Revolution Prep SAT Class Workbook_Student

SAT

The SAT

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Revolution Prep SAT Workbook

This workbook is for the exclusive use of Revolution Prep, LLC and its students and is not legal for resale. © 2015 Revolution Prep, LLC. All rights reserved. Version 12-15. While every effort has been made to ensure the accuracy and correctness of the content in this manual, Revolution Prep assumes no responsibility for errors or omissions, or for damages resulting from the use of the information contained herein. This product is not endorsed by the College Board., nor any other agency or school. Any similarity to other printed material is purely coincidental.

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Table of Contents

Table of Contents

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Table of Contents

Revolution Prep SAT Course Curriculum Intro About the Course

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Introduction to the SAT

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The Test Zone

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CLASS 1 Reading – Determining Central Ideas, Themes, and Meaning

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Math – Foundations of Arithmetic and Algebra

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Class 1 Homework

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Class 1 Answers

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CLASS 2 Reading and Writing – Shared Content Areas

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Math – Arithmetic and Algebra (Part 1)

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Writing and Language – Grammar Basics (Part 1)

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Class 2 Homework

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Class 2 Answers

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CLASS 3 Writing and Language – Passage Analysis

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Math – Arithmetic and Algebra (Part 2)

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Reading – Command of Evidence

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The SAT Essay

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Class 3 Homework

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Class 3 Answers

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CLASS 4 Reading – Analyzing Multiple Texts

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Math – Geometry

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Writing and Language – Grammar Basics (Part 2)

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Class 4 Homework

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Class 4 Answers

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Table of Contents

Revolution Prep SAT Course Curriculum CLASS 5 Math – Advanced Concepts (Part 1)

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Writing and Language – Advanced Concepts

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Math – Advanced Concepts (Part 2)

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Class 5 Homework

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Class 5 Answers

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CLASS 6 Test Zone – Review

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Reading – Review

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Writing and Language – Review

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Essay – Review

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Math – Review

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Test Day Checklist

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Class 6 Answers

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APPENDIX Common Math Formulas

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Table of Contents

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Class 1: Class FAQs

Weekly Classes and Tests Each week, there will be at least one lecture session, one practice test, and a homework assignment. To “graduate” from the program and be eligible for any improvement guarantee, a students must attend every class, take every exam, and complete all assigned homework. Course Materials You Must Bring to Class • •

Revolution Prep SAT Workbook Revolution Prep practice exams and answer sheets

A Comfortable Learning Environment Disrespectful behavior towards teachers or fellow students will not be tolerated and is grounds for dismissal from the course without a refund of course tuition. Revolution Prep Does NOT Register You for the SAT! You must register through the College Board at http://www.collegeboard.com. Make sure you register before the deadline (~three weeks before your test day). Sign up sooner rather than later: as the registration deadline approaches the test gets more expensive and nearby testing locations may fill up. Questions or Comments Revolution Prep provides the best SAT course available. If you have any questions about the course, including comments about your instructor, please don’t hesitate to call 1-877-REV-PREP to speak with a Revolution Prep representative.

Sign up for a Hybrid Package • For only $300, you can add 4 hours of private tutoring with your instructor. • Call 1-877-REV-PREP to lock in your tutoring sessions with your instructor!

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Class 1: Introduction to the SAT

SAT Introduction: Test Overview

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Class 1: College Admissions

Why Does the SAT Matter? What are the main factors in college admission? Big impact on admissions relative to the time investment! Application: • Essays • Recommendations • Extra-curricular activities • Sports/Clubs • Volunteer work • Jobs

25% Application

25% SAT

50% Academic Transcript

Academic Transcript: • Grade Point Average (GPA) • Class rigor

What is a good SAT score? An AVERAGE SCORE is roughly 500 points per section. A GOOD SCORE depends on what colleges you want to apply to.

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TARGET UNIVERSITIES

AVERAGE SAT SCORE

Harvard, Yale, Stanford, Princeton, Univ. of Chicago, Columbia, Northwestern, Washington Univ. in St. Louis

Elite 1500-1600

Georgetown, Cornell, Emory, UCLA, USC, UC Berkeley, Rice, NYU, Notre Dame, Grinnell, Univ. of Michigan

Most Competitive 1400-1500

Univ. of Virginia, Syracuse, Univ. of Wisconsin, Univ. of Illinois, Ohio State Univ., Case Western, UC Irvine

Highly Competitive 1300-1400

Univ. of Colorado, SUNY Schools, Florida State, Loyola, Univ. of Washington, UC Davis, Rutgers

Very Competitive 1200-1300

CUNY Schools, Univ. of Oregon, UC Riverside, Univ. of Arizona, Arizona State, Ball State, Temple

Competitive 1100-1200

Indiana State, Cleveland State, Cal State Long Beach, San Diego State, Coppin State, Indiana Univ. of Penn.

Less Competitive 1000-1100

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Class 1: SAT Structure and Scoring

SAT LENGTH Test 1: Reading = 65 Minutes Test 2: Writing and Language = 35 Minutes Test 3 and Test 4: Math = 80 Minutes o Test 3: No calculator math section = 25 Minutes o Test 4: Calculator permitted math section = 55 Minutes Test 5: Essay (Optional) = 50 Minutes Total with Essay = 230 Minutes (3 hours and 50 minutes)

SAT ORDER OF DIFFICULTY Math questions generally increase in difficulty as you move through a section. o “Obvious” answers are usually correct earlier in a section and incorrect later in a section. Reading and Writing questions are of randomly varying difficulty throughout each section.

SAT SCORING The Math and the combined Reading and Writing tests are each scored from 200 to 800. Your COMPOSITE SCORE is the total of these two scores (400 to 1600). The Essay is scored from 6 to 24. The Essay DOES NOT factor into your composite score.

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Class 1: SAT Content

READING If you are reading this, then it’s already clear you can read boring material. Now, you just need to learn how to answer the questions correctly. This has a lot less to do with knowledge than with your ability to survive mind-numbing reading passages.

WRITING AND LANGUAGE What’s scary: it measures your understanding of standard written English. What’s not-so-scary: there’s no spelling, no vocabulary, and no complicated terminology.

MATH All the math you were trying to forget: Pre-Algebra, Algebra, Coordinate & Plane Geometry, and Trigonometry.

**THE BEST NEWS** You will learn what the test will be like EVERY TIME. There will be no surprises on test day.

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Class 1: SAT FAQs

Can I take the SAT more than once?

If I take the SAT more than once, will colleges receive all my scores?

Which colleges receive my SAT results?

Can colleges view my SAT essay?

Are my SAT scores measures of my intelligence?

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Class 1: Math: Guessing and Pacing

GUESSING ON THE SAT There is NO PENALTY for wrong answers on the SAT and every question is worth the SAME POINT VALUE. • FIRST: Answer all the questions you KNOW HOW TO DO. • NEXT: Make educated guesses on questions for which you can ELIMINATE ANSWERS. • LAST: Guess randomly on questions about which you HAVE NO CLUE.

PACING ON THE SAT DON’T RUSH to answer every question.

• If you’re regularly making careless mistakes, you must SLOW DOWN. • Spend test time working on the problems you KNOW HOW TO DO. • Spend homework time working on the problems you DON’T KNOW HOW TO DO. DON’T HESITATE to cut loose. • If you’re unsure whether you’ve wasted “a lot” of time on a question, you already have! o If you stare at a question and CAN’T figure out anything, MOVE ON! • The LONGER a question takes, the LESS it can help your score.

DON’T WORRY about timing for every single question. • GOOD MOVE: Staying aware of how much time is left in a test. • BAD MOVE: Calculating how much time is left per question in a test. • Develop a sense of test pacing from your practice tests and homework. • Do the math on the test, not on the clock.

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Class 1: Introduction to the SAT: Content Overview

SAT Introduction: Content Overview

K E Y

P O I N T S

• The SAT is testing stuff that you already know! • What makes the SAT challenging is that it takes things that you know and tests them slightly differently than high school!

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Class 1: Reading Introduction

Test 1: Reading

Section Structure 65 Minutes for 52 Questions – Five passages • Four single passages, one paired passage. • Fiction and passages relating to current issues, science, and the “Great Global Conversation.”

SAT Reading Concepts • • • •

Understanding main ideas and purpose Applying quantitative information Defining words in context Utilizing textual evidence

Quick Reading Tips • • • • • •

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Read for main ideas. Save time by skimming details. Always anticipate your answer. Always eliminate choices to find the correct answer. Don’t spend too much time on any one question. Don’t make stupid mistakes – stay focused.

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Class 1: Writing and Language Introduction

Test 2: Writing and Language

Section Structure 35 Minutes for 44 Questions – Four single passages, 11 questions each.

SAT Writing and Language Concepts •

Basic Grammar and Syntax o

• • •

Prepositions, punctuation, verbs, etc.

Main Idea Analysis Quantitative Analysis Words in Context

Quick Writing Tips • • • • • •

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Read period to period. Trust your grammar ear! Stay confident – you know all the grammar you need to know. Identify the grammatical issue that is being tested. Don’t make a problem harder than it is. Don’t make stupid mistakes – stay focused.

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SAT

Class 1: Math Introduction

Tests 3 and 4: Math

Section Structure 80 Minutes for 58 Questions Test 3: Math (No Calculator) • •

25 minutes for 20 questions Multiple choice questions and student-produced responses

Test 4: Math (Calculator) • •

55 minutes for 38 questions Multiple choice questions and student-produced responses

SAT Math Concepts •

Algebra o

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Data analysis o

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Ratios, proportions, and percentages

Advanced math o

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Formulas, expressions, and equations

Quadratics and polynomials

Additional topics o

Geometry and trigonometry

Quick Math Tips • • • •

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Stay confident – you know all the math you need to know! Identify the concept that is being tested. Don’t make a problem harder than it is. Don’t make stupid mistakes – stay focused.

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SAT

Class 1: Essay Introduction

Test 5: The Essay

Section Structure 50 Minutes for 1 Prompt

SAT Essay Concepts • • •

Reading Comprehension Analyzing Arguments Effective Writing Communication

Quick Essay Tips • • • •

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Make sure your essay structure includes introduction, body, and conclusion paragraphs. Make sure your essay content includes a thesis and supporting evidence. Be familiar with common argumentative techniques. Take time to brainstorm your ideas before writing your essay.

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Class 1: The Test Zone

The Test Zone

K E Y

P O I N T S

• Apply it on the SAT and every other test you take! • Figure out what techniques work best to get YOU into the TEST ZONE.

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THE DIFFERENCE BETWEEN A “GOOD DAY” AND A “BAD DAY” CAN BE 200 PTS THE TEST ZONE IS ABOUT MAKING SURE YOU HAVE A GOOD DAY

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What is the TEST ZONE? The TEST ZONE is a state in which you are in complete control of yourself and the exam, so you can MAKE THE TEST WORK FOR YOU, not the test makers.

Losing focus on one question can throw you off for the next few questions. You need to work through the test one question at time and forget about everything else!

FOCUS

It’s easy to stop caring about the test (it’s BORING!). You need to remind yourself why you have to care about every question, every time (COLLEGE!).

MOTIVATION

TEST ZONE

ENDURANCE

The SAT is a long test! Four hours of sitting and pretending to care about pronouns, probability, and passages. You need to get your brain used to THINKING for the entire time, so that you have the necessary energy until the last question.

Success on the SAT is as much about HEART and ATTITUDE as intelligence It doesn’t matter how much you know if you are not mentally and physically prepared to take the test. Being prepared is about being in the TEST ZONE.

**TEST ZONE…YOUR NEW BEST FRIEND** Apply it on the SAT and every other test you take!

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ENDURANCE Warning signs: • Your mind starts wandering. • You start thinking about what you’re going to do after the exam.

Helpful remedies: • Make the effort to stay focused for the entirety of every class. • Take your practice tests seriously. Bring the intensity that you would bring to the official test. • Do your homework assignments in one sitting.

MOTIVATION Warning signs: • You miss a word or two in a question and miss the question. • You fall into careless and easy traps. • You don’t try questions that you don’t immediately know how to solve.

Helpful remedies: • Attack the exam aggressively, as though you were battling a mortal enemy. • Use the strategies and do not take shortcuts. • Always give it a shot, write things down, get your pencil moving.

FOCUS Warning signs: • Your mind starts wandering. • You start thinking about what you’re going to do after the exam. • You have a song lyric that you can’t get out of your head.

Helpful remedies: • Practice outside of class in a public place to get used to dealing with distractions. • Develop a routine and follow it for the practice exams.

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Class 1: Reading

Class 1 Reading: Determining Central Ideas, Themes, and Meaning

K E Y

P O I N T S

• Read with your 2-TRACK MIND to break up Critical Reading passages into bite-sized pieces. • Read for the MAIN IDEA of the passage. • Always ANTICIPATE and ELIMINATE when looking at answer choices.

Answers on Page 54 23

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SAT

Class 1: Reading

Test 1: Reading (65 Minutes)

Reading Strategy The Passage 1. Read – Read the introductory blurb and the passage using your Two-Track Mind. 2. Ask – Ask yourself questions that help you focus on the author’s argument. Do this for each sentence and for each paragraph. 3. Reflect – Pause before answering the questions and try to BRIEFLY describe the author, the subject of the passage, and the main points. The Questions – Take CARE 1. Cover – Cover the answer choices with your hand, then read the question. 2. Anticipate – Figure out how YOU would answer the question. Use any line references that may be provided to help. 3. Reveal – Once you have your answer in mind, uncover the answer choices. 4. Eliminate – Compare their answer choices with your answer, and ELIMINATE WRONG ANSWERS.

Key Points for Reading •

Read for “What’s it about?” NOT “What happens?”

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ANTICIPATE your own answers before looking at the answer choices.

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ELIMINATE wrong answers, especially “Out of Scope” ones.

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Class 1: Determining Central Ideas, Themes, and Meaning: Reading for Main Ideas

Reading for Main Ideas When reading on the SAT, it is important to read for an understanding of what the text is about (as opposed to what happens). We understand what a text is about through its main ideas: • •

Why did the author write this sentence, paragraph, or passage? If I had to quickly describe this sentence, paragraph, or passage to someone else, what would I say?

Facts, lists, and details are unimportant to your initial understanding of a text. Think big picture!

Paragraph Structure: Where Do Main Ideas Live? Main ideas are usually located at the beginning and the end of a paragraph. Details tend to be found in the middle of a paragraph.

Thesis/Topic Sentence: Main ideas are most likely to live here. Students must stop after the opening sentence of a paragraph and actively note the idea/purpose.

Middle of Paragraph: This is where facts, details, and reiterations tend to be found. Readers oftentimes get bogged down in this part of the paragraph.

Closing Sentence(s): Main ideas/paragraph summaries are frequently found here. Students must not neglect the ends of paragraphs when they read.

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Class 1: Determining Central Ideas, Themes, and Meaning: Effective Reading

Effective Reading: The Two-Track Mind Whenever you read, there are two parts of your brain at work: 1) The part of your brain that reads the words on the page. 2) The part of your brain that thinks about other stuff. These two parts of your brain do not necessarily work together! To ensure focus, periodically stop and ask yourself questions while you read!

• •

At the end of each paragraph, STOP! What is the main idea? At the end of the passage, STOP! o Who was the author? Was the author part of the story or just telling the story? o What was the author’s overall purpose in writing the passage? o How did the author feel about this topic? What is the tone of the passage?

Effective Reading: The Two-Speed Transmission Once we know how to identify main ideas, we can focus our time and attention on the most important parts of a text. When to accelerate when reading a text: • • •

When the author lists facts to support a main idea. When the author repeats a point that has already been made. When the author uses unfamiliar terms/phrases that are unrelated to a main idea.

When to slow down when reading a text: • • •

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At the beginning and the end of a paragraph. Whenever the author introduces a new idea. o Watch out for transitional words/phrases that indicate a new or opposing idea (however, therefore, for example, etc.). When the author expresses his or her opinion.

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Effective Reading: Sample Paragraph

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Critics argue that since the Apollo missions, little substantial progress has been made in space exploration. NASA missions have been criticized as ineffective and costly, and more than one respected pundit has suggested that the U.S. government drastically reduce funding for the International Space Station and other NASA ventures. Against this backdrop of hostility, policymakers would do well to remember that trailblazing scientific exploration has been the subject of misplaced scrutiny throughout history. Centuries before the founding of NASA, Christopher Columbus faced similar skepticism in funding his maiden – and in retrospect, historic – voyage across the Atlantic.

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Effective Reading: Sample Paragraph

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Critics argue that since the Apollo missions, little substantial progress has been made in space exploration. NASA missions have been criticized as ineffective and costly, and more than one respected pundit has suggested that the U.S. government drastically reduce funding for the International Space Station and other NASA ventures. Against this backdrop of hostility, policymakers would do well to remember that trailblazing scientific exploration has been the subject of misplaced scrutiny throughout history. Centuries before the founding of NASA, Christopher Columbus faced similar skepticism in funding his maiden – and in retrospect, historic – voyage across the Atlantic.

NEW MAIN IDEA (SLOW DOWN): NASA programs have recently been the subject of ridicule. DETAILS (SPEED UP) about the ridicule that NASA has received.

NEW MAIN IDEA (SLOW DOWN): Columbus faced skepticism similar to what NASA is currently facing.

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SAT

Class 1: Determining Central Ideas, Themes, and Meaning: Practice Passage

Questions 1-10 are based on the following passage. In the following passage, an educator questions the importance of standardization in spelling. Line

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Correct spelling has been held up as a measure of literacy (or illiteracy). Those who have taken the same license as Shakespeare and spelled their name in a variety of ways have been labeled as nonstandard, or as character-deficient. That is not the only side effect that there has been: countless members of society have had their confidence eroded – and their writing and reading efforts dampened – by the trap of correct spelling. It isn’t too much to suggest that the obsession with standardization (and the punishment of nonstandard or “incorrect” forms) has contributed to ratings on illiteracy. With so many mistakes to be made, some people are just too frightened to try to write or read. Yet these “mistakes” didn’t even exist in Shakespeare’s era. Spelling has definitely been used throughout the last century of print to make moral judgments about individuals and the state of society. It was not uncommon – prior to spellcheckers – to find that job applicants would be eliminated on the grounds of a spelling error, for example. To be unable to spell was a measure of ignorance; to neglect to look up a word in a dictionary and find the correct form was considered a measure of carelessness, slothfulness and irresponsibility – all of which were disqualifications for the job. The conventional wisdom now is that young people don’t spell as well as their parents; that computers and spellcheckers mean that they don’t keep the rules in their heads any more, but are content to access a computer program. This is fine, as far as most young people are concerned; they want to be able to do it, not to know it. But it is often taken as a sign of moral decadence by the older generation, rather than as evidence that the information medium is changing. There are many reasons that standardization in spelling is not as important today; it’s partly because of spellcheckers that the same energy is not put into drilling the young to memorize all the rules. They simply don’t need to learn them off by heart any more, if they are working on a computer.

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But there is also a new flexibility associated with 45 the electronic media which is at odds with the very idea of standardization and regulation. Even where print appears on the screen, it is not fixed; it moves, it can be changed. There isn’t the same sense of a finished product, or of a fixed 50 meaning. Electronic “publications” have an air of fluidity, fleetingness, ephemeralness about them. Pluralism and diversity are much more the current values, than standardization. So, for example, when I come up with my own 55 creative representations of words on my e-mail, those whom I am contacting don’t think that I am ignorant or reprehensible. Neither the medium nor the form is seen as definitive or authoritative as the printed page used to be. Those who are 60 connecting to my messages are likely to assume that I am not a good typist, or that there is no spellchecker on my e-mail – if they notice my nonstandard offerings at all. I have no doubt that they will not only work out 65 what my message means, but that I will provide them with some entertainment in the process. Besides, if there are people who do object, they have the solution close at hand. Let them use their own spellchecker to standardize the message. But 70 it is their problem, not mine, if they cannot cope with the pluralism. People spelled creatively before print, and no doubt they will again after the values and mindset of standardization have begun to recede. It could 75 be that in the not-too-distant future, when the population once again spells a word the way it sounds (as they work on their e-mail or electronic bulletin boards), that scholars will look back on the print period, and standardization, as the 80 aberration in communication. Then they will see mindlessness not in those who defied the spelling conventions, but in those who insisted that such arbitrary mechanics should ever have been committed to memory, and then used as a standard 85 of worthiness.

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SAT

Class 1: Determining Central Ideas, Themes, and Meaning: Solving Questions

Solving Reading Questions on the SAT: There are four steps to solving reading questions on the SAT. 1) Cover the answer choices. Do not look at the answer choices! 2) Anticipate an answer to the question. How would YOU answer the question? Use the notes you took while reading! 3) Reveal the answers and then eliminate answers that are clearly incorrect. Answers are clearly incorrect because they do not align with your anticipation! 4) Make a decision among whatever choices remain. Avoid answers with absolute language and/or non-relevant information.

Solving Reading Questions on the SAT: Out of Scope Answers What makes wrong answers wrong can generally be reduced to a few words – the words that make a wrong answer “Out of scope.” How to tell if an answer choice is “Out of scope”: • It brings in subjects that are not related to the passage. • It talks about something from a part of the passage outside of the part the question is referring to. • It is too extreme (unless the author is very extreme). • It assumes too much about the author’s viewpoint.

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Which choice provides the best evidence for the answer to the previous question?

A) actively involved in linguistics research. B) a participant in a recent debate in the field of linguistics. C) a historian of linguistics. D) an advocate for further linguistics research.

A) B) C) D)

Lines 17-19 (“Spelling…society”) Lines 28-32 (“The conventional…program”) Lines 32-34 (“This is …it”) Lines 38-42 (“There are…rules”)

6 The author highlights electronic media primarily in order to

2 It can be reasonably inferred from the passage that the author’s feeling towards nonstandard spelling is one of A) B) C) D)

qualified skepticism. sincere approval. professional detachment. open hostility.

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7 In the passage, the author references Shakespeare in order to


A) B) C) D)

A) B) C) D)

supply a revisionist theory. disprove a historical misconception. provide a broader context. invoke an illustrious prose stylist.

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Lines 38-42 (“There are…rules”) Lines 42-43 (“They simply…computer”) Lines 50-53 (“Electronic…standardization”) Lines 72-74 (“People…recede”)

8 According to the passage, why do young people favor nonstandard spelling? A) Young people view nonstandard spelling as an opportunity to rebel against their parents. B) Young people are following the lead of linguistics scholars. C) The education of young people does not stress the rules of standard spelling. D) Young people view the result of spelling as more important than the method of spelling.

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A) suggest that the standardization rules for printed media do not apply to electronic media. B) distance himself from the past. C) highlight the possible dangers of a nonstandardized world. D) predict the re-emergence of a cyclical trend.

The first sentence of the seventh paragraph (lines 54-57) most directly responds to which of the following statements? A) B) C) D)

Lines 17-19 (“Spelling…society”) Lines 28-32 (“The conventional…program”) Lines 38-42 (“There are…rules”) Lines 47-48 (“Even…changed”)

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SAT


9 As used in line 48, “fixed” most nearly means A) B) C) D)

stable. corrected. rigged. complete.

10 The author’s attitude toward those who “cannot cope with the pluralism” (lines 7071) is best described as A) B) C) D)

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dismissive. compassionate. spiteful. bemused.

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SAT

Class 1: Math

Class 1 Math: Foundations of Arithmetic and Algebra

K E Y

P O I N T S

• Don’t fall for the SAT Math’s TRICKS & TRAPS. • Apply the I-S-M-E STEPS to solve EVERY math problem.


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SAT

Class 1: Math

Tests 3 and 4: Math (80 Total Minutes)

Math Strategy – ISME 1. Identify – ALWAYS begin by determining the problem type. The most important step in solving a math problem on the SAT does NOT involve your calculator. 2. Set Up - WRITE DOWN WHAT YOU KNOW IS TRUE If there’s a diagram, label anything you can. Determine which equation(s) you will need to do the math. 3. Make Sure - What is the SPECIFIC answer they are asking for? Make sure you’re not falling for one of the SAT’s tricks. 4. Execute - Plug in the information from the problem, carefully write out ALL STEPS, and solve the problem. After you’ve got an answer, check your work, and make sure your answer makes sense.

ISME Application The average (arithmetic mean) score of six teams is 80 points. If the average score of four of the teams is 75 points, then what is the average number of points scored by the other two teams? A) B) C) D)

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82.5 85 88.3 90

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SAT

Class 1: Foundations of Arithmetic and Algebra: Terms and Operations Factor vs. Multiple Term

Definition

Whole Number

A number with no fractional or decimal part.

Integer

Any whole number (–400, 0, 2, 1000).

Factor

An integer that divides evenly into another integer.

Multiple

An integer that can be divided by a smaller integer with no remainder.

Prime vs. Composite Term

Definition

Prime

A number with only 1 and itself as factors. 1 is NOT a prime number.

Composite

A number with factors other than 1 and itself. 1 is NOT a composite number.

Even vs. Odd Term

Definition

Even

An integer which divided by 2 yields a whole number (0 is an even number).

Odd

An integer which divided by 2 does not yield a whole number.

Additional Terms Term

Definition

Coefficient

A number used to multiply a variable.

Constant

A number on its own.

Variable

An alphabetic character representing a number. 2

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NO CALCULATOR Which of the following is a factor of 57 ? A) B) C) D)

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2 7 13 19

NO CALCULATOR If a is the greatest prime factor of 28 and b is the greatest prime factor of 84, what is the value of a – b ?

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SAT

Class 1: Foundations of Arithmetic and Algebra: Exponents Term

Definition

Positive powers

Multiply the base by itself as many times as the exponent tells you to.

35 =

Negative powers

Put a one over the base and multiply the base by as many times as the exponent tells you to.

3–5 =

0 as a power

Any number raised to the power of zero equals 1.

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1 as a power

Any number raised to the power of 1 equals itself.

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Powers on fractions

Multiply the fraction by itself as many times as the exponent tell you to.

( 3 )3 =

Powers on negative numbers

If a negative number is raised to an even power, it becomes positive. If a negative number is raised to an odd power, it stays negative.

(–3)2 =

Multiplying powers

When multiplying similar bases with powers, add the powers together.

33 x 34 =

Dividing powers

When dividing similar bases with powers, subtract the powers.

Raising a power to another power

When raising a power to another power, multiply the powers.

Fractional powers

The numerator of the fractional power represents the power and the denominator of the fractional power represents the root.

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(35)3 = 1

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NO CALCULATOR

If 4

Which of the following is equal to 𝑡 11 for all values of t ? A) 𝑡4 B) C) D)

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Example

𝑡11 11 4

𝑡4 𝑡11

𝑥𝑞

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𝑥𝑟

= 𝑥12 , x > 1, and q + r = 36,

what is the value of q – r ?

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SAT

Class 1: Foundations of Arithmetic and Algebra: Absolute Value

Foundations of Arithmetic and Algebra: Absolute Value An absolute value is a number’s distance from zero. As such, absolute values are never negative. Identify: Any problem that uses absolute value bars … Set Up: Create two equations and solve for the two values of the given variable.

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6

Which of the following expressions is equal to 0 for some value of x ? A) 4 – x + 4 B) x – 4 + 4

C) x + 4 + 4 D) x + 4 – 4

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NO CALCULATOR For what value of n is |n – 4| + 1 equal to 0 ? A) B) C) D)

0 1 4 There is no such value of n.

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SAT

Class 1: Foundations of Arithmetic and Algebra: Percentage

Foundations of Arithmetic and Algebra: Percentage A percentage is a number or ratio expressed as a fraction of 100. Identify: Questions that involves percentages or give “before and after numbers.” Set Up: To determine percent change, plug any elements you know into the percent change formula.

Percent Change Formula Percent Change =

8

7

A local comedian earns $80 at a performance where 25 people attend. The performer uses 32% of the money earned to pay the costs involved in putting on the performance. The rest of the money earned is the performer’s profit. What is the profit the performer makes at a performance where 25 people attend? A) B) C) D)

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Final – Original x 100% Original

The plans for a rectangular building were altered by decreasing the length of the building by 50 percent and decreasing its width by p percent. If these alterations decreased the area of the building by 80 percent, what is the value of p ?

$25.60 $32.00 $54.40 $62.80

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SAT

Class 1: Solving Non-Linear Equations: Single Equation Questions

Solving Non-Linear Equations: Single Equation Questions Identify: A question (before or after translation from a word problem) has one equals sign and/or inequality or you are solving for the value of an equation. Set Up: Follow the below steps (where necessary): 1) Group like terms (variables with the same exponent and/or whole numbers). 2) Multiply by a common denominator and/or cross-multiply to remove fractions. 3) Solve for the variable. 11

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NO CALCULATOR

NO CALCULATOR

(4x2y – 2y2 + 5xy2) – (x2y + xy2 – 5y2) Which of the following is equivalent to the expression above? A) B) C) D)

If y > 5, which of the following is 1 equivalent to 1 ? + 1 y+4 y+5 y2 + 9y + 20 2y + 9 2y + 9 B) y2 + 9y + 20

3x2y2 6xy2 − 2y2 3x2y + 4xy2 3x2y + 4xy2 + 3y2

A)

C) y2 + 9y + 20

10

The number of cars that a company expects to sell next year, Cnext year , can be estimated by the number of cars sold this year, Cthis year , by the equation below. Cnext year = Cthis year + 0.5(Cthis year )(1 –

D) 2y + 9

Cthis year ) F

The constant F in this formula is the number of cars the company’s factory is able to produce. If the company sold 420 cars this year and F = 630, how many cars will the company sell two years from now? (Round your answer to the nearest whole number.)

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SAT

Class 1: Solving Non-Linear Equations: Systems of Equations Questions

Solving Non-Linear Equations: Systems of Equations Questions Identify: There are two or more equals signs and/or inequalities. Set Up: Follow the below steps (where necessary): 1) Group like terms (variables with the same exponent and/or whole numbers). 2) Add or subtract given equations (if possible). 3) If you cannot add or subtract, then substitute between equations and solve.

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13

NO CALCULATOR

NO CALCULATOR s = 3.85 + 0.55x i = 1.45 + 0.95x

Which ordered pair (x, y) satisfies the system of equations shown below?

In the equations above, s and i represent the cost, in dollars, of purchasing a snow shovel and ice scraper, respectively, x weeks after November 1 during last winter. What was the price of a snow shovel when it was equal to the price of an ice scraper? (Ignore the dollar sign in your answer.)

4x – 2y = 12 3x + 6y = –6

A) B) C) D)

(–6, 2) (–2, 2) (2, –2) (4, 2)

14

y=8 y = ax2 + b

In the system of equations above, a and b are constants. Which of the following represents a range of possible real solutions of a and b ? A) B) C) D)

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a > 0 and b > 8 a > 0 and b < 8 a < 0 and b > 8 a < 0 and b < 8

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SAT

Class 1: Solving Non-Linear Equations: Rewriting Equations

Solving Non-Linear Equations: Rewriting Equation Questions Identify: A question that relates to manipulating equations to create new expressions. These questions will often ask for one variable “in terms of” another. Set Up: Use algebraic operations and/or substitution to convert the provided expression into the desired equation. The phrase “in terms of” translates to “solve for the first variable.” Thus, if a question asks to “solve a in terms of b,” you should solve the equation for a. The b variable will appear on the right side of the equation. 15

16

NO CALCULATOR If

NO CALCULATOR qq F = k r12 2

6 1 = 3g where g ≠ 0 and f ≠ –2, 2f + 1

what is g in terms of f ? A) g = 2f + 1 2 2f + 1 1 C) g = 2 – f 1 D) g = 2 f + 2 B) g =

Coulomb’s Law: At a distance, r, the electrostatic force, F, experienced by two objects, q1 and q2, can be measured by the above formula, where k is Coulomb’s Law Constant. Which of the following equations expresses the square of the distance that separates two objects in terms of the total electrostatic force, Coulomb’s Law Constant, and the individual charges of the two objects. Fk A) r2 = q q 1 2

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B) r2 =

q1q2 Fk

C) r2 =

q1q2 kF

D) r2 =

kq1q2 F

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SAT

Class 1: Homework

Class 1 Homework


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SAT

Class 1: Homework

Homework Assignment Class #1 If your Critical Reading and Writing score was between...

200-500 (CR & W) ...then your Critical Reading and Writing homework is:

If your Math score was between...

200-500 (M) ...then your Math homework is: Pages 51-52: #1-10

Pages 45-47: #1-10



Pages 48-50: #11-20

If you have been assigned a practice exam, please complete the exam and submit your answers at least 24 hours before your next class!

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SAT

Class 1: Reading Homework

Reading Test Homework Passages Directions Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph).

Questions 1-10 are based on the following passage. The following excerpt from a novel describes a child’s impression of the California landscape. Line

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The Salinas Valley is in Northern California. It is a long narrow swale between two ranges of mountains, and the Salinas River winds and twists up the center until it falls at last into Monterey Bay. I remember that the Gabilan Mountains to the east of the valley were light gay mountains full of sun and loveliness and a kind of invitation, so that you wanted to climb into their warm foothills almost as you want to climb into the lap of a beloved mother. They were beckoning mountains with a brown grass love. The Santa Lucias stood up against the sky to the west and kept the valley from the open sea, and they were dark and brooding – unfriendly and dangerous. I always found in myself a dread of west and a love of east. Where I ever got such an idea I cannot say, unless it could be that the morning came over the peaks of the Gabilans and the night drifted back from the ridges of the Santa Lucias. It may be that the birth and death of the day had some part in my feeling about the two ranges of mountains. From both sides of the valley little streams slipped out of the hill canyons and fell into the bed of the Salinas River. In the winter of wet years the streams ran full force, and they swelled the river until sometimes it raged and boiled, bank full, and then it was a destroyer. The river tore the edges of the farm lands and washed whole acres down; it toppled barns and houses into itself, to go floating

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and bobbing away. It trapped cows and pigs and sheep and drowned them in its muddy brown water and carried them to the sea. Then when the late spring came, the river drew in from its edges and the sand banks appeared. The Salinas was only a part-time river. The summer sun drove it underground. It was not a fine river at all, but it was the only one we had and so we boasted about it – how dangerous it was in a wet winter and how dry it was in a dry summer. You can boast about anything if it’s all you have. Maybe the less you have, the more you are required to boast. The floor of the Salinas Valley, between the ranges and below the foothills, is level because this valley used to be the bottom of a hundred-mile inlet from the sea. The river mouth at Moss Landing was centuries ago the entrance to this long inland water. Once, fifty miles down the valley, my father bored a well. The drill came up first with topsoil and then with gravel and then with white sea sand full of shells and even pieces of whalebone. There were twenty feet of sand and then black earth again, and even a piece of redwood, that imperishable wood that does not rot. Before the inland sea the valley must have been a forest. And those things had happened right under our feet. And it seemed to me sometimes at night that I could feel both the sea and the redwood forest before it. I have spoken of the rich years when the rainfall was plentiful. But there were dry years too, and they put a terror on the valley. The water came in a thirty-year cycle. There would be five or six wet and wonderful years when there might be nineteen to twenty-five inches of rain, and the land would shout with grass. Then would come six or

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SAT


seven pretty good years of twelve to sixteen inches of rain. And then the dry years would come, and Line sometimes there would be only seven or eight 70 inches of rain. The land cracked and the springs dried up and the cattle listlessly nibbled dry twigs. Then the farmers and the ranchers would be filled with disgust for the Salinas Valley. Some families would sell out for nearly nothing and move away. 75 And it never failed that during the dry years the people forgot about the rich years, and during the wet years they lost all memory of the dry years. It was always that way.

