Question ID 9298a52e

Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear equations Hard

in one variable and
systems of
equations in two
variables

ID: 9298a52e

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

ID: 9298a52e Answer

Correct Answer: -10

Rationale

The correct answer is . Adding to both sides of the second equation in the given system yields .
Substituting for in the first equation in the given system yields . Subtracting from
both sides of this equation yields . Factoring the left-hand side of this equation yields
, or . Taking the square root of both sides of this equation yields .
Subtracting from both sides of this equation yields . Therefore, the value of is .

Question Difficulty: Hard

Question ID 8df65561
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Medium

ID: 8df65561

If the given function is graphed in the xy-plane, where , what is an x-intercept of the graph?
A.

B.

C.

D.

ID: 8df65561 Answer

Correct Answer: A

Rationale

Choice A is correct. It's given that . The x-intercepts of a graph in the xy-plane are the points where . Thus, for
an x-intercept of the graph of function , . Substituting for in the equation yields
. Factoring the right-hand side of this equation yields . By the zero product
property, and . Subtracting from both sides of the equation yields .
Adding to both sides of the equation yields . Therefore, the x-intercepts of the graph of
are and . Of these two x-intercepts, only is given as a choice.

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: Medium

Question ID f5f840a0
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Hard

ID: f5f840a0

For the function , , and for each increase in by , the value of decreases by . What is
the value of ?

ID: f5f840a0 Answer

Correct Answer: 3.44, 86/25

Rationale

The correct answer is . It’s given that and that for each increase in by , the value of decreases by
. Because the output of the function decreases by a constant percentage for each -unit increase in the value of , this
relationship can be represented by an exponential function of the form , where represents the initial value of
the function and represents the rate of decay,
expressed as a decimal. Because , the value of must be . Because the value of decreases by for
each -unit increase in , the value of must be , or . Therefore, the function can be defined by
. Substituting for in this function yields , which is equivalent to ,
or . Either or may be entered as the correct answer.

Alternate approach: It’s given that and that for each increase in by , the value of decreases by .
Therefore, when , the value of is , or , of , which can be expressed as . Since
, the value of is . Similarly, when , the value of is of , which can be
expressed as . Since , the value of is . Either or may be entered
as the correct answer.

Question Difficulty: Hard

Question ID 9322d5de
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Easy

ID: 9322d5de

What is the -intercept of the graph shown?

A.

B.

C.

D.

ID: 9322d5de Answer

Correct Answer: B

Rationale

Choice B is correct. The y-intercept of a graph in the xy-plane is the point on the graph where . At , the
corresponding value of is . Therefore, the y-intercept of the graph shown is .

Choice A is incorrect and may result from conceptual errors.

Choice C is incorrect. This is the y-intercept of a graph in the xy-plane that intersects the y-axis at , not .

Choice D is incorrect. This is the y-intercept of a graph in the xy-plane that intersects the y-axis at , not .
Question Difficulty: Easy
Question ID 219a57aa
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Equivalent Medium

expressions

ID: 219a57aa

Which expression represents the product of and ?

A.

B.

C.

D.

ID: 219a57aa Answer

Correct Answer: D

Rationale

Choice D is correct. The product of and can be represented by the expression

. Applying the distributive property to this expression yields
, or . This expression is equivalent to
, 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 C is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Medium

Question ID 3138e379
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Equivalent Hard

expressions

ID: 3138e379

For what value of is the given expression equivalent to , where ?

ID: 3138e379 Answer

Correct Answer: .0177, .0178, 4/225

Rationale

The correct answer is . An expression of the form , where is an integer greater than and , is equivalent to

. Therefore, the given expression, where , is equivalent to . Applying properties of exponents,

this expression can be rewritten as , or , which can be rewritten as , or .

It's given that the expression is equivalent to , where . It follows that is equivalent
to . Therefore, . Dividing both sides of this equation by yields , or . Thus, the value
of for which the given expression is equivalent to , where , is . Note that 4/225, .0177, .0178, 0.017, and
0.018 are examples of ways to enter a correct answer.

Question Difficulty: Hard

Question ID 3e4e3220
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Hard

ID: 3e4e3220

The table shows three values of and their corresponding values of , where and is a
quadratic function. What is the y-coordinate of the y-intercept of the graph of in the xy-plane?

