Six SHSAT Questions

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

2024 Test B English, question 27
Passage Excerpt from Do Them No Harm!

Excerpt from Do Them No Harm!

by Zoa L. Swayne

This narrative is about the Nez Perce, an American Indian tribe, in what is now northern Idaho. The tribe is preparing for a gathering before the coming winter.

In the moon of Ta-Yum, the hottest days of summer, when salmon spawn in the little streams and huckleberries ripen in the high mountains, people from many villages of the Chopunnish Nation gathered in the Oyaip Prairie for the work and festivities of their annual camas1 harvest.

From far and near The People came. . . .

Should a stranger enter their homeland and ask, “Where are you from?” the reply was always, “We are Nee-mee-poo, The People who live here in this place.”

It was a time of Lawtiwa-mah-ton—a time of being friends together—when The People came for this last chance to enjoy being together before the Cold Moons kept them close to their fires. The visiting and trading, the foot racing and horse racing, and the gambling and stick games would be remembered and talked about long after they had forgotten the drudgery of digging and roasting camas, picking berries, or drying meat and fish. Lawtiwa-mah-ton! It was good to be friends together.

As was their custom since wahk-kee-ma, a time far back beyond the memory of man, they set up their camps in the same locations their parents and grandparents had occupied before them. Red Bear’s people, from Kamiah, made their camp near the trail that came out of the mountains. Their neighbors in Kamiah Valley, The People from Tee-e-lap-a-lo, had their camp close by. Across the wide meadow, by the great roasting pits, the camps of the Te-wap-poo and Ask-kah-poo were located. The tepees and ish-nash, brush shelters, of other groups nestled in their accustomed areas in and among the pines in such numbers that they encircled the entire meadow land.

Red Bear’s people had traveled all summer with neighboring bands, gathering and preparing roots, picking and drying berries, drying and smoking meat and fish for their winter food supply. Now they were at the Oyaip camp. The women worked hard to dig and cure as many bags of roots as they could during the warm, sunny days, for the sharp night air brought warnings that WARM was going and COLD was coming.

Everyone helped in some way. Most of the men fished or hunted for meat. While many of the women dug and roasted camas, other women and older children picked and dried berries.

And the younger children played. They played at hunting. They played with the babies. They played with their horses and puppies. They learned how to live through their play.

This sun, happiness, peace, and quiet blessed the Red Bear camp. All were busy with their daily tasks, until sudden cries came from the children playing by the trail.

“People coming! People coming! People coming on the trail from the high mountains!” they called as they ran to their elders, who looked sharply at the figures of approaching horsemen.

Were they friends or enemies? Did they bring good news or bad?

“Who can it be? What brings them here?” were the questions in every mind.

“Could they be the four hunters who had gone to Buffalo Country two summers past? Would they have news of the families who had gone long ago to Buffalo Country and never returned?”

It was customary for a hunting party to be gone for more than one season.

“Looks like hunters,” the older men agreed. “Looks like they had good hunting. Maybe our four hunters. [They have] been gone many moons.”

“Looks like five people—not four,” others observed.

Excitement grew as the riders came close enough to be recognized.

“A-a-a-a-a, they are our four hunters! But who is the fifth person?” they asked.

“Looks like a woman. Who is she?”

The hunters rode up to the welcoming crowd, proud to show off the loads of meat, hides, and other trophies of their hunt. They paraded around the encampment for all to see how strong their Hunting Power had been—what great hunters they, themselves, were.

Red Bear’s people rejoiced at their hunters’ success. Good hunters brought good to everybody. The meat meant plenty of food and the hides meant soft-tanned robes to give comfort through the Cold Moons. But it was the sight of the frail figure of the woman that aroused their curiosity. Who was she? Where had she come from? . . .

“Belongs to Red Bear people. Gone then come back,” the hunters said, as they dismounted and unloaded their packs. . . .

Now they could see! She was the daughter of the family gone so long ago! The girl-child who had left came back now—a grown woman.

“Wat-ku-ese!” the women cried. “Gone-from-Home-then-Come-Back. Wat-ku-ese!” And Wat-ku-ese was her name from that time on.

Gentle arms lifted Wat-ku-ese from her horse. The women brought her food and made a place for her to rest. For many suns they cared for her until she became stronger.

One evening Wat-ku-ese told her story for all to hear.

From DO THEM NO HARM!: Lewis and Clark Among the Nez Perce by Zoa L. Swayne. Published by Caxton Press. Copyright © 1990 by Zoa L. Swayne. Orofino, Idaho and Legacy House, Inc. Orofino, Idaho. All rights reserved.

1camas: a wild, edible plant

Question

How do paragraphs 11–13 affect the plot of the excerpt?

  • AThey establish a feeling of mystery by presenting different points of view about the arriving people.
  • BThey contribute to the rising action by developing the idea that the arriving people could present a problem.
  • CThey lead to a turning point by describing the moment that the crowd realizes why the strangers have come.
  • DThey explain the cause of the main conflict by providing background information about the strangers.
Show the answer

Correct answer: B

The question asks how paragraphs 11–13 affect the plot of the excerpt.