3

The passage indicates the author’s relationship with nature A) inspires a religious connection to the earth. B) causes a desire to return to the east. C) evokes a childlike feeling. D) influences the way the author perceives the world.

4 Which choice provides the best evidence for the answer to the previous question?

1 The primary purpose of the passage is to

A) B) C) D)

A) describe a particular landscape objectively. B) evoke personal responses to a landscape. C) encourage the reader to visit the Salinas Valley. D) champion the protection of a special portion of the American countryside.

Lines 6-11 (“I remember…mother”) Lines 17-20 (“Where…Lucias”) Lines 23-25 (“From both…river”) Lines 41-42 (“Maybe…boast”)

5 The main purpose of the third paragraph is to convey the author’s

2 The references to “birth” and “death” at the end of the second paragraph mainly have which effect? A) They evoke the narrator’s contrasting feelings. B) They reflect the author’s auspicious thoughts. C) They capture the narrator’s existential fear. D) They reveal the narrator’s longing for daylight.

A) B) C) D)

6 The passage suggests that the author views his father’s activities as A) B) C) D)

46

ability to recall insignificant events. distaste for the Salinas River. respect for nature’s destructive potential. sadness at the frequent loss of farm life.

alleviating a drought. demonstrating archaeological theories. unlocking a mystery. unearthing the past.

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SAT


7


As used in line 66, “shout” most nearly means

A) B) C) D)

A) B) C) D)

Lines 31-33 (“It trapped…sea”) Lines 48-49 (“Once…well”) Lines 55-56 (“Before…forest”) Lines 63-66 (“There…grass”)

anger. yell. rejoice. abound.

10 8 The description of the “piece of redwood” (lines 53-54) implies that the author A) desires to live a long life. B) laments the loss of the great ancient forest. C) values the redwood more than other trees. D) prizes its endurance.

47

The author’s use of the word “forgot” (line 76) suggests that, in relation to the “people” (line 76), the author A) B) C) D)

has a greater capacity for memory. appreciated the river more. was more bound to the land. views life in a larger temporal context.

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SAT Questions 11-20 are based on the following passage. This passage is adapted from the Vietnam Veterans Against the War Statement by John Kerry to the Senate Committee of Foreign Relations.

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And suddenly we are faced with a very sickening situation in this country because there’s no moral indignation, and if there is it comes from people who are almost exhausted by their past indignincies [sic], and I know that many of them are sitting in front of me. The country seems to have lied -- lain down and accepted something as serious as Laos, just as we calmly shrugged off the loss of 700,000 lives in Pakistan, the so-called greatest disaster of all times. But we are here as veterans to say that we think we are in the midst of the greatest disaster of all times now because they are still dying over there, and not just Americans, Vietnamese, and we are rationalizing leaving that country so that those people can go on killing each other for years to come. Americans seem to have accepted the idea that the war is winding down, at least for Americans, and they have also allowed the bodies, which were once used by a President for statistics to prove that we were winning this war, to be used as evidence against a man who followed orders and who interpreted those orders no differently than hundreds of other men in South Vietnam. We veterans can only look with amazement on the fact that this country has not been able to see that there's absolutely no difference between a ground troop and a helicopter crew. And yet, people have accepted the differentiation fed them by the Administration. No ground troops are in Laos, so it's alright to kill Laotians by remote control. But believe me, the helicopter crews fill the same body bags and they wreak the same kind of damage on the Vietnamese and Laotian countryside as anyone else, and the President is talking about allowing that to go on for many years to come. And one can only ask if we will really be satisfied when the troops march in to Hanoi. We are asking here in Washington for some action, action from the Congress of the United States of America which has the power to raise and maintain armies and which by the Constitution also has the power to declare war. We've come here, not to the President, because we believe that this body can be responsive to the will of the people; and we believe that the will of the people says that we should be out of Vietnam now.

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Class 1: Reading Homework We're here in Washington also to say that the 50 problem of this war is not just a question of war and diplomacy. It's part and parcel of everything that we are trying as human beings to communicate to people in this country: the question of racism, which is rampant in the 55 military; and so many other questions also: the use of weapons; the hypocrisy in our taking umbrage in the...Geneva Conventions and using that as justification for continuation of this war, when we are more guilty than any other body of violations of 60 those Geneva Conventions -- in the use of free-fire zones, harassment interdiction fire, search and destroy missions, the bombings, the torture of prisoners, the killing of prisoners -- accepted policy by many units in South Vietnam. That's what 65 we're trying to say. It's part and parcel of everything. An American Indian friend of mine who lives on the Indian nation of Alcatraz put it to me very succinctly. He told me how as a boy on an Indian 70 reservation he had watched television and he used to cheer the cowboys when they came in and shot the Indians. And then suddenly one day he stopped in Vietnam and he said, "My God, I'm doing to these people the very same thing that was done to 75 my people," -- and he stopped. And that's what we're trying to say, that we think this thing has to end.

11 The central problem that Kerry describes in the passage is that A) there is no end in sight to the Vietnam War. B) more American soldiers are dying in Vietnam now than during earlier parts of the war. C) the American public has come to accept the current situation in Vietnam. D) the United State is imminently close to defeat in Vietnam.

48

SAT


12

15 Kerry implies that which of the following is a relatively recent development?

The author italicizes the word “now” in line 13 primarily to

A) The understanding that the Vietnam War will not end. B) The involvement of American Indian soldiers in fighting the Vietnam War. C) The belief that certain methods of killing enemies are more acceptable than others. D) The ability of the United States Congress to limit the United States’ involvement in the Vietnam War.

A) highlight the difference between a past situation and a present situation. B) reflect the severity of growing social divisions. C) question the feasibility of a situation. D) stress the urgency of an issue.

16 As used in line 30, ”fed” most nearly means A) B) C) D)

13 Which choice provides the best evidence for the answer to the previous question? A) B) C) D)

Lines 11-14 (“But…Americans”) Lines 29-31 (“And yet…administration”) Lines 40-44 (“We are…war”) Lines 67-69 (“An American…succinctly”)

17 As used in line 42, ”raise” most nearly means A) B) C) D)

14 The second paragraph (lines 11-17) implies that A) the lives of people of different nationalities have similar value. B) the United States is currently acting in a treacherous manner. C) more American soldiers are dying each day than Vietnamese soldiers. D) the United States military leaving Vietnam will help expedite Vietnam’s return to stability.

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consumed. eaten. spread. told.

boost. enhance. form. lift.

18 Kerry contends that the situation he describes in the passage has become so dire that A) it has done irreparable harm to the United States. B) it has eroded the principles underpinning the United States. C) it has prevented the United States military from carrying out its assigned duties. D) it has caused social divisions which will last for generations.

49

SAT



Lines 1-10 (“And suddenly…times”) Lines 18-25 (“Americans…Vietnam”) Lines 40-44 (“We are…war”) Lines 51-64 (“It’s part…Vietnam”)

20 Kerry references his American Indian friend in the last paragraph (lines 67-77) in order to A) B) C) D)

50

illustrate a philosophical difference. convey a changed mindset. highlight a unique camaraderie. symbolize the legacy of a conflict.

50

SAT

Class 1: Math Homework

1

5

NO CALCULATOR

If

If (x6) j = x72 , what is the value of j ?

7x + 3 6 = z and z = 4, what is the value of x ?

6

2

On the surface of the planet Venus, the force of gravity is 12% less than that of the force of gravity on the surface of Earth. If Steven weighs 160 pounds on the surface of Earth, what would his weight be on the surface of Venus, in pounds? A) B) C) D)

NO CALCULATOR 3b2 + 13 – x = 8 If b > 0 and x = 3 in the equation above, what is the value of b ?

19.2 28.8 140.8 148 7

If a = 4x2 – 2x, and b = x2 + x + 3, what is a – 3b in terms of x ? A) B) C) D)

3

If 9 + 4x = 61, then 3x = ? A) B) C) D)

13 24 39 53

8

4

NO CALCULATOR 3y 4x If 2x = 6, what is the value of y ?

51

x2 – 5x – 9 x2 + 2x + 3 2x2 – 3x + 4 2x2 + 5x + 8

NO CALCULATOR Which real number satisfies (3x)(27) = 912 ?

51

SAT


9

12

If x is an odd integer, then which of the following could be the value of (x – 1)(x – 2) ? A) B) C) D)

Jennifer is a coach reviewing the previous soccer season. She recorded that Player A scored 60 percent more goals than Player B did during the season. Based on Jennifer’s calculations, if Player A had 128 goals, how many goals did Player B have?

12 42 88 130

A) B) C) D)

51 80 108 205

10

NO CALCULATOR 3x 5 + 4 > 10 is equivalent to which of the following expressions? 70 A) – 3 < x < 10 B) 10 < x <

35 2

13

70 C) x < – 3 and x > 10 70 D) x < –10 and x > 3

11

Jason’s dealership sells cars and trucks. Last month, his dealership sold 80 cars and 54 trucks. This month, the number of cars sold declined by 20 percent, and the number of trucks sold increased by 50 percent. What was the percent increase in the total number of the two items sold by the dealership? (Round your answer to the nearest tenth.)

If y > 0, what is the solution to the 3 equation y + 1 +

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2 =1? y–1 //

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SAT


14

1 2 If 6x + 3y = 8, what is the value of 2x + 8y ?

Questions 17 and 18 refer to the following information. Pythagorean expectation is a formula used to estimate how many games a baseball team "should" win based on the number of runs it scored and allowed during a season. The Pythagorean expectation formula for a 162-game season is below:

15

NO CALCULATOR

Wins = 162(

1 , where a > 0 and x > 0, which of a2 the following equations gives a in terms of

runs scored2 ) runs scored2 + runs allowed2

If x =

17

x?

A) a =

1 x

B) a =

1 x

According the formula, how many games was a team projected to win in 2013 if it scored 786 runs and allowed 679 runs? (Round to the nearest whole number.)

C) a = x D) a = x4 18

16

a2 + b2 = 160 2a = 6b If (a, b) is a solution to the system of equations above, and b > 0, what is the b value of 2 ?

53

In 2014 (the following season), the same team wanted to increase its projected win total from 2013 by 10 games (use your rounded answer from question 6 as the projected win total for 2013). If the team allowed the same number of runs in 2014 as it did in 2013, how many additional runs (compared to 2013) would it have to had scored in 2014 to reach its desired projected win total? (Round to the nearest whole number.)

53

SAT

Class 1: Answers

Class 1 Reading and Writing Answers Reading Determining Central Ideas, Themes, and Meaning (Page 23)

Class 1 Homework: Reading Passages (Page 45) 1) B

1) B

2) A

2) B

3) D

3) C

4) B

4) D

5) C

5) C

6) D

6) A

7) C

7) C

8) D

8) A

9) D

9) A

10) D

10) A

11) C 12) C 13) B 14) A 15) D 16) D 17) C 18) B

Class 1 Math Answers Foundations of Arithmetic and Algebra (Page 33)

Class 1 Math Homework (Page 51)

1) D

1) 12

2) 0

2) C

3) C

3) C

4)

1 or 0.333 3

4) 1

5) D

5) 3

6) D

6) 6

7) C

7) A

8) 60

8) 21 9) A

Solving Non-Linear Equations (Page 39) 9) D

10) C 11) 5

10) 544

12) B

11) A

13) 8.2

12) 7.15

14) 96

13) C

15) A

14) C

16) 2

15) B

17) 93

16) D

18) 111

19) D 20) B

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SAT

Class 2: Reading and Writing

Class 2 Reading and Writing: Shared Content Areas

K E Y

P O I N T S

• Evaluating Quantitative Information questions test your ability to find data from charts and graphs and draw simple conclusions. • Anticipate and eliminate to solve Words in Context questions.


55

SAT

Class 2: Evaluating Quantitative Information

Evaluating Quantitative Information Identifying Evaluating Quantitative Information Questions on the SAT: On the SAT, quantitative information questions assess a student’s ability to understand a chart or graph and connect it to a passage. To solve quantitative information questions, there are two things to keep in mind: 1)

What is the data about?: This can be determined by answering the question “What does the header of the graphic say?”

2)

What does the data in the graphic show about this topic?: It is important to look for trends in the data (When one thing increases, another thing increases; some things are above average and some things are below average, etc.).

To be correct, an answer must be related to the answers to these questions. Selected Occupations Percent Increase in Employment, Projected 2015-2025 Biomedical Engineers Physical Therapists Total, All Occupations 0%

10%

The United States Bureau of Labor Statistics forecasts job growth in given occupations, projecting that the job of physical therapist will be the fastest growing occupation from 2015 to 2025. 1

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20%

30%

40%

50%

60%

70%

1

Which choice completes the sentence with accurate data based on the graph? A) NO CHANGE B) projecting that the job of biomedical engineer will be the fastest growing job of all occupations from 2015 to 2025. C) projecting that the job of physical therapist will grow faster than the job of biomedical engineer from 2015 to 2025. D) projecting that the job of physical therapist will grow faster than the average of all occupations from 2015 to 2025.

56

SAT


Evaluating Quantitative Information Identifying Evaluating Quantitative Information Questions on the SAT: On the SAT, quantitative information questions assess a student’s ability to understand a chart or graph and connect it to a passage. Questions 2 and 3 refer to the below information Figure 1

Figure 2 Human Body, Atomic Percent1

Human Body, Fraction of Mass by Element

Nitrogen 3%

Phosphorous Calcium 1% 1%

Nitrogen 1%

Hydrogen 10%

Phosphorous Calcium <1% <1%

Carbon 12% Carbon 18% Oxygen 24% Hydrogen 62% Oxygen 66%

1Atomic

percent gives the percentage of one kind of atom relative to the total number of atoms.

3

2

57

Which choice is supported by the data in the first figure?

Taken together, the two figures suggest that

A) In the human body the number of oxygen atoms is greater than the number of carbon atoms. B) In the human body the fraction of mass consisting of nitrogen is greater than the fraction of mass consisting of calcium. C) In the human body the fraction of mass consisting of hydrogen is greater than the fraction of mass consisting of oxygen. D) In the human body the fraction of mass consisting of carbon is roughly the same as the fraction of mass consisting of phosphorous.

A) oxygen atoms have a significantly greater mass than hydrogen atoms. B) oxygen atoms have a significantly greater mass than carbon atoms. C) the human body contains a similar amount, in atomic percentage, of carbon and hydrogen. D) the universe, on average, contains two oxygen atoms for every one carbon atom.

57

SAT


Evaluating Quantitative Information Identifying Evaluating Quantitative Information Questions on the SAT: On the SAT, quantitative information questions assess a student’s ability to understand a chart or graph and connect it to a passage. Question 4 refers to the below information Figure 1: 1860 United States Presidential Election Results

The 1860 United States Presidential Election saw four different candidates win the electoral votes from at least one state. As the map shows, Lincoln received the most support in the north and in the west; Douglas receive the most support in the south, and Bell received the most support in only one state. 4

4

The writer wants the information in the passage to correspond as closely as possible with the information in the map. Given that goal, in which sequence should the names of the three presidential candidates be listed? A) B) C) D)

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NO CHANGE Lincoln, Bell, Breckinridge Lincoln, Breckinridge, Douglas Breckinridge, Lincoln, Douglas

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SAT

Class 2: Words in Context (Reading)

Words in Context (Reading) Identifying Words in Context Questions on the SAT: On Words in Context questions, students are asked to define a word within the context of the surrounding text. No prior knowledge of the word is necessary. To solve Words in Context questions, first anticipate a word or tone that fits within the surrounding text. Then, use your anticipation to eliminate answers that do not align with your anticipation. Question 5 Refers to the Paragraph Below In his 1828 biography of Columbus, Washington Irving postulated that Columbus's initial failures to procure funding were due to European monarchs’ assumption that the world was flat. However, the maritime navigation of the time relied on the curvature of the earth, and modern scholars recognize that Columbus's difficulty in obtaining funds stemmed from a different source. In initial meetings, would-be backers agreed that Columbus's plan was infeasible because he had vastly underestimated the size of the westward expanse between Europe and Asia.

5

As it is used in the paragraph, “stemmed” most nearly means A) B) C) D)

caused. produced. originated. diverges.

Question 6 Refers to the Paragraph Below With the eighteenth century, the rediscovery of Greece began. In 1748, a British society of noblemen who had visited Italy and acquired an appreciation of classical architecture commissioned James Stuart, a painter-architect, and Nicholas Revett, an architect draughtsman, to visit Greece and produce drawings of as many of the ancient monuments as they could. Stuart and Revett founded the Greek Revival style, which would ride the full flood of the nineteenth century romanticism and, in the United States, would become virtually the official architecture of the new republic.

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6

As it is used in the paragraph, “flood” most nearly means A) B) C) D)

swell. invasion. catastrophe. drowning.

59

SAT

Class 2: Words in Context (Writing)

Words in Context (Writing) Identifying Words in Context Questions on the SAT: On Words in Context questions, students are asked to define a word within the context of the surrounding text. No prior knowledge of the word is necessary. To solve Words in Context questions, first anticipate a word or tone that fits within the surrounding text. Then, use your anticipation to eliminate answers that do not align with your anticipation. Question 7 Refers to the Paragraph Below With repetition, a great number of impressions will soon occur, which will associate themselves with other impressions. These will often be accompanied by the expression of the patient’s opinion that they have no meaning or are unimportant. According to Freud, this is the implication of unconscious self-criticism that lies at the heart of the patient’s neurosis.

7

A) B) C) D)

NO CHANGE suggestion expression disclosure

A) B) C) D)

NO CHANGE desired intimated regarded

Question 8 Refers to the Paragraph Below Heroes are extraordinary people. Trailblazers, they dare to go where no one has gone before. When Amelia Earhart became the first woman passenger to cross the Atlantic Ocean in an airplane, she also became America’s national hero, a role she merited for the rest of her life. Her courage in daring to make the flight, her honesty in insisting that the pilot deserved all of the credit, her modesty in accepting the accolades, or praise, were traits that caught the fancy of the country and of the world, as well.

60

8

60

SAT

Class 2: Math

Class 2 Math: Arithmetic and Algebra (Part 1)

K E Y

P O I N T S

• Don’t fall for the SAT Math’s tricks and traps. • Apply the I-S-M-E STEPS to solve EVERY math problem. • Use Plug and Chug or Backsolving whenever you are stumped by problems.


61

SAT

Class 2: Translating Word Problems: Translation Table

Translating Word Problems: Translation Table Use the following chart to assist in translating word problems into algebra. .

62

Term

Translation

“Each,” “Groups of (a number),” “Number of Times,” “Some”

Variable (x , y, etc.)

“Equals,” “Is”

=

“And,” “Plus,” “Sum”

+

“Difference”

–

“Product”

x

“For every,” “Per (ratio)”

÷

“Exceed(s),” “Greater Than”

>

“Meet or exceed,” “Greater Than or Equal To”

≥

“Less Than”

<

“Less Than or Equal To”

≤

62

SAT

Class 2: Translating Word Problems: Linear Equations

Translating Word Problems: Linear Equations Identify: A word problem that mentions a linear model. A linear model relates to the formula y = mx + b, where m is the slope (the rate of change) and b is the yintercept (the amount when x = 0). Set Up: Plug the given information into slope intercept form (y = mx + b) and then solve for the requested information. 2

1

NO CALCULATOR A postal worker delivers to 150 homes. The postal worker earns $12 an hour and an additional $15 bonus when all of the mail is delivered on time. If the postal worker delivers all of the mail on time, what expression could be used to determine how much the postal worker earned? A) 12x + 15, where x is the number of hours. B) 15x + 12, where x is the number of hours. C) (12 + 15) + x, where x is the number of homes. D) 12x + (15 + 150), where x is the number of homes.

63

When a scuba diver submerges in water to a depth of 15 feet below the surface, the pressure due to the atmosphere and surrounding water is 24.2 pounds per square inch. As the scuba diver descends, the pressure increases linearly. At a depth of 23 feet, the pressure is 32.4 pounds per square inch. If the pressure increases at a constant rate as the scuba diver's depth below the surface increases, which of the following linear models best describes the pressure p in pounds per square inch at a depth of f feet below the surface? A) B) C) D)

p = 0.976f – 8.825 p = 0.976f + 8.848 p = 1.025f + 8.825 p = 1.025f – 8.848

63

SAT

Class 2: Translating Word Problems: Non-Linear Equations

Translating Word Problems: Non-Linear Equations Identify: After translating a word problem equation there is one equation and/or you are solving for the value of a variable. Set Up: Follow the below steps after translation (where necessary): 1) Group terms into a single equation with an equals or inequality sign. 2) Plug any information provided in the question into the equation. 3) Solve for the equation and/or for the requested variable. 4

3

To rent a recording studio, Alpha Records charges a flat $250 fee plus $25 per hour to use the studio and Beta Records charges a flat $100 fee plus $75 per hour to use the studio. If q represents the number of hours spent using a studio, what is the minimum value of q for which Beta’s total charge is equal to or greater than Alpha’s total charge?

NO CALCULATOR The gas mileage for Peter’s car is 30 miles per gallon when the car travels at an average speed of 45 miles per hour. The car’s gas tank has 14 gallons of gas at the beginning of a trip. If Peter’s car travels at an average speed of 45 miles per hour, which of the functions f models the number of gallons of gas remaining in the tank t hours after the trip begins? 30 A) f(t) = 14 – 45t B) f(t) = 14 –

14 –30t 45

45t C) f(t) = 14 – 30 D) f(t) = 14 –

64

17 –45t 30

64

SAT

Class 2: Translating Word Problems: System of Equations

Translating Word Problems: System of Equations Identify: After translating a word problem equation there are multiple equations and/or inequalities. Set Up: Follow the below steps (where necessary): 1) Group like terms (variables with the same exponent and/or whole numbers). 2) Add, subtract, or substitute between the given equation. 3) Solve for the equations and/or for the requested variable. 5

6

NO CALCULATOR During a given week Janet buys x loaves of bread costing two dollars each and y cartons of eggs costing four dollar each. If last week Janet bought a total of 6 items and spent 22 dollars, which of the system of equations would yield the number of loaves of bread Janet bought? A)

x+y=6 2x + 4y = 22

B)

x + y = 22

Stephen participated in a game involving the flipping of a two-sided coin. Each time the coin landed on heads Stephen would receive two dollars, and each time the coin landed on tails Stephen would receive five dollars. Stephen was allowed to flip the coin 10 times. If after those flips Stephen earned 35 dollars, how much of his earnings (in dollars) came from the times he flipped heads?

x + 4y = 6

65

C)

x+y=6 4x + 2y = 22

D)

x + y = 22 x + 2y = 6

65

SAT

Class 2: Solving Linear Equations: Slope-Intercept Form y

Solving Linear Equations: SlopeIntercept Form Identify: The question will give you at least one point, a slope, and/or a y- or xintercept of a line.

rise

run

(x2, y2)

(x1, y1)

slope (m)

y-intercept (b)

(0 , b)

Set Up: Write down the slope-intercept form and use it to solve the question. Parallel lines have the same slope. Perpendicular lines have slopes which are negative reciprocals.

x

Slope-Intercept Form y = mx + b m = slope b = y-intercept 9

7

What is the x-intercept of the line that contains the points (–4, 1) and (–7, 2) in the standard (x, y) coordinate plane? A) B) C) D)

NO CALCULATOR Which of the following regions is described by the inequalities y < –x + 2 and y > x – 5 ?

(–1, 0) (0, –1) (0, 1) (1, 0)

8

The graph of a line in the xy-plane has slope 2 and contains the point (4, 6). The graph of a second line passes through the points (–1, 1) and (–5, 9). If the two lines intersect at the point (a, b), what is the value of a+b? A) B) C) D)

66

A) B) C) D)

A B C D

−1.5 −1.25 0.5 0.75

66

SAT

Class 2: Solving Linear Equations: Slope-Intercept Form Application

Solving Linear Equations: Slope-Intercept Form Application Identify: The question asks for an interpretation of an equation in slope-intercept form (y = mx + b). Set Up: The slope of a line (m) represents average (arithmetic mean) rate of change. The y-intercept (b) represents the value of y when x equals 0.

Questions 10 and 11 relate to the following information.

At a local school, a tenth grader’s expected Grade Point Average (GPA) can be represented by the equation y = –0.052x + 4, where x represents the number of absences that a student has during the school year.

10

NO CALCULATOR

Which of the following statements is the best interpretation of the number –0.052 in the context of this problem?

11

NO CALCULATOR Which of the following statements is the best interpretation of the number 4 in the context of this problem? A) The estimated GPA for a tenth grade student with zero absences. B) The estimated GPA for a tenth grade student with four absences. C) The estimated decrease in the GPA for a tenth grade student for each absence during the school year. D) The estimated increase in the GPA for a tenth grade student for each absence during the school year.

A) The estimated GPA for a tenth grade student with zero absences. B) The estimated GPA for a tenth grade student with four absences. C) The estimated decrease in the GPA for a tenth grade student for each absence during the school year. D) The estimated increase in the GPA for a tenth grade student for each absence during the school year.

67

67

SAT

Class 2: Solving Linear Equations: Slope

Solving Linear Equations: Slope

y run rise

Identify: You will be given two points on a line in the xy-coordinate plane and be asked about the slope.

(x2, y2)

(x1, y1)

Set Up: Write down the slope formula and use it to solve for the missing information.

slope (m)

x

Slope Formula slope (m) = 12

change in y (rise) y2 − y1 = change in x (run) x2 − x1

13

The graph of the linear function f has intercepts at (0, a) and (b, 0) in the xyplane. If a – b = 0, which of the following is true about the slope of the graph of f ?

y

(4, 5) (8, y)

(–2, 1) O

a

x

(–4, –4) b

A) B) C) D)

It is positive. It is negative. It equals zero. It is undefined.

In the xy-plane above, line a is parallel to line b. What is the value of y ?

68

68

SAT

Class 2: Plug and Chug & Backsolving: Plug and Chug

Plug and Chug & Backsolving: Plug and Chug Identify: Problems with variable(s) in the question and variable(s) in the answer choices. The phrase “in terms of” often indicates a plug and chug question. Set Up: Pick number(s) for the variable(s) and solve the question as though the variable(s) is/are your number(s). Plug your number(s) into the answer choices and look for the same value. If more than one answer choice works, pick different number(s) to eliminate the remaining choice(s).

15

14

If z is an even integer less than zero, what is the greatest value of 2z – z ? A) B) C) D)

69

–1 –2 –3 –4

NO CALCULATOR Which of the following equations has a graph in the xy-plane for which y is always greater than or equal to −4 ? A) B) C) D)

y= 𝑥 −4 y = (x − 2)3 y = −x2 + 4 y = x2 − 10

69

SAT

Class 2: Plug and Chug & Backsolving: Backsolving

Plug and Chug & Backsolving: Backsolving Identify: Problems with variable(s) in the question and numbers in the answer choices. Set Up: Plug the answer choices into the question as the variable(s). Look for the answer that generates the desired value. 16

18

For what value of x is │x – 3│ + 4 = 0 ? A) B) C) D)

–3 –1 1 There is no such value of x.

NO CALCULATOR If 0 < xy < x < y, which of the following ordered pairs represents a possible set of values for (x, y) ? A) (0, 4)

B) (4, 0) 2 2 C) ( 3, 3 )

17

NO CALCULATOR

1 7 D) ( 8, 8 )

Which ordered pair (x, y) satisfies the system of equations shown below? x + 5y = 10 5x + 10y = 35 A) B) C) D)

70

(1, 5) (5, 1) (10, 0) (0, 10)

70

SAT

Class 2: Writing

Class 2 Writing: Grammar Basics (Part 1)

K E Y

P O I N T S

• Don’t stop reading when you see an underlined word or phrase. Read to the end of the sentence! • Use your GRAMMAR EAR to identify errors. • Know the most commonly tested punctuation rules to make quick work of these questions.


71

SAT

Class 2: Writing

Test 2: Writing and Language (35 Minutes)

Writing and Language Strategy 1.

READ period to period. Even if there isn’t an underlined portion in a sentence, READ THAT SENTENCE ANYWAY.

2.

USE your grammar ear.  If the underlined part is CLEARLY RIGHT, mark answer choice “A.”  If the underlined part is CLEARLY WRONG, anticipate a correction, then find the answer choice that most closely matches your anticipation.  If you CAN’T TELL whether the underlined part is right or wrong, IMMEDIATELY move on to the next question.

3.

GO BACK to the questions you skipped. After you’ve done ALL the questions in the section that you KNOW HOW TO DO, go back to the questions you skipped and plug in answer choices to find the right one.

Key Points for Writing • Don’t stop reading when you see an underlined word or phrase – READ TO THE END OF THE SENTENCE. • Use your GRAMMAR EAR to identify errors. • The SIMPLEST AND MOST DIRECT phrasing of a sentence is usually the best answer choice.

72

72

SAT

Class 2: Punctuation: Comma Usage

Punctuation: Comma Usage A SAT error is to use commas in a way that does not align with their grammatical function. Identifying Comma Usage Issues on the SAT: If a comma is located in the sentence or the answer choices, check to see if it is performing one of the four functions of commas: separating items in a list; pairing with a conjunction to join two complete sentences; separating an introductory thought, or separating a descriptive phrase.

3

1

Not everyone knows that much of American law is closely based on medieval English law. In fact, one of the rules enacted by the English court system in the 17th century is still relevant in the United States in the 21st century. A) B) C) D)

NO CHANGE In fact one of In fact: one of In fact, and one of

Bacteria play an important role in sewage reduction by consuming human waste product. Data has shown that without bacteria's involvement, including consuming various other materials during the water treatment process—rivers and oceans would be much more polluted. A) B) C) D)

NO CHANGE process: this is process, process;

2

Teachers commonly work many more hours than the official time they spend in school, typically preparing for class, grading exams; and performing other tasks outside the formally defined school day. A) B) C) D)

73

NO CHANGE exams and performing exams, and performing exams, and to perform

73

SAT

Class 2: Punctuation: Colon Usage

Punctuation: Colon Usage A SAT error is to use colons in a way that does not align with their grammatical function. Identifying Colon Usage Issues on the SAT: If a colon is located in the sentence or the answer choices, check to see if it is performing one of the two functions of colons: introducing a list or joining a phrase with additional details about that phrase. 5

4

Individuals all over the world can tap into developments in three areas: computing, networking, and software engineering. A) B) C) D)

74

NO CHANGE the areas of: three areas three areas;

Grace, on the other hand, decided to climb every tree she could swing herself into. I was enchanted by the tiniest thing of all looking: down, while my husband tried to snap the perfect sunset, I thought I saw a miniature seashell buried in the rock at my feet. A) B) C) D)

NO CHANGE all: because all looking, all: looking

74

SAT

Class 2: Punctuation: Contractions

Punctuation: Contractions A SAT error is to use apostrophes to form contractions whose constituent words do not fit within the sentence. Identifying Contraction Issues on the SAT: If a contraction is located in the sentence or the answer choices, substitute both of the words in the contraction into the sentence and then check the sentence using your grammar ear.

7

6

The company staked its robotics division’s future on using artificial intelligence. A) B) C) D)

NO CHANGE their it’s its’

My dance instructor, whose attending my audition, has shared a great deal with me about her experiences at the American Ballet Theatre. A) B) C) D)

NO CHANGE whose’ attending who’s attending whos’ attending,

The SAT mixes possessive and contraction uses of apostrophes!

75

75

SAT

Class 2: Punctuation: Dash Usage

Punctuation: Dash Usage A SAT error is to use dashes in a way that does not align with their grammatical function. Identifying Dash Usage Issues on the SAT: If a dash is located in the sentence or the answer choices, check to see if it is performing one of the three functions of dashes: separating a descriptive phrase, introducing a change in tone, or presenting an explanation. 9

8

John was very excited to win the two concert tickets – it was the first time he had ever won a radio contest, and he knew exactly who he would bring. A) B) C) D)

76

NO CHANGE contest – and contest. And contest: and

Tom was gentle, but persistent, with Susan – he knew someday he would make her his wife. A) B) C) D)

NO CHANGE Susan, and he Susan, he Susan: and

76

SAT

Class 2: Punctuation: Possession

Punctuation: Possession A SAT error is to use apostrophes in a way that does not correctly indicate possession. Identifying Possession Issues on the SAT: Look for apostrophes in the sentence or in the answers choices. Possession errors on the SAT include the text missing an apostrophe when there is possession, having an apostrophe when there is no possession, or placing an apostrophe in the incorrect location when indicating possession.

11

10

Early capitalists believed that unstable markets would recover on their own, without intervention on the part of governments’ or similar regulatory agencies. For example, if too much of a product is produced, its price will fall.

To this day, the Saturday Evening Gazette includes horoscopes based on astrological calendars. The newspapers editor, Kerry Finsilver, says, “The information is essential to readers who follow their astrological signs.”

A) B) C) D)

A) B) C) D)

NO CHANGE governments government’s government’s’

NO CHANGE newspapers’s newspaper’s newspapers’

Careful! Many subjects that sound plural are actually singular.

77

77

SAT

Class 2: Punctuation: Run-on Sentences and Sentence Fragments

Punctuation: Run-on Sentences and Sentence Fragments A SAT error is to either use incorrect punctuation when joining two complete sentences or to use incorrect punctuation when joining two sentence fragments. Identifying Run-on Sentence and Sentence Fragment Issues on the SAT: Look for two thoughts joined by some punctuation. Two complete sentences can only be joined using a period, a semi-colon, or a comma joined with a conjunction. 14

12

My therapist tells me that fear is a normal. Legitimate response to genuine danger. Easy for her to say. I’ve never known anyone to be attacked by a pantry, but I still feel a thrill of panic whenever having to reach for that last, forgotten jar of mayonnaise. A) B) C) D)

NO CHANGE normal, legitimate normal; legitimate normally, legitimate

13

Many seed savers order endangered plants through a small, but growing number of organizations that specialize in rare seeds. A) B) C) D)

78

NO CHANGE small but growing small; but growing small but growing,

Lying within the solar system beyond the orbit of Neptune are the dust grains of the Kuiper Belt. Cosmic rays bombard the Earth. Which choice most effectively combines the underlined sentences? A) Dust grains located in the Kuiper Belt, which lies within the solar system beyond the orbit of Neptune, resulting in the Earth being bombarded by cosmic rays. B) Dust grains located in the Kuiper Belt, which lies within the solar system beyond the orbit of Neptune, result in the Earth being bombarded by cosmic rays. C) Located in the Kuiper Belt, which lies within the solar system beyond the orbit of Neptune, dust grains that bombard the Earth with cosmic rays. D) The Earth’s bombardment by cosmic rays, as a result of dust grains located in the Kuiper Belt, which lies within the solar system beyond the orbit of Neptune.

78

SAT

Class 2: Punctuation Quiz

15

19

Wildfires can be devastating, especially when dry weather conditions turn vegetation into kindling. Here in California: fall means blistering hot Santa Ana winds that blow in from across the desert. Usually, the winds just wreak havoc on my allergies. A) B) C) D)

Maggie, a 9200-pound Alaskan elephant, needs to lose weight: scientists hope that a specially designed treadmill will be beneficial. A) B) C) D)

NO CHANGE California. Fall California, fall California fall,

NO CHANGE weight, scientists weight, as scientists weight however scientists

20 16

Consumers’ willingness to spend money is crucial to the economy; when people spend more money, companies sell more products, make more profits, and employ more people.