ID: 3e4e3220 Answer

Correct Answer: -2112

Rationale

The correct answer is . It's given that is a quadratic function. It follows that can be defined by an equation of the
form , where , , and are constants. It's also given that the table shows three values of and
their corresponding values of , where . Substituting for in this equation yields
. This equation represents a quadratic relationship between and , where is either the
maximum or the minimum value of , which occurs when . For quadratic relationships between and , the maximum
or minimum value of occurs at the value of halfway between any two values of that have the same corresponding
value of . The table shows that x-values of and correspond to the same y-value, . Since is halfway between
and , the maximum or minimum value of occurs at an x-value of . The table shows that when , . It
follows that and . Subtracting from both sides of the equation yields . Substituting
for and for in the equation yields , or . The
value of can be found by substituting any x-value and its corresponding y-value for and , respectively, in this equation.
Substituting for and for in this equation yields , or . Subtracting from
both sides of this equation yields , or . Dividing both sides of this equation by yields .
Substituting for , for , and for in the equation yields .
The y-intercept of the graph of in the xy-plane is the point on the graph where . Substituting for in the
equation yields , or . This is equivalent to
, so the y-intercept of the graph of in the xy-plane is . Thus, the y-coordinate of the y-
intercept of the graph of in the xy-plane is .

Question Difficulty: Hard

Question ID 76bb62a9
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Easy

ID: 76bb62a9

The function is defined by . What is the value of ?

A.

B.

C.

D.

ID: 76bb62a9 Answer

Correct Answer: B

Rationale

Choice B is correct. The value of is the value of when . It's given that the function is defined by
. Substituting for in this equation yields . Since the positive square root of
is , it follows that this equation can be rewritten as , or . Therefore, the value of is
.

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

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

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

Question Difficulty: Easy

Question ID 9955f37a
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Medium

ID: 9955f37a

If the given function is graphed in the xy-plane, where , what is the x-coordinate of an x-intercept
of the graph?

ID: 9955f37a Answer

Correct Answer: -6, 4

Rationale

The correct answer is either or . The x-intercepts of a graph in the xy-plane are the points where . Thus, for an x-
intercept of the graph of , . Substituting for in the equation yields
. By the zero product property, and . Subtracting from both sides of the
equation yields . Adding to both sides of the equation yields . Therefore, the x-
coordinates of the x-intercepts of the graph of are and . Note that -6 and 4 are examples of ways to enter a
correct answer.

Question Difficulty: Medium

Question ID e0cc40e8
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear equations Medium

in one variable and
systems of
equations in two
variables

ID: e0cc40e8

What is the negative solution to the given equation?

ID: e0cc40e8 Answer

Correct Answer: -3

Rationale

The correct answer is . Dividing both sides of the given equation by yields . Taking the square root of both
sides of this equation yields the solutions and . Therefore, the negative solution to the given equation is .

Question Difficulty: Medium

Question ID 0f1d42fd
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates, Hard

and Data Analysis proportional
relationships, and
units

ID: 0f1d42fd

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: 0f1d42fd 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 b7f055bc
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Hard

ID: b7f055bc

The function is defined by , where and are positive constants. The graph of
in the -plane passes through the points ( , ) and ( , ). What is the value of ?
A.

B.

C.

D.

ID: b7f055bc Answer

Correct Answer: C

Rationale

Choice C is correct. It’s given that the function is defined by and that the graph of in the xy-
plane passes through the points and . Substituting for and for in the equation
yields , or . Subtracting from both sides of this equation yields .
Substituting for and for in the equation yields . Subtracting from both
sides of this equation yields , which can be rewritten as . Taking the square root of both sides of this
equation yields and , but because it’s given that is a positive constant, must equal . Because the value of
is and the value of is , the value of is , or .

Choice A is incorrect and may result from finding the value of rather than the value of .

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

Choice D is incorrect and may result from correctly finding the value of as , but multiplying it by the y-value in the first
ordered pair rather than by the value of .

Question Difficulty: Hard

Question ID e65d34a5
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Medium

ID: e65d34a5

The area A, in square centimeters, of a rectangular painting can be represented by the expression
, where is the width, in centimeters, of the painting. Which expression represents the length, in
centimeters, of the painting?
A.

B.

C.

D.

ID: e65d34a5 Answer

Correct Answer: C

Rationale

Choice C is correct. It's given that the expression represents the area, in square centimeters, of a rectangular
painting, where is the width, in centimeters, of the painting. The area of a rectangle can be calculated by multiplying its
length by its width. It follows that the length, in centimeters, of the painting is represented by the expression .

