Full-Length SSAT Lower Level Math Practice Test

B. \(\frac{1}{2}\)

C. \(\frac{2}{3}\)

D. \(\frac{2}{9}\)

E. \(\frac{3}{6}\)

6- \(x=3,268 y=463 \)
Numbers \(x\) and y are shown above. How many times larger is the value of digit 6 in the number \(x\), than the value of digit 5 in the number \(y\)?

A. 1

B. 10

C. 100

D. 1,000

E. 10,000

7- In the multiplication below, A represents which digit?
\(11×2A6=3,256\)

A. 2

B. 5

C. 6

D. 7

E. 9

8- If N is an even number, which of the following is always an odd number?

A. \(\frac{N}{2}\)

B. \(N-1\)

C. \(N+1\)

D. \((2×N)-2\)

E. \(N+4\)

9- \(6.4-3.05\) is closest to which of the following.

A. 3.01

B. 3.55

C. 4.01

D. 4.25

E. 4.75

10- At a Zoo, the ratio of lions to tigers is 3 to 2. Which of the following could NOT be the total number of lions and tigers in the zoo?

A. 20

B. 25

C. 40

D. 74

E. 85

11- Use the equations below to answer the question:
\(2x+6=24\)
\(11-y=5 \)
What is the value of \(x-y\)?

A. 3

B. 5

C. 6

D. 11

E. 20

12- \(\frac{3-7+5×2+2}{6-2}\) =?

A. 1

B. \(\frac{3}{2}\)

C. 2

D. \(\frac{5}{2}\)

E. \(\frac{5}{4}\)

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13- What is the Area of the square shown in the following square?

A. 3

B. 6

C. 9

D. 12

E. 27

14- If 24 can be divided by both 3 and \(x\) without leaving a remainder, then 24 can also be divided by which of the following?

A. \(x-3\)

B. \(2x+3\)

C. \(2x+8\)

D. \(x×4\)

E. \(3x+9\)

15- If 3 is added to a number, the sum is 12. If the same number is added to 17, the answer is

A. 20

B. 26

C. 29

D. 36

E. 51

16- Which formula would you use to find the perimeter of a square?

A. length\(×\)width

B. \(\frac{1}{2}\)(base\(×\)height)

C. length\(+\)width

D. side\(×\)side

E. 4\(×\)side

17- When 3 is added to two times the number N, the result is 13. Then N is ….

A. 2

B. 3

C. 5

D. 8

E. 10

18- At noon, the temperature was 10 degrees. By midnight, it had dropped another 13 degrees. What was the temperature at midnight?

A. 3 degrees above zero

B. 3 degrees below zero

C. 13 degrees above zero

D. 13 degrees below zero

E. 23 degrees below zero

19- If a triangle has a base of 3 cm and a height of 8 cm, what is the area of the triangle?

A. 11cm\(^2\)

B. 12cm\(^2\)

C. 24cm\(^2\)

D. 45cm\(^2\)

E. 72cm\(^2\)

20- Which of the following expressions has the same value as \(\frac{3}{2}×\frac{5}{6}\)?

A. \(\frac{3×2}{4}\)

B. \(\frac{5×2}{8}\)

C. \(\frac{3×5}{4}\)

D. \(\frac{5×8}{12}\)

E. \(\frac{8×3}{4}\)

21- What is \(%\15\) of 300?

A. 15

B. 30

C. 45

D. 100

E. 150

22- What is the average of the following numbers? 3, 7, 8, 12, 25

A. 5

B. 8

C. 10

D. 11

E. 15

23- If there are 4 red balls and 8 blue balls in a basket, what is the probability that John will pick out a red ball from the basket?

A. \(\frac{1}{3}\)

B. \(\frac{1}{2}\)

C. \(\frac{2}{12}\)

D. \(\frac{8}{12}\)

E. \(\frac{4}{8}\)

24- How many lines of symmetry does an equilateral triangle have?

A. 0

B. 1

C. 2

D. 3

E. 4

25- What is the next number in this sequence? 3, 4, 6, 9, 13, …

A. 15

B. 16

C. 18

D. 22

E. 26

26- Four people can paint 3 houses in 6 days. How many people are needed to paint 6 houses in 3 days?

A. 4

B. 6

C. 8

D. 16

E. 20

27- If all the sides in the following figure are of equal length and the length of one side is 3, what is the perimeter of the figure?

A. 8

B. 16

C. 24

D. 32

E. 64

28- \(\frac{5}{3}-\frac{2}{3}=\)?

A. 0.33

B. 0.2

C. 0.5

D. 1

E. 1.5

29- If \(N=3\) and \(\frac{18}{N}+2= ☐\), then \(☐= …..\)

A. 5

B. 8

C. 12

D. 20

E. 32

30- Which of the following statements is False?

A. \(3×5=15\)

B. \((5-1)×2=8\)

C. \(9÷(5-2)=3\)

D. \(4×(3-1)=8\)

E. \((15-5)×3=24\)

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5 Full Length SSAT Lower Level Math Practice Tests The Practice You Need to Ace the SSAT Lower Level Math Test

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Answers and Explanations

How to use Full-Length SSAT Lower Level Math Practice Test as real practice

Full-Length SSAT Lower Level Math Practice Test works best when it is used as a short, focused study session rather than a quick click-through activity. The goal is not simply to finish the questions. The goal is to notice which skills feel automatic, which skills still need review, and which mistakes happen when you rush.

Start with a clean piece of scratch paper. For each item, answer the questions under realistic conditions, then review every missed problem before retaking a similar set. If you get something wrong, do not immediately move on. Write the correct step, circle the part that caused the mistake, and try one similar item before continuing. That small correction habit is what turns an online practice test into lasting math improvement.

A three-round study routine

This routine is simple, but it solves a common problem: students often practice only until an answer looks familiar. Real readiness means you can solve a fresh problem without hints, explain the first step, and check whether the final answer is reasonable.

What to write down while you practice

Keep a tiny mistake log next to the activity. You only need three columns: the topic, the mistake, and the correction. For example, a student might write “fractions,” “forgot common denominator,” and “rewrite both fractions before adding.” A log like that is more useful than a long list of scores because it tells you exactly what to review next.

• If the mistake is a fact or formula, review it before the next round.
• If the mistake is a setup error, copy one worked example and label each step.
• If the mistake is from rushing, slow down and require written work for the next five items.
• If the same mistake appears twice, stop and review that topic before continuing.

When you are ready to move on

You are ready for the next topic when you can get several items correct in a row and explain why the method works. A score by itself is helpful, but it is not the whole story. You should also be able to describe the rule, formula, or pattern that the activity is testing.

For test preparation, come back to Full-Length SSAT Lower Level Math Practice Test after a day or two and try a fresh round. If the skill still feels easy after a short break, it is much more likely to stay with you during a quiz, unit test, or standardized test. If it feels shaky, that is useful information too: it tells you exactly where to spend your next study session.

Study tips for parents and teachers

When using this page with a student, ask for the reasoning before the answer. Questions such as “What is the first step?”, “Why did you choose that operation?”, and “How can you check it?” help students build mathematical language. That matters because many test questions measure more than calculation; they also measure whether the student can read the problem, choose a method, and explain a result.

Short sessions are usually best. Ten to fifteen minutes of careful practice can be more productive than a long session full of guessing. End by naming one skill that improved and one skill to review next time. That keeps practice positive, specific, and easy to continue.