3 English and 3 math
Here are 6 random questions to try. Takers earning below 75% are unlikely to receive an offer. You have 1 minute 48 seconds per question on the real exam.
Question 1 of 6
2026 Practice Test A English, question 45Passage The Benefits of Indoor Plants
The Benefits of Indoor Plants
(1) In an age of endless media content, it is easy to see why people might prefer to stay inside. (2) According to a study sponsored by the Environmental Protection Agency, Americans spend an average of 87 percent of their time indoors. (3) Scientists say that this separation between people and nature puts people at risk for physical and psychological issues.
(4) During the process of photosynthesis, plants convert carbon dioxide into oxygen and remove many harmful toxins from the air. (5) Spending prolonged periods of time indoors, away from plants, deprives people of these benefits. (6) Air that is not regularly detoxified can lead to a condition known as sick building syndrome. (7) This disorder first came to light in the 1970s when many office workers in the United States began to complain of unexplained flu-like symptoms. (8) Researchers determined the cause to be volatile organic compounds, or VOCs. (9) VOCs are harmful chemicals that are emitted by everyday objects such as carpet, furniture, cleaning products, and computers. (10) The NASA Clean Air Study found a simple way to remove a significant number of VOCs within a 24-hour period: add plants to indoor spaces.
(11) Adding plants to indoor spaces has psychological benefits too. (12) Research has long linked time spent in natural environments with increased energy and feelings of contentment. (13) While being outdoors is an excellent option for improving a person’s mental health, recent research has indicated that encountering natural elements while indoors can also help. (14) To experience the maximum benefit of natural elements, experts suggest placing at least one live plant per 100 square feet of home or office space.
(15) Connecting with nature, even just by being near an indoor plant, is a significant factor in a person’s well-being. (16) Sitting in front of an electronic screen all day isn’t natural, and today’s workers need to get up and get outdoors. (17) Richard Ryan, a psychology professor at the University of Rochester, puts it this way: “Nature is something within which we flourish, so having it be more a part of our lives is critical, especially when we live and work in built environments.”
Question
Which sentence could best follow sentence 13 to support the ideas in the third paragraph (sentences 11–14)?
- AA global study of 7,600 workers from sixteen countries revealed that employees who worked in spaces with natural elements, such as indoor plants, were more creative and productive than employees who worked in spaces without natural elements.
- BSpecifically, a study suggests that one well-known hotel is popular among guests because its owners have made a significant investment in landscaping and indoor plants known to have a relaxing effect.
- CIn fact, one recent study suggested that people who are routinely exposed to natural elements seem to increase their compassion for others, perhaps because that exposure generates compassion for the environment in which they live.
- DAccording to a study that was conducted in 2003, plants can reduce the amount of noise that people perceive in indoor spaces with hard surfaces, just as adding carpet can make a room seem quieter.
Show the answer
Correct answer: A
The question asks for the sentence that could best follow sentence 13 to support the ideas in the third paragraph (sentences 11–14).
A. CORRECT. The sentence could best follow sentence 13 because it directly supports the main idea of the third paragraph that indoor plants provide “psychological benefits” (sentence 11) by presenting the findings of a relevant research study. The details about the study provide a concrete example of the mental benefits of indoor plants: the employees in the study who worked near plants “were more creative” and accomplished more than those who worked in spaces without plants.
B. Incorrect. Although the sentence describes a study in which indoor plants were found to have a positive effect, it does not clearly support the ideas in sentences 11–14, because the sentence focuses on the popularity of the hotel rather than psychological benefits. Therefore, this sentence does not best follow sentence 13 to support the ideas in the third paragraph.
C. Incorrect. Although the sentence suggests that being “routinely exposed to natural elements” can increase the positive emotion of compassion, it could not best follow sentence 13, because the reference to “natural elements” is too vague to sufficiently support the ideas in the third paragraph. The sentence does not logically follow the idea from sentence 13, which refers specifically to “encountering natural elements while indoors.”
D. Incorrect. The sentence develops the idea that indoor plants are helpful by comparing them to carpeting and stating that they can reduce the amount of noise that people perceive. Noise cancellation, though convenient, is irrelevant to the topic of the third paragraph, which is specific to the psychological benefits of indoor plants. Therefore, this sentence does not best follow sentence 13 to support the ideas in the third paragraph.
Question analysis
This supporting-details question asks which sentence could best follow sentence 13 to back up the third paragraph (sentences 11–14) of the indoor-plants passage. All four options report a study or finding about plants or nature, so students must check each against what the paragraph is about and where sentence 13 leaves off.
- NYS standards
- 7W2b developing a topic
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 writers choose relevant evidence for a point. Here each option is a long sentence describing a plausible study, and the best fit depends on matching the paragraph's exact point, a finer judgment than 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 evaluate
- What makes it hard
- A very close wrong answer moderate
- How sentences fit together moderate
- A lot to read minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 12, 346 words; question and choices: about grade 15, 151 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
Every option cites a study about plants or nature, and two name feelings, a relaxing effect and compassion, which sound more psychological than the key's creativity and productivity. The decision rests on two conditions from the paragraph: the benefit must be psychological, and the nature must be indoors. Students who test only one condition end up with the compassion study, which is not about indoor spaces, or the hotel, whose finding is about popularity.