In Shakespeares theater, tragic heroes were usually kings or other beings higher in the social scale than the audience. A) B) C) D)

NO CHANGE Shakespeare’s Shakespeares’ Shakespeare’s’

A) B) C) D)

NO CHANGE Consumer’s Consumers Consumer’s’

17

Just as all living things are made up of cells, every new cell is produced from an existing cell. The way cells reproduce is by dividing, this biological process causes one cell to becomes two, and so on. A) B) C) D)

NO CHANGE dividing: and this dividing, and this dividing and, this

18

Julie’s new car has few features. Its reliability, colorful paint job, and leather seats make it the coolest automobile on the block.

21

Research has shown that earthquakes are more likely to occur near tectonic plate fault lines. This activity can be recorded with a seismograph. Which choice most effectively combines the sentences at the underlined portion? A) B) C) D)

NO CHANGE lines as lines as the activity is lines, and this activity can be

Which choice most effectively combines the sentences at the underlined portion? A) B) C) D)

79

features as its features: its features, therefore features, but its

79

SAT

Class 2: Transitions: Conjunctions)

Transitions: Conjunctions A transition is a word or phrase that connects or joins together words, phrases, clauses, or sentences. Conjunctions are the most common type of transition. Conjunctions can indicate agreement (cause and effect), disagreement (contrast), or the order in which events took place. Identifying Transition (Conjunction) Issues on the SAT: Look for an agreeing conjunction joining two disagreeing words, phrases, clauses, or sentences, or a disagreeing conjunction joining two agreeing words, phrases, clauses, or sentences.

24

22

Landslides can follow heavy rains as hillsides are stripped of trees and shrubs. These landslides can pollute water sources and result in the loss of the topsoil necessary to support new growth. Instead, stripped hillsides are extremely unstable. This can also pose a threat to homes in the area. A) B) C) D)

NO CHANGE Despite this Nevertheless Moreover

Adam Smith wrote, “It is not from the benevolence of the butcher, the brewer, or the baker, that we can expect our dinner, but from their regard to their own interest.” On the other hand, the butcher does not cut meat because the community desires it, but rather because he can earn money by doing it. A) B) C) D)

NO CHANGE In spite of this In other words Despite this

23

Getting started at the game requires no specialized expertise: all a person needs is an internet connection and a few minutes to create a character. Becoming an expert (there are thousands of enhancements to learn and hundreds of territories to explore), moreover, requires a larger commitment. A) NO CHANGE B) therefore, C) however, D) in short,

80

80

SAT

Class 2: Transitions: Main ideas)

Transitions: Main Ideas A transition is a word or phrase that connects or joins together words, phrases, clauses, or sentences. When a transition links sentences within a paragraph, it is essential that the transition logically connects the main idea of one sentence to the main idea the of sentence before and/or after it. Identifying Transition (Main Ideas) Issues on the SAT: Look for a transition that links two sentences within a paragraph. Does the transition logically connect the idea(s) within each sentence? 26

25

With the recent reduction of office staff, the finance team has been asked to take on additional duties. Working for the company, the accountants are now responsible for mailing packages and restocking office supplies. A) B) C) D)

81

NO CHANGE Likewise, For these reasons, In addition to creating financial reports,

The internet has billions of webpages which, in total, contain more information than all of the world’s libraries combined. Understanding the need to quickly navigate all of these options, Larry Page and Sergey Brin founded Google in 1998. A) NO CHANGE B) While studying for their Master’s degrees at Stanford, C) Looking towards the future, D) DELETE the underlined portion.

81

SAT

Class 2: Wordiness and Redundancy: Wordiness

Wordiness and Redundancy: Wordiness Wordiness occurs when an underlined phrase uses more words than it needs. Identifying Wordiness on the SAT: Look for the use of passive voice, the presence of several two or three letter words, or the inclusion of an unnecessary ‘–ing’ verb. On the SAT, if you are stuck between two or more choices, pick the answer that has the fewest number of words.

28

27

Marcus Garvey was born in Jamaica in 1887 and went to be in college in London just before World War I. A) B) C) D)

82

NO CHANGE would have been in attended went to attend

The local football team has ardent fans. These people show up hours before the games start and cheer loudly from kickoff until the final whistle. A) NO CHANGE B) fans, who go to the stadium every week. C) fans, who greatly love the team. D) fans—lovers of the team.

82

SAT

Class 2: Wordiness and Redundancy: Redundancy

Wordiness and Redundancy: Redundancy Redundancy occurs when an underlined word or phrase repeats an idea that is already in the sentence. Identifying Redundancy on the SAT: Look for common redundancies. Common redundancies: • • • • •

6:30 p.m. at night And also Close proximity Manually by hand Repeat again 31

29

During the camping trip, Tom remarked that the night sky was more clearer than he’d ever seen it in his life. A) B) C) D)

NO CHANGE clearer as clear DELETE the underlined portion.

30

On June 6th, 1944, over 100,000 members of the Allied forces landed on beaches in Northern France. Because of the bravery of the soldiers’ courageous actions, the Allied army was able to gain a foothold in Europe. A) NO CHANGE B) the brave efforts of so many soldiers, C) the brave and courageous actions of the soldiers, D) the soldiers’ courageous actions,

To monitor the inclement weather, the school principal requested hourly weather updates from his assistant every 60 minutes.

A) B) C) D)

83

NO CHANGE at the top of the hour as clear DELETE the underlined portion.

83

SAT

Class 2: Writing Practice Passage

Writing and Language Test Practice Passage Directions Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions. Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole. After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of standard written English. Many questions include a “NO CHANGE” option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.

Questions 1-11 are based on the following passage.

1

Green Roofs As evidence that human activity is responsible for climate change grows stronger, many ecological

A) B) C) D)

NO CHANGE roofs: plant-filled roofs; plant-filled roofs – plant-filled

A) B) C) D)

NO CHANGE have been was were

innovators are developing new approaches to finding renewable, clean energy sources. Recently, the concept of green gardens –

2

1

roofs, plant-filled roof top

has been receiving widespread

attention as one substantial way to confront the

2

country’s energy problems.

84

84

SAT


The benefits of green roofs are

3 notable. A

3

green roof acts as a sponge for rainwater, absorbing the majority of water from a typical 4

rainstorm: the roof only requires three to five

A) B) C) D)

NO CHANGE exhaustive manifold well-known

A) B) C) D)

NO CHANGE rainstorm; so the roof rainstorm, the roof rainstorm; the roof

A) B) C) D)

NO CHANGE Because Hence Yet

inches of soil to achieve this level of water absorption, which also helps minimize the weight of the roof.

5

4

Although the soil absorbs rainwater,

drainage and sewage systems have a decreased volume of water pumping through them, keeping these systems from becoming overburdened. The soil and plants also help improve air quality, taking in

5

carbon for nourishment and emitting clean oxygen back into the atmosphere. 6

Beyond the relative ease of installation, green

roofs also provide excellent insulation. Most traditional roofing products do a poor or moderate

6

job with both interior and exterior temperature control. Green roofs,

7

Which choice best connects the sentence with the previous paragraph?

moreover, have been

proven very effective at protecting buildings from

A) NO CHANGE B) In addition to absorbing rainwater and pollutants C) Supplementary to their aesthetic appeal D) Even though they are more expensive than traditional roofs

extreme outdoor temperatures. During a hot summer day, the temperature of a vegetated roof can be markedly lower than the outdoor air temperature, often between 25° and 30° cooler. By the same token, a green roof serves as a great insulator for keeping the heat inside the structure

85

7 A) B) C) D)

NO CHANGE furthermore likewise on the other hand

85

SAT


during the cooler months.

8

8 At this point, the writer is considering adding the following sentence

A well-designed green roof also adds to the aesthetic appeal of any building. Many visually

As a bonus, green roofs also operate as noise insulators, muffling outdoor traffic and construction sounds.

stunning plants thrive in rooftop gardens. During the growing season, birds and butterflies will

Should the writer make this addition here?

frequent, and sometimes even build nests in, these

A) Yes, because it further highlights the key role of green roofs in protecting the environment. B) Yes, because it provides an additional example of the insulation benefits of green roofs. C) No, because it unnecessarily repeats information from earlier in the passage. D) No, because it disrupts the flow of the paragraph by supplying irrelevant information.

roof parks. In office buildings, green roofs are nearly always accessible, not only for maintenance purposes,

9

but to allow employees a quiet place

to relax and commune with nature. In today’s world of pavement and concrete, these roofs quickly become a welcome respite from the normal workday. One criticism of green roofs is the additional cost of installation. Not surprisingly, the process of

9 A) B) C) D)

installing a green roof is highly specialized, including its support structure, drainage material,

NO CHANGE and but also or

moisture barrier and finally, the cost for soil and plant material. Since green roofs require a contractor who 10

possesses a vivid imagination,

finding an appropriate installer is costly. Renovating an existing building to incorporate a green roof is generally much more expensive than designing a

86

10 Which choice results in a sentence that best supports the point developed in this paragraph? A) B) C) D)

NO CHANGE has received specialized training is passionate about environmental issues understands both construction and landscape design

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11

new building to include a green roof. Even considering all of these expenses, however, most proponents of green roof construction are convinced that the savings on total costs over the lifespan of a green roof more than make up for the initial investment.

11 A properly installed green

roof is likely to last 10 to 20 years longer than a traditional slate or shingled roof, primarily because

Which choice offers an accurate representation of the data in the chart? A) NO CHANGE B) that the total costs over the lifespan of a green roof approximately equals those of a traditional roof C) that even though the total costs of a green roof are greater than those of a traditional roof over the green roof’s lifetime, it is still worth the investment D) it is too soon to calculate the costs of owning a green versus owning a traditional roof.

the plant barrier blocks harmful UV rays from penetrating the roof’s internal structures. Contractors and property owners who invest in green buildings may also be eligible for tax credits, bringing the overall net cost of the green roofs down even further.

Total Cost of Owning a Traditional Roof and a Green Roof

Cost (dollars)

80,000 70,000 60,000 50,000

Traditional Roof

40,000 30,000

Green Roof

20,000 10,000 0 Year 2

Year 4

Year 6

Year 8

Year 10

Year of ownership

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Class 2: Homework

Class 2 Homework


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Class 2: Homework


200-500 (CR &W) ...then your Critical Reading and Writing homework is:



Pages 91-93: #1-11 Pages 97-100: #1-11



Pages 94-96: #12-21 Pages 97-100: #1-11


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Class 2: Reading and Writing Homework Questions 1 and 2 refer to the below information Chemical Composition of Selected Rocks Percentage of chemical composition Rock

Line 5

10

15

SiO2 (%)

Al2O3 (%)

CaO (%)

CO2

Average Igneous Rock

59.1

15.3

5.08

0.1

Average Shale

58.1

15.4

3.11

2.6

Average Sandstone

78.3

4.77

5.5

5

Average Limestone

5.19

0.81

42.6

41.5

Ever since humans have learned how to extract the component materials of rocks, they have taken great interest in understanding the chemical compositions of the rocks found in the Earth’s crust. By the end of the 20th century, technology had advanced to the point where the relative percentages of these chemicals could be known to many decimal places. This research has routinely demonstrated that within rocks, certain pairs of chemicals are likely to be found in similar proportions. These pairs of chemicals include Silicon dioxide (SiO2) and Aluminum oxide (Al2O3), Calcium oxide (CaO) and Carbon dioxide (CO2), and Silicon dioxide (SiO2) and Carbon dioxide (CO2).

1

Based on the table and the passage, which choice gives the correct percentage of the dioxides in an average shale rock? A) B) C) D)

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59.1% and 15.3% 58.1% and 15.4% 58.1% and 2.6% 78.3% and 2.6%

2

Based on the table and the passage, do the data in the table support the author’s proposed pairing of chemicals? A) Yes, because for each given rock, the percentage of Silicon dioxide is proportional to the percentage of Aluminum oxide, and the percentage of Calcium oxide is proportional to the percentage of Carbon dioxide. B) Yes, because for each given rock, the percentage of Silicon dioxide is proportional to the percentage of Aluminum oxide, and the percentage of Silicon dioxide is proportional to the percentage of Carbon dioxide. C) No, because for each given rock, the percentage of Silicon dioxide is proportional to the percentage of Aluminum oxide, but the percentage of Calcium oxide is not proportional to the percentage of Carbon dioxide. D) No, because for each rock, the percentages for neither of the three pairs of chemicals are in proportion to one another.

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Class 2: Reading and Writing Homework

Question 3 Refers to the Paragraph Below Everyone wanted to see the men on the mountain. Gutzon Borglum, who regarded his masterpiece as far more than a tourist attraction, was no doubt reassured when the phrase “Shrine of Democracy” was coined at the 1930 dedication of the Washington head. “A monument’s dimensions,” said Borglum, “should be determined by the importance to civilization of the events commemorated . . . Let us place there, carved high, as close to heaven as we can, the words of our leaders, their faces, to show posterity what manner of men they were. Then breathe a prayer that these records will endure until the wind and the rain alone shall wear them away.”

3

As it is used in the paragraph, “breathe” most nearly means A) B) C) D)

blow. respire. send. utter.

A) B) C) D)

NO CHANGE appear impact carry

A) B) C) D)

NO CHANGE embellished spartan pure

Question 4 Refers to the Paragraph Below The movement of sound in the atmosphere depends on the properties of the air. This means that changes in temperature and density can affect how far away thunder can be heard. Sometimes atmospheric conditions limit the ability of the sound of thunder to transport.

4

Question 5 Refers to the Paragraph Below The neighbor shrugged and glanced at Ernest Hemingway’s empty house, a comfortable looking chalet with a big pair of elk horns over the front door. It is built on a hillside looking down on the Big Wood River, and out across the valley at the Sawtooth Mountains. A mile or so away, in a small graveyard at the north end of town, is Hemingway’s easy grave, lying in the afternoon shadow of Baldy Mountain and the Sun Valley ski runs.

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5

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Class 2: Writing Homework

6

9

For Lawrence, the play brought forth many memories; playing catch with his dad, watching the sunset over the ocean, moving away from home to go to college. A) B) C) D)

Although computers are used to store confidential data of a political, social, or economic nature, our dependence on computer technology may signal new risks to match new possibilities.

NO CHANGE memories, memories: memories

7

A) B) C) D)

10

A surveyor’s job might involve analyzing the boundaries of private property in order to resolve disputes. If the study of an individual’s property indicates that it covers more land than it was granted when the deed was created, the government might recommend mediation to determine fair compensation. A) NO CHANGE B) more land than the property covers in the present C) more land than the deed had originally granted D) more land than granted by the deed

8

Allowing dodgeball at elementary schools has come under recent debate: some people argue that putting children’s safety in peril is not worth the fun and exercise. A) B) C) D)

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NO CHANGE Because Despite the fact that It is true that

NO CHANGE childrens’ childrens’s childrens

Tyler enjoyed reading articles about the economy, the reason being that he enjoyed being an informed participant in intellectual debates. A) B) C) D)

NO CHANGE as a result of the reason because DELETE the underlined portion

11

People with red hair have contributed a tremendous amount to society. It is thus disconcerting that red hair is sometimes held in low esteem. There are estimates that red hair will be extinct by 2060. Which choice most effectively sets up the information that follows? A) B) C) D)

NO CHANGE taken for granted. widely appreciated. at risk of disappearance.

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12

15

The average daytime temperature for Death Valley hovers around 125°F, though it has been recorded as high as 134°F. It’s easy to see how the place earned its name; temperatures like these make for difficult travel. Instead, most of the valley’s winding roads were built in the 1930s and cannot support high speeds. A) B) C) D)

While television and the internet provide entertainment options, they are no match for the experience of watching a new movie in a theater. During a rainy weekend or a cold winter day, the unique sensation of seeing a film with hundreds of people is well worth the money. A) NO CHANGE B) Especially popular during the summer, C) Although it is more expensive than other entertainment options, D) During periods of economic growth,

NO CHANGE Moreover Despite this On the contrary

13

16

Emily let her boss know that she needed to leave work by 4:00 p.m. in the afternoon: she had a dentist appointment that she simply could not miss. A) B) C) D)

Caroline also was a great tennis player, that is a story for another day. A) B) C) D)

NO CHANGE 4:00 p.m. 4:00 p.m. during the evening DELETE the underlined portion

NO CHANGE player; but that process: that player – but that

17 14

Because of they’re nutritional properties, several servings of fruits and vegetables should be eaten every day. A) B) C) D)

NO CHANGE its their there

Some ancient cultures held the belief that the gods controlled the success of the yearly harvest. These societies thus placed a high priority on appeasing the wishes of their deities. However, it is not surprising that within these cultures animal sacrifices and other religious ceremonies were common during the planting season. A) B) C) D)

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NO CHANGE Given that, By contrast, Thereafter,

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Figure 1

Figure 2

Zone A

Zone B

20

Percentage of weeds killed

Percentage of weeds killed

Questions 18 and 19 refer to the below information

15 10 5 0 Untreated

20 15 10 5 0

Treated

Scientists at the local state university ran an experiment to test the effectiveness of a weed killer recently released to the market. This experiment consisted of testing the weed killer on two different types of weed. Each type of weed was contained within a particular zone (Zone A or Zone B) and a control was set up within each of the zones. As the graphs show, in Zone A three times as many weeds were killed on the treated area of Zone A than on the untreated area of Zone A. 18 This experiment demonstrates that the new weed killer is effective at killing all types of weeds. 19

Untreated

Treated

18

Which choice offers the most accurate interpretation of the data in the charts? A) B) C) D)

NO CHANGE substantially fewer weeds five percent more weeds twice as many weeds

19

Which choice offers the most accurate interpretation of the data in the charts? A) NO CHANGE B) Considering the results of the weeds treated in Zone B, the results in Zone A are likely an anomaly. C) The weeds killed in Zone A also grew back less quickly than the weeds killed in Zone B. D) This result was not replicated on the weeds treated in Zone B.

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Question 20 Refers to the Paragraph Below As Lebron James has developed as a basketball player, his skills have been compared to those of Magic Johnson, a former player for the Los Angeles Lakers. James, however, has vacated from Johnson in a number of ways, most notably in his ability to use his strength and overall athleticism to score easy baskets.

20

As it is used in the paragraph, “vacated” most nearly means A) B) C) D)

eliminated. evacuated. departed. retired.

Question 21 Refers to the Paragraph Below There is an old trail many years long that leads back to a land of long ago when Arizona was the last frontier. This is the trail to the land of the Snake Dance of the Hopi Indians in the high mesa country of northern Arizona. Weird almost beyond description, it has been celebrated each year since long before the first white man penetrated that barren land and gazed upon the almost incredible spectacle of half-naked, grotesquely painted desert Indians dancing with big diamondbacks or deadly sidewinders held in their mouths.

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21

As it is used in the paragraph, “penetrated” most nearly means A) B) C) D)

entered. punctured. seized. affected.

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Writing and Language Test Homework Passage Directions Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions. Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole. After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of standard written English. Many questions include a “NO CHANGE” option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.

Questions 1-11 are based on the following passage. Interpreting Shakespeare

–1– During the nineteenth century, poet and literary philosopher Samuel Taylor Coleridge wrote that William Shakespeare composed his dramas with “perfect dominion, often domination, over the whole world of language.” Throughout the nineteenth century, critical admiration for Shakespeare’s genius bordered on adulation. Essayist Thomas Carlyle

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wrote in 1840, “That King Shakespeare does not he

1

shine, in crowned sovereignty over us all, as the noblest, gentlest, yet strongest of rallying 1

signs; indestructible.” The Victorians

2

produced their plays as lavish spectacles,

Shakespeare as “bardolatry.” –2– Modernists, however, recognize that

A) Modernism has become the dominant force in contemporary Shakespeare interpretation. B) Victorians presumed that a literal rendering was the only way in which to pay homage to the bard’s genius. C) Today, there are many different perspectives on how best to interpret Shakespeare. D) The Victorian interpretation of Shakespeare has inspired contentious debate.

4 Shakespeare –

eagerly enlisted his work in the service of the avant garde. –3– Expressionists in Germany and Futurists in 4

Shakespearean plays, and Marxist playwright Bertolt Brecht

5

was devising an epic theater

under the influence of Shakespeare. While Victorians embraced the

6

mundane details of

argued that Shakespeare’s “primitiveness” was exactly what made him truly modern.

Though our modern understanding of Shakespeare may differ from that of his

98

A) B) C) D)

NO CHANGE Shakespeare, eagerly Shakespeare, and eagerly Shakespeare: eagerly

A) B) C) D)

NO CHANGE had been devising were devising devised

A) B) C) D)

NO CHANGE revolutionary contemporary archaic

5

Shakespearean plays, poet and critic T.S. Eliot

–4–

NO CHANGE had been producing their have produced his produced his

Which choice most effectively introduces the paragraph?

modernist art revolution in the early twentieth

Moscow mounted experimental productions of

A) B) C) D)

3

Shakespeare does not exist in a vacuum. The

century – far from discarding

NO CHANGE signs, indestructible. signs: indestructible. signs.

2

causing George Bernard Shaw to mock the cult of

3

A) B) C) D)

6

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sixteenth-century audience, this proves the power of

7

artistic adaptation. We do not need to appreciate 7

this on the strictly literal level of the

A) B) C) D)

NO CHANGE it them Shakespeare

A) B) C) D)

NO CHANGE Shakespeares’ Shakespeare’s Shakespeares’s

A) B) C) D)

NO CHANGE and by the 1980s, and, by the 1980s, and, by the 1980s –

Victorians. For example, Leonard Bernstein’s musical West Side Story is a modern version of 8

Shakespeares Romeo & Juliet set on the streets

8

of 1950s New York. The audience members experience the same story of love and tragedy as those in Shakespeare’s day, but in a setting which they can much more easily understand. –5– [1] Eliot, in following in the school of New

9

Criticism, led a movement towards a closer reading of Shakespeare’s imagery. [2] Eliot demonstrated that the lens through which you view a work is just as important as the source material itself. [3] This new critical approach led to “post-modern” studies of Shakespeare in the 1950s,

9

and by the 1980s,

Shakespeare criticism was open to movements such as structuralism, feminism, New Historicism, and African American studies. [4] In modernist studies, Shakespeare’s drama may be slightly more “destructible” than what Thomas Carlyle and his nineteenth century peers would have imagined. 10

99

10 To improve the cohesion and flow of this paragraph, the writer wants to add the following sentence. Though Eliot’s analysis may not reveal Shakespeare’s intention as a playwright, it illustrates Eliot’s reinterpretation of Shakespeare for a modern audience. The sentence would most logically be placed after A) sentence 1. B) sentence 2. C) sentence 3. D) sentence 4.

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–6–

Think about the previous passage as a whole as you answer question 11.

As art is constantly evolving, so too should our appreciation of Shakespeare’s influence.

11 To make the passage most logical, paragraph 5 should be placed

Question 11 asks about the previous passage as a whole.

100

A) B) C) D)

where it is now. before paragraph 2. before paragraph 3. before paragraph 4.

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SAT


1

Questions 4 and 5 relate to the following information. 6

Time (seconds)

The monthly membership fee for a local gym is $35.00. The cost of free weights and cardio equipment is included in the membership fee, but there is an additional fee of $1.75 for each use of the basketball court. For one month, Mindi’s membership and basketball court fees were $43.75. How many times did Mindi use the basketball court that month?

5 4 3 2 1 0 0

20

40

60

80

Velocity (kilometers/hour) The graph above displays the velocity, V, in kilometers per hour, of a car accelerating for s seconds.

2

James is renting a hotel room for his vacation to Berlin. The hotel charges a one-time flat fee of $200 plus $110 per day. A tax of 5% is also applied to the daily cost. Which of the following represents James’s total cost, in dollars, for renting a hotel for h days? A) B) C) D)

4

What does the s-intercept represent in the graph? A) The initial resting velocity of the car. B) The total number of kilometers the car traveled. C) The total number of seconds the car traveled. D) The increase in the velocity for each second the car accelerated.

1.05(110h) + 200h 1.05(310h) 1.05(110h + 200) 1.05(110h) + 200

5

Which of the following represents the relationship between s and V ?

3

NO CALCULATOR

A) s = 15V

What are all the possible values of b such that ab2 = 63, a < 10, b < 10, and a and b are integers?

B) s =

A) B) C) D)

1 D) s = 15V + 5

101

–3, 3 1, 3 1, 9 3

1 V 15

C) s = 15V + 5

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6

8

While preparing to participate in a charity bicycle ride, Karen created a training schedule in which the distance of her longest ride every week increased by a constant amount. If Karen’s training schedule requires that her longest ride in week 2 is a distance of 10 miles and her longest ride in week 20 is a distance of 46 miles, which of the following best describes how the distance Karen rides changes between week 2 and week 20 of her training schedule? A) Karen increases the distance of her longest ride by 0.5 miles each week. B) Karen increases the distance of her longest ride by 2 miles each week. C) Karen increases the distance of her longest ride by 5 miles every 2 weeks. D) Karen increases the distance of her longest ride by 3 miles each week.

A line in a coordinate plane includes points (2, b) and (12, 6). The slope of the line is 0.4. What is the value of b ?

9

NO CALCULATOR In the standard (x, y) coordinate plane, what is the slope of the line that passes through the origin and the point (3,8) ?

10 7

NO CALCULATOR NO CALCULATOR Christina is a member of a gym which charges $45 per month plus $1.50 each time a member uses the tennis court. Which of following functions gives Christina’s cost, in dollars, for a month in which she uses the tennis court j times? A) B) C) D)

102

C(j) = 45 + 1.5j C(j) = 45j + 1.5 C(j) = 45j C(j) = 46.5j

If j – k < 2, which of the following must be true? I. j+k<2 II. j < 5 + k III. k – j > – 2 A) B) C) D)

II only III only I and III II and III

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11

13

Which of the following expressions has a positive value for all a and b such that a < 0 and b > 0 ?

NO CALCULATOR John exercises by doing sit ups, a, in sets of 10 and push ups, b, in sets of 20. If last week John did 20 sets of exercise for a total of 450 completed movements, which of the system of equations below would yield the number of push ups John completed? A) B)

A) a − b B) ab3 C) a2b2

a + b = 450 20a + 10b = 20

b2 D) a

a + b = 20

14

20a + 10b = 450 C)

a + b = 450 10a + 20b = 20

D)

a + b = 20 10a + 20b = 450

NO CALCULATOR In the system of linear equations below, a is a constant. If the system has infinite solutions, what is the value of a ? 1 3 8x – 7y = 12 15 ax – 7 y = 60

12

During a town’s annual singing competition, groups are divided into duos (groups of two) and trios (groups of three). In this year’s competition, there were 108 singers in a total of 42 groups. How many of the singers were in duos?

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15

//

/

/

.

.

.

.

0

0

0

0

/

1

1

1

1

2

2

2

2

3

3

3

3

4

4

4

4

5

5

5

5

6

6

6

6

7

7

7

7

8

8

8

8

9

9

9

9

Tommy and Sully each ordered a breakfast at a diner. The price of Tommy’s breakfast was s dollars, and the price of Sully’s breakfast was $10 more than the price of Tommy’s breakfast. If Tommy and Sully split the cost of the breakfasts evenly and each paid a 30% tip, which of the following expressions represents the amount, in dollars, each of them paid? (Assume there is no sales tax.) A) B) C) D)

0.6s + 10 1.3s + 6.5 1.3s + 3 2.6s + 1.5

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Sir Isaac Newton’s Second Law of Motion states that the vector sum of the external forces F on an object, in newtons (N), is equal to the mass m of that object, in kilograms (kg), multiplied by the acceleration vector a of the object, in meters per second squared (m/s2).

Heather and her friends celebrate her birthday each year at a family entertainment center. For every dollar spent, Heather and her friends receive a certain number of tokens that can be used to play games. While making the conversion from dollars to tokens, the entertainment center charges a flat fee of 2% on each dollar spent. This charged fee is not converted into tokens.

Dr. Shao calculates that a projectile weighing 0.0018 kg and traveling with an acceleration of 5.7 x 10^5 m/s2 will have a total force of 1026.1 N.

This year, Heather and her friends purchased 2500 tokens at the entertainment center for 675 dollars.

16

Newton’s Second Law of Motion can be applied to any object in motion, such as a bowling ball rolling down a bowling lane or a plane taking off from an airport runway. Dr. Shao calculates that a racecar weighing 850,000 grams has a total force of 40,000 newtons when crossing the finish line at the end of the first lap. What was the acceleration of the racecar at the moment of crossing the finish line, in meters per second squared? (Round to the nearest hundredth.)

17

As a race progresses, the racecar loses fuel. At the end of a later lap, the racecar is calculated to weigh 840 kilograms and to have an acceleration of 61.72 meters per second squared. At the end of this lap, the total force of the racecar is what percent greater than the total force of the racecar at the end of the first lap. (Note: Ignore the percent symbol when entering your answer. Round to the nearest tenth of a percent.)

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18

What was the exchange rate, in tokens per one dollar? (Round your answer to the nearest tenth.)

19

The family entertainment center sells a prepaid gift card worth 10,000 tokens. Heather and her friends can buy the prepaid gift card using dollars at the entertainment center’s exchange rate with no fee, but they will lose any tokens left unused on the prepaid card at the end of the day. What is the least number of the 10,000 tokens on the prepaid gift card Heather and her friends must use for the prepaid gift card to be cheaper than buying all of the tokens with the 2% fee? (Round your answer to the nearest whole number of tokens.)

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Class 2: Answers

Class 2 Reading and Writing Answers Reading and Writing

Writing: Content Areas

Evaluating Quantitative Info (Page 56)

Punctuation (Page 73)

1) C 2) D 3) D 4) D Words in Context (Page 59) 5) C 6) C 7) D 8) A Writing: Practice Passage (Page 64) 1) D 2) A 3) C 4) D 5) B 6) B 7) D 8) B 9) C 10) D 11) A

1) A 2) C 3) C 4) A 5) D 6) A 7) C 8) B 9) A 10) B 11) C 12) B 13) C 14) C Punctuation Quiz (Page 79) 15) C 16) B 17) C 18) D 19) A 20) A 21) B Transitions (Page 80) 22) D 23) C 24) C 25) D 26) A Wordiness and Redundancy (Page 82)

Class 2 Math Answers

Class 2 Reading and Writing Homework: Review Questions (Page 91) 1) C 2) D 3) D 4) D 5) C 6) C 7) D 8) A 9) B 10) C 11) D 12) B 13) B 14) C 15) C 16) D 17) B 18) A 19) D 20) C 21) A Class 2 Reading and Writing Homework: Sample Writing Passage (Page 97) 1) C 2) D 3) B 4) A 5) D 6) D 7) D 8) C 9) B 10) A 11) D

Translating Word Problems (Page 63)


1) A

1) 5

2) C

2) D

3) 3

3) A

4) C

4) A

5) A

5) B

6) 10

6) B

Solving Linear Equations (Page 66) 7) A

8 or 2.667 3

10) D

9) A

11) D

10) C

12) 36

11) A

13) C

12) 4

14)

13) B

5 or 0.625 8

15) B Plug and Chug & Backsolving (Page 69)

15) A

8) 2 9)

8) B

14) B

7) A

16) 47.06 17) 29.6 18) 3.8 19) 9804

16) D 17) B 18) D

27) C 28) A 29) B 30) D 31) D

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Class 3: Writing

Class 3 Writing: Passage Analysis

K E Y

P O I N T S

• When reading the passage, pay close attention to the author’s MAIN IDEAS and TONE. • Make sure to read PERIOD to PERIOD for all writing questions.


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Class 3: Passage Analysis: Adding Precision

Passage Analysis: Adding Precision Identifying Passage Analysis: Adding Precision Questions on the SAT: The question will ask which answer provides the most relevant details. Look for the answer that aligns with the main idea and provides the most vivid imagery through the use of nouns, adverbs, and adjectives. Question 1 Refers to the Paragraph Below My grandmother’s hesitancy of taking the elevator to the 62nd floor makes sense because she has a terrible fear of heights – 1 to the point of insisting on living only in single-story homes. It frustrates my grandfather, but I understand. After all, you can fall down stairs!

1

Which choice best completes the description of the grandmother’s fear of heights? A) B) C) D)

NO CHANGE she had a phobia. her fear was irrational. heights really frightened her.

Question 2 Refers to the Paragraph Below The paintings were created to highlight the sharp hues that are seen in nature, so that a person can, for a while, escape the urban malaise. A pond, for example, is a sharp crystal blue, and 2 a frog is sitting stately on a lily pad.

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2

Which choice gives a second supporting example that is most similar to the example already in the sentence? A) NO CHANGE. B) there is even a flock of birds soaring in the sky. C) a frog is a dark majestic green. D) a variety of colors is seen in the artwork.

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Class 3: Passage Analysis: Introductions and Conclusions

Passage Analysis: Introductions and Conclusions Identifying Passage Analysis: Introductions and Conclusions Questions on the SAT: The question will ask what answer best introduces or concludes a given paragraph or passage. Any introduction or conclusion must connect to the main idea(s) of the paragraph or passage. Question 3 Refers to the Paragraphs Below For many decades, studies have shown a strong link between car crashes and driver distractions. Driving while using a cell phone has risen to the top of a long list of possible reasons for loss of control of a vehicle. Many countries have enacted legislation banning the use of cell phones while driving. Some businesses are also developing policies that disallow their employees from using cell phones while driving, an action that is also designed to protect the company from liability in case of an accident. Some statutes require cell phones to be “hands-free,” although studies indicate that problems will still exist with a “hands-free” phone. It is nearly impossible to maintain a strong level of concentration on the road while engaged in, say, an intense or important conversation, whether holding the phone or not.

3

Which choice most effectively sets up the paragraph? A) Today everyone has a cell phone in his or her pocket. B) Cell phones are one of the leading causes of car accidents. C) Cell phones have recently grown in popularity. D) Increasingly, the popularity of cell phone use has come under much scrutiny.

Question 4 Refers to the Paragraph Below Some call it a state-sponsored vice, and others believe it is a regressive and voluntary tax on the poor. Still millions of people across the United States and around the world line up to play the lottery and indulge their fantasies of wealth. The justification for holding state lotteries is that lottery profits are intended to be spent on education and other underfunded public entities such as parks. However, schools have not seen the windfalls that lottery proponents promised. Some school districts report that education bonds have become harder to pass because of the public perception that the schools are getting rich from the lottery. 4 Such exploitation of people’s hopes should be prohibited.

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4

Which choice most effectively concludes the paragraph? A) NO CHANGE B) Only 34 cents of each dollar spent on a lottery ticket actually goes into the state budget. C) The state lottery is a flawed government program. D) State lotteries are wrongfully detrimental to the public.

