3 English and 3 math
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Question 1 of 6
2026 Practice Test C English, question 8Passage Excerpt from “Niagara Falls”
Excerpt from “Niagara Falls”
by Rupert Brooke
The real secret of the beauty and terror of the Falls is not their height or width, but the feeling of colossal power and of unintelligible disaster caused by the plunge of that vast body of water. If that were taken away, there would be little visible change, but the heart would be gone.
The American Falls do not inspire this feeling in the same way as the Canadian. It is because they are less in volume, and because the water does not fall so much into one place. By comparison their beauty is almost delicate and fragile. They are extraordinarily level, one long curtain of lacework and woven foam. Seen from opposite, when the sun is on them, they are blindingly white, and the clouds of spray show dark against them. With both Falls the colour of the water is the ever-altering wonder. Greens and blues, purples and whites, melt into one another, fade, and come again, and change with the changing sun. Sometimes they are as richly diaphanous as a precious stone, and glow from within with a deep, inexplicable light. Sometimes the white intricacies of dropping foam become opaque and creamy. And always there are the rainbows. If you come suddenly upon the Falls from above, a great double rainbow, very vivid, spanning the extent of spray from top to bottom, is the first thing you see. If you wander along the cliff opposite, a bow springs into being in the American Falls, accompanies you courteously on your walk, dwindles and dies as the mist ends, and awakens again as you reach the Canadian tumult. And the bold traveller who attempts the trip under the American Falls sees, when he dare open his eyes to anything, tiny baby rainbows, some four or five yards in span, leaping from rock to rock among the foam, and gambolling beside him, barely out of hand’s reach, as he goes. One I saw in that place was a complete circle, such as I have never seen before, and so near that I could put my foot on it. It is a terrifying journey, beneath and behind the Falls. The senses are battered and bewildered by the thunder of the water and the assault of wind and spray; or rather, the sound is not of falling water, but merely of falling; a noise of unspecified ruin. So, if you are close behind the endless clamour, the sight cannot recognise liquid in the masses that hurl past. You are dimly and pitifully aware that sheets of light and darkness are falling in great curves in front of you. Dull omnipresent foam washes the face. Farther away, in the roar and hissing, clouds of spray seem literally to slide down some invisible plane of air.
Beyond the foot of the Falls the river is like a slipping floor of marble, green with veins of dirty white, made by the scum that was foam. It slides very quietly and slowly down for a mile or two, sullenly exhausted. Then it turns to a dull sage green, and hurries more swiftly, smooth and ominous. As the walls of the ravine close in, trouble stirs, and the waters boil and eddy. These are the lower rapids, a sight more terrifying than the Falls, because less intelligible. Close in its bands of rock the river surges tumultuously forward, writhing and leaping as if inspired by a demon. It is pressed by the straits into a visibly convex form. Great planes of water slide past. Sometimes it is thrown up into a pinnacle of foam higher than a house, or leaps with incredible speed from the crest of one vast wave to another, along the shining curve between, like the spring of a wild beast. Its motion continually suggests muscular action. The power manifest in these rapids moves one with a different sense of awe and terror from that of the Falls. Here the inhuman life and strength are spontaneous, active, almost resolute. . . . A place of fear.
One is drawn back, strangely, to a contemplation of the Falls, at every hour, and especially by night, when the cloud of spray becomes an immense visible ghost, straining and wavering high above the river, white and pathetic and translucent. The Victorian lies very close below the surface in every man. There one can sit and let great cloudy thoughts of destiny and the passage of empires drift through the mind; for such dreams are at home by Niagara. I could not get out of my mind the thought of a friend, who said that the rainbows over the Falls were like the arts and beauty and goodness, with regard to the stream of life—caused by it, thrown upon its spray, but unable to stay or direct or affect it, and ceasing when it ceased. In all comparisons that rise in the heart, the river, with its multitudinous waves and its single current, likens itself to a life, whether of an individual or of a community. A man’s life is of many flashing moments, and yet one stream; a nation’s flows through all its citizens, and yet is more than they. In such places, one is aware, with an almost insupportable and yet comforting certitude, that both men and nations are hurried onwards to their ruin or ending as inevitably as this dark flood. Some go down to it unreluctant, and meet it, like the river, not without nobility. And as incessant, as inevitable, and as unavailing as the spray that hangs over the Falls, is the white cloud of human crying. . . . With some such thoughts does the platitudinous heart win from the confusion and thunder of a Niagara peace that the quietest plains or most stable hills can never give.
From LETTERS FROM AMERICA by Rupert Brooke—Public Domain
diaphanous: sheer, translucent
platitudinous: clichéd, common
Question
Read this sentence from paragraph 3.
These are the lower rapids, a sight more terrifying than the Falls, because less intelligible.
Which statement best describes how the sentence fits into the overall structure of the excerpt?
- AIt signals a change from the positive aspects of the Falls to the negative aspects.
- BIt indicates a progression from the literal description of the water to a discussion of timeless truths.
- CIt reinforces a shift from the qualities of the Falls to the qualities of the river.
- DIt introduces a contrast between the obvious and the hidden features of the rapids.
Show the answer
Correct answer: C
The question asks for the statement that best describes how the sentence from paragraph 3 fits into the overall structure of the excerpt.
A. Incorrect. Although in paragraph 2 the author describes the beauty of the Falls as both an “ever-altering wonder” and an “assault of wind and spray,” in paragraph 3 the author does not signal a change from the positive aspects of the Falls to the negative aspects. Instead, the author provides a description of the river and the rapids below the Falls.