Choice A is incorrect. This expression represents the width, in centimeters, of the painting, not its length, in centimeters.

Choice B is incorrect. This is the difference between the length, in centimeters, and the width, in centimeters, of the painting,
not its length, in centimeters.

Choice D is incorrect. This expression represents the area, in square centimeters, of the painting, not its length, in
centimeters.

Question Difficulty: Medium

Question ID bbfa4707
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates, Easy

and Data Analysis proportional
relationships, and
units

ID: bbfa4707

A wind turbine completes revolutions in minutes. At this rate, how many revolutions per minute does
this turbine complete?

A.

B.

C.

D.

ID: bbfa4707 Answer

Correct Answer: A

Rationale

Choice A is correct. Dividing the number of revolutions by the number of minutes gives the number of revolutions the turbine
completes per minute. It’s given that the wind turbine completes revolutions in minutes. Therefore, at this rate, this
turbine completes , or , revolutions per minute.

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: Easy

Question ID 089483cd
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Easy

ID: 089483cd

The graph of the polynomial function , where , is shown. The y-intercept of the graph is .
What is the value of ?

ID: 089483cd Answer

Correct Answer: -3

Rationale

The correct answer is . The y-intercept of the graph of a function in the xy-plane is the point where the graph crosses the
y-axis. The graph of the polynomial function shown crosses the y-axis at the point . It's given that the y-intercept of
the graph is . Thus, the value of is .

Question Difficulty: Easy

Question ID 3aaf7740
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Medium

ID: 3aaf7740

Time (years) Total amount (dollars)

Sara opened a savings account at a bank. The table shows the exponential relationship between the time ,
in years, since Sara opened the account and the total amount , in dollars, in the account. If Sara made no
additional deposits or withdrawals, which of the following equations best represents the relationship
between and ?
A. msup

B. msup

C. msup

D. msup

ID: 3aaf7740 Answer

Correct Answer: B

Rationale

Choice B is correct. It’s given that the relationship between and is exponential. The table shows that the value of
increases as the value of increases. Therefore, the relationship between and can be represented by an increasing
exponential equation of the form , where and are positive constants. The table shows that when ,
. Substituting for and for in the equation yields , which is equivalent to
, or . Substituting for in the equation yields . The table also
shows that when , . Substituting for and for in the equation yields
, or . Dividing both sides of this equation by yields .
Subtracting from both sides of this equation yields . Substituting for in the equation
yields . Therefore, of the choices, choice B best represents the relationship between and .

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: Medium
Question ID 23923e5b
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear functions Hard

ID: 23923e5b

A quadratic function models the height, in feet, of an object above the ground in terms of the time, in
seconds, after the object is launched off an elevated surface. The model indicates the object has an initial
height of feet above the ground and reaches its maximum height of feet above the ground
seconds after being launched. Based on the model, what is the height, in feet, of the object above the ground
seconds after being launched?
A.

B.

C.

D.

ID: 23923e5b Answer

Correct Answer: C

Rationale

Choice C is correct. It's given that a quadratic function models the height, in feet, of an object above the ground in terms of
the time, in seconds, after the object is launched off an elevated surface. This quadratic function can be defined by an
equation of the form , where is the height of the object seconds after it was launched, and ,
, and are constants such that the function reaches its maximum value, , when . Since the model indicates the
object reaches its maximum height of feet above the ground seconds after being launched, reaches its
maximum value, , when . Therefore, and . Substituting for and for in the function
yields . Since the model indicates the object has an initial height of
feet above the ground, the value of is when . Substituting for and for in the equation
yields , or . Subtracting from both sides of
this equation yields . Dividing both sides of this equation by yields . Therefore, the model can be
represented by the equation . Substituting for in this equation yields
, or . Therefore, based on the model, seconds after being launched, the
height of the object above the ground is feet.

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 59cf1dd3
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear equations Hard

in one variable and
systems of
equations in two
variables

ID: 59cf1dd3

How many distinct real solutions does the given equation have?
A. Exactly one

B. Exactly two

C. Infinitely many

D. Zero

ID: 59cf1dd3 Answer

Correct Answer: D

Rationale

Choice D is correct. Any quantity that is positive or negative in value has a positive value when squared. Therefore, the left-
hand side of the given equation is either positive or zero for any value of . Since the right-hand side of the given equation is
negative, there is no value of for which the given equation is true. Thus, the number of distinct real solutions for the given
equation is zero.

