What would be the answer to this q, and how? The answer is 3, but I’m having trouble visualizing the problem.
The line l intersects the line m at point A at a 45 degree angle. Points B and C are on line m, and BA is the same length as AC. How many points on line l are equidistant from points B and C?
A
None
B
One
C
Two
D
Three
E
More than three
Assuming I read/drew correctly, point A is the only point on l equidistant from B and C.
Not according to the question…hm thanks though.
@prollyhipster I’m fairly certain you typed the question incorrectly or the solution/answer given is wrong.
The diagram described by the question should look something like the one I created in the link:
http: //imgur .com/fXnKGyR (remove spaces)
In the plane containing lines l and m, the only points equidistant from B and C are ones on the dashed line as shown. A is the only point on l that is on the dashed line (same holds for higher dimensions), so the answer should be 1.
I’m a math major and have scored 800 on math both times I took the SAT, as well as 800 on Math II, but I’m always prone to error. So if you see a flaw in my reasoning or if I misread, feel free to point it out.
OP, you could save people a lot of time by sharing the SOURCE of your problems. For instance, you could say
I am working on a problem from the Blue Book or from QAS XYZ or … I am working on a problem from an unnamed internet source.
The reality is that while many want to help, there are people (like me) who will refuse to waste time solving problems poorly written by some obscure idiot who pretends to teach the SAT.
Actually, I think that people who offer responses should ONLY answer questions from official tests.
^exactly. Ideally I would rather only solve official problems but there’s no way of me knowing. But don’t worry, not much time was wasted. 
It would certainly be an excellent rule for posting questions: always include the source. Then, anyone can choose to address the question or not. It is ridiculous how many threads have been devoted to the finer points of items that investigate issues that are never actually tested.
On the other hand, we will soon be entering a transitional era where we won’t be able to say for certain that this is tested and that is not – until we get a look at enough of a track record for the new test. This is another reason why a rising junior should really get it in gear and deal with the SAT before it changes.
That’s a good point, PCK. I am not naïve enough to believe that people will stop answering posted question (which is good) just because I suggested they should stay away from the “bad” questions.
I do, however, think that the students are better served by sticking to sources that have been “vetted” as relevant to the SAT. In my book, the exercise is more than providing a solution to a specific question, but helping the student to unlock an approach they might have overlooked. This works better with questions from TCB/ETS.
Preaching to the choir!
Well, yeah, I am already on record about this. But for emphasis, I’ll add that this is all even more true for verbal than math. At least bad math is always discoverable. If the problem makes no sense to you, you post it here and someone like @MITer94 clears up the mess or at least tells you it’s not your fault. Also, while working on math that is not exactly what is tested is not efficient, you can at least make the argument that it increases your overall “mathiness”.
But fake verbal questions can be so subtly bad or just wrong-headed that extended exposure actually reduces your SAT proficiency. Not just inefficient but actually harmful.