A very close wrong answer moderate Choosing the answer
The compassion choice and the key both report a study tying natural elements to a mental effect; the compassion study drops the indoor setting that sentence 13 specifies and turns to caring for others. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
How sentences fit together moderate Working it out
The added sentence sits between sentence 13's research on “encountering natural elements while indoors” and sentence 14's one plant per 100 square feet, so it must give evidence about nature indoors. (Halliday & Hasan, 1976)
A lot to read minor Understanding the question
The options run 31 to 37 words, each describing a different study, so four separate findings must be read and held against the paragraph's point. (Kintsch, 1998; Gorin & Embretson, 2006; Freedle & Kostin, 1993)
Strategy: Restate sentences 11 and 13 in your own words, then ask of each option whether it gives evidence for that exact point or for a related benefit the paragraph does not discuss.
Traps
- Off the point: Adds or keeps something that does not support the paragraph's or the passage's focus, or an introduction or conclusion that misses the main point.
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
The wrong answers, classified
B Off the point (Halliday & Hasan, 1976)
Spots indoor plants and a “relaxing effect,” but the finding is that a hotel is popular with guests, a business result rather than evidence about people's well-being.
C Too broad or too strong (King et al., 2004)
Sees compassion as a psychological benefit, but the study covers exposure to “natural elements” in general, not the indoor encounters of sentence 13, and its benefit is caring for others.
D Off the point (Halliday & Hasan, 1976)
Accepts any benefit of indoor plants, but rooms that seem quieter are an acoustic advantage, not the psychological effects that sentence 11 names as the paragraph's subject.
Working it out, step by step
Figure out what the question asks
This revising question asks for a supporting detail. A supporting detail is a fact or example that backs up a paragraph’s point. The new sentence goes after sentence 13, in the third paragraph. So first pin down that paragraph’s exact point.
Find the paragraph’s point
Sentence 11 states it: “Adding plants to indoor spaces has psychological benefits too.” Psychological benefits are good effects on the mind and feelings. Sentence 13 adds that “encountering natural elements while indoors can also help.” Natural elements are bits of nature, like plants.
Set two tests
So the new sentence must pass two tests. First, it must show a benefit for the mind. Second, it must be about nature indoors. Think of a paragraph about how bedtime reading helps kids sleep. A study about bedtime reading would fit. A study about reading on the bus would not.
Check each choice
- A is right. Workers near “natural elements, such as indoor plants,” were “more creative and productive.” Creative means good at new ideas. Productive means getting more done. Both are benefits for the mind, and the plants are indoors.
- B is wrong. The finding is that a hotel is popular with guests. That is about business, not people’s minds.
- C is wrong. It is about being “routinely exposed to natural elements” anywhere, not indoors. Its benefit is caring for others.
- D is wrong. Making a room seem quieter is about sound, not the mind.
Watch out: C names a feeling, compassion, so it sounds like a benefit for the mind. But it drops the indoor setting that sentence 13 is about.
Choose the answer
Only one choice shows a benefit for the mind from nature indoors. So the answer is A.
Why this answer and not the closest wrong one
C is the closest wrong answer, because compassion is a feeling. But its study is about natural elements in general, not inside a building. Sentence 13 is about nature indoors, and sentence 14 tells how many plants to put in a room. A fits right between them.
More questions like this
The original DOE question

The passage “The Benefits of Indoor Plants” as printed (page 60)

Question 2 of 6
2026 Practice Test A English, question 31Passage Excerpt from “The Spirit of the Herd”
Excerpt from “The Spirit of the Herd”
by Dallas Lore Sharp
In this excerpt, published in 1914, author and professor Dallas Lore Sharp describes a summer cattle roundup in Oregon. The heat and dust had been relentless for three days. The cowboys were exhausted, and the cattle were restless. The ranch boss, Wade, had led the drive to a watering place, only to find it empty.
Along with the wagon had come the fresh horses—one of them being Peroxide Jim, a supple, powerful, clean-limbed buckskin, a horse, I think, that had as fine and intelligent an animal-face as any creature I ever saw. Wade had been saving this horse for emergency work. And why should he not have been saved fresh for just such a need as this? Are there not superior horses as well as superior men—a Peroxide Jim to complement a Wade?
The horse knew the cattle business and knew his rider perfectly; and though there was nothing like sentiment about the boss of the P Ranch riders, his faith in Peroxide Jim was complete. . . .
The desert, where the herd was camped, was one of the highest of a series of tablelands, or benches; it lay as level as a floor, rimmed by sheer rock, from which there was a drop to the bench of sage below. The herd when overtaken by the dusk had been headed for a pass descending to the next lower bench, but was now halted within a mile of the rim rock on the east, where there was a perpendicular fall of about three hundred feet. . . .
In the taut silence of the stirless desert night, with the tension of the herd at the snapping-point, any quick, unwonted sight or sound would stampede them. The sneezing of a horse, the flare of a match, would be enough to send the whole four thousand headlong—blind, frenzied, trampling—till spent and scattered over the plain.