Choices A, B, and C are incorrect and may result from conceptual errors.

Question Difficulty: Hard

Question ID 9f13fad1
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear equations Hard

in one variable and
systems of
equations in two
variables

ID: 9f13fad1

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

ID: 9f13fad1 Answer

Correct Answer: -1

Rationale

The correct answer is . A quadratic equation in the form , where , , and are constants, has exactly
one solution when its discriminant, , is equal to . In the given equation, , and
. Substituting for and for in yields , or . Since the given
equation has exactly one solution, . Subtracting from both sides of this equation yields .
Dividing both sides of this equation by yields . Therefore, the value of is .

Question Difficulty: Hard

Question ID 9c7ef949
Assessment Test Domain Skill Difficulty

SAT Math Advanced Math Nonlinear equations Easy

in one variable and
systems of
equations in two
variables

ID: 9c7ef949

The graph of a system of a linear equation and a nonlinear equation is shown. What is the solution to
this system?
A.

B.

C.

D.

ID: 9c7ef949 Answer

Correct Answer: C

Rationale

Choice C is correct. The solution to the system of two equations corresponds to the point where the graphs of the equations
intersect. The graphs of the linear equation and the nonlinear equation shown intersect at the point . Thus, the solution
to the system 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 D is incorrect and may result from conceptual or calculation errors.

Question Difficulty: Easy

Question ID 309344bd
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages Easy

and Data Analysis

ID: 309344bd

Last year, students enrolled in an interior design program. This year, the number of students enrolled is
of last year’s number. How many students are enrolled in the interior design program this year?
A.

B.

C.

D.

ID: 309344bd Answer

Correct Answer: B

Rationale

Choice B is correct. It's given that the number of students enrolled in an interior design program this year is of last
year's number, which is . of can be expressed as , or , which is equivalent to .
Therefore, students are enrolled in the interior design program this year.

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: Easy

Question ID 6baeb1d2
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages Hard

and Data Analysis

ID: 6baeb1d2

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: 6baeb1d2 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 25f9c72c
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates, Easy

and Data Analysis proportional
relationships, and
units

ID: 25f9c72c

A kangaroo has a mass of kilograms. What is the kangaroo's mass, in grams?

A.

B.

C.

D.

ID: 25f9c72c Answer

Correct Answer: A

Rationale

Choice A is correct. It's given that a kangaroo has a mass of kilograms and that kilogram is equal to grams.
Therefore, the kangaroo's mass, in grams, is , which is equivalent to grams.

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: Easy

Question ID 91ac409a
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and Hard

and Data Analysis conditional
probability

ID: 91ac409a

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: 91ac409a 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 5c216e8e
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data: Easy

and Data Analysis Distributions and
measures of center
and spread

ID: 5c216e8e

The bar graph shows the distribution of books collected by different groups for a book drive. How
many books were collected by group ?

ID: 5c216e8e Answer

Correct Answer: 30

Rationale

The correct answer is . The height of each bar in the bar graph shown represents the number of books collected by the
group specified at the bottom of the bar. The bar for group reaches a height of . Therefore, group collected books.

Question Difficulty: Easy

Question ID 22efbe91
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages Medium

and Data Analysis

ID: 22efbe91

In a group, % of the items are red. Of all the red items in the group, % also have stripes. What
percentage of the items in the group are red with stripes?
A. %

B. %

C. %

D. %

ID: 22efbe91 Answer

Correct Answer: B

Rationale

Choice B is correct. It’s given that in a group, of the items are red. It follows that the number of red items in the group
can be represented by , where represents the total number of items in the group. It’s also given that of all the red
items in the group, also have stripes. It follows that the number of items in the group that are red and have stripes can
be represented by , or . The expression represents of . Since represents the total number
of items in the group, it follows that of the items in the group are red and have stripes.

Choice A is incorrect and may result from subtracting from rather than calculating of .

Choice C is incorrect and may result from adding and rather than calculating of .

Choice D is incorrect and may result from calculating the percentage that is of rather than calculating of
.

Question Difficulty: Medium

Question ID 40c8528e
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and Medium

and Data Analysis conditional
probability

ID: 40c8528e

At a conference, there are a total of attendees. Each attendee is assigned to either group A, group B, or
group C. If one of these attendees is selected at random, the probability of selecting an attendee who is
assigned to group A is and the probability of selecting an attendee who is assigned to group B is .
How many attendees are assigned to group C?

