PART 3

Math
CHAPTER 15
About the SAT Math Test

Focus on Math That Matters Most

Instead of testing you on every math topic there is, the SAT Math Test
focuses on the topics you’re most likely to encounter in college and
career. The three areas of focus for math in the SAT are
• Heart of Algebra
• Problem Solving and Data Analysis
• Passport to Advanced Math

Heart of Algebra focuses on linear equations, systems of linear

equations, and functions that are found in many fields of study. These
questions ask you to create equations that represent a situation and
solve equations and systems of equations as well as to make
connections between different representations of linear relationships.

REMEMBER
Questions on the SAT Math Test are distributed among these three topics with 19 Heart of
Algebra questions, 17 Problem Solving and Data Analysis questions, and 16 Passport to
Advanced Math questions. The remaining six questions test your understanding of additional
topics in math such as area, volume, circles, triangles, and trigonometry.

Problem Solving and Data Analysis includes using ratios,

percentages, and proportional reasoning to solve problems in real-
world situations, including science, social science, and other contexts.
It also includes describing relationships shown graphically and
analyzing statistical data. This group of skills is really about being
quantitatively literate and demonstrating a command of the math that
resonates throughout college courses, career training programs, and
everyday life.
These two areas of math provide a powerful foundation for the math
you will do in the future.
Passport to Advanced Math is the third area of focus in the SAT
Math Test. The problems in this area focus on the math you will need
to pursue further study in a discipline such as science or economics
and for career opportunities in the STEM fields of science,
technology, engineering, and math. The Passport to Advanced Math
area requires familiarity with more-complex equations or functions,
which will prepare you for calculus and advanced courses in statistics.
The SAT Math Test also contains questions in Additional Topics in
Math. Some of these problems focus on key concepts from geometry,
including applications of volume, area, surface area, and coordinate
geometry; similarity, which is another instance of proportional
reasoning; and properties of lines, angles, triangles and other
polygons, and circles. There are also problems that focus on the
fundamental ideas of trigonometry and radian measure, which are
essential for study in STEM fields. Finally, there are problems
involving the arithmetic of complex numbers, another concept needed
for more-advanced study in math and the STEM fields.

REMEMBER
The SAT Math Test requires a stronger and deeper understanding of a relatively small
number of math topics that are especially relevant in college and in many careers.

What the Math Test Assesses

The SAT Math Test assesses your understanding of mathematical
concepts, your procedural skill and fluency in math, and your ability
to apply those concepts and skills to real-world problems.
Conceptual understanding and procedural skill and fluency are
complementary. Together, they lead to a thorough understanding of
mathematical ideas and methods for solving problems. Questions on
the SAT Math Test assess these skills in various ways because the
ability to use mathematical ideas and methods flexibly shows an
understanding of math that can be applied to a wide variety of
settings.
A key to the relationship between fluency and conceptual
understanding is recognizing and making use of structure.
Recognizing structure allows you to understand mathematical
relationships in a coherent manner and making use of it allows you
both to apply these relationships more widely and to extend these
relationships in useful ways. Many of the examples and sample
questions in the following chapters are more simply and deeply
understood (and more quickly solved!) if you observe structure in the
mathematics of the problem.

PRACTICE AT
satpractice.org
As is mentioned throughout this guide, the best preparation for the SAT is to work hard in
your high school classes. Applying your math skills in your science and social studies classes
will prepare you for many of the questions you’ll come across on the SAT Math Test.

Problems Grounded in Real-World Contexts

The SAT Math Test features multistep problems with applications in
science, social science, career scenarios, and other real-life contexts.
In some cases, you will be presented with a scenario and then asked
several questions related to the same context. You learn specific math
skills in your math classes, and these skills are applied in your science
and social studies classes. When you use your mathematical skills
outside of the math classroom, you are preparing for the SAT.
The Makeup of the SAT Math Test
Calculator and No-Calculator Portions
There are calculator and no-calculator portions on the SAT Math Test.
A calculator is a tool, and the ability to determine when to use it is a
skill that you’re expected to have. In the calculator portion, many
questions don’t require a calculator and many questions can be
completed faster without using a calculator. In general, the questions
in the calculator portion are more complex than those in the no-
calculator portion. Questions in the no-calculator portion emphasize
your ability to do problems efficiently and accurately.

REMEMBER
You’re permitted to use a calculator on one portion of the SAT Math Test, so be sure to bring
a calculator with you to the test. However, many questions don’t require a calculator and can
actually be solved more quickly without one, so use careful judgment in deciding when to
use it.

You should bring a calculator to use on the calculator portion of the

SAT Math Test. A scientific or graphing calculator is recommended,
and familiarity with your calculator may provide an advantage on
some questions. Every question on the SAT can be solved without a
calculator; however, strategically deciding when to use a calculator
will reduce the time required to complete the test. Using a calculator
can also help you avoid missing a question because of computation
errors.

PRACTICE AT
satpractice.org
Make sure that you’re very familiar with and comfortable using the calculator you bring with
you on test day. Practice using the calculator you’ll use on the test throughout your test
preparation.

Multiple-Choice and Gridded-Response Questions

About 80% of the questions on the Math Test are multiple-choice.
Each multiple-choice question consists of a question followed by four
options. There is only one correct answer and there is no penalty for
selecting an incorrect answer. Therefore, you should provide an
answer to every question on the test.
The other questions on the Math Test are gridded-response questions
(also called student-produced response questions), and these
questions make up about 20% of the test. The answer to each gridded-
response question is a number (fraction, decimal, or positive integer)
that you’ll enter on the answer sheet into a grid like the one shown on
the next page. Like all questions on the SAT, there is no penalty for
answering a gridded-response question incorrectly.

PRACTICE AT
satpractice.org
There is no penalty for selecting an incorrect answer on the SAT, so never leave a question
blank! On questions that you’re not sure how to solve, eliminate as many answer choices as
you can, and then guess from among the remaining choices.

Examples of filled-in answer grids are shown on the next page. Note
that in addition to whole numbers, you may also enter a fraction line
or a decimal point. Further details on how to grid your answers are
provided in Chapter 21.
REMEMBER
On gridded-response questions, you must fill in the circles that correspond to your answer.
You won’t receive credit if you write your answer only in the boxes at the top of the grid.

Mathematics Reference Information

The Math Test includes the reference information shown below. You
may find these facts and formulas helpful as you answer some of the
test questions, but make sure you have plenty of practice with this
information beforehand. To do well, you’ll need to be comfortable
working with these facts and formulas.

PRACTICE AT
satpractice.org
Make sure to get lots of practice using the facts and formulas provided in the Reference
section in the Math Test directions. Practicing with these facts and formulas will ensure you
can use them accurately and efficiently.

REFERENCE

A = πr2 A = ℓw c2 = a2 + b2 Special Right Triangles

 C = 2πr

V = ℓwh V = πr2h

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

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

Test Summary
The following table summarizes the key content dimensions of the
SAT Math Test.

PRACTICE AT
satpractice.org
Take plenty of time to familiarize yourself with this table. Knowing exactly what the Math
Test consists of, including the number of questions and time allotted as well as the
distribution of question categories, will help you to feel confident and prepared on test day.

SAT Math Test Content Specifications

Time Allotted 80
minutes
Calculator Portion (38 questions) 55
minutes
No-Calculator Portion (20 questions) 25
minutes
Percentage
Number
of Test
Total Questions 58 100%
questions
SAT Math Test Content Specifications
Multiple-Choice (MC, 4 options) 45 78%
questions
Student-Produced Response (SPR— 13 22%
grid-in) questions
Contribution of Questions to Subscores
Heart of Algebra 19 33%
questions
Analysing and fluenty solving linear
equations and systems of linear
equations
Creating linear equations and
inequalities to represent relationships
between quantities and to solve
problems
Understanding and using the
relationship between linear equations
and inequalities and their graphs to
solve problems
Problem Solving and Data Analysis 17 29%
questions
Creating and analyzing relationships
using ratios, proportional relationships,
percentages, and units
Representing and analyzing quantitative
data
Finding and applying probabilities in
context
Passport to Advanced Math 16 28%
questions
Identifying and creating equivalent
algebraic expressions
SAT Math Test Content Specifications
Creating, analyzing, and fluenty solving
quadratic and other nonlinear equations
Creating, using, and graphing
exponential, quadratic, and other
nonlinear functions
Additional Topics in Math* 6 10%
questions
Solving problems related to area and
volume
Applying definitions and theorems
related to lines, angles, triangles, and
circles
Working with right triangles, the unit
circle, and trigonometric functions
Contribution of Questions to Cross-
Test Scores
Analysis in Science 8 14%
questions
Analysis in History/Social Studies 8 14%
questions
*Questions under Additional Topics in Math contribute to the
total Math Test score but do not contribute to a subscore
within the Math Test.

PRACTICE AT
satpractice.org
As you progress through your test practice, assess which math skills you’re strongest in and
which you have the greatest room for improvement in. Allocate your study time
appropriately, and make use of the many resources available to you on the Khan Academy
website (satpractice.org).
As indicated in the content specifications previously, the Math Test
has two portions. One is a 55-minute portion — 38 questions for
which you are permitted to use a calculator. The other is a 25-minute
portion — 20 questions for which you are not permitted to use a
calculator. The blueprint for each portion is shown below.
Calculator Portion
Number of % of
Questions Test
Total Questions 38 100%
Multiple-Choice (MC) 30 79%
Student-Produced Response (SPR 8 21%
—grid-in)
Content Categories 38 100%
Heart of Algebra 11 29%
Problem Solving and Data 17 45%
Analysis
Passport to Advanced Math 7 18%
Additional Topics in Math 3 8%
Time Allocated 55 minutes
No-Calculator Portion
Number of % of
Questions Test
Total Questions 20 100%
Multiple-Choice (MC) 15 75%
Student-Produced Response (SPR 5 25%
—grid-in)
Content Categories 20 100%
Heart of Algebra 8 40%
Passport to Advanced Math 9 45%
Additional Topics in Math 3 15%
Time Allocated 25 minutes
REMEMBER
Don’t be intimidated by the fact that you can’t use a calculator on one of the SAT Math
portions. Questions in the no-calculator portion are more conceptual in nature and don’t
require a calculator to be solved.
CHAPTER 16
Heart of Algebra
Heart of Algebra questions on the SAT Math Test focus on the
mastery of linear equations, systems of linear equations, and linear
functions. The ability to analyze and create linear equations,
inequalities, and functions is essential for success in college and
career, as is the ability to solve linear equations and systems fluently.
Heart of Algebra questions vary significantly in form and appearance.
They may be straightforward fluency exercises or pose challenges of
strategy or understanding, such as interpreting the relationship
between graphical and algebraic representations or solving as a
process of reasoning. You’ll be required to demonstrate both
procedural skill and a deep understanding of concepts.

REMEMBER
The SAT Math Test requires you to demonstrate a deep understanding of several core algebra
topics, namely linear equations, systems of linear equations, and linear functions. These
topics are fundamental to the learning and work often required in college and career.

The questions in Heart of Algebra include both multiple-choice

questions and student-produced response questions. The use of a
calculator is permitted for some questions in this domain and not
permitted for others.
Heart of Algebra is one of the three SAT Math Test subscores,
reported on a scale of 1 to 15.
Let’s explore the content and skills assessed by Heart of Algebra
questions.
Linear Equations, Linear Inequalities, and
Linear Functions in Context
When you use algebra to analyze and solve a problem in real life, a
key step is to represent the context of the problem algebraically. To do
this, you may need to define one or more variables that represent
quantities in the context. Then you need to write one or more
expressions, equations, inequalities, or functions that represent the
relationships described in the context. For example, once you write an
equation that represents the context, you solve the equation. Then you
interpret the solution to the equation in terms of the context.
Questions on the SAT Math Test may assess your ability to
accomplish any or all of these steps.

Example 1
In 2014, County X had 783 miles of paved roads. Starting in 2015, the county has been
building 8 miles of new paved roads each year. At this rate, how many miles of paved
road will County X have in 2030? (Assume that no paved roads go out of service.)

The first step in answering this question is to decide what variable or

variables you need to define. The question is asking how the number
of miles of paved road in County X depends on the year. This can be
represented using n, the number of years after 2014. Then, since the
question says that County X had 783 miles of paved road in 2014 and
is building 8 miles of new paved roads each year, the expression 783
+ 8n gives the number of miles of paved roads in County X in the
year that is n years after 2014. The year 2030 is 2030 – 2014 = 16
years after 2014; thus, the year 2030 corresponds to n = 16. Hence, to
find the number of miles of paved roads in County X in 2030,
substitute 16 for n in the expression 783 + 8n, giving 783 + 8(16) =
783 + 128 = 911. Therefore, at the given rate of building, County X
will have 911 miles of paved roads in 2030.
(Note that this example has no choices. It is a student-produced
response question. On the SAT, you would grid your answer in the
spaces provided on the answer sheet.)
There are different questions that can be asked about the same
context.

PRACTICE AT
satpractice.org
Many Heart of Algebra questions such as this one will require you to accomplish the
following steps:
1. Define one or more variables that represent quantities in the question.
2. Write one or more equations, expressions, inequalities, or functions that represent the
relationships described in the question.
3. Solve the equation, and interpret the solution in terms of what the question is asking.
Ample practice with each of these steps will help you develop your math skills and
knowledge.

Example 2
In 2014, County X had 783 miles of paved roads. Starting in 2015, the county has been
building 8 miles of new paved roads each year. At this rate, if n is the number of years
after 2014, which of the following functions f gives the number of miles of paved road
there will be in County X? (Assume that no paved roads go out of service.)
A) f (n) = 8 + 783n
B) f (n) = 2,014 + 783n
C) f (n) = 783 + 8n
D) f (n) = 2,014 + 8n

This question already defines the variable and asks you to create or
identify a function that describes the context. The discussion in
Example 1 shows that the correct answer is choice C.

REMEMBER
There are several different ways you may be tested on the same underlying algebra concepts.
Practicing a variety of questions, with different contexts, is a good way to ensure you’ll be
ready for the questions you’ll come across on the SAT.
Example 3
In 2014, County X had 783 miles of paved roads. Starting in 2015, the county has been
building 8 miles of new paved roads each year. At this rate, in which year will County X
first have at least 1,000 miles of paved roads? (Assume that no paved roads go out of
service.)

In this question, you must create and solve an inequality. As in

Example 1, let n be the number of years after 2014. Then the
expression 783 + 8n gives the number of miles of paved roads in
County X. The question is asking when there will first be at least
1,000 miles of paved roads in County X. This condition can be
represented by the inequality 783 + 8n ≥ 1,000. To find the year in
which there will first be at least 1,000 miles of paved roads, you solve
this inequality for n. Subtracting 783 from each side of 783 + 8n ≥
1,000 gives 8n ≥ 217. Then dividing each side of 8n ≥ 217 by 8 gives
n ≥ 27.125. Note that an important part of relating the inequality 783
+ 8n ≥ 1,000 back to the context is to notice that n is counting
calendar years, and so the value of n must be an integer. The least
value of n that satisfies 783 + 8n ≥ 1,000 is 27.125, but the year 2014
+ 27.125 = 2041.125 does not make sense as an answer, and in 2041,
there would be only 783 + 8(27) = 999 miles of paved roads in the
county. Therefore, the variable n needs to be rounded up to the next
integer, and so the least possible value of n is 28. Therefore, the year
that County X will first have at least 1,000 miles of paved roads is 28
years after 2014, which is 2042.

PRACTICE AT
satpractice.org
Solving an equation or inequality is often only part of the problem-solving process. You’ll
also need to interpret the solution in the context of the question, so be sure to remind yourself
of the question’s context and the meaning of the variables you solved for before selecting
your answer.
In Example 1, once the variable n was defined, you needed to find an
expression that represents the number of miles of paved road in terms
of n. In other questions, creating the correct expression, equation, or
function may require a more insightful understanding of the context.

Example 4
To edit a manuscript, Miguel charges $50 for the first 2 hours and $20 per hour after the
first 2 hours. Which of the following expresses the amount, C, in dollars, Miguel charges
if it takes him x hours to edit a manuscript, where x > 2?
A) C = 20x
B) C = 20x + 10
C) C = 20x + 50
D) C = 20x + 90

The question defines the variables C and x and asks you to express C
in terms of x. To create the correct equation, you must note that since
the $50 that Miguel charges pays for his first 2 hours of editing, he
charges $20 per hour only after the first 2 hours. Thus, if it takes x
hours for Miguel to edit a manuscript, he charges $50 for the first 2
hours and $20 per hour for the remaining time, which is x – 2 hours.
Thus, his total charge, C, in dollars, can be written as C = 50 + 20(x −
2), where x > 2. This does not match any of the choices. But when the
right-hand side of C = 50 + 20(x − 2) is expanded, you get C = 50 +
20x − 40, or C = 20x + 10, which is choice B.

PRACTICE AT
satpractice.org
When the solution you arrive at doesn’t match any of the answer choices, consider if
expanding, simplifying, or rearranging your solution will cause it to match an answer choice.
Sometimes, this extra step is needed to arrive at the correct answer.

As with Examples 1 to 3, there are different questions that could be

asked about this context. For example, you could be asked to find
how long it took Miguel to edit a manuscript if he charged $370.
In some questions on the SAT Math Test, you’ll be given a function
that represents a context and be asked to find the value of the output
of the function given an input or the value of the input that
corresponds to a given output.

Example 5
A builder uses the function g defined by g(x) = 80x + 10,000 to estimate the cost g(x), in
dollars, to build a one-story home of planned floor area of x square feet. If the builder
estimates that the cost to build a certain one-story home is $106,000, what is the planned
floor area, in square feet, of the home?

This question asks you to find the value of the input of a function
when you are given the value of the output and the equation of the
function. The estimated cost of the home, in dollars, is the output of
the function g for a one-story home of planned floor area of x square
feet. That is, the output of the function, g(x), is 106,000, and you need
to find the value of the input x that gives an output of 106,000. To do
this, substitute 106,000 for g(x) in the equation that defines g:
106,000 = 80x + 10,000. Now solve for x: First, subtract 10,000 from
each side of the equation 106,000 = 80x + 10,000, which gives 96,000
= 80x. Then, divide each side of 96,000 = 80x by 80, which gives
1,200 = x. Therefore, a one-story home with an estimated cost of
$106,000 to build has a planned floor area of 1,200 square feet.

Systems of Linear Equations and Inequalities

in Context
You may need to define more than one variable and create more than
one equation or inequality to represent a context and answer a
question. There are questions on the SAT Math Test that require you
to create and solve a system of equations or create a system of
inequalities.

Example 6
 Maizah bought a pair of pants and a briefcase at a department store. The sum of the prices
of the pants and the briefcase before sales tax was $130.00. There was no sales tax on the
pants and a 9% sales tax on the briefcase. The total Maizah paid, including the sales tax,
was $136.75. What was the price, in dollars, of the pants?

PRACTICE AT
satpractice.org
You can use either of two approaches — combination or substitution — when solving a
system of linear equations. One may get you to the answer more quickly than the other,
depending on the equations you’re working with and what you’re solving for. Practice using
both to give you greater flexibility on test day.

To answer the question, you first need to define the variables. The
question discusses the prices of a pair of pants and a briefcase and
asks you to find the price of the pants. So it’s appropriate to let P be
the price, in dollars, of the pants and to let B be the price, in dollars,
of the briefcase. Since the sum of the prices before sales tax was
$130.00, the equation P + B = 130 is true. A sales tax of 9% was
added to the price of the briefcase. Since 9% is equal to 0.09, the
price of the briefcase with tax was B + 0.09B = 1.09B. There was no
sales tax on the pants, and the total Maizah paid, including tax, was
$136.75, so the equation P + 1.09B = 136.75 holds.
Now, you need to solve the system
P + B = 130
P + 1.09B = 136.75
Subtracting the sides of the first equation from the corresponding
sides of the second equation gives you (P + 1.09B) − (P + B) =
136.75 − 130, which simplifies to 0.09B = 6.75. Now you can divide
each side of 0.09B = 6.75 by 0.09. This gives you .
This is the value of B, the price, in dollars, of the briefcase. The
question asks for the price, in dollars, of the pants, which is P. You
can substitute 75 for B in the equation P + B = 130, which gives you
P + 75 = 130, or P = 130 − 75 = 55, so the pants cost $55.