B. Incorrect. While the author compares the water of the river to “a slipping floor of marble, green with veins of dirty white, made by the scum that was foam” in paragraph 3, the statement that the lower rapids are “more terrifying than the Falls, because less intelligible” does not indicate a progression from the literal description of the water to a discussion of timeless truths. Instead, the author is merely describing all aspects of the rapids, both literally and figuratively.
C. CORRECT. The first sentence of paragraph 3 moves the description “beyond the foot of the Falls” to “the river” and then the paragraph begins to describe this location in further detail (“a dull sage green,” “hurries more swiftly,” “smooth and ominous,” “waters boil and eddy”) before reinforcing this shift by confirming it again with the words “These are the lower rapids, a sight more terrifying than the Falls.”
D. Incorrect. Although the author states that the waters of the rapids “boil and eddy” and suggests that the rapids are “less intelligible,” these statements do not introduce a contrast between the obvious and the hidden features of the rapids. They merely describe a feature and the sight of the lower rapids.
Question analysis
This text structure question quotes a sentence from paragraph 3 of Rupert Brooke’s “Niagara Falls,” in which the lower rapids are called “more terrifying than the Falls,” and asks how it fits the excerpt’s overall organization. It rewords a question from the 2018 handbook’s Test B. Every choice describes a turn the essay could plausibly take, so students need a clear picture of what each paragraph covers.
- NYS standards
- 7R5 structure and genre features
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 A typical grade 7 structure question asks what one paragraph adds. This one asks where a sentence from the middle of paragraph 3 fits in the whole essay, which means summing up four long paragraphs of century-old prose.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 3, strategic thinking · mainly analyze
- What makes it hard
- How, not what major
- Much to keep track of moderate
- Hard words moderate
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 9, 987 words; question and choices: about grade 8, 97 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
A sentence that compares the rapids with the Falls is easy to misplace, because both of its subjects appear elsewhere in the excerpt. The strongest pull is a real turn in the essay, from describing water to musing on destiny, that comes a paragraph later, while “more terrifying” draws students who forget that terror runs through the excerpt from its first sentence. The 2026 verb “reinforces” rewards those who saw that paragraph 3 had already left the Falls with “Beyond the foot of the Falls the river.”
How, not what major Working it out
The task is to place one sentence in the essay’s plan, and the sentence pulls the wrong way: it mentions “the Falls” and “more terrifying,” though its job is to confirm that paragraph 3 has already moved downstream to the rapids. (Anderson & Krathwohl, 2001)
Much to keep track of moderate Working it out
Placing the sentence takes a summary of all four long paragraphs at once: the Falls’ power, the two Falls’ beauty and the trip behind them, the river below, and the night thoughts on destiny. (Sweller, 1988; Carpenter, Just & Shell, 1990)
Hard words moderate Understanding the question
“Less intelligible” means harder to make sense of; a student who takes it as harder to see is led toward a contrast between obvious and hidden features of the rapids. (Perfetti, 2007; Freedle & Kostin, 1993)
Strategy: Sum up each of the four paragraphs in a few words, find where this sentence sits in that outline, and choose the description of the essay’s movement at exactly that point.
Traps
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Twists what the text says (King et al., 2004)
Takes “more terrifying” as the essay’s first turn from the Falls’ beauty to their dangers, but this sentence is about the rapids, and paragraph 1 already speaks of “unintelligible disaster.”
B Wrong part of the text (Kirsch & Mosenthal, 1990)
Names a turn the excerpt really makes, from describing the water to “thoughts of destiny and the passage of empires,” but that turn comes in paragraph 4, not at the rapids.
D Wrong purpose or structure (Anderson & Krathwohl, 2001)
Reads “less intelligible” as less visible and finds a contrast between obvious and hidden features, though rapids that “boil and eddy” and leap like “a wild beast” are in plain view.
Working it out, step by step
Figure out what the question asks
This is a text structure question. Structure is the plan of a piece of writing: what each part does and how the parts connect. You get one sentence from paragraph 3. You must decide what job it does in the plan of the whole excerpt. So first sum up what each of the four paragraphs is about.
Sum up the four paragraphs
- Paragraph 1: the real secret of the Falls is “the feeling of colossal power.” Colossal means huge.
- Paragraph 2: the two Falls, their colors, the rainbows, and the scary trip behind the water.
- Paragraph 3: the river below the Falls and its wild rapids.
- Paragraph 4: the author goes back to the Falls at night and thinks about life and destiny, or what happens in the end.
See where paragraph 3 begins
Paragraph 3 opens with “Beyond the foot of the Falls the river is like a slipping floor of marble.” Beyond the foot means past the bottom. So the author has already left the Falls. He follows the river as it “hurries more swiftly” and the waters “boil and eddy,” or swirl. Then comes the sentence: “These are the lower rapids, a sight more terrifying than the Falls, because less intelligible.” Rapids are a stretch of fast, rough water. Less intelligible means harder to make sense of.
Decide what the sentence does
The sentence names the new place: the lower rapids. It also sets the rapids against the Falls. That tells you again that the essay has moved from the Falls to the river below them. To reinforce something is to make it stronger. The sentence reinforces a shift, or change of subject, that the paragraph’s first sentence began.
Check each choice
- A does not fit. Terror is not new here. Paragraph 1 already speaks of “unintelligible disaster,” and paragraph 2 calls the trip behind the Falls “a terrifying journey.”
- B does not fit. The essay does turn to big, timeless ideas, but in paragraph 4, not here.