ID: 40c8528e Answer

Correct Answer: 88

Rationale

The correct answer is . It's given that there are a total of attendees and each attendee is assigned to either group A,
group B, or group C. It's also given that if one of these attendees is selected at random, the probability of selecting an
attendee who is assigned to group A is and the probability of selecting an attendee who is assigned to group B is .
It follows that there are , or , attendees who are assigned to group A and , or , attendees who are
assigned to group B. The number of attendees who are assigned to group C is the number of attendees who are not
assigned to group A or group B. In other words, the number of attendees who are assigned to group C is the total number of
attendees minus the number of attendees who are assigned to group A and group B. Therefore, the number of attendees
who are assigned to group C is , or .

Question Difficulty: Medium

Question ID 00048e15
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates, Hard

and Data Analysis proportional
relationships, and
units

ID: 00048e15

If and , what is the value of ?

ID: 00048e15 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 1e7832f1
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Inference from Medium

and Data Analysis sample statistics
and margin of error

ID: 1e7832f1

A sample consisting of adults who own televisions was selected at random for a study. Based on the
sample, it is estimated that of all adults who own televisions use their televisions to watch nature
shows, with an associated margin of error of . Which of the following is the most plausible conclusion
about all adults who own televisions?
A. More than of all adults who own televisions use their televisions to watch nature shows.

B. Between and of all adults who own televisions use their televisions to watch nature
shows.

C. Since the sample included adults who own televisions and not just those who use their televisions to
watch nature shows, no conclusion can be made.

D. Since the sample did not include all the people who watch nature shows, no conclusion can be made.

ID: 1e7832f1 Answer

Correct Answer: B

Rationale

Choice B is correct. It's given that based on a sample selected at random, it's estimated that of all adults who own
televisions use their televisions to watch nature shows, with an associated margin of error of . Subtracting the margin
of error from the estimate and adding the margin of error to the estimate gives an interval of plausible values for the true
percentage of adults who own televisions who use their televisions to watch nature shows. This means it's plausible that
between , or , and , or , of all adults who own televisions use their televisions
to watch nature shows. Therefore, of the given choices, the most plausible conclusion is that between and
of all adults who own televisions use their televisions to watch nature shows.

Choice A is incorrect and may result from conceptual errors.

Choice C is incorrect. To make a plausible conclusion about all adults who own televisions, the sample must be selected at
random from all adults who own televisions, not just those who use their televisions to watch nature shows.

Choice D is incorrect. Since the sample was selected at random from all adults who own televisions, a plausible conclusion
can be made about all adults who own televisions.

Question Difficulty: Medium

Question ID 4f608143
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and Medium

and Data Analysis conditional
probability

ID: 4f608143

A box contains red pens and blue pens. If one of these pens is selected at random, what is the
probability of selecting a red pen? (Express your answer as a decimal or fraction, not as a percent.)

ID: 4f608143 Answer

Correct Answer: .26, 13/50

Rationale

The correct answer is . It's given that a box contains red pens and blue pens. If one of these pens is selected at
random, the probability of selecting a red pen is the number of red pens in the box divided by the number of red and blue
pens in the box. The number of red and blue pens in the box is , or . Since there are red pens in the box, it
follows that the probability of selecting a red pen is . Note that 13/50 and .26 are examples of ways to enter a correct
answer.

Question Difficulty: Medium

Question ID 6a61db85
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data: Hard

and Data Analysis Models and
scatterplots

ID: 6a61db85

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: 6a61db85 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 7dfb73de
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages Hard

and Data Analysis

ID: 7dfb73de

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: 7dfb73de 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 d683c482
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Percentages Hard

and Data Analysis

ID: d683c482

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

ID: d683c482 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 128d0947
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates, Medium

and Data Analysis proportional
relationships, and
units

ID: 128d0947

How many tablespoons are equivalent to teaspoons?

ID: 128d0947 Answer

Correct Answer: 14/3, 4.666, 4.667

Rationale

The correct answer is . It's given that teaspoons is equivalent to tablespoon. Therefore, teaspoons is equivalent to
, or tablespoons. Note that 14/3, 4.666, and 4.667 are examples of ways to enter a
correct answer.