REMEMBER
While this question may seem complex, as it involves numerous steps, solving it requires a
strong understanding of the same underlying principles outlined earlier: defining variables,
creating equations to represent relationships, solving equations, and interpreting the solution.

Example 7
Each morning, John jogs at 6 miles per hour and rides a bike at 12 miles per hour. His
goal is to jog and ride his bike a total of at least 9 miles in no more than 1 hour. If John
jogs j miles and rides his bike b miles, which of the following systems of inequalities
represents John’s goal?

A)

B)

C) 6j + 12b ≥ 9
j+b≤1
D) 6j + 12b ≤ 1
j+b≥9

PRACTICE AT
satpractice.org
In Example 7, the answer choices each contain two parts. Use this to your advantage by
tackling one part at a time and eliminating answers that don’t work.

John jogs j miles and rides his bike b miles; his goal to jog and ride
his bike a total of at least 9 miles is represented by the inequality j + b
≥ 9. This eliminates choices B and C.
Since rate × time = distance, it follows that time is equal to distance
divided by rate. John jogs j miles at 6 miles per hour, so the time he
jogs is equal to hours. Similarly, since John
rides his bike b miles at 12 miles per hour, the time he rides his bike
is hours. Thus, John’s goal to complete his jog and his bike
ride in no more than 1 hour can be represented by the inequality
. The system j + b ≥ 9 and is choice A.

PRACTICE AT
satpractice.org
You should be able to quickly rearrange equations such as the distance formula (distance =
rate × time) by solving for any of the variables. Example 7 requires you to solve the equation
for time.

Fluency in Solving Linear Equations, Linear

Inequalities, and Systems of Linear Equations
Creating linear equations, linear inequalities, and systems of linear
equations that represent a context is a key skill for success in college
and career. It’s also essential to be able to fluently solve linear
equations, linear inequalities, and systems of linear equations. Some
of the Heart of Algebra questions present equations, inequalities, or
systems without a context and directly assess your fluency in solving
them.
Some fluency questions permit the use of a calculator; other questions
do not permit the use of a calculator and test your ability to solve
equations, inequalities, and systems of equations by hand. Even for
questions where a calculator is permitted, you may be able to answer
the question more quickly without using a calculator, such as in
Example 9. Part of what the SAT Math Test assesses is your ability to
decide when using a calculator to answer a question is appropriate.
Example 8 is an example of a question that could appear on the no-
calculator portion of the Math Test.

Example 8

What is the solution to the equation above?

Using the distributive property to expand the left-hand side of the

equation gives . Adding 3y to both sides of the
equation and then subtracting from both sides of the equation gives
. The equation may be easier to solve if it’s transformed
into an equation without fractions; to do this, multiply each side of
by 10, which is the least common multiple of the
denominators 2 and 5. This gives , which can be
simplified further to 15 − 6 = 180y, or 9 = 180y. Therefore, .

Example 9
−2(3x − 2.4) = −3(3x − 2.4)
What is the solution to the equation above?

You could solve this in the same way as Example 8, by multiplying

everything out and simplifying. But the structure of the equation
reveals that −2 times a quantity, 3x − 2.4, is equal to −3 times the
same quantity. This is only possible if the quantity 3x − 2.4 is equal to
zero. Thus, 3x − 2.4 = 0, or 3x = 2.4. Therefore, the solution is x =
0.8.

REMEMBER
While a calculator is permitted on one portion of the SAT Math Test, it’s important to not
over-rely on a calculator. Some questions, such as Example 9, can be solved more efficiently
without using a calculator. Your ability to choose when to use and when not to use a
calculator is one of the things the SAT Math Test assesses, so be sure to practice this in your
studies.

Example 10
−2x = 4y + 6
2(2y + 3) = 3x − 5
What is the solution (x, y) to the system of equations above?

This is an example of a system you can solve quickly by substitution.

Since −2x = 4y + 6, it follows that −x = 2y + 3. Now you can
substitute −x for 2y + 3 in the second equation. This gives you 2(−x) =
3x − 5, which simplifies to 5x = 5, or x = 1. Substituting 1 for x in the
first equation gives you −2 = 4y + 6, which simplifies to 4y = −8, or y
= −2. Therefore, the solution to the system is (1, −2).

PRACTICE AT
satpractice.org
In Example 6, the elimination method yields an efficient solution to the question. In Example
10, substitution turns out to be an efficient approach. These examples illustrate the benefits of
knowing both approaches and thinking critically about which approach may be more efficient
on a given question.

In the preceding examples, you have found a unique solution to linear

equations and to systems of two linear equations in two variables. But
not all such equations and systems have solutions, and some have
infinitely many solutions. Some questions on the SAT Math Test
assess your ability to determine whether an equation or a system has
one solution, no solutions, or infinitely many solutions.

The Relationships among Linear Equations,

Lines in the Coordinate Plane, and the
Contexts They Describe
A system of two linear equations in two variables can be solved by
graphing the lines in the coordinate plane. For example, you can
graph the equations of the system in the xy-plane in Example 10:

The point of intersection gives the solution to the system.

If the equations in a system of two linear equations in two variables
are graphed, each graph will be a line. There are three possibilities:
1. The lines intersect in one point. In this case, the system has a unique solution.
2. The lines are parallel. In this case, the system has no solution.
3. The lines are identical. In this case, every point on the line is a solution, and so the
system has infinitely many solutions.

One way that the second and third cases can be identified is to put the
equations of the system in slope-intercept form. If the lines have the
same slope and different y-intercepts, they are parallel; if both the
slope and the y-intercept are the same, the lines are identical.

PRACTICE AT
satpractice.org
Graphing systems of two linear equations is another effective approach to solving them.
Practice arranging linear equations into y = mx + b form and graphing them in the coordinate
plane.

How are the second and third cases represented algebraically?

Examples 11 and 12 answer this question.

Example 11
2y + 6x = 3
y + 3x = 2
How many solutions (x, y) are there to the system of equations above?
A) Zero
B) One
C) Two
D) More than two

REMEMBER
When the graphs of a system of two linear equations are parallel lines, as in Example 11, the
system has zero solutions. If the question states that a system of two linear equations has an
infinite number of solutions, as in Example 12, the equations must be equivalent.

If you multiply each side of y + 3x = 2 by 2, you get 2y + 6x = 4.

Then subtracting each side of 2y + 6x = 3 from the corresponding side
of 2y + 6x = 4 gives 0 = 1. This is a false statement. Therefore, the
system has zero solutions (x, у).
Alternatively, you could graph the two equations. The graphs are
parallel lines, so there are no points of intersection.
PRACTICE AT
satpractice.org
The equations in the system in Example 11 are in a form that allows you to quickly find both
the x-intercept and the y-intercept of the graph of the equation. For example, the graph of y +
3x = 2 has an x-intercept of because if y = 0, then 3x = 2 and . Similarly, the
graph has a y-intercept of (0, 2) because if x = 0, then y = 2.

Example 12

3s − 2t = a
−15s + bt = −7
In the system of equations above, a and b are constants. If the system has infinitely many
solutions, what is the value of a?

If a system of two linear equations in two variables has infinitely

many solutions, the two equations in the system must be equivalent.
Since the two equations are presented in the same form, the second
equation must be equal to the first equation multiplied by a constant.
Since the coefficient of s in the second equation is −5 times the
coefficient of s in the first equation, multiply each side of the first
equation by −5. This gives you the system
−15s + 10t =−5a
−15s + bt = −7
Since these two equations are equivalent and have the same
coefficient of s, the coefficients of t and the constants on the right-
hand side must also be the same. Thus, b = 10 and −5a = −7.
Therefore, the value of a is .

There will also be questions on the SAT Math Test that assess your
knowledge of the relationship between the algebraic and the
geometric representations of a line, that is, between an equation of a
line and its graph. The key concepts are
• If the slopes of line ℓ and line k are each defined (that is, if neither line is a vertical
line), then
♦ Line ℓ and line k are parallel if and only if they have the same slope.
♦ Line ℓ and line k are perpendicular if and only if the product of their slopes is −1.

Example 13
 The graph of line k is shown in the xy-plane above. Which of the following is an equation
of a line that is perpendicular to line k?
A) y = −2x + 1

B)

C)

D) y = 2x + 4

REMEMBER
The SAT Math Test will further assess your understanding of linear equations by, for
instance, asking you to select a linear equation that describes a given graph, select a graph
that describes a given linear equation, or determine how a graph may be affected by a change
in its equation.

Note that the graph of line k passes through the points (0, 6) and (3,
0). Thus, the slope of line k is . Since the product of the
slopes of perpendicular lines is −1, a line that is perpendicular to line
k will have slope . All the choices are in slope-intercept form, and so
the coefficient of x is the slope of the line represented by the equation.
Therefore, choice C, , is an equation of a line with slope ,
and thus this line is perpendicular to line k.

PRACTICE AT
satpractice.org
Example 13 requires a strong understanding of slope as well as the ability to calculate slope:
slope is equal to rise over run, or the change in the y-value divided by the change in the x-
value. Parallel lines have slopes that are equal. Perpendicular lines have slopes whose
product is −1.

As we’ve noted, some contexts can be described with a linear

equation. The graph of a linear equation is a line. A nonvertical line
has geometric properties such as its slope and its y-intercept. These
geometric properties can often be interpreted in terms of the context.
The SAT Math Test has questions that assess your ability to make
these interpretations. For example, look back at the contexts in
Examples 1 to 3. You created a linear function, f(n) = 783 + 8n, that
describes the number of miles of paved road County X will have n
years after 2014. This equation can be graphed in the coordinate
plane, with n on the horizontal axis and f(n) on the vertical axis. The
points of this graph lie on a line with slope 8 and vertical intercept
783. The slope, 8, gives the number of miles of new paved roads
added each year, and the vertical intercept gives the number of miles
of paved roads in 2014, the year that corresponds to n = 0.

Example 14
A voter registration drive was held in Town Y. The number of voters, V, registered T days
after the drive began can be estimated by the equation V = 3,450 + 65T. What is the best
interpretation of the number 65 in this equation?
A) The number of registered voters at the beginning of the registration drive
B) The number of registered voters at the end of the registration drive
C) The total number of voters registered during the drive
D) The number of voters registered each day during the drive
The correct answer is choice D. For each day that passes, it is the next
day of the registration drive, and so T increases by 1. In the given
equation, when T, the number of days after the drive began, increases
by 1, V, the number of voters registered, becomes V = 3,450 + 65(T +
1) = 3,450 + 65T + 65. That is, the number of voters registered
increased by 65 for each day of the drive. Therefore, 65 is the number
of voters registered each day during the drive.
You should note that choice A describes the number 3,450, and the
numbers described by choices B and C can be found only if you know
how many days the registration drive lasted; this information is not
given in the question.
Mastery of linear equations, systems of linear equations, and linear
functions is built upon key skills such as analyzing rates and ratios.
Several key skills are discussed in the next domain, Problem Solving
and Data Analysis.
CHAPTER 17
Problem Solving and Data Analysis
The Problem Solving and Data Analysis questions on the SAT Math
Test assess your ability to use your math understanding and skills to
solve problems set in the real world. The questions ask you to create a
representation of a problem, consider the units involved, pay attention
to the meaning of quantities, know and use different properties of
mathematical operations and representations, and apply key principles
of statistics. Special focus in this domain is given to mathematical
models. You may be asked to create and use a model and to
understand the distinction between the predictions of a model and the
data that has been collected. Models are representations of real-life
contexts. They help us to explain or interpret the behavior of certain
components of a system and to predict results that are as yet
unobserved or unmeasured.
The questions involve quantitative reasoning about ratios, rates, and
proportional relationships and may require understanding and
applying unit rates. Many of the problems are set in academic and
career settings and draw from science, including the social sciences.
Some questions present information about the relationship between
two variables in a graph, scatterplot, table, or another form and ask
you to analyze and draw conclusions about the given information.
The questions assess your understanding of the key properties of, and
the differences between, linear, quadratic, and exponential
relationships and how these properties apply to the corresponding
real-life contexts.
Problem Solving and Data Analysis also includes questions that
assess your understanding of essential concepts in statistics. You may
be asked to analyze univariate data presented in dot plots, histograms,
box plots, and frequency tables, or bivariate data presented in
scatterplots, line graphs, and two-way tables. This includes
computing, comparing, and interpreting measures of center,
interpreting measures of spread, describing overall patterns, and
recognizing the effects of outliers on measures of center. These
questions may test your understanding of the conceptual meaning of
standard deviation (although you will not be asked to calculate a
standard deviation).
Other questions may ask you to estimate the probability of a simple
event, employing different approaches, rules, or probability models.
Special attention is given to the notion of conditional probability,
which is tested using two-way tables and in other ways.
Some questions will present you with a description of a study and ask
you to decide what conclusion is most appropriate based on the
design of the study. Some questions ask about using data from a
sample to draw conclusions about an entire population. These
questions might also assess conceptual understanding of the margin of
error (although you won’t be asked to calculate a margin of error)
when a population mean or proportion is estimated from sample data.
Other questions ask about making conclusions about cause-and-effect
relationships between two variables.
Problem Solving and Data Analysis questions include both multiple-
choice questions and student-produced response questions. The use of
a calculator is allowed for all questions in this domain.
Problem Solving and Data Analysis is one of the three SAT Math Test
subscores, reported on a scale of 1 to 15.

REMEMBER
Problem Solving and Data Analysis questions comprise 17 of the 58 questions (29%) on the
Math Test.
Let’s explore the content and skills assessed by Problem Solving and
Data Analysis questions.

Ratio, Proportion, Units, and Percentage

Ratio and proportion is one of the major ideas in mathematics.
Introduced well before high school, ratio and proportion is a theme
throughout mathematics, in applications, in careers, in college
mathematics courses, and beyond.

Example 1
On Thursday, 240 adults and children attended a show. The ratio of adults to children was
5 to 1. How many children attended the show?
A) 40
B) 48
C) 192
D) 200

Because the ratio of adults to children was 5 to 1, there were 5 adults

for every 1 child. Thus, of every 6 people who attended the show, 5
were adults and 1 was a child. In fractions, of the 240 who attended
were adults and were children. Therefore, × 240 = 40
children attended the show, which is choice A.

PRACTICE AT
satpractice.org
A ratio represents a relationship between quantities, not the actual quantities themselves.
Fractions are an especially effective way to represent and work with ratios.

Ratios on the SAT may be expressed in the form 3 to 1, 3:1, , or

simply 3.

Example 2
 On an architect’s drawing of the floor plan for a house, 1 inch represents 3 feet. If a room
is represented on the floor plan by a rectangle that has sides of lengths 3.5 inches and 5
inches, what is the actual floor area of the room, in square feet?
A) 17.5
B) 51.0
C) 52.5
D) 157.5

Because 1 inch represents 3 feet, the actual dimensions of the room

are 3 × 3.5 = 10.5 feet and 3 × 5 = 15 feet. Therefore, the floor area of
the room is 10.5 × 15 = 157.5 square feet, which is choice D.
Another classic example of ratio is the length of a shadow. At a given
location and time of day, it might be true that a fence post that is 4
feet high casts a shadow that is 6 feet long. This ratio of the length of
the shadow to the height of the object, 6 to 4 or 3 to 2, remains the
same for any object at the same location and time. This could be
considered a unit rate: the ratio of the length of the shadow to the
height of the object would be equivalent to : 1 or the unit rate feet
change in height for every 1 foot change in length. So, for example, a
tree that is 12 feet tall would cast a shadow that is feet
long. In this situation, in which one variable quantity is always a fixed
constant times another variable quantity, the two quantities are said to
be directly proportional.
Variables x and y are said to be directly proportional if y = kx, where k
is a nonzero constant. The constant k is called the constant of
proportionality.
In the preceding example, you would say the length of an object’s
shadow is directly proportional to the height of the object, with
constant of proportionality . So if you let L be the length of the
shadow and H be the height of the object, then .
Notice that both L and H are lengths, so the constant of
proportionality, , has no units. In contrast, let’s consider
Example 2 again. On the scale drawing, 1 inch represents 3 feet. The
length of an actual measurement is directly proportional to its length
on the scale drawing. But to find the constant of proportionality, you
need to keep track of units: . Hence, if S is a
length on the scale drawing that corresponds to an actual length of R,
then R = 36S, where R and S have the same units.
Many of the questions on the SAT Math Test require you to pay
attention to units. Some questions in Problem Solving and Data
Analysis require you to convert units either between the English
system and the metric system or within those systems.

Example 3
Scientists estimate that the Pacific Plate, one of Earth’s tectonic plates, has moved about
1,060 kilometers in the past 10.3 million years. What was the average speed of the Pacific
Plate during that time period, in centimeters per year?
A) 1.03
B) 10.3
C) 103
D) 1,030

Since 1 kilometer = 1,000 meters and 1 meter = 100 centimeters, you

get

. Therefore, the correct answer is choice B.

Questions may require you to move between unit rates and total
amounts.

PRACTICE AT
satpractice.org
Pay close attention to units, and convert units if required by the question. Writing out the unit
conversion as a series of multiplication steps, as seen here, will help ensure accuracy.
Intermediate units should cancel (as do the kilometers and meters in Example 3), leaving you
with the desired unit (centimeters per year).

Example 4
County Y consists of two districts. One district has an area of 30 square miles and a
population density of 370 people per square mile, and the other district has an area of 50
square miles and a population density of 290 people per square mile. What is the
population density, in people per square mile, for all of County Y?

(Note that this example is a student-produced response question and

has no choices. On the SAT, you will grid your answer in the spaces
provided on the answer sheet.)

REMEMBER
13 of the 58 questions on the Math Test, or 22%, are student-produced response questions for
which you’ll grid your answers in the spaces provided on the answer sheet.

The first district has an area of 30 square miles and a population

density of 370 people per square mile, so its total population is
people. The
other district has an area of 50 square miles and a population density
of 290 people per square mile, so its total population is
people. Thus,
County Y has total population 11,100 + 14,500 = 25,600 people and
total area 30 + 50 = 80 square miles. Therefore, the population
density of County Y is people per square mile.

Problem Solving and Data Analysis also includes questions involving

percentages, which are a type of proportion. These questions may
involve the concepts of percentage increase and percentage decrease.
PRACTICE AT
satpractice.org
Percent is a type of proportion that means “per 100”; 20%, for instance, means 20 out of (or
per) 100. Percent increase or decrease is calculated by finding the difference between two
quantities, then dividing the difference by the original quantity and multiplying by 100.

Example 5
A furniture store buys its furniture from a wholesaler. For a particular table, the store
usually charges its cost from the wholesaler plus 75%. During a sale, the store charged the
cost from the wholesaler plus 15%. If the sale price of the table was $299, what is the
usual price for the table?
A) $359
B) $455
C) $479
D) $524

The sale price of the table was $299. This is equal to the cost from the
wholesaler plus 15%. Thus, $299 = 1.15(cost from the wholesaler),
and the cost from the wholesaler is . The usual price is
the cost from the wholesaler, $260, plus 75%. Therefore, the usual
price the store charges for the table is 1.75 × $260 = $455, which is
choice B.

Interpreting Relationships Presented in

Scatterplots, Graphs, Tables, and Equations
The behavior of a variable and the relationship between two variables
in a real-world context may be explored by considering data
presented in tables and graphs.
The relationship between two quantitative variables may be modeled
by a function or an equation. The function or equation may be found
by examining ordered pairs of data values and by analyzing how the
variables are related to one another in the real world. The model may
allow very accurate predictions, as for example models used in
physical sciences, or may only describe a general trend, with
considerable variability between the actual and predicted values, as
for example models used in behavioral and social sciences.

REMEMBER
The ability to interpret and synthesize data from charts, graphs, and tables is a widely
applicable skill in college and in many careers and thus is tested on the SAT Math Test.