A. Incorrect. The paragraphs contain questions about the arriving people. They do not present differing points of view.

B. CORRECT. The paragraphs ask questions in which the characters wonder whether the arriving people are friends or enemies, or whether they might be bringing good news or bad news. By suggesting that the arriving people could present problems such as these, the paragraphs contribute to the rising action.

C. Incorrect. The paragraphs do not lead to a turning point. Instead, they lead to the climax—the moment the characters discover who the visitors are. This means the paragraphs contribute to the rising action.

D. Incorrect. Paragraphs 11–13 ask questions. They do not provide background information about the strangers; instead, they ask for it.

Question analysis

This plot question asks how paragraphs 11–13, a series of questions the villagers ask as riders approach their camp, affect the plot of the Nez Perce narrative. Students must know terms such as rising action and turning point and apply them precisely, since several choices describe these paragraphs in ways that sound right but place them wrongly in the story.

NYS standards
  • 7R3 plot elements and ideas
  • 7R5 structure and genre features
Grade level
Grade 8 reading and task
Compared with grade 7
Above grade 7 Grade 7 plot questions usually ask what one event causes. Here students apply terms such as rising action and turning point to three short paragraphs of questions, which matches the grade 8 focus on how parts of a story propel the action.
Estimated difficulty
Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
Evidence
Answered from several paragraphs or stanzas
Reading level
Passage: about grade 5, 885 words; question and choices: about grade 9, 77 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

Paragraphs 11–13 contain nothing but questions, so the answer depends on what questions do in a plot. Friends or enemies, good news or bad, they raise the chance of trouble and build toward the arrival. The trap is that they also create mystery, and the choice that says so fails only on one phrase about differing viewpoints. A second risk is jumping ahead: at this point no one even knows who the riders are, let alone why they came.

  1. A very close wrong answer major Choosing the answer

    The right choice and the one about mystery both see the questions building uncertainty about the riders; only the claim of “different points of view,” when the questions are “in every mind,” separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)

  2. How, not what moderate Working it out

    The stem asks what paragraphs 11–13 do for the plot, so students must place a run of unanswered questions in the story’s shape rather than retell them. (Anderson & Krathwohl, 2001)

  3. Something you must already know minor Working it out

    The choices rely on plot terms the excerpt never explains, rising action, turning point and main conflict, and judging them means knowing what each one names. (Anderson & Krathwohl, 2001)

Strategy: Note what the villagers know and do not yet know in paragraphs 11–13, then compare that with what happens later in the excerpt to place these paragraphs in the plot.

Traps

  • Half right: One half of a two-part choice is right and the other is not.
  • Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
  • Wrong purpose or structure: Names a purpose, structure or effect that the part does not serve, or describes what a part says when the question asks what it does.

The wrong answers, classified

How the questions are analyzed, and the research behind it

Working it out, step by step

  1. Figure out what the question asks

    This asks how paragraphs 11–13 move the story along. You need some plot words. The plot is the order of events in a story. The rising action is the part where tension builds. Tension is the feeling that something big may happen. A turning point is the moment when things change.

  2. Read paragraphs 11 to 13

    These paragraphs are all questions. Paragraph 11 asks: “Were they friends or enemies? Did they bring good news or bad?” In paragraph 12, “Who can it be?” is one of “the questions in every mind.” Paragraph 13 asks if the riders are the hunters who left “two summers past.”

  3. Decide what the questions do

    The words “enemies” and “bad” news show the camp is worried. The riders might bring trouble. No one knows yet. So the questions build tension as the riders get closer. That is rising action. The answers come later. The crowd knows the hunters in paragraph 18. They learn who the woman is in paragraphs 22 and 23.

  4. Check each choice

    • B fits. The questions raise the chance of a problem and build tension.
    • A: there is mystery, but not “different points of view.” Everyone asks the same questions.
    • C: in these paragraphs, no one knows who the riders are yet, let alone why they came. So nothing here is the moment the crowd realizes anything.
    • D: the paragraphs ask about the strangers. They give no background facts about them.
  5. Pick the answer

    Watch out: A is very close. The questions do create mystery. But one wrong phrase, “different points of view,” rules it out. So the answer is B.

Why this answer and not the closest wrong one

A is the closest wrong answer, because the questions do make the scene mysterious. But the questions are “in every mind,” so there are no different points of view. B names what the questions do for the plot: they hint that the riders could bring trouble, and they build tension.

The original DOE question
Question 27 as printed on page 180 of the DOE handbook.
As printed in the DOE’s NYC Guide to the Specialized High Schools Admissions Test (SHSAT) for 2025 Admissions, page 180, question 27. Open page 180 of the handbook (PDF)
The passage “Excerpt from Do Them No Harm!” as printed (pages 177–178)The passage “Excerpt from Do Them No Harm!” as printed on page 177 of the DOE handbook.The passage “Excerpt from Do Them No Harm!” as printed on page 178 of the DOE handbook.