Question Difficulty: Medium

Question ID 79c54a4d
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and Medium

and Data Analysis conditional
probability

ID: 79c54a4d

Each vertex of a -sided polygon is labeled with one of the letters through , with a different letter at
each vertex. If one vertex is selected at random, what is the probability that the letter will be at the
selected vertex? (Express your answer as a decimal or fraction, not as a percent.)

ID: 79c54a4d Answer

Correct Answer: .0714, 1/14

Rationale

The correct answer is . If one vertex of the polygon is selected at random, the probability that the letter will be at the
selected vertex is equal to the number of vertices labeled with the letter divided by the total number of vertices. It's given
that each vertex is labeled with one of the letters through , with a different letter at each vertex. It follows that there
is vertex labeled with the letter . It's also given that the polygon is -sided. It follows that there are a total of vertices.
Thus, the probability that the letter will be at the selected vertex is . Note that 1/14, .0714, and 0.071 are examples of
ways to enter a correct answer.

Question Difficulty: Medium

Question ID e9fe7acd
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Ratios, rates, Medium

and Data Analysis proportional
relationships, and
units

ID: e9fe7acd

A competition consisted of four different events. One participant completed the first event with an average
speed of miles per hour. What was this average speed, in yards per hour?

ID: e9fe7acd Answer

Correct Answer: 35728

Rationale

The correct answer is . It's given that . It follows that an average speed of miles per
hour is equivalent to , or yards per hour.

Question Difficulty: Medium

Question ID e03f95ad
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving One-variable data: Hard

and Data Analysis Distributions and
measures of center
and spread

ID: e03f95ad

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: e03f95ad 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 845c6478
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Two-variable data: Medium

and Data Analysis Models and
scatterplots

ID: 845c6478

The scatterplot shows the relationship between two variables, and . A line of best fit is also shown.

Which of the following is closest to the slope of the line of best fit shown?
A.

B.

C.

D.

ID: 845c6478 Answer

Correct Answer: B

Rationale

Choice B is correct. A line of best fit is shown in the scatterplot such that as the value of increases, the value of
decreases. Thus, the slope of the line of best fit shown is negative. The slope of a line passing through two points,
and , can be calculated as . The line of best fit shown passes approximately through the points and
. Substituting and for and , respectively, in gives , which is equivalent to
, or . Therefore, of the given choices, is closest to the slope of the line of best fit shown.
Choice A is incorrect and may result from conceptual or calculation errors.

Choice C is incorrect. The line of best fit shown has a negative slope, not a positive slope.

Choice D is incorrect. The line of best fit shown has a negative slope, not a positive slope.

Question Difficulty: Medium

Question ID c50fc439
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Evaluating Hard

and Data Analysis statistical claims:
Observational
studies and
experiments

ID: c50fc439

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: c50fc439 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 85e8cb3f
Assessment Test Domain Skill Difficulty

SAT Math Problem-Solving Probability and Easy

and Data Analysis conditional
probability

ID: 85e8cb3f

Each rock in a collection of rocks was classified as either igneous, metamorphic, or sedimentary, as
shown in the frequency table.
Classification Frequency

igneous

metamorphic

sedimentary
If one of these rocks is selected at random, what is the probability of selecting a rock that is igneous?
A.

B.

C.

D.

ID: 85e8cb3f Answer

Correct Answer: D

Rationale

Choice D is correct. If one of the rocks in the collection is selected at random, the probability of selecting a rock that is
igneous is equal to the number of igneous rocks in the collection divided by the total number of rocks in the collection.
According to the table, there are igneous rocks in the collection, and it's given that there's a total of rocks in the
collection. Therefore, if one of the rocks in the collection is selected at random, the probability of selecting a rock that is
igneous is .

Choice A is incorrect. This is the number of igneous rocks in the collection divided by the number of sedimentary rocks in the
collection, not divided by the total number of rocks in the collection.

Choice B is incorrect. This is the number of igneous rocks in the collection divided by the number of metamorphic rocks in
the collection, not divided by the total number of rocks in the collection.

Choice C is incorrect. This is the number of igneous rocks in the collection divided by the number of rocks in the collection
that aren't igneous, not divided by the total number of rocks in the collection.

Question Difficulty: Easy

Question ID c3f47bd8
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and Hard

Trigonometry triangles

ID: c3f47bd8

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: c3f47bd8 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 06e0b4a8
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and Medium

Trigonometry trigonometry

ID: 06e0b4a8

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?