- C fits. The sentence confirms the move from the Falls to the river.
- D does not fit. The rapids are in plain sight. “Less intelligible” means harder to understand, not hidden.
Watch out: B names a real turn in the essay. But it comes one paragraph later, with “thoughts of destiny and the passage of empires.”
Choose the answer
The sentence names the rapids and compares them with the Falls. That confirms the essay has moved downstream. So the answer is C, “It reinforces a shift from the qualities of the Falls to the qualities of the river.”
Why this answer and not the closest wrong one
B is the closest wrong choice, because the essay really does move from describing water to big ideas about life. But that move comes in paragraph 4, at night. The sentence in paragraph 3 is still describing water. Its job is to name the rapids and confirm that the essay has left the Falls for the river.
More questions like this
The original DOE question

The passage “Excerpt from “Niagara Falls”” as printed (pages 134–135)


Question 2 of 6
2024 Test A English, question 53Passage Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”
Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”
by Emma Marris
The author of this opinion article attended a symposium, or conference, in Missoula, Montana, at which biologists and other scientists discussed species of plants and animals that are not native to the areas in which they live.
Invasive species are scary. It was ecologist Charles Elton, back in the 1950s, who introduced the militaristic “invasion” metaphor to describe exotic plants and animals—but there’s no question some can be extremely destructive.
The brown tree snake has eaten a dozen kinds of forest birds in Guam to extinction; zebra mussels clog pipes around the Great Lakes; the common house cat turns out to be, in Australia, a mercilessly effective killer of cute, fluffy marsupials like the bilby and the numbat.
As scientists have sounded the alarm about these pests, the public has gotten the message. Citizen groups rip out non-native plants. Native gardens have become increasingly popular, both as ways to celebrate the unique flora of each region and as tiny hot spots of diversity. Native trees provide food for native bugs, which feed native birds. Food chains developed over thousands of years of co-evolution unfold in our backyards. . . .
So we’ve learned, scientists and laypeople alike, that native species are good and non-natives are bad.
Julian Olden, a biologist at the University of Washington, Seattle, who co-organized the symposium, recently polled nearly 2,000 ecologists. Among his findings: a substantial number of them said they would immediately eradicate a hypothetical non-native forest plant, even if it were shown to have no effect on the forest. Olden calls this the “guilty even when proven innocent” approach.
That kind of approach is not very useful on a rapidly changing planet.
Exotics Are Everywhere
Climate change is making it harder even to decide who the invaders are.
How, scientists at the symposium wondered, do you define “native” on a warming planet, when plants and animals are already moving toward the poles or up mountainsides in search of climate conditions they can tolerate? Should we consider them “invasive” in their new homes? Regardless of what we label them, conservationists will be reluctant to remove them from their new environs—to do so would stymie1 their chances of adapting to the warmer future we’re creating.
And then there are the non-natives that we actually like. Most domestic crops are exotic in most of the places they’re grown, but there are even wild exotics that “do good,” forming useful relationships with native species.
Edwin Grosholz of the University of California, Davis, told the recent symposium about one such relationship. On beaches in his state, non-native spartina grass has become important habitat for the endangered California clapper rail, a plump shorebird with a downward curving bill more at home on land than in the air. A project to rip out and poison the spartina—which grows in dense swaths that exclude many other shorebirds—saw clapper rail numbers go tumbling downward.
There are other examples like that. The endangered southwestern willow flycatcher nests in “invasive” tamarisk shrubs. Many native (and beautiful) Hawaiian flowers are now pollinated by the Japanese white-eye bird—because the native pollinators have been driven extinct by other non-native species.
Should we impose further risk on already endangered natives by severing these relationships? Or should we admire the resilience of nature and let such “well-behaved” exotics stay? . . .
Leave them alone, more and more conservationists are arguing, and stop focusing obsessively on categorizing species as native or non-native. Mark Davis, an ecologist at Macalester College in St. Paul, Minnesota, once considered himself an “invasion biologist”—but not anymore. “I am actively trying to get the field to retire the invader narrative,” he said in Missoula.
A Good Thing, Not the Only Thing
After all, nativeness is just one environmental value, and arguably not as important as preventing extinctions and preserving biodiversity. In some cases we can best serve biodiversity by leaving the non-natives alone or even—brace yourself, now—introducing them on purpose.
This is the thinking behind, for example, installing the Aldabra tortoise on the islands of Mauritius. The islands lost their own large tortoises, and the fruiting plants that formerly had their seeds moved around by these fruit-loving reptiles have been on the decline. A tortoise that’s related to the island’s large tortoises—a non-native from the Seychelles in the Indian Ocean that was intentionally introduced in 2004—is now handling some of that work.
Most of the time, for the time being, conserving species still means focusing on supporting them in their historical habitats, planting natives and removing non-natives. We can and should do that in places where it is feasible and important to us.
From “It’s Time to Stop Thinking That All Non-Native Species Are Evil” by Emma Marris from NATIONAL GEOGRAPHIC MAGAZINE, July 24, 2014. Copyright © 2014 by National Geographic Society.

1stymie: hinder or interfere with
Question
The author’s use of cause and effect in paragraphs 10–11 mainly emphasizes the idea that
- Asome non-native species have helped their environments while others have had harmful impacts.
- Battempts to remove non-native species have seldom produced desired results.
- Csome endangered native species have flourished because of the presence of non-native species.
- Dinteractions between endangered native species and non-native species must be carefully monitored.