Question 2 of 6

2026 Practice Test B English, question 17
Passage 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

The professor’s observations in paragraphs 15–17 create tension in the excerpt by causing the narrator to feel

  • Aflustered by the professor’s criticism of his logic.
  • Bannoyed by the professor’s sarcasm about his inexperience.
  • Cconfused by the professor’s lack of respect for his opinion.
  • Dfrustrated by the professor’s lack of interest in his theory.
Show the answer

Correct answer: A

The question asks how the professor’s observations in paragraphs 15–17 create tension in the excerpt.

A. CORRECT. The professor criticizes “ ‘you young fellows’ ” (paragraph 15), suggesting that the ideas of young scientists like the narrator are unsupported (“ ‘like swimming squirrels’ ” [paragraph 17]) and inaccurate (“ ‘but you never land where you hope to—do you?’ ” [paragraph 17] and “ ‘you embark on a theory for destinations that don’t exist’ ” [paragraph 15]). The narrator then becomes “red in the face” (paragraph 18), indicating that the narrator is upset by the professor’s criticism, and asks the professor about the great auk in an attempt to defend himself.

B. Incorrect. While the narrator does experience a negative reaction to the professor’s words, the professor is being genuine, not sarcastic. In fact, the sarcasm comes from the narrator in paragraph 14 (“ ‘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’ ”), not from the professor.

C. Incorrect. The professor’s observations cause the narrator to blush with embarrassment (“rather red in the face” [paragraph 18]), but the narrator understands the point that the professor is making about the narrator’s acceptance of the idea that great auks do not exist. The narrator recognizes that the professor is criticizing his youthful ideas, not his opinion.

D. Incorrect. The professor shows amusement with the narrator’s perspective. The narrator is embarrassed and upset by the professor’s words, but the narrator does not display frustration with the professor’s lack of interest in a commonly held view of the existence of a certain species of bird.

Question analysis

In this question on In Search of the Unknown, Professor Farrago makes remarks about “you young fellows,” comparing them to swimming squirrels that never land where they hope. Students must decide how these remarks in paragraphs 15–17 make the narrator feel and so create tension. The comparison is odd and old-fashioned, and the four choices name similar negative feelings with different causes.

NYS standards
  • 7R3 plot elements and ideas
  • 7R4 word meaning and choice
Grade level
Grade 8 reading and task
Compared with grade 7
Above grade 7 Grade 7 students infer feelings from a character’s reactions, usually from plainly stated emotions. Here the cause is a puzzling figurative jab about “swimming squirrels,” the reaction is shown only through a physical sign, and the choices offer four close negative feelings.
Estimated difficulty
Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
Evidence
Answered from several paragraphs or stanzas
Reading level
Passage: about grade 9, 1066 words; question and choices: about grade 9, 52 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 professor’s two images are odd, and students must decode them as a comment on how the narrator reasons before they can say why he blushes. Every choice names an unpleasant feeling, so the decision rests on its cause. “You young fellows” makes sarcasm about inexperience the natural guess, but the sarcasm in this scene is the narrator’s own, and the professor smiles “wearily” and speaks in earnest. The narrator’s pointed reply shows he followed the criticism, not that it confused him.

  1. Figurative or literary language major Understanding the question

    The criticism comes in images: young men who “embark on a theory for destinations that don’t exist” and who, like swimming squirrels, “never land where you hope to,” a picture of reasoning that goes astray. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

  2. A very close wrong answer moderate Choosing the answer

    The choice about annoyance at sarcasm and the right one both name a bad reaction to the professor’s remarks; they part on the cause, sincere criticism of his logic or mockery of his youth. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)

  3. Reading between the lines moderate Working it out

    The narrator never names his feeling; it shows only in “Rather red in the face” and in the defensive question that follows about whether the great auk is extinct. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

Strategy: Paraphrase what the professor says about “you young fellows” in paragraphs 15–17, find how the narrator reacts in paragraph 18, and choose the feeling and the cause that both fit.

Traps

  • Wrong tone or attitude: Misjudges the tone, attitude or point of view, such as reading admiration as criticism, or taking a character's or subject's feelings for the author's.
  • 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.
  • Word match: Repeats striking words or phrases from the text, so it looks supported, but its meaning does not fit the question.

The wrong answers, classified

How the questions are analyzed, and the research behind it

Working it out, step by step

  1. Figure out what the question asks

    This asks how the professor’s words in paragraphs 15–17 make the narrator feel. Tension is a feeling of strain between characters. Each choice names a feeling and a cause. Both parts must be right.

  2. Read what the professor says

    In paragraph 15 he says, “Oh, you young fellows,” and “you embark on a theory for destinations that don’t exist.” To embark means to set out on a trip. He means young men set out with an idea toward places that are not there. Their reasoning leads them to wrong answers. In paragraph 17 he adds, “Like swimming squirrels, you navigate with the help of Heaven and a stiff breeze, but you never land where you hope to—do you?”

  3. Understand the picture

    A swimming squirrel can’t really steer. It drifts with luck and the wind. The professor is saying the narrator’s thinking drifts the same way and misses the truth. That is a criticism of his logic, or reasoning. In paragraph 18, the narrator is “Rather red in the face.” He is flustered, which means embarrassed and upset.