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SAT

Class 3: Passage Analysis: Main Idea Analysis

Passage Analysis: Main Idea Analysis Identifying Passage Analysis: Main Idea Analysis Questions on the SAT: The question will ask what meaning will be added or lost if a word or phrase is added, deleted, or modified, or which choice most effectively develops a main idea. Remember to align your answer with the main idea(s) of the surrounding text. Question 5 Refers to the Paragraph Below I was first introduced to Murano glass during an art history course I took my junior year of college. Our professor taught us that Murano was the name of a group of islands in the lagoon of Venice that has been an important center of glass production since medieval times. For centuries, Murano glassmakers held tightly to their trade secrets and were paid well for their beautiful pieces. But the inevitable market reaction of cheaper glass 5 increased demand for the product. The art of making Murano glass was almost lost. Thankfully, however, Murano was given a kick-start in the nineteenth century. By the twentieth century, glassmakers began playing with traditional forms and collaborating with progressive artists and designers. Question 6 Refers to the Paragraph Below Nine times as many Americans fell in the farmlands near Antietam Creek as fell on the beaches of Normandy on D-Day, the so-called “longest day” of World War II. It was in 1862, during the Civil War, that General Robert E. Lee’s Confederate Army first engaged Union forces on northern soil. According to historians, when fighting had subsided, over 23,000 soldiers lay dead or wounded. This was more than all the dead or wounded Americans in the Revolutionary War, War of 1812, Mexican War, and Spanish-American War combined. 6

110

5

Which choice most effectively sets up the information that follows? A) B) C) D)

NO CHANGE led to increased notoriety. took its toll. brought about the end of Murano glass.

6

At this point, the writer is considering adding the following true statement: Approximately 4,000 American soldiers died in combat during the Revolutionary War. Should the writer make this addition here? A) Yes, because it reinforces the point that Americans suffered many casualties during the Civil War. B) Yes, because it provides a logical transition to the rest of the paragraph. C) No, because it is irrelevant to the focus of the paragraph to this point. D) No, because it does not support the statements made in the previous sentence.

110

SAT

Class 3: Passage Analysis: Sequence

Passage Analysis: Sequence Identifying Passage Analysis: Sequence Questions on the SAT: The question will ask which sequence of sentences within a paragraph, or which sequence of paragraphs within a passage, is most logical. To deduce proper sequencing, look for a topic sentence to use as Sentence 1 or look for connections between ideas to link different sentences. Question 7 Refers to the Paragraph Below [1] With great fanfare, Lee and fellow General “Stonewall” Jackson marched their ragged Army of Northern Virginia across the Potomac River and through the Frederick town square. [2] Soldiers obeyed Lee’s order to refrain from violence and pillaging for several days, and the townspeople maintained tacit compliance and sold food, clothes, and shoes to Southern troops. [3] Lee keenly observed, however, that while pleasant, the people of Maryland had no sympathy for the Confederate side. [4] He needed a revised plan.

7

The writer wants to add the following sentence to the paragraph. Lee issued the Proclamation to the People of Maryland to invite the citizens to join the Southern movement. The best placement for the sentence is immediately A) B) C) D)

before sentence 1. before sentence 2. before sentence 3. before sentence 4.

Question 8 Refers to the Paragraph Below [1] Some of Gandhi’s nonviolent actions included hunger strikes and quiet movements. [2] He felt that all people were equal; he himself was Indian and knew how it felt to be treated badly. [3] He stood up for the lowest class and lived like the rest of his people. [4] He lived in a hut, made his own clothes, and tended to fruit trees. [5] With these actions he protested the fact that certain groups of people were treated worse than others.

111

8

To make this sentence more logical, sentence 5 should be placed A) B) C) D)

where it is now. after sentence 1. after sentence 2. after sentence 3.

111

112

112

SAT

Class 3: Math

Class 3 Math: Arithmetic and Algebra (Part 2)

K E Y

P O I N T S

• Apply the I-S-M-E STEPS to solve EVERY math problem. • Know all of the BASIC CONCEPTS of arithmetic and algebra that are tested on the SAT. • Memorize KEY FORMULAS to efficiently work through questions.


113

SAT

Class 3: Average, Median, and Mode: Average (Arithmetic Mean)

Average, Median, and Mode: Average (Arithmetic Mean) Identify: If you see the term average (arithmetic mean) in a math question, it is an average question. Set Up: Immediately write down the average formula. Plug whatever information is given in the question into the formula and solve for whatever is missing in the equation. Repeat as necessary.

Average Formula Average =

Sum Total Number

Weighted Average Formula Weighted Average =

Sum of Weighted Terms Total Number

2

1

Frequency

The histogram below shows the distribution of the heights of players, in inches, on a local basketball team. 5 4 3 2 1 0 75 76 77 78 79 80 81 82 83

Height (inches)

A company receives customer satisfaction ratings on a scale of integers from 0 to 10, inclusive. On the first six surveys that the company received, the average (arithmetic mean) of the ratings was 7.7. What is the least rating the company can receive on the seventh survey and still be able to have an average of at least 8 for the first 10 surveys? (Round to the nearest tenth.)

What is the average (arithmetic mean) height of the members of the basketball team? (Round to the nearest tenth of an inch.)

114

114

SAT

Class 3: Average, Median, and Mode: Median and Mode

Average, Median, and Mode: Median and Mode Identify: If you see the term median or mode, it is a median and mode question. Set Up: Median is the middle number in a set arranged from least to greatest. Mode is/are the number(s) that appear(s) most frequently in a set.

4

3

NO CALCULATOR

Siblings Survey Number of Siblings

Capital City

Suburb Town

0

20

25

1

35

45

2

55

30

3

10

20

4+

5

5

A researcher chose 250 third graders from two local towns and asked each student how many siblings he or she has. The results are shown in the table above. What is the median number of siblings for all students surveyed? A) B) C) D)

115

1.5 2.5 3 3.5

A survey was taken of the value of boats in a marina, and it was found that the mean boat value was $85,000 and the median boat value was $145,000. Which of the following situations could explain the difference between the mean and median boat values in the marina? A) Many of the boats have values between $85,000 and $145,000. B) There are a few boats that are valued much less than the rest. C) There are a few boats that are valued much more than the rest. D) It cannot be determined from the given information.

115

SAT

Class 3: Functions: f(x)

Functions: f(x) Identify: Any question that includes function notation with numbers or variables such as f(4), g(t), or h(6). Set Up: The number or variable in the parentheses is the item to plug in to the function wherever you see a variable.

5

7

NO CALCULATOR If f(x) = 2x2 + 8, what is f(3s) equal to? A) B) C) D)

In the xy-plane, the point (2, 10) lies on the graph of the function f(x) = 2x2 + dx + 6. What is the value of –4d ?

12s + 8 12s2 + 8 18s + 8 18s2 + 8

6

4 q(t) = 3t + 4a In the function above, a is a constant. If q(6) = 10, what is the value of q(9) ?

116

116

SAT

Class 3: Functions: f(x ± a)

Functions: f(x ± a) Identify: Any question that includes function notation with a variable AND a number and/or a second variable in the original function such as f(x – 3), g(t + 4), or h(a + b) Set Up: If the original input is an equation (for example, x – 1), first solve for the variable by setting the two values in parentheses equal to one another and then input the new value into the equation. 8

9

If the function f is defined by f(x + 2) = 3x + 6, what is the value of f(5) ? A) B) C) D)

117

If the function z is defined by z(Ф + 8) = 2Ф – 10, what is the value of z(20) ?

5 12 15 27

117

SAT

Class 3: Functions: Graphs

Functions: Graphs Identify: Problems involving a graph of variables (x) and functions f(x). Set Up: The input to the function (what is inside the parentheses) is also an xcoordinate on the graph. The output of the function is the corresponding ycoordinate on the graph. y y = f(x)

y = g(x)

2 x

2

Questions 10, 11, and 12 relate to the above graph 12

10

NO CALCULATOR The graph of y = f(x) is shown above. What is f(3) ?

NO CALCULATOR Graphs of the functions f and g are shown in the xy-plane above. For which of the following values of x does f(x) + g(x) = 7 ? A) B) C) D)

11

0 1 4 5

NO CALCULATOR The graph of function g is shown in the xy-plane above. Which of the following is equal to 1 ? A) B) C) D)

118

g(1) g(3) g(5) g(6)

118

SAT

Class 3: Functions: Tables

Functions: Tables Identify: Problems involving a table of variables (x) and functions f(x). Set Up: Pick a variable (x) from the table and plug it into each of the answer choice functions. The output value should equal the corresponding f(x) from the table.

13

14

NO CALCULATOR

119

NO CALCULATOR

x

2

4

6

8

x

0

1

2

3

f(x)

0

4

8

12

y

0

2

4

6

The table above gives values of the linear function f(x) for selected values of x. Which of the following defines f(x) ?

The table above gives values of the linear function f(x) for selected values of x. Which of the following defines y ?

A) B) C) D)

A) B) C) D)

f(x) = x + 2 f(x) = x – 2 f(x) = 2x + 2 f(x) = 2x – 4

y=x y = x2 y = 2x y=x+1

119

SAT Class 3: Ratio, Proportion, and Unit Conversion: Ratios and Proportional Relationships

Ratios and Proportional Relationships Identify: If you see a question that defines a ratio and/or a proportional relationship. Set Up: Write down the ratio and/or proportional relationship formulas and fill in the provided information to solve the question. For proportional relationships, cross multiply to solve for the unknown variable. Make sure your units are consistent.

Ratio Formula Ratio =

One Part Another Part

Direct Proportional Relationship One Part One Part = Whole Thing Whole Thing

16

15

The scale on a wilderness map is such that 0.25 inches represents 0.5 miles. If a trail measures 2 inches on the map, how many feet long is the actual trail? (1 mile = 5280 feet) A) B) C) D)

1,320 5,280 10,560 21,120

Census data for two local towns was recently released. The data are shown in the table below. City A City B Total

Female 4,523 2,123 6,646

Total 6,865 6,475 13,340

Based on the data, how many times as likely is it that a randomly selected person would be a female in City A as compared to a randomly selected person being a female in City B? (Round to the nearest hundredth.) A) B) C) D)

120

Male 2,342 4,352 6,694

0.50 times as likely 0.75 times as likely 1.51 times as likely 2.01 times as likely

120

SAT Class 3: Ratio, Proportion, and Unit Conversion: Ratios and Proportional Relationships

Ratios and Proportional Relationships (Colons) Identify: If you see a question that defines a ratio and/or proportional relationship between two or more things expressed with a colon. Set Up: Represent each number in the ratio as the coefficient of a variable. Each coefficient represents a portion of the overall total.

Proportion of Overall Total Relationship Proportion =

An individual coefficent The sum of the coefficents

17

18

If the degree measures of the angles of a quadrilateral are in the ratio 2:3:5:6, by how many degrees does the measure of the largest angle exceed the measure of the smallest angle?

Triangle ABC above is isosceles with AB = AC and BC = 60. The ratio of DE to DF is 7:8. What is the length of DC ?

121

121

SAT

Class 3: Ratio, Proportion, and Unit Conversion: Probability

Probability Identify: The question will mention “probability,” often in reference to data presented in a chart or graph. Set Up: List the elements you know, and plug them into the probability formula.

Probability Formula Probability =

Desired Outcomes Total Outcomes 20

19

Male Female Total

Under 30

Over 30

Total

18 12 30

6 4 10

24 16 40

The table above shows the distribution of age and gender for 40 people who entered a contest. If the contest winner will be selected at random, what is the probability that the winner will be either a male under age 30 or a female age 30 or older?

Ages 20 to 24 Ages 25 to 29 Total

Do Not Listen to Podcasts

126

35

The incomplete table above summarizes the number of 20-to-24 years olds and 25-to-29 year olds who listen to podcasts according to a recent survey. There are 10 times as many 20-to-24 year olds who listen to podcasts as there are 20-to-24 year olds who do not listen to podcasts, and there are two times as many 25-to29 year olds who listen to podcasts as there are 25-to-29 year olds who do not listen to podcasts. If there is a total of 126 survey respondents who listen to podcasts and 35 survey respondents who do not listen to podcasts, which of the following is closest to the probability that a person who listens to podcasts selected randomly is 20-to-24 years old? (Rounded to the nearest thousandth.) A) B) C) D)

122

Listen to Podcasts

0.217 0.444 0.556 0.783

122

SAT

Class 3: Ratio, Proportion, and Unit Conversion: Unit Conversion

Unit Conversion Identify: You are being asked a question which asks for a conversion between different units. Set Up: Use relevant conversions to cancel units between the provided unit(s) and the desired unit(s).

23

21

Kathleen runs two miles in 13.5 minutes. If she runs at the same rate, which of the following is the closest to the distance she will run in 5,000 seconds? A) B) C) D)

7.5 miles 10.0 miles 12.5 miles 15.0 miles

A typical image taken by Erin’s cell phone camera is 17.5 megabits in size. Erin can upload her photos to the internet at a rate of 12 kilobits per second for a maximum of 10 hours each day. If 1 megabit equals 1,024 kilobits, what is the maximum number of typical images that Erin can upload to the internet each day?

22

A local box store sells wallpaper in such large amounts that one roll can cover up to five walls in Ethan’s apartment. If one of Ethan’s walls has 2 an area of approximately 1403 square feet, about how many square feet could 18 rolls of wallpaper cover? A) 800 B) 2,780 C) 7,650 D) 12,700

123

123

SAT

Class 3: Quadratics and Polynomials: Quadratics

Quadratics and Polynomials: Quadratics Identify: Look for a quadratic equation or binomials (two things in parentheses being multiplied together). Set Up: Keep the FOIL rules in mind: First, Outer, Inner, Last. Look for patterns, like these three commonly tested quadratics: (x + y)2 = (x +y)(x + y) = x2 + 2xy + y2 (x – y)2 = (x – y)(x – y) = x2 – 2xy + y2 (x + y)(x – y) = x2 – y2

25

24

If x2 – y2 = 117 and x – y = 3, what is the value of (x + y) ?

NO CALCULATOR If (ax + 3)(bx + 4) = 6x2 + cx + 12 for all values of x, and a + b = 5, what are the two possible values for c ? A) B) C) D)

124

3 and 4 6 and 12 17 and 18 24 and 36

124

SAT

Class 3: Quadratics and Polynomials: Polynomial Division

Quadratics and Polynomials: Polynomial Division Identify: A question has a polynomial divided by a second algebraic equation. Set Up: When dividing, focus on the left-most part of the divisor. This is the part of the equation that will go into the dividend. Example:

27

26

NO CALCULATOR

NO CALCULATOR 3x – 4 The expression x + 2 is equivalent to which of the following?

The expression

10 A) 3x – x + 2

2 x ≠ a, where a is a constant. What is

B) 3x +

10 x–2

10 C) 3 + x + 2 10 D) 3 – x + 2

125

12x2 – 12x + 20 = 6x – ax + 2

44 12 + ax + 2 is true for all values of

the value of a ? A) B) C) D)

–12 –2 2 12

125

SAT

Class 3: Quadratics and Polynomials: Polynomial Factors

Quadratics and Polynomials: Polynomial Factors Identify: A question references the factor(s) of a polynomial equation. Set Up: For a number and/or equation to be a factor of a polynomial, it must divide the polynomial evenly (divide the polynomial with no remainder). 29

28

x

−4

0

4

8

g(x)

6

2

0

8

The function g is defined by a polynomial. Some values of x and g(x) are shown in the table above. Which of the following must be a factor of g(x) ?

A) B) C) D)

126

For a polynomial f(x), the value of f(5) is 16. Which of the following must be true about f(x) ? A) B) C) D)

x − 5 is a factor of f(x). x + 5 is a factor of f(x). x − 16 is a factor of f(x). The remainder when f(x) is divided by x − 5 is 16.

x x+4 x–4 x–8

126

SAT

Class 3: Quadratics and Polynomials: Polynomial Solving - Quadratic Formula

Quadratics and Polynomials: Polynomial Solving – Quadratic Formula Identify: A question that requires finding the solutions to a polynomial equation or asks for the zero of a polynomial function. Set Up: If possible, convert the equation into the form ax2 + bx + c = 0 and then plug the given information into the Quadratic Formula.

Quadratic Formula

x=

–b ±

2 b – 4ac 2a

A zero (or root) of a polynomial function is a number that, when plugged in for the variable, makes the function equal to zero. 31

30

NO CALCULATOR Which of the following is a zero of the equation 3x2 – 15x – 42 = 0 ? A) B) C) D)

–4 –2 0 2

NO CALCULATOR x2 + gx = 4b In the quadratic equation above, g and b are constants. What are the solutions for x ? g2 +16b 1 A) – 2g ± 2 g2 + 4b 1 B) – 2g ± 2 g2 + 4b 1 C) 4g ± 2

g2 + 16b 1 D) 4g ± 2

127

127

SAT

Class 3: Quadratics and Polynomials: Polynomial Solving - Completing the Square

Quadratics and Polynomials: Polynomial Solving – Completing the Square Identify: A question which requires finding the solutions to a polynomial equation with complex factors. Set Up: Polynomials can be solved by completing the square. Completing the square steps on the SAT: Step 1: Divide all terms by the coefficient(s) of x2 and/or y2. Step 2: Move the number term to the right side of the equation. Step 3: Take half of the coefficient(s) of the variable term(s), and then square this/these number(s). Add this/these square(s) to both sides of the equation. Convert the left-hand side to squared form, and simplify the right-hand side. Step 4: Rewrite the equation in the desired form (equation of a circle, vertex of a parabola, etc.).

32

33

x2 + y2 + 2x + 4y – 20 = 0 The equation of a circle in the xyplane is shown above. What is the radius of the circle?

The graph of y = (8x + 8)(x – 2) is a parabola in the xy-plane. In which of the following equivalent equations do the x- and y-coordinates of the vertex of the parabola appear as constants or coefficients? 1 A) y = 8(x + 2)2 + (–18) 1 B) y = 8(x – 2)2 + (–18)

1 18 C) y = 4(x – 2)2 + (– 4 ) D) y = (x – 4)(x – 2)

128

128

SAT

Class 3: Quadratics and Polynomials: Higher-Order Equations

Quadratics and Polynomials: Higher-Order Equations Identify: A question will involve the solution to a polynomial formula where the highest power is greater than 2. Set Up: If the highest power is even, let x2 = a, solve for a, then replace a with x2 and solve to get the answers to the original equation. If the highest power is odd, factor out an x, and then follow the steps for an even power. A zero (or root) of a polynomial function is a number that, when plugged in for the variable, makes the function equal to zero. A polynomial of degree n will have n roots, some of which may be multiple roots (they repeat).

35

34

NO CALCULATOR

What are the zeroes of the equation x5 = 15x3 – 36x ?

x4 = 10x2 – 25 For what real value of x is the equation above true? A) –5 B) 0 C) 5 D) 5

129

A) B) C) D)

x = 0, x = ±2 2, x = ±2 x = 0, x = ±2 2, x = ± 3 x = 0, x = ±2 3, x = ± 3 x = 0, x = ±2, x = ±3

129

130

130

SAT

Class 3: Reading

Class 3 Reading: Command of Evidence

K E Y

P O I N T S

• Regardless of the type of passage, focus on the MAIN IDEAS of paragraphs. • Always ANTICIPATE and ELIMINATE when answering reading questions. • On Command of Evidence questions, pick the lines with the main idea that most-closely aligns with the answer to the previous question.


131

SAT

Class 3: Command of Evidence

Command of Evidence Identifying Command of Evidence Questions on the SAT: Command of Evidence questions ask for which line(s) “provide(s) the best evidence for the answer to the previous question.” On Command of Evidence questions, pick the lines with the main idea that most-closely aligns with the answer to the previous question. If unsure, eliminate down to as few choices as possible before choosing an answer.

Line 5

10

15

20

25

In the past ten years, the cacophony of the modern world has expanded to include the various chirps, buzzes, and rings of cell phones. Some market research suggests that four out of five adults carry cell phones, a number that has been steadily growing. When a call comes through, some phones burst into the owner’s favorite song, while others are reminiscent of the ring of conventional land-line telephones. The ringtone selection from which consumers can personalize their own phones is vast. One of the newest innovations in the world of ringtones allows consumers to download the sounds of various threatened or endangered animals to their phones. In an effort to inspire and educate a new generation of ecologically-minded youth, environmental groups are creating ringtones that model the clickety-click sound of the Central American poison arrow dart frog or the goose bumpraising howl of a Mexican gray wolf. Other choices that environmentally conscious cell phone owners can select from include the gentle hooting of several North American owls, the melodies of South American birds, and the resonating bellow of the Arctic Beluga. Organizations that offer these ringtones for free are optimistic that people will be intrigued enough to want to find out more about the creatures. Ideally, these ringtone users will seek out ways to actively help threatened species.

132

1 Which choice best summarizes the second paragraph (lines 11-28)? A) While some young people are involved in saving endangered species, many others are more interested in ringtones. B) It is inevitable that some environmental groups will use deception to increase awareness among younger generations. C) Young people tend to place too much political significance on their ringtones. D) Ringtones are one way younger generations can be inspired to get involved in the environmental movement.


Lines 9-10 (“The ringtone…vast”) Lines 11-14 (“One of…phones”) Lines 19-24 (“Other…Beluga”) Lines 24-28 (“Organizations…species”)

132

SAT

Class 3: Command of Evidence

Command of Evidence Identifying Command of Evidence Questions on the SAT: Command of Evidence questions ask for which line(s) “provide(s) the best evidence for the answer to the previous question.” On Command of Evidence questions, pick the lines with the main idea that most-closely aligns with the answer to the previous question. If unsure, eliminate down to as few choices as possible before choosing an answer.

Line 5

10

15

20

25

30

35

40

The month was September and the place was in the neighborhood of Bridgetown, on the island of Barbados. The seventeenth century was not seventeen years old, but the girl who walked slowly down to the river bank was three years its senior. She carried a fishing-rod and line, and her name was Kate Bonnet. She was a bright-faced, quickmoving young person, and apparently did not expect to catch many fish, for she had no basket in which to carry away her finny prizes. Nor, apparently, did she have any bait, except that which was upon her hook and which had been affixed there by one of the servants at her home, not far away. In fact, Mistress Kate was too nicely dressed and her gloves were too clean to have much to do with fish or bait, but she seated herself on a little rock in a shady spot not far from the water and threw forth her line. Then she gazed about her – a little up the river and a bit down the river. It was truly a pleasant scene which lay before her eyes. Not half a mile away was the bridge which gave this English settlement its name, and beyond the river were woods and cultivated fields, with here and there a little bit of smoke, for it was growing late in the afternoon, when smoke meant supper. Beyond all this the land rose from the lower ground near the river and the sea, in terrace after terrace, until the upper stretches of its woodlands showed clear against the evening sky. But Mistress Kate Bonnet now gazed steadily down the stream, beyond the town and the bridge, and paid no more attention to the scenery than the scenery did her, although one was quite as beautiful as the other. This, she believed, was the proper attitude for fishing. There was a bunch of white flowers in the hat of the young girl. It was not a very large one, and not a very small one, but of such a size as might be easily seen from the bridge, had any one happened to be crossing about that time. And, in fact, as the wearer of the hat and the white flowers still continued to gaze at the bridge, she saw

133

someone come out upon it with a quick, buoyant step, and then she saw him stop and gaze steadily up the river. At this she turned her head, and her 45 eyes went out over the beautiful landscape and the wide terraces rising above each other towards the sky. It is astonishing how soon after this a young man dressed in a brown suit, and very pleasant to 50 look upon, came rapidly walking along the river bank. This was Master Martin Newcombe, a young Englishman, not two years from his native land, and now a prosperous farmer on the other side of the river.

3 The passage suggests that Kate believes the proper attitude is one of A) B) C) D)

thoughtfulness. wistfulness. annoyance. repose.


Lines 1-3 (“The month…Barbados”) Lines 20-21 (“It was…eyes”) Lines 26-29 (“Beyond…sky”) Lines 30-35 (“But…fishing”)

133

SAT

Class 3: Command of Evidence Review

Reading – Command of Evidence Practice Passage Directions Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph).


In the following passage, a scholar discusses the Parthenon – a Greek temple renowned for its architectural beauty – and the controversy surrounding the ancient sculptures known as the “Elgin Marbles” that once adorned the temple.

Line 5

10

15

20

25

I first saw the Parthenon in 1954 from the deck of an elderly liner named the Nea Hellas as she approached the dock at Piraeus. Distance hid the temple’s scars, and it had many, for it was almost two and a half millennia old. It was begun in 447 BC when Athens was the leader of an alliance to check the ambitions of the Persian Empire. By mid-century, it was clear that Persia’s expansionism was well in check, and Athens redirected the revenues of her alliance into a building program. The tour guides who lead the hordes of sightseers around the Acropolis nowadays like to refer to the Parthenon as the symbol of Athenian democracy. In fact, it is a monument to profitable imperialism. But great works of art and architecture transcend the motives of their founders. Imperial Athens became a model for the ancient world and remains the heartland of classical culture. The Parthenon helped guarantee that. It may not have symbolized democracy, but it did come to symbolize what the classical heritage was all about. With the eighteenth century, the rediscovery of Greece began. In 1748, a British society of noblemen who had visited Italy and acquired an appreciation of classical architecture commissioned James Stuart, a painter-architect, and Nicholas Revett, an architect draughtsman, to visit Greece and produce drawings of as many of the ancient

134

30

35

40

45

50

55

60

65

monuments as they could. Stuart and Revett founded the Greek Revival style, which would ride the full flood of the nineteenth century romanticism and, in the United States, would become virtually the official architecture of the new republic. The collectors soon followed. The French were in the forefront. Comte Marie-Gabriel de Choiseul Gouffler became Louis XVI’s ambassador to Turkey, and his agent in Athens was Louis Fauvel, who contrived to corner the antiquities market and imported a wagon that was the only conveyance in Athens sturdy enough to carry off large pieces of sculpture. If all had gone smoothly, the “Parthenon Marbles,” as the Greeks call them, would not be in the British Museum but in the Louvre. But with the French Revolution, Louis XVI lost his head and Choiseul his job. The greatest haul of Parthenon sculptures was to be made by British nobleman and diplomat Thomas Bruce, the Earl of Elgin, who was inadvertently to impart a new word to the French language: “elginisme,” defined as a “form of vandalism consisting of taking works of art from their countries of origin to put them in public or private collections.” Elgin’s initial purpose was merely to make drawings and plaster casts of the Parthenon Marbles to serve as models for English taste. The person most responsible for diverting Elgin’s project from its original intention was his chaplain, Philip Hunt. A firman1 from the Ottoman government gave Elgin’s party the explicit right to measure, draw, and make plaster casts of the sculptures. But the final controversial clauses of the firman, inspired by Hunt, instructed Athens authorities not “to make

134

SAT

70

75

80

85

90

95

100

105

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any opposition to the taking away of some pieces of stone with inscriptions, and figures.” On the basis of this vague authorization, Elgin took away 247 feet of the frieze that ran round the outside of the cella wall, seventeen figures from the pediment, a caryatid from the Porch of the Maidens . . . In fact, Hunt contemplated taking away all of this exquisite temple, but the British Navy would have had to contribute a frigate, and no ship was to be had. Louis Fauvel’s wagon was the only vehicle in Athens that could transport heavy sculptures to the port. It was fortunate that the early nineteenth century did not have modern moving equipment. Elgin was not immune to the profit motive, but he made no money out of the “Elgin Marbles” when he sold them in 1816 to the British government. He also lost his reputation, for which Lord Byron2 was partly responsible, for in the controversy surrounding the removal of the Parthenon sculptures from Athens, Byron’s voice carried special weight. “Fair Greece! sad relic of departed worth/Immortal, though no more; though fallen, great!” he wrote in Childe Harold’s Pilgrimage. Byron popularized what was a novel idea at the time, that a country’s art is its heritage. Art – if it is old enough – consists not merely of articles to be bought and sold at auction. It expresses the spirit of a people. The question of the repatriation3 of the Marbles began virtually at the same time that Britain decided to purchase them. In 1983, Greek Minister of Culture Melina Mercouri held an emotional press conference in London on the Marbles. “You must understand us . . . [the Marbles] are the symbol and the blood of the Greek people,” she said, “This is our history; this is our soul.” Lately the Greek argument has adopted a softer tone. Who owns the Marbles does not matter; what matters is location. In return for giving the Marbles a home in a new Acropolis Museum, Greece would pay for replicas to be exhibited in London, and would provide the British Museum with a permanent rotating collection of Greek art. Greece has tacitly recognized that the exhibits of classical art in the British Museum are good ambassadors for Greece. Moreover the mission of the world’s greatest museums has changed. No longer are they storehouses of artifacts. Rather, museum directors are impresarios who mount splendid exhibitions that draw thousands of visitors, and travel from museum to museum. Such

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exhibitions are international projects and often profitable ones. The Greek museums and the British Museum could make good partners. But there is another reason why the Elgin Marbles case will probably soon be resolved. In the multicultural world of the future, classical 125 art will matter less. The British Museum’s Duveen Gallery may someday house exhibits from Africa or Central America. As the Elgin Marbles become more the “soul of the Greek people,” they will become less the cultural 130 heritage of the West. Greece will not entirely lose the special place it has in the affections of the western world, but attitudes will change. 120

1an

authoritative order, issued by a Turkish sovereign, having the force of law 2British poet (1788-1824) 3the act of returning something to the country of its origin

5 According to the author, the Greeks’ motivation for building the Parthenon was to A) install their form of government throughout the classical world. B) influence future European artistic movements. C) glorify national superiority through architectural feats. D) commemorate their worship of the goddess Athena.


Lines 11-14 (“The tour…democracy”) Lines 17-20 (“Imperial…that”) Lines 94-95 (“It expresses…people”) Lines 130-132 (“Greece…change”)

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The author characterizes Lord Byron as

The primary significance of the French Revolution in the context of the passage is the fact that it

A) a defender of Elgin’s actions. B) ineffectual in resolving the Elgin Marbles controversy. C) an advocate of a point of view that was adopted by others. D) the leader of a new European artistic movement.

A) was a source of inspiration for Thomas Bruce, the Earl of Elgin. B) was a major turning point in European politics. C) ended Louis Fauvel’s career. D) may be the reason the Elgin Marbles are in London.

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Which choice provides the best evidence for the answer to the previous question? A) B) C) D)

A) B) C) D)

Lines 23-24 (“With the…began”) Lines 36-43 (“The French…sculpture”) Lines 46-48 (“But with…job”) Lines 58-61 (“The person…Hunt”)

Lines 23-24 (“With the…began”) Lines 43-46 (“If all…Louvre”) Lines 83-88 (“He also…weight”) Lines 91-95 (“Byron…heritage”)

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It can be surmised from the passage that Elgin’s party

The author’s description of the firman suggests that

A) profited handsomely from taking the Marbles. B) received strong opposition from French authorities. C) were lauded as heroes upon their return to Britain. D) wanted to take more material than just the Marbles.

A) Elgin was craftier than the Turkish rulers suspected. B) the Turkish rulers did not intend for Elgin to remove as much of the Parthenon as he did. C) eighteenth-century Athenian decrees were often unclear. D) the original wording of the firman had been altered. 14



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Line 36 (“The collectors…followed”) Lines 48-55 (“The greatest…collections”) Lines 64-68 (“But the…figures”) Lines 78-80 (“It was…fortunate”)

A) B) C) D)

Lines 43-46 (“If all…Louvre”) Lines 56-58 (“Elgin’s…taste”) Lines 73-76 (“In fact…had”) Lines 81-83 (“Elgin…government”)

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Class 3: The SAT Essay

Class 3 The SAT Essay

K E Y

P O I N T S

• Make sure your ESSAY STRUCTURE includes introduction, body, and conclusion paragraphs. • Make sure your ESSAY CONTENT includes a thesis and supporting evidence. • Take time to BRAINSTORM your ideas before writing your essay.

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Class 3: The SAT Essay

Test 5: The Essay (50 Minutes)

The “Optional” SAT Essay Some colleges require the SAT essay. Other colleges do not. Most colleges will accept scores from the SAT essay even if they do not require it. You should decide whether to take the SAT essay based on the requirements of the colleges to which you’re thinking about applying. Colleges’ websites will tell you whether or not they require the SAT essay.

The Bad News About the SAT Essay You only have 50 minutes to read and respond to a given passage.

The Good News About the SAT Essay You only have 50 minutes. You are not expected to write a masterpiece. Each grader only spends a few minutes on your essay. The grade is based on your ability to evaluate how an author makes an argument.

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Class 3: SAT Essay Prompt and Scoring

The SAT Essay Prompt The SAT essay prompt will always relate to a controversial issue, and it will provide you with a persuasive argument taking one side of that issue. An example of a prompt is below:

Write an essay in which you explain how Bryan builds an argument to persuade his audience that the United States should no longer adopt the gold standard. In your essay, analyze how Bryan uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Bryan’s claims, but rather explain how Bryan builds an argument to persuade his audience.

SAT Essay Scoring Students receive a score on a 6-24 scale, which is based upon subscores in three domains. The SAT essay score does not affect the 400-1600 SAT composite score. Each of the three domains is scored on a 2-8 scale (two graders give each domain a score from 1 to 4). The maximum score that a student can receive is 24. The domains on the SAT essay are: Reading Understanding of central ideas, important details, and their interrelationship; accuracy in representation of the source; use of textual evidence to demonstrate understanding. Analysis Evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements; support for claims or points made in the response; focus on features of the text most relevant to addressing the purpose. Writing Use of a central thesis; use of effective organization and progression of ideas; use of varied sentence structures; use of consistent style and tone; command of the conventions of standard written English.

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Class 3: Outlining Your SAT Essay

Outlining Your SAT Essay Use the following steps to outline your essay:

1. Read the essay prompt – The prompt is the same for each essay. The provided text will change. 2. Read and notate the provided text – Analyze the text for the author’s thesis and how the author supports that thesis through the use of argumentative techniques. 3. Write an I-B-C - This is your brief outline. It only needs to make sense to you. I: Introduction – What is the author’s thesis? What are the major argumentative techniques used to support the thesis? B: Body – This is the meat of your essay. Jot down two or three argumentative techniques and how the author used those techniques to support the thesis. C: Conclusion – A BRIEF wrap-up. Jot down a phrase that ties everything together 4. Write Your Essay – Let your I-B-C notes be your guide. Follow traditional essay structure.

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Class 3: Argumentative Techniques: Ethos

Argumentative Techniques There are several categories of argumentative techniques that authors can use on the SAT essay’s provided text. • • • •

Ethos (the use of the credibility and character of the author) Logos (the use of reason) Pathos (the use of emotion) Figurative Language (the use of figures of speech)

Argumentative Techniques: Ethos Ethos, or ethical appeal, means convincing by the character and credibility of the author to support the validity of a thesis. A writer can demonstrate expertise or establish reputation in several ways: • • •

Through extensive research. Through up-to-date research. Through referencing recognized authorities in the field.

An ethical appeal is often indicated by the use of 1st person writing. Ethos Example Dolly seems a very ordinary sheep – just an amiable Finn-Dorset ewe – yet as all the world has acknowledged, if not entirely for the right reasons, she might reasonably claim to be the most extraordinary creature ever to be born. Mammals are normally produced by the sexual route: an egg joins with a sperm to form a new embryo. But in 1996 Keith Campbell and I, with our colleagues at Roslin Institute and PPL, cloned Dolly from a cell that had been taken from the mammary gland of an old ewe and then grown in culture. We fused that cultured cell with an egg from yet another ewe to “reconstruct” an embryo that we transferred into the womb of a surrogate mother, where it developed to become a lamb. This was the lamb we called Dolly: not quite the first mammal ever to be cloned, but certainly the first to be cloned from an adult body cell. Her birth overturns one of the deepest dogmas in all of biology, for until the moment in February 1997 when we made her existence known through a brief letter in the scientific journal Nature, most scientists simply did not believe that cloning in such a way, and from such a cell, was possible.