And so, as he rode, Wade began to sing. The rider ahead of him took up the air and passed it on until, above the stepping stir of the hoofs rose the faint voices of the men, and all the herd was bound about by the slow plaintive measures of some old song. It was not to soothe their savage breasts that the riders sang to the cattle, but rather to preempt the dreaded silence, to relieve the tension, and so to prevent the shock of any sudden startling noise.
So they sang and rode and the night wore on to one o’clock, when Wade, coming up on the rim-rock side, felt a cool breeze fan his face, and caught a breath of fresh, moist wind with the taste of water in it.
He checked his horse instantly, listening as the wind swept past him over the cattle. But they must already have smelled it, for they had ceased their milling, the whole herd standing motionless, the indistinct forms close to him in the dark showing their bald faces lifted to drink the sweet wet breath that came over the rim. Then they started on again, but faster, and with a rumbling now from their hoarse throats that tightened Wade’s grip on the reins.
The sound seemed to come out of the earth, a low, rumbling mumble, as dark as the night and as wide as the plain, a thick, inarticulate bellow that stood every rider stiff in his stirrups. . . .
Then the breeze caught the dust and carried it back from the gray-coated, ghostly shapes, and Wade saw that the animals were still moving in a circle. He must keep them going. He touched his horse to ride on with them, when across the black sky flashed a vivid streak of lightning.
There was a snort from the steers, a quick clap of horns and hoofs from far within the herd, a tremor of the plain, a roar, a surging mass—and Wade was riding the flank of a wild stampede. Before him, behind him, beside him, pressing hard upon his horse, galloped the frenzied steers, and beyond them a multitude borne on, and bearing him on, by the heave of the galloping herd.
Wade was riding for his life. He knew it. His horse knew it. He was riding to turn the herd, too, back from the rim, as the horse also knew. The cattle were after water—water-mad—ready to go over the precipice to get it, carrying horse and rider with them. Wade was the only rider between the herd and the rim. It was black as death. He could see nothing in the sage, could scarcely discern the pounding, panting shadows at his side. He knew that he was being borne toward the rim, how fast he could not tell, but he knew by the swish of the brush against his tapaderos and the plunging of the horse that the ground was growing stonier, that they were nearing the rocks.
To outrun the herd was his only chance for life. If he could come up with the leaders he might not only escape, but even stand a chance of heading them off upon the plain and saving the herd. There were cattle still ahead of him; how many, what part of them all, he could not make out in the dark. But the horse knew. The reins hung on his straight neck, where his rider had dropped them, as, yelling and firing over the wild herd, he had given this horse the race to win, to lose.
They were riding the rim. Close on their left bore down the flank of the herd, and on their right, under their very feet, was a precipice, so close that they felt its blackness—its three hundred feet of fall! . . .
. . . Then Wade found himself racing neck and neck with a big white steer, which the horse, with marvelous instinct, seemed to pick out from a bunch, and to cling to, forcing him gradually ahead, till, cutting him free from the bunch entirely, he bore him off into the swishing sage.
The steers coming on close behind followed their leader, and in, after them, swung others. The tide was turning from the rim. More and more were veering, and within a short time the whole herd, bearing off from the cliffs, was pounding over the open plains.
Whose race was it? It was Peroxide Jim’s, according to Wade, for not by word or by touch of hand or knee had the horse been directed in the run. From the flash of the lightning the horse had taken the bit, had covered an indescribably perilous path at top speed, had outrun the herd and turned it from the edge of the rim rock, without a false step or a tremor of fear.
From “The Spirit of the Herd” by Dallas Lore Sharp—Public Domain
tablelands: plateaus, flat areas of land sharply elevated from the surrounding area
tapaderos: leather covers for stirrups
Question
How does paragraph 3 convey the effect of the setting on the cattle drive?
- AIt shows how the growing darkness created challenges for the riders in getting the herd to move.
- BIt describes how the changing elevation contributed to the dangerousness of the environment.
- CIt describes how the desert created an uncomfortable feeling of isolation for the riders and the cattle.
- DIt shows how the steep terrain made it difficult for the cattle to keep moving forward.
Show the answer
Correct answer: B
The question asks how paragraph 3 conveys the effect of the setting on the cattle drive.
A. Incorrect. The riders were not trying to move the herd through the darkness. Instead, the reference to the growing darkness (“overtaken by the dusk”) indicates that the riders had halted the animals for the night because moving the herd across the desert in the darkness would have been much too dangerous because of the sheer drop-off at the edge of the tableland. The riders needed the daylight to navigate the herd safely through the “pass descending to the next lower bench.”
B. CORRECT. Paragraph 3 describes the land where the herd was as being “as level as a floor” but “rimmed by sheer rock, from which there was a drop to the bench of sage below.” The drop was “a perpendicular fall of about three hundred feet”—any animal or person could fall over that edge. It was the change in height, from flat tableland to sheer drop-off, that made the terrain so dangerous.