  4. Check each choice

    • A fits. He turns red after the professor criticizes his reasoning.
    • B does not fit. Sarcasm is saying the opposite of what you mean in order to mock. The professor means what he says. The sarcastic one is the narrator, in paragraph 14.
    • C does not fit. He is not confused. He fires back a sharp question right away.
    • D does not fit. The professor answers the narrator’s idea closely, so he is interested in it.

    Watch out: B is tempting because “you young fellows” points to the narrator’s youth. But the professor is sincere, not sarcastic.

  5. Choose the answer

    The professor says the narrator’s reasoning goes astray, and the narrator turns red. So the answer is A, “flustered by the professor’s criticism of his logic.”

Why this answer and not the closest wrong one

B is the closest wrong choice. Both A and B say the narrator feels bad. But B blames sarcasm. Paragraph 14 says the narrator “replied, sarcastically,” so the sarcasm is his own. The professor means his words seriously. A names the real cause: criticism of the narrator’s thinking.

The original DOE question
Question 17 as shown on the DOE’s digital test, page 25 of its printable version.
As printed in the DOE’s printable version of 2026 Practice Test B English, page 25, question 17.
The passage “Excerpt from In Search of the Unknown” as printed (page 21)The passage “Excerpt from In Search of the Unknown” as printed on page 21 of the DOE handbook.

Question 3 of 6

2024 Test A English, question 23
Passage At Dusk

At Dusk

by Natasha Trethewey

At first I think she is calling a child,
my neighbor, leaning through her doorway
at dusk, street lamps just starting to hum
the backdrop of evening. Then I hear
the high-pitched wheedling1 we send out
to animals who know only sound, not
the meanings of our words—here here—
nor how they sometimes fall short.
In another yard, beyond my neighbor’s
sight, the cat lifts her ears, turns first
toward the voice, then back
to the constellation of fireflies flickering
near her head. It’s as if she can’t decide
whether to leap over the low hedge,
the neat row of flowers, and bound
onto the porch, into the steady circle
of light, or stay where she is: luminous
possibility—all that would keep her
away from home—flitting before her.
I listen as my neighbor’s voice trails off.
She’s given up calling for now, left me
to imagine her inside the house waiting,
perhaps in a chair in front of the TV,
or walking around, doing small tasks;
left me to wonder that I too might lift
my voice, sure of someone out there,
send it over the lines stitching here
to there, certain the sounds I make
are enough to call someone home.

“At Dusk” from NATIVE GUARD by Natasha Trethewey, published by Houghton Mifflin Company. Copyright © 2006 by Natasha Trethewey. All rights reserved.

1wheedling: speaking in a flattering manner

Question

Read lines 11–13 from the poem.

toward the voice, then back
to the constellation of fireflies flickering
near her head

Which idea from the poem does the imagery in these lines help convey?

  • AThe cat lacks a preference for going in or staying out.
  • BThe cat is eager to see what will happen next.
  • CThe cat wants to understand the unpredictable behavior of the fireflies.
  • DThe cat is fascinated by the natural world and finds the indoors unremarkable.
Show the answer

Correct answer: D

The question asks which idea the imagery in lines 11–13 helps convey.

A. Incorrect. Line 13 includes the speaker’s observation that the cat seems “as if she can’t decide” whether to stay outside or go to the neighbor. However, the imagery of the “constellation of fireflies flickering” in line 12 suggests that the cat does have a preference for exploring the more exciting “luminous / possibility” (lines 17–18) of the outdoors.

B. Incorrect. The imagery in lines 10–11 of the cat turning “first / toward the voice, then back” might seem to suggest that the cat is eagerly watching both the neighbor and the fireflies to see what will happen next. However, line 13, in which the cat seems “as if she can’t decide,” indicates that what will happen next is actually under the cat’s control.

C. Incorrect. The imagery in lines 12–13 of the “fireflies flickering / near her head” does indicate the fireflies’ unpredictable behavior. However, the imagery in lines 10–11 of the cat turning “first / toward the voice, then back” establishes that the cat’s attention is split between the fireflies and the “high-pitched wheedling” (line 5) of the neighbor’s voice, rather than being fully captured by wanting to understand the fireflies.

D. CORRECT. The imagery in line 12 of “the constellation of fireflies flickering” suggests that the outdoors holds fascinating attractions, an idea supported by the description in lines 17–18 of the cat’s current location outdoors as one filled with “luminous / possibility.” The imagery in lines 10–11 of the cat turning “first / toward the voice, then back” indicates that the cat has considered but rejected the option of returning indoors, and the description in lines 16–17 of the indoors as offering only a “steady circle / of light” suggests that the indoors seems unremarkable to the cat in comparison to the outdoors.

Question analysis

This reading question quotes three lines from At Dusk in which a cat turns from a calling voice back to fireflies flickering near her head, and asks which idea the imagery helps convey. Students must interpret a visual image in light of the lines around it and judge how far the poem supports each reading of the cat's attention.