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Class 3: Argumentative Techniques: Logos

Argumentative Techniques: Logos Logos, or logical appeal, means convincing by the use of reason to support the validity of a thesis. A writer can make a logical appeal in several ways: • • • •

Through the use of cause and effect. Through the use of facts and evidence. Through the use of examples and precedents (specific examples from the past). Through the use of deductive and inductive reasoning. o Deductive reasoning – To take a general idea and apply it to a specific case.  All boys wear the color red. John is a boy. Therefore, John wears red. o Inductive reasoning – To derive a general rule from specific cases.  John, Steve, and Bob all wear red. Therefore, all boys wear red.

Logos Example Over the long span of history from the founding of the nation in 1776 until 1965, immigration varied widely but averaged around 230,000 a year. This was a phenomenal flow into a single country, unmatched in world history. It should be noted that during large parts of that period, the United States – with vast expanses of virtually open land – was much better able than today to handle 230,000 newcomers annually. Suddenly in the 1970s and 1980s, at the very time that the majority of Americans were coming to the conclusion that the U.S. population had grown large enough, immigration soared above American tradition, averaging more than 500,000 a year. And it ran around 1 million a year during the 1990s.

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Class 3: Argumentative Techniques: Pathos

Argumentative Techniques: Pathos Pathos, or emotional appeal, means convincing by the use of emotion to support the validity of a thesis. A writer can use an emotional appeal in several ways: •

Through language choice. • The use of strong diction. • The use of juxtaposition (two things placed close together with contrasting effect). • “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness.” • The use of repetition. • The use of connotation (something suggested or implied by a word or thing). • Connotation is a particularly powerful tool in delivering a pathos argument.

Pathos Example Fewer adolescences engaging in the study of the maths and sciences is a threat to society’s future well-being. This is because these pursuits are a foundation of widening knowledge and improving the quality of life for all of mankind. As more teenagers around the world shift their interests to the liberal arts, we threaten the emergence of a less innovative and less productive society, where we cannot guarantee that the lives of our children will be better than our own.

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Class 3: Argumentative Techniques: Figurative Language

Argumentative Techniques: Figurative Language Figurative language is the use of words in figures of speech to support the validity of a thesis. A writer can use figurative language in several ways: • • • • • •

The use of alliteration (repetition of the same initial letter or sound in a group of words). The use of hyperbole (dramatic exaggeration). The use of imagery (vivid and descriptive language). The use of metaphor (stating a fact through the use of comparison). The use of simile (the use of “like” or “as” to compare one object to another) The use of personification (human characteristics being given to an animal or object).

Figurative Language Example Between us there was, as I have already said somewhere, the bond of the sea. Besides holding our hearts together through long periods of separation, it had the effect of making us tolerant of each other’s stories—and even convictions. The Lawyer—the best of old fellows—had, because of his many years and many virtues, the only cushion on deck, and was lying on the only rug. The Accountant had brought out already a box of dominoes, and was toying architecturally with the pieces. Marlow sat cross-legged, leaning against the mast. He had sunken cheeks, a yellow complexion, a straight back, and, with his arms dropped, the palms of his hands outwards, resembled an idol. The Director, satisfied the anchor had good hold, made his way forward and sat down amongst us. We exchanged a few words lazily. Afterwards there was silence on board the yacht. For some reason or another we did not begin that game of dominoes. We felt meditative, and fit for nothing but placid staring.

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Class 3: Argumentative Techniques: Sample Paragraph

Persuasive Argument: Sample Paragraph Forget soaring rates of obesity, bankruptcy, and out-of-wedlock births: by far the scariest statistic about contemporary American life is that people now spend more on Halloween than on any other “holiday” apart from Christmas. It’s not that I oppose the wearing of charming costumes by young children. Nor do I question the rightness of shoving barrels of saltwater taffy down young throats. What gets my sacrificial goat is that Halloween isn’t about anything. It’s not about death, or life, or fall, or family, or patriotic love of country. It is a completely content-free, sugarfrosted, dark-caped bacchanal in a society that already, every day, gives kids license to be content-free, sugar-frosted, and to dress however gothically they like.

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Class 3: Argumentative Techniques: Sample Paragraph

Persuasive Argument: Sample Paragraph Forget soaring rates of obesity, bankruptcy, and out-of-wedlock births: by far the scariest statistic about contemporary American life is that people now spend more on Halloween than on any other “holiday” apart from Christmas. It’s not that I oppose the wearing of charming costumes by young children. Nor do I question the rightness of shoving barrels of saltwater taffy down young throats. What gets my sacrificial goat is that Halloween isn’t about anything. It’s not about death, or life, or fall, or family, or patriotic love of country. It is a completely content-free, sugarfrosted, dark-caped bacchanal in a society that already, every day, gives kids license to be content-free, sugar-frosted, and to dress however gothically they like.

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Pathos: Using fear to further the argument.

Logos: Using data to further the argument.

Figurative language: Personification

Figurative language: Imagery

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Class 3: SAT Essay Example SAT Essay Example

50 Minutes——1 Prompt As you read the passage below, consider how Bryan uses • evidence, such as facts or examples, to support claims. • reasoning to develop ideas and to connect claims and evidence. • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

Adapted from former US Representative William Jennings Bryan, “Cross of Gold.” Originally delivered on July 9, 1896. I want to suggest this truth, that if the gold standard is a good thing we ought to declare in favor of its retention and not in favor of abandoning it; and if the gold standard is a bad thing, why should we wait until some other nations are willing to help us to let it go? Here is the line of battle. We care not upon which issue they force the fight. We are prepared to meet them on either issue or on both. If they tell us that the gold standard is the standard of civilization, we reply to them that this, the most enlightened of all nations of the earth, has never declared for a gold standard, and both the parties this year are declaring against it. If the gold standard is the standard of civilization, why, my friends, should we not have it? So if they come to meet us on that, we can present the history of our nation. More than that, we can tell them this, that they will search the pages of history in vain to find a single instance in which the common people of any land ever declared themselves in favor of a gold standard. They can find where the holders of fixed investments have. Mr. Carlisle said in 1878 that this was a struggle between the idle holders of idle capital and the struggling masses who produce the wealth and pay the taxes of the country; and my friends, it is simply a question that we shall decide upon which side shall the Democratic Party fight. Upon the side of the idle holders of idle capital, or upon the side of the struggling masses? That is the question that the party must answer first; and then it must be answered by each individual hereafter. The sympathies of the Democratic Party, as described by the platform, are on the side of the struggling masses, who have ever been the foundation of the Democratic Party. There are two ideas of government. There are those who believe that if you just legislate to make the well-to-do prosperous, that their prosperity will leak through on those below. The Democratic idea has been that if you legislate to make the masses prosperous their prosperity will find its way up and through every class that rests upon it.

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Class 3: SAT Essay Example SAT Essay Example

50 Minutes——1 Prompt You come to us and tell us that the great cities are in favor of the gold standard. I tell you that the great cities rest upon these broad and fertile prairies. Burn down your cities and leave our farms, and your cities will spring up again as if by magic. But destroy our farms and the grass will grow in the streets of every city in the country. My friends, we shall declare that this nation is able to legislate for its own people on every question without waiting for the aid or consent of any other nation on earth, and upon that issue we expect to carry every single state in the Union. I shall not slander the fair state of Massachusetts nor the state of New York by saying that when citizens are confronted with the proposition, “Is this nation able to attend to its own business?”—I will not slander either one by saying that the people of those states will declare our helpless impotency as a nation to attend to our own business. It is the issue of 1776 over again. Our ancestors, when but 3 million, had the courage to declare their political independence of every other nation upon earth. Shall we, their descendants, when we have grown to 70 million, declare that we are less independent than our forefathers? No, my friends, it will never be the judgment of this people. Therefore, we care not upon what lines the battle is fought. If they say bimetallism is good but we cannot have it till some nation helps us, we reply that, instead of having a gold standard because England has, we shall restore bimetallism, and then let England have bimetallism because the United States have. If they dare to come out in the open field and defend the gold standard as a good thing, we shall fight them to the uttermost, having behind us the producing masses of the nation and the world. Having behind us the commercial interests and the laboring interests and all the toiling masses, we shall answer their demands for a gold standard by saying to them, you shall not press down upon the brow of labor this crown of thorns. You shall not crucify mankind upon a cross of gold.

Write an essay in which you explain how Bryan builds an argument to persuade his audience that the United States should no longer adopt the gold standard. In your essay, analyze how Bryan uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Bryan’s claims, but rather explain how Bryan builds an argument to persuade his audience.

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Class 3: SAT Essay Brainstorming

Essay Brainstorming As you read the passage below, consider how Bryan uses • evidence, such as facts or examples, to support claims. • reasoning to develop ideas and to connect claims and evidence. • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

Which of the below argumentative techniques does the author use to further his essay? How are the techniques used in advancing his thesis?

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Ethos

Logos

Pathos

Figurative Language

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Class 3: SAT Essay I-B-C

Creating an I-B-C and Writing Your Essay Use your brainstorming to assist in writing your essay. Create an I-B-C outline to organize your thoughts. I-B-C: Introduction, Body, Conclusion Introduction • •

What is the author’s THESIS? Brief summary of the ARGUMENTATIVE TECHIIQUES used in the essay.

Body Paragraph (Two or three paragraphs) •

• • •

A clear TOPIC SENTENCE to begin each paragraph. In the topic sentence, connect an argumentative technique used in the essay to the author’s THESIS. How does the use of this argumentative technique SUPPORT THE AUTHOR’S THESIS? A CLOSING SENTENCE which ties the paragraph together. Use SEPARATE PARAGRAPHS for different examples.

Conclusion • •

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A SUMMARY of the THESIS statement. A CLOSING THOUGHT that ties everything together.

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Student Name:

SAT PRACTICE ESSAY ANSWER SHEET

ESSAY PAGE 1

ESSAY PAGE 1

ESSAY PAGE 1

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Student Name:


ESSAY PAGE 2

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ESSAY PAGE 2

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Class 3: Homework

Class 3 Homework


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Class 3: Homework





Pages 155-156: #1-5 Pages 157-162: #1-22



Pages 155-156: #1-5 Pages 157-162: #1-22

*All students should complete the practice essay assignment. If you have been assigned a practice exam, please complete the exam and submit your answers at least 24 hours before your next class!

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Question 1 Refers to the Paragraph Below By the end of World War II, more than 20 million Americans transformed backyards, empty lots, baseball fields, schoolyards, and apartment rooftops into over 20 million Victory Gardens, which yielded between 9 and 10 million tons of produce. Distributed small-scale agriculture provided sustenance to American troops and civilians alike; the summer and fall crops were eaten fresh or dutifully canned for the winter and spring by amateur gardeners. 1 Victory Gardens were their way of taking the fight to the enemy. It wasn’t uncommon for them to say “My food is fighting!”

1

At this point, the writer wants to further reinforce the paragraph’s claim about all Americans participating in the war effort. Which choice most effectively accomplishes this goal? A) Despite the challenging conditions brought about by World War II, B) Acting without government oversight, C) As they helped provide needed resources for American soldiers, D) For Americans young and old alike,

Question 2 Refers to the Paragraph Below The next day, we walked out to one of the spectacular view sites overlooking the Grand Canyon. While my husband took more photos of the sprawling vista, I again looked down at my feet. This time, there was no doubt. The ground was covered with dozens of tiny shells and the traces of tiny plants, all seemingly fused into the surrounding rock, which, strangely, looked like a frozen sea bed. I was amazed – surely I was imagining things. 2 There was no sea anywhere near here. How could these be shells?

2

Which choice provides information that best supports the statement made in the previous sentence? A) because the ocean is full of interesting creatures. B) because my imagination often got the better of me, especially while on vacation. C) because we had driven through the dry, barren Mojave Desert to reach the Grand Canyon. D) because the Grand Canyon was a very popular tourist attraction

Question 3 Refers to the Paragraph Below Some argue that because human stomach acids are not nearly as potent as those of other animals, humans are better suited for digesting plant material. It is our weaker stomach acids that force humans to cook most of our meat. 3

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Which choice most logically follows from the preceding sentence? A) The human stomach secretes up to 3 liters of gastric acid per day. B) Humans are incapable of eating and digesting raw meat. C) Cooking helps to kill bacteria and makes the flesh more easily digestible. D) Cooking can be time consuming, but most humans prefer to eat cooked meat.

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Question 4 Refers to the Paragraphs Below I would be starting college in a month and decided that, instead of living in the stark and unimaginative dorms, I would live in a historic neighborhood within walking distance of my school. Some of these grand homes were owned by single families, but many had been divided into affordable apartments. This was fortunate for me because I’m sure my parents would never consider buying me a mansion to live in when I attended college! 4 It came with a fireplace – complete with a mantle and a generous hearth – intricate crown molding, original light fixtures with crystals, metalwork, and old-fashioned switches, and a huge bay window. My mom said that this place was probably beyond their budget, but I thought it would be worth a try to convince them that they should rent it for me anyway.

4

Which choice best connects the sentence with the previous paragraph? A) NO CHANGE B) Finances had been a little tight, and I didn’t want to burden my parents. C) I have always enjoyed learning about the past, so I knew I would love living in a home from another era. D) We had already looked at one apartment that was absolutely beautiful.

Question 5 Refers to the Paragraph Below Adam Smith’s “invisible hand” has come to stand for the ability of the market to recover naturally 5 after apparently disastrous circumstances. Smith believed that unstable markets will recover on their own, without intervention on the part of the government or similar regulatory agencies. For example, if too much of a product is produced, its price will fall. This encourages the public to buy the product, which reduces supply. This kind of reaction eventually leads to stabilization, at the “natural price” of a good or service.

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The writer is considering deleting the underlined phrase. Should the phrase be kept or deleted? A) Kept, because it is an indication of the market’s strong ability to recover. B) Kept, because it is descriptive language that helps to set the tone of the paragraph. C) Deleted, because it is an unimportant detail. D) Deleted, because it is irrelevant to the focus of the paragraph to this point.

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Reading Test Practice Passage Directions Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph).

Questions 1-11 are based on the following passage. The following excerpt meditates on trends in technology and their effects on business. Line

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E-commerce is to the Information Revolution what the railroad was to the Industrial Revolution – a totally new, totally unprecedented, totally unexpected development. And like the railroad 170 years ago, e-commerce is creating a new and distinct boom, rapidly changing the economy, society, and politics. One example: a mid-sized company in America’s industrial Midwest, founded in the 1920s and now run by the grandchildren of the founder, used to have some sixty percent of the market in inexpensive dinnerware for fast food eateries, school and office cafeterias, and hospitals within a hundred-mile radius of its factory. China is heavy and breaks easily, so cheap china is traditionally sold within a small area. Almost overnight this company lost more than half of its market. One of its customers, a hospital cafeteria where someone went “surfing” on the Internet, discovered a European manufacturer that offered china of apparently better quality at a lower price and shipped cheaply by air. Within a few months the

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main customers in the area shifted to the European supplier. Few of them, it seems, realize – let alone care – that the stuff comes from Europe. In the new mental geography created by the railroad, humanity mastered distance. In the mental geography of e-commerce, distance has been eliminated. There is only one economy and only one market. One consequence of this is that every business must become globally competitive, even if it manufactures or sells only within a local or regional market. The competition is not local anymore – in fact, it knows no boundaries. Every company has to become transnational in the way it is run. Yet the traditional multinational may well become obsolete. It manufactures and distributes in a number of distinct geographies, in which it is a local company. But in e-commerce there are neither local companies nor distinct geographies. At the same time, it is not yet clear what kinds of goods and services will be bought and sold through e-commerce and what kinds will turn out to be unsuitable for it. This has been true whenever a new distribution channel has arisen. Twenty-five years ago it was generally believed that within a few decades the printed word would be dispatched electronically to individual subscribers’ computer screens. Subscribers would

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then either read text on their computer screens or download it and print it out. This was the assumption that underlay the CD-ROM. Thus many newspapers and magazines, by no means only in the United States, established themselves online; few, so far, have become gold mines. But anyone who twenty years ago predicted the business of Amazon.com and Barnesandnoble.com – that is, that books would be sold on the Internet but delivered in their heavy, printed form – would have been laughed off the podium. Yet Amazon.com and Barnesandnoble.com are in exactly that business, and they are in it worldwide. The first order for the U.S. edition of my most recent book, Management Challenges for the 21st Century, came to Amazon.com, and it came from Argentina. Where to manufacture, where to sell, and how to sell it will remain important business decisions. But in another twenty years they may no longer determine what a company does, how it does it, and where it does it, so momentous have been the changes brought about by e-commerce.

2 On the whole, the author’s attitude toward ecommerce is one of A) B) C) D)

3 The author suggests that, when it comes to making purchases, consumers are A) B) C) D)

primarily concerned with price. culturally ignorant. cheated by local companies. technologically driven.


Amazon.com Revenue by Year Revenue (in United States dollars)

reconsideration. caution. zeal. acceptance.

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A) B) C) D)

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Lines 17-22 (“One…air”) Lines 31-34 (“One…market”) Lines 37-38 (“Yet…obsolete”) Lines 40-41 (“But…geographies”)

60 50 40

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As used in line 46, “channel” most nearly means

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A) B) C) D)

0 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Year

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conduct. river. pathway. model.

6 The primary purpose of the passage is to A) warn about the encroachment of foreign businesses. B) predict the organizational structure of businesses in the internet age. C) illuminate the nature of different technological revolutions. D) discuss the growing impact of ecommerce on global industry.

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The author highlights online newspapers and magazines to underscore A) an alarming global movement. B) an inability to make money in the digital publishing industry. C) the misguided aspirations of online publications capitalism. D) an inaccurate prediction of technological trends.

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Class 3: Reading Homework 10


The author’s use of the words “what,” “how,” and “where” in lines 71-72 in the final paragraph function mainly to

Lines 37-38 (“Yet…obsolete”) Lines 47-50 (“Twenty-five…screens”) Lines 54-57 (“Thus…mines”) Lines 57-62 (“But…podium”)

A) highlight how e-commerce industries will conduct business in the future. B) indicate that e-commerce companies will fully replace traditional businesses within the next 20 years. C) advocate for the increased regulation of e-commerce. D) emphasize the revolutionary impact of ecommerce.

8 As used in line 49, “dispatched” most nearly means A) B) C) D)

dismissed. replaced. sent. overthrown.

9 What function does the discussion of Amazon.com and Barnesandnoble.com (lines 58-59) serve in the context of the passage? A) It enumerates the first two e-commerce companies to have success. B) It presents two examples of online newspapers and magazines. C) It highlights two companies that have thrived in the online environment. D) It presents an argument against the apparent benefits of e-commerce.

159

11 According to the graph, which statement is true about Amazon.com revenue from 2004 to 2014? A) Growth of Amazon.com revenue in 2014 was widely out of proportion to growth of revenue during the five years prior. B) Amazon.com revenue surpassed 80 billion dollars for the first time in 2014. C) Amazon.com revenue will reach 100 billion dollars in 2015. D) Amazon.com revenue began a new upward trend in 2014.

159

SAT


Questions 12-22 are based on the following passage. The passage below discusses the Hubble Space Telescope.

5

10

15

20

25

30

35

40

Have you ever wondered what a star looks like up-close? Or maybe you’ve dreamed of a close encounter with the surface of a far away planet. Since 1990, the Hubble Telescope has been offering scientists and curious amateurs alike data and images of stars, planets, and other celestial bodies, never before seen by the human eye. Originally designed in the 1970’s, this farreaching telescope was named for scientist Edwin P. Hubble. During the 1920’s, Dr. Hubble outlined a classification system for galaxies, which is still in use today. He also discovered a relationship between a galaxy’s distance and the speed with which it is moving. Before the launch of the Hubble Telescope, distances to far-off galaxies were not well known. Questions such as how rapidly the universe is expanding, and for how long, created great controversy. One of the Hubble Telescope’s primary goals is to determine the accuracy of Dr. Hubble’s predictions, as well as to answer many of the questions surrounding space exploration. Human fascination with space began hundreds of years ago. That interest has not waned, and today, the Hubble Telescope orbits 375 miles above Earth, working nonstop to unlock the secrets of the universe. It uses state-of-the-art instruments to provide amazing views of the universe that cannot be made using ground-based telescopes. The reason for this is that, from the ground, we look at stars and other objects in space through the Earth’s atmosphere. Our atmosphere is full of clouds, dust, and pollution, which causes everything we see to shimmer and shake. This makes it very difficult for scientists on the ground to make steady, accurate measurements of objects moving in space. With assistance from the Hubble Telescope, astronomers can pinpoint the location of faraway stars and galaxies, and measure the speeds and distances of astronomical objects much more precisely. Astronomers may one day even tell

160

45

50

55

60

65

70

75

80

85

us exactly when the universe began. Despite the many extraordinary accomplishments of the Hubble Telescope, it has not had an easy life. In 1993, scientists discovered that some of the images returned by Hubble were fuzzy. Because the telescope was low in Earth’s orbit, it could be serviced by a space shuttle, so a shuttle was employed to fix Hubble’s cameras. This first servicing mission in December 1993 was a great success. Several other shuttle missions to repair and upgrade Hubble have since been made, each meeting with the same success as the first. During its time in space, Hubble has observed various parts of the universe. It has provided scientists with images that have had an impact on several areas of astronomy. For example, observing objects in our own solar system, Hubble provided spectacular views of Comet Shoemaker-Levy 9’s collision with Jupiter. Its cameras delivered the first detailed images of Pluto and its moon, Charon. The telescope has documented the births and deaths of many stars, as well. It provided the first visual proof that cosmic dust encircling young stars is a common phenomenon. Hubble has also delivered many colorful pictures of stellar deaths, including the destruction of a massive star called Supernova 1987A. Hubble has also managed to probe the central regions of galaxies, crowded with stars, dust, and gas. It has provided evidence that large black holes make up the centers of many galaxies. These black holes are thought to be created after the death of a large star. Because a black hole has a very strong gravitational pull, cosmic dust, planets, and other objects tend to swirl around it. This creates a common spiral galaxy, such as our own, the Milky Way. It is clear that the Hubble Telescope has made many significant contributions to the study of space. Scientists reviewing Hubble’s data are getting closer to answering questions related to the size and age of the universe. Edwin P. Hubble would most likely be amazed at the data and images returned to us by his namesake. Since it is scheduled to stay in orbit indefinitely, the Hubble Telescope should continue transmitting pictures of the universe for years to come.

160

SAT


12

16 The passage is written from the perspective of someone who is


A) actively involved in conducting astronomical research. B) a participant in a recent debate in the field of astronomy. C) knowledgeable about recent advancements in astronomical research. D) an advocate for further astronomical research.

A) B) C) D)

Lines 12-14 (“He…moving”) Lines 42-44 (“Despite …life”) Lines 68-70 (“Hubble…gas”) Lines 81-83 (“Edwin…namesake”)

17 As used in line 39, “astronomical” most nearly means

13

A) B) C) D)

The passage is best described as A) a social commentary on scientific advancements in the twentieth century. B) a detailed account of a technological improvement in a scientific field. C) a story of how one individual inspired many others. D) an introduction to an astronomical method in a systematic manner.

18 The passage mainly suggests which of the following about the Hubble Telescope’s maintenance issues?

14

A) They were not so great as to severely interfere with normal operations. B) They interfered greatly with the operation of the telescope. C) Although the cameras were fixed, the fuzzy images that Hubble produced created large setbacks. D) Shuttle missions are not the only viable means of fixing the telescope’s cameras.

As used in line 5, “amateurs” most nearly means A) B) C) D)

exorbitant. cosmological. giant. vast.

part-time workers. specialists. unskilled laborers. non-professionals.

15 The passage suggests that Edwin P. Hubble was A) very effective at persuading others to adopt his ideas. B) committed to the exploration of a variety of sciences. C) the most important scientific mind in regards to discoveries in the field of astronomy. D) an instrumental scientist who made great contributions to our understanding of the universe.

161


Lines 26-28 (“It uses…telescopes”) Lines 44-46 (“In 1993 …fuzzy”) Lines 50-52 (“Several…first”) Lines 77-79 (“It is…space”)

161

SAT


20 The function of the fourth paragraph (lines 41-52) is to A) provide insight into the everyday workings of Hubble’s repair operations. B) sharpen the reader’s knowledge of potential setbacks with the telescope. C) summarize the history of the Hubble Telescope. D) point out the favorable results of repair missions to Hubble.

21 The examples cited in the last paragraph (lines 68-86) are primarily drawn from A) B) C) D)

speculation. opinion. historical reference. observation.

22 The primary purpose of the passage is to A) review the numerous scientific contributions of the Hubble telescope. B) illustrate the overall usefulness of spacebased telescopes C) denounce previously held scientific notions about. astronomy. D) describe the author’s understanding about the Hubble telescope.

162

162

SAT


1

4

4x4 + 16x2y2 + 16y4

NO CALCULATOR

Which of the following is equivalent to the expression shown above? A) B) C) D)

A function q satisfies q(4) = 10 and q(3) = 20. A function r satisfies r(3) = 15 and r(20) = 8. What is the value of r(q(3)) ?

(2x2 + 4y2)2 (2x + 4y)4 (4x2 + 2y2)2 (4x + 2y)4

A) B) C) D)

3 8 15 20

2

John runs the 400 meter dash for his high school track team. In his first five races this year, John ran the 400 meter dash in the following times: 52.4 seconds, 54.6 seconds, 53.2 seconds, 56.4 seconds, and 55.9 seconds. What is the average time, in seconds, that Jonathan completed these five races? (Round to the nearest tenth of a second.)

5 1 kilogram = 1,000 grams 1,000 milligrams = 1 gram

A hardware store sells one type of fertilizer in 4-kilogram containers. Based on the information given in the box above, how many 1-milligram doses are there in one 4-kilogram container? A) B) C) D)

0.004 400 40,000 4,000,000

3

A local restaurant serves soda to customers by the pint. Each week, the restaurant receives a 20 gallon shipment of soda syrup. How many customers can be served with this shipment? (1 gallon = 128 ounces; 1 pint = 16 ounces)

163

6

A local town has elementary schools and high schools. The seven elementary schools average 140 students and the two high schools average 410 students. What is the average number of students in the nine schools?

163

SAT

Class 3: Math Homework 10

7

y

If x2 – y2 = 64 and x + y = 2, what is the value of (x – y) ?

15 10 5 –15 –10 –5 O –5

x

5 10 15

–10 –15

8

The complete graph of the function f is above. Which of the following are equal to 15 ?

2x2 – 3x – 2 = 0 If a and b are two solutions of the equation above, and a > b, which of the following is the value of a + b ?

I. f(–15) II. f(5) III. f(15) A) B) C) D)

II only I and II only II and III only I, II, and III

11

9

NO CALCULATOR

If the function z has three distinct zeroes, which of the following could represent the complete graph of z in the xy-plane? A)

C)

q

–1

0

1

2

f(q)

–4

–2

0

2

The table above gives values of the linear function f(q) for selected values of q. Which of the following defines f(q) ? B)

164

D)

A) B) C) D)

f(q) = q – 3 f(q) = q – 2 f(q) = 2q f(q) = 2q – 2

164

SAT


12

The histogram below shows the distribution of scores on a recent test.

Jack traveled by speedboat at an average speed of 45 miles per hour for 4.5 hours and consumed fuel at a rate of 12 miles per gallon. How many gallons of fuel did the speedboat use for the entire 4.5-hour trip? (Round to the nearest gallon.)

5

Frequency

4 3 2 1 0 67

72

83

88

91

94

98

99

Score Which of the following is the mean score of the 12 students? (Round to the nearest tenth.) A) B) C) D)

15

85.9 88.0 89.2 90.8

If the function j is defined by j(k – 10) = 3k2 + 15, what is the value of j(4) ?

13

NO CALCULATOR

16

NO CALCULATOR In Jessica’s bowling league, the mean score of all female players is 185, and the mean score of all male players is 149. Which of the following must be true about the mean score b of the combined group of male and female members of the bowling league?

At what value of x, for –6 ≤ x ≤ 8, does the function graphed above achieve its maximum value? A) B) C) D)

165

A) B) C) D)

b < 149 b = 167 149 < b < 185 b > 185

–6 –3 3 8

165

SAT


17

20

If a is the average (arithmetic mean) of 5x and 15, b is the average of 7x and 6, and c is the average of 12x and 21, what is the average of a, b, and c in terms of x ? A) B) C) D)

NO CALCULATOR 8x – 6 is equivalent to x+ 4 which of the following? The expression

2x + 6 2x + 14 4x + 7 8x + 4

38 A) 8 – x + 4

18

On a recent safari, Jessica saw 80 lions and

B) 8 –

38 x–6

C) 8 +

38 x+4

D) 8 +

38 x–6

40 tigers. If Jessica only saw lions and tigers, how many more tigers would she 7 have needed to see for 8 of the total animals she saw to be tigers? A) B) C) D)

21

x2 + y2 – 10x + 8y = 59

280 320 420 520

The equation of a circle in the xy-plane is shown above. What is the area of the circle? A) B) C) D)

100 1,000 2,500 10,000

19

NO CALCULATOR If x + 6 is a factor of x2 + bx + b, where b is a constant, what is the value of b ?

22

In the xy-plane, the graph of function g has x-intercepts at −5, −2, and 2. Which of the following could define f ? A) B) C) D)

166

g(x) = (x − 5)(x − 2)(x + 6) g(x) = (x − 5)(x − 2)2 g(x) = (x − 2)(x + 2)(x + 5) g(x) = (x + 2)2(x + 5)

166

SAT

Class 3: Essay Homework SAT Essay Homework

50 Minutes——1 Prompt As you read the passage below, consider how Henry uses • evidence, such as facts or examples, to support claims. • reasoning to develop ideas and to connect claims and evidence. • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

Adapted from Patrick Henry’s Speech to the Virginia Convention. Originally delivered on March 23, 1775. MR. PRESIDENT: No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do, opinions of a character very opposite to theirs, I shall speak forth my sentiments freely, and without reserve.

Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it. I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years, to justify those hopes with which gentlemen have been pleased to solace themselves, and the House? Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition comports with these war-like preparations which cover our waters and darken our land. Are fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled, that force must be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and subjugation; the last arguments to which kings resort. I ask, gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can

167

167

SAT

Class 3: Essay Homework SAT Essay Homework

50 Minutes——1 Prompt gentlemen assign any other possible motive for it? Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance, by lying supinely on our backs, and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations; and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable and let it come! I repeat it, sir, let it come. It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!

Write an essay in which you explain how Henry builds an argument to persuade his audience that the American colonies should wage military action against Britain. In your essay, analyze how Henry uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Henry’s claims, but rather explain how Henry builds an argument to persuade his audience.

168

168 97

Student Name:


ESSAY PAGE 1

ESSAY PAGE 1

ESSAY PAGE 1

169

Student Name:


ESSAY PAGE 2

170

ESSAY PAGE 2

ESSAY PAGE 2

SAT

Class 3: Answers

Class 3 Reading and Writing Answers Reading Command of Evidence (Page 132) 1) D 2) D 3) D 4) D 5) C 6) B 7) D 8) C 9) B 10) C 11) C 12) D 13) D 14) C

171

Writing Passage Analysis (Page 108) 1) A 2) C 3) D

Class 3 Reading and Writing Homework: Review Questions (Page 155) 1) D 2) C 3) C 4) D

Class 3 Math Answers Average, Median, and Mode (Page 114) 1) 79.5 2) 4 3) A 4) B

4) B 5) C 6) A 7) B 8) B

Class 3 Reading and Writing Homework: Practice Reading Passages (Page 157) 1) D 2) D 3) A 4) A 5) C 6) D 7) C 8) C 9) C 10) D 11) B 12) C 13) B 14) D 15) D 16) A 17) B 18) A 19) B 20) D 21) D 22) A

1) A 2) 54.5 Functions (Page 116)

5) A 5) D 6) 14 7) 8 8) 15 9) 14 10) 1 11) C 12) D 13) D 14) C

3) 160 4) 8 5) D 6) 200 7) 32 8)

3 or 1.5 2

9) A 10) B

Ratio, Proportion, and Unit Conversion (Page 120) 15) D 16) D 17) 90 18) 32 19) 0.55 21) C 22) D 23) 24 Quadratics and Polynomials (Page 124) 24) 39 25) C 26) D 27) C 28) C 29) D 30) B 31) A 32) 5 33) B 34) C 35) C


11) D 12) A 13) B 14) 17 15) 603 16) C 17) C 18) D 19)

36 or 7.2 5

20) A 21) A 22) C

171

172

172

SAT

Class 4: Reading

Class 4 Reading: Analyzing Multiple Texts

K E Y

P O I N T S

• Use your 2-speed transmission when reading any passage. • Read for “What’s it about?” NOT “What happens?” • DIVIDE & CONQUER the 2-Passage Critical Reading


173

SAT

Class 4: Approaching and Solving Multiple Texts Questions

Approaching Multiple Texts Identifying and Analyzing Multiple Texts Questions on the SAT: One SAT reading portion is comprised of two passages which are followed by questions that relate to both passages. Approaching Multiple Texts on the SAT: Multiple texts selections on SAT Reading always share a common theme/topic, with each passage having a different perspective on that theme/topic. A Venn Diagram can help to organize this information for making anticipations.

Solving Multiple Texts Questions on the SAT: There are four steps to solving Multiple Texts questions on the SAT. 1) Cover the answer choices. Do not look at the answer choices! 2) Anticipate an answer to the question. How would YOU answer the question? Use the notes you took while reading! 3) Eliminate answers that are clearly incorrect. Answers are clearly incorrect because they do not align with your anticipation! 4) Make a decision among whatever choices remain. Avoid answers with absolute language and/or non-relevant information.

174

174

SAT

Class 4: Analyzing Multiple Texts

Analyzing Multiple Texts Identifying and Analyzing Multiple Texts Questions on the SAT: One SAT reading portion is comprised of two passages which are followed by questions that relate to the passages. Analyzing Multiple Texts Strategy: After reading each individual passage, stop and answer only the questions that relate to that passage. After answering all questions that relate to only one passage, then answer the questions that refer to both passages. Passage 1

Line 5

10

15

Tired of students parading through school sporting baggy scarves, low-rise jeans, and towels on their heads, high school officials in Stamford, CT, took action. They replaced their old “anything goes” dress code with a new policy that, much like a skimpy outfit, doesn’t leave much to the imagination. School officials maintain that the law is on the side of the school; courts have long supported school dress codes that keep disruptive or offensive clothing out of classrooms. “As far as I’m concerned, high school is a place of business. It needs to be taken seriously,” said Stamford superintendent, Anthony Mazzullo. “You don’t wear hats if you’re walking into a corporate meeting.” Passage 2

Students at a high school in Vancouver, British Columbia, are so befuddled by a dress code imposed on them by school officials that they don’t know what to wear to school. The wide-ranging 20 code – a team project of teachers and parents aimed at ending racism, drug use, and overt sexual references – left one student to wonder, “We’re not allowed to wear tight clothes, and we’re not allowed to wear loose clothes. What are we 25 supposed to wear?” Another student responded creatively to the vagueness of the code by showing up for classes wearing only Post-It notes, which did not violate the wording of the school’s new dress code.