Show the answer
Correct answer: C
The question asks what the author’s use of cause and effect in paragraphs 10–11 mainly emphasizes.
A. Incorrect. The examples of cause and effect discussed in paragraphs 10–11, such as the spartina grass helping the clapper rail and the Japanese white-eye bird pollinating Hawaiian flowers, are all instances in which non-native species have helped their new environments.
B. Incorrect. While paragraph 10 does mention that efforts to eradicate the non-native spartina grass hurt the native clapper rail shorebird, the main emphasis in both paragraphs 10–11 is on the fact that certain non-native species have helped native species.
C. CORRECT. Paragraphs 10–11 focus on several examples of non-native species that have helped endangered native species flourish: non-native spartina grass providing “important habitat for the endangered California clapper rail” (paragraph 10), non-native tamarisk shrubs providing nesting places for the endangered southwestern willow flycatcher (paragraph 11), and the non-native Japanese white-eye bird pollinating Hawaiian flowers (paragraph 11).
D. Incorrect. While paragraphs 10–11 describe several interactions between non-native and native species, they never discuss monitoring these interactions.
Question analysis
This text-structure question asks what the cause-and-effect examples in two paragraphs of an article about non-native species mainly emphasize. The paragraphs describe a shorebird, a flycatcher and Hawaiian flowers, and students must decide what the examples have in common rather than fixing on any one of them.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Analyzing what a cause-and-effect structure emphasizes is grade 7 work, but these examples involve unfamiliar species and endangered status, and more than one choice is partly supported by the paragraphs, which raises the demand above typical.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 3, strategic thinking · mainly analyze
- What makes it hard
- A very close wrong answer major
- Reading between the lines moderate
- An unfamiliar subject minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 11, 815 words; question and choices: about grade 11, 62 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The paragraphs mention harm as well as help, so a balanced statement about both looks accurate and even fair-minded. What the cause-and-effect pairs stress, though, is endangered natives depending on non-natives, and the right answer captures that while overstating it, since a bird whose numbers held up only with spartina's help can hardly be said to have flourished. Students must prefer the statement of the main emphasis to one that is partly supported but off the point.
A very close wrong answer major Choosing the answer
The right choice and the help-and-harm choice both say non-natives have aided their surroundings; they part on harm, which the paragraphs do mention, spartina crowding out shorebirds and other non-natives killing Hawaii's pollinators, but only in passing. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Reading between the lines moderate Working it out
Paragraph 10 states its cause and effect backwards, removing spartina sent clapper rail numbers “tumbling downward”, and the student must turn that around into the grass's presence helping the bird. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
An unfamiliar subject minor Understanding the question
Five unfamiliar species crowd two paragraphs, spartina grass, the California clapper rail, tamarisk shrubs, the southwestern willow flycatcher and the Japanese white-eye, and each one's role must be kept straight. (Recht & Leslie, 1988; Kintsch, 1998)
Strategy: List each cause-and-effect pair in paragraphs 10 and 11, the species involved and what happened to them, then pick the statement that holds for the examples taken together.
Traps
- Too narrow: A single detail offered as the central idea or a summary, or a summary that keeps minor details and leaves out an essential part.
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
- Outside knowledge: A choice is plausible in the real world but not supported by this text.
The wrong answers, classified
A Too narrow (King et al., 2004)
Accurately notes helpful and harmful non-natives, but the harm is mentioned only in passing, and it leaves out what every example stresses, endangered natives depending on non-natives.
B Too broad or too strong (King et al., 2004)
Generalizes from the single spartina project in paragraph 10 to removal attempts in general, a “seldom” claim that neither paragraph makes.
D Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Adds a sensible-sounding call for careful monitoring, the kind of advice scientists often give, but neither paragraph says anything about watching over these relationships.
Working it out, step by step
Know what the question asks
In a cause-and-effect pattern, one thing makes another happen. You need the main idea that the causes and effects in paragraphs 10 and 11 stress. Start by listing each pair.
List each cause and effect
- Paragraph 10: non-native spartina grass gives the endangered clapper rail a home, so when people ripped out the grass, clapper rail numbers went “tumbling downward.”
- Paragraph 11: the endangered willow flycatcher nests in non-native tamarisk shrubs.
- Paragraph 11: native Hawaiian flowers are now pollinated by a non-native bird, the Japanese white-eye.
Find the common thread
Endangered means at risk of dying out. Pollinated means a bird or bug carries pollen between flowers so they can make seeds. In every pair, a native species depends on a non-native one. The newcomer gives it a home, a place to nest or a pollinator. Two of the natives, the clapper rail and the flycatcher, are endangered. So the paragraphs stress that some endangered natives do better because non-natives are there.
Check each choice
- C fits: some endangered natives have “flourished,” or done well, because non-natives are present.
- A is wrong because harm comes up only in passing, while every example stresses a native getting help.
- B is wrong because one removal project is not enough to say removal “seldom” works.
- D is wrong because the paragraphs never mention monitoring, or watching over, these relationships.
Watch out: The paragraphs do mention harm. Spartina crowds out some other shorebirds, and other non-natives wiped out Hawaii’s native pollinators. So A sounds balanced, but it misses the main point.
Choose the answer
The causes and effects show struggling natives, two of them endangered, helped by non-natives. So the answer is C.
Why this answer and not the closest wrong one
A comes closest, because the paragraphs mention harm as well as help. But the harm is only a side note. Every cause and effect shows a native relying on a non-native, and two of those natives are endangered birds. C names that main point, even though “flourished” is a strong word for birds that are still endangered.