NYS standards
  • 7R4 word meaning and choice
  • 7L5a interpreting allusions
Grade level
Grade 8 reading and task
Compared with grade 7
Above grade 7 Grade 7 students explain what imagery conveys, but this image is brief and the four ideas offered for it differ in subtle ways, so ruling them out takes closer reading than typical grade 7 work.
Estimated difficulty
Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
Evidence
Answered from one paragraph or stanza
Reading level
Passage: 236 words (a poem; reading level not measured); question and choices: about grade 6, 77 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 answer is the best available rather than a perfect one: its first half is plain in the image of the cat turning back to the fireflies, while its second half rests on the comparison with a steady porch light. Meanwhile the very next words say she “can't decide,” which makes indifference look like the safe reading. The question rewards seeing that being torn is not the same as having no preference, since the image shows which way she turns.

  1. Reading between the lines major Working it out

    The quoted lines never mention the indoors, so the claim that the cat finds it unremarkable has to be drawn from the contrast with “the steady circle / of light” in lines 16–17. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

  2. Figurative or literary language moderate Understanding the question

    “The constellation of fireflies flickering” turns insects into a field of stars beside the cat's head, and that image of wonder is what students are asked to interpret. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

  3. Evidence in several places minor Working it out

    The words right after the quotation say “It's as if she can't decide,” and the evidence that tips the balance sits in lines 16–19, outside the three lines quoted. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)

Strategy: Picture the cat's movements in these three lines, then test each choice against the words of lines 10–19 and drop any idea the image does not actually show.

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.
  • Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
  • Word match: Repeats striking words or phrases from the text, so it looks supported, but its meaning does not fit the question.

The wrong answers, classified

How the questions are analyzed, and the research behind it

Working it out, step by step

  1. Figure out what the question asks

    Imagery is language that helps you see, hear or feel a scene. You need the idea that the images in lines 11–13 help show.

  2. Picture lines 10–13

    The cat “turns first / toward the voice, then back / to the constellation of fireflies flickering / near her head.” A constellation is a group of stars that forms a picture. So the fireflies are like little stars blinking around her. She hears the call, but she turns back to them.

  3. Compare outdoors and indoors

    Outside, the night sparkles like stars. Lines 17–18 call it “luminous / possibility,” full of glowing chances. Home is “the steady circle / of light” on the porch (lines 16–17). Steady means it does not change. Next to the flickering stars, that light is plain. Unremarkable means not special.

  4. Check each choice

    • A is wrong. The cat “can’t decide,” but that means she feels two pulls. The image shows her turning back to the fireflies.
    • B is wrong. She is not waiting for something to happen. Her attention is split between two pulls.
    • C is wrong. She is drawn to the fireflies’ glow, not trying to figure out how they act.
    • D is right. She is fascinated by the night, and the porch light is plain next to it.

    Watch out: A is tempting because of line 13. But being torn is not the same as having no preference.

  5. Choose the answer

    The poem never says the cat has made up her mind. But the images make the night magical and home ordinary. That fits D best. So the answer is D.

Why this answer and not the closest wrong one

A is the closest wrong answer, since the next words say “It’s as if she can’t decide.” But a cat with no preference would not care either way. This cat turns back to the fireflies, which shows a strong pull. D fits that pull, and the plain “steady circle / of light” shows why home seems less special.

The original DOE question
Question 23 as printed on page 50 of the DOE handbook.
As printed in the DOE’s NYC Guide to the Specialized High Schools Admissions Test (SHSAT) for 2025 Admissions, page 50, question 23. Open page 50 of the handbook (PDF)
The passage “At Dusk” as printed (page 48)The passage “At Dusk” as printed on page 48 of the DOE handbook.

Question 4 of 6

2018 Test A Math, question 30

Question

Today, Tien’s age is 14\frac{1}{4} of Jordan’s age. In 2 years, Tien’s age will be 13\frac{1}{3} of Jordan’s age. How old is Jordan today? 

  • A4 years old
  • B6 years old
  • C12 years old
  • D16 years old
Show the answer

Correct answer: D

First, set up an equation to express Tien’s age (TT) and Jordan’s age (JJ) today:

T=14JT=\frac{1}{4}J

Two years from now, Tien’s age will be T+2T+2, and Jordan’s age will be J+2J+2.

Set up an equation about the relationship between Tien’s age and Jordan’s age in two years:

T+2=13(J+2)T+2=\frac{1}{3}(J+2)

Solve the above equation for TT:

T=13(J+2)−2T=\frac{1}{3}(J+2)-2

Now set the two equations equal to each other and solve for JJ:

14J=13(J+2)−2\frac{1}{4}J=\frac{1}{3}(J+2)-2

14J=13J−43\frac{1}{4}J=\frac{1}{3}J-\frac{4}{3}

−112J=−43-\frac{1}{12}J=-\frac{4}{3}

J=−43(−121)J=-\frac{4}{3}\left(-\frac{12}{1}\right)

J=16J=16

Question analysis

This age word problem says Tien is one fourth of Jordan's age today and will be one third of Jordan's age in two years, then asks for Jordan's current age. Students must turn two fractional relationships into equations and solve them together. Both people age by the same two years, and it is easy to solve for the wrong person.

