As for #35, I find it strange that a grading "update" from SED would "clarify" an issue by stating, in writing, that a student who misinterpreted a request would be penalized while a student who ignored the request totally would get no penalty.( I suppose the case could also be made that a whole number percent has already been rounded to the nearest hundredth, and that therefore a student who wrote 17% might be mathematically correct based on the question as they decoded it. (This may not be clear enough, but it would indicate an issue with the student's ability to properly read the question.))
On a different note, question #31 would have been a bastion of success had the word "lower" be used instead of 'better". The mathematics would not have changed one iota, but comprehension would have increased dramatically. Admittedly, the vast majority would equate "lower" with "better" in this particular instance, but that does not make them synonyms.