Questions on the SAT Math Test assess your ability to understand and
analyze the relationships between two variables, the properties of the
functions used to model these relationships, and the conditions under
which a model is considered to be an appropriate representation of the
data. Problem Solving and Data Analysis questions focus on linear,
quadratic, and exponential relationships.

Example 6

A grocery store sells pints of raspberries and sets the price per pint each week. The
scatterplot above shows the price and the number of pints of raspberries sold for 19
weeks, along with a line of best fit for the data and an equation for the line of best fit.
PRACTICE AT
satpractice.org
A line of best fit is a straight line that best represents the association shown on a scatterplot.
It’s often written in y = a + bx form.

There are several different questions that could be asked about this
context.
A. According to the line of best fit, how many pints of raspberries
would the grocery store be predicted to sell in a week when the price
of raspberries is $4.50 per pint?
Because the line of best fit has equation y = 233 − 32x, where x is the
price, in dollars, for a pint of raspberries and y is the expected number
of pints of raspberries sold, the number of pints the store would be
predicted to sell in a week where the price of raspberries is $4.50 per
pint is 233 − 32(4.50) = 89 pints.
B. For how many of the 19 weeks shown was the number of pints of
raspberries sold greater than the number predicted by the line of best
fit?
For a given week, the number of pints of raspberries sold is greater
than the number predicted by the line of best fit if and only if the
point representing that week lies above the line of best fit. For
example, at the price of $5 per pint, the number sold in two different
weeks was approximately 80 and 90, which is more than the 73
predicted by the line of best fit. Of the 19 points, 8 lie above the line
of best fit, so there were 8 weeks in which the number of pints sold
was greater than what was predicted by the line of best fit.
C. What is the best interpretation of the slope of the line of best fit in
this context?
On the SAT, this question would be followed by multiple-choice
answer options. The slope of the line of best fit is −32. This means
that the correct answer would state that for each dollar that the price
of a pint of raspberries increases, the store is predicted to sell 32
fewer pints of raspberries.
D. What is the best interpretation of the y-intercept of the line of best
fit in this context?
On the SAT, this question would be followed by multiple-choice
answer options.
In this context, the y-intercept does not represent a likely scenario, so
it cannot be accurately interpreted in this context. According to the
model, the y-intercept means that if the store sold raspberries for $0
per pint — that is, if the store gave raspberries away — 233 people
would be expected to accept the free raspberries. However, it is not
realistic that the store would give away raspberries, and if they did, it
is likely that far more people would accept the free raspberries. Also
notice that in this case, the left-most line on the graph is not the y-
axis. The lower-left corner shows the x- and y-coordinates of (1.5,
70), not (0, 0).
The fact that the y-intercept indicates that 233 people would accept
free raspberries is one limitation of the model. Another limitation is
that for a price of $7.50 per pint or above, the model predicts that a
negative number of people would buy raspberries, which is
impossible. In general, you should be cautious about applying a
model for values outside of the given data. In this example, you
should only be confident in the prediction of sales for prices between
$2 and $5.
Giving a line of best fit, as in this example, assumes that the
relationship between the variables is best modeled by a linear
function, but that is not always true. On the SAT, you may see data
that are best modeled by a linear, quadratic, or exponential model.

Example 7
 Time (hours) Number of bacteria

0 1.0 × 103

1 4.0 × 103

2 1.6 × 104

3 6.4 × 104

The table above gives the initial number (at time t = 0) of bacteria placed in a growth
medium and the number of bacteria in the growth medium over 3 hours. Which of the
following functions best models the number of bacteria, N(t), after t hours?
A) N(t) = 4,000t
B) N(t) = 1,000 + 3,000t
C) N(t) = 1,000(4−t)
D) N(t) = 1,000(4t)

The given choices are linear and exponential models. If a quantity is

increasing linearly with time, then the difference in the quantity
between successive time periods is constant. If a quantity is
increasing exponentially with time, then the ratio in the quantity
between successive time periods is constant. According to the table,
after each hour, the number of bacteria in the culture is 4 times as
great as it was the preceding hour:
. That is, for each increase of
1 in t, the value of N(t) is multiplied by 4. At t = 0, which corresponds
to the time when the culture was placed in the medium, there were 103
bacteria. This is modeled by the exponential function N(t) = 1,000(4t),
which has the value 1,000 at t = 0 and increases by a factor of 4 for
each increase of 1 in the value of t. Choice D is the correct answer.

PRACTICE AT
satpractice.org
To determine if a model is linear or exponential, examine the change in the quantity between
successive time periods. If the difference in the quantity is constant, the model is linear. If the
ratio in the quantity is constant (for instance, 4 times greater than the preceding time period),
the model is exponential.

The SAT Math Test may have questions on simple and compound
interest, which are important examples of linear and exponential
growth, respectively.

Example 8
A bank has opened a new branch and, as part of a promotion, the bank branch is offering
$1,000 certificates of deposit at simple interest of 4% per year. The bank is selling
certificates with terms of 1, 2, 3, or 4 years. Which of the following functions gives the
total amount, A, in dollars, a customer will receive when a certificate with a term of k
years is finally paid?
A) A = 1,000(1.04k)
B) A = 1,000(1 + 0.04k)
C) A = 1,000(1.04)k
D) A = 1,000(1 + 0.04k)

For 4% simple interest, 4% of the original deposit is added to the

original deposit for each year the deposit was held. That is, if the
certificate has a term of k years, 4k% is added to the original deposit
to get the final amount. Because 4k% is 0.04k, the final amount paid
to the customer is A = 1,000 + 1,000(0.04k) = 1,000(1 + 0.04k).
Choice B is the correct answer.
The general formula for simple interest is A = P (1 + rt), where P is
the amount, in dollars, of the original deposit, called the principal; r is
the annual interest rate expressed as a decimal; and t is the time, in
years, the deposit is held. In Example 8, P = 1,000, r = 0.04, and t =
k; so A, in dollars, is given by A = 1,000[1 + (0.04)k].
In contrast, compound interest is an example of exponential growth.

Example 9
 A bank has opened a new branch and, as part of a promotion, the bank branch is offering
$1,000 certificates of deposit at an interest rate of 4% per year, compounded
semiannually. The bank is selling certificates with terms of 1, 2, 3, or 4 years. Which of
the following functions gives the total amount, A, in dollars, a customer will receive when
a certificate with a term of k years is finally paid?
A) A = 1,000(1 + 0.04k)
B) A = 1,000(1 + 0.08k)
C) A = 1,000(1.04)k
D) A = 1,000(1.02)2k

The interest is compounded semiannually, that is, twice per year. At

the end of the first half year, 2% of the original deposit is added to the
value of the certificate (4% annual interest multiplied by the time
period, which is year, gives 2% interest). When the interest is
added, the value, in dollars, of the certificate is now 1,000 +
1,000(0.02) = 1,000(1.02). Since the interest is reinvested
(compounded), the new principal at the beginning of the second half
year is 1,000(1.02). At the end of the second half year, 2% of
1,000(1.02) is added to the value of the certificate; the value, in
dollars, of the certificate is now 1,000(1.02) + 1,000(1.02)(0.02),
which is equal to 1,000(1.02)(1.02) = 1,000(1.02)2. In general, after n
compounding periods, the amount, A, in dollars, is A = 1,000(1.02)n.

When the certificate is paid after k years, the value of the certificate
will have been multiplied by the factor (1.02) a total of 2k times.
Therefore, the total amount, A, in dollars, a customer will receive
when a certificate with a term of k years is finally paid is A =
1,000(1.022k). Choice D is the correct answer.
The general formula for compound interest is , where P
is the amount, in dollars, of the principal, r is the annual interest rate
expressed as a decimal, t is the number of years the deposit is held,
and n is the number of times the interest is compounded per year. In
Example 9, P = 1,000, r = 0.04, t = k, and n = 2; so A, in dollars, is
given by .
PRACTICE AT
satpractice.org
Know the formulas for simple and compound interest.
Simple interest: A = P (1 + rt)
Compound interest:

A is the total amount, P is the principal, r is the annual interest rate expressed as a decimal, t
is the time period, and n is the number of times the interest is compounded per year.

NOTE: Although the stated interest rate is 4% per year in Example 9,

the value of the account increases by more than 4% in a year, namely
4.04% per year. (You may have seen banks offer an account in this
way, for example, 5.00% annual interest rate, 5.13% effective annual
yield.) If you take calculus, you will often see a situation in which a
stated rate of change differs from the actual change over an interval.
But on the SAT, other than compound interest, the stated rate of
change is always equal to the actual rate of change. For example, if a
question says that the height of a plant increases by 10% each month,
it means that (or if a question says
that the population of a city is decreasing by 3% per year, it means
that ). Then, if the question asks
by what percentage the height of the plant will increase in 2 months,
you can write

Therefore, the answer is that the height of the plant increases by 21%
in 2 months.

An SAT Math Test question may ask you to interpret a graph that
shows the relationship between two variables.
Example 10

Each evening, Maria walks, jogs, and runs for a total of 60 minutes. The graph above
shows Maria’s speed during the 60 minutes. Which segment of the graph represents the
times when Maria’s speed is the greatest?
A) The segment from (17, 6) to (19, 8)
B) The segment from (19, 8) to (34, 8)
C) The segment from (34, 8) to (35, 6)
D) The segment from (35, 6) to (54, 6)

The correct answer is choice B. Because the vertical coordinate

represents Maria’s speed, the part of the graph with the greatest
vertical coordinate represents the times when Maria’s speed is the
greatest. This is the highest part of the graph, the segment from (19,
8) to (34, 8), when Maria runs at 8 miles per hour (mph). Choice A
represents the time during which Maria’s speed is increasing from 6
to 8 mph; choice C represents the time during which Maria’s speed is
decreasing from 8 to 6 mph; and choice D represents the longest
period of Maria moving at the same speed, not the times when
Maria’s speed is the greatest.

More Data and Statistics

Some questions on the SAT Math Test will assess your ability to
understand and analyze data presented in a table, bar graph,
histogram, line graph, or other display.
Example 11
A store is deciding whether to install a new security system to prevent shoplifting. Based
on store records, the security manager of the store estimates that 10,000 customers enter
the store each week, 24 of whom will attempt to shoplift. Based on data provided from
other users of the security system, the manager estimates the results of the new security
system in detecting shoplifters would be as shown in the table below.

According to the manager’s estimates, if the alarm sounds for a customer, what is the
probability that the customer did not attempt to shoplift?
A) 0.03%
B) 0.35%
C) 0.56%
D) 62.5%

According to the manager’s estimates, the alarm will sound for 56

customers. Of these 56 customers, 35 did not attempt to shoplift.
Therefore, if the alarm sounds, the probability that the customer did
not attempt to shoplift is . The correct answer is
choice D. Example 11 is an example of a conditional probability, the
probability of an event given that another event occurred. The
question asks for the probability that a customer did not attempt to
shoplift given that the alarm sounded.
You may be asked to answer questions that involve a measure of
center for a data set: the mean or the median. A question may ask you
to draw conclusions about one or more of these measures of center
even if the exact values cannot be calculated. To recall briefly:

REMEMBER
Mean and median are measures of center for a data set, while range and standard deviation
are measures of spread.

The mean of a set of numerical values is the sum of all the values
divided by the number of values in the set.
The median of a set of numerical values is the middle value when the
values are listed in increasing (or decreasing) order. If the set has an
even number of values, then the median is the average of the two
middle values.

Example 12

The histogram above summarizes the distribution of time worked last week, in hours, by
the 40 employees of a landscaping company. In the histogram, the first bar represents all
workers who worked at least 10 hours but less than 20 hours; the second represents all
workers who worked at least 20 hours but less than 30 hours; and so on. Which of the
following could be the median and mean amount of time worked, in hours, for the 40
employees?
A) Median = 22, Mean = 23
B) Median = 24, Mean = 22
C) Median = 26, Mean = 32
 D) Median = 32, Mean = 30
(Note: On the SAT, all histograms have the same type of boundary condition. That is,
the values represented by a bar include the left endpoint but do not include the right
endpoint.)

REMEMBER
The distribution of a variable provides the possible values of the variable and how often they
occur.

If the number of hours the 40 employees worked is listed in

increasing order, the median will be the average of the 20th and the
21st numbers on the list. The first 6 numbers on the list will be
workers represented by the first bar; hence, each of the first 6
numbers will be at least 10 but less than 20. The next 17 numbers,
that is, the 7th through the 23rd numbers on the list, will be workers
represented by the second bar; hence, each of the next 17 numbers
will be at least 20 but less than 30. Thus, the 20th and the 21st
numbers on the list will be at least 20 but less than 30. Therefore, any
of the median values in choices A, B, or C are possible, but the
median value in choice D is not.
Now let’s find the possible values of the mean. Each of the 6
employees represented by the first bar worked at least 10 hours but
less than 20 hours. Thus, the total number of hours worked by these 6
employees is at least 60. Similarly, the total number of hours worked
by the 17 employees represented by the second bar is at least 340; the
total number of hours worked by the 9 employees represented by the
third bar is at least 270; the total number of hours worked by the 5
employees represented by the fourth bar is at least 200; the total
number of hours worked by the 1 employee represented by the fifth
bar is at least 50; and the total number of hours worked by the 2
employees represented by the sixth bar is at least 120. Adding all
these hours shows that the total number of hours worked by all 40
employees is at least 60 + 340 + 270 + 200 + 50 + 120 = 1,040.
Therefore, the mean number of hours worked by all 40 employees is
at least . Therefore, only the values of the mean given in
choices C and D are possible. Because only choice C has possible
values for both the median and the mean, it is the correct answer.
A data set may have a few values that are much larger or smaller than
the rest of the values in the set. These values are called outliers. An
outlier may represent an important piece of data. For example, if a
data set consists of rates of a certain illness in various cities, a data
point with a very high value could indicate a serious health issue to be
investigated.
In general, outliers affect the mean more than the median. Therefore,
outliers that are larger than the rest of the points in the data set tend to
make the mean greater than the median, and outliers that are smaller
than the rest of the points in the data set tend to make the mean less
than the median. In Example 12, the mean was larger than the median
due to the unusually large amount of time worked by a few
employees. One graphical display used to identify outliers is the box
plot.
The mean and the median are different ways to describe the center of
a data set. Another key characteristic of a data set is the amount of
variation, or spread, in the data. One measure of spread is the range,
which is equal to the maximum value minus the minimum value.
Another measure of spread is the standard deviation, which is a
measure of how far away the points in the data set are from the mean
value. On the SAT Math Test, you will not be asked to compute the
standard deviation of a data set, but you do need to understand that a
larger standard deviation corresponds to a data set whose values are
more spread out from the mean value.

REMEMBER
You won’t be asked to calculate the standard deviation of a set of data on the SAT Math Test,
but you will be expected to demonstrate an understanding of what standard deviation
measures.

Example 13

The dot plots above show the distributions of scores on a current events quiz for two
classes of 24 students. Which of the following correctly compares the standard deviation
of the scores in each of the classes?
A) The standard deviation of quiz scores in Class A is smaller.
B) The standard deviation of quiz scores in Class B is smaller.
C) The standard deviations of quiz scores in Class A and Class B are the same.
D) The relationship cannot be determined from the information given.

In Class A, the mean score is between 3 and 4. The large majority of

scores are 3 and 4, with only a few scores of 0, 1, 2, and 5. In Class B,
the mean score is 2.5, and scores are evenly spread across all possible
scores, with many scores not close to the mean score. Because the
scores in Class A are more closely clustered around the mean, the
standard deviation of the scores in Class A is smaller. The correct
answer is choice A.
PRACTICE AT
satpractice.org
When asked to compare the standard deviations of two data sets, first locate the mean
approximately. Then, ask yourself which data set has values that are more closely clustered
around the mean. That data set will have the smaller standard deviation.

A population parameter is a numerical value that describes a

characteristic of a population. For example, the percentage of
registered voters who would vote for a certain candidate is a
parameter describing the population of registered voters in an
election. In another example, the average income of a household in a
city is a parameter describing the population of households in that
city. An essential purpose of statistics is to estimate a population
parameter based on a sample from the population. A common
example is election polling, where researchers will interview a
random sample of registered voters to estimate the proportion of all
registered voters who plan to vote for a certain candidate. The
precision of the estimate depends on the variability of the sample data
and the sample size. For instance, if household incomes in a city vary
widely or the sample is small, the estimate that comes from a sample
may differ considerably from the actual value for the population
parameter.
For example, a researcher wants to estimate the mean number of
hours each week that the 1,200 students at a high school spend on the
Internet. Interviewing all 1,200 students would be time consuming,
and it would be more efficient to survey a random sample of the
students. Suppose the researcher has time to interview 80 students.
Which 80 students? In order to have a sample that is representative of
the population, students who will participate in the study should be
selected at random. That is, each student must have the same chance
to be selected. Random selection is essential in protecting against bias
and increases the reliability of any values calculated. The researcher
can select students at random in several different ways; for instance,
write each student’s name on a slip of paper, put all the slips in a
bowl, mix up the slips, and then draw 80 names from the bowl. In
practice, a computer is often used to select participants at random.
If you do not select a random sample, the sampling method used may
introduce bias. For example, if you found 80 students from those
attending a game of the school’s football team, those people would be
more likely to be interested in sports, and in turn, an interest in sports
might be related to the average amount of time the students spend on
the Internet. The result would be that the average time those 80
students spend on the Internet might not be an accurate estimate of
the average amount of time all students at the school spend on the
Internet.
Suppose you select 80 students at random from the 1,200 students at
the high school. You ask them how much time they spend on the
Internet each week, and you calculate that the mean time is 14 hours.
You also find that 6 of the 80 students spend less than 2 hours each
week on the Internet. Based on these results, what conclusions should
be made about the entire population of 1,200 students?
Because the sample was selected at random, the mean of 14 hours is a
plausible estimate for the mean time spent on the Internet for all 1,200
students. Also, we can use the sample data to estimate how many
students spend less than 2 hours on the Internet each week. In the
sample, the percentage is , or 7.5%. Applying this percentage to
the entire population of 1,200 students, it is plausible that 90 students
at the school spend less than 2 hours per week on the Internet.
However, estimated population parameters need to be interpreted
carefully. An essential part of statistics is accounting for the
variability of the estimate. The estimates above are reasonable, but
they are unlikely to be exactly correct. Statistical analysis can also
describe how far from the estimates the actual values are expected to
be, at most. To describe the precision of an estimate, statisticians use
margins of error. On the SAT, you will not be expected to compute a
margin of error, but you should understand how sample size affects
the margin of error and how to interpret a given margin of error in the
context.

REMEMBER
You won’t need to calculate margins of error on the SAT Math Test, but you should
understand what the concept means and be able to interpret in context.

If the example above were an SAT question, you might be given

survey results indicating that, for a random sample of 80 students, the
estimated mean was 14 hours with an associated margin of error of
1.2 hours. An appropriate interpretation of these data is that a
plausible population parameter, or the mean number of hours for all
1,200 students in the population, is greater than 12.8 hours but less
than 15.2 hours.
There are some key points to note.
1. The value of the margin of error is affected by two factors: the variability in the data
and the sample size. The larger the standard deviation, the larger the margin of
error; the smaller the standard deviation, the smaller the margin of error.
Furthermore, increasing the size of the random sample provides more information
and reduces the margin of error.
2. The margin of error applies to the estimated value of the population parameter only;
it does not inform the estimated value for an individual. In the example, plausible
values for the population parameter are in the interval from 12.8 hours to 15.2
hours. The time, in hours, that an individual spends on the Internet may or may not
fall in this interval.

Example 14
A quality control researcher at an electronics company is testing the life of the company’s
batteries in a certain camera. The researcher selects 100 batteries at random from the daily
output of the batteries and finds that the life of the batteries has a mean of 342 pictures
with an associated margin of error of 18 pictures. Which of the following is the most
appropriate conclusion based on these data?
A) All the batteries produced by the company that day have a life between 324 and
360 pictures.
 B) All the batteries ever produced by the company have a life between 324 and 360
pictures.
C) It is plausible that the mean life of batteries produced by the company that day is
between 324 and 360 pictures.
D) It is plausible that the mean life of all the batteries ever produced by the company
is between 324 and 360 pictures.

