SAMPLE SAT MATH QUESTIONS
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1. The function f is defined by f (x) = 2x3 + 3x 2 + 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), 1 , 0 , and (p, 0 ). What is the value of c?
2
A) –18
B) –2
C) 2
D) 10
Students could tackle this problem in many different ways, but the
focus is on their understanding of the zeros of a polynomial function
and how they are used to construct algebraic representations
of polynomials.
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.
1
Alternatively, since –4, , and p are zeros of the polynomial function
2
f (x) = 2x3 + 3x2 + cx + 8, it follows that f (x) = (2x − 1)(x + 4)(x − p).
Were this polynomial multiplied out, the constant term would be
(−1)(4)(− p) = 4 p. (We can see 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.
Choice B is not the correct answer. This value is a misunderstood
version of the value of p, not c, and the relationship between the zero
and the factor (if a is the zero of a polynomial, its corresponding factor
is x – a) has been confused.
Choice C is not the correct answer. This is the value of p, not c. Using
this value as the third factor of the polynomial will reveal that the
value of c is –18.
Choice D is not the correct answer. This represents a sign error in the
final step in determining the value of c.
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SAMPLE SAT MATH QUESTIONS
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Student-Produced Response Problem
2.
ft
24
x° x°
32 ft
Note: Figure not drawn to scale.
What is the value of cos x?
This problem requires students to make use of properties of triangles
to solve a problem.
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
16
by the length of the hypotenuse. This gives cos x = , which can be
2 24
simplified to cos x = 3 .
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24 12
3. What is one possible solution to the equation - = 1?
x +1 x -1
Students should look for the best solution methods for solving rational
equations before they begin. Looking for structure and common
denominators will prove very useful at the onset and will help
prevent complex computations that do not lead to a solution.
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 that they are not extraneous. In this case, both
values are solutions.
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SAMPLE SAT MATH QUESTIONS
Additional Topics in Math
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4. Which of the following is equal to sin π ? (5)
A) ( )
π
-cos 5
B) ( )
π
-sin 5
cos ( )
3π
C)
10
sin ( )
7π
D)
10
This question is solved most efficiently when a student is fluent
with radian measure and has a conceptual understanding of the
relationship between the sine and cosine functions.
Choice C is correct. Sine and cosine are related by the equation:
(
sin(x) = cos π − x .
2 )
( ) ( )
Therefore, sin π = cos π − π , which reduces to cos π
5 2 5 ( )
10
Choice A is not the correct answer. This answer may result from a
misunderstanding about trigonometric relationships. A student may
think that cosine is the opposite function of sine, and therefore think
that the negative of the cosine of an angle is equivalent to the sine of
that angle.
Choice B is not the correct answer. This answer may result
from a misunderstanding of the unit circle and how it relates to
trigonometric expressions. A student may think 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 not the correct answer. The student mistakenly
π
remembers the relationship between sine and cosine and adds to
2
π
the angle measure instead of subtracting the angle measure from .
2
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