C. Incorrect. The use of the word “desert” in the first sentence of the paragraph does not highlight the isolation of the setting or indicate that the riders and the herd were uncomfortable being alone. Instead, the word merely establishes the setting where the action occurred: “it lay as level as a floor, rimmed by sheer rock, from which there was a drop to the bench of sage below.”
D. Incorrect. The excerpt does not indicate that the steep terrain made it difficult for the herd to move forward. The herd was not expected to navigate the steep terrain. Instead, the steep terrain presented a danger to the herd that must be avoided. The riders intended to move the herd safely through passes that descended gradually to lower elevations.
Question analysis
This setting question on “The Spirit of the Herd” asks how paragraph 3, which describes the high desert where the herd has stopped for the night, conveys the setting’s effect on the cattle drive. Students must understand unusual landform words, one explained in a footnote, and work out what the land means for the herd. Several choices name a real feature of the scene.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 students analyze how setting affects a story, usually from plainly worded description. This paragraph relies on terms such as tablelands, benches and rim rock, and never names the effect, so students must work it out from the description.
- 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 moderate
- Hard words moderate
- Reading between the lines minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 8, 1160 words; question and choices: about grade 9, 76 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
Paragraph 3 reads like a surveyor’s report, flat land ending in a sheer drop, with no word of fear. Students must turn its landforms into a picture and see that a herd camped a mile from a three-hundred-foot fall is in danger. The strongest wrong answer gets the cliff right but makes it a barrier to the drive, and others seize on the dusk or on the loneliness a desert suggests.
A very close wrong answer moderate Choosing the answer
The choice about steep terrain blocking the herd and the right one both rest on the drop at the rim; they differ only in its effect, a hazard to avoid or an obstacle to movement. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Hard words moderate Understanding the question
The paragraph’s landforms, “tablelands, or benches,” “rim rock,” a “pass descending to the next lower bench” and a “perpendicular fall,” must be pictured before the danger is clear. (Perfetti, 2007; Freedle & Kostin, 1993)
Reading between the lines minor Working it out
The paragraph never calls the drop dangerous; students must infer it from “sheer rock” and “about three hundred feet,” a danger that becomes real only when the herd stampedes toward the rim. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Strategy: Make a quick sketch of the land paragraph 3 describes and mark where the herd is halted, then ask what that setting means for the drive and test each choice against it.
Traps
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
- Outside knowledge: A choice is plausible in the real world but not supported by this text.
The wrong answers, classified
A Twists what the text says (King et al., 2004)
Turns “overtaken by the dusk” into a struggle to get the herd moving, though the herd was halted for the night and the paragraph stresses the drop, not darkness.
C Outside knowledge (King et al., 2004; Recht & Leslie, 1988)
Assumes a desert must feel lonely, a common association, though the paragraph uses “desert” only to place the herd on a level plain and says nothing of isolation.
D Twists what the text says (King et al., 2004)
Rightly notices the sheer drop but makes it an obstacle to forward movement, when the herd was headed for a pass and the cliff was a hazard to avoid.
Working it out, step by step
Figure out what the question asks
This asks about setting, the place and time of a story. How does the land in paragraph 3 affect the cattle drive? A cattle drive is a trip where riders move a large herd of cattle across the land.
Read paragraph 3
The herd is camped on high, flat land “rimmed by sheer rock, from which there was a drop to the bench of sage below.” The herd “was now halted within a mile of the rim rock on the east, where there was a perpendicular fall of about three hundred feet.”
Picture the land
The note says tablelands are “flat areas of land sharply elevated from the surrounding area.” A bench is another name for one. Picture giant steps. The herd is on a high step. Its edge is sheer rock, a straight drop. Perpendicular means straight up and down. So the herd has stopped within a mile of a cliff about 300 feet high.
Work out the effect
Elevation is how high the land is. Here the elevation changes suddenly, from flat ground to a steep cliff. A scared herd could run right over the edge. That makes the place dangerous. Later, this danger comes true when the stampede races toward the rim.
Check each choice
- A does not fit. The herd was halted for the night. The riders were not trying to move it.
- B fits. The sudden drop makes the place dangerous.
- C does not fit. The paragraph says nothing about feeling lonely.
- D does not fit. The herd was headed for a pass, an easier way down. The cliff was a danger to avoid.
Choose the answer
The change in height, from flat land to a sheer drop, makes the setting dangerous. So the answer is B.
Why this answer and not the closest wrong one
D is the closest wrong choice, because it also points to the steep drop. But the herd was not trying to climb down the cliff. It was headed for a pass and had stopped for the night. The drop matters because the herd could fall over it. That danger is what B describes.
More questions like this
The original DOE question

The passage “Excerpt from “The Spirit of the Herd”” as printed (page 41)

Question 3 of 6
2026 Practice Test B English, question 18Passage Excerpt from In Search of the Unknown
Excerpt from In Search of the Unknown
by Robert W. Chambers
It was at that time the policy of the trustees and officers of the Zoological Gardens neither to employ collectors nor to send out expeditions in search of specimens. The society decided to depend upon voluntary contributions, and I was always busy, part of the day, in dictating answers to correspondents who wrote offering their services as hunters of big game, collectors of all sorts of fauna, trappers, snarers, and also to those who offered specimens for sale, usually at exorbitant rates.