More questions like this
The original DOE question

The passage “Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”” as printed (pages 68–70)



Question 3 of 6
2026 Practice Test C English, question 31Passage Serpent Mound
Serpent Mound
The Great Serpent Mound, located in Adams County, Ohio, is a human-made mound of earth that researchers believe was created between 300 B.C. and A.D. 1100 by an indigenous culture.
Ohio, 1846
Brush Creek stood low when the museum men came
with their measuring tapes and sketchbooks.
It was winter. Fringed with ice,
the creek doubled back on itself
as if it had forgotten something.
Pa was in Cincinnati, or else on his way home,
so Ma told me to lead the men
into the marshy low grounds. It being winter,
there was little underbrush to speak of—
in the summer there would have been
briars, poison ivy, biting flies. I listened
for the swish of a beaver’s heavy tail,
the chitter of a chickadee, or the cry of a hawk,
but the winter silence of the creek pressed
down on all of us like a weight.
The humps in the ground were all but
invisible until you were right up on them. The figure
was even less obvious: the sinuous body,
the tail coiled three times around,
and at the other end, the mouth wide open.
In the summer the creek bottom was crowded
with so much life that you could trip over
the ridges of earth before you saw
anything at all. In winter you could climb
a tree and get some idea of the whole thing:
the serpent’s body undulating, slithering
silently across the ancient
earth. At the mouth end, there was an oval mound
as if the snake were about to swallow an egg—
as snakes sometimes did in our rickety
henhouse—my Pa always said, or
as if swallowing the sun, one of the museum
men suggested, taking notes with his quill pen,
an old-style inkhorn slung at his side.
I liked that: swallowing the sun,
just the sort of thing a snake might do,
might want to do. When, later, I told my sister Ruth,
she disagreed. It is singing to the sun,
she insisted. That is why its mouth
is wide open. She said, “Sometimes I think
I hear it on summer nights. Not swallowing, singing.”
Question
What impact do the words “swish,” “chitter,” and “cry” in lines 12–13 have in the poem?
- AThey illustrate how lively the mound’s surroundings are during the summer.
- BThey show how the mound disrupts natural life in the marsh.
- CThey indicate the variety of wildlife found in the area around the mound.
- DThey suggest that the speaker prefers the mound’s appearance in winter.
Show the answer
Correct answer: A
The question asks what impact the words “swish,” “chitter,” and “cry” in lines 12–13 have in the poem.
A. CORRECT. The words highlight the sounds of the animals that visit the mound in the summer: the “swish of a beaver’s heavy tail” (line 12), the “chitter of a chickadee” (line 13), and the “cry of a hawk” (line 13). These words help contrast the quiet stillness of the setting around the mound in the winter.
B. Incorrect. While the words in lines 12–13 convey the sounds certain animals make in the summer, the sounds of the animals that live near the mound are a natural part of life in the area, not a disruption.
C. Incorrect. The speaker is contrasting the sounds of the animals around the mound during the rest of the year with the silence of the winter months, not merely indicating the variety of wildlife.
D. Incorrect. The speaker expresses the idea that the mound is more visible in the winter because of the lack of brush (“It being winter, / there was little underbrush to speak of” [lines 8–9]). Then lines 12–13 describe sounds, not the appearance of the mound in winter.
Question analysis
This question about word choice asks what impact the sound words “swish,” “chitter” and “cry” in lines 12–13 of “Serpent Mound” have in the poem. They belong to a beaver, a chickadee and a hawk near the creek, and more than one choice sounds like a fair account of them, so students must read the surrounding lines closely.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 students often explain what sensory words add to a description. These three words sit inside a long sentence that runs across several lines, so their effect has to be worked out from the lines around them, beyond typical grade 7 work.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- A very close wrong answer major
- Reading between the lines moderate
- Complex sentences minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: 354 words (a poem; reading level not measured); question and choices: about grade 6, 61 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Three vivid animal sounds invite the easy reading that the poem is showing off the creek’s wildlife, and that choice is true as far as it goes. The words matter because they are missing: the speaker listens for them, and “the winter silence” answers. Students must also accept that the key’s “during the summer” comes from the poem’s later picture of a crowded summer creek, not from lines 12–13 themselves.
A very close wrong answer major Choosing the answer
The variety choice is literally true, since a beaver, a chickadee and a hawk are three kinds of animal; it differs from the key in missing why the sounds are named, as a contrast with winter. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Reading between the lines moderate Working it out
The speaker listens for these sounds and does not hear them, so students must infer that they stand for the creek’s life in warmer months, which lines 21–22 call “crowded / with so much life.” (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Complex sentences minor Understanding the question
The three words sit in one sentence that runs from “I listened” in line 11 to “like a weight” in line 15 and turns on “but,” so their point arrives only at its end. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Strategy: Read the full sentence that holds these words, from “I listened” in line 11 to the end of line 15, then decide what the three sound words add to the scene.
Traps
- True but not the answer: A choice says something accurate about the text that does not answer this question.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
B Twists what the text says (King et al., 2004)
Notices that the beaver, chickadee and hawk go unheard but blames the mound for the hush, though line 14 calls it “the winter silence of the creek.”
C True but not the answer (King et al., 2004; Embretson & Wetzel, 1987)
Rightly counts three different animals in lines 12–13, but the speaker listens for them in vain, so the point is their absence in winter, not the range of species.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Remembers from lines 8–9 and 24–25 that winter makes the mound easier to see, but lines 12–13 are about sounds and state no preference for either season.
