centimeters.

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: Medium

Question ID 686b5212
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 686b5212

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

ID: 686b5212 Answer

Correct Answer: 57

Rationale
The correct answer is . Based on the figure, the angle with measure and the angle vertical to the angle with
measure are same side interior angles. Since vertical angles are congruent, the angle vertical to the angle with
measure also has measure . It’s given that lines and are parallel. Therefore, same side interior angles
between lines and are supplementary. It follows that . If , then the value of can be found
by substituting for in the equation , which yields , or .
Subtracting from both sides of this equation yields . Dividing both sides of this equation by yields
. Thus, if , the value of is .

Question Difficulty: Medium

Question ID 81b664bc
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 81b664bc

In the figure above, , , and are parallel. Points B and E lie on and

, respectively. If , and , what is the length of

, to the nearest tenth?

A. 16.8

B. 17.5

C. 18.4

D. 19.6

ID: 81b664bc Answer

Correct Answer: B

Rationale

Choice B is correct. Since , , and are parallel, quadrilaterals and are similar. Let x represent the

length of . With similar figures, the ratios of the lengths of corresponding sides are equal. It follows that

. Multiplying both sides of this equation by 18.5 and by x yields , or .

Dividing both sides of this equation by 9 yields , which to the nearest tenth is 17.5.

Choices A, C, and D are incorrect and may result from errors made when setting up the proportion.

Question Difficulty: Medium

Question ID 902dc959
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and

Trigonometry trigonometry

ID: 902dc959

In the figure above, what is the

value of ?

A.

B.

C.

D.

ID: 902dc959 Answer

Correct Answer: C

Rationale
Choice C is correct. Angle A is an acute angle in a right triangle, so the value of tan(A) is equivalent to the ratio of the
length of the side opposite angle A, 20, to the length of the nonhypotenuse side adjacent to angle A, 21. Therefore,

Choice A is incorrect. This is the value of sin(A). Choice B is incorrect. This is the value of cos(A). Choice D is incorrect.
This is the value of tan(B).

Question Difficulty: Medium

Question ID e86f0651
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: e86f0651

A circle has a radius of meters. What is the area, in square meters, of the circle?

A.

B.

C.

D.

ID: e86f0651 Answer

Correct Answer: D

Rationale
Choice D is correct. The area, , of a circle is given by the formula , where is the radius of the circle. It’s given
that the circle has a radius of meters. Substituting for in the formula yields , or
. Therefore, the area, in square meters, of the circle is .

Choice A is incorrect. This is the area, in square meters, of a circle with a radius of meters.

Choice B is incorrect. This is the area, in square meters, of a circle with a radius of meters.

Choice C is incorrect. This is the circumference, in meters, of the circle.

Question Difficulty: Medium

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 9adb86ed
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles

Trigonometry

ID: 9adb86ed

Points and lie on a circle with center . The radius of this circle is inches. Triangle has a perimeter of
inches. What is the length, in inches, of ?

A.

B.

C.

D.

ID: 9adb86ed Answer

Correct Answer: B

Rationale
Choice B is correct. Since it's given that is the center of a circle with a radius of inches, and that points and lie
on that circle, it follows that and of triangle each have a length of inches. Let the length of be
inches. It follows that the perimeter of triangle is inches. Since it's given that the perimeter of triangle
is inches, it follows that , or . Subtracting from both sides of this equation
gives . Therefore, the length, in inches, of 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 ec5d4823
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: ec5d4823

What is the volume, in cubic centimeters, of a right rectangular prism that has a
length of 4 centimeters, a width of 9 centimeters, and a height of
10 centimeters?

ID: ec5d4823 Answer

Rationale
The correct answer is 360. The volume of a right rectangular prism is calculated by multiplying its dimensions: length,
width, and height. Multiplying the values given for these dimensions yields a volume of cubic
centimeters.

Question Difficulty: Medium

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 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 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 3b931fb0
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume

Trigonometry

ID: 3b931fb0

A right circular cylinder has a volume of cubic centimeters. The area of the base of the cylinder is square
centimeters. What is the height, in centimeters, of the cylinder?

ID: 3b931fb0 Answer

Correct Answer: 29

Rationale
The correct answer is . The volume, , of a right circular cylinder is given by the formula , where is the
radius of the base of the cylinder and is the height of the cylinder. Since the base of the cylinder is a circle with radius ,
the area of the base of the cylinder is . It's given that a right circular cylinder has a volume of cubic centimeters;
therefore, . It's also given that the area of the base of the cylinder is square centimeters; therefore,
. Substituting for and for in the formula yields . Dividing both sides of
this equation by yields . Therefore, the height of the cylinder, in centimeters, is .

Question Difficulty: Medium

Question ID 94364a79
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 94364a79

Two nearby trees are perpendicular to the ground, which is flat. One of these trees is feet tall and has a shadow that is
feet long. At the same time, the shadow of the other tree is feet long. How tall, in feet, is the other tree?

A.

B.

C.

D.

ID: 94364a79 Answer

Correct Answer: B

Rationale
Choice B is correct. Each tree and its shadow can be modeled using a right triangle, where the height of the tree and the
length of its shadow are the legs of the triangle. At a given point in time, the right triangles formed by two nearby trees
and their respective shadows will be similar. Therefore, if the height of the other tree is , in feet, the value of can be
calculated by solving the proportional relationship . This equation is equivalent to , or
. Multiplying each side of the equation by yields . Therefore, the other tree is tall.

Choice A is incorrect and may result from calculating the difference between the lengths of the shadows, rather than the
height of the other tree.

Choice C is incorrect and may result from calculating the difference between the height of the -foot-tall tree and the
length of the shadow of the other tree, rather than calculating the height of the other tree.

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

Question Difficulty: Medium

Question ID 51f26ce8
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 51f26ce8

is similar to . The lengths represented by , , , and in the figure are , , , and ,

respectively. What is the length of ?

A.

B.

C.

D.

ID: 51f26ce8 Answer

Correct Answer: A

Rationale
Choice A is correct. The figure shows that angle in and angle in are right angles. It follows that
angle is congruent to angle . The figure also shows that the measures of angle and angle are both .
Therefore, angle is congruent to angle . It’s given that is similar to . Since angle is
congruent to angle , and angle is congruent to angle , it follows that corresponds to , and
corresponds to . Since corresponding sides of similar triangles are proportional, it follows that . It’s also
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 . Thus, the length of is .

Choice B 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. This is the result of solving the equation , not .

Question Difficulty: Medium

Question ID 055aafe7
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and

Trigonometry triangles

ID: 055aafe7

Triangle is similar to triangle , where , , and correspond to , , and , respectively. In triangle ,

the length of is and the length of is . In triangle , the length of is . What is the length of
?

A.

B.

C.

D.

ID: 055aafe7 Answer

Correct Answer: D

Rationale
Choice D is correct. It's given that triangle is similar to triangle , where , , and correspond to , , and
, respectively. It follows that side corresponds to side and side corresponds to side . Since the
lengths of corresponding sides in similar triangles are proportional, it follows that . Substituting for ,
for , and for in this equation yields . Multiplying each side of this equation by yields
. Therefore, 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: Medium

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 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 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