A.

B.

C.

D.

ID: 06e0b4a8 Answer

Correct Answer: B

Rationale

Choice B is correct. A rectangle’s diagonal divides a rectangle into two congruent right triangles, where the diagonal is the
hypotenuse of both triangles. It’s given that the length of the diagonal is and the length of the rectangle’s shorter side
is . Therefore, each of the two right triangles formed by the rectangle’s diagonal has a hypotenuse with length , and a
shorter leg with length . To calculate the length of the longer leg of each right triangle, the Pythagorean theorem,
, can be used, where and are the lengths of the legs and is the length of the hypotenuse of the triangle.

Substituting for and for in the equation yields , which is equivalent to

, or . Subtracting from each side of this equation yields . Taking the positive
square root of each side of this equation yields . Therefore, the length of the longer leg of each right triangle formed
by the diagonal of the rectangle is . It follows that the length of the rectangle’s longer side is .

Choice A is incorrect and may result from dividing the length of the rectangle’s diagonal by the length of the rectangle’s
shorter side, rather than substituting these values into the Pythagorean theorem.

Choice C is incorrect and may result from using the length of the rectangle’s diagonal as the length of a leg of the right
triangle, rather than the length of the hypotenuse.

Choice D is incorrect. This is the square of the length of the rectangle’s longer side.

Question Difficulty: Medium

Question ID 8e79ef1c
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles Medium

Trigonometry

ID: 8e79ef1c

An angle has a measure of radians. What is the measure of the angle in degrees?

ID: 8e79ef1c Answer

Correct Answer: 81

Rationale

The correct answer is . The measure of an angle, in degrees, can be found by multiplying its measure, in radians, by
. Multiplying the given angle measure, radians, by yields , which is
equivalent to degrees.

Question Difficulty: Medium

Question ID 489aba1c
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume Medium

Trigonometry

ID: 489aba1c

A circle has a circumference of centimeters. What is the diameter, in centimeters, of the circle?

ID: 489aba1c Answer

Correct Answer: 31

Rationale

The correct answer is . The circumference of a circle is equal to centimeters, where represents the radius, in
centimeters, of the circle, and the diameter of the circle is equal to centimeters. It's given that a circle has a
circumference of centimeters. Therefore, . Dividing both sides of this equation by yields . Since
the diameter of the circle is equal to centimeters, it follows that the diameter, in centimeters, of the circle is .

Question Difficulty: Medium

Question ID a1060875
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume Easy

Trigonometry

ID: a1060875

A rectangle has a length of and a width of . What is the perimeter of the rectangle?

A.

B.

C.

D.

ID: a1060875 Answer

Correct Answer: C

Rationale

Choice C is correct. The perimeter of a quadrilateral is the sum of the lengths of its four sides. It's given that the rectangle
has a length of and a width of . It follows that the rectangle has two sides with length and two sides with length .
Therefore, the perimeter of the rectangle is , or .

Choice A is incorrect. This is the sum of the lengths of the two sides with length , not the sum of the lengths of all four
sides of the rectangle.

Choice B is incorrect. This is the sum of the lengths of the two sides with length , not the sum of the lengths of all four
sides of the rectangle.

Choice D is incorrect. This is the perimeter of a rectangle that has four sides with length , not two sides with length and
two sides with length .

Question Difficulty: Easy

Question ID 559068d5
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume Hard

Trigonometry

ID: 559068d5

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: 559068d5 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 2ab5f0fd
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and Hard

Trigonometry trigonometry

ID: 2ab5f0fd

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: 2ab5f0fd 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 d32d4957
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and Hard

Trigonometry trigonometry

ID: d32d4957

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: d32d4957 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 c10968c1
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and Hard

Trigonometry trigonometry

ID: c10968c1

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: c10968c1 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 de6d51e1
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and Medium

Trigonometry trigonometry

ID: de6d51e1

For the triangle shown, which expression represents the value of ?

A.

B.

C.

D.

ID: de6d51e1 Answer

Correct Answer: A

Rationale

Choice A is correct. For the right triangle shown, the lengths of the legs are units and units, and the length of the
hypotenuse is units. The Pythagorean theorem states that in a right triangle, the sum of the squares of the lengths of the
two legs is equal to the square of the length of the hypotenuse. Therefore, . Subtracting from both sides
of this equation yields . Taking the square root of both sides of this equation yields .
Since is a length, must be positive. Therefore, . Thus, for the triangle shown, represents
the value of .