PRACTICE AT
satpractice.org
When a margin of error is provided, determine the value to which the margin of error applies.
The margin of error concerns the mean value of a population and does not apply to values of
individual objects in the population.

The correct answer is choice C. Choices A and B are incorrect

because the margin of error gives information about the mean life of
all batteries produced by the company that day, not about the life of
any individual battery. Choice D is incorrect because the sample of
batteries was taken from the population of all the batteries produced
by the company on that day. The population of all batteries the
company ever produced may have a different mean life because of
changes in the formulation of the batteries, wear on machinery,
improvements in production processes, and many other factors.
The statistics examples discussed so far are largely based on
investigations intended to estimate some characteristic of a group: the
mean amount of time students spend on the Internet, the mean life of
a battery, and the percentage of registered voters who plan to vote for
a candidate. Another primary focus of statistics is to investigate
relationships between variables and to draw conclusions about cause
and effect. For example, does a new type of physical therapy help
people recover from knee surgery faster? For such a study, some
people who have had knee surgery will be randomly assigned to the
new therapy, while other people who have had knee surgery will be
randomly assigned to the usual therapy. The medical results of these
patients can be compared. The key questions from a statistical
viewpoint are
• Is it appropriate to generalize from the sample of patients in the study to the entire
population of people who are recovering from knee surgery?
• Is it appropriate to conclude that the new therapy caused any difference in the results
for the two groups of patients?

The answers depend on the use of random selection and random

assignment.
• If the subjects in the sample of a study were selected at random from the entire
population in question, the results can be generalized to the entire population because
random sampling ensures that each individual has the same chance to be selected for
the sample.
• If the subjects in the sample were randomly assigned to treatments, it may be
appropriate to make conclusions about cause and effect because the treatment groups
will be roughly equivalent at the beginning of the experiment other than the treatment
they receive.

PRACTICE AT
satpractice.org
In order for results of a study to be generalized to the entire population, and for a cause-and-
effect relationship to be established, both random sampling and random assignment of
individuals to treatments are needed.

This can be summarized in the following table.

The previous example discussed treatments in a medical experiment.
The word treatment refers to any factor that is deliberately varied in
an experiment.

Example 15
A community center offers a Spanish course. This year, all students in the course were
offered additional audio lessons they could take at home. The students who took these
additional audio lessons did better in the course than students who didn’t take the
additional audio lessons. Based on these results, which of the following is the most
appropriate conclusion?
A) Taking additional audio lessons will cause an improvement for any student who
takes any foreign language course.
B) Taking additional audio lessons will cause an improvement for any student who
takes a Spanish course.
C) Taking additional audio lessons was the cause of the improvement for the students
at the community center who took the Spanish course.
D) No conclusion about cause and effect can be made regarding students at the
community center who took the additional audio lessons at home and their
performance in the Spanish course.

PRACTICE AT
satpractice.org
Be wary of conclusions that claim a cause-and-effect relationship or that generalize a
conclusion to a broader population. Before accepting a conclusion, assess whether or not the
subjects were selected at random from the broader population and whether or not subjects
were randomly assigned to treatments.

The correct answer is choice D. The better results of these students

may have been a result of being more motivated, as shown in their
willingness to do extra work, and not the additional audio lessons.
Choice A is incorrect because no conclusion about cause and effect is
possible without random assignment to treatments and because the
sample was only students taking a Spanish course, so no conclusion
can be appropriately made about students taking all foreign language
courses. Choice B is incorrect because no conclusion about cause and
effect is possible without random assignment to treatments and
because the students taking a Spanish course at the community center
is not a random sample of all students who take a Spanish course.
Choice C is incorrect because the students taking the Spanish course
at the community center were not randomly assigned to use the
additional audio lessons or to not use the additional audio lessons.
CHAPTER 18
Passport to Advanced Math
Passport to Advanced Math questions include topics that are
especially important for students to master before studying advanced
math. Chief among these topics is the understanding of the structure
of expressions and the ability to analyze, manipulate, and rewrite
these expressions. These questions also include reasoning with more
complex equations and interpreting and building functions.

REMEMBER
16 of the 58 questions (28%) on the SAT Math Test are Passport to Advanced Math
questions.

Heart of Algebra questions focus on the mastery of linear equations,

systems of linear equations, and linear functions. In contrast, Passport
to Advanced Math questions focus on the ability to work with and
analyze more complex equations. The questions may require you to
demonstrate procedural skill in adding, subtracting, and multiplying
polynomials and in factoring polynomials. You may be required to
work with expressions involving exponentials, integer and rational
exponents, radicals, or fractions with a variable in the denominator.
The questions may ask you to solve a quadratic equation, a radical
equation, a rational equation, or a system consisting of a linear
equation and a nonlinear equation. You may be required to
manipulate an equation in several variables to isolate a quantity of
interest.
Some questions in Passport to Advanced Math will ask you to build a
quadratic or exponential function or an equation that describes a
context or to interpret the function, the graph of the function, or the
solution to the equation in terms of the context.
Passport to Advanced Math questions may assess your ability to
recognize structure. Expressions and equations that appear complex
may use repeated terms or repeated expressions. By noticing these
patterns, the complexity of a problem can be quickly simplified.
Structure may be used to factor or otherwise rewrite an expression, to
solve a quadratic or other equation, or to draw conclusions about the
context represented by an expression, equation, or function. You may
be asked to identify or derive the form of an expression, equation, or
function that reveals information about the expression, equation, or
function or the context it represents.
Passport to Advanced Math questions also assess your understanding
of functions and their graphs. A question may require you to
demonstrate your understanding of function notation, including
interpreting an expression where the argument of a function is an
expression rather than a variable. The questions may assess your
understanding of how the algebraic properties of a function relate to
the geometric characteristics of its graph.

Passport to Advanced Math questions include both multiple-choice

questions and student-produced response questions. Some of these
questions are in the no-calculator portion, where the use of a
calculator is not permitted, and others are in the calculator portion,
where the use of a calculator is permitted. When you can use a
calculator, you must decide whether using your calculator is an
effective strategy for that particular question.
Passport to Advanced Math is one of the three SAT Math Test
subscores, reported on a scale of 1 to 15.
Let’s consider the content and skills assessed by Passport to
Advanced Math questions.
Operations with Polynomials and Rewriting
Expressions
Questions on the SAT Math Test may assess your ability to add,
subtract, and multiply polynomials.

REMEMBER
Passport to Advanced Math questions build on the knowledge and skills tested on Heart of
Algebra questions. Develop proficiency with Heart of Algebra questions before tackling
Passport to Advanced Math questions.

Example 1
(x2 + bx − 2)(x + 3) = x3 + 6x2 + 7x − 6
In the equation above, b is a constant. If the equation is true for all values of x, what is the
value of b?
A) 2
B) 3
C) 7
D) 9

To find the value of b, expand the left-hand side of the equation and
then collect like terms so that the left-hand side is in the same form as
the right-hand side.
(x2 + bx − 2)(x + 3) = (x3 + bx2 − 2x) + (3x2 + 3bx − 6)
= x3 + (3 + b)x2 + (3b − 2)x − 6
Since the two polynomials are equal for all values of x, the coefficient
of matching powers of x should be the same. Therefore, comparing
the coefficients of x3 + (3 + b)x2 + (3b − 2)x − 6 and x3 + 6x2 + 7x − 6
reveals that 3 + b = 6 and 3b − 2 = 7. Solving either of these
equations gives b = 3, which is choice B.
Questions may also ask you to use structure to rewrite expressions.
The expression may be of a particular type, such as a difference of
squares, or it may require insightful analysis.

Example 2
Which of the following is equivalent to 16s4 − 4t2?
A) 4(s2 − t)(4s2 + t)
B) 4(4s2 − t)(s2 + t)
C) 4(2s2 − t)(2s2 + t)
D) (8s2 − 2t)(8s2 + 2t)

This example appears complex at first, but it is very similar to the

equation x2 − y2, which factors as (x − y)(x + y). The expression 16s4 −
4t2 is also the difference of two squares: 16s4 − 4t2 = (4s2)2 − (2t)2.
Therefore, it can be factored as (4s2)2 − (2t)2 = (4s2 − 2t)(4s2 + 2t).
This expression can be rewritten as (4s2 − 2t)(4s2 + 2t) = 2(2s2 − t)(2)
(2s2 + t) = 4(2s2 − t)(2s2 + t), which is choice C.
Alternatively, a 4 could be factored out of the given equation: 4(4s4 −
t2). The expression inside the parentheses is a difference of two
squares. Therefore, it can be further factored as 4(2s2 + t)(2s2 − t).

PRACTICE AT
satpractice.org
Passport to Advanced Math questions require a high comfort level working with quadratic
equations and expressions, including multiplying polynomials and factoring. Recognizing
classic quadratic patterns such as x2 − y2 = (x − y)(x + y) can also improve your speed and
accuracy.

Example 3
y5 − 2y4 − cxy + 6x
In the polynomial above, c is a constant. If the polynomial is divisible by y − 2, what is
the value of c?
If the expression is divisible by y − 2, then the expression y − 2 can be
factored from the larger expression. Since y5 − 2y4 = (y − 2)y4, you
have y5 − 2y4 − cxy + 6x = (y − 2) (y4) − cxy + 6x. If this entire
expression is divisible by y − 2, then −cxy + 6x must be divisible by y
− 2. Thus, −cxy + 6x = (y − 2)(−cx) = −cxy + 2cx. Therefore, 2c = 6,
and the value of c is 3.

Quadratic Functions and Equations

Questions in Passport to Advanced Math may require you to build a
quadratic function or an equation to represent a context.

Example 4
A car is traveling at x feet per second. The driver sees a red light ahead, and after 1.5
seconds reaction time, the driver applies the brake. After the brake is applied, the car
takes seconds to stop, during which time the average speed of the car is feet per
second. If the car travels 165 feet from the time the driver saw the red light to the time it
comes to a complete stop, which of the following equations can be used to find the value
of x?
A) x2 + 48x − 3,960 = 0
B) x2 + 48x − 7,920 = 0
C) x2 + 72x − 3,960 = 0
D) x2 + 72x − 7,920 = 0

PRACTICE AT
satpractice.org
Example 4 requires careful translation of a word problem into an algebraic equation. It pays
to be deliberate and methodical when translating word problems into equations on the SAT.

During the 1.5-second reaction time, the car is still traveling at x feet
per second, so it travels a total of 1.5x feet. The average speed of the
car during the -second braking interval is feet per second, so over
this interval, the car travels feet. Since the total
distance the car travels from the time the driver saw the red light to
the time it comes to a complete stop is 165 feet, you have the equation
. This quadratic equation can be rewritten in standard
form by subtracting 165 from each side and then multiplying each
side by 48, giving x2 + 72x − 7,920 = 0, which is choice D.
Some questions on the SAT Math Test will ask you to solve a
quadratic equation. You must determine the appropriate procedure:
factoring, completing the square, the quadratic formula, use of a
calculator (if permitted), or use of structure. You should also know
the following facts in addition to the formulas in the directions:
• The sum of the solutions of x2 + bx + c = 0 is −b.
• The product of the solutions of x2 + bx + c = 0 is c.

Each of the facts can be seen from the factored form of a quadratic. If
r and s are the solutions of x2 + bx + c = 0, then x2 + bx + c = (x − r)(x
− s). Thus, b = −(r + s) and c = (−r)(−s) = rs.
Note: To use either of these facts, the coefficient of x2 must be equal
to 1.

REMEMBER
The SAT Math Test may ask you to solve a quadratic equation. Be prepared to use the
appropriate method. Practice using the various methods (below) until you are comfortable
with all of them.
1. Factoring
2. Completing the square
3. Quadratic formula
4. Using a calculator

Example 5
What are the solutions x of x2 − 3 = x?

A)
 B)

C)

D)

The equation can be solved by using the quadratic formula or by

completing the square. Let’s use the quadratic formula. First, subtract
x from each side of x2 − 3 = x to put the equation in standard form: x2
− x − 3 = 0. The quadratic formula states the solutions x of the
equation ax2 + bx + c = 0 are . For the equation x2 − x
− 3 = 0, you have a = 1, b = −1, and c = −3. Substituting these values
into the quadratic formula gives
, which is
choice D.

PRACTICE AT
satpractice.org
The quadratic formula states that the solutions x of the equation ax2 + bx + c = 0 are
.

Example 6
If x > 0 and 2x2 + 3x − 2 = 0, what is the value of x?

The left-hand side of the equation can be factored:

2x2 + 3x − 2 = (2x − 1)(x + 2) = 0. Therefore, either 2x − 1 = 0, which
gives , or x + 2 = 0, which gives x = −2. Since x > 0, the value of
x is .
REMEMBER
Pay close attention to all of the details in the question. In Example 6, x can equal or −2, but

since the question states that x > 0, the value of x must be .

Example 7
What is the sum of the solutions of (2x − 1)2 = (x + 2)2?

If a and b are real numbers and a2 = b2, then either a = b or a = −b.

Since (2x − 1)2 = (x + 2)2, either 2x − 1 = x + 2 or 2x − 1 = −(x + 2). In
the first case, x = 3, and in the second case, 3x = −1, or .
Therefore, the sum of the solutions x of (2x − 1)2 = (x + 2)2 is
.

Exponential Functions, Equations, and

Expressions and Radicals
We examined exponential functions in Examples 7 and 9 of Chapter
17. Some Passport to Advanced Math questions ask you to build a
function that models a given context. As discussed in Chapter 17,
exponential functions model situations in which a quantity is
multiplied by a constant factor for each time period. An exponential
function can be increasing with time, in which case it models
exponential growth, or it can be decreasing with time, in which case it
models exponential decay.

Example 8
A researcher estimates that the population of a city is increasing at an annual rate of 0.6%.
If the current population of the city is 80,000, which of the following expressions
appropriately models the population of the city t years from now according to the
researcher’s estimate?
A) 80,000(1 + 0.006)t
B) 80,000(1 + 0.006t)
 C) 80,000 + 1.006t
D) 80,000(0.006t)

According to the researcher’s estimate, the population is increasing

by 0.6% each year. Since 0.6% is equal to 0.006, after the first year,
the population is 80,000 + 0.006(80,000) = 80,000(1 + 0.006). After
the second year, the population is 80,000(1 + 0.006) + 0.006(80,000)
(1 + 0.006) = 80,000(1 + 0.006)2. Similarly, after t years, the
population will be 80,000(1 + 0.006)t according to the researcher’s
estimate. This is choice A.
A well-known example of exponential decay is the decay of a
radioactive isotope. One example is iodine-131, a radioactive isotope
used in some medical treatments. The decay of iodine-131 emits beta
and gamma radiation, and it decays to xenon-131. The half-life of
iodine-131 is 8.02 days; that is, after 8.02 days, half of the iodine-131
in a sample will have decayed to xenon-131. Suppose a sample of A
milligrams of iodine-131 decays for d days. Every 8.02 days, the
quantity of iodine-131 is multiplied by , or 2−1. In d days, a total of
different 8.02-day periods will have passed, and so the original
quantity will have been multiplied by 2−1 a total of times.
Therefore, the amount, in milligrams, of iodine-131 remaining in the
sample will be .

PRACTICE AT
satpractice.org
A quantity that grows or decays by a fixed percent at regular intervals is said to possess
exponential growth or decay, respectively.
Exponential growth is represented by the function y = a(1 + r)t, while exponential decay is
represented by the function y = a(1 − r)t, where y is the new population, a is the initial
population, r is the rate of growth or decay, and t is the number of time intervals that have
elapsed.
In the preceding discussion, we used the identity . Questions
on the SAT Math Test may require you to apply this and other laws of
exponents and the relationship between powers and radicals.
Some Passport to Advanced Math questions ask you to use properties
of exponents to rewrite expressions.

Example 9

Which of the following is equivalent to ?

A)
B)

C)

D)

The square root is equal to . Thus, , and

. Choice B is the correct answer.
An SAT Math Test question may also ask you to solve a radical
equation. In solving radical equations, you may square both sides of
an equation. Since squaring is not a reversible operation, you may end
up with an extraneous root; that is, a root to the simplified equation
that is not a root to the original equation. Thus, when solving a radical
equation, you should check any solution you get in the original
equation.

PRACTICE AT
satpractice.org
Practice your exponent rules. Know, for instance, that and that .

Example 10
 What are the solutions x of the given equation?
A) 5
B) 20
C) −5 and 20
D) 5 and 20

Squaring each side of gives

The solutions to the quadratic are x = 5 and x = 20. However, since

the first step was to square each side of the given equation, which is
not a reversible operation, you need to check x = 5 and x = 20 in the
original equation. Substituting 5 for x gives

This is not a true statement (since represents only the positive

square root, 7), so x = 5 is not a solution to .
Substituting 20 for x gives

This is a true statement, so x = 20 is a solution to .

Therefore, the only solution to the given equation is 20, which is
choice B.

PRACTICE AT
satprictice.org
A good strategy to use when solving radical equations is to square both sides of the equation.
When doing so, however, be sure to check the solutions in the original equation, as you may
end up with a root that is not a solution to the original equation.

Solving Rational Equations

Questions on the SAT Math Test may assess your ability to work with
rational expressions, including fractions with a variable in the
denominator. This may include finding the solution to a rational
equation.

Example 11

If t is a solution to the equation above and t > 0, what is the value of t?

If both sides of the equation are multiplied by 4(t + 1)(t + 3), the
resulting equation will not have any fractions, and the variable will no
longer be in the denominator. This gives 12(t + 3) = 8(t + 1) + (t + 1)
(t + 3). Multiplying out the products gives 12t + 36 = (8t + 8) + (t2 +
4t + 3), or 12t + 36 = t2 + 12t + 11, which simplifies to 0 = t2 − 25.
Therefore, the solutions to the equation are t = 5 and t = −5. Since t >
0, the value of t is 5.

PRACTICE AT
satpractice.org
When solving for a variable in an equation involving fractions, a good first step is to clear the
variable out of the denominators of the fractions Remember that you can only multiply both
sides of an equation by an expression when you know the expression cannot be equal to 0.

Systems of Equations
Questions on the SAT Math Test may ask you to solve a system of
equations in two variables in which one equation is linear and the
other equation is quadratic or another nonlinear equation.
Example 12
3x + y = −3
(x + 1)2 − 4(x + 1) − 6 = y
If (x, y) is a solution of the system of equations above and y > 0, what is the value of y?

One method for solving systems of equations is substitution. If the

first equation is solved for y, it can be substituted in the second
equation. Subtracting 3x from each side of the first equation gives you
y = −3 − 3x, which can be rewritten as y = −3(x + 1).

PRACTICE AT
satpractice.org
The first step used to solve this example is substitution, an approach you may use on Heart of
Algebra questions. The other key was noticing that (x + 1) can be treated as a variable.

Substituting −3(x + 1) for y in the second equation gives you (x + 1)2

− 4(x + 1) − 6 = −3(x + 1). Since the factor (x + 1) appears as a
squared term and a linear term, the equation can be thought of as a
quadratic equation in the variable (x + 1), so collecting the terms and
setting the expression equal to 0 gives you (x + 1)2 − (x + 1) − 6 = 0.
Factoring gives you ((x + 1) − 3)((x + 1) + 2) = 0, or (x − 2)(x + 3) =
0. Thus, either x = 2, which gives y = −3 − 3(2) = −9; or x = −3,
which gives y = −3 − 3(−3) = 6. Therefore, the solutions to the system
are (2, −9) and (−3, 6). Since the question states that y > 0, the value
of y is 6.
The solutions of the system are given by the intersection points of the
two graphs. Questions on the SAT Math Test may assess this or other
relationships between algebraic and graphical representations of
functions.