175

1 Which of the following aspects of the dress code issue is addressed in Passage 2 but not in Passage 1? A) B) C) D)

Parents’ opinions Administrators’ rationale Specific dress code restrictions Students’ response

2 Passage 2 primarily focuses on A) the causes underlying the need for dress codes. B) a violation of civil rights. C) the differences between American and Canadian schools’ practices. D) the teachers and parents’ failure to communicate the dress code regulations effectively.

175

SAT

Class 4: Analyzing Multiple Texts

Analyzing Multiple Texts Identifying and Analyzing Multiple Texts Questions on the SAT: One SAT reading portion is comprised of two passages which are followed by questions that relate to the passages. Analyzing Multiple Texts Strategy: After reading each individual passage, stop and answer only the questions that relate to that passage. After answering all questions that relate to only one passage, then answer the questions that refer to both passages. Passage 1

Line 5

10

15

Tired of students parading through school sporting baggy scarves, low-rise jeans, and towels on their heads, high school officials in Stamford, CT, took action. They replaced their old “anything goes” dress code with a new policy that, much like a skimpy outfit, doesn’t leave much to the imagination. School officials maintain that the law is on the side of the school; courts have long supported school dress codes that keep disruptive or offensive clothing out of classrooms. “As far as I’m concerned, high school is a place of business. It needs to be taken seriously,” said Stamford superintendent, Anthony Mazzullo. “You don’t wear hats if you’re walking into a corporate meeting.”

3 The person quoted in lines 10-14 of Passage 1 would most likely respond to the action described in lines 25-29 of Passage 2 by A) claiming such an appearance is inappropriate to the school environment. B) resorting to legal action. C) seeking the opinions of parents and teachers. D) rewarding the student’s creativity.

4 Passage 2 Students at a high school in Vancouver, British Columbia, are so befuddled by a dress code imposed on them by school officials that they don’t know what to wear to school. The wide-ranging 20 code – a team project of teachers and parents aimed at ending racism, drug use, and overt sexual references – left one student to wonder, “We’re not allowed to wear tight clothes, and we’re not allowed to wear loose clothes. What are we 25 supposed to wear?” Another student responded creatively to the vagueness of the code by showing up for classes wearing only Post-It notes, which did not violate the wording of the school’s new dress code.

176

Unlike the author of Passage 2, the author of Passage 1 does which of the following? A) B) C) D)

Offers a resolution Quotes an authority Argues a position Sides with the students

176

SAT

Class 4: Analyzing Multiple Texts Review

Reading – Analyzing Multiple Texts Practice Passage Directions Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph).

The following passages discuss American and European jurisprudence.

lives of the people. Americans want a government that interferes in their lives as little as possible – it is controlled by the people and should, at all times, work for the people.

Passage 1

Line 5

10

15

20

25

30

American law is an outward expression of the morals and values of the people; this flexibility gives judges the power to adapt the law to the needs and desires of the community. Many have praised the American judicial system because it embodies the idea that the law should reflect the will of the people. Under this system, the law does not dictate to the citizenry, but rather takes its cues from the populace. The law can change and adjust to meet the needs of society. The plasticity of this legal system also allows judges to avoid absurd results that might be required if laws were inflexibly and strictly applied. Take, for example, the requirement that a will be signed by two witnesses and notarized. If two witnesses sign a will, both of whom are available to testify to the validity of their signatures and of the will, but the signatures are not notarized, there would be no reason for the will to be unenforceable. An American judge would likely find that there was no reason to strictly adhere to the legal requirements, and would enforce the will. The one downside to this flexibility is that very few cases are so easily decided, and judges do not always rule in a predictable manner. A cursory look at the government in America will reveal the foundations of such a variable rule of law. Government is seen as a necessary evil that should have only limited involvement in the daily

177

Passage 2 35

40

45

50

55

60 \\

In many Western European nations, the law is seen as rigid and not open to interpretation. This rigidity grants a consistency to questions of law that many would argue is absent in other, more flexible systems. The European construction of law provides litigants with a clear picture of how a case will be decided. All parties involved are certain how judges will rule on issues. It is simple—judges will strictly follow the law. This simple fact, that the law will not change from one situation to another, allows for court systems in Western Europe to process cases efficiently and cuts down on the amount of frivolous lawsuits. It is useless for an individual to attempt a case if he knows in advance that the law is not in his favor. Like any legal system, the Western European format is far from perfect. It arose from a belief that governments are thought of as caretakers, and with this comes potential problems. Though citizens have become accustomed to an unbending, often predictable, code of law, some would assert that this gives the government excessive control over the morals and behaviors of the citizenry. Nevertheless, it can also be remarked that such jurisprudence is freeing; knowing for certain, in advance, whether or not you will be guilty grants a greater degree of protection than other legal systems are able to afford.

177

SAT


9

5

According to Passage 1, which of the following statements is true regarding American rule of law?

Passage 1 implies that American jurisprudence is most likely based upon A) B) C) D)

established theory. public good. intensive research. common sense.

A) B) C) D)

It can be unreasonable and impractical. It is archaic and needs to be updated. It can be rigid and inflexible. It allows judges’ feelings to impact legal outcomes.



Lines 1-4 (“American…community”) Lines 11-14 (“The plasticity…applied”) Lines 23-25 (“The one…manner”) Lines 29-31 (“Government…people”)

A) B) C) D)

Lines 7-9 (“Under…populace”) Lines 14-16 (“Take…notarized”) Lines 20-23 (“An American…will”) Lines 26-28 (“A cursory…law”)

7 The primary purpose of Passage 2 is to A) distort the will of the people. B) present legal advice to European citizens. C) differentiate Western European law from American law. D) analyze a rigid legal system.

11 The tone of Passage 2 can best be described as A) B) C) D)

appropriately skeptical. completely impartial. ruefully opinionated. thoughtfully critical.

8 As used in line 12, “absurd” most nearly means A) B) C) D)

178

impossible. ridiculous. unusual. humorous.

12 The reference to “frivolous lawsuits” (line 47) suggests that A) some citizens purposefully attempt to take advantage of loopholes in their legal systems. B) all lawsuits in Western European courts have legal merit. C) people should file lawsuits only when they are certain the outcome will favor them. D) most lawsuits in American courts would not be heard in Western European courts.

178

SAT


13

15 Passage 1 and Passage 2 are similar in that both A) demonstrate a legal theory. B) resolve a disagreement within the legal system. C) explain Western judicial systems. D) carefully detail imperfections within the government.

14

How would the author of Passage 1 most likely respond to the final sentence of Passage 2 (“Nevertheless… afford”)? A) By agreeing that American courts are inefficient. B) By refuting the importance of such protections. C) By criticizing the author of Passage 2 for not understanding American law. D) By pointing out that such certainty can have undesirable consequences.

Unlike the author of Passage 1, the author of Passage 2 A) B) C) D)

179

lists the pros and cons of a legal system. does not give a specific example of law. mentions the role of morality in law. argues in favor of a particular judicial system.

179

180

180

SAT

Class 4: Math

Class 4 Math: Geometry

K E Y

P O I N T S

• Practice Translating geometry terms into figures and equations. • Apply the Rule of 180 on problems involving lines and triangles. • Memorize the Area Formulas for all of your basic shapes.


181

SAT

Class 4: Circles: Area and Circumference

Circles: Area and Circumference r

Identify: Any question that provides an area and/or a circumference of a circle. Set Up: Write down the corresponding formula(s) to find missing information (often the radius). Repeat as necessary.

Area and Circumference Formulas Area = r2 Circumference = 2r 2

1

A certain circle has a circumference of 80 square inches. How long is its radius, in inches?

In the figure above, point O is the center of the circle, line segments AB and BC are tangent to the circle at points A and C, respectively, and the segments intersect at point B as shown. If the circumference of the circle is 100, what is the length of minor arc AC ?

182

182

SAT

Class 4: Circles: Arc and Sector

Circles: Arc and Sector Identify: Any question with a sector, a central angle, or an arc. Set Up: Write down the corresponding formula(s) to find missing information. Repeat as necessary.

Arc Formula Arc = Circumference(

3

Sector Formula

Central Angle ) 360

Central Angle Sector = Area( ) 360

4

In a circle with a diameter of 90 inches, what is the length, in inches, of an arc on the circle with a central angle measure of 60° ? A) B) C) D)

183

15 30 45 60

In the figure above, the circle has center O and has radius 12. If the length of arc NM is between 8 and 9, not inclusive, what is one possible integer value of x ?

183

SAT

Class 4: Circles: Chords

Circles: Chords Identify: Any question with a chord. A chord is a line segment whose endpoints both lie on a circle.

Chord (Diameter)

Set Up: Use the Pythagorean Theorem to solve for the missing information.

Pythagorean Theorem a2 + b2 = c2 6

5

The area of the above circle is 256, the distance from point C to point D is 12, and AB is the circle’s longest chord. What is the distance from point D to point A ? A) B) C) D)

184

16 16 2 20 20 2

The circle above has a radius of r inches, and chord CD is parallel to the diameter AB. If the length of CD is 37 of the length of AB, what is the distance between the chord and the diameter in terms of r ? (Round to the nearest hundredth.) A) B) C) D)

0.43r 0.57r 0.76r 0.90r

184

SAT

Class 4: Triangle Basics

Triangle Basics 1. In all triangles, the biggest side is opposite the biggest angle. The same is true for the smallest side being opposite the smallest angle. 2. The sum of the interior angles of a triangle always equals 180. 3. The sum of ANY two sides of a triangle MUST be greater than the third side. 1 4. The AREA of any triangle is 2(base)(height)

.

height base

SCALENE NO equal sides, NO equal angles

ISOSCELES TWO equal sides, TWO equal angles

a°

b°

The EQUAL ANGLES are always opposite the EQUAL SIDES

c° x°

x°

EQUILATERAL THREE equal sides, THREE equal angles

60°

60°

Each angle is always 60° 60°

Similar Triangles Similar triangles have the same angle measures, which means that corresponding side lengths are proportional. E

e°

B

If: a=d b=e c =f

b°

A

185

a°

c°

C

d°

D

f°

Then: A B C = = D E F

F

185

SAT

Class 4: Triangles: Angles (Rule of 180)

Triangles: Angles (Rule of 180)

b°

Identify: If you see a triangle or intersecting lines, and you are being asked for an angle measurement. Set Up: Use the Rule of 180 to solve for the unknown angle(s).

a°

c°

Rule of 180 a + b + c = 180°

8

7

If x = 20, and AB = BC = CD then what is the value of y ? A) B) C) D)

186

76o 85o 90o 100o

In the figure above, side QS of triangle QRS is on line O. What is q in terms of z ? A) B) C) D)

100 – z 2z z–5 z+5

186

SAT

Class 4: Triangles: Area

Triangles: Area Identify: If the area of a triangle is referenced, you are being asked a triangle area question.

Height (h)

Set Up: Immediately write down the triangle area formula. Plug whatever information is given in the question (triangle area, base, and/or height) into the formula and solve for whatever is missing in the equation. Repeat as necessary.

Base (b)

Triangle Area Formula 1 Area = 2bh

10

9

What is the area of the triangle shown above? A) 18 B) 18 2 C) 36 D) 36 2

187

In the figure above, ΔTUV is an equilateral triangle with sides of length 6 and total area 9 times the area of equilateral triangle XUY. What is the area of trapezoid VWXY ? A) 3 B) 6 3 C) 12 D) 8 3

187

SAT

Class 4: Triangles: Side Lengths (Pythagorean Theorem)

Triangles: Side Lengths (Pythagorean Theorem) c

Identify: If you are solving for the side of a right triangle or need to find the length of any diagonal line, you are being asked a right triangle side length question.

b

Set Up: Immediately write down the Pythagorean Theorem. Plug whatever information is given in the question (hypotenuse and/or legs) into the formula and solve for whatever is missing in the equation. Repeat as necessary.

a Pythagorean Theorem a2 + b2 = c2

12

11

In the right triangle above, if y = 12, what is the value of x?

In pentagon ABCDE above, what is the value of y ?

A) B) C) D)

A) B) C) D)

188

5 9 13 15

57 73 87 95

188

SAT

Class 4: Triangles: Special Right Triangles

Triangles: Special Right Triangles Identify: If you see a right triangle with the angles 30º-60º-90º or 45º-45º-90º. Set Up: Use special right triangle ratios to solve the problem.

45º-45º-90º

30º-60º-90º 60°

x

2x

45°

x 2

x 30°

45°

x

x 3

14

13

In the figure above, RSTV is a square and TU = 6. What is the area of RSTV ? In quadrilateral MNOP above, the bisector of angle MNO is perpendicular to MO at point Q. If QM = 10 and PQ = 10, what is the measure of angle MPQ ? A) B) C) D)

189

30º 45º 60º 90º

189

SAT

Class 4: Triangles: Similar Triangles

Triangles: Similar Triangles Identify: If you see triangles with similar angle measures. Set Up: If triangles have similar angle measures, then their side lengths are proportional. .

a°

B

C

E

F b°

c°

A

If: a=d b=e c =f

d°

Then:

And:

A B C = = D E F

∆ABC ~ ∆DEF

f°

e°

D 16

15

NO CALCULATOR

In the circle shown above, E is the center and lies on AD and CB. Which of the following statements is true? A) AEB measures 54° B) AB is parallel to CD C) AB ≈ BE D) CD ≈ AE

190

NO CALCULATOR

In the figure above, if the legs of triangle EFG are parallel to the axes, which of the following could be the lengths of the sides of ΔEFG ? A) B) C) D)

4, 8, and 4 5 4, 6, and 2 13 6, 8, and 10 6, 8, and 14

190

SAT

Class 4: Quadrilaterals and Polygons: Rhombus Questions

Quadrilaterals and Polygons: Rhombus Questions Identify: A question references the area, angles, and/or perimeter of a non-trapezoid quadrilateral. Set Up: Write down the appropriate formula(s) and/or relationship(s) to find the missing information.

Area Formula

Perimeter Formula

Area = bh

Perimeter = 2b + 2h

(In a square, b and h are equal)


Angle Relationship x°

x + y = 180°

y° 17

y° x°

19

In the above parallelogram, if x = 80, what is y + 120 ?

Erin puts a fence around her rectangular garden. The garden has a width that is two feet more than four times its length. What is the perimeter of Erin’s fence if the area of her garden is 156 square feet?

18

In the diagram above, ΔABE is an isosceles right triangle with an area of 2. If the sides of the parallelogram BCDE all have equal length, what is the area of BCDE ? A) B) C) D)

191

2 2 4 4 2 8

191

SAT

Class 4: Quadrilaterals and Polygons: Trapezoid Questions

Quadrilaterals and Polygons: Trapezoid Questions Identify: Any question that references the area and/or angles of a trapezoid. Set Up: Write down the appropriate formula and/or relationship to find the missing information.

Area Formula Area = (

Angle Relationship

b1 + b2 2 )h

x° x + y = 180°

y°

21

20

What is the area of a trapezoid with bases of length 10 and 20 and a height of 15 ?

NO CALCULATOR

In quadrilateral ABCD above, BC is parallel to AD, and AB = CD. If BC and AD were each halved and BE was increased by 300 percent, how would the area of ABCD change? A) The area of ABCD would be decreased by 50 percent. B) The area of ABCD would not change. C) The area of ABCD would be multiplied by 2. D) The area of ABCD would be multiplied by 3.

192

192

SAT

Class 4: Quadrilaterals and Polygons: Polygons

Quadrilaterals and Polygons: Polygons Identify: Look for regular shapes with more than four sides. Regular shapes have sides that are all equal and interior (inside) angles that are all equal. Set Up: For area problems, try to break the polygon into smaller figures such as triangles. For angle problems, use the Sum of Interior Angles formula.

Sum of Interior Angles Formula Sum of Interior Angles = 180° (n – 2) n = number of sides 23

22

In the figure above, what is the sum of m and n ?

193

The figure above shows a regular hexagon with sides of length z and an equilateral triangle with sides of length d. If the area of the hexagon is 18 3 square inches, what is the height, in inches, of the triangle?

193

SAT

Class 4: Lines and Angles: Intersecting Lines

Lines and Angles: Intersecting Lines

f°

Identify: A question has two parallel lines intersected by a third line.

g°

Set Up: For parallel lines intersected by a third line, the formed acute angles are congruent, the formed obtuse angles are congruent, and acute and obtuse angles are supplementary (they add to 180 degrees). 24

m

n

If m || n, then f + g = 180°

25

NO CALCULATOR

In the figure above, x║y and b = 45°.

What is the value of 3a ?

In the figure above, l║m. Which of the following must equal 180 ? A) B) C) D)

194

k+n+r k+p+s n+p+s n+p+t

194

SAT

Class 4: Lines and Angles: Rule of 180

Lines and Angles: Rule of 180 Identify: If you see angles on a straight line, and you are being asked for an angle measurement.

x°

Set Up: Use the Rule of 180 to solve for the unknown information.

y°

z°

Rule of 180 x + y + z = 180° 27

26

NO CALCULATOR

In the figure above, XWY measures 10°, WYZ measures 125°, and points X, Y, and Z are collinear. What is the measure of WXY ?

What is the sum, in terms of x, of the degree measures of the two angles indicated with arrows in the figure above? A) B) C) D)

195

x 4x 180 – x 360 – 4x

195

196

196

SAT

Class 4: Writing

Class 4 Writing: Grammar Basics (Part 2)

K E Y

P O I N T S

• Don’t stop reading when you see an underlined word or phrase. Read to the end of the sentence! • Use your GRAMMAR EAR to identify errors. • Know the most commonly tested grammar rules to make quick work of these questions.


197

SAT

Class 4: Parallelism

Parallelism Proper grammar requires that all items in a list or all related clauses be in the same grammatical form (nouns, verbs, correlative conjunctions, etc.). Identifying Parallelism Issues on the SAT: Look for two or more items or clauses in a list.

3

1

Leonardo da Vinci was born in Florence in 1452, and many people say he defined the “Renaissance man.” Da Vinci was a talented painter, sculptor, mathematician, architect, and he wrote many books. A) NO CHANGE B) architect, and he wrote many books. C) architect, and writer. D) architect that has also written many books.

A local civic group is working hard to recruit new members. The group has thus formed a club dedicated to performing music in a local park. Some pieces don’t fare well with the public (the one attempt at bluegrass comes to mind), while others have worked just fine. A) B) C) D)

NO CHANGE work worked could have worked

2

On Monday, Steve wakes up and goes to work. On Wednesday, Steve heads to the store to buy bread and eggs. On Friday, Steve drives to the bank to withdraw money for his rent. Which choice best maintains the sentence pattern already established in the paragraph? A) NO CHANGE B) To withdraw money for his rent, on Friday Steve drives to the bank. C) Steve drives the bank on Friday to withdraw money for his rent. D) Steve withdraws money from the bank to pay his rent. 198

198

SAT

Class 4: Parallelism: Correlative Conjunctions

Parallelism: Correlative Conjunctions Correlative conjunctions are conjunctions that come in pairs, and you have to use both of them to maintain parallelism in a sentence. Identifying Parallelism Issues: Correlative Conjunctions on the SAT: Look for the below conjunctions. Do they occur in a grammatically correct pairing? between … and both … and either … or neither … nor not … but not only … but also 5

4

During the early part of the 21st century, companies have increasingly promoted fitness for employees. In light of the resulting benefits, not only to employee productivity and again to the bottom line of corporations in the form of reduced health care costs, an expansion of these programs can be expected. A) B) C) D)

199

NO CHANGE but it benefits as also to but also to

Research on dinosaur fossils not only raises questions about the appearance of dinosaurs (feathers? wings? scales?), but also allows us to better classify different types of dinosaurs. A) B) C) D)

NO CHANGE and also allows it also allows allowing

199

SAT

Class 4: Pronouns: Singular vs. Plural

Pronouns: Singular vs. Plural Pronouns are words that take the place of nouns. Pronouns are used to reduce the amount of repetition in a sentence. A pronoun error on the SAT is to have a singular subject paired with a plural pronoun or a plural subject paired with a singular pronoun. Identifying Singular vs. Plural Pronoun Issues on the SAT: Look for an underlined pronoun in the sentence. To check for singular vs. plural agreement, find the noun which the pronoun in replacing. Is the noun singular or plural? Does the pronoun match?

7

6

Each summer we go on a group camping trip; it is important that each person remembers to bring their own supplies because nobody brings extras.

My doctor says that eating fruits and vegetables is important because it improves sleep and help prevent disease.

A) B) C) D)

A) B) C) D)

200

NO CHANGE its there his or her

NO CHANGE it improve they improve they improves

200

SAT

Class 4: Pronouns: Personal Pronouns

Pronouns: Personal Pronouns Pronouns are words that take the place of nouns. Pronouns are used to reduce the amount of repetition in a sentence. A pronoun error on the SAT is to switch between the types of personal pronouns (1st, 2nd, and 3rd person pronouns). Identifying Personal Pronoun Issues on the SAT: Look for one or you in the sentence. A sentence can use one (3rd personal pronoun) or you (2nd person pronoun), but cannot switch between them.

9

8

If you want to enter the university’s engineering program, one must first demonstrate familiarity with basic concepts from math and physics.

When training for a marathon be careful not to hurt oneself: injuries can easily be sustained by increasing your activity too quickly.

A) B) C) D)

A) B) C) D)

201

NO CHANGE you must firstly you must first they must first

NO CHANGE hurt oneself, hurt yourself: hurt yourself,

201

SAT

Class 4: Pronouns: Possessive Pronouns

Pronouns: Possessive Pronouns Pronouns are words that take the place of nouns. Pronouns are used to reduce the amount of repetition in a sentence. A pronoun error on the SAT is to replace a possessive noun with a noncorresponding pronoun. Identifying Possessive Pronoun Issues on the SAT: Look for pronouns that indicate possession in the sentence (my, her, your, their). Are they aligning with the subject correctly?

We, our, and ourselves are only valid when the writer is part of the group being discussed. 11

10

Although granite countertops create a lovely aesthetic, its delicate nature makes them much more likely to form cracks and require expensive repairs.

A) B) C) D)

202

NO CHANGE their it’s its

During the weekend of the wedding, my parents hosted many of our family members. They definitely made themselves at home: eating all of our snacks and moving our clothes into the available closet space. A) B) C) D)

NO CHANGE his or her their one’s

202

SAT

Class 4: Pronouns: Pronoun Case

Pronouns: Pronoun Case Pronouns are words that take the place of nouns. Pronouns are used to reduce the amount of repetition in a sentence. A pronoun error on the SAT is to have two pronouns, or a pronoun next to a noun, in a sentence while misusing one, or both, of the words. Identifying Pronoun Case Issues on the SAT: Look for two underlined pronouns or a pronoun next to a noun. To check usage, read the sentence twice and plug in one subject each time. Use your grammar ear to identify errors.

13

12

Grandmother always told my brother and I not to play baseball in the house, yet we never listened to her until the day we broke her favorite antique vase.

A) B) C) D)

203

NO CHANGE us I and my brother my brother and me

Both James and Allie wanted to see the movie, so he and her were willing to fight the terrible traffic. A) B) C) D)

NO CHANGE he and her were her and him were he and she were

203

SAT

Class 4: Pronouns: Unclear Pronoun Subject

Pronouns: Unclear Pronoun Subject Pronouns are words that take the place of nouns. Pronouns are used to reduce the amount of repetition in a sentence. A pronoun error on the SAT is to a have a pronoun without a clear subject. Identifying Unclear Pronouns Subject Issues on the SAT: Look for an underlined pronoun. Is the pronoun replacing a noun? Is there vagueness about which noun the pronoun is replacing?

15

14

Death Valley is located in the eastcentral part of California, and is part of the larger Mojave Desert. It was named by miners who were heading west during the 1849 California gold rush. Many miners died trying to cross it. A) B) C) D)

204

NO CHANGE the valley over OMIT the underlined portion

After adjusting the data, the mortar revealed that the Pyramid must have been built between 3100 B.C. and 2850 B.C., with an average date of 2977 B.C. This discovery was controversial because it suggested that the structure was built more than 400 years earlier than most archeologists originally believed.

A) B) C) D)

NO CHANGE these dates it was they

204

SAT

Class 4: Verbs: Subject-Verb Agreement

Verbs: Subject-Verb Agreement Verbs are words that convey actions, occurrences, or states of being. In proper grammar, singular subjects are paired with singular verbs and plural subjects are paired with plural verbs. Identifying Subject-Verb Agreement Issues on the SAT: Look for an underlined verb in the sentence. To check for subject and verb agreement, place the verb and its subject directly next to each other, read them together, and check using your grammar ear.

17

16

Along Berkshire County’s western border run the Taconic Mountains, to the east lie the Hoosacs, and straddling the Vermont border is the Green Mountains. A) B) C) D)

205

NO CHANGE were are have been

The book, a compilation of 300 photographs by 100 photographers, offers a glimpse into daily life in the urban centers of Southeast Asia. A) B) C) D)

NO CHANGE is offering a glimpse has offered a glimpse offer a glimpse

205

SAT

Class 4: Verbs: Tense

Verbs: Tense Verbs are words that convey actions, occurrences, or states of being. In proper grammar, verb tense must align with the tense of the surrounding text. Identifying Verb Tense Issues on the SAT: Look for an underlined verb in the sentence. When checking tense alignment, look for descriptive text (“ending in 1994”) and the tense of surrounding verbs to indicate the tense of the sentence.

19

18

The Beatles were one of the world’s most popular musical groups until internal discord drove the members apart; the band breaks up in 1970. A) B) C) D)

206

NO CHANGE had broken up broke up breaking up

The documentary of the 2010 championship shows the final, tense moments of the game. The rabid fans cheer as the captain walked to the free throw line to attempt the winning shots. A) B) C) D)

NO CHANGE had walked would walk walks

206

SAT

Class 4: Prepositions

Prepositions Prepositions are words that combine with a noun, noun phrase, or pronoun to show its relationship to another word in the sentence. Identifying Preposition Issues on the SAT: Look for a noun paired with an improper preposition. Use your grammar ear to help determine if the preposition is correct. The use of between and among is frequently assessed on the SAT. •

Between is used when there are two terms. o The space between the couch and the wall. (two terms)

•

Among is used when there are more than two terms . o The pizza was divided among Alan, Bob, and Chris. (three terms)

22

20

Intense family feuds were common in the United States during the 19th century. A particularly well-known dispute was among the Hatfield and McCoy families. A) B) C) D)

NO CHANGE within throughout between

As many students before him, Alan arrived at college feeling a combination of nervousness and excitement. A) B) C) D)

NO CHANGE By Like DELETE the underlined portion.

21

Joseph and Emily knew that the apartment was perfect with him: it had plenty of space and was located right by the bus stop. A) B) C) D)

207

NO CHANGE with them for him for them

207

SAT

Class 4: Adjectives and Adverbs

Adjectives and Adverbs Adjectives are words or phrases that modify (describe) nouns and pronouns. Adverbs modify (describe) everything but nouns and pronouns (adjectives, verbs, other adverbs). Identifying Adverb Issues on the SAT: Look for adjectives describing words or phrases that are not nouns or pronouns, or for adverbs describing words or phrases that are not verbs, adjectives, or other adverbs.

25

23

Hoping for a peaceful day at the aquarium, the parents beseeched their young son to behave mature like the older children. A) B) C) D)

NO CHANGE behaves mature behave maturely behaving maturely

Sarah and Steve were transfixed by the sunset: it was deeply red and it stretched across the horizon. A) B) C) D)

NO CHANGE deep red so deeply red deeper red

24

A condition experienced by many Americans is sleep apnea: a sleeprelated breathing disorder. Sleep apnea can cause insomnia by repeated interrupting breathing during the night. Pauses in breathing might only last a few seconds and are usually not remembered. A) B) C) D)

208

NO CHANGE repeated interruption repeatedly interruption of repeatedly interrupting

208

SAT

Class 4: Homework

Class 4 Homework


209

SAT

Class 4: Homework





Pages 211-213: #1-11 Pages 214-215: #1-13 Pages 217-220: #1-11



Pages 211-213: #1-11 Pages 215-216: #10-21 Pages 217-220: #1-11


210

210

SAT


Reading Test Homework Passage Directions Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph).

These passages present two perspectives on the issue of sand erosion and beach replenishment in California. 35

Passage 1

Line 5

10

15

20

25

30

Responsibilities pertaining to property and land use are agreed upon within a signed, binding contract. While it is fathomable that a disagreement with the owner of an adjacent property may occur, a difficulty arises in defining the party liable for necessary maintenance when said disagreement is over the deterioration of a naturally occurring, communally owned parcel, such as a beach. In California, the coastal city of Encinitas is slowly watching its shoreline wash away. The beach has a massive sand deficit with over 100,000 cubic yards of sand lost on an annual basis. The sand erosion is a natural occurrence, but beachfront property owners and the city government are attempting to fight mother nature with a sand replenishment project. This involves dredging up 2 million cubic yards of sand from the ocean bottom at a cost of $25 million. To raise the requisite $25 million, a transient occupancy tax is being proposed on the November ballot. It would increase the 10% tax on motel rooms and other short-term vacation rentals to 13%, dedicating the extra 3% entirely to the sand replenishment project. Motel and vacation rental owners argue that if vacation renters are asked to pay higher fees, it will make vacation rentals unaffordable and out of reach for many tourists, especially in a stagnant economy. They contend that if the renters don’t come to Encinitas, then they’ll spend their money on vacations elsewhere, causing the regional economy to suffer as well. But it is not

211

40

45

50

clear how likely this outcome is. Vacationers who are already accustomed to paying $3,000 a week in rent, plus a $300 tax, are unlikely to be dissuaded by an extra $90, especially considering that the ancillary capital will keep their favorite vacation spot in pristine condition year after year. The other alternative would be to share the cost of the sand replenishment project through local, state, and federal funds, but that would turn the project into a public welfare program for multimillionaire beachfront property owners. The sand replenishment project protects the real estate value of residential and business properties along the shoreline, but does little to profit the ocean environment and the community at large. Landlords must make a decision: pass this ballot measure to obtain their sand and keep their renters, or let the ballot measure fail and watch their renters dissipate like the sand. Passage 2

Consequentialism refers to those moral theories which hold that the consequences of a particular action form the basis for any valid moral judgment about that action. Thus, from a consequentialist 55 standpoint, a morally right action is one that produces a good outcome, or consequence. In its simplest terms, the end justifies the means. In Encinitas, California, environmentalists and city officials agree upon the desired end, but cannot 60 agree upon the means to bring it about. At issue is the sand replenishment project on the November ballot. Because of sand erosion, the bluffs along the city’s coastline have been collapsing for seven years, hurting beachgoers, with one incident 65 resulting in death. In an attempt to resolve this

211

SAT

Line 70

75

80

85

90

95

100


crisis, a sand replenishment project is being debated by the general public, but the devil is in the details. Most agree that the eroding beach needs to be replenished, but to what degree depends upon the negative environmental impact one is willing to accept. It is the modus operandi of the project that could lead to varying degrees of environmental degradation. The short-term incontestable result is that further erosion of the 70-foot-tall bluffs will be abated, resulting in the preservation of bluff-top homes above and the protection of pedestrians on the beach below. Aside from the natural ebb and flow of the beachfront, the man-made causes for the beach’s erosion are coastal development, the damming of rivers, sandmining operations, jetty construction, harbor dredging, and seawalls. The city’s rejoinder is to deposit a substantial amount of sand onto the beach once every few years, combined with the building of artificial reefs to slow down sand erosion. This solution concerns environmentalists who are worried about the movement of sand and the persistent burial of reef habitat, which supports various kelps and surf grass. Additionally, there are resultant adverse impacts on the recreationally and commercially important invertebrates and fish that utilize those habitats during various life stages. The environmentalists’ nostrum to this predicament is to eliminate the man-made causes of the beach’s erosion. But the resolution to this quandary need not be that stark. A well-designed beach replenishment project avoids beach fill in areas with sensitive marine resources. The means do not mitigate the conflict between environmentalists and the city, but the end consequence does bring minimal environmental impact upon wildlife, while sustaining a safe beach for all to enjoy.

2 Which choice does the author of Passage 1 explicitly cite as something that influences the behavior of vacationers? A) B) C) D)

Eroded beaches Increased costs Weather The national economy


Lines 12-16 (“The sand…project”) Lines 24-28 (“Motel…economy”) Lines 42-46 (“The sand…large”) Lines 47-50 (“Landlords…sand”)

4 It can be reasonably inferred from Passage 1 that the alternative mentioned in the third paragraph (lines 38-50) would A) be widely approved. B) be widely disapproved. C) be favored by renters but not by property owners. D) be favored by government officials but not by property owners.

5 As used in line 71, the phrase “modus operandi” refers to

1 As used in line 28, “stagnant” most nearly means A) B) C) D)

212

foul. impure. sluggish. motionless.

A) the way in which the environment will be protected. B) the demise of the beaches in Encinitas. C) the way in which the project will be carried out. D) the heavy toll such a project will take on the economy.

212

SAT


6

9 The author of Passage 2 implies that the movement of sand onto the beach will

Which statement most appropriately describes a distinction between the passages?

A) allow for the creation of more natural habitats. B) trivialize the danger of beach erosion. C) not impact the environment in any way. D) be a better response to the problem than trying to eliminate the causes of erosion.

A) Passage 1 emphasizes the importance of the beach replenishment project, while Passage 2 does not. B) Passage 1 fails to include facts and figures, while Passage 2 includes such data. C) Passage 1 depicts the beach replenishment project as significant, whereas Passage 2 does not. D) Passage 1 is centered around the economic impact of the beach replenishment project, whereas Passage 2 is not.


Lines 51-54 (“Consequentialism…action”) Lines 77-82 (“Aside…seawalls”) Lines 83-86 (“The city’s…erosion”) Lines 99-104 (“The means…enjoy”)

10 In both passages, the authors indicate that beach replenishment is A) a struggle against nature. B) an economic crisis. C) a battle between government and citizens. D) an important civic duty.

8 The passages can both be best described as A) B) C) D)

explanations of a problem. stories of human peril. illustrations of a commonly held belief. introductions into natural phenomena.

11 Which of the following statements about beach erosion is supported by both passages? A) The responsibility to maintain beaches lies exclusively with property owners. B) The problem of beach erosion will not correct itself naturally. C) The economic impact of beach erosion is minimal. D) It is not feasible to move enough sand from the ocean to combat the problem.

213

213

SAT


1

4

In recent years, genetic modifications have increased crop yields and enhanced the nutritional content of food on the market. These developments have both revolutionized food creation and inspired ethical debates about inserting human engineering into natural processes. A) B) C) D)

NO CHANGE and also inspired but also inspired will inspire

Increases in the stock market result from a healthy economy and because people are confident in the government. A) B) C) D)

5

Because computer science jobs will become so prevalent during our lifetimes, students should be required to learn computer programming before they graduate high school.

2

Even though posture has little impact on one’s ability to govern, politicians should be concerned by their postures. Many people will not vote for a person who slouches. A) B) C) D)

NO CHANGE about for into

A) B) C) D)

NO CHANGE one’s his or her their

6

When a massive star dies its core collapses on itself, greatly increasing it’s density. A) B) C) D)

3

NO CHANGE because of the confidence confidence being confident

NO CHANGE its the core’s OMIT the underlined portion

There is an ongoing disagreement between those who want to actively manage the environment and those who believe that humans should take a “hands off” approach. For example, some people advocate active management of forests that include removing trees and brush to prevent wildfires. A) B) C) D)

214

NO CHANGE includes will include including

214

SAT


7

10

The shopping mall’s construction is not going according to plan this morning. Neither the foreman or the building materials has arrived on time.

