alleryStart learning →ACT Quantitative Aptitude — practice questions
Explore 22 free Quantitative Aptitude questions in ACT Mathematics. Each question opens with answer choices, the correct answer and a worked solution.
Practise Quantitative Aptitude with Quill →Quantitative Aptitude MCQs with answers
Showing questions 1–22 of 22.
A line rises 6 units while running 3 units across. Its slope is:Read the answer and worked solution →A line passes through (1, 2) and (4, 8). Its slope is:Read the answer and worked solution →Two lines have the same slope but different y-intercepts. Those lines are:Read the answer and worked solution →One line has slope 4. A line perpendicular to it has slope:Read the answer and worked solution →A student knows one point on a line and its slope, and wants the equation. She should use the:Read the answer and worked solution →An equation is written as y = mx + b. The value of b tells you the:Read the answer and worked solution →The endpoints of a segment are known and a student wants the point exactly halfway between them. She uses the:Read the answer and worked solution →A student needs the straight-line length between two plotted points. She uses the:Read the answer and worked solution →The plane is divided by the two axes into four sections. Each section is called a:Read the answer and worked solution →A quadratic will not factor neatly and completing the square looks messy. The reliable method left is the:Read the answer and worked solution →Before solving, a student computes the discriminant. What it tells her is the:Read the answer and worked solution →An equation reads x squared equals 49. The quickest route to both answers is:Read the answer and worked solution →Another method rewrites a quadratic as a perfect square trinomial before solving. That method is:Read the answer and worked solution →Whatever number you start with, its absolute value is always:Read the answer and worked solution →A statement joins two inequalities together in one line, such as 2 < x < 7. That statement is a:Read the answer and worked solution →Rather than drawing a number line, a student writes the solution set with brackets and parentheses. That is:Read the answer and worked solution →Complex numbers cannot sit on an ordinary number line, so they are plotted on a plane whose horizontal axis carries the:Read the answer and worked solution →To clear a complex number from a denominator, a student multiplies by the term found by flipping the sign of the imaginary part. That term is the complex:Read the answer and worked solution →An equation contains at least one rational expression, with a variable in a denominator. That equation is:Read the answer and worked solution →Solving such an equation, a student clears every denominator at once by multiplying through by the:Read the answer and worked solution →After squaring both sides of a radical equation, a student finds a root that fails the original check. That root is:Read the answer and worked solution →Simplifying an equation, a student reaches a statement that can never be true. The equation therefore has:Read the answer and worked solution →
How to practise
- Choose a Quantitative Aptitude question and try to work out your answer.
- Open the question to check the correct answer and read its worked solution.
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