To the proprietors of . . . mangy lynxes, moth-eaten coyotes, and dancing bears I returned courteous but uncompromising refusals—of course, first submitting all such letters, together with my replies, to Professor Farrago.
One day towards the end of May, however, just as I was leaving Bronx Park to return to town, Professor Lesard, of the reptilian department, called out to me that Professor Farrago wanted to see me a moment; so I . . . retraced my steps to the temporary, wooden building occupied by Professor Farrago, general superintendent of the Zoological Gardens. The professor, who was sitting at his desk before a pile of letters and replies submitted for approval by me, pushed his glasses down and looked over them at me with a whimsical smile that suggested amusement, impatience, annoyance, and perhaps a faint trace of apology.
“Now, here’s a letter,” he said, with a deliberate gesture towards a sheet of paper impaled on a file—“a letter that I suppose you remember.” He disengaged the sheet of paper and handed it to me.
“Oh yes,” I replied, with a shrug; “of course the man is mistaken—or—”
“Or what?” demanded Professor Farrago, tranquilly, wiping his glasses.
“—Or a liar,” I replied.
After a silence he leaned back in his chair and bade me read the letter to him again, and I did so with a contemptuous tolerance for the writer, who must have been either a very innocent victim or a very stupid swindler. I said as much to Professor Farrago, but, to my surprise, he appeared to waver.
“I suppose,” he said, with his near-sighted, embarrassed smile, “that nine hundred and ninety-nine men in a thousand would throw that letter aside and condemn the writer as a liar or a fool?”
“In my opinion,” said I, “he’s one or the other.”
“He isn’t—in mine,” said the professor, placidly.
“What!” I exclaimed. “Here is a man living all alone on a strip of rock and sand between the wilderness and the sea, who wants you to send somebody to take charge of a bird that doesn’t exist!”
“How do you know,” asked Professor Farrago, “that the bird in question does not exist?”
“It is generally accepted,” I replied, sarcastically, “that the great auk has been extinct for years. Therefore I may be pardoned for doubting that our correspondent possesses a pair of them alive.”
“Oh, you young fellows,” said the professor, smiling wearily, “you embark on a theory for destinations that don’t exist.”
He leaned back in his chair, his amused eyes searching space for the imagery that made him smile.
“Like swimming squirrels, you navigate with the help of Heaven and a stiff breeze, but you never land where you hope to—do you?”
Rather red in the face, I said: “Don’t you believe the great auk to be extinct?”
“Audubon saw the great auk.”
“Who has seen a single specimen since?”
“Nobody—except our correspondent here,” he replied, laughing.
I laughed, too, considering the interview at an end, but the professor went on, coolly:
“Whatever it is that our correspondent has—and I am daring to believe that it is the great auk itself—I want you to secure it for the society.”
When my astonishment subsided my first conscious sentiment was one of pity. Clearly, Professor Farrago was on the verge of dotage—ah, what a loss to the world!
I believe now that Professor Farrago perfectly interpreted my thoughts, but he betrayed neither resentment nor impatience. I drew a chair up beside his desk—there was nothing to do but to obey, and this fool’s errand was none of my conceiving.
Together we made out a list of articles necessary for me and itemized the expenses I might incur, and I set a date for my return, allowing no margin for a successful termination to the expedition.
“Never mind that,” said the professor. “What I want you to do is to get those birds here safely. Now, how many men will you take?”
“None,” I replied, bluntly; “it’s a useless expense, unless there is something to bring back. If there is I’ll wire you, you may be sure.”
“Very well,” said Professor Farrago, good-humoredly, “you shall have all the assistance you may require. Can you leave to-night?”
The old gentleman was certainly prompt. I nodded, half-sulkily, aware of his amusement.
“So,” I said, picking up my hat, “I am to start north to find a place called Black Harbor, where there is a man named Halyard who possesses, among other household utensils, two extinct great auks—”
We were both laughing by this time. I asked him why on earth he credited the assertion of a man he had never before heard of.
“I suppose,” he replied, with the same half-apologetic, half-humorous smile, “it is instinct. I feel, somehow, that this man Halyard has got an auk—perhaps two. I can’t get away from the idea that we are on the eve of acquiring the rarest of living creatures. It’s odd for a scientist to talk as I do; doubtless you’re shocked—admit it, now!”
But I was not shocked; on the contrary, I was conscious that the same strange hope that Professor Farrago cherished was beginning, in spite of me, to stir my pulses, too.
“If he has—” I began, then stopped.
The professor and I looked hard at each other in silence.
“Go on,” he said, encouragingly.
But I had nothing more to say, for the prospect of beholding with my own eyes a living specimen of the great auk produced a series of conflicting emotions within me which rendered speech profanely superfluous.
From IN SEARCH OF THE UNKNOWN by Robert W. Chambers—Public Domain
Audubon: John James Audubon, an ornithologist and artist who created scientific illustrations of birds
dotage: a loss of reasoning brought about by old age
Question
How does the interaction between the narrator and the professor in paragraphs 26–28 contribute to the development of the theme?