Working it out, step by step
Figure out what the question asks
This asks what three sound words do in the poem. They are “swish,” “chitter” and “cry,” in lines 12–13. Read the whole sentence they sit in. It starts at “I listened” in line 11 and ends with “like a weight” in line 15.
Read the full sentence
Lines 11–15 say “I listened / for the swish of a beaver’s heavy tail, / the chitter of a chickadee, or the cry of a hawk, / but the winter silence of the creek pressed / down on all of us like a weight.” A chickadee is a small bird, and a chitter is its quick, chirping sound. The speaker listens for these sounds. But the word “but” tells you they never come. Only silence answers.
Work out why the sounds are named
A beaver, a chickadee and a hawk are signs of a creek full of life. The speaker hears none of them in winter. Later lines tell you when the creek is lively. Lines 21–22 say “In the summer the creek bottom was crowded / with so much life.” So the missing sounds remind you how lively the place is in summer. They also make the winter silence feel even emptier.
Check each choice
- A fits. The sounds stand for the busy life around the mound in the warm months.
- B does not fit. The quiet comes from the season: “the winter silence of the creek.” The mound does not cause it.
- C does not fit. There are three kinds of animals, but the point is that their sounds are missing.
- D does not fit. These lines are about sounds. The speaker says nothing about liking how the mound looks in winter.
Watch out: C is true as far as it goes. But it misses why the speaker names the sounds at all: to set them against the silence.
Choose the answer
The sounds the speaker listens for, and doesn’t hear, show how lively the creek is in summer. So the answer is A, “They illustrate how lively the mound’s surroundings are during the summer.”
Why this answer and not the closest wrong one
C is the closest wrong choice, because a beaver, a chickadee and a hawk really are three kinds of wildlife. But the speaker listens for them and hears nothing. The word “but” turns the sentence to “the winter silence.” The sounds matter because they are missing. They show the creek in its lively season, which line 21 names as summer.
More questions like this
The original DOE question

The passage “Serpent Mound” as printed (page 40)

Question 4 of 6
2024 Test A Math, question 6Question
Mr. Jones has 550 goats, which is 10% more than Mr. King has. How many more goats does Mr. Jones have than Mr. King?
- A50
- B55
- C495
- D500
Show the answer
Correct answer: A
First, set up a proportion to determine x, the number of goats Mr. King has.
Then solve the proportion for x.
Finally, determine the difference between the number of goats Mr. Jones has, 550, and the number of goats Mr. King has, 500.
Mr. Jones has 50 more goats than Mr. King.
Question analysis
A percent word problem: Mr. Jones has 550 goats, which is 10% more than Mr. King has, and students find how many more goats Mr. Jones has. It asks students to work with a percent increase when only the larger amount is known. The tricky part is deciding which amount the 10% is taken of.
- Grade level
- Grade 7 content, by NYS standard
- Compared with grade 7
- Above grade 7 Grade 7 students usually find a percent increase from a known original amount. This runs the task backward: the increased amount is given, and the original must be recovered before the difference can be found, a step many do not expect.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- Turning words into math major
- A very close wrong answer moderate
- Solution
- 2 steps
- Reading level
- Question and choices: about grade 1, 22 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The arithmetic is one division and one subtraction, so the question is really about the base of a percent. The sentence gives the bigger number and calls it 10% more, and the reflex is to take 10% of the number on the page. That shortcut lands on a listed choice five goats from the answer. Students who find King's herd first, 550 ÷ 1.1, still have to remember that the question wants the difference, not the herd.
Turning words into math major Understanding the question
The clause "which is 10% more than" makes King's unknown herd the base of the 10%, so 550 is 110% of his number rather than the amount the 10% is taken of. (Hegarty, Mayer & Monk, 1995; Koedinger & Nathan, 2004)
A very close wrong answer moderate Choosing the answer
The choices 50 and 55 are only 5 goats apart, and both are 10% of a herd; only taking the percent of King's 500 rather than of 550 separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Mr. Jones's 550 is 110% of Mr. King's number, so divide 550 by 1.10 to find Mr. King's goats, then subtract that from 550.
Traps
- Percent of the wrong amount: Finding the whole from a part, or a percent change measured from the wrong starting amount.
- Stops one step early: A choice is a number from partway through the solution.
The wrong answers, classified
B Percent of the wrong amount (Parker & Leinhardt, 1995)
Takes 10% of 550, measuring the increase from Jones's herd instead of from King's smaller herd, which is the amount the 10% is based on.
C Percent of the wrong amount (Parker & Leinhardt, 1995)
Takes 10% off 550 to get King's herd, 550 − 55 = 495, using the wrong base, then gives that herd instead of the difference.
D Stops one step early (King et al., 2004; Gierl et al., 2017)
Finds King's herd correctly, 550 ÷ 1.1 = 500, then stops there instead of subtracting it from 550 to get how many more.
Worked solution, step by step
Formulas used
- Percent increase
- The original is the amount you start from, the one the percent is taken of. p is the percent of increase. The new amount is all of the original, which is 100%, plus p% more. For 10% more, you multiply by 1.10.
Sort out the question
Mr. Jones has 550 goats. That is “10% more than Mr. King has”. You need how many more goats Mr. Jones has than Mr. King. That is the difference between the two herds, not the size of a herd.
