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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 illustrates 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.
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
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.
PART 3 | Math
information in the problem, to draw figures to visualize the information given, or to mark key information on graphs and diagrams provided in
REMEMBER the booklet.
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.
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. 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.
PART 3 | Math
Sample Questions: Multiple-Choice – No Calculator
Line ℓ is graphed in the xy-plane below.
x
ℓ y
If line ℓ is translated up 5 units and right 7 units, then what is the slope of
the new line?
A) _^25
B) − _^32
C) − _^89
D) − _^1114
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 − _^32. 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 − 3 _ 2. Choice A is incorrect. This value may result from a combination of errors. You may have erroneously determined the slope of the new line by adding 5 to the numerator and adding 7 to the denominator in the slope of line ℓ and gotten the result
_(−3 + 5)
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.
ChAPTeR 20 | Sample Math Questions: Multiple-Choice
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 5 _ 7 to the slope of line ℓ.
The average 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 average number of students per classroom in 2004
B) The estimated average number of students per classroom in 2014
C) The estimated yearly decrease in the average number of students per
classroom
D) The estimated yearly increase in the average number of students per
classroom
Content: Heart of Algebra
Key: D
Objective: You must interpret the slope or y -intercept of the graph 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 of the graph of this equation in the xy -plane. The slope of the graph of this linear equation gives the amount that the average number of students per classroom (represented by y ) changes per year (represented by x ). The slope is positive, indicating an increase in the average 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 graph of the equation represents the estimated average 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 average 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.
ChAPTeR 20 | Sample Math Questions: Multiple-Choice
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 i^2 = 1.
Choice B is incorrect and may result from a combination of errors. You may not have correctly distributed when multiplying the binomials, multiplying only the first terms together and the second terms together.
Choice C is incorrect and results from misapplying the statement i = √
_ −1.
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 = 2x 2 − 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 = (2 x − 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: (2 x − 4)( x − 4) = 2 x^2 − 8 x − 4 x + 16. Then, add like terms, 2 x^2 − 8 x − 4 x + 16 = 2 x^2 − 12 x + 16. The next step is completing the square.
y = 2 x^2 − 12 x + 16 y = 2( x^2 − 6 x ) + 16 Isolate the x^2 term by factoring. y = 2( x^2 − 6 x + 9 − 9) + 16 Make a perfect square in the parentheses. y = 2( x^2 − 6 x + 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 standard form, displaying the y -coordinate of the y -intercept of the graph (0, 16) as a constant.
Choice B is incorrect; it displays the y -coordinate of the y -intercept of the graph (0, 16) as a constant.
Choice D is incorrect; it displays the x -coordinate 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.
PART 3 | Math
If a−
1 _ 2
= x, where a > 0 and x > 0, which of the following equations gives a
in terms of x?
A) a = _√^1 _ x
B) a = _^1
x 2
C) a = √x
_
D) a = −x 2
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 _ √^1 _ a = x and then proceed to solve for a , first by squaring both sides, which gives 1 _ a = x^2 , and then by multiplying both sides by a to find 1 = ax^2. Finally, dividing both sides by x^2 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 1 _ 2 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 1 _ 2 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:
- a−b^ can be written as _ a^1 b
- a
1 _ 2 is the same as √ _ a
- (^) √
_ a^2 = a
- To eliminate a radical from an equation, as in _√^1 _ a = x ,square both sides of the equation.
If y = x 3 + 2x + 5 and z = x 2 + 7x + 1, what is 2 y + z in terms of x?
A) 3 x 3 + 11x + 11
B) 2 x 3 + x 2 + 9x + 6
C) 2 x 3 + x 2 + 11x + 11
D) 2 x 3 + 2x 2 + 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.
PART 3 | Math
A B
C D
The semicircle above has a radius of r inches, and chord
_
CD is parallel to
the diameter
_
AB.
_
If the length of CDis _^23 of the length of
_
AB, what is the
distance between the chord and the diameter in terms of r?
A) 1 _ 3 πr
B) 2 _ 3 πr
C) √
_
_^2
2 r
D) √5_ 3 r
_
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.
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. Explanation: Choice D is correct. Let the semicircle have center O. The diameter
_ AB has length 2 r. Because chord
_ CD is _^23 of the length of the diameter, CD =^2 _ 3 (2 r ) = 4 _ 3 r. It follows that 1 _ 2 CD =^1 _ 2 ( 4 _ 3 ) r or 2 _ 3 r. 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: r^2 = x^2 + (^) ( _^23 r (^) )
2
. Simplifying the right-hand side of the equation yields r^2 = x^2 + _^49 r^2. Subtracting _^49 r^2 from both sides of the equation yields 5 _ 9 r^2 = x^2. Finally, taking the square root of both sides of the equation will reveal _√ 35 r = x.