- AIt illustrates the professor’s patience as the narrator argues against making the expedition.
- BIt reveals the narrator’s frustration with his limited role in making decisions for the zoological society.
- CIt emphasizes the professor’s desire to acquire new specimens for the zoological society at any cost.
- DIt shows the narrator’s acceptance of his assignment despite his personal objections.
Show the answer
Correct answer: D
The question asks how the interaction between the narrator and the professor in paragraphs 26–28 contributes to the development of the theme.
A. Incorrect. Paragraphs 26–28 do not show the narrator arguing against making the expedition. He instead argues that it is unnecessary for the professor to pay to send extra men on the expedition. The narrator points out that he can ask for assistance if he does, in fact, find great auks (“ ‘None,’ I replied, bluntly; ‘it’s a useless expense, unless there is something to bring back. If there is I’ll wire you, you may be sure’ ” [paragraph 28]).
B. Incorrect. When the professor criticizes the narrator’s blind acceptance of the theory about the existence of the auks, the narrator is frustrated and embarrassed. This frustration does not stem from his inability to make decisions for the zoological society.
C. Incorrect. The professor states that “ ‘what I want you to do is to get those birds here safely’ ” (paragraph 27), which indicates that his main priority is the birds’ safety rather than acquiring specimens regardless of the consequences (i.e., at any cost).
D. CORRECT. Paragraph 26 describes the professor and the narrator making practical plans for the expedition (“we made out a list of articles necessary for me and itemized the expenses I might incur”), indicating the narrator’s acceptance of his assignment while also revealing that he does not anticipate a “successful termination to the expedition.” Paragraph 28 further describes the personal objections of the narrator, who believes that adding extra men to the expedition is pointless (“ ‘a useless expense’ ”), since he does not expect to find any great auks to bring back.
Question analysis
This theme question on In Search of the Unknown asks how paragraphs 26–28, in which the narrator and Professor Farrago talk over supplies, expenses and how many men to bring, contribute to the development of the theme. Students must decode formal, old-fashioned phrasing, then judge what the interaction shows. Every choice sounds like something the excerpt might say.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 theme questions trace an idea through clear events. Paragraphs 26–28 are dense with formal phrasing such as “allowing no margin for a successful termination,” and each choice pairs a real detail with a claim, which pushes the task above grade 7.
- 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
- Complex sentences moderate
- Reading between the lines moderate
- How, not what minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 9, 1066 words; question and choices: about grade 13, 76 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
Each choice pairs a real feature of the scene with a claim, and the claims must be checked against three short paragraphs of formal prose. The narrator does object, bluntly, so the choice that has him arguing against the trip draws strongly; what he rejects is the cost of extra men, while he plans the trip itself. Students who decode “allowing no margin for a successful termination” see the whole picture: he is going, and he expects to fail.
Complex sentences moderate Understanding the question
Paragraph 26 is a 36-word sentence that ends “allowing no margin for a successful termination to the expedition,” formal wording for planning as if the search will fail. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)
Reading between the lines moderate Working it out
The narrator never says he accepts the trip; his acceptance shows in the planning, and his objection in the blunt “None” and “a useless expense” of paragraph 28. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
How, not what minor Working it out
The stem asks about the theme, yet every choice describes a character’s attitude, so students must judge which attitude these paragraphs show rather than look for a stated theme. (Anderson & Krathwohl, 2001)
Strategy: Translate each of paragraphs 26–28 into plain modern words, then check each choice’s claim about the narrator or the professor against exactly what those three paragraphs show.
Traps
- Half right: One half of a two-part choice is right and the other is not.
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
- 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 Half right (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Gets the professor’s patience right, since he answers “Never mind that,” but the narrator never argues against going; he refuses only to take men along.
B Wrong part of the text (Kirsch & Mosenthal, 1990)
Carries over the grudging obedience of paragraph 25, “nothing to do but to obey,” though in paragraphs 26–28 the narrator sets his own return date and decides how many men to take.
C Too broad or too strong (King et al., 2004)
Inflates the professor’s wish for the birds into a desire for specimens “at any cost,” though the two men itemize expenses and he asks for the birds to arrive safely.
Working it out, step by step
Figure out what the question asks
This asks how paragraphs 26–28 build the theme. A theme is a big message of a story. Read the three paragraphs. Decide what the narrator does and what he thinks.
Read paragraph 26
Paragraph 26 says “Together we made out a list of articles necessary for me and itemized the expenses I might incur.” Articles are supplies, and itemized means listed one by one. So the narrator is planning the trip. But he sets a return date “allowing no margin for a successful termination to the expedition.” A margin is extra room. He leaves no extra time in case he finds the birds. He plans as if he will find nothing.
Read paragraphs 27 and 28
The professor asks how many men he will take. The narrator answers bluntly, which means in a short, plain way. He takes none. Extra men would be “a useless expense, unless there is something to bring back.” He still thinks the birds are not real. Yet he does not refuse to go. He accepts the job while doubting it.