Decide what the 10% is of
The words “10% more than Mr. King” mean the 10% is a part of Mr. King’s herd. So Mr. King’s herd is the original. Mr. Jones has all of Mr. King’s goats, 100%, plus 10% more. That is 110% of Mr. King’s herd. Watch out: do not take 10% of 550. That gives 55, choice B. It uses the wrong herd. Taking those 55 away from 550 gives 495, choice C, which is also wrong.
Find Mr. King’s herd
Call Mr. King’s number of goats K. Use the percent increase formula with p = 10. The new amount is 550.
Mr. King has 500 goats. Watch out: 500 is Mr. King’s herd, choice D. It is not the difference.
Find the difference
Mr. Jones has 50 more goats than Mr. King. So the answer is A, 50.
Check your answer
Check the 10%. 10% of 500 is , and , Mr. Jones’s herd. So 550 really is 10% more than 500. If King had 495, then 10% more would be about 545, not 550.
More questions like this
The original DOE question

Question 5 of 6
2018 Test B Math, question 50Question
Which number line below shows the solution set for when ?
- A

- B

- C

- D

Show the answer
Correct answer: C
Separate the compound inequality into two pieces:
and
Substitute into each inequality and solve for :
The solution is the number line that shows that is greater than or equal to and less than or equal to .
Question analysis
Students substitute y = 1 into the compound inequality 2x − 2 ≤ y ≤ 4x + 10 and pick the number line that shows the values of x that work. It tests solving two-step inequalities and graphing the solution. The four graphs differ in their endpoints and in whether the shading is closed off on both sides, so each endpoint has to be found exactly.
- Grade level
- Grade 7 content, by NYS standard
- Compared with grade 7
- Above grade 7 Grade 7 students solve and graph one two-step inequality. This compound inequality in two variables requires substituting, solving two inequalities and combining them into one interval, a step toward algebra 1.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- Many steps moderate
- Error-prone arithmetic moderate
- Reading a figure, table or graph moderate
- A very close wrong answer minor
- Solution
- 4 steps
- Reading level
- Question and choices: about grade 9, 12 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Substituting y = 1 is easy; the work is solving two inequalities and matching a fractional interval to a graph. Students who solve only the left inequality find a matching ray, and sign slips on either endpoint produce intervals that shift or flip across zero. The graphs differ by quarter-unit ticks, so reading them carefully matters as much as the algebra.
Many steps moderate Working it out
The compound inequality must be split into 2x − 2 ≤ 1 and 1 ≤ 4x + 10, each solved for x, and the two results joined into one interval. (Daniel & Embretson, 2010; Enright, Morley & Sheehan, 2002)
Error-prone arithmetic moderate Working it out
Both endpoints are fractions, 3/2 and −9/4, and the second comes from dividing −9 by 4, where a lost sign moves the endpoint across zero. (Brown & Burton, 1978; Junker & Sijtsma, 2001)
Reading a figure, table or graph moderate Understanding the question
The graphs are marked in quarter units, so −2 1/4 and 1 1/2 have to be found by counting small ticks between the labeled integers. (Lesh, Post & Behr, 1987; Kirsch & Mosenthal, 1990)
A very close wrong answer minor Choosing the answer
The ray ending at 1 1/2 looks almost like the right segment, sharing its right end; only the left end, an arrow instead of a closed dot at −2 1/4, separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Split the compound inequality into two separate inequalities, solve each for x after putting 1 in for y, then combine the two results into a single interval and match it to a graph.
Traps
- Negatives and direction: Arithmetic with negative numbers, the order of a subtraction, or direction on a number line. (Moving a term across the equals sign without changing its sign is a faulty procedure.)
- Stops one step early: A choice is a number from partway through the solution.
The wrong answers, classified
A Negatives and direction (Brown & Burton, 1978)
Gets the left endpoint −2 1/4 right but gives the right endpoint the wrong sign, ending the segment at −1 1/2 instead of 1 1/2.
B Negatives and direction (Brown & Burton, 1978)
Gives both endpoints the opposite sign, so the segment runs from −1 1/2 to 2 1/4, the true interval reflected across 0.
D Stops one step early (King et al., 2004; Gierl et al., 2017)
Solves only 2x − 2 ≤ 1 and graphs every x up to 1 1/2, leaving out the lower bound that 1 ≤ 4x + 10 sets.
Worked solution, step by step
Formulas used
- Solving an inequality
- a, b and c are numbers. The sign ≤ means is less than or equal to. Adding or subtracting the same number c on both sides keeps it true. Dividing both sides by the same positive number also keeps it true.
Sort out the question
The sign means is less than or equal to. An inequality compares two amounts that may not be equal. The statement is two inequalities joined together. You put 1 in place of . Then you need every that makes both parts true.
Split it into two parts
With , the statement becomes two inequalities.
The answer must make both of them true at the same time.
Solve the first part
Add 2 to both sides. Then divide both sides by 2.
So is at most . This is the right end of the answer.
Watch out: the right end is a positive number. Choice A ends its bar at instead.
Solve the second part
Subtract 10 from both sides. Then divide both sides by 4.
So is at least . This is the left end.
Watch out: keep the minus sign. Choice B uses the opposite signs and ends at .
Put the two parts together
The answer is every number from to , with both ends included. On the graph, that is a solid bar with a dot at each end. The small ticks are quarters. So count 1 tick left of −2 and 2 ticks right of 1.
Watch out: choice D uses only the first part. Its arrow goes left forever.
Give the answer
Choice C shows a bar from to , with dots at both ends. So the answer is C.
Check your answer
Test a number on the bar, like . Then and , and 1 is between them. Now test , which is off the bar. Then , and 1 is not less than −2. So the bar must stop on the left, which rules out D.