_
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.
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.
ChAPTeR 20 | Sample Math Questions: Multiple-Choice
Math Test – Calculator
55 MINUTES, 38 QUESTIONS
Turn to Section 4 of your answer sheet to answer the questions in this section.
zed copying or reuse of any part of this page is illegal. CO NTI N U E
For questions 1-30 , solve each problem, choose the best answer from the choices provided, and fill in the corresponding bubble 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.
- The use of a calculator is permitted.
- All variables and expressions used represent real numbers unless otherwise indicated.
- Figures provided in this test are drawn to scale unless otherwise indicated.
- All figures lie in a plane unless otherwise indicated.
- 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. r r r r w w (^) w h h (^) h h h b c a b
A = w
V = wh
A = p r^2 A = bh V = p r^2 h c^2 = a^2 + b^2 Special Right Triangles C = 2 p r
1 2 V = 43 p r^3 V = 13 p r^2 h V = 13 wh
2 x x s x√ 3 s s√ 2 The number of degrees of arc in a circle is 360. The number of radians of arc in a circle is 2 p. The sum of the measures in degrees of the angles of a triangle is 180.
ChAPTeR 20 | Sample Math Questions: Multiple-Choice
A research assistant selected 75 undergraduate students at random 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 undergraduate psychology-degree program students selected at
random
B) 40 undergraduate students selected at random from all degree
programs at the university
C) 300 undergraduate psychology-degree program students selected at
random
D) 300 undergraduate students selected at random 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.
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.
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.
PART 3 | Math
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
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 −2 x > 6, then x < −3.
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 12 n. For the company to profit, 12 n must be greater than the cost of producing n items; therefore, the inequality 12 n > 7 n + 350 can be used to model the context. Solving this inequality yields n > 70. Choice A is incorrect and may result from a misunderstanding of the 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 7 n , 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 7 n , 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.
PART 3 | Math
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.
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)^12 n
D) P = 50(2)
_ 12 n
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 n y = a (2) _b
, where a is the initial population (that is, the population
ChAPTeR 20 | Sample Math Questions: Multiple-Choice
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 12 n indicates that the population is doubling 12 times per year, not every 12 years.
D
C
A
B
E
Note: Figure not drawn to scale.
In the figure above, △ABC is similar to △EDC, with ∠BAC corresponding
to ∠CED and ∠ABC corresponding to ∠CDE. Which of the following
must be true?
A) AE ||^ BD
_ _
B) AE ⊥ BD
_ (^) _
C) AB ||^ DE
_ _
D) AB ⊥ DE
_ _
Content: Additional Topics in Math
Key: C
Objective: You must use spatial reasoning and geometric logic to deduce which relationship is true based on the given information. You must also use mathematical notation to express the relationship between the line segments.
Explanation: Choice C is correct. Given that △ ABC is similar to △ EDC
and that ∠ BAC corresponds to ∠ CED , you can determine that ∠ 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.)
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.
ChAPTeR 20 | Sample Math Questions: Multiple-Choice
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 ) = (2 x –1)( x + 4)( x – 2). If the x terms in the product were erroneously found to be 14 x and –4 x , 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.
Height (centimeters)
Length of first metacarpal bone
(centimeters)
Height of Nine People and Length
of Their First Metacarpal Bone
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.
PART 3 | Math
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.
Which of the following is the best interpretation of the slope of the line of
best fit in the context of this problem?
A) The predicted height increase in centimeters for one centimeter
increase in the first metacarpal bone
B) The predicted first metacarpal bone increase in centimeters for every
centimeter increase in height
C) The predicted height in centimeters of a person with a first metacarpal
bone length of 0 centimeters
D) The predicted first metacarpal bone length in centimeters for a person
with a height of 0 centimeters
Content: Heart of Algebra Key: A Objective: You must interpret the meaning of the slope of the line of best fit in the context provided. Explanation: Choice A is correct. The slope is the change in the vertical distance divided by the change in the horizontal distance between any two points on a line. In this context, the change in the vertical distance is the change in the predicted height of a person, and the change in the horizontal distance is the change in the length of his or her first metacarpal bone. The unit rate, or slope, is the increase in predicted height for each increase of one centimeter of the first metacarpal bone. Choice B is incorrect. If you selected this answer, you may have interpreted the slope incorrectly as run over rise. Choice C is incorrect. If you selected this answer, you may have mistaken the slope for the y -intercept. Choice D is incorrect. If you selected this answer, you may have mistaken the slope for the x- intercept.
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.