NYS standards
  • 8.EE.8c systems in real-world problems
  • 8.EE.7b linear equations with rational coefficients
Grade level
Grade 8 content, by NYS standard
Compared with grade 7
Above grade 7 Grade 7 equations have one unknown on one side, like 3x + 5 = 20. This one links two unknown ages with fractional coefficients and leads to a variable on both sides, which is grade 8 algebra.
Estimated difficulty
Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
What makes it hard
Solution
4 steps
Reading level
Question and choices: about grade 1, 31 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 difficulty is in the setup: two fractional relationships at two different times, with both people aging. Once the equations are right, the algebra is short, but it ends with two ages and only one is asked for. Testing the choices against both conditions is a reliable alternative that avoids the algebra entirely.

  1. Turning words into math major Understanding the question

    The second sentence must become T + 2 = (J + 2)/3; writing J/3, or forgetting that Jordan also ages two years, breaks the equation. (Hegarty, Mayer & Monk, 1995; Koedinger & Nathan, 2004)

  2. Error-prone arithmetic moderate Working it out

    Substituting J/4 for T leaves J/4 + 2 = (J + 2)/3, an equation with fractions on both sides that must be cleared, usually by multiplying by 12. (Brown & Burton, 1978; Junker & Sijtsma, 2001)

Strategy: Let Jordan's age be J, write Tien's age as J/4, and set J/4 + 2 equal to one third of (J + 2); or test each choice against both conditions.

Traps

  • Answers a different question: A choice is right for another quantity: the other unknown, the rest instead of the part, the part instead of the whole.

The wrong answers, classified

How the questions are analyzed, and the research behind it

Worked solution, step by step

Formulas used

Distributive property
a×(b+c)=a×b+a×ca \times (b + c) = a \times b + a \times c
a, b and c are any numbers. To multiply a sum by a number, multiply each part of the sum, then add. It works because a groups of (b + c) is the same as a groups of b plus a groups of c.
  1. Sort out what you know

    Today, Tien’s age is 14\frac{1}{4} of Jordan’s age. That means Jordan is 4 times as old as Tien.

    In 2 years, both of them will be 2 years older. Then Tien’s age will be 13\frac{1}{3} of Jordan’s. So Jordan will be 3 times as old as Tien. You need Jordan’s age today.

  2. Name the ages with a letter

    Let t stand for Tien’s age today. Jordan is 4 times as old, so his age is 4t, which means 4 times t. Add 2 years to each age:

    PersonTodayIn 2 years
    Tienttt+2t + 2
    Jordan4t4t4t+24t + 2

    Watch out: Jordan gets 2 years older too. Do not forget to add 2 to his age.

  3. Write an equation for later

    In 2 years, Jordan’s age will be 3 times Tien’s age. Write that as an equation:

    4t+2=3×(t+2)4t + 2 = 3 \times (t + 2)

    Use the distributive property on the right side. Multiply both t and 2 by 3:

    4t+2=3t+64t + 2 = 3t + 6

  4. Solve for Tien’s age

    Take 3t away from both sides. Doing the same thing to both sides keeps them equal:

    t+2=6t + 2 = 6

    Now take 2 away from both sides:

    t=4t = 4

    So Tien is 4 years old today. Watch out: 4 is Tien’s age, not Jordan’s. Choice A, 4 years old, is a trap.

  5. Find Jordan’s age

    Jordan is 4 times as old as Tien:

    4×4=164 \times 4 = 16

    So the answer is D, 16 years old.

Check your answer

Put 16 back into the story. Today, Tien is 16 ÷ 4 = 4. In 2 years, Tien is 6 and Jordan is 18. Is 6 one third of 18? Yes, because 18 ÷ 3 = 6. Choice C fails: Tien would be 3, then 5, and 5 is not a third of 14.

The original DOE question
Question 87 as printed on page 87 of the DOE handbook.
As printed in the DOE’s Specialized High Schools Student Handbook 2018–2019, page 87, question 87. Open page 87 of the handbook (PDF)

Question 5 of 6

2026 Practice Test D Math, question 36

Question

Leah has set a goal to read a total of 500 pages of a textbook. The table shows the book page numbers for the reading she did during three days.

DAILY READING LOG

Day Pages Read
1 pages 45–90, inclusive
2 pages 100–135, inclusive
3 pages 145–190, inclusive

What percentage of her 500-page goal did Leah read on these three days? Round your answer to the nearest tenth.

Enter your answer in the space.

Fill-in question: work out the answer and type it as a number.

Show the answer

Correct answer: 25.6%

First, determine the number of pages read each day. Since the pages per assignment are inclusive, subtract the first page from the last page assigned and then add 1 to determine the pages read for each day.

Day 1: (90−45)+1=46(90 - 45) + 1 = 46 pages

Day 2: (135−100)+1=36(135 - 100) + 1 = 36 pages

Day 3: (190−145)+1=46(190 - 145) + 1 = 46 pages

Leah read a total of 128 pages, since 46+36+46=12846 + 36 + 46 = 128.

To determine the percent, express 128 pages out of 500 pages as a fraction.