Relationships Between Algebraic and

Graphical Representations of Functions
A function f has a graph in the xy-plane, which is the graph of the
equation y = f(x) (or, equivalently, consists of all ordered pairs (x,
f(x)). Some Passport to Advanced Math questions assess your ability
to relate properties of the function f to properties of its graph, and vice
versa. You may be required to apply some of the following
relationships:
• Intercepts. The x-intercepts of the graph of f correspond to values of x such that f(x)
= 0, which corresponds to where the graph intersects with the x-axis; if the function f
has no zeros, its graph has no x-intercepts, and vice versa. The y-intercept of the
graph of f corresponds to the value of f(0), or where the graph intersects with the y-
axis. If x = 0 is not in the domain of f, the graph of f has no y-intercept, and vice
versa.
• Domain and range. The domain of f is the set of all x for which f(x) is defined. The
range of f is the set of all y such that y = f(x) for some value of x in the domain. The
 domain and range can be found from the graph of f as the set of all x-coordinates and
y-coordinates, respectively, of points on the graph.
• Maximum and minimum values. The maximum and minimum values of f can be
found by locating the highest and the lowest points on the graph, respectively. For
example, suppose P is the highest point on the graph of f. Then the y-coordinate of P
is the maximum value of f, and the x-coordinate of P is where f takes on its maximum
value.
• Increasing and decreasing. The graph of f shows the intervals over which the
function f is increasing and decreasing.
• End behavior. The graph of f can indicate if f(x) increases or decreases without limit
as x increases or decreases without limit.
• Transformations. For a graph of a function f, a change of the form f(x) + a will result
in a vertical shift of a units and a change of the form f(x + a) will result in a
horizontal shift of a units.

PRACTICE AT
satpractice.org
The domain of a function is the set of all values for which the function is defined. The range
of a function is the set of all values that correspond to the values in the domain, given the
relationship defined by the function, or the set of all outputs that are associated with all of the
possible inputs.

Note: The SAT Math Test uses the following conventions about
graphs in the xy-plane unless a particular question clearly states or
shows a different convention:
• The axes are perpendicular.
• Scales on the axes are linear scales.
• The size of the units on the two axes cannot be assumed to be equal unless the
question states they are equal or you are given enough information to conclude they
are equal.
• The values on the horizontal axis increase as you move to the right.
• The values on the vertical axis increase as you move up.

REMEMBER
Don’t assume the size of the units on the two axes are equal unless the question states they
are equal or you can conclude they are equal from the information given.
Example 13
The graph of which of the following functions in the xy-plane has x-intercepts at −4 and
5?
A) f(x) = (x + 4)(x − 5)
B) g(x) = (x − 4)(x + 5)
C) h(x) = (x − 4)2 + 5
D) k(x) = (x + 5)2 − 4

The x-intercepts of the graph of a function correspond to the zeros of

the function. All the functions in the choices are defined by quadratic
equations, so the answer must be a quadratic function. If a quadratic
function has x-intercepts at −4 and 5, then the values of the function
at −4 and 5 are each 0; that is, the zeros of the function occur at x =
−4 and at x = 5. Since the function is defined by a quadratic equation
and has zeros at x = −4 and x = 5, it must have (x + 4) and (x − 5) as
factors. Therefore, choice A, f(x) = (x + 4)(x − 5), is correct.
The graph in the xy-plane of each of the functions in the previous
example is a parabola. Using the defining equations, you can tell that
the graph of g has x-intercepts at 4 and −5; the graph of h has its
vertex at (4, 5); and the graph of k has its vertex at (−5, −4).

PRACTICE AT
satpractice.org
Another way to think of Example 13 is to ask yourself, “Which answer choice represents a
function that has values of zero when x = −4 and x = +5?”

Example 14
 The function f(x) = x4 − 2.4x2 is graphed in the xy-plane as shown above. If k is a constant
such that the equation f(x) = k has 4 solutions, which of the following could be the value
of k?
A) 1
B) 0
C) −1
D) −2

Choice C is correct. Since f(x) = x4 − 2.4x2, the equation f(x) = k, or x4

− 2.4x2 = k, will have 4 solutions if and only if the graph of the
horizontal line with equation y = k intersects the graph of f at 4 points.
The graph shows that of the given choices, only for choice C, −1,
does the graph of y = −1 intersect the graph of f at 4 points.

Function Notation
The SAT Math Test assesses your understanding of function notation.
You must be able to evaluate a function given the rule that defines it,
and if the function describes a context, you may need to interpret the
value of the function in the context. A question may ask you to
interpret a function when an expression, such as 2x or x + 1, is used as
the argument instead of the variable x.

Example 15
If g(x) = 2x + 1 and f(x) = g(x) + 4, what is f(2)?
You are given f(x) = g(x) + 4 and therefore f(2) = g(2) + 4. To
determine the value of g(2), use the function g(x) = 2x + 1. Thus, g(2)
= 2(2) + 1, and therefore g(2) = 5. Substituting g(2) gives f(2) = 5 + 4,
or f(2) = 9. Alternatively, since f(x) = g(x) + 4 and g(x) = 2x + 1, it
follows that f(x) must equal 2x + 1 + 4, or 2x + 5. Therefore, f(2) =
2(2) + 5 = 9.

PRACTICE AT
satpractice.org
What may seem at first to be a complex question boils down to straightforward substitution.

Interpreting and Analyzing More Complex

Equations in Context
Equations and functions that describe a real-life context can be
complex. Often, it’s not possible to analyze them as completely as
you can analyze a linear equation or function. You still can acquire
key information about the context by interpreting and analyzing the
equation or function that describes it. Passport to Advanced Math
questions may ask you to identify connections between the function,
its graph, and the context it describes. You may be asked to use an
equation describing a context to determine how a change in one
quantity affects another quantity. You may also be asked to
manipulate an equation to isolate a quantity of interest on one side of
the equation. You may be asked to produce or identify a form of an
equation that reveals new information about the context it represents
or about the graphical representation of the equation.

Example 16
For a certain reservoir, the function f gives the water level f(n), to the nearest whole
percent of capacity, on the nth day of 2016. Which of the following is the best
interpretation of f(37) = 70?
A) The water level of the dam was at 37% capacity for 70 days in 2016.
 B) The water level of the dam was at 70% capacity for 37 days in 2016.
C) On the 37th day of 2016, the water level of the dam was at 70% capacity.
D) On the 70th day of 2016, the water level of the dam was at 37% capacity.

The function f gives the water level, to the whole nearest percent of
capacity on the nth day of 2016. It follows that f(37) = 70 means that
on the 37th day of 2016, the water level of the dam was at 70%
capacity. This statement is choice C.

Example 17
If an object of mass m is moving at speed v, the object’s kinetic energy KE is given by the
equation . If the mass of the object is halved and its speed is doubled, how
does the kinetic energy change?
A) The kinetic energy is halved.
B) The kinetic energy is unchanged.
C) The kinetic energy is doubled.
D) The kinetic energy is quadrupled (multiplied by a factor of 4).

PRACTICE AT
satpractice.org
Another way to check your answer in Example 17 is to pick simple numbers for mass and
speed and examine the impact on kinetic energy when those values are altered as indicated by
the question. If mass and speed both equal 1, kinetic energy is .

When mass is halved, to , and speed is doubled, to 2, the new kinetic energy is 1. Since 1 is

twice the value of , you know that kinetic energy is doubled.

Choice C is correct. If the mass of the object is halved, the new mass
is . If the speed of the object is doubled, its new speed is 2v.
Therefore, the new kinetic energy is .
This is double the kinetic energy of the original object, which was
.
Example 18
A gas in a container will escape through holes of microscopic size, as long as the holes
are larger than the gas molecules. This process is called effusion. If a gas of molar mass
M1 effuses at a rate of r1 and a gas of molar mass M2 effuses at a rate of r2, then the
following relationship holds.

This is known as Graham’s law. Which of the following correctly expresses M2 in terms
of M1, r1, and r2?

A)

B)

C)

D)

Squaring each side of gives , which can be

rewritten as . Multiplying each side of by M1 gives

, which is choice A.

PRACTICE AT
satpractice.org
Always start by identifying exactly what the question asks. In Example 18, you are being
asked to isolate the variable M2. Squaring both sides of the equation is a great first step as it
allows you to eliminate the radical sign.

Example 19
 A store manager estimates that if a video game is sold at a price of p dollars, the store will
have weekly revenue, in dollars, of r(p) = −4p2 + 200p from the sale of the video game.
Which of the following equivalent forms of r(p) shows, as constants or coefficients, the
maximum possible weekly revenue and the price that results in the maximum revenue?
A) r(p) = 200p − 4p2
B) r(p) = −2(2p2 − 100p)
C) r(p) = −4(p2 − 50p)
D) r(p) = −4(p − 25)2 + 2,500

Choice D is correct. The graph of r in the coordinate plane is a

parabola that opens downward. The maximum value of revenue
corresponds to the vertex of the parabola. Since the square of any real
number is always nonnegative, the form r(p) = −4(p − 25)2 + 2,500
shows that the vertex of the parabola is (25, 2,500); that is, the
maximum must occur where −4(p − 25)2 is 0, which is p = 25, and
this maximum is r(25) = 2,500. Thus, the maximum possible weekly
revenue and the price that results in the maximum revenue occur as
constants in the form r(p) = −4(p − 25)2 + 2,500.

PRACTICE AT
satpractice.org
The fact that the coefficient of the squared term is negative for this function indicates that the
graph of r in the coordinate plane is a parabola that opens downward. Thus, the maximum
value of revenue corresponds to the vertex of the parabola.
CHAPTER 19
Additional Topics in Math
In addition to the questions in Heart of Algebra, Problem Solving and
Data Analysis, and Passport to Advanced Math, the SAT Math Test
includes several questions that are drawn from areas of geometry,
trigonometry, and the arithmetic of complex numbers. They include
both multiple-choice and student-produced response questions. Some
of these questions appear in the no-calculator portion, where the use
of a calculator is not permitted, and others are in the calculator
portion, where the use of a calculator is permitted.

REMEMBER
Six of the 58 questions (approximately 10%) on the SAT Math Test will be drawn from
Additional Topics in Math, which includes geometry, trigonometry, and the arithmetic of
complex numbers.

Let’s explore the content and skills assessed by these questions.

Geometry
The SAT Math Test includes questions that assess your understanding
of the key concepts in the geometry of lines, angles, triangles, circles,
and other geometric objects. Other questions may also ask you to find
the area, surface area, or volume of an abstract figure or a real-life
object. You don’t need to memorize a large collection of formulas.
Many of the geometry formulas are provided in the reference
information at the beginning of each section of the SAT Math Test,
and less commonly used formulas required to answer a question are
given with the question.
REMEMBER
You do not need to memorize a large collection of geometry formulas. Many geometry
formulas are provided on the SAT Math Test in the Reference section of the directions.

To answer geometry questions on the SAT Math Test, you should

recall the geometry definitions learned prior to high school and know
the essential concepts extended while learning geometry in high
school. You should also be familiar with basic geometric notation.
Here are some of the areas that may be the focus of some questions
on the SAT Math Test.
• Lines and angles
♦ Lengths and midpoints
♦ Measures of angles
♦ Vertical angles
♦ Angle addition
♦ Straight angles and the sum of the angles about a point
♦ Properties of parallel lines and the angles formed when parallel lines are cut by a
transversal
♦ Properties of perpendicular lines
• Triangles and other polygons
♦ Right triangles and the Pythagorean theorem
♦ Properties of equilateral and isosceles triangles
♦ Properties of 30°-60°-90° triangles and 45°-45°-90° triangles
♦ Congruent triangles and other congruent figures
♦ Similar triangles and other similar figures
♦ The triangle inequality
♦ Squares, rectangles, parallelograms, trapezoids, and other quadrilaterals
♦ Regular polygons
• Circles
♦ Radius, diameter, and circumference
♦ Measure of central angles and inscribed angles
♦ Arc length, arc measure, and area of sectors
♦ Tangents and chords
 • Area and volume
♦ Area of plane figures
♦ Volume of solids
♦ Surface area of solids

PRACTICE AT
satpractice.org
The triangle inequality theorem states that for any triangle, the length of any side of the
triangle must be less than the sum of the lengths of the other two sides of the triangle and
greater than the difference of the lengths of the other two sides.

You should be familiar with the geometric notation for points and
lines, line segments, angles and their measures, and lengths.

In the figure above, the xy-plane has origin O. The values of x on the
horizontal x-axis increase as you move to the right, and the values of
y on the vertical y-axis increase as you move up. Line e contains point
P, which has coordinates (−2, 3); point E, which has coordinates (0,
5); and point M, which has coordinates (−5, 0). Line m passes through
the origin O (0, 0), the point Q (1, 1), and the point D (3, 3).
Lines e and m are parallel — they never meet. This is written e || m.
You will also need to know the following notation:
• : the line containing the points P and E (this is the same as line e)
• PE: or line segment PE: the line segment with endpoints P and E
• PE: the length of segment PE (you can write PE = )
• : the ray starting at point P and extending indefinitely in the direction of point E
• : the ray starting at point E and extending indefinitely in the direction of point P
• ∠DOC: the angle formed by and
• ∆PEB: the triangle with vertices P, E, and B
• Quadrilateral BPMO: the quadrilateral with vertices B, P, M, and O
• BP ⊥ PM: segment BP is perpendicular to segment PM (you should also recognize
that the right angle box within ∠BPM means this angle is a right angle)

PRACTICE AT
satpractice.org
Familiarize yourself with these notations in order to avoid confusion on test day.

Example 1

In the figure above, line ℓ is parallel to line m, segment BD is perpendicular to line m, and
segment AC and segment BD intersect at E. What is the length of segment AC?

Since segment AC and segment BD intersect at E, ∠AED and ∠CEB

are vertical angles, and so the measure of ∠AED is equal to the
measure of ∠CEB. Since line ℓ is parallel to line m, ∠BCE and
∠DAE are alternate interior angles of parallel lines cut by a
transversal, and so the measure of ∠BCE is equal to the measure of
∠DAE. By the angle-angle theorem, ∆AED is similar to ∆CEB, with
vertices A, E, and D corresponding to vertices C, E, and B,
respectively.

PRACTICE AT
satpractice.org
A shortcut here is remembering that 5, 12, 13 is a Pythagorean triple (5 and 12 are the lengths
of the sides of the right triangle, and 13 is the length of the hypotenuse). Another common
Pythagorean triple is 3, 4, 5.

Also, ∆AED is a right triangle, so by the Pythagorean theorem,

. Since ∆AED is similar
to ∆CEB, the ratios of the lengths of corresponding sides of the two
triangles are in the same proportion, which is . Thus,
, and so . Therefore,
.

Note some of the key concepts that were used in Example 1:

• Vertical angles have the same measure.
• When parallel lines are cut by a transversal, the alternate interior angles have the
same measure.
• If two angles of a triangle are congruent to (have the same measure as) two angles of
another triangle, the two triangles are similar.
• The Pythagorean theorem.
• If two triangles are similar, then all ratios of lengths of corresponding sides are equal.
• If point E lies on line segment AC, then AC = AE + EC.

Note that if two triangles or other polygons are similar or congruent,

the order in which the vertices are named does not necessarily
indicate how the vertices correspond in the similarity or congruence.
Thus, it was stated explicitly in Example 1 that “∆AED is similar to
∆CEB, with vertices A, E, and D corresponding to vertices C, E, and
B, respectively.”

PRACTICE AT
satpractice.org
Note how Example 1 requires the knowledge and application of numerous fundamental
geometry concepts. Develop mastery of the fundamental concepts and practice applying them
on test-like questions.

You should also be familiar with the symbols for congruence and
similarity.
• Triangle ABC is congruent to triangle DEF, with vertices A, B, and C corresponding
to vertices D, E, and F, respectively, and can be written as ∆ABC ≅ ΔDEF. Note that
this statement, written with the symbol ≅, indicates that vertices A, B, and C
correspond to vertices D, E, and F, respectively.
• Triangle ABC is similar to triangle DEF, with vertices A, B, and C corresponding to
vertices D, E, and F, respectively, and can be written as ∆ABC ∼ ∆DEF. Note that
this statement, written with the symbol ∼, indicates that vertices A, B, and C
correspond to vertices D, E, and F, respectively.

Example 2

In the figure above, a regular polygon with 9 sides has been divided into 9 congruent
isosceles triangles by line segments drawn from the center of the polygon to its vertices.
What is the value of x?
The sum of the measures of the angles around a point is 360°. Since
the 9 triangles are congruent, the measures of each of the 9 angles are
equal. Thus, the measure of each of the 9 angles around the center
point is . In any triangle, the sum of the measures of the
interior angles is 180°. So in each triangle, the sum of the measures of
the remaining two angles is 180° − 40° = 140°. Since each triangle is
isosceles, the measure of each of these two angles is the same.
Therefore, the measure of each of these angles is . Hence,
the value of x is 70.
Note some of the key concepts that were used in Example 2:
• The sum of the measures of the angles about a point is 360°.
• Corresponding angles of congruent triangles have the same measure.
• The sum of the measure of the interior angles of any triangle is 180°.
• In an isosceles triangle, the angles opposite the sides of equal length are of equal
measure.

Example 3

In the figure above, ∠AXB and ∠AYB are inscribed in the circle. Which of the following
statements is true?
A) The measure of ∠AXB is greater than the measure of ∠AYB.
B) The measure of ∠AXB is less than the measure of ∠AYB.
C) The measure of ∠AXB is equal to the measure of ∠AYB.
 D) There is not enough information to determine the relationship between the
measure of ∠AXB and the measure of ∠AYB.

Choice C is correct. Let the measure of arc be d°. Since ∠AXB is

inscribed in the circle and intercepts arc , the measure of ∠AXB is
equal to half the measure of arc . Thus, the measure of ∠AXB is
. Similarly, since ∠AYB is also inscribed in the circle and
intercepts arc , the measure of ∠AYB is also . Therefore, the
measure of ∠AXB is equal to the measure of ∠AYB.

PRACTICE AT
satpractice.org
At first glance, it may appear as though there’s not enough information to determine the
relationship between the two angle measures. One key to this question is identifying what is
the same about the two angle measures. In this case, both angles intercept arc .

Note the key concept that was used in Example 3:

• The measure of an angle inscribed in a circle is equal to half the measure of its
intercepted arc.

You also should know these related concepts:

• The measure of a central angle in a circle is equal to the measure of its intercepted
arc.
• An arc is measured in degrees, while arc length is measured in linear units.

You should also be familiar with notation for arcs and circles on the
SAT:
• A circle may be identified by the point at its center; for instance, “the circle centered
at point M” or “the circle with center at point M.”
• An arc named with only its two endpoints, such as arc , will always refer to a
minor arc. A minor arc has a measure that is less than 180°.
• An arc may also be named with three points: the two endpoints and a third point that
the arc passes through. So, arc has endpoints at A and B and passes through
point C. Three points may be used to name a minor arc or an arc that has a measure
of 180° or more.
In general, figures that accompany questions on the SAT Math Test
are intended to provide information that is useful in answering the
question. They are drawn as accurately as possible EXCEPT in a
particular question when it is stated that the figure is not drawn to
scale. In general, even in figures not drawn to scale, the relative
positions of points and angles may be assumed to be in the order
shown. Also, line segments that extend through points and appear to
lie on the same line may be assumed to be on the same line. A point
that appears to lie on a line or curve may be assumed to lie on the line
or curve.

REMEMBER
Figures are drawn to scale on the SAT Math Test unless explicitly stated otherwise. If a
question states that a figure is not drawn to scale, be careful not to make unwarranted
assumptions about the figure.

The text “Note: Figure not drawn to scale.” is included with the figure
when degree measures may not be accurately shown and specific
lengths may not be drawn proportionally. The following example
illustrates what information can and cannot be assumed from a figure
not drawn to scale.

Note: Figure not drawn to scale.

A question may refer to a triangle such as ABC above. Although the

note indicates that the figure is not drawn to scale, you may assume
the following from the figure:
• ABD and DBC are triangles.
• D is between A and C.
• A, D, and C are points on a line.
• The length of AD is less than the length of AC.
• The measure of angle ABD is less than the measure of angle ABC.

You may not assume the following from the figure:

• The length of AD is less than the length of DC.
• The measures of angles BAD and DBA are equal.
• The measure of angle DBC is greater than the measure of angle ABD.
• Angle DBC is a right angle.