Selling old items can be achieved in a variety of ways: some people have garage sales, others are putting ads in newspapers, and still others choose online auctions to clean out their basements.

A) NO CHANGE B) Either the foreman or the building materials C) Either the foreman nor the building materials D) Neither the foreman nor the building materials

A) B) C) D)

NO CHANGE they put by putting put

11

The class of students were excited when Mr. Smith said they would be watching a movie.

8

Hoping the family would offer him more work, the artist painted the woman’s portrait as meticulous as he could. A) B) C) D)

A) B) C) D)

NO CHANGE to be meticulous with meticulousness meticulously

NO CHANGE was excited is excited are excited

12

Washington D.C. attracts many tourists because of its fascinating history and beautiful buildings. A) B) C) D)

9

When a wildfire is burning, firefighters often use a technique called “controlled burning” to contain the fire and force it to burn itself out. Unfortunately, controlled burning cannot be done on land of dense underbrush and an overabundance of newgrowth trees. A) B) C) D)

215

NO CHANGE where with that’s

NO CHANGE there their it’s

13

When we went to the shelter to choose an animal, our parents informed us that the responsibility for taking care of the new kitten would fall on I and my sister. A) B) C) D)

NO CHANGE my sister and I my sister and me her and I

215

SAT


14

18

The tortoise demonstrated that even if you move very slow, with enough ingenuity you can still win the race.

Jeffrey was running behind schedule, so he had to eat fast and to dress with haste in order to make it on time.

A) B) C) D)

A) B) C) D)

NO CHANGE very slower very slowly very slowest

NO CHANGE eat fast and to dress with haste eat quickly and dress hastily eat fast and to dress hastily

15

Selling old items can be achieved in a variety of ways: some people have garage sales, others are putting ads in newspapers, and still others choose online auctions to clean out their basements. A) B) C) D)

19

When dropping a piece of sodium into water, it is important to wear goggles and stand behind a safety shield. This protection is needed because the interaction between the two substances can cause an explosion.

NO CHANGE they put by putting put

A) B) C) D)

16

When a teenager moves out of their parents’ house to attend college, the parents often feel a mixture of joy and sadness upon realizing that their child has become an adult. A) B) C) D)

20

Tennessee Williams’s drama The Glass Menagerie is considered a classic of the American Theatre since its 1944 debut.

NO CHANGE its they’re his or her

17

NO CHANGE between within OMIT the underlined part

A) B) C) D)

NO CHANGE was considered would be considered has been considered

21

Much of the literature on the Civil War, particularly those works released immediately following the war’s conclusion, are notable for their portrayal of Robert E. Lee as a grand anachronism.

Many towns have started to install cameras on highways to improve safety. However, some studies indicate that instead of these cameras improving safety, they actually increase the number of accidents.

A) B) C) D)

A) B) C) D)

216

NO CHANGE are notable for its is notable for their is notable for its

NO CHANGE they actually increases it actually increases it actually increase

216

SAT




Honey Bee Movements 1

–1– When a honeybee returns to the hive after a successful foraging trip, she often performs a

“dance,” a set of movements that

1

reflect in

A) B) C) D)

NO CHANGE reflect for reflects in reflect in

miniature the details of her trip. The duration and

217

217

SAT


orientation of the movements in the dance depend

2

on the distance from, and the direction of, the bee’s

A) B) C) D)

latest foraging site relative to the hive. –2–

NO CHANGE movements: movements movements. Movements movements; movements

An explanation is suggested by consideration of the behavior of other species that perform so-called idiothetic

2

movements, movements that reflect

3

in miniature previous large-scale movements. For

The writer is considering deleting the underlined phrase. Should the phrase be kept or deleted?

example, the io moth performs movements after

A) Kept, because it supports the claim that other species perform idiothetic movements. B) Kept, because it provides an example of a specific type of dance. C) Deleted, because it contradicts the claims made in the rest of the paragraph. D) Deleted, because it mentions stingless bees, blurring the focus of the paragraph .

flight that contain information about the flight’s length.

3

Some social stingless bees also “dance”

after foraging. These dances, like those of the honeybee, embody information about the bee’s most recent flight, but this information is not used by the other stingless bees. However, the dances do excite recruits to go out and search.

4

Likewise,

africanized honeybees are known to perform dances

4 A) B) C) D)

that contain information about the location of food sources, but the dances

5

have an essential role,

because foraging in this subspecies is an individual activity. Evidently therefore, bees and other insects may perform information-laden movements that are not communicative.

5 Which choice most effectively sets up the contrast in the sentence and is consistent with the information in the rest of the passage? A) B) C) D)

218

NO CHANGE In other words, However, Yet,

NO CHANGE create scientific controversy yield questionable results do not recruit other bees

218

SAT


–3–

6

Thus, to explain how the function of the honeybee’s dance has evolved, I postulate, first, that idiothetic movements evolved in primitive bees, and

A) B) C) D)

NO CHANGE convey emanate transpose

A) B) C) D)

NO CHANGE communicate to share communicate in order to share communicate

served to reinforce the memory of locations recently visited. Then, as bees evolved group foraging, they came to rely on odors picked up from successful foragers as a guide to the location of resources. Finally, idiothetic behavior took on the new function of attracting the attention of foragers, making them aware of the odors picked up by successful

7

hivemates. Thus, although the dance of the honeybee contains locational information about food sources, it is not necessary to assume that bee

dances

6

carry this information to other bees.

However, the dance may

7

communicate and

share the success of a forager’s most recent flight and draw attention to the odors associated with the food source. –4– Professor Karl von Frisch won a Nobel Prize for his studies on this behavior, and in particular for

work leading him to conclude that the

219

219

SAT

8


honeybees dance communicates information

8

about the location of a food source to hivemates, thereby enabling them to find and exploit the same resource.

9 Moreover, there has been persistent

A) B) C) D)

NO CHANGE honeybee’s dance honeybees’s dance honeybees dances

A) B) C) D)

NO CHANGE However, In addition, Similarly

debate about this interpretation and today it is generally believed that honeybees are guided to

9

suitable foraging sites by odor cues, including those picked up from successful foragers, rather than by locational information contained in the dances of other foragers. If this is correct, 10 the function of

10

the dance, which embodies information without

Which choice most logically follows from the preceding information?

communicating it to other bees, remains unclear.

A) NO CHANGE B) the function of the dance is well on its way to being understood. C) the previous research conducted on the dance is completely without merit. D) odor cues are an effective way for bees to locate a food source.

Question 11 asks about the previous passage

as a whole.

Think about the previous passage as a whole as you answer question 11. 11 To make the passage most logical, paragraph 4 should be placed A) B) C) D)

220

where it is now. before paragraph 1. before paragraph 2. before paragraph 3.

220

SAT


1

4

What is the height of a trapezoid with bases of length 4 and 8 and an area of 60 ?

In the circle above, segment LM is a diameter. If the length of arc LNM is 144, what is the length of the radius of the circle?

2

In a circle with a radius of 20 inches, what is the area of a sector of the circle with a central angle measure of 144° ? A) B) C) D)

5

40 100 144 160

In the figure above, if the area of triangle OPL is equal to the area of the rectangle LMNO, what is the length of PN ? 3

6

In the polygon above, triangle ABC is an isosceles right triangle, and the triangle has an area of 72 square inches. What is the area of square ACDE, in inches? In the above trapezoid, if x = 100, what is 4y + 50 ?

221

221

SAT


7

9

The length of a rectangle is three times its width. The area of the rectangle is 48 square inches. What is the width, in inches, of the rectangle?

8

The lengths of two opposing sides of a square are decreased by 40 percent. By what percent would the lengths of the other two sides have to be increased so that the area of the new figure (a rectangle) is the same as the area of the original square? (Round to the nearest tenth.)

10

NO CALCULATOR

A golfer wants to find a length, x, in feet, of a sand trap as represented in the sketch above. The lengths represented by AC, BC, DC, and AB on the sketch were measured to be 500 feet, 400 feet, 200 feet, and 150 feet, respectively. Segments AE and BD intersect at C, and ∠CDE and ∠CBA have the same measure. What is the value of x ?

In the figure above, lines a, b, and c intersect at a point. If j + k = x + y, which of the following must be true? I. j = l II. k = z III. l = z A) B) C) D)

222

I and II only I and III only II and III only I, II, and III

222

SAT


11

13

The diagram above shows four identical circles with a total circumference of 16. Assuming that each circle is tangent to two of the other circles in the diagram, what is the circumference of the smallest circle that completely contains all four circles?

In the figure above, if r is parallel to s and b = 110, then b + d = A) B) C) D)

140 180 220 Cannot be determined

A) B) C) D)

4 8 4(1 + 2) 32(1 + 2)

14 12 J

A right triangle has legs of lengths f and g and a hypotenuse of length h. If f + 2

h2

g2

(1, 0)

+

= 578, what is the value of h ?

x

L

K y

In the figure above, JK = KL and the coordinates of K are (b, –5). What is the value of b ? A) 5 B) 5 C) 0 D) –5

223

223

SAT


15

17

x2 + y2 − 6x − 10y = 30

NO CALCULATOR

The equation of a circle in the xy-plane is shown above. What is the area of the circle? A) B) C) D)

46 64 144 286

In the figure above ∆BCA ~ ∆DCE. Which of the following must be true? A) B) C) D)

AE | DE AE | BA AB ∥ DE AE ∥ BD

18

16

In the figure above, ABCDEFGH is a regular octagon whose sides are each 8 units long. A and E are the centers of two large circles, and BC, CD, FG, and GH are diameters of the four small semicircles. What is the total length of the darkened outline of the figure? A) B) C) D)

224

32 36 40 48

In the figure above, five identical triangles each share a side with a regular pentagon. The other two sides of each triangle are equal. If the area of one of the triangles is 48 square units, and the area of pentagon ABCDE is 240 square units, what is the smallest angle measure of one of the triangles? A) B) C) D)

48º 50º 54º 60º

224

SAT

Class 4: Answers

Class 4 Reading and Writing Answers Reading

Writing

Analyzing Multiple Texts (Page 175)

Parallelism (Page 198)

1) D 2) D 3) A 4) B 5) D 6) B 7) D 8) B 9) D 10) C 11) D 12) A 13) C 14) B 15) D

1) C 2) A 3) B 4) D 5) A Pronouns (Page 200) 6) D 7) C 8) C 9) C 10) B 11) C 12) D 13) D 14) B 15) B

16) C 17) A 18) C 19) D Prepositions (Page 207) 20) D 21) D 22) C Adjectives and Adverbs (Page 208) 23) C 24) D 25) B

Class 4 Homework: Reading Passage (Page 211) 1) C 2) A 3) D 4) B 5) C 6) D 7) D 8) A 9) D 10) A 11) B Class 4 Homework: Writing Questions (Page 214)

Verbs (Page 205)


1) A 2) B 3) B 4) C 5) D 6) C 7) D 8) D 9) C 10) D 11) B 12) A 13) C 14) C 15) D 16) D 17) D 18) C 19) A 20) D 21) A

Circles (Page 182) 1) 40 2) 37.5 3) A 4) 39, 40, 41, or 42 5) C 6) D Triangles (Page 185) 7) D 8) D 9) D 10) B 11) B 12) D 13) 27 14) B 15) B 16) B

Class 4 Math Homework (Page 221) 1) 10 2) D 3) 288 4) 144 5) 5 6) 370 7) 4 8) 300 9) 66.7 10) B 11) C 12) 17 13) C 14) D 15) C 16) B 17) B 18) C

Quadrilaterals and Polygons (Page 191) 17) 220 18) C 19) 26 21) 225 22) 270 23) 3 Lines and Angles (Page 194) 24) 405 25) B 26) 115 27) B

Class 4 Homework: Writing Passage (Page 217) 1) C 2) B 3) A 4) A 5) D 6) B 7) D 8) B 9) B 10) A 11) C

225

225

226

226

SAT

Class 5: Math

Class 5 Math: Advanced Concepts (Part 1)

K E Y

P O I N T S

• Don’t fall for the SAT Math’s tricks and traps. • Apply the I-S-M-E STEPS to solve EVERY math problem.


227

SAT

Class 5: Statistics: Interpreting Charts and Graphs

Statistics: Interpreting Charts and Graphs Identify: The question will describe a survey, poll, experiment, or other situation, using a chart, table, and/or graph. Set Up: Review the titles of any tables, and the headings of any axes. Make sure that you are using data from the correct location(s). 1

2 10

1000

Stock Price

Population

5 0 A

B

C

D

E

F

900 800 700 600 500

G

Town

The population of seven towns is shown in the graph above. If the total population is 37,500,000 what is an appropriate label for the vertical axis of the graph? A) Population (in tens of thousands) B) Population (in hundreds of thousands) C) Population (in millions) D) Population (in tens of millions)

228

Day

Based on the graph above, which of the following best describes the general trend in the stock price from Sunday through Saturday? A) Sales increased each day from Sunday to Saturday. B) Sales decreased each day from Sunday to Saturday. C) Sales increased from Sunday to Tuesday and then generally decreased. D) Sales generally remained steady from Sunday to Saturday.

228

SAT

Statistics: Exponential Growth and Exponential Decay

Statistics: Exponential Growth and Exponential Decay Identify: A question which references exponential growth (increase in size at a constantly growing rate) and/or exponential decay (decrease in proportion to the size of the population). Set Up: Write down the exponential growth and/or exponential decay formula and plug in the given information to solve for the unknown quantity.

Exponential Growth (Non-Doubling)

Exponential Growth (Doubling)

y = C(1 + r)t

y = a(2) b

y = Final Amount C = Initial amount r = Rate of Change t = Time

Exponential Decay

x

y = C(1 – r)t

y = Final Amount x = Duration a = Original Amount b = Doubling Time


4

3

The stock price of one share in a certain company is worth $750 today. A stock analyst believes that the stock will lose 35 percent of its value each month for the next seven months. The analyst uses the equation P = 360(x)m to model the value, P, of the stock after m months. What value should the analyst use for x ?

Emily opened a savings account at a local bank on January 1, 2005. The table below gives the total value of Emily’s account over time. Date January 1, 2005

Account Value $1,000

January 1, 2006

$1,050

January 1, 2007

$1,102.50

January 1, 2008

$1,157.63

January 1, 2009

$1,215.51

January 1, 2010

$1,276.28

January 1, 2011

$1,340.10

Which of the following best describes the relationship between time and the value of Emily’s savings account? A) B) C) D)

229

Increasing linear Decreasing linear Exponential growth Exponential decay

229

SAT

Class 5: Statistics: Line of Best Fit

Statistics: Line of Best Fit Identify: A question will reference the line of best fit for a given collection of data (usually arranged in a scatter plot). Set Up: The line of best fit is a line on a graph that shows the general direction that a group of points seems to be heading. The slope (rise over run) of a line of best fit describes the trend of the collected data. Questions 5, 6, and 7 relate to the below data

6

SAT Score

Which of the following is the best interpretation of the slope of the line of best fit in the context of this problem?

1600 1500 1400 1300 1200 1100 1000 900 800 12

14

16

18

20

22

24

26

28

A) The predicted average increase in SAT score for every day increase of studying. B) The predicted increase in days studied for each additional average point scored on the SAT. C) The predicted number of days studied for a student who receives a score of 850. D) The predicted average SAT score for a student who studied for 12 days.

30

Days Studied

Ben works as a SAT tutor on weekends during the summer. The scatterplot above shows the relationship between the average SAT score and the total number of days studied for each of Ben’s students. The line of best fit is also shown. 7 5

Based on the line of best fit to the data shown, which of the following is closest to the average SAT score for a student who studied for 21 days? A) B) C) D)

230

1050 1150 1250 1350

Based on the line of best fit to the data shown, which of the following values is closest to the average increase in SAT score for each additional day studied? A) B) C) D)

5 15 30 50

230

SAT

Class 5: Statistics: Surveys, Research, and Margin of Error

Statistics: Surveys, Research, and Margin of Error Identify: A question will reference some form of data collection and/or the terms “margin of error,” “sample/sample error,” or “association.” Set Up: To decrease the margin of error (the amount of random sampling error) or increase the association (the strength of the connection between different data points) in the results of a survey, additional information must align with the population in the original survey. 8

9

A researcher wanted to know if there is an association between scores on standardized exams and preparation time for the population of high school Juniors in Wyoming. She obtained survey responses from a random sample of 500 Wyoming high school Juniors and found convincing evidence of a positive association between standardized test scores and preparation time. Another researcher intends to replicate the exact same survey and will attempt to get a smaller margin of error. Which of the following samples will most likely result in a smaller margin of error for the survey? A) 2,500 randomly selected high school juniors from all regions of the United States. B) 2,500 randomly selected students from across all high school grades. C) 750 randomly selected high school juniors from Wyoming. D) 750 randomly selected high school juniors from across the world.

231

From a large population of people with poor hearing, 500 participants were selected at random. Half of the participants were randomly assigned to receive treatment H, and the other half did not receive treatment H. The resulting data showed that participants who received treatment H had significantly improved hearing as compared to those who did not receive treatment H. Based on the design and results of the study, which of the following is an appropriate conclusion? A) Treatment H is likely to improve the hearing of people who have poor hearing. B) Treatment H improves hearing better than all other available treatments. C) Treatment H will improve the hearing of anyone who takes it. D) Treatment H will cause a substantial improvement in hearing.

231

SAT

Class 5: Statistics: Standard Deviation

Statistics: Standard Deviation Identify: The question or the answers will reference the term “standard deviation.” Set Up: In a data set, a small standard deviation means that the values in the data set are, on average, close to the mean of the data set, and a large standard deviation means that the values in the data set are, on average, further away from the mean. 10

11

Survey A

Survey B

Class A

Class B

Weight

Frequency

Weight

Frequency

Height

Frequency

Height

Frequency

160 lbs.

4

160 lbs.

14

64 inches

13

64 inches

2

170 lbs.

8

170 lbs.

4

65 inches

4

65 inches

2

180 lbs.

12

180 lbs.

2

66 inches

3

66 inches

3

190 lbs.

7

190 lbs.

3

67 inches

3

67 inches

13

200 lbs.

5

200 lbs.

15

68 inches

14

68 inches

2

Which of the following is true about the data shown for these two surveys?

Which of the following is true about the data shown for these two classes?

A) The standard deviation of weights in City A is larger. B) The standard deviation of weights in City B is larger. C) The standard deviation of weights in City A is the same as that of City B. D) The standard deviation of weights in these cities cannot be calculated with the data provided.

A) The standard deviation of heights in City A is larger. B) The standard deviation of heights in City B is larger. C) The standard deviation of heights in City A is the same as that of City B. D) The standard deviation of heights in these cities cannot be calculated with the data provided.

232

232

SAT

Class 5: Graphing: Circles y

Graphing: Circles

(x, y) r (h, k)

Identify: Look for questions that reference the graphing formula of a circle.

x

Set Up: Plug in the elements from the question into the circle equation.

Circle Graphing Equation Circle Equation: (x – h)2 + (y – k)2 = r2 Center: (h, k) Radius: r 14

12

NO CALCULATOR What is the diameter of a circle with the below equation? (x – 4)2 + (y + 5)2 – 121 = 0

NO CALCULATOR Which of the following is an equation of a circle in the xy-plane with center (3, 2) and a radius with endpoint (–2, –10) ? A) B) C) D)

13

(x – 3)2 + (y – 2)2 = 132 (x – 2)2 + (y – 3)2 = 132 (x + 2)2 + y2 = 13 x2 + (y + 10)2 = 13

NO CALCULATOR Dale Street Park recently installed a new circular merry-go-round. The merry-go-round has a radius of 288 inches. Which of the following is the equation of the circle, in inches, formed by the outside of the merrygo-round? A) B) C) D)

233

x2 + y2 = 24 (x + y)2 = 24 x2 + y2 = 2882 x + y = 2882

233

SAT

Class 5: Graphing: Parabolas y

Graphing: Parabolas

(h, k)

Identify: Look for questions that have a diagram of a parabola or reference the graphing formula(s) of a parabola.

x

Set Up: Solve the question by using the relevant parabola equation(s). Parabola Graphing Equations Parabola Equation: y = ax2 + bx + c Parabola Vertex Form: y = a(x – h)2 + k Vertex: (h, k)

16

15

The graph of y = 2x2 – 4x – 48 is a parabola in the xy-plane. In which of the following equivalent equations do the x- and y-coordinates of the vertex of the parabola appear as constants or coefficients? A) B) C) D)

y = 2x2 + 4x + 48 y = 2(x – 2) – 48 y = 2(x – 1)2 + (–50) y = (x – 2)(2x – 4)

Which of the following is an equivalent form of the equation of the graph shown in the xy-plane above, from which the coordinates of the vertex A can be identified as constants in the equation. A) B) C) D)

234

y = (x + 2)2 + 2x y = –(x + 2)2 + 2 y = (x – 2)2 + 2 y = –(x – 2)2 + 2

234

SAT

Class 5: Interpreting Equations: Linear Equations

Interpreting Equations: Linear Equations Identify: A question asks about an equation model that can be written in the form y = mx + b. Set Up: Identify the units represented by x and y (the answer must relate to these units) and then plug numbers in for x to identify trends in the data. 18

17

NO CALCULATOR

NO CALCULATOR

P = 12 + 2.5s

l = 2,000 + 40d

The equation above is used to model the relationship between the percentage of households that watch a television show, P, and the length of the time the show has been on, s, in seasons. According to the model, what is the meaning of the 2.5 in the equation?

A city is running a cash lottery. Each time no winning number combination is drawn, additional money is entered into the lottery pool. The equation above can be used to model the size of the lottery, l, in dollars, after d drawings with no winning number combinations. What does it mean that (2, 2,080) is a solution to this equation?

A) For every additional season that the show is on, the number of households watching the television show increases by 2.5 percentage points. B) For every additional 2.5 seasons the show is on, the number of households watching the television show increases by 12 percentage points. C) 2.5 percent of households watched the first season of the television show. D) 2.5 percent of households watched the first season of the television show and 12 percent of people watched the second season of the television show.

235

A) During the lottery, 40 dollars are given away each drawing. B) Each winning lottery jackpot is at least 2,080 dollars. C) The lottery will last for 40 drawings. D) The lottery jackpot after the second drawing in 2,080 dollars.

235

SAT

Class 5: Interpreting Equations: Non-Linear Equations

Interpreting Equations: Non-Linear Equations Identify: An equation model that CANNOT be written in the form y = mx + b. Set Up: Translate the information in question into a formula on your own and then compare your equation to the one given. If there are two things performing a task at rates that are different magnitudes (one thing is twice as fast as the other, for example), then the faster thing is represented by a variable and the slower thing is represented by a multiple of that variable. 19

20

NO CALCULATOR

NO CALCULATOR

1 1 1 12 + 8 = t

1 1 1 12 + 8 = t

John is currently using two computers

John is currently using two computers

to help him solve a complicated

to help him solve a complicated

equation. One of the computers can

equation. One of the computers can

solve the problem in twelve hours and

solve the problem in twelve hours and

the other computer can solve the

the other computer can solve the

problem in eight hours. The equation

problem in eight hours. The equation

above describes the situation. Which 1 of the following describes what 12 represents in this equation?

above describes the situation. Which of 1 the following describes what t represents in this equation?

A) The portion of the solving completed by the slower computer. B) The portion of the solving completed by the faster computer. C) The portion of the solving completed by the slower computer in one hour. D) The portion of the solving completed by the faster computer in one hour.

A) The portion of the solving completed by the faster computer. B) The portion of the solving completed by both computers in one hour. C) The portion of the solving completed by the faster computer in one hour. D) The portion of the solving completed by the slower computer in one hour.

236

236

SAT

Class 5: Writing

Class 5 Writing: Advanced Concepts

K E Y

P O I N T S

• Remember to use your GRAMMAR EAR and ANTICIPATE the connection. • The SIMPLEST AND MOST DIRECT phrasing of a sentence is usually the best answer choice.


237

SAT

Class 5: Word Choice: Frequently Confused Words

Word Choice: Frequently Confused Words An error on the SAT is to use a word that sounds similar to a word that works in the context of the sentence, but has a different meaning. Identifying Frequently Confused Words Issues on the SAT: Look for words that have homophones which may confuse your grammar ear. Examples: Accept vs. Except • Accept – To receive; to agree or consent • Except – To take out; to leave out

Affect vs. Effect • Affect – To influence; to change (verb) • Effect – A result (noun)

Farther vs. Further • Farther – Longer (physical distance) • Further – More; additional; extended (non-physical distance) 3

1

With the increased risk resulting from easily accessible digital resources, schools have required students to be more diligent in siting their sources. A) B) C) D)

NO CHANGE siting his or her sources citing their sources citing his or her sources

A noteworthy effect of the Supreme Court’s ruling is that the government can no longer restrict the amount of money companies donate to Political Action Committees. A) B) C) D)

NO CHANGE An important affect One effect significantly One significant affect

2

Recently, wearing white after labor day has become more socially excepted than in years past. A) B) C) D)

238

NO CHANGE excepted then accepted than accepted then

238

SAT

Class 5: Word Choice: Inconsistent Tone and/or Style

Word Choice: Inconsistent Tone and/or Style An error on the SAT is to use diction/tone/style that is inconsistent with the surrounding text. Identifying Inconsistent Tone and/or Style Issues on the SAT: Inconsistencies can include the use of vague language, overly informal language, colloquialisms, or jargon (vocabulary of a particular group).

6

4

A big reason for the bill’s passage was the fear that the invasive species would soon overrun the wetland. A) B) C) D)

NO CHANGE main thing causing huge thing about primary cause of

Although he was supposed to be preparing for his oral presentation on the workings of the antecubital fossa, Tom was temporarily enraptured by the medial epicondyle and the Pronator Teres.

A) B) C) D)

NO CHANGE human body deep structures knee

5

While most people agree that building a new bridge will bring about fewer traffic headaches, there is stark disagreement about how to fund the construction project.

A) NO CHANGE B) slash traffic delays C) lead to plummeting commute times D) mitigate traffic issues

239

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SAT

Class 5: Advanced Grammar: Affect vs. Effect

Advanced Grammar: Affect vs. Effect An error on the SAT is to misuse the words affect and effect Identifying Affect vs. Effect Issues on the SAT: Looks for the word affect or effect underlined in a sentence. Affect means “to produce a change” or “to act in a way you do not feel” (used as a verb). • The weather affected Jeremy’s plans. Effect means “a result” or “a change that occurred” (used as a noun). • The weather had no effect on Jeremy’s plans. When you AFFECT a situation you have an EFFECT on it!

8

7

Despite the potential affect that the weather would have on their trip, Eric and Nathan went ahead with their plan to hike the Grand Canyon. A) NO CHANGE B) affect of C) effect that D) effect of

240

When Tom Brady was injured in 2007, many speculated that this injury would adversely effect his career. However, Brady won the MVP award in 2010 and a fourth championship in 2015.

A) NO CHANGE B) adversely affect C) adverse effect D) adverse affect

240

SAT

Class 5: Advanced Grammar: Parallel Comparisons

Advanced Grammar: Parallel Comparisons An error on the SAT is to set up a comparison (words linked by like, than, or as) where the items being compared are not of the same type. Identifying Parallel Comparison Issues on the SAT: Look for a comparison being made in the sentence. Are the items of the same type?

10

9

As an avid mystery reader, Patrick felt that novels by John Grisham were more enjoyable than other authors. A) NO CHANGE B) enjoyable, more so than other authors. C) more enjoyable than books by other authors. D) more enjoyable, particularly when compared to other authors.

241

The fur coats of dachshunds, often smoother and shorter than wheaten terriers, make dachshunds preferable to pet owners with allergies. A) NO CHANGE B) The fur coats of dachshunds, which are often smoother and shorter than wheaten terriers C) The fur coats of dachshunds, often smoother and shorter than that of wheaten terriers D) The fur coats of dachshunds, often smoother and shorter than those of wheaten terriers

241

SAT

Class 5: Advanced Grammar: Misplaced Modifiers

Advanced Grammar: Misplaced Modifiers An error on the SAT is to have a descriptive word or phrase that is NOT next to what it is describing. Identifying Misplaced Modifier Issues on the SAT: Look for a descriptive phrase that is next to a comma. What is being described (the subject of the sentence) must come directly after the comma.

12

11

In addition to receiving an initial payment for her novel, royalties will be earned by the author on every copy of her book that is sold.

They know it as Tommy John Surgery, the procedure has significant repercussions for pitchers unlucky enough to tear their elbow ligaments.

A) NO CHANGE B) royalties will be received by the author C) the author will have the ability to receive royalties D) the author will earn royalties

A) NO CHANGE B) Known as Tommy John Surgery, C) It is known as Tommy John Surgery, D) Tommy John Surgery,

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SAT

Class 5: Advanced Grammar: Noun Agreement

Advanced Grammar: Noun Agreement An error on the SAT is to have a singular noun representing another plural noun, or a plural noun representing another singular noun. Identifying Noun Agreement Issues on the SAT: Look for an underlined noun and then identify the noun it is representing. Are they both singular? Are they both plural?.

14

13

Most students attending graduate school in education also work as a teacher while completing their degree programs. A) B) C) D)

243

NO CHANGE also will be working as a teacher also work as teachers are also working as teachers

Anyone hoping to become a professional football player must be physically strong and possess great endurance. Furthermore, each player must be quick learners and adapters in order to understand the entire playbook. A) B) C) D)

NO CHANGE a quick learner and adapter both quick learners and adapters possess the ability to learn and adapt

243

SAT

Class 5: Advanced Grammar: Who, Whom, That, Which, and Whose

Advanced Grammar: Who, Whom, That, Which, and Whose An error on the SAT is to misuse the words who, whom, that, which, and whose. Identifying Who, Whom, That, Which, and Whose Issues on the SAT: Look for the word(s) who, whom, that, which, or whose in a sentence. Use the following rules to identify correct usage. Who and Whom are used with sentence subjects or objects that are a person. •

•

Who is used with a sentence subject (We all know who was responsible for the prank). Whom is used with a sentence object (You gave the card to whom?).

That and which are used with sentence subjects or objects that are not a person. • •

That is used to introduce a clause that is essential to the sentence. Which is used to introduce a clause that is not essential to the sentence.

Whose is used to indicate possession for persons and things (Whose jacket is this?).

17

15

The Royal Proclamation of 1763 limited North American colonists that desired to establish settlements west of the Appalachian Mountains.

Pottery-making took root in the Edgefield District, an area which rich clay deposits drew potters during the early years of the nineteenth century.

A) B) C) D)

A) B) C) D)

NO CHANGE whom who which

NO CHANGE who’s with whose

16

It is important that you let me know whom you are inviting to the party. A) B) C) D)

244

NO CHANGE who whose that

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SAT

Class 5: Math

Class 5 Math: Advanced Concepts (Part 2)

K E Y

P O I N T S

• Don’t fall for the SAT Math’s tricks and traps. • Apply the I-S-M-E STEPS to solve EVERY math problem. • For three-dimensional figures, volume is usually determined by multiplying the area of the base by the height of the figure. Two exceptions are cones and pyramids, in which the product of the base and height of the figure must be multiplied by one-third.


245

SAT

Class 5: Geometry in Three Dimensions: Cones

Cones Identify: Any question that references the volume of a cone or the distance from the apex of a cone to a point along the base. Set Up: Write down the cone volume formula to find the missing information for a volume question. The distance from the apex of the cone to a point along the base is the hypotenuse of a right triangle.

Cone Volume Formula 1 Volume = 𝜋r2 h 3

21

22

A cone has a height of 60 and a base diameter of 20. What is the volume of this cone? A) B) C) D)

A

1,200𝜋 2,000𝜋 3,000𝜋 7,500𝜋 B

The above cone has a height of 30 inches and a base diameter of 80 inches. What is the distance from A to B, in inches?

246

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SAT

Class 5: Geometry in Three Dimensions: Cylinders

Cylinders Identify: Any question that references the surface area or volume of a cylinder. Set Up: Write down the appropriate formula to find the missing information. Repeat as necessary.

Cylinder Formulas Volume = 𝜋r2 h Surface Area = 2𝜋r2 + 2𝜋rh 23

24

A cylinder has a volume of 900𝜋 and a base diameter of 12. What is the height of this cylinder? 4 ft

John uses a laundry hamper that is in the shape of the right circular cylinder above. If the volume of the hamper is 64𝜋 cubic feet, what is the diameter of the base of the hamper, in feet?

247

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SAT

Class 5: Geometry in Three Dimensions: Rectangular Prisms

Rectangular Prisms Identify: Any question that references the surface area or volume of a regular rectangular prism. A cube is a regular rectangular prism in which all sides have the same length. Set Up: Write down the appropriate formula to find the missing information. Repeat as necessary.

Rectangular Prism Formulas Volume = lwh Surface Area = 2wl + 2hl + 2hw

25

26

The edges of a cube are each 4 feet long. What is the surface area, in square feet, of this cube? A) B) C) D)

248

8 16 64 96

A large cube has edges that are four times as long as those of a small cube. The volume of the large cube is how many times the volume of the small cube? A) B) C) D)

4 16 64 256

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SAT

Class 5: Geometry in Three Dimensions: Spheres

Spheres Identify: Any question that references the volume of a sphere. Set Up: Write down the sphere volume formula to find the missing information. Repeat as necessary.

Sphere Volume Formula 4 Volume = 𝜋r3 3

27

28

A local youth soccer league uses a soccer ball that has a volume of 288𝜋 cubic inches. What is the diameter of the soccer ball, in inches?

A sphere is inscribed inside of a cube. If the cube has a length of 50 inches, which of the following is closest to the volume of the sphere, in cubic inches? A) B) C) D)

249

5,000𝜋 10,000𝜋 20,000𝜋 50,000𝜋

249

SAT

Class 5: Geometry in Three Dimensions: Rectangular Pyramids

Rectangular Pyramids Identify: Any question that references the volume of a regular rectangular pyramid or the distance from the apex of a regular rectangular pyramid to a point along the base. Set Up: Write down the appropriate formula to find the missing information for a volume question. The distance from the apex of a rectangular pyramid to a point along the base can be found using the hypotenuse of a right triangle.

29

Rectangular Pyramid Volume Formula 1 Volume = lwh 3 30

A rectangular pyramid has a height of 15, a length of 60, and a volume of 8,100. What is the width of this rectangular pyramid?

A right rectangular pyramid with a square base has a height that is half the area of the base. If the height of the pyramid is 32 meters, what is the length of a line, in meters, from the top of the pyramid to a corner of the base? A) 1056 B) 40 C) 2112 D) 60

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SAT

Class 5: Geometry in Three Dimensions: Hexagonal Prisms

Hexagonal Prisms Identify: Any question that references the volume of a regular hexagonal prism. Set Up: Either write down the hexagonal prism volume formula to find the missing information or break the base of the hexagonal prism into six equilateral triangles, sum the areas of the six triangles to find the area of the base, and then multiply the area of the base by the height. 60°

60°

60°

60°

60°

60°

60°

60°

60° 60° 60°

60°

60°

60°

60°

60°

Hexagonal Prism Volume Formula

60°

Volume =

3 3 2 bh 2

60°

32

31

A regular hexagonal prism has a height of 6 inches and a base length of 3 inches. What is the volume of this hexagonal prism, in cubic inches? (Round to the nearest tenth.)