128500=128÷4500÷4=32125\frac{128}{500} = \frac{128 \div 4}{500 \div 4} = \frac{32}{125}

32÷125=0.256=25.6%32 \div 125 = 0.256 = 25.6\%

Question analysis

Leah's daily reading log lists three ranges of textbook pages, each marked inclusive, and her goal is 500 pages. This percent question asks what percentage of the goal she read over the three days, rounded to the nearest tenth and typed in. Counting the pages in each inclusive range correctly is the tricky step before the percent.

NYS standards
  • 7.RP.3 multistep ratio and percent problems
  • 6.RP.3c percent as a rate per 100
Grade level
Grade 7 content, by NYS standard
Compared with grade 7
Above grade 7 Finding what percent one number is of another is grade 6 and 7 work. This adds three inclusive page ranges to count, which takes more care than subtracting, then a rounding step, all typed with no choices to check against.
Estimated difficulty
Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
Solution
4 steps
Reading level
Question and choices: about grade 3, 66 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

Counting pages in a range is the whole difficulty; the percent at the end is routine once the total is right. Subtracting first from last feels natural, and here it even rewards the student with a round 25%, so nothing looks wrong. Checking the rule on a tiny range, pages 1 to 3, which is 3 pages and not 2, fixes the count, and the instruction to round to the nearest tenth hints that the answer is not a whole number.

  1. Something you must already know moderate Working it out

    Every row says inclusive, but nothing says that pages 45 to 90 hold 90 − 45 + 1 = 46 pages; subtracting alone loses one page on each of the three days. (Anderson & Krathwohl, 2001)

  2. Many steps moderate Working it out

    Three page counts, a sum, a division by 500 and a change to a percent come in sequence, and a one-page error in each count carries through to the end. (Daniel & Embretson, 2010; Enright, Morley & Sheehan, 2002)

  3. An answer in an unexpected form minor Choosing the answer

    The answer is typed with no choices, and the miscounted total, 125 pages, gives a tidy 25% that looks more finished than the right value with its tenth. (Enright, Morley & Sheehan, 2002)

Strategy: Count each day's pages carefully, testing your method on a short range such as pages 1–3, add the three days, divide by 500, and write the result as a percent to the nearest tenth.

Traps

  • Counting the ends: Inclusive or exclusive ends, fence posts, consecutive numbers: an answer that is one too many or too few, or an endpoint drawn open where it belongs closed (or the reverse).
  • Stops one step early: A choice is a number from partway through the solution.
  • Misreads the question: Misses or misreads a condition or a word in the question: "at least", "each", "remaining", "not".

The wrong answers, classified

How the questions are analyzed, and the research behind it

Worked solution, step by step

Formulas used

Counting pages in an inclusive range
pages=last page−first page+1\text{pages} = \text{last page} - \text{first page} + 1
Inclusive means the first and last pages are both read. Subtracting counts the steps from the first page to the last. That misses one page, so add 1. Test it: pages 1 to 3 are 3 pages, and 3 − 1 + 1 = 3.
Percent of a total
percent=partwhole×100\text{percent} = \frac{\text{part}}{\text{whole}} \times 100
The part is the amount you have, here the pages read. The whole is the amount you compare with, here the 500-page goal. Dividing gives a decimal. Multiplying by 100 turns it into a percent, a number out of 100.
  1. Sort out the question

    Leah’s goal is 500 pages. The log shows three days:

    • Day 1: pages 45 to 90
    • Day 2: pages 100 to 135
    • Day 3: pages 145 to 190

    Each range is inclusive. You need the percent of 500 pages she read, rounded to the nearest tenth.

  2. Count the pages each day

    Use the rule for an inclusive range: last page minus first page, plus 1.

    90−45+1=4690 - 45 + 1 = 46

    135−100+1=36135 - 100 + 1 = 36

    190−145+1=46190 - 145 + 1 = 46

    Watch out: subtracting alone gives 45, 35 and 45 pages. That is 125 pages, which is exactly 25%. A round answer like that can hide the mistake.

  3. Add the three days

    Add the pages from all three days to get her total:

    46+36+46=12846 + 36 + 46 = 128

    Leah read 128 pages in all. This is the part you compare with the goal.

  4. Change to a percent

    Divide the pages read by the goal, then multiply by 100:

    128500×100=0.256×100=25.6\frac{128}{500} \times 100 = 0.256 \times 100 = 25.6

    Leah read 25.6% of her goal. That already ends in tenths, so no rounding is needed.

    Watch out: 0.256 is a decimal, not a percent. And 26 rounds to a whole number, not to the nearest tenth.

  5. Enter the answer

    The box has no % sign, but the question asks for a percentage, so the number in the box is the percent. Type it with its decimal point. Typing 25.6% also counts on this site. So you would enter 25.6.

Check your answer

Estimate. 10% of 500 pages is 50 pages. 128 pages is a bit more than 2 × 50 = 100, so the answer is between 20% and 30%. Then check exactly: 0.256×500=1280.256 \times 500 = 128 pages. It matches.

The original DOE question
Question 36 as shown on the DOE’s digital test, page 109 of its printable version.
As printed in the DOE’s printable version of 2026 Practice Test D Math, page 109, question 36.