More questions like this
The original DOE question

Question 6 of 6
2026 Practice Test D Math, question 48Question
The perimeter of square W is twice the perimeter of equilateral triangle X. What is the ratio of the length of one side of square W to the length of one side of equilateral triangle X?
- A3:8
- B2:3
- C3:2
- D2:1
Show the answer
Correct answer: C
First, set up the ratio of the perimeter of the square to the triangle as 2:1 because the question states that the perimeter of the square is twice the perimeter of the triangle.
Recognizing that the square has 4 equal sides and that an equilateral triangle has 3 sides, use division to find the ratio of the sides.
Perimeter:
Sides:
Question analysis
The perimeter of square W is twice the perimeter of equilateral triangle X, and students find the ratio of a side of the square to a side of the triangle. This ratio question uses perimeters of regular shapes with no lengths given. Turning a comparison of perimeters into one of sides, and keeping the ratio in the order asked, are the tricky parts.
- NYS standards
- Grade level
- Grade 7 content, by NYS standard
- Compared with grade 7
- Above grade 7 Grade 7 ratio problems usually supply numbers to work with. This one gives only a relationship between two perimeters, so students must bring in the number of sides of each shape themselves and keep the ratio in the order asked.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly apply
- What makes it hard
- Turning words into math moderate
- Variables instead of numbers moderate
- A very close wrong answer minor
- Solution
- 3 steps
- Reading level
- Question and choices: about grade 9, 36 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The question turns a statement about perimeters into a ratio of sides, and the natural guess, that the sides keep the perimeters’ 2 to 1, ignores that the square shares its perimeter among 4 sides and the triangle among 3. Choosing a triangle perimeter such as 12 makes the comparison concrete. The order of the ratio still has to be checked at the end, because its reverse is listed too.
Turning words into math moderate Understanding the question
“The perimeter of square W is twice the perimeter of equilateral triangle X” must become 4s = 2 × 3t, with the 2 on the triangle’s side; written backward, it gives the triangle the larger perimeter. (Hegarty, Mayer & Monk, 1995; Koedinger & Nathan, 2004)
Variables instead of numbers moderate Understanding the question
No side length is given, so students must either work with letters for the two sides or choose a convenient perimeter themselves, such as 12 for the triangle. (Koedinger & Nathan, 2004; Enright, Morley & Sheehan, 2002)
A very close wrong answer minor Choosing the answer
The ratios 3:2 and 2:3 use the same two numbers, so only keeping the square’s side first, as the question orders it, separates the answer from its reverse. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Pick an easy side length for the triangle, find its perimeter, double that for the square, divide by the square's number of sides, and write square to triangle.
Traps
- Misunderstands the concept: A wrong belief about a concept: that percents can be added, that area grows like length, that averages can be averaged, that a bigger denominator means a bigger fraction.
- Wrong operation: Adds instead of multiplying, divides the wrong way round, turns a ratio or rate upside down, or undoes a step in the wrong direction (subtracts what should be added back).
- Equation written backwards: Writes a comparison the wrong way round, word for word: "six times as many students as professors" as 6S = P. The bigger quantity gets the bigger number.
The wrong answers, classified
A Equation written backwards (Clement, Lochhead & Monk, 1981)
Writes the comparison backward, 2 × 4s = 3t, giving the triangle the larger perimeter, so the ratio of the sides comes out 3:8.
B Wrong operation (Hegarty, Mayer & Monk, 1995; King et al., 2004)
Finds the right relationship but turns the ratio upside down, giving the triangle’s side to the square’s instead of the square’s side first.
D Misunderstands the concept (Smith, diSessa & Roschelle, 1993; De Bock et al., 1998; Ni & Zhou, 2005)
Assumes the sides are in the same ratio as the perimeters, 2:1, ignoring that the square has 4 sides and the triangle only 3.
Worked solution, step by step
Formulas used
- Perimeter of a square
- P is the perimeter, the distance around the shape. s is the length of one side. A square has 4 equal sides, so its perimeter is 4 times one side.
- Perimeter of an equilateral triangle
- An equilateral triangle has 3 equal sides. t is the length of one side. So its perimeter is 3 times one side.
- Ratio
- A ratio compares two amounts in order. a : b means a compared with b. The order matters, so write the amounts in the order the question names them.
Sort out the question
Square W has a perimeter twice as long as the perimeter of triangle X. Equilateral means all 3 sides of X are equal.
You need the ratio of one side of the square to one side of the triangle, in that order. No lengths are given, so you can pick a size to try.
Pick a size for the triangle
Choose an easy side length for the triangle, such as 2 units. All 3 sides are 2, so its perimeter is:
Find the square’s side
The square’s perimeter is twice the triangle’s:
The square has 4 equal sides, so divide by 4:
Each side of the square is 3 units.
Write the ratio in order
The square comes first, then the triangle. Their sides are 3 and 2, so the ratio is 3 : 2.
Watch out: 2 : 1, choice D, compares the perimeters, not the sides. The square splits its perimeter into 4 sides, the triangle into only 3. Choice B, 2 : 3, puts the triangle first. Choice A, 3 : 8, comes from giving the triangle the bigger perimeter.
So the answer is C, 3:2.
Check your answer
Try a different size. Give the triangle sides of 4. Its perimeter is 12, so the square’s is 24. Each side of the square is . The ratio 6 : 4 simplifies to 3 : 2. The size does not change the ratio.
More questions like this
The original DOE question