Example 4

In the figure above, O is the center of the circle, segment BC is tangent to the circle at B,
and A lies on segment OC. If OB = AC = 6, what is the area of the shaded region?
A)
B)
C)
D)

Since segment BC is tangent to the circle at B, it follows that BC ⊥

OB, and so triangle OBC is a right triangle with its right angle at B.
Since OB = 6 and OB and OA are both radii of the circle, OA = OB =
6, and OC = OA + AC = 12. Thus, triangle OBC is a right triangle
with the length of the hypotenuse (OC = 12) twice the length of one
of its legs (OB = 6). It follows that triangle OBC is a 30°-60°-90°
triangle with its 30° angle at C and its 60° angle at O. The area of the
shaded region is the area of triangle OBC minus the area of the sector
bounded by radii OA and OB.
PRACTICE AT
satpractice.org
On complex multistep questions such as Example 4, start by identifying the task (finding the
area of the shaded region) and considering the intermediate steps that you’ll need to solve for
(the area of triangle OBC and the area of sector OBA) in order to get to the final answer.
Breaking up this question into a series of smaller questions will make it more manageable.

In the 30°-60°-90° triangle OBC, the length of side OB, which is

opposite the 30° angle, is 6. Thus, the length of side BC, which is
opposite the 60° angle, is . Hence, the area of triangle OBC is
. Since the sector bounded by radii OA and OB has
central angle 60°, the area of this sector is of the area of the
circle. Since the circle has radius 6, its area is π(6)2 = 36π, and so the
area of the sector is . Therefore, the area of the shaded
region is , which is choice B.
Note some of the key concepts that were used in Example 4:
• A tangent to a circle is perpendicular to the radius of the circle drawn to the point of
tangency.
• Properties of 30°-60°-90° triangles.
• Area of a circle.
• The area of a sector with central angle x° is equal to of the area of the entire
circle.

PRACTICE AT
satpractice.org
Arc length, area of a sector, and central angle are all proportional to each other in a circle.

This proportionality is written as

Example 5
 Trapezoid WXYZ is shown above. How much greater is the area of this trapezoid than the
area of a parallelogram with side lengths a and b and base angles of measure 45° and
135°?
A)

B)

C)

D)

In the figure, draw a line segment from Y to the point P on side WZ of

the trapezoid such that ∠YPW has measure 135°, as shown in the
figure below.

PRACTICE AT
satpractice.org
Note how drawing the parallelogram within trapezoid WXYZ makes it much easier to
compare the areas of the two shapes, minimizing the amount of calculation needed to arrive
at the solution. Be on the lookout for time-saving shortcuts such as this one.

Since in trapezoid WXYZ side XY is parallel to side WZ, it follows that

WXYP is a parallelogram with side lengths a and b and base angles of
measure 45° and 135°. Thus, the area of the trapezoid is greater than a
parallelogram with side lengths a and b and base angles of measure
45° and 135° by the area of triangle PYZ. Since ∠YPW has measure
135°, it follows that ∠YPZ has measure 45°. Hence, triangle PYZ is a
45°-45°-90° triangle with legs of length a. Therefore, its area is ,
which is choice A.
Note some of the key concepts that were used in Example 5:
• Properties of trapezoids and parallelograms
• Area of a 45°-45°-90° triangle
Some questions on the SAT Math Test may ask you to find the area,
surface area, or volume of an object, possibly in a real-life context.

Example 6

Note: Figure not drawn to scale.

A glass vase is in the shape of a rectangular prism with a square base. The figure above
shows the vase with a portion cut out to show the interior dimensions. The external
dimensions of the vase are height 5 inches (in), with a square base of side length 2 inches.
The vase has a solid base of height 1 inch, and the sides are each inch thick. Which of
the following is the volume, in cubic inches, of the glass used in the vase?
A) 6
B) 8
C) 9
D) 11
The volume of the glass used in the vase can be calculated by
subtracting the inside volume of the vase from the outside volume of
the vase. The inside and outside volumes are different-sized
rectangular prisms. The outside dimensions of the prism are 5 inches
by 2 inches by 2 inches, so its volume, including the glass, is 5 × 2 ×
2 = 20 cubic inches. For the inside volume of the vase, since it has a
solid base of height 1 inch, the height of the prism removed is 5 − 1 =
4 inches. In addition, each side of the vase is inch thick, so each
side length of the inside volume is inches. Thus, the
inside volume of the vase removed is cubic inches.
Therefore, the volume of the glass used in the vase is 20 − 9 = 11
cubic inches, which is choice D.

PRACTICE AT
satpractice.org
Pay close attention to detail on a question such as Example 6. You must take into account the
fact that the vase has a solid base of height 1 inch when subtracting the inside volume of the
vase from the outside volume of the vase.

Coordinate Geometry
Questions on the SAT Math Test may ask you to use the coordinate
plane and equations of lines and circles to describe figures. You may
be asked to create the equation of a circle given the figure or use the
structure of a given equation to determine a property of a figure in the
coordinate plane. You should know that the graph of (x − a)2 + (y −
b)2 = r2 in the xy-plane is a circle with center (a, b) and radius r.

PRACTICE AT
satpractice.org
You should know that the graph of (x − a)2 + (y − b)2 = r2 in the xy-plane is a circle with
center (a, b) and radius r.
Example 7
x2 + (y + 1)2 = 4
The graph of the equation above in the xy-plane is a circle. If the center of this circle is
translated 1 unit up and the radius is increased by 1, which of the following is an equation
of the resulting circle?
A) x2 + y2 = 5
B) x2 + y2 = 9
C) x2 + (y + 2)2 = 5
D) x2 + (y + 2)2 = 9

The graph of the equation x2 + (y + 1)2 = 4 in the xy-plane is a circle

with center (0, −1) and radius . If the center is translated 1 unit
up, the center of the new circle will be (0, 0). If the radius is increased
by 1, the radius of the new circle will be 3. Therefore, an equation of
the new circle in the xy-plane is x2 + y2 = 32 = 9, so choice B is
correct.

Example 8
x2 + 8x + y2 − 6y = 24
The graph of the equation above in the xy-plane is a circle. What is the radius of the
circle?

The given equation is not in the standard form (x − a)2 + (y − b)2 = r2.
You can put it in standard form by completing the square. Since the
coefficient of x is 8 and the coefficient of y is −6, you can write the
equation in terms of (x + 4)2 and (y − 3)2 as follows:
x2 + 8x + y2 − 6y = 24
(x2 + 8x + 16) − 16 + (y2 − 6y + 9) − 9 = 24
(x + 4)2 − 16 + (y − 3)2 − 9 = 24
(x + 4)2 + (y − 3)2 = 24 + 16 + 9 = 49 = 72
Therefore, the radius of the circle is 7. (Also, the center of the circle is
(−4, 3).)

Trigonometry and Radians

Questions on the SAT Math Test may ask you to apply the definitions
of right triangle trigonometry. You should also know the definition of
radian measure; you may also need to convert between angle measure
in degrees and radians. You may need to evaluate trigonometric
functions at benchmark angle measures such as , and
radians (which are equal to the angle measures 0°, 30°, 45°, 60°, and
90°, respectively). You will not be asked for values of trigonometric
functions that require a calculator.
For an acute angle, the trigonometric functions sine, cosine, and
tangent can be defined using right triangles. (Note that the functions
are often abbreviated as sin, cos, and tan, respectively.)

For ∠C in the right triangle above:

The functions will often be written as sin C, cos C, and tan C,

respectively.
Note that the trigonometric functions are actually functions of the
measures of an angle, not the angle itself. Thus, if the measure of ∠C
is, say, 30°, you can write sin(30°), cos(30°), and tan(30°),
respectively.
Also note that sine and cosine are cofunctions and that
. This is the
complementary angle relationship: sin(x°) = cos(90° − x°).

PRACTICE AT
satpractice.org
The acronym “SOHCAHTOA” may help you remember how to compute sine, cosine, and
tangent. SOH stands for Sine equals Opposite over Hypotenuse, CAH stands for Cosine
equals Adjacent over Hypotenuse, and TOA stands for Tangent equals Opposite over
Adjacent.

Example 9

In the figure above, right triangle PQR is similar to right triangle XYZ, with vertices P, Q,
and R corresponding to vertices X, Y, and Z, respectively. If cos R = 0.263, what is the
value of cos Z?

By the definition of cosine, and . Since

triangle PQR is similar to triangle XYZ, with vertices P, Q, and R
corresponding to vertices X, Y, and Z, respectively, the ratios and
are equal.
Therefore, since , it follows that
.

Note that this is why, to find the values of the trigonometric functions
of, say, d°, you can use any right triangle with an acute angle of
measure d° and then take the appropriate ratio of lengths of sides.
Note that since an acute angle of a right triangle has measure between
0° and 90°, exclusive, right triangles can be used only to find values
of trigonometric functions for angles with measures between 0° and
90°, exclusive. The definitions of sine, cosine, and tangent can be
extended to all values. This is done using radian measure and the unit
circle.

The circle above has radius 1 and is centered at the origin, O. An

angle in the coordinate plane is said to be in standard position if it
meets these two conditions: (1) its vertex lies at the origin and (2) one
of its sides lies along the positive x-axis. Since ∠AOB above, formed
by segments OA and OB, meets both these conditions, it is said to be
in standard position. As segment OB, also called the terminal side of
∠AOB, rotates counterclockwise about the circle, while OA is
anchored along the x-axis, the radian measure of ∠AOB is defined to
be the length s of the arc that ∠AOB intercepts on the unit circle. In
other words, the measure of ∠AOB is s radians.
When an acute ∠AOB is in standard position within the unit circle,
the x-coordinate of point B is cos(∠AOB), and the y-coordinate of
point B is sin(∠AOB). When ∠AOB is greater than 90 degrees (or
radians), and point B extends beyond the boundaries of the positive x-
axis and positive y-axis, the values of cos(∠AOB) and sin(∠AOB)
may be negative depending on the coordinates of point B. For any
∠AOB, place ∠AOB in standard position within the circle of radius 1
centered at the origin, with side OA along the positive x-axis and
terminal side OB intersecting the circle at point B. Then the cosine of
∠AOB is the x-coordinate of B, and the sine of ∠AOB is the y-
coordinate of B. The tangent of ∠AOB is the sine of ∠AOB divided
by the cosine of ∠AOB.

PRACTICE AT
satpractice.org
To convert from degrees to radians, multiply the number of degrees by 2π / 360 degrees. To
convert from radians to degrees, multiply the number of radians by 360 degrees / 2π.

An angle with a full rotation about point O has measure 360°. This
angle intercepts the full circumference of the circle, which has length
2π. Thus, . It follows that
measure of an angle in radians = ×
measure of an angle in degrees and measure of an angle in degrees =
× measure of an angle in radians.

Also note that since a rotation of 2π about point O brings you back to
the same point on the unit circle, sin(s + 2π) = sin(s), cos(s + 2π) =
cos(s), and tan(s + 2π) = tan(s), for any radian measure s.
Let angle DEF be a central angle in a circle of radius r, as shown in
the following figure.
A circle of radius r is similar to a circle of radius 1, with constant of
proportionality equal to r. Thus, the length s of the arc intercepted by
angle DEF is r times the length of the arc that would be intercepted
by an angle of the same measure in a circle of radius 1. Therefore, in
the figure above, s = r × (radian measure of angle DEF), or radian
measure of angle .

Example 10

In the figure above, the coordinates of point B are ( ). What is the measure, in
radians, of angle AOB?
A)

B)

C)
 D)

Let C be the point ( , 0). Then triangle BOC, shown in the

figure below, is a right triangle with both legs of length .

PRACTICE AT
satpractice.org
Always be on the lookout for special right triangles. Here, noticing that segment OB is the
hypotenuse of a 45-45-90 triangle makes this question easier to solve.

Hence, triangle BOC is a 45°-45°-90° triangle. Thus, angle COB has

measure 45°, and angle AOB has measure 180° − 45° = 135°.
Therefore, the measure of angle AOB in radians is ,
which is choice C.

Example 11
sin(x) = cos(K − x)
In the equation above, the angle measures are in radians and K is a constant. Which of the
following could be the value of K?
A) 0
B)

C)

D) π
The complementary angle relationship for sine and cosine implies that
the equation sin(x) = cos(K − x) holds if K = 90°. Since
radians, the value of K could be ,
which is choice C.

Complex Numbers
The SAT Math Test includes questions on the arithmetic of complex
numbers.
The square of any real number is nonnegative. The number i is
defined to be the solution to the equation x2 = −1. That is, i2 = −1, or
. Note that i3 = i2(i) = −i and i4 = i2(i2) = −1(−1) = 1.

REMEMBER
The number i is defined to be the solution to equation x2 = −1. Thus, i2 = −1, and .

A complex number is a number of the form a + bi, where a and b are

real number constants and . This is called the standard form of
a complex number. The number a is called the real part of a + bi, and
the number b is called the imaginary part of a + bi.
Addition and subtraction of complex numbers are performed by
adding their real and complex parts. For example,
• (−3 −2i) + (4 − i) = (−3 + 4) + (−2i + (−i)) = 1 − 3i
• (−3 −2i) − (4 − i) = (−3 − 4) + (−2i − (−i)) = −7 − i

REMEMBER
If you have little experience working with complex numbers, practice adding, subtracting,
multiplying, and dividing complex numbers until you are comfortable doing so. You may see
complex numbers on the SAT Math Test.
Multiplication of complex numbers is performed similarly to
multiplication of binomials, using the fact that i2 = −1. For example,
(−3 − 2i)(4 − i) = (−3)(4) + (−3)(−i) +(−2i)(4) + (−2i)(−i)
= −12 + 3i − 8i + (−2)(−1)i2
= −12 − 5i + 2i2
= −12 − 5i + 2(−1)
= −14 − 5i
The complex number a − bi is called the conjugate of a + bi. The
product of a + bi and a − bi is a2 − abi + abi − b2i2; this reduces to a2
+ b2, a real number. The fact that the product of a complex number
and its conjugate is a real number can be used to perform division of
complex numbers.

Example 12

In the complex number system, which of the following is equal to ?

(Note: )
A) i
B) 2i
C) −1 + i
 D) 1 + i

Multiply both the numerator and denominator of by 1 + i to

remove i from the denominator.

Choice A is the correct answer.

CHAPTER 20
Sample Math Questions: Multiple-Choice
In the previous chapters, you learned about the four areas covered by
the SAT Math Test. On the test, questions from the areas are mixed
together, requiring you to solve different types of problems as you
progress. In each portion, no-calculator and calculator, you’ll first see
multiple-choice questions and then student-produced response
questions. This chapter will illustrate sample multiple-choice
questions. These sample questions are divided into no-calculator and
calculator portions just as they would be on the actual test.

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

Test-Taking Strategies
While taking the SAT Math Test, you may find that some questions
are more difficult than others. Don’t spend too much time on any one
question. If you can’t answer a question in a reasonable amount of
time, skip it and return to it after completing the rest of the section.
It’s important to practice this strategy because you don’t want to
waste time skipping around to find “easy” questions. Mark each
question that you don’t answer in your booklet so you can easily go
back to it later. In general, questions are ordered by difficulty, with
the easier questions first and the harder questions last within each
group of multiple-choice questions and again within each group of
student-produced response questions. Don’t let the question position
or question type deter you from answering questions. Read and
attempt to answer every question you can.

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

Read each question carefully, making sure to pay attention to units

and other keywords and to understand exactly what information the
question is asking for. You may find it helpful to underline key
information in the problem, to draw figures to visualize the
information given, or to mark key information on graphs and
diagrams provided in the booklet.
When working through the test, remember to check your answer sheet
to make sure you’re filling in your answer on the correct row for the
question you’re answering. If your strategy involves skipping
questions, it can be easy to get off track, so pay careful attention to
your answer sheet.

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

On the calculator portion, keep in mind that using a calculator may

not always be an advantage. Some questions are designed to be
solved more efficiently with mental math strategies, so using a
calculator may take more time. When answering a question, always
consider the reasonableness of the answer — this is the best way to
catch mistakes that may have occurred in your calculations.
Remember, there is no penalty for guessing on the SAT. If you don’t
know the answer to a question, make your best guess for that
question. Don’t leave any questions blank on your answer sheet.
When you’re unsure of the correct answer, eliminating the answer
choices you know are wrong will give you a better chance of guessing
the correct answer from the remaining choices.
On the no-calculator portion of the test, you have 25 minutes to
answer 20 questions. This allows you an average of about 1 minute 15
seconds per question. On the calculator portion of the test, you have
55 minutes to answer 38 questions. This allows you an average of
about 1 minute 26 seconds per question. Keep in mind that you
should spend less time on easier questions so you have more time
available to spend on the more difficult ones.

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

Directions
The directions below precede the no-calculator portion of the SAT
Math Test. The same references provided in the no-calculator portion
of the SAT Math Test are also provided in the calculator portion of the
test.

PRACTICE AT
satpractice.org
Familiarize yourself with all test directions now so that you don’t have to waste precious time
on test day reading the directions.

Math Test – No Calculator

25 MINUTES, 20 QUESTIONS
Turn to Section 3 of your answer sheet to answer the questions in
this section.

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

NOTES
1. The use of a calculator is not permitted.
2. All variables and expressions used represent real numbers unless otherwise
indicated.
3. Figures provided in this test are drawn to scale unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
5. Unless otherwise indicated, the domain of a given function f is the set of all real
numbers x for which f(x) is a real number.

REFERENCE

A = πr2 A = ℓw c2 = a2 + b2 Special Right Triangles

C = 2πr

V = ℓwh V = πr2h

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

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

Sample Questions: Multiple-Choice – No

Calculator
1
Line ℓ is graphed in the xy-plane below.

If line ℓ is translated up 5 units and right 7 units, then what is the

slope of the new line?
A)

B)

C)

D)

Content: Heart of Algebra

Key: B
Objective: You must make a connection between the graphical form
of a relationship and a numerical description of a key feature.
Explanation: Choice B is correct. The slope of a line can be
determined by finding the difference in the y-coordinates divided by
the difference in the x-coordinates for any two points on the line.
Using the points indicated, the slope of line ℓ is . Translating line ℓ
moves all the points on the line the same distance in the same
direction, and the image will be a line parallel to ℓ. Therefore, the
slope of the image is also .

Choice A is incorrect. This value may result from a combination of

errors. You may have erroneously determined the slope of the new
line by adding 5 to the numerator and adding 7 to the denominator in
the slope of line ℓ and gotten the result .

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

Choice C is incorrect. This value may result from a combination of

errors. You may have erroneously determined the slope of the new
line by subtracting 5 from the numerator and subtracting 7 from the
denominator in the slope of line ℓ.

Choice D is incorrect and may result from adding to the slope of

line ℓ.
2
The mean number of students per classroom, y, at Central High
School can be estimated using the equation y = 0.8636x + 27.227,
where x represents the number of years since 2004 and x ≤ 10. Which
of the following statements is the best interpretation of the number
0.8636 in the context of this problem?
A) The estimated mean number of students per classroom in
2004
B) The estimated mean number of students per classroom in
2014
C) The estimated yearly decrease in the mean number of
students per classroom
D) The estimated yearly increase in the mean number of
students per classroom
Content: Heart of Algebra
Key: D
Objective: You must interpret the slope of an equation in relation to
the real-world situation it models. Also, when the models are created
from data, you must recognize that these models only estimate the
independent variable, y, for a given value of x.
Explanation: Choice D is correct. When an equation is written in the
form y = mx + b, the coefficient of the x-term (in this case 0.8636) is
the slope. The slope of this linear equation gives the amount that the
mean number of students per classroom (represented by y) changes
per year (represented by x). The slope is positive, indicating an
increase in the mean number of students per classroom each year.
Choice A is incorrect and may result from a misunderstanding of
slope and y-intercept. The y-intercept of the equation represents the
estimated mean number of students per classroom in 2004.
Choice B is incorrect and may result from a misunderstanding of the
limitations of the model. You may have seen that x ≤ 10 and
erroneously used this statement to determine that the model finds the
mean number of students in 2014.
Choice C is incorrect and may result from a misunderstanding of
slope. You may have recognized that slope models the rate of change
but thought that a slope of less than 1 indicates a decreasing function.
3
If , and y ≠ 0 where a ≠ 1, what is y in terms of a?