Question 6 of 6

2018 Test B Math, question 53

Question

At North High School, a survey asked two questions, Question A and Question B. For each question, students could answer either “yes” or “no.” Of the 800 students who responded to the survey, 720 answered “yes” to Question A, and 640 answered “yes” to Question B. What is the least possible number of these students who could have answered “yes” to both questions?

  • A80
  • B160
  • C560
  • D640
Show the answer

Correct answer: C

None of the 80 students (800 − 720) who answered “no” to Question A could have answered “yes” to both questions.

Therefore, the least possible number of students who could have answered “yes” to both questions can be found by subtracting the 80 who answered “no” to Question A from the 640 who answered “yes” to Question B or 640 − 80 = 560.

Question analysis

In a survey of 800 students at North High School, 720 said yes to the first question and 640 said yes to the second. Students must find the smallest possible number who said yes to both. It tests reasoning about overlapping groups, and asking for the least possible overlap rather than an exact count makes it unusual.

NYS standards
  • 7.SP.8b sample spaces for compound events
  • 7.EE.4 equations and inequalities from problems
Grade level
Grade 7 content, by NYS standard
Compared with grade 7
Above grade 7 Grade 7 students work with Venn diagrams and two-way tables when all counts are given. Finding the smallest possible overlap requires reasoning about extremes rather than computing, which is rare in grade 7 and new to most students.
Estimated difficulty
Among the hardest on the SHSAT: a non-obvious approach, heavy reading, or a well-hidden trap.
Solution
2 steps
Reading level
Question and choices: about grade 8, 60 words.
Corrected from the DOE handbook
  • A repeated phrase and a stray comma in the explanation were removed.
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

Most students have never been asked for a smallest overlap, so they fall back on a picture of nested groups and give the largest one. The key move is to push the two yes groups apart as far as possible: only the 80 students who said no to Question A can absorb some of Question B's yes answers. Once that is seen, the arithmetic is one subtraction, so the question rewards reasoning far more than computation.

  1. No obvious method major Working it out

    Nothing in the wording points to the method: the smallest overlap appears only when all 80 students who said no to Question A are imagined saying yes to Question B. (Schoenfeld, 1985)

  2. Turning words into math moderate Understanding the question

    "The least possible number of these students who could have answered “yes” to both questions" asks for an extreme case, which has to be turned into an arrangement of the 800 students. (Hegarty, Mayer & Monk, 1995; Koedinger & Nathan, 2004)

  3. A very close wrong answer minor Choosing the answer

    640 is only 80 above the right 560, so a rough sense of size cannot choose between them; only asking whether the overlap is the least or the greatest separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)

Strategy: Add the two yes counts and compare the sum with the number of students; any amount above the total must come from students counted in both groups.

Traps

The wrong answers, classified

What was corrected from the DOE handbook, and why

  • Explanation: The handbook prints “(800 − 720)” twice in its first sentence, after “80 students” and again after “Question A,” and puts a comma between subject and verb in “the least possible number of students who could have answered “yes” to both questions, can be found.” The site keeps the first “(800 − 720)” and drops the comma.

How the questions are analyzed, and the research behind it

Worked solution, step by step

Formulas used

Least overlap of two groups
least overlap=a+b−t\text{least overlap} = a + b - t
a is the size of the first group and b is the size of the second. t is the total number of people. If a + b is more than t, some people must be in both groups. The extra amount is the smallest number that can be in both.
  1. Sort out what you know

    There were 800 students. Of them, 720 said yes to Question A and 640 said yes to Question B. You need the least number who could have said yes to both. The overlap is the group in both yes groups. You want the smallest overlap.

  2. Find who said no to A

    Students who said no to Question A cannot be in the overlap.

    800−720=80800 - 720 = 80

    So 80 students said no to Question A.

    Watch out: 80 is not the answer. It is only a step, and it is choice A.

  3. Keep the overlap small

    To make the overlap as small as you can, put as many B yes answers outside it as possible. The only students outside it are the 80 who said no to A. So pretend all 80 of them said yes to B.

  4. Count the rest of the yes group

    The other yes answers to B must come from students who also said yes to A.

    640−80=560640 - 80 = 560

    So at least 560 students said yes to both.

    Watch out: 640 is the most that could say yes to both, not the least. That is choice D.

  5. Give the answer

    The fewest students who could say yes to both questions is 560. So the answer is C, 560.

Check your answer

Use the overlap formula: 720+640−800=560720 + 640 - 800 = 560. There are 1,360 yes answers but only 800 students, so 560 students must be counted twice. You can also check the groups. 560 said yes to both, 160 to A only and 80 to B only. That makes 560+160+80=800560 + 160 + 80 = 800.

The original DOE question
Question 110 as printed on page 163 of the DOE handbook.
As printed in the DOE’s Specialized High Schools Student Handbook 2018–2019, page 163, question 110. Open page 163 of the handbook (PDF) The handbook letters this question’s choices E–H; here they are A–D (E = A, F = B, G = C, H = D). This is the DOE’s version, before the corrections listed in the analysis.

Sample #79