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Stats.  A lot of reading with very technical language.  No Calculation required

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Stats.  A lot of reading with very technical language.  No Calculation required

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This question requires for students to do a lot of filtering out of non-relevant information.  There is a need of statistics knowledge, but there is a lot of reading and interpretation skills necessary.

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We need to focus more on equivalent expressions and their different structures instead of always telling students a certain type of form to "convert to"

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Higher level. Need to know structure, and a deep understanding of fractions.

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This question requires setting up a multiple variable equations.  We think that most students would try to use guess and check and struggle with it.
#13 C:
This question requires students to interpret slope in an application setting, and recognize the difference between negative and positive rates of change.

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Multi step, solve linear equation then use substitution.  Answer choice did not include the answer from the first step

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Multi step, solve linear equation then use substitution.  Answer choice did not include the answer from the first step

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students need to interpret a 2way table of data. 7 seems easy. 8-9 could be tricky if they haven't learned conditional probabilities 

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students need to interpret a 2way table of data. 7 seems easy. 8-9 could be tricky if they haven't learned conditional probabilities 

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Students analyzing graphs, need to know the correct vocabulary

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Students analyzing graphs, need to know the correct vocabulary

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Directions don't just say 'Solve the System".

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Directions don't just say 'Solve the System".

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Questions are low on the difficulty level. Seems to be "heart of algebra " questions

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Questions are low on the difficulty level. Seems to be "heart of algebra " questions

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#5  a more difficult inequality to solve because it involves fractions

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#5  a more difficult inequality to solve because it involves fractions

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the answer requires you to interpret your solution

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#12 is not a difficult question, but the need to divide by a decimal will be a challenge.  There is a lot of reading as well.

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#12 is not a difficult question, but the need to divide by a decimal will be a challenge.  There is a lot of reading as well.

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#13  Requires no solving, but instead the focus is on interpreting the question.

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Question types are similar to ACT with a little different wording on directions 

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Question types are similar to ACT with a little different wording on directions 

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#22 C; Set up a system, easily rule out A because of =, but this is Hard!  At least ALgebra 2 level.

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Vocabulary interpretation  heavy Statistics understanding that might not be in the curriculum yet
should a calculator be used or estimation

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solve with proportions. Triangles are similar.

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This one requires you to understand the connection between zeroes and equations and the double root at zero.  

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This one requires you to understand the connection between zeroes and equations and the double root at zero.  

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Using a number that is not visible in the problem could cause students difficulty

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Using a number that is not visible in the problem could cause students difficulty

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These are straight forward algebra problems.  In #1, if given a calculator ,guess and check could be a good strategy. Not having a calculator forces students to use algebra strategies and conduct operations with fractions.  

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These are straight forward algebra problems.  In #1, if given a calculator ,guess and check could be a good strategy. Not having a calculator forces students to use algebra strategies and conduct operations with fractions.  

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Lots of reading.  All info not in the diagram.

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Lots of reading.  All info not in the diagram.

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Question 8 No Calculator  The question only requires you to plug in a given point into 4 equations - disappointed in the low complexity of thinking required

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Question 8 No Calculator  The question only requires you to plug in a given point into 4 equations - disappointed in the low complexity of thinking required