A) y = 2a − 2
B) y = 2a − 4
C)

D)

Content: Passport to Advanced Math

Key: A
Objective: You must complete operations with multiple terms and
manipulate an equation to isolate the variable of interest.
Explanation: Choice A is correct. Multiplying both sides of the
equation by the denominators of the rational expressions in the
equation gives 2y = 4a − 4. You should then divide both sides by 2 to
isolate the y variable, yielding the equation y = 2a − 2.
Choice B is incorrect. This equation may be the result of not dividing
both terms by 2 when isolating y in the equation 2y = 4a − 4.
Choice C is incorrect. This equation may result from not distributing
the 4 when multiplying 4 and (a − 1).
Choice D is incorrect. This equation may result from solving 2y = 4a
− 4 for a, yielding . A misunderstanding of the meaning of
variables may have resulted in switching the variables to match the
answer choice.

PRACTICE AT
satpractice.org
When working with rational equations, you can multiply both sides of the equation by the
lowest common denominator to clear denominators. In Example 3, the rational equation
consists of two fractions set equal to each other. In this case, cross multiplication produces
the same result as multiplying both sides of the equation by the lowest common denominator.

4
In the complex number system, which of the following is equal to (14
− 2i)(7 + 12i)? (Note: i = )
A) 74
B) 122
C) 74 + 154i
D) 122 + 154i
Content: Additional Topics in Math
Key: D
Objective: You must apply the distributive property on two complex
binomials and then simplify the result.
Explanation: Choice D is correct. Applying the distributive property
to multiply the binomials yields the expression 98 + 168i − 14i − 24i2.
The note in the question reminds you that , therefore, i2 = −1.
Substituting this value into the expression gives you 98 + 168i − 14i −
(−24), and combining like terms results in 122 + 154i.
Choice A is incorrect and may result from a combination of errors.
You may not have correctly distributed when multiplying the
binomials, multiplying only the first terms together and the second
terms together. You may also have used the incorrect equality i2 = 1.
Choice B is incorrect and may result from a combination of errors.
You may not have correctly distributed when multiplying the
binomials, multiplying only the first terms together and the second
terms together.
Choice C is incorrect and results from misapplying the statement
.

PRACTICE AT
satpractice.org
Multiply complex numbers in the same way you would multiply binomials (by the “FOIL”
method or by using the distributive property). Remember that and that i2 = −1.

5
The graph of y = (2x − 4)(x − 4) is a parabola in the xy-plane. In
which of the following equivalent equations do the x- and y-
coordinates of the vertex of the parabola appear as constants or
coefficients?
A) y = 2x2 − 12x + 16
B) y = 2x(x − 6) + 16
C) y = 2(x − 3)2 + (−2)
D) y = (x − 2)(2x − 8)
Content: Passport to Advanced Math
Key: C
Objective: You must be able to see structure in expressions and
equations and create a new form of an expression that reveals a
specific property.
Explanation: Choice C is correct. The equation y = (2x − 4)(x − 4)
can be written in vertex form, y = a(x − h)2 + k, to display the vertex,
(h, k), of the parabola. To put the equation in vertex form, first
multiply: (2x − 4)(x − 4) = 2x2 − 8x − 4x + 16. Then, add like terms,
2x2 − 8x − 4x + 16 = 2x2 − 12x + 16. The next step is completing the
square.
y = 2x2 − 12x + 16
y = 2(x2 − 6x) + 16 Isolate the x2 term by factoring.
y = 2(x2 − 6x + 9 − 9) + 16 Make a perfect square in the parentheses.
y = 2(x2 − 6x + 9) − 18 + 16 Move the extra term out of the parentheses.
y = 2(x − 3)2 − 18 + 16 Factor inside the parentheses.
y = 2(x − 3)2 − 2 Simplify the remaining terms.

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

PRACTICE AT
satpractice.org
While you may be asked to write the equation of a parabola in vertex form, sometimes
simply knowing the form that displays the coordinates of the vertex will suffice, saving you
precious time.
 6
If , where a > 0 and x > 0, which of the following equations
gives a in terms of x?
A)

B)

C)
D) a = −x2
Content: Passport to Advanced Math
Key: B
Objective: You must demonstrate fluency with the properties of
exponents. You must be able to relate fractional exponents to radicals
as well as demonstrate an understanding of negative exponents.
Explanation: Choice B is correct. There are multiple ways to
approach this problem, but all require an understanding of the
properties of exponents. You may rewrite the equation as and
then proceed to solve for a, first by squaring both sides, which gives
, and then by multiplying both sides by a to find 1 = ax2.
Finally, dividing both sides by x2 isolates the desired variable.
Choice A is incorrect and may result from a misunderstanding of the
properties of exponents. You may understand that a negative exponent
can be translated to a fraction but misapply the fractional exponent.
Choice C is incorrect and may result from a misunderstanding of the
properties of exponents. You may recognize that an exponent of is
the same as the square root but misapply this information.
Choice D is incorrect and may result from a misunderstanding of the
properties of exponents. You may recognize that raising a to the
power of is the same as taking the square root of a and, therefore,
that a can be isolated by squaring both sides. However, you may not
have understood how the negative exponent affects the base of the
exponent.

PRACTICE AT
satpractice.org
Know the exponent rules and practice applying them. This question tests several of them:
1) a−b can be written as

2) is the same as

3)

4) To eliminate a radical from an equation, as in , square both sides of the

equation.

7
If y = x3 + 2x + 5 and z = x2 + 7x + 1, what is 2y + z in terms of x?
A) 3x3 + 11x + 11
B) 2x3 + x2 + 9x + 6
C) 2x3 + x2 +11x + 11
D) 2x3 + 2x2 +18x + 12

Content: Passport to Advanced Math

Key: C
Objective: You must substitute polynomials into an expression and
then simplify the resulting expression by combining like terms.
Explanation: Choice C is correct. Substituting the expressions
equivalent to y and z into 2y + z results in the expression 2(x3 + 2x +
5) + x2 + 7x + 1. You must apply the distributive property to multiply
x3 + 2x + 5 by 2 and then combine the like terms in the expression.
Choice A is incorrect and may result if you correctly found 2y in
terms of x but did not pay careful attention to exponents when adding
the expression for 2y to the expression for z. As a result, you may
have combined the x3 and x2 terms.
Choice B is incorrect and may result if you failed to distribute the 2
when multiplying 2(x3 + 2x + 5).
Choice D is incorrect and may result from finding 2(y + z) instead of
2y + z.

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

8
Which of the following is equal to ?

A)
B)

C)

D)

Content: Additional Topics in Math

Key: C
Objective: You must understand radian measure and have a
conceptual understanding of trigonometric relationships.
Explanation: Choice C is correct. Sine and cosine are cofunctions, or
are related by the equation sin(x) = . Therefore,
 , which reduces to .

Choice A is incorrect and may result from a misunderstanding about

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

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

parallel to the diameter AB. If the length of CD is of the length of
AB, what is the distance between the chord and the diameter in terms
of r?
A)

B)

C)

D)
Content: Additional Topics in Math
Key: D
Objective: This problem requires you to make use of properties of
circles and parallel lines in an abstract setting. You will have to draw
an additional line in order to find the relationship between the
distance of the chord from the diameter and the radius of the
semicircle. This question provides an opportunity for using different
approaches to find the distance required: one can use either the
Pythagorean theorem or the trigonometric ratios.

PRACTICE AT
satpractice.org
Question 9 is a particularly challenging question, one that may require additional time to
solve. Be careful, however, not to spend too much time on a question. If you’re unable to
solve a question in a reasonable amount of time at first, flag it in your test booklet and return
to it after you’ve attempted the rest of the questions in the section.

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

The diameter AB has length 2r. Because chord CD is of the length
of the diameter, . It follows that or .
To find the distance, x, between AB and CD, draw a right triangle
connecting center O, the midpoint of chord CD, and point C. The
Pythagorean theorem can then be set up as follows: .
Simplifying the right-hand side of the equation yields .
Subtracting from both sides of the equation yields .
Finally, taking the square root of both sides of the equation will reveal
.

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

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

Math Test – Calculator

55 MINUTES, 38 QUESTIONS
Turn to Section 4 of your answer sheet to answer the questions in
this section.

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

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

REFERENCE

A = πr2 A = ℓw c2 = a2 + b2 Special Right Triangles

C = 2πr

V = ℓwh V = πr2h

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

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

Sample Questions: Multiple-Choice –

Calculator
10
The recommended daily calcium intake for a 20-year-old is 1,000
milligrams (mg). One cup of milk contains 299 mg of calcium and
one cup of juice contains 261 mg of calcium. Which of the following
inequalities represents the possible number of cups of milk, m, and
cups of juice, j, a 20-year-old could drink in a day to meet or exceed
the recommended daily calcium intake from these drinks alone?
A) 299m + 261j ≥ 1,000
B) 299m + 261j > 1,000
C)
 D)

Content: Heart of Algebra

Key: A
Objective: You must identify the correct mathematical notation for
an inequality to represent a real-world situation.
Explanation: Choice A is correct. Multiplying the number of cups of
milk by the amount of calcium each cup contains and multiplying the
number of cups of juice by the amount of calcium each cup contains
gives the total amount of calcium from each source. You must then
find the sum of these two numbers to find the total amount of
calcium. Because the question asks for the calcium from these two
sources to meet or exceed the recommended daily intake, the sum of
these two products must be greater than or equal to 1,000.

PRACTICE AT
satpractice.org
On questions involving inequalities, pay close attention to the direction of the inequality
symbol, and whether or not the correct answer should include an equal sign.

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

meaning of inequality symbols as they relate to real-life situations.
This answer does not allow for the daily intake to meet the
recommended daily amount.
Choice C is incorrect and may result from a misunderstanding of
proportional relationships. Here the wrong operation is applied, with
the total amount of calcium per cup divided by the number of cups of
each type of drink. These values should be multiplied.
Choice D is incorrect and may result from a combination of mistakes.
The inequality symbol used allows the option to exceed, but not to
meet, the recommended daily value, and the wrong operation may
have been applied when calculating the total amount of calcium
intake from each drink.
11
A research assistant randomly selected 75 undergraduate students
from the list of all students enrolled in the psychology-degree
program at a large university. She asked each of the 75 students,
“How many minutes per day do you typically spend reading?” The
mean reading time in the sample was 89 minutes, and the margin of
error for this estimate was 4.28 minutes. Another research assistant
intends to replicate the survey and will attempt to get a smaller
margin of error. Which of the following samples will most likely
result in a smaller margin of error for the estimated mean time
students in the psychology-degree program read per day?
A) 40 randomly selected undergraduate psychology-degree
program students
B) 40 randomly selected undergraduate students from all degree
programs at the university
C) 300 randomly selected undergraduate psychology-degree
program students
D) 300 randomly selected undergraduate students from all
degree programs at the university
Content: Problem Solving and Data Analysis
Key: C
Objective: You must first read and understand the statistics
calculated from the survey. Then, you must apply your knowledge
about the relationship between sample size and subject selection on
margin of error.
Explanation: Choice C is correct. Increasing the sample size while
randomly selecting participants from the original population of
interest will most likely result in a decrease in the margin of error.

PRACTICE AT
satpractice.org
As discussed in Chapter 17, margin of error is affected by two factors: the variability in the
data and the sample size. Increasing the size of the random sample provides more
information and reduces the margin of error.

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

importance of sample size to a margin of error. The margin of error is
likely to increase with a smaller sample size.
Choice B is incorrect and may result from a misunderstanding of the
importance of sample size and participant selection to a margin of
error. The margin of error is likely to increase due to the smaller
sample size. Also, a sample of undergraduate students from all degree
programs at the university is a different population than the original
survey; therefore, the impact to the mean and margin of error cannot
be predicted.
Choice D is incorrect. A sample of undergraduate students from all
degree programs at the university is a different population than the
original survey and therefore the impact to the mean and margin of
error cannot be predicted.
12
A company’s manager estimated that the cost C, in dollars, of
producing n items is C = 7n + 350. The company sells each item for
$12. The company makes a profit when the total income from selling
a quantity of items is greater than the total cost of producing that
quantity of items. Which of the following inequalities gives all
possible values of n for which the manager estimates that the
company will make a profit?
A) n < 70
 B) n < 84
C) n > 70
D) n > 84
Content: Heart of Algebra
Key: C
Objective: You must interpret an expression or equation that models
a real-world situation and be able to interpret the whole expression (or
specific parts) in terms of its context.
Explanation: Choice C is correct. One way to find the correct answer
is to create an inequality. The income from sales of n items is 12n.
For the company to profit, 12n must be greater than the cost of
producing n items; therefore, the inequality 12n > 7n + 350 can be
used to model the context. Solving this inequality yields n > 70.

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

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

properties of inequalities. You may have found the number of items of
the break-even point as 70 and used the incorrect notation to express
the answer, or you may have incorrectly modeled the scenario when
setting up an inequality to solve.
Choice B is incorrect and may result from a misunderstanding of how
the cost equation models the scenario. If you use the cost of $12 as
the number of items n and evaluate the expression 7n, you will find
the value of 84. Misunderstanding how the inequality relates to the
scenario might lead you to think n should be less than this value.
Choice D is incorrect and may result from a misunderstanding of how
the cost equation models the scenario. If you use the cost of $12 as
the number of items n and evaluate the expression 7n, you will find
the value of 84. Misunderstanding how the inequality relates to the
scenario might lead you to think n should be greater than this value.
13
At a primate reserve, the mean age of all the male primates is 15
years, and the mean age of all female primates is 19 years. Which of
the following must be true about the mean age m of the combined
group of male and female primates at the primate reserve?
A) m = 17
B) m > 17
C) m < 17
D) 15 < m < 19
Content: Problem Solving and Data Analysis
Key: D
Objective: You must evaluate the means for two separate populations
in order to determine the constraints on the mean for the combined
population.
Explanation: Choice D is correct. You must reason that because the
mean of the males is lower than that of the females, the combined
mean cannot be greater than or equal to that of the females, while also
reasoning that because the mean of the females is greater than that of
the males, the combined mean cannot be less than or equal to the
mean of the males. Therefore, the combined mean must be between
the two separate means.
PRACTICE AT
satpractice.org
Question 13 doesn’t require extensive calculation, or really any calculation at all. Rather, it
relies upon a solid understanding of mean along with careful reasoning. On the SAT, it pays
to reason critically about the question before diving into calculations.

Choice A is incorrect and results from finding the mean of the two
means. This answer makes an unjustified assumption that there are an
equal number of male and female primates.
Choice B is incorrect and results from finding the mean of the two
means and misapplying an inequality to the scenario. This answer
makes an unjustified assumption that there are more females than
males.
Choice C is incorrect and results from finding the mean of the two
means and misapplying an inequality to the scenario. This answer
makes an unjustified assumption that there are more males than
females.

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

14
A researcher wanted to know if there is an association between
exercise and sleep for the population of 16-year-olds in the United
States. She obtained survey responses from a random sample of 2,000
United States 16-year-olds and found convincing evidence of a
positive association between exercise and sleep. Which of the
following conclusions is well supported by the data?
A) There is a positive association between exercise and sleep
for 16-year-olds in the United States.
B) There is a positive association between exercise and sleep
for 16-year-olds in the world.
C) Using exercise and sleep as defined by the study, an increase
in sleep is caused by an increase of exercise for 16-year-olds
in the United States.
D) Using exercise and sleep as defined by the study, an increase
in sleep is caused by an increase of exercise for 16-year-olds
in the world.
Content: Problem Solving and Data Analysis
Key: A
Objective: You must use information from a research study to
evaluate whether the results can be generalized to the study
population and whether a cause-and-effect relationship exists. To
conclude a cause-and-effect relationship like the ones described in
choices C and D, there must be a random assignment of participants
to groups receiving different treatments. To conclude that the
relationship applies to a population, participants must be randomly
selected from that population.
Explanation: Choice A is correct. A relationship in the data can only
be generalized to the population that the sample was drawn from.
Choice B is incorrect. A relationship in the data can only be
generalized to the population that the sample was drawn from. The
sample was from high school students in the United States, not from
high school students in the entire world.
Choice C is incorrect. Evidence for a cause-and-effect relationship
can only be established when participants are randomly assigned to
groups who receive different treatments.
Choice D is incorrect. Evidence for a cause-and-effect relationship
can only be established when participants are randomly assigned to
groups who receive different treatments. Also, a relationship in the
data can only be generalized to the population that the sample was
drawn from. The sample was from high school students in the United
States, not from high school students in the entire world.

15
A biology class at Central High School predicted that a local
population of animals will double in size every 12 years. The
population at the beginning of 2014 was estimated to be 50 animals.
If P represents the population n years after 2014, then which of the
following equations represents the class’s model of the population
over time?
A) P = 12 + 50n
B) P = 50 + 12n
C) P = 50(2)12n
D)

PRACTICE AT
satpractice.org
A good strategy for checking your answer on Question 15 is to pick a number for n and test
the answer choices. If n = 12, for instance, P should equal 100 (since after 12 years, the
initial population of 50 should double to 100). Only choice D yields a value of 100 when you
plug in 12 for n.

Content: Passport to Advanced Math

Key: D
Objective: You must identify the correct mathematical notation for
an exponential relationship that represents a real-world situation.
Explanation: Choice D is correct. A population that doubles in size
over equal time periods is increasing at an exponential rate. In a
doubling scenario, an exponential growth model can be written in the
form , where a is the initial population (that is, the
population when n = 0) and b is the number of years it takes for the
population to double in size. In this case, the initial population is 50,
the number of animals at the beginning of 2014. Therefore, a = 50.
The text explains that the population will double in size every 12
years. Therefore, b = 12
Choice A is incorrect and may result from a misunderstanding of
exponential equations or of the context. This linear model indicates
that the initial population is 12 animals and the population is
increasing by 50 animals each year. However, this is not the case.
Choice B is incorrect and may result from a misunderstanding of
exponential equations or of the context. This linear model indicates
that the initial population is 50 animals and the population is
increasing by 12 animals each year. However, this is not the case.
Choice C is incorrect. This exponential model indicates that the initial
population is 50 animals and is doubling. The exponent 12n indicates
that the population is doubling 12 times per year, not every 12 years.
However, this is not the case.
16
 Note: Figure not drawn to scale.

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

In the figure above, ΔABC is similar to ΔEDC. Which of the

following must be true?
A) AE ∥ BD
B) AE ⊥ BD
C) AB ∥ DE
D) AB ⊥ DE
Content: Additional Topics in Math
Key: C
Objective: You must use spatial reasoning and geometric logic to
deduce which relationship is true based on the given information. You
must also use mathematical notation to express the relationship
between the line segments.
Explanation: Choice C is correct. Given that ΔABC is similar to
ΔEDC, you can determine that the corresponding ∠BAC is congruent
to ∠CED. The converse of the alternate interior angle theorem tells
us that AB ∥ DE. (You can also use the fact that ∠ABC and ∠CDE
are congruent to make a similar argument.)
Choice A is incorrect and may result from multiple misconceptions.
You may have misidentified the segments as perpendicular and used
the wrong notation to express this statement.
Choice B is incorrect and may result from using only the diagram and
not considering the given information. The line segments appear to be
perpendicular, but need not be, given the information provided.
Choice D is incorrect and may result from misunderstanding either
the notation or the vocabulary of parallel and perpendicular lines. You
may have incorrectly identified or notated parallel lines as
perpendicular.
17
The function f is defined by f(x) = 2x3 + 3x2 + cx + 8 where c is a
constant. In the xy-plane, the graph of f intersects the x-axis at the
three points (−4, 0), , and (p, 0). What is the value of c?

A) −18
B) −2
C) 2
D) 10
Content: Passport to Advanced Math
Key: A
Objective: You could tackle this problem in many different ways, but
the focus is on your understanding of the zeros of a polynomial
function and how they are used to construct algebraic representations
of polynomials.
Explanation: Choice A is correct. The given zeros can be used to set
up an equation to solve for c. Substituting −4 for x and 0 for y yields
−4c = 72, or c = −18. Alternatively, since −4, , and p are zeros of the
polynomial function, it follows that f(x) = (2x − 1)(x + 4)(x − p). Were
this polynomial multiplied out, the constant term would be (−1)(4)
(−p) = 4p. (We can grasp this without performing the full expansion.)
Since it is given that this value is 8, it goes that 4p = 8 or, rather, p =
2. Substituting 2 for p in the polynomial function yields f(x) = (2x −
1)(x + 4)(x − 2), and after multiplying the factors, one finds that the
coefficient of the x term, or the value of c, is −18.