Check each choice
- A does not fit. The professor is patient, but the narrator never argues against going. He only refuses to take men.
- B does not fit. Here the narrator makes decisions himself, like his return date and how many men to take.
- C does not fit. They count the costs, and the professor wants the birds safe. That is not “at any cost.”
- D fits. He plans the trip but shows he thinks it is pointless.
Watch out: A is tempting because the professor does stay calm. But the narrator is planning the trip, not fighting it.
Choose the answer
The narrator does the job while making his doubts clear. So the answer is D, “It shows the narrator’s acceptance of his assignment despite his personal objections.”
Why this answer and not the closest wrong one
A is the closest wrong choice. The professor does answer calmly, “Never mind that.” But A says the narrator argues against making the trip. He does not. He helps plan it and only objects to taking men. D captures both parts: he goes, and he still doubts.
More questions like this
The original DOE question

The passage “Excerpt from In Search of the Unknown” as printed (page 21)

Question 4 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 5 of 6
2018 Test B Math, question 42Question
There are 1,000 cubic centimeters in 1 liter, and 1,000 cubic millimeters in 1 milliliter. How many cubic millimeters are there in 1,000 cubic centimeters?
- A1,000
- B10,000
- C100,000
- D1,000,000
Show the answer
Correct answer: D
If 1 L = 1,000 cu cm, then 1 L = 1,000 mL. Set up a proportion, letting = the amount of cubic millimeters in 1,000 cubic centimeters.
Solve for : 1,000,000 cubic millimeters are in 1,000 cubic centimeters.
Question analysis
The question gives two metric facts, cubic centimeters per liter and cubic millimeters per milliliter, and asks how many cubic millimeters are in 1,000 cubic centimeters. It tests chaining unit conversions with volume units. The hard part is that the two facts do not connect without a link the question leaves out.
- NYS standards
- 6.RP.3d converting measurement units
- Grade level
- Grade 6 content, by NYS standard
- Compared with grade 7
- Above grade 7 Grade 6 and 7 students convert units with one given factor. This needs three linked conversions, one using a fact the question does not state, and involves cubic units, which most grade 7 students find unfamiliar.
- 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
- Something you must already know moderate
- Many steps moderate
- Solution
- 3 steps
- Reading level
- Question and choices: about grade 13, 20 words.
- Corrected from the DOE handbook
- The units in the explanation’s proportion were corrected.
- 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 gives two conversion facts that do not connect until the student supplies the link between liters and milliliters. Students who instead reach for 1 centimeter = 10 millimeters often scale a volume like a length or an area and land short by a factor of 10 or 100. Writing the unit at every step, so the units cancel, keeps both factors of 1,000 in view.
Something you must already know moderate Working it out
The chain needs 1 liter = 1,000 milliliters, which the stem never states, yet it is the only link between its two conversion facts. (Anderson & Krathwohl, 2001)
Many steps moderate Working it out
Three conversions in a row, cubic centimeters to liters, liters to milliliters and milliliters to cubic millimeters, multiply out to 1,000 × 1,000. (Daniel & Embretson, 2010; Enright, Morley & Sheehan, 2002)
Strategy: Build a chain from cubic centimeters to liters, liters to milliliters, and milliliters to cubic millimeters, writing the units at every step so they cancel.
Traps
- Units or scale: The answer is wanted in other units, or a rate or scale must be converted first.
- Stops one step early: A choice is a number from partway through the solution.
The wrong answers, classified
A Stops one step early (King et al., 2004; Gierl et al., 2017)
Converts 1,000 cubic centimeters to 1 liter, or 1,000 milliliters, and stops before the last step from milliliters to cubic millimeters.
B Units or scale (King et al., 2004)
Uses the length factor 1 cm = 10 mm for cubic units, multiplying 1,000 by 10 instead of by 10 × 10 × 10.
C Units or scale (King et al., 2004)
Squares the length factor, treating 1 cubic centimeter as 100 cubic millimeters, which is right for area but not for volume.
What was corrected from the DOE handbook, and why
- Explanation: The handbook’s proportion is 1,000 cu mm / 1 L = x cu mm / 1,000 cu mm. But 1,000 cubic millimeters make 1 milliliter, not 1 liter, and the second denominator should be the 1,000 mL that equal 1,000 cubic centimeters. The site uses 1,000 cu mm / 1 mL = x cu mm / 1,000 mL, which gives x = 1,000,000 cubic millimeters.
Worked solution, step by step
Formulas used
- Volume of a cube
- V is the volume, the space inside the cube. s is the length of one side. A cube has the same length, width and height, so you multiply the side by itself three times.
Sort out what you know
You are told two facts. 1 liter (L) is 1,000 cubic centimeters (cu cm). 1 milliliter (mL) is 1,000 cubic millimeters (cu mm). You need the number of cu mm in 1,000 cu cm.
One fact is missing. 1 liter is 1,000 milliliters. The word milli means one thousandth.
Change cubic centimeters to liters
The first fact says 1,000 cu cm is exactly 1 liter. So the amount in the question is 1 liter of space.
Change liters to milliliters
One liter is 1,000 milliliters. So 1,000 cu cm is the same as 1,000 mL.
