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12.Practice.Tests.for.the.SAT_2015-2016_1128p

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12 Practice <strong>Tests</strong> <strong>for</strong> <strong>the</strong> <strong>SAT</strong><br />

Practice Test One Answers and Explanations<br />

7. B<br />

Difficulty: Medium<br />

Strategic Advice: Be sure to read <strong>the</strong> question carefully<br />

and draw <strong>the</strong> extra points on <strong>the</strong> diagram. This will help you<br />

prevent careless errors on Test Day.<br />

Getting to <strong>the</strong> Answer:<br />

First, find FG. R = FG + GH + HI= 32, so FG = 32 - 6 - 14<br />

= 12. One endpoint of <strong>the</strong> new line is <strong>the</strong> midpoint of FG.<br />

The distance from this endpoint to G is 6. The distance from<br />

G to H is 6. The total length of <strong>the</strong> new line segment is 6 +<br />

6= 12.<br />

8. A<br />

Difficulty: Medium<br />

Strategic Advice: Don't be intimidated by algebraic<br />

expressions with fractions in <strong>the</strong>m. You can always crossmultiply<br />

to get rid of <strong>the</strong> fractions. It is important to know<br />

how to make <strong>the</strong> problem as simple to calculate as<br />

possible.<br />

Getting to <strong>the</strong> Answer:<br />

If you have fractions on both sides of <strong>the</strong> equation, you can<br />

cross-multiply to get <strong>the</strong>m out of fractional <strong>for</strong>m.<br />

2x+4 _4<br />

---x=-3 - 3<br />

3(2x + 4) = 4(x - 3)<br />

6x+ 12=4x- 12<br />

2x = -24<br />

X =-12<br />

9. D<br />

Difficulty: Medium<br />

Strategic Advice: Even though this question uses <strong>the</strong> word<br />

percent, you are never asked to find <strong>the</strong> actual percent<br />

itself. Set this problem up as a ratio to get <strong>the</strong> answer more<br />

quickly.<br />

Getting to <strong>the</strong> Answer:<br />

16-6 _x- 12<br />

_6_ _ _ 1_2_<br />

10 _x-12<br />

6-12<br />

120 = 6(x - 12)<br />

120= 6x - 72<br />

192 = 6x<br />

32 =x<br />

10. D<br />

Difficulty: Medium<br />

Strategic Advice: A question involving variables in both <strong>the</strong><br />

stem and answer choices is a perfect candidate <strong>for</strong> Picking<br />

Numbers.<br />

Getting to <strong>the</strong> Answer:<br />

Let a= 2 and b = 3. So<br />

% = t·<br />

(A) 2> 1_<br />

3<br />

(B)<br />

(C)<br />

(D)<br />

(E)<br />

11. c<br />

-1 > 1-<br />

2 3<br />

1 2<br />

3 = 3<br />

2<br />

1_ < 1-<br />

6 3<br />

± > 1-<br />

3 3<br />

Difficulty: Medium<br />

Strategic Advice: Use <strong>the</strong> <strong>for</strong>mula <strong>for</strong> averages to find <strong>the</strong><br />

missing pieces of an averages question.<br />

Getting to <strong>the</strong> Answer:<br />

The average is <strong>the</strong> sum of <strong>the</strong> terms divided by <strong>the</strong> number<br />

of terms. So, 10 students got 1 00, leaving 20 to get y scores<br />

each (we can assume each will have <strong>the</strong> same score), so<br />

we set up:<br />

100(1 0) + 20y =92<br />

30<br />

1,000 + 20y = 2,760<br />

12. D<br />

Difficulty: Medium<br />

20y = 1,760<br />

y=88<br />

Strategic Advice: You've got variables in <strong>the</strong> question and<br />

only numbers in <strong>the</strong> answer choices, so Backsolving would<br />

be a great strategy <strong>for</strong> this question. Start with (C), <strong>the</strong>n<br />

work your way through <strong>the</strong> problem backward.

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