PRACTICE AT
satpractice.org
When a question states that the graph of a function intersects the x-axis at specific points, this
means that the dependent variable, (f(x)), equals zero for the specified values of the
independent variable, (x). Applying this concept leads to the solution on Question 17.

Choice B is incorrect. This value may be the result of solving for p(p
= 2) and then misunderstanding the relationship between the
constants p and c in the equation.
Choice C is incorrect. This is the value of p, not c. Finding the value
of p is an intermediate step to finding the value of c, but the value of p
is not the final answer.
Choice D is incorrect. This value could be the result of an arithmetic
error. Using the value of p(p = 2) and the other zeros, f(x) can be
factored as f(x) = (2x − 1)(x + 4)(x − 2). If the x terms in the product
were erroneously found to be 14x and −4x, then combining like terms
could result in this incorrect answer.

Sample Question Set

Questions 18 to 20 refer to the following information:
The first metacarpal bone is located in the hand. The scatterplot
below shows the relationship between the length of the first
metacarpal bone and the height of 9 people. A line of best fit is also
shown.
 18
How many of the 9 people have an actual height that differs by more
than 3 centimeters from the height predicted by the line of best fit?
A) 2
B) 4
C) 6
D) 9
Content: Problem Solving and Data Analysis
Key: B
Objective: You must read and interpret information from a data
display.
Explanation: Choice B is correct. The people who have first
metacarpal bones of length 4.0, 4.3, 4.8, and 4.9 centimeters have
heights that differ by more than 3 centimeters from the height
predicted by the line of best fit.
PRACTICE AT
satpractice.org
Pay close attention to axis labels as well as to the size of the units on the two axes.

Choice A is incorrect. There are 2 people whose actual heights are

more than 3 centimeters above the height predicted by the line of best
fit. However, there are also 2 people whose actual heights are farther
than 3 centimeters below the line of best fit.
Choice C is incorrect. There are 6 data points in which the absolute
value between the actual height and the height predicted by the line of
best fit is greater than 1 centimeter.
Choice D is incorrect. The data on the graph represent 9 different
people; however, the absolute value of the difference between actual
height and predicted height is not greater than 3 for all of the people.
19
Which of the following is the best interpretation of the slope of the
line of best fit in the context of this problem?
A) The predicted height increase in centimeters for one
centimeter increase in the first metacarpal bone
B) The predicted first metacarpal bone increase in centimeters
for every centimeter increase in height
C) The predicted height in centimeters of a person with a first
metacarpal bone length of 0 centimeters
D) The predicted first metacarpal bone length in centimeters for
a person with a height of 0 centimeters
Content: Heart of Algebra
Key: A
Objective: You must interpret the meaning of the slope of the line of
best fit in the context provided.
Explanation: Choice A is correct. The slope is the change in the
vertical distance divided by the change in the horizontal distance
between any two points on a line. In this context, the change in the
vertical distance is the change in the predicted height of a person, and
the change in the horizontal distance is the change in the length of his
or her first metacarpal bone. The unit rate, or slope, is the increase in
predicted height for each increase of one centimeter of the first
metacarpal bone.

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

Choice B is incorrect. If you selected this answer, you may have

interpreted slope incorrectly as run over rise.
Choice C is incorrect. If you selected this answer, you may have
mistaken slope for the y-intercept.
Choice D is incorrect. If you selected this answer, you may have
mistaken slope for the x-intercept.
20
Based on the line of best fit, what is the predicted height for someone
with a first metacarpal bone that has a length of 4.45 centimeters?
A) 168 centimeters
B) 169 centimeters
C) 170 centimeters
D) 171 centimeters
Content: Problem Solving and Data Analysis
Key: C
Objective: You must use the line of best fit to make a prediction. You
must also demonstrate fluency in reading graphs and decimal
numbers.
Explanation: Choice C is correct. First, notice that the scale of the x-
axis is 0.1, and therefore the x-value of 4.45 is halfway between the
unmarked value of 4.4 and the marked value of 4.5. Then, find the y-
value on the line of best fit that corresponds with an x-value of 4.45,
which is 170.

PRACTICE AT
satpractice.org
The answer choices on Question 20 are very close together. Thus, be very precise when
examining the scatterplot to find the y-value that corresponds to an x-value of 4.45 on the line
of best fit.

Choice A is incorrect. If you mistakenly find the point on the line

between the x-values of 4.3 and 4.4, you’ll likely find a predicted
metacarpal bone length of 168 centimeters.
Choice B is incorrect. If you mistakenly find the point on the line that
corresponds to an x-value of 4.4 centimeters, you’ll likely find a
predicted height of approximately 169 centimeters.
Choice D is incorrect. If you mistakenly find the point on the line that
corresponds with an x-value of 4.5 centimeters, you’ll likely find a
predicted height of approximately 171 centimeters. You might also
choose this option if you mistakenly use the data point that has an x-
value closest to 4.45 centimeters.
CHAPTER 21
Sample Math Questions: Student-Produced
Response
In this chapter, you will see examples of student-produced response
math questions. This type of question appears in both the calculator
and the no-calculator portions of the test. Student-produced response
questions can come from any of the four areas covered by the SAT
Math Test.

Student-Produced Response Strategies

Student-produced response questions don’t have answer choices to
select from. You must solve the problem and grid your answer on the
answer sheet. There is a space to write your answer, and there are
circles below to fill in for your answer. Use your written answer to
make sure you fill in the correct circles. The filled-in circles are what
determine how your answer is scored. You will not receive credit if
you only write in your answer without filling in the circles.

REMEMBER
You must fill in the circles on the answer sheet in order to receive credit. You will not receive
credit if you only write in your answer but don’t fill in the circles.

Each grid has four columns. If your answer does not fill all four
columns, leave the unneeded spaces blank. You may start your answer
in any column as long as there is space to fill in the complete answer.
Many of the same test-taking strategies you used on the multiple-
choice questions should be used for the student-produced response
questions, but here are a few additional tips to consider: First,
remember that your answer must be able to fit in the grid on the
answer sheet. The grid is four characters long, and there is no grid for
negative numbers. If you solve a question and find an answer that is
negative or is greater than 9999, you should try to solve the problem a
different way to find the correct answer. On some questions, your
answer may include a dollar sign, a percent sign, or a degree symbol.
These symbols can’t be included in the answer grid, and as a
reminder, the question will instruct you to disregard them.
When entering a fraction or decimal answer, keep a few things in
mind. The scanner can’t interpret mixed numbers; therefore, you need
to give your answer as an improper fraction or as the decimal
equivalent. If your answer is a decimal with more digits than will fit
in the grid, you must fill the entire grid with the most accurate value
possible, either rounding the number or truncating it. Do not include a
leading zero when gridding in decimals. For example, if your answer
is , you can grid 2/3, .666, or .667; however, 0.6, .66, and 0.67
would all be considered incorrect. Do not round up when truncating a
number unless the decimal should be rounded up. For example, if the
answer is , .333 is an acceptable answer, but .334 is not. It is also not
necessary to reduce fractions to their lowest terms as long as the
fraction fits in the grid. If your answer is , you do not need to
reduce it to . Giving your answer as an unreduced fraction (if it fits
in the grid) can save you time and prevent simple calculation
mistakes.

REMEMBER
Answers can’t be mixed numbers. Give your answer as an improper fraction or as the
decimal equivalent. For instance, do not submit as your answer. Instead, submit either
or 3.5.

Make sure to read the question carefully and answer what is being
asked. If the question asks for the number of thousands and the
correct answer is 2 thousands, grid in 2 as the answer, not 2000. If the
question asks for your answer to be rounded to the nearest tenth or
hundredth, only a correctly rounded answer will be accepted.

REMEMBER
You don’t need to reduce fractions to their lowest terms as long as the fraction fits in the grid.
You can save time and prevent calculation errors by giving your answer as an unreduced
fraction.

Some student-produced response questions may have more than one

correct answer. You should only provide one answer. Do not attempt
to grid in more than one answer. You should not spend your time
looking for additional answers. Just like multiple-choice questions,
there is no penalty for guessing on student-produced response
questions. If you are not sure of the correct answer, make an educated
guess. Try not to leave questions unanswered.
The actual test directions for the student-produced response questions
appear on the next page.

REMEMBER
Carefully read the directions for the student-produced response questions now so you won’t
have to spend precious time doing so on test day.

DIRECTIONS
For questions 31–38, solve the problem and enter your answer in the
grid, as described below, on the answer sheet.
1. Although not required, it is suggested that you write your answer in the boxes at the
top of the columns to help you fill in the circles accurately. You will receive credit
only if the circles are filled in correctly.
2. Mark no more than one circle in any column.
3. No question has a negative answer.
4. Some problems may have more than one correct answer. In such cases, grid only one
answer.
5. Mixed numbers such as must be gridded as 3.5 or 7/2. (If is

entered into the grid, it will be interpreted as , not .)

6. Decimal answers: If you obtain a decimal answer with more digits than the grid can
accommodate, it may be either rounded or truncated, but it must fill the entire grid.
NOTE: You may start your answers in any column, space permitting.
Columns you don’t need to use should be left blank.

Sample Questions: Student-Produced

Response – No Calculator
1
If a2 + 14a = 51 and a > 0, what is the value of a + 7?

Content: Passport to Advanced Math

Key: 10
Objective: You must use your knowledge of quadratic equations to
determine the best way to efficiently solve this problem.
Explanation: There is more than one way to solve this problem. You
can apply standard techniques by rewriting the equation a2 + 14a = 51
as a2 + 14a − 51 = 0 and then factoring. Since the coefficient of a is
14 and the constant term is −51, factoring requires writing 51 as the
product of two numbers that differ by 14. This is 51 = (3)(17), which
gives the factorization (a + 17)(a − 3) = 0. The possible values of a
are −17 and 3. Since it is given that a > 0, it must be true that a = 3.
Thus, the value of a + 7 is 3 + 7 = 10.

PRACTICE AT
satpractice.org
This question, like many on the SAT Math Test, can be solved in a variety of ways. Use the
method that will get you to the correct answer in the least amount of time. Knowing multiple
approaches can also help in case you get stumped using one particular method.

You could also use the quadratic formula to find the possible values
of a.
A third way to solve this problem is to recognize that adding 49 to
both sides of the equation yields a2 + 14a + 49 = 51 + 49, or rather (a
+ 7)2 = 100, which has a perfect square on each side. Since a > 0, the
solution to a + 7 = 10 is evident.
2
If , what is the value of 3x + 2y?
Content: Heart of Algebra
Key: 24
Objective: You must use the structure of the equation to efficiently
solve the problem.
Explanation: Using the structure of the equation allows you to
quickly solve the problem if you see that multiplying both sides of the
equation by 6 clears the fractions and yields 3x + 2y = 24.

PRACTICE AT
satpractice.org
Always be on the lookout for shortcuts. On Question 2, for instance, examining the structure
of the equation yields a very efficient solution.

3
What is one possible solution to the equation ?
Content: Passport to Advanced Math
Key: 5, 7
Objective: You should seek the best solution method for solving
rational equations before beginning. Searching for structure and
common denominators at the outset will prove very useful and will
help prevent complex computations that do not lead to a solution.
Explanation: In this problem, multiplying both sides of the equation
by the common denominator (x + 1)(x − 1) yields 24(x − 1) − 12(x +
1) = (x + 1)(x − 1). Multiplication and simplification then yields 12x −
36 = x2 − 1, or x2 − 12x + 35 = 0. Factoring the quadratic gives (x − 5)
(x − 7) = 0, so the solutions occur at x = 5 and x = 7, both of which
should be checked in the original equation to ensure they are not
extraneous. In this case, both values are solutions, and either is a
correct answer.

PRACTICE AT
satpractice.org
Eliminating fractions is often a good first step when asked to solve a rational equation. To
eliminate the fractions in this equation, multiply both sides of the equation by the common
denominator, which is (x + 1)(x − 1).

4
x2 + y2 − 6x + 8y = 144
The equation of a circle in the xy-plane is shown above. What is the
diameter of the circle?

Content: Additional Topics in Math

Key: 26
Objective: You must determine a circle property given the equation
of the circle.
Explanation: Completing the square yields the equation (x − 3)2 + (y
+ 4)2 = 169, the standard form of an equation of the circle.
Understanding this form results in the equation r2 = 169, which when
solved for r gives the value of the radius as 13. Diameter is twice the
value of the radius; therefore, the diameter is 26.
PRACTICE AT
satpractice.org
To solve Question 4, you must know that the standard form of the equation of a circle is (x −
a)2 + (y − b)2 = r2, where (a, b) is the center of the circle and r is the radius. You also must
know how to complete a square.

Sample Questions: Student-Produced

Response – Calculator
5
The table below classifies 103 elements as metal, metalloid, or
nonmetal and as solid, liquid, or gas at standard temperature and
pressure.

What fraction of all solids and liquids in the table are metalloids?
Content: Problem Solving and Data Analysis

Key: .076,

Objective: You must read information from a two-way table and

determine the specific relationship between two categorical variables.
Explanation: There are 7 metalloids that are solid or liquid, and there
are 92 total solids and liquids. Therefore, the fraction of solids and
liquids that are metalloids is, , or .076.

PRACTICE AT
satpractice.org
The denominator of the fraction will be the total number of solids and liquids, while the
numerator will be the number of liquids and solids that are metalloids. Carefully retrieve that
information from the table, and remember to fill in the circles that correspond to the answer.

6
A typical image taken of the surface of Mars by a camera is 11.2
gigabits in size. A tracking station on Earth can receive data from the
spacecraft at a data rate of 3 megabits per second for a maximum of
11 hours each day. If 1 gigabit equals 1,024 megabits, what is the
maximum number of typical images that the tracking station could
receive from the camera each day?

PRACTICE AT
satpractice.org
Unit analysis and conversion is an important skill on the SAT Math Test and features
prominently on this question. It may help to write out the conversion, including the units, as
illustrated here.

Content: Problem Solving and Data Analysis

Key: 10
Objective: In this problem, you must use the unit rate (data-
transmission rate) and the conversion between gigabits and megabits
as well as conversions in units of time. Unit analysis is critical to
solving the problem correctly, and the problem represents a typical
calculation that would be done when working with electronic files
and data-transmission rates.
Explanation: The tracking station can receive 118,800 megabits each
day , which

is about 116 gigabits each day . If each image is 11.2

gigabits, then the number of images that can be received each day is
. Since the question asks for the maximum number of typical
images, rounding the answer down to 10 is appropriate because the
tracking station will not receive a completed 11th image in one day.

PRACTICE AT
satpractice.org
Consider whether rounding up or down is appropriate based on the question. Here, rounding
10.4 down to 10 is required to receive credit on this question since the question specifically
asks for the maximum number of images that the tracking station can receive each day.

7
If , what is one possible value of 9t − 3?
PRACTICE AT
satpractice.org
When you multiply an inequality by a negative number, remember to reverse the inequality
signs.

Content: Heart of Algebra

Key: Any decimal with a value greater than 5.25 and less than 5.4.
Equivalent fractions in this range that can be entered in the grid are
also acceptable.
Objective: You should recognize the structure of the inequality to
form a strategy to solve the inequality.
Explanation: Using the structure of the inequality to solve, you could
note that the relationship between −3t + 1 and 9t − 3 is that the latter
is −3 multiplied by the former. Multiplying all parts of the inequality
by −3 reverses the inequality signs, resulting in , or
rather when written with increasing values from left
to right. Any value that is greater than and less than is correct.
Therefore, any fraction greater than (equivalent to 5.25) and less
than (equivalent to 5.4) that can be entered in the grid is also
acceptable.

REMEMBER
When entering your answer to this question, do not enter your answer as a mixed fraction.
Rather, enter your answer as a decimal or an improper fraction.

8
An architect drew the sketch below while designing a house roof. The
dimensions shown are for the interior of the triangle.

Note Figure not drawn to scale.

What is the value of cos x?
Content: Additional Topics in Math

Key: .666, .667

Objective: You must make use of properties of triangles to solve a

problem.
Explanation: Because the triangle is isosceles, constructing a
perpendicular from the top vertex to the opposite side will bisect the
base and create two smaller right triangles. In a right triangle, the
cosine of an acute angle is equal to the length of the side adjacent to
the angle divided by the length of the hypotenuse. This gives cos
, which can be simplified to cos . Note that cannot be
entered into the answer grid, so this fraction must be reduced.
Acceptable answers to grid are 2/3, 4/6, 6/9, 8/12, .666, and .667.

PRACTICE AT
satpractice.org
The cosine of an acute angle is equal to the length of the side adjacent to the angle divided by
the length of the hypotenuse. Learn to solve for sine, cosine, and tangent of an acute angle;
this may be tested on the SAT.

Sample Question Set

Questions 9 and 10 refer to the following information:
An international bank issues its Traveler credit cards worldwide.
When a customer makes a purchase using a Traveler card in a
currency different from the customer’s home currency, the bank
converts the purchase price at the daily foreign exchange rate and
then charges a 4% fee on the converted cost.
Sara lives in the United States and is on vacation in India. She used
her Traveler card for a purchase that cost 602 rupees (Indian
currency). The bank posted a charge of $9.88 to her account that
included a 4% fee.
9
What foreign exchange rate, in Indian rupees per one U.S. dollar, did
the bank use for Sara’s charge? Round your answer to the nearest
whole number.
Content: Problem Solving and Data Analysis
Key: 63
Objective: You must use the information in the problem to set up a
ratio that will allow you to find the exchange rate.
Explanation: $9.88 represents the conversion of 602 rupees plus a
4% fee on the converted cost. To calculate the original cost of the
item in dollars, x, find 1.04x = 9.88, x = 9.5. Since the original cost is
$9.50, to calculate the exchange rate r, in Indian rupees per one U.S.
dollar: ; solving for r yields
approximately 63 rupees.

PRACTICE AT
satpractice.org
It is helpful to divide this question into two steps. First, calculate the original cost of Sara’s
purchase in dollars. Then, set up a ratio to find the exchange rate, keeping track of your units.

10
A bank in India sells a prepaid credit card worth 7500 rupees. Sara
can buy the prepaid card using U.S. dollars at the daily exchange rate
with no fee, but she will lose any money left unspent on the prepaid
card. What is the least number of the 7500 rupees on the prepaid card
Sara must spend for the prepaid card to be cheaper than charging all
her purchases on the Traveler card? Round your answer to the nearest
whole number of rupees.
Content: Problem Solving and Data Analysis
Key: 7212
Objective: You must set up an inequality to solve a multistep
problem.
Explanation: Let d represent the cost, in U.S. dollars, of the 7500-
rupee prepaid card. This implies that the exchange rate on this
particular day is dollars per rupee. Suppose Sara’s total
purchases on the prepaid card were r rupees. The value of r rupees in
dollars is dollars. If Sara spent the r rupees on the Traveler

card instead, she would be charged r dollars. To answer

the question about how many rupees Sara must spend in order to
make the Traveler card a cheaper option (in dollars) for spending the r
rupees, you must set up the inequality . Rewriting

both sides reveals , from which you can infer

 . Dividing both sides by 1.04 and multiplying both
sides by 7500 finally yields r ≥ 7212. Hence the least number of
rupees Sara must spend for the prepaid card to be cheaper than the
Traveler card is 7212.

PRACTICE AT
satpractice.org
Another helpful way to think about this question is to keep in mind the fact that Sara will pay
7500 rupees for the prepaid card, regardless of how much money she leaves unspent. For the
prepaid card to be cheaper than using the Traveler card, the Traveler card must end up
costing Sara more than 7500 rupees. You can set up an inequality to calculate the least
amount of purchases Sara needs to make using the Traveler card to exceed 7500 rupees. This
value, when rounded to the nearest whole number, yields the correct answer.