Watch out: you are not done yet. The question asks for cubic millimeters. Stopping at 1,000 gives choice A.
Change milliliters to cubic millimeters
Each milliliter is 1,000 cu mm. There are 1,000 milliliters, so multiply.
So 1,000 cu cm is 1,000,000 cu mm. The answer is D, 1,000,000.
Check your answer
Use the cube formula. A cube 1 cm on each side is 10 mm on each side. Its volume is cu mm. So 1,000 cu cm is cu mm. Using only one 10 gives choice B. Using two 10s gives choice C.
More questions like this
The original DOE question

Question 6 of 6
2024 Test B Math, question 56Question
A rectangular field had a length of 80 meters and a width of 50 meters. The field was recently enlarged, with the length increased by 15% and the width increased by 10 meters. By what percentage was the area of the field increased?
- A26.5%
- B35%
- C38%
- D42.5%
Show the answer
Correct answer: C
The original area of the field was 4,000 square meters.
When the field was enlarged, the length increased by 15%, so the new length is 92 meters.
The width increased by 10 meters, so the new width is 60 meters.
The new area of the field is 5,520 square meters.
The percent increase is found by finding the difference between the two areas and dividing the increase by the original area.
Question analysis
A rectangular field 80 meters long and 50 meters wide has its length increased by 15 percent and its width by 10 meters. Students find the percent by which the field's area grew. It tests percent increase with rectangle area, and the tricky part is that one side changes by a percent and the other by a fixed length.
- Grade level
- Grade 7 content, by NYS standard
- Compared with grade 7
- Above grade 7 Grade 7 percent problems usually apply one percent change to one quantity. This changes a length by a percent and a width by a fixed amount, then asks for the percent change in area, a five-step chain with two kinds of change.
- 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
- Combines ideas moderate
- Many steps moderate
- A very close wrong answer minor
- Solution
- 5 steps
- Reading level
- Question and choices: about grade 6, 39 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
Each step is ordinary, but the two changes are stated in different units, one a percent and one in meters, which tempts students to force them into the same form. Adding the two percents is the most natural shortcut and lands close to the right value, because it misses only the small extra area where both changes overlap. Computing the old and new areas directly is slower but leaves nothing to chance.
Combines ideas moderate Working it out
Percent change has to be combined with area: the length grows by a percent and the width by meters, and the question asks for the percent change of their product. (Embretson, 1998; Daniel & Embretson, 2010)
Many steps moderate Working it out
Five computations are chained: the new length 92, the new width 60, the areas 4,000 and 5,520, and the increase 1,520 as a share of 4,000. (Daniel & Embretson, 2010; Enright, Morley & Sheehan, 2002)
A very close wrong answer minor Choosing the answer
The 35% from adding 15% and 20% sits only 3 points below 38%, so a rough estimate of the new area cannot rule it out. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Strategy: Compute the new length and the new width, find the old and new areas, and divide the increase in area by the original area.
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.
- Units or scale: The answer is wanted in other units, or a rate or scale must be converted first.
The wrong answers, classified
A Units or scale (King et al., 2004)
Treats the 10-meter widening as a 10% increase, so multiplies 1.15 × 1.10 = 1.265 and reports a 26.5% rise.
B Misunderstands the concept (Smith, diSessa & Roschelle, 1993; De Bock et al., 1998; Ni & Zhou, 2005)
Adds the length's 15% to the width's 20% increase, as if percent increases in two dimensions simply add, missing the 3% where they overlap.
D Units or scale (King et al., 2004)
Treats the 15% as 15 meters, making the field 95 by 60 meters, an area of 5,700 square meters and a 42.5% increase.
Worked solution, step by step
Formulas used
- Area of a rectangle
- A is the area, the flat space inside. l is the length and w is the width. Multiplying counts how many unit squares fit, row by row.
- Percent increase
- old is the starting amount, and new is the amount after. new − old is how much it grew. Dividing by old compares the growth with the start. Multiplying by 100 turns that into a percent.
Sort out the question
The field was 80 meters long and 50 meters wide. The length grew by 15%, a percent. The width grew by 10 meters, a number of meters. These are two different kinds of increase.
You need the percent by which the area grew.
Find the old area
You need the old area to compare with the new one.
The old field covered 4,000 square meters.
Find the new length and width
15% of 80 is . So the new length is meters.
The new width is meters.
Watch out: 10 meters is not 10%. Treating it as 10% leads to 26.5%, choice A. Treating 15% as 15 meters leads to 42.5%, choice D.
Find the new area
Multiply the new length by the new width.
The new field covers 5,520 square meters. That is square meters more.
Find the percent increase
The area grew by 38%. Watch out: The width grew by 20%, since 10 is 20% of 50. Adding 15% + 20% = 35% gives choice B. That misses the extra corner piece where both new strips meet.
So the answer is C, 38%.
Check your answer
Use growth factors. The length is multiplied by 1.15. The width goes from 50 to 60, so it is multiplied by 1.2. The area is multiplied by , which is 38% more.
More questions like this
The original DOE question