Choice B is incorrect. For the triangle shown, this expression represents the value of , not .

Choice C is incorrect and may result from conceptual errors.

Choice D is incorrect and may result from conceptual errors.

Question Difficulty: Medium

Question ID 1dbbea6b
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and Hard

Trigonometry trigonometry

ID: 1dbbea6b

In the triangle shown, what is the value of ?

ID: 1dbbea6b 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 9a3b790e
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and Hard

Trigonometry triangles

ID: 9a3b790e

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

ID: 9a3b790e 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 88041348
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles Medium

Trigonometry

ID: 88041348

A circle in the xy-plane has its center at and the point lies on the circle. Which equation
represents this circle?

A. msup

B. msup

C. msup

D. msup

ID: 88041348 Answer

Correct Answer: D

Rationale

Choice D is correct. A circle in the xy-plane can be represented by an equation of the form ,
where is the center of the circle and is the length of a radius of the circle. It's given that the circle has its center at
. Therefore, and . Substituting for and for in the equation
yields , or . It's also given that the point lies on the
circle. Substituting for and for in the equation yields , or
, which is equivalent to , or . Substituting for in the equation
yields . Thus, the equation represents
the circle.

Choice A is incorrect. The circle represented by this equation has its center at , not , and the point
doesn't lie on the circle.

Choice B is incorrect. The point doesn't lie on the circle represented by this equation.

Choice C is incorrect. The circle represented by this equation has its center at , not , and the point
doesn't lie on the circle.

Question Difficulty: Medium

Question ID ba00aba9
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and Medium

Trigonometry triangles

ID: ba00aba9

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: ba00aba9 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 e5ede4b8
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume Easy

Trigonometry

ID: e5ede4b8

The area of a rectangle is square inches. The length of the rectangle is inches. What is the width, in
inches, of this rectangle?
A.

B.

C.

D.

ID: e5ede4b8 Answer

Correct Answer: A

Rationale

Choice A is correct. The area , in square inches, of a rectangle is the product of its length 𝓁, in inches, and its width , in
inches; thus, 𝓁 . It's given that the area of a rectangle is square inches and the length of the rectangle is
inches. Substituting for and for 𝓁 in the equation 𝓁 yields . Dividing both sides of this equation
by yields . Therefore, the width, in inches, of this rectangle is .

Choice B is incorrect. This is the length, not the width, in inches, of the rectangle.

Choice C is incorrect. This is half the area, in square inches, not the width, in inches, of the rectangle.

Choice D is incorrect. This is the difference between the area, in square inches, and the length, in inches, of the rectangle, not
the width, in inches, of the rectangle.

Question Difficulty: Easy

Question ID 530b2e84
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume Hard

Trigonometry

ID: 530b2e84

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

ID: 530b2e84 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 b2aa5d73
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles Hard

Trigonometry

ID: b2aa5d73

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: b2aa5d73 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 307d7ae0
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Right triangles and Hard

Trigonometry trigonometry

ID: 307d7ae0

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: 307d7ae0 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 9ca6e7b4
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles Hard

Trigonometry

ID: 9ca6e7b4

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: 9ca6e7b4 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 034aa7ae
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and Hard

Trigonometry triangles

ID: 034aa7ae

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: 034aa7ae 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 35d7123b
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Lines, angles, and Medium

Trigonometry triangles

ID: 35d7123b

Triangle is similar to triangle , such that , , and correspond to , , and respectively.

The length of each side of triangle is times the length of its corresponding side in triangle .
The measure of side is . What is the measure of side ?
A.

B.

C.

D.

ID: 35d7123b Answer

Correct Answer: D

Rationale

Choice D is correct. It's given that triangle is similar to triangle , such that , , and correspond to , , and
, respectively. Therefore, side corresponds to side . Since the length of each side of triangle is times the
length of its corresponding side in triangle , it follows that the measure of side is times the measure of side
. Thus, since the measure of side is , then the measure of side is , or .

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

Choice B is incorrect. This is the measure of side , not side .

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

Question Difficulty: Medium

Question ID 8235af09
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Area and volume Hard

Trigonometry

ID: 8235af09

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: 8235af09 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 55b41004
Assessment Test Domain Skill Difficulty

SAT Math Geometry and Circles Hard

Trigonometry

ID: 55b41004

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: 55b41004 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