The figure above shows a metal hex nut with two regular hexagonal faces and a thickness of 2 cm. The length of each side of a hexagonal face is 2 cm. A square hole with a length and width of 2 cm is drilled through the nut. The density of the metal is 4.7 grams per cubic cm. What is the mass of this nut, to the nearest gram? (Density is mass divided by volume.)

251

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SAT

Class 5: Advanced Concepts (Math): Complex Numbers

Advanced Concepts (Math): Complex Numbers (i) Identify: The question will include the complex number i. Set Up: Use i = −𝟏 to solve the question. Since i is a radical, i should not appear in the denominator of a fraction.

35

33

NO CALCULATOR For i = −1 , what is the sum (5 – 3i ) + (–8 – 2i) ? A) B) C) D)

–3 – 5i –3 + 5i 13 – 5i 13 + 5i

NO CALCULATOR 2+i 4 – 3i

If the expression above is rewritten in the form a + bi, where a and b are real numbers, what is the value of a ? (Note: i = −1)

34

Which of the following is equal to (8 + 3i)(4 – 2i) ? (Note: i = −1) A) B) C) D)

252

26 – 4i 38 – 4i 26 + 4i 38 + 4i

252

SAT

Class 5: Advanced Concepts (Math): Compound Interest

Advanced Concepts (Math): Compound Interest Identify: The question will ask about compound interest. Compound interest is an example of exponential growth. Set Up: Use the compound interest formula to solve the question.

Compound Interest Formula r Compound Interest: A = P(1 + n)nt A = Amount accumulated P = Principal r = Interest rate expressed as a decimal n = Number of periods per year t = Number of periods

37

36

NO CALCULATOR Bhavik opened a bank account that earns 3 percent interest compounded annually. His initial deposit was $2,000 and he uses the expression $2,000(x)t to find the value of the account after t years. What is the value of x in the expression?

Keith and his friend Sarah each found accounts that earn four percent interest compounded annually. Sarah made an initial deposit of $1,000 into her account and at the same time Keith made a deposit of $500 into his account. After seven years, how much more money will Sarah’s initial deposit have earned than Keith’s initial deposit? A) B) C) D)

253

$456.12 $524.67 $586.76 $657.97

253

SAT

Class 5: Advanced Concepts: Trigonometry: Sine, Cosine, and Tangent

Trigonometry: Sine, Cosine, and Tangent Identify: Look for references to sine, cosine, or tangent in the question. Set Up: Use the SOH-CAH-TOA relationships to solve the question.

SOH-CAH-TOA sin Θ =

opposite hypotenuse

cos Θ =

adjacent hypotenuse

tan Θ =

opposite adjacent

39

38

NO CALCULATOR

In triangle ABC, the measure of ∠A is 90°, AB = 5, and BC = 13. Triangle XYZ is similar to triangle ABC, where vertices X, Y and Z correspond to vertices A, B, and C, respectively, and each side of triangle XYZ is eight times the length of the corresponding side of triangle ABC. What is the value of tan Y ?

Given the right triangle ABC above, c which of the following is equal to ? b A) B) C) D)

254

sin B tan B tan C cos C

254

SAT

Class 5: Advanced Concepts (Math): Unit Circle

Advanced Concepts (Math): Unit Circle Identify: Look for trigonometric identities (sine, cosine, or tangent) and radian measures in the question. Set Up: Use unit circle values or draw a unit circle and graph the information provided in the question to solve the question. Cosine and sine are co-functions of each other. This means that complementary angles of cosine and sine are equal.

First number (x-coordinate): Cosine Second number (y-coordinate): Sine Tangent = sine/cosine

41

40

NO CALCULATOR

NO CALCULATOR It is given that sin x = a, where x is the radian measure of an angle and  0 < x < 2. If sin w = –a, which of the following could NOT be the value of w?

a°

7 In the above right triangle sin a° = 8. What is cos (90° − a°) ?

3 A) x – 2  B) x + 2 C) x +   D) x – 2

255

255

256

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SAT

Class 5: Homework

Class 5 Homework


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SAT

Class 5: Homework





Page 259-261: #1-10 Pages 262-263: #1-10 Pages 264-267: #1-11



Page 259-261: #1-10 Pages 262-263: #5-14 Pages 264-267: #1-11


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SAT


Reading Test Homework Passage Directions Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph).

Questions 1-10 are based on the following passage. This passage is adapted from “Declaration of Conscience” by Senator Margaret Chase Smith. Line

5

10

15

20

25

I would like to speak briefly and simply about a serious national condition. It is a national feeling of fear and frustration that could result in national suicide and the end of everything that we Americans hold dear. It is a condition that comes from the lack of effective leadership in either the Legislative Branch or the Executive Branch of our Government. I speak as briefly as possible because too much harm has already been done with irresponsible words of bitterness and selfish political opportunism. I speak as simply as possible because the issue is too great to be obscured by eloquence. I speak simply and briefly in the hope that my words will be taken to heart. I speak as a Republican, I speak as a woman. I speak as a United States Senator. I speak as an American. The United States Senate has long enjoyed worldwide respect as the greatest deliberative body in the world. But recently that deliberative character has too often been debased to the level of a forum of hate and character assassination sheltered by the shield of congressional immunity. I think that it is high time that we remembered that we have sworn to uphold and defend the Constitution. I think that it is high time that we

259

remembered; that the Constitution, as amended, speaks not only of the freedom of speech but also of 30 trial by jury instead of trial by accusation. Those of us who shout the loudest about Americanism in making character assassinations are all too frequently those who, by our own words and acts, ignore some of the basic principles of 40 Americanism – The right to criticize; The right to hold unpopular beliefs; The right to protest; The right of independent thought. The exercise of these rights should not cost one single American citizen his reputation or his right to a livelihood nor should he be in danger of losing his reputation or livelihood merely because he happens to know some one who holds unpopular 50 beliefs. Who of us doesn't? Otherwise none of us could call our souls our own. Otherwise thought control would have set in. The American people are sick and tired of being afraid to speak their minds lest they be politically 55 smeared as "Communists" or "Fascists" by their opponents. Freedom of speech is not what it used to be in America. It has been so abused by some that it is not exercised by others. The American people are sick and tired of seeing innocent people 45

259

SAT 60 smeared and guilty people whitewashed. But there have been enough proved cases to cause nationwide distrust and strong suspicion that there may be something to the unproved, sensational accusations. As a Republican, I say to my colleagues on this 65 side of the aisle that the Republican Party faces a challenge today that is not unlike the challenge that it faced back in Lincoln's day. The Republican Party so successfully met that challenge that it 70 emerged from the Civil War as the champion of a united nation – in addition to being a Party that unrelentingly fought loose spending and loose programs. The record of the present Democratic 75 Administration has provided us with sufficient campaign issues without the necessity of resorting to political smears. America is rapidly losing its position as leader of the world simply because the Democratic Administration has pitifully failed to 80 provide effective leadership. As a United States Senator, I am not proud of the way in which the Senate has been made a publicity platform for irresponsible sensationalism. I am not proud of the reckless abandon in which 85 unproved charges have been hurled from this side of the aisle. I am not proud of the obviously staged, undignified countercharges that have been attempted in retaliation from the other side of the aisle. As an American, I am shocked at the way 90 Republicans and Democrats alike are playing directly into the Communist design of "confuse, divide and conquer." As an American, I don't want a Democratic Administration "white wash" or 95 "cover up" any more than I want a Republican smear or witch hunt. As an American, I condemn a Republican "Fascist" just as much as I condemn a Democrat "Communist." I condemn a Democrat "fascist" just 100 as much as I condemn a Republican "Communist." They are equally dangerous to you and me and to our country. As an American, I want to see our nation recapture the strength and unity it once had when we fought the enemy instead of 105 ourselves.

260

Class 5: Reading Homework 1 The main purpose of the passage is to A) emphasize the value of a tradition. B) advocate for a change of action. C) highlight the acuteness of national divisions. D) question the feasibility of an undertaking.

2 Smith indicates that the root cause of the current situation is the A) absence of Congressional leadership. B) conviction of a high-ranking Communist sympathizer. C) infamy cast upon people falsely accused of Communist activities. D) erosion of many fundamental rights of the American people.


Lines 5-8 (“It is…Government”) Lines 27-30 (“I think…accusation”) Lines 45-50 (“The exercise…beliefs”) Lines 58-60 (“The American…whitewashed”)

260

SAT


4

7 Smith believes that in achieving Republican aims, the current Communist accusations against Democrats are

As used in line 29, “speaks” most nearly means A) B) C) D)

yells. utters. rejoices. declares.

A) B) C) D)

counterproductive. essential. perplexing. unnecessary.

5 It can reasonably be inferred that the phrase “Who of us doesn’t?” (line 50) was generally intended to A) reflect a growing unfriendliness amongst her colleagues. B) highlight a potential threat to her colleagues. C) inspire a debate amongst her colleagues. D) diminish the threat of Communist activities to her colleagues .

8 The passage indicates that, in her current role as a Senator, Smith primarily feels a sense of A) betrayal. B) defamation. C) disgrace. D) fear.

6 At the end of the eighth paragraph (lines 53-64), Smith acknowledges that


A) she has a personal relationship with someone falsely accused of being a Communist. B) the current circumstances are not completely unfounded. C) the current accusations have created an atmosphere of distrust. D) she personally has been suspected of Communist sympathies.

A) B) C) D)

Lines 25-27 (“I think…Constitution”) Lines 54-56 (“The American…opponents”) Lines 86-89 (“I am…aisle”) Lines 93-96 (“As…hunt”)

10 As used in line 92, “design” most nearly means A) B) C) D)

261

architecture. calumny. machination. treason.

261

SAT


1

4

After the great winter storm of 1992, sidewalks and roadways were slick for a prolonged stretch of time. The newscasters on all stations warned viewers to precede with caution. A) B) C) D)

Even though Americans may hold their noses at lobbyists, interest groups have considerable influence over public policy. A) B) C) D)

NO CHANGE precede with caution proceed in caution proceed with caution

NO CHANGE profoundly distaste dislike unanimously oppose

5

The plummeting oil prices have had a significant affect on the nation’s economy.

2

A) B) C) D)

Providing food, allowing for ample exercise, and showing affection are all an important element in taking care of a dog. A) B) C) D)

NO CHANGE is all an important element have all been important elements are all important elements

NO CHANGE effect on affecting on effect

6

By the close of the fourteenth century, the diet of Vikings in Greenland included more food taken from the sea than their Norwegian kinspeople. A) than their Norwegian kinspeople B) than the diet of their Norwegian kinspeople C) than their kinspeople, who were in Norway D) as that of their Norwegian kinspeople

3

Dunbar’s breakthrough came at the age of 20, when he gave his first public reading before the Western Association of Writers. The praise he gathered attracted the attention of other writers, whom began to take an interest in his career. A) B) C) D)

262

NO CHANGE writers, that writers, who writers

7

As Simon developed as a playwright, his plays were often compared to Aeschylus dating back to BCE 500, a time when the art form was at a cultural zenith. A) B) C) D)

NO CHANGE the Greek playwright Aeschylus writers of Greek tragedies the works of the Greek tragedian Aeschylus

262

SAT


8

11

While historically the Chinese economy has not had an affect on Western stock prices, increasing globalization makes this no longer the case.

Upon arriving at the scene, the firefighter found the residences engulfed in flames and the surrounding homes at imminent danger.

A) B) C) D)

A) B) C) D)

NO CHANGE significant effect effect affected

9

NO CHANGE in imminent at eminent in eminent

12

Considering the company’s declining profits, it is surprising that more people are not ticked off at the CEO for taking a vacation.

After her company had relocated her, Dana was disappointed to learn that owning a car in Japan is more expensive than the United States.

A) B) C) D)

A) B) C) D)

NO CHANGE shouting out expressing their disgust upset

NO CHANGE cars in the United States owning a car in the United States owning a car

10

Excluded from almost every recent major poetry anthology, colleagues have unjustly forgotten Edna St. Vincent Millay and academics despise her.

13

One of the primary causes for the financial crisis of 2008 was the effect of banks granting loans to people who could not pay them back.

A) NO CHANGE B) Edna St. Vincent Millay has been unjustly forgotten by colleagues C) It is unjust how Edna St. Vincent Millay has been forgotten by colleagues D) Edna St. Vincent Millay, unjustly forgotten by colleagues,

A) B) C) D)

NO CHANGE the affect of an effect of an affect of

14

An essential component of the artist’s process, an artist might use the side of the pencil lead to create varied shading. A) NO CHANGE B) Even though it is a high risk technique C) To produce the feeling of depth and dimension in a drawing D) One type of create method

263

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SAT




Exploration Skeptics In recent

1

decades NASA programs have

been the subject of much ridicule. Critics argue that since the Apollo missions, little substantial progress

1 A) B) C) D)

NO CHANGE decades, NASA programs decades; NASA programs decades

has been made in space exploration. NASA missions

264

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SAT


have been criticized as ineffective and costly, and more than one respected pundit

2

2

had suggested

that the U.S. government drastically reduce funding for the International Space Station and other NASA

A) B) C) D)

NO CHANGE had been suggesting was suggesting has suggested

A) B) C) D)

NO CHANGE squarely roundly usually

A) B) C) D)

NO CHANGE so and given that

A) B) C) D)

NO CHANGE demented cuckoo asinine

ventures. Against this backdrop of hostility, policymakers would do well to remember that trailblazing scientific exploration has been the subject of misplaced scrutiny throughout history.

3

Centuries before the founding of NASA, Christopher Columbus faced similar skepticism in funding his maiden – and in retrospect, historic – voyage across the Atlantic. In 1485, Columbus presented his exploration plans in Portugal, Genoa, and Venice, and was 3

typically refused. Columbus next sought an

4

audience with the monarchs Ferdinand II of Aragon and Isabella I of Castile. Queen Isabella referred the ambitious explorer’s proposal to a committee, 4

yet after much time had passed, these savants

of Spain, like their international counterparts, reported that Columbus's plan was

5

batty.

In his 1828 biography of Columbus, Washington

265

5

265

SAT

Irving postulated that Columbus's initial failures to


6

procure funding were due to European 6

monarch’s assumption that the world was flat.

7

Furthermore, the maritime navigation of the

A) B) C) D)

NO CHANGE monarchs’s monarchs’ monarchs

A) B) C) D)

NO CHANGE In other words, In addition, However,

time relied on the curvature of the earth, and modern scholars recognize that Columbus's difficulty

7

in obtaining funds stemmed from a different source. 8

Would-be backers in initial meetings agreed

that Columbus had an infeasible plan. It was the vast underestimation of the size of the westward expanse between Europe and Asia After continually lobbying at the Spanish court and two years of negotiations, Columbus finally managed to secure funding for his voyage in 1492,

when Ferdinand intervened on the explorer’s behalf. Ferdinand later claimed credit for being “the principal cause why those islands were discovered.” Columbus himself believed that the Spanish crown’s motivations for backing him were religious. In a letter regarding his prospective voyage, Columbus described Isabella and Ferdinand as

8 Which choice most effectively combines the underlined sentences? A) The result was an infeasible plan, the vast underestimation of the westward expanse between Europe and Asia, to would-be backers. B) In initial meetings, would-be backers agreed that Columbus's plan was infeasible because he had vastly underestimated the size of the westward expanse between Europe and Asia. C) The vast underestimation of the size of the westward expanse between Europe and Asia was the infeasible plan to would-be backers. D) In initial meetings, would-be backers agreed that Columbus's plan was infeasible; it was the vast underestimation of the size of the westward expanse between Europe and Asia.

“princes who love and promote the Christian faith.”

266

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SAT

He wrote that they had “determined to send him to


9

the countries of India to see the princes, people, and

Which choice provides the most logical introduction to the paragraph?

territories, and to learn their disposition and the

A) NO CHANGE B) Ultimately, comparisons between Columbus and NASA are only superficial. C) Columbus likely saw his western route as a sort of final frontier. D) DELETE the underlined portion.

proper method of converting them to the holy faith.” 9

Columbus’ voyages were ultimately

disappointing. If his detractors had prevailed, the western world would have been a very different 10 place: assuming that we had eventually discovered America at all. Throughout the centuries,

10 A) B) C) D)

whenever someone has proposed a revolutionary exploration, be it nautical or astronomical in scope, there has always been a crowd ready to dismiss the

NO CHANGE place – assuming place; assuming place assuming

project as dangerous, foolish, or costly. 11 These critics have likely prevented numerous scientific

advancements throughout history.

11 Which choice concludes the passage with a restatement of the author’s primary claim? A) NO CHANGE B) Because of this, societies should be cautious in considering scientific proposals. C) Yet, people often disguise their true feelings about scientific ventures. D) However, it is only through these ventures that progress is made.

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1 Number of Horseshoe Crabs

3 35

From 1900 to 2000, the population of a town has doubled in size every 20 years. If the population of the town was 225 in 1900, what was the population of the town in 2000 ?

30 25 20 15 10 5 0

Day

The line graph above shows the number of horseshoe crabs counted along the ocean during a given week in Capital City. According to the graph, what was the greatest decrease in the number of horseshoe crabs counted between two consecutive days? A) B) C) D)

4

NO CALCULATOR What is the diameter of the circle represented by the below equation? (x + 4)2 + (y + 8)2 = 902

10 crabs 12 crabs 13 crabs 14 crabs

2 Total Packages Sold

5 800

The length of the base of a rectangular prism is 15 cm, and width is 24 cm. If the height of the rectangular prism is 5 cm, what is its volume in cubic cm?

600 400 200 0 1

2

3

4

5

6

7

Week

Eric recently began working for a tutoring company. The graph above shows the total number of tutoring packages that Eric has sold since he started at the tutoring company. During his first seven weeks at the company, Eric took a week-long vacation. Based on the graph, which of the following is closest to when Eric took his vacation? A) B) C) D)

268

Immediately after week 1 Immediately after week 2 Immediately after week 3 Immediately after week 4

6

Timothy found an account that earns 6 percent compounded monthly. Timothy made an initial deposit of $25 into his account. After 10 years, how much money will Timothy have in his account? A) B) C) D)

$45.48 $52.84 $58.45 $71.24

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7

9

NO CALCULATOR

12 ft

Emily receives a bonus from her company each time she sells a convertible. This bonus is added to a flat annual salary which Emily receives regardless of the number of convertibles she sells. Emily’s overall income is modeled by the equation I = 750c + 30,000, where c represents the number of convertibles that Emily sells.

15 ft

15 ft

A new barn was built from a right rectangular prism and a right rectangular pyramid with internal measurements represented by the figure above. What is the volume of the barn, in cubic feet?

Which of the following statements is true? A) For every convertible that Emily sells, she receives an additional 30,000 dollars. B) Emily must sell 750 convertibles to receive a bonus. C) Emily will receive a minimum of 750 dollars. D) For every convertible Emily sells, she will receive a bonus of 750 dollars.

A) B) C) D)

4,275 4,560 6,680 8,400

10 8

NO CALCULATOR NO CALCULATOR A moving company estimates the price of a move, in dollars, using the expression 500 + 20ab, where a is the number of movers who will be working and b is the total number of hours the move will take using a builders. Which of the following is the best interpretation of the number 20 in the expression? A) A minimum of 20 builders will work on each job. B) The price of every job increases by $20 every hour. C) Each builder works 20 hours a day. D) The company charges $20 per hour for each builder.

269

 Which of the following is equal to sin(5)?  A) –cos( ) 5  B) –sin(5) 3 C) cos(10) 7 D) sin( ) 10

269

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11

Questions 14 and 15 relate to the following information. Chelsea runs Chelsea’s Freezee Popsicle Emporium, which sells Freezee Pops during the summertime. The scatterplot below shows the relationship between the temperature, in degrees Fahrenheit, and the number of Pops sold on a given day last summer.

In ∆XYZ, shown above, P is on YZ, the length of XZ is 7 yards, and cos z = 0.6. How many yards long is XP ?

120 100

Pops Sold

80 60 40 20

12

0 80

82

84

86

88

90

92

94

Temperature (Degrees Fahrenheit)

14 a°

Based on the line of best fit for the data (not shown), which of the following is closest to the number of Pops sold on a day that is 85 degrees Fahrenheit?

b°

The angles shown above are acute and sin(a°) = cos(b°). If a = 2z − 32 and b = 4z + 2, what is the value of z ?

55 65 80 90

15

13

Which of the following is equal to (5 – 4i)(3 – 3i) ? (Note: i = A) B) C) D)

270

A) B) C) D)

3 – 27i 27 – 27i 3 + 3i 27 + 3i

−1)

Which linear equation most accurately represents the line of best fit for this data (not shown)? A) B) C) D)

y = 5x – 300 y = 5x y = –5x + 80 y = –5x

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16

A researcher conducted a survey to determine whether people in a certain city prefer going to the movies to reading books. The researcher asked 136 people who visited a movie theater on a Tuesday, and 9 people refused to respond. Which of the following factors makes it least likely that a reliable conclusion can be drawn about the movie-watching preferences of all people in the town? A) Sample size B) Population size C) The number of people who refused to respond D) Where the survey was given

Which scatterplot shows a positive association that is linear? (Note: A positive association between two variables is one in which higher values of one variable correspond to higher values of the other variable, and vice versa.) A)

B)

17

NO CALCULATOR Which of the following is an equation of a circle in the xy-plane with center (0, 8) and a radius with endpoint (4, 14)? A) B) C) D)

271

(x – 4)2 + (y – 14)2 = 522 x2 + (y – 8)2 = 522 (x – 8)2 + y2 = 52 x2 + (y – 8)2 = 52

C)

D)

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19

A researcher at a local college noticed that a local population of algae spores doubles in size every 4 months. The population at the beginning of January 2015 was estimated to be 100 spores. If P represents the population n months after January, then which of the following equations represents the model of the population over time?

NO CALCULATOR Timothy shovels driveways during the winter. If Timothy’s payment for each driveway shoveled is modeled by the equation P = 20 + 10h , where h represents time spent shoveling, in hours, which of the following statements is true?

A) P = 4 + 100n

A) For every increase in shoveling of ten hours, Timothy receives 10 more dollars in payment. B) For every increase in shoveling of ten hours, Timothy receives 10 less dollars in payment. C) For every increase in shoveling of one hour, Timothy receives 10 more dollars in payment. D) For every increase in shoveling of one hour, Timothy receives 10 less dollars in payment.

B) P = 100 + 4n C) P = 100(2)4n n D) P = 100(2) 4

20

The graph of y = (3x + 6) (x – 6) is a parabola in the xy-plane. In which of the following equivalent equations do the xand y-coordinates of the vertex of the parabola appear as constants or coefficients?

22

NO CALCULATOR A) y = (x – 3)3 + (–48) B) y = 3(x – 3)2 + (–

48 ) 4

C) y = 3(x – 2)2 + (–48) D) y = (x + 6)(3x – 6)

1 2 1 x+x=5 John and Jim are working together to move a pile of mulch onto their mother’s flower bed. John can shovel half as fast as Jim, and together they can complete the job in 5 hours. The equation above represents the situation described. Which of the following describes what the 1 expression represents in the equation? x A) The time, in hours, it takes Jim to complete the job alone. B) The portion of the job that John would complete in one hour. C) The portion of the job that Jim would complete in one hour. D) The portion of the job that John would complete in two hours.

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23

25

NO CALCULATOR James opened a bank account that earns 8 percent interest compounded quarterly. His initial deposit was $80 and he uses the expression $80(a)b to find the value of the account after 12 years. What is the value of b in the expression?

10 ft

8 ft

6 ft

A hut is built from a right circular cone and a right cylinder with internal measurements represented by the figure above. Of the following, which is closest to the volume of the hut, in cubic feet? A) B) C) D)

24

NO CALCULATOR

245 320 456 524

In the xy-plane below, O is the center of the circle, and the measure of ∠AOB is

 b

26

S = 2𝜋𝑟 2 + 2𝜋rh

radians. What is the value of b ?

In a cylinder, the radius of the cylinder, r, and the height of the cylinder, h, are related to the surface area S by the formula above. Which of the following expresses the height of a cylinder in terms of the radius of the cylinder and its surface area? S –r 2𝜋r 2𝜋r B) +r S A)

C) 2𝜋r – S D) R +

273

2𝜋r S

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27

NO CALCULATOR Which of the following complex numbers is equivalent to

8 + 3i ? (Note: i = 2 – 5i

−1)

1 34i A) – – 21 21 B) –

1 34i + 21 21

A radioactive substance decays at an annual rate of 27 percent. If the initial amount of the substance is 550 grams, which of the following functions f models the remaining amount of the substance, in grams, b years later? A) B) C) D)

f(b) = 550(0.73)b f(b) = 550(0.27)b f(b) = 0.73(550)b f(b) = 0.27(550)b

1 46i C) 29 + 29 1 46i D) 29 – 29

28

8 Suppose 0° < x < 90° and tan x = 11. What is the value of sin x + cos x ?

A)

19 185

B)

19 370

C)

7 185

D)

7 370

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Class 5: Answers

Class 5 Reading and Writing Answers Writing Word Choice (Page 238) 1) C 2) C 3) A 4) D 5) D 6) A Advanced Grammar (Page 240) 7) C 8) B 9) C 10) D 11) D 12) B 13) C 14) B 15) C 16) A 17) D


Class 5 Homework: Reading Passage (Page 259) 1) B 2) A 3) A 4) D 5) B 6) B 7) D 8) C 9) C 10) C Class 5 Homework: Writing Questions (Page 262) 1) D 2) D 3) C 4) C 5) B 6) B 7) D 8) A 9) D 10) B 11) B 12) C 13) A 14) C Class 5 Homework: Writing Passage (Page 264) 1) B 2) D 3) C 4) A 5) D 6) C 7) D 8) B 9) C 10) B 11) D

Statistics (Page 228) 1) C 2) C 3) 0.65 4) C 5) B 6) A 7) C 8) C 9) A 10) B 11) A Graphing (Page 233) 12) 22 13) C 14) A 15) C 16) B Interpreting Equations (Page 235) 17) A 18) D 19) C 20) B Geometry in Three Dimensions (Page 246)

Class 5 Math Homework (Page 268) 1) C 2) B 3) 7200 4) 180 5) 1800 6) A 7) D 8) D 9) A 10) C 11) 5.6 12) 20 13) A 14) B 15) A 16) D 17) D 18) A 19) D 20) C 21) C 22) B 23) 48 24) 3 25) B 26) A 27) C 28) A 29) A 30) 60

21) B 22) 50 23) 25 24) 8 25) D 26) C 27) 12 28) C 29) 27 30) A 31) 140.3 32) 60 Advanced Concepts (Page 252) 33) A 34) B 35) 1/5 or 0.2 36) 1.03 37) D 38) C 39) 12/5 or 2.4 40) 7/8 or 0.875 41) B

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Class 6 : The Test Zone

Class 6 The Test Zone

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THE DIFFERENCE BETWEEN A “GOOD DAY” AND A “BAD DAY” CAN BE 200 PTS THE TEST ZONE IS ABOUT MAKING SURE YOU HAVE A GOOD DAY



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What is the TEST ZONE? The TEST ZONE is a state in which you are in complete control of yourself and the exam, so you can MAKE THE TEST WORK FOR YOU, not the test makers.

Losing focus on one question can throw you off for the next few questions. You need to work through the test one question at time, and forget about everything else!

FOCUS

MOTIVATION

It’s easy to stop caring about the test (it’s BORING!). You need to remind yourself why you have to care about every question, every time (COLLEGE!).

TEST ZONE

ENDURANCE

The SAT is a long test! Four hours of sitting and pretending to care about pronouns, probability, and passages. You need to get your brain used to THINKING for the entire time, so that you have the necessary energy until the last question.

Success on the SAT is as much about HEART and ATTITUDE as intelligence It doesn’t matter how much you know if you are not mentally and physically prepared to take the test. Being prepared is about being in the TEST ZONE.

**TEST ZONE…YOUR NEW BEST FRIEND** Apply it on the SAT and every other test that you take!

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ENDURANCE Warning signs: • Your mind starts wandering. • You start thinking about what you’re going to do after the exam.

Helpful remedies: • Make the effort to stay focused for the entirety of every class. • Take your practice tests seriously. Bring the intensity that you would bring to the official test. • Do your homework assignments in one sitting.

MOTIVATION Warning signs: • You miss a word or two in a question and miss the question. • You fall into careless and easy traps. • You don’t try questions that you don’t immediately know how to solve.

Helpful remedies: • Attack the exam aggressively, as though you were battling a mortal enemy. • Use the strategies and do not take shortcuts. • Always give it a shot, write things down, get your pencil moving.

FOCUS Warning signs: • Your mind starts wandering. • You start thinking about what you’re going to do after the exam. • You have a song lyric that you can’t get out of your head.

Helpful remedies: • Practice outside of class in a public place to get used to dealing with distractions. • Develop a routine and follow it for the practice exams.

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Class 6: Reading Review

Class 6 Reading Review


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Test 1: Reading (65 Minutes)

Reading Strategy The Passage 1. Read – Read the introductory blurb and the passage using your Two-Track Mind. 2. Ask – Ask yourself questions that help you focus on the author’s argument. Do this for each sentence and for each paragraph. 3. Reflect – Pause before answering the questions and try to BRIEFLY describe the author, the subject of the passage, and the main points. The Questions – Take CARE 1. Cover – Cover the answer choices with your hand, then read the question. 2. Anticipate – Figure out how YOU would answer the question. Use any line references that may be provided to help. 3. Reveal – Once you have your answer in mind, uncover the answer choices. 4. Eliminate – Compare their answer choices with your answer, and ELIMINATE WRONG ANSWERS.

Key Points for Reading •

Read for “What’s it about?” NOT “What happens?”

•

ANTICIPATE your own answers before looking at the answer choices.

•

ELIMINATE wrong answers, especially “Out of Scope” ones.

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Reading Homework Practice Passage Directions Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph).

Questions 1-10 are based on the following passage. This passage is adapted from the Farewell Address of Dwight Eisenhower (January 17, 1961). Line

5

10

15

20

A vital element in keeping the peace is our military establishment. Our arms must be mighty, ready for instant action, so that no potential aggressor may be tempted to risk his own destruction. Our military organization today bears little relation to that known by any of my predecessors in peacetime, or indeed by the fighting men of World War II or Korea. Until the latest of our world conflicts, the United States had no armaments industry. American makers of plowshares could, with time and as required, make swords as well. But now we can no longer risk emergency improvisation of national defense; we have been compelled to create a permanent armaments industry of vast proportions. Added to this, three and a half million men and women are directly engaged in the defense establishment. We annually spend on military security alone more than the net income of all United States corporations. This conjunction of an immense military establishment and a large arms industry is new in the American experience. The total influence - economic, political, even spiritual - is

283

felt in every city, every State house, every office of 25 the Federal government. We recognize the imperative need for this development. Yet we must not fail to comprehend its grave implications. Our toil, resources and livelihood are all involved; so is the very structure of our society. In the councils of 30 government, we must guard against the acquisition of unwarranted influence, whether sought or unsought, by the military-industrial complex. The potential for the disastrous rise of misplaced power exists and will persist. We must 35 never let the weight of this combination endanger our liberties or democratic processes. We should take nothing for granted. Only an alert and knowledgeable citizenry can compel the proper meshing of the huge industrial and military 40 machinery of defense with our peaceful methods and goals, so that security and liberty may prosper together. Akin to, and largely responsible for the sweeping changes in our industrial-military 45 posture, has been the technological revolution during recent decades. In this revolution, research has become central; it also becomes more formalized, complex, and costly. A steadily increasing share is conducted for, by, or at the 50 direction of, the Federal government. Today, the solitary inventor, tinkering in his shop, has been overshadowed by task forces of scientists in

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SAT


laboratories and testing fields. In the same fashion, the free university, historically the fountainhead of free ideas and scientific discovery, has experienced a revolution in the conduct of research. Partly because of the huge costs involved, a government contract becomes virtually a substitute for intellectual curiosity. For every old blackboard there are now hundreds of new electronic computers. The prospect of domination of the nation’s scholars by Federal employment, project allocations, and the power of money is ever present – and is gravely to be regarded. Yet, in holding scientific research and discovery in respect, as we should, we must also be alert to the equal and opposite danger that public policy could itself become the captive of a scientific technological elite. It is the task of statesmanship to mold, to balance, and to integrate these and other forces, new and old, within the principles of our democratic system - ever aiming toward the supreme goals of our free society.

55

60

65

70

1 The primary purpose of the passage is to A) discuss the growing influence of military industry in national affairs. B) predict the organizational structure of businesses in the military-industrial age. C) illuminate the evolution of military technologies. D) warn about the increasing impact of military industry on global politics.

2 The author’s attitude toward the militaryindustrial complex is best described as one of A) B) C) D)

Figure 1 Total United States (US) Defense Expenditures: Military Research and Development Spending (in billion of 2016 US dollars)

90 80 70 60

apprehension. ambivalence. appreciation. astonishment.


50 40 30 20

A) B) C) D)

10 0 1962

1971

1980

1989

1998

2007

2016

Lines 1-2 (“A vital…establishment”) Lines 20-22 (“This…experience”) Lines 33-34 (“The potential…persist”) Lines 70-74 (“It is…society”)

Fiscal Year

Figure 2 US Military Research and Development as Percent of Defense Outlay 16%

The author implies that, when it comes to military research and development, the growing role of corporations is

14%

Percentage

4

12% 10%

A) B) C) D)

8% 6% 4% 2%

disastrous. a positive development. an issue worth studying. necessary, but unfortunate.

0% 1962

1971

1980

1989

1998

2007

2016

Fiscal Year

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5

10 As used in line 27, “grave” most nearly means A) B) C) D)

Taken together, the two figures suggest that A) United States military research and development as a percentage of total United States Defense outlay has increased significantly since 1962. B) the total United States Defense expenditure on military research and development had its greatest five-year increase from 2011 to 2016. C) the total United States Defense budget has increased significantly since 1962. D) there is a direct correlation between the total United States Defense expenditure on military research and United States military research and development as a percentage of total US Defense outlay.

deadly. inevitable. intense. serious.

6 According to the author, a recent development is A) the participation of private industry in military research and development. B) the use of computing in warfare. C) the waning influence of amateur innovators. D) the government placing restrictions on private enterprise. 7


Lines 20-22 (“This…experience”) Lines 33-34 (“The potential…persist”) Lines 50-53 (“Today…fields”) Lines 62-65 (“The prospect…regarded”)

8 As used in line 54, “fountainhead” most nearly means A) B) C) D)

apex. culmination. focus. home.

9 According to the data in the figures, since 1962, the greatest United States Defense expenditure in military research and development in total US dollars occurred in what year? A) B) C) D)

285

Do the data in the figures provide support for the author’s claim made in the second paragraph (lines 43-61)? A) Yes, because the data provide evidence of a significant increase in the total United States Defense expenditure in military research since 1962. B) Yes, because the data provide evidence of a significant increase in the United States military research and development as a percentage of total United States Defense outlay since 1962. C) No, because the data do not provide evidence about the overall share of military research and development conducted by the federal government. D) No, because the data do not indicate whether or not military research and development expenditures by United States Defense has increased.

1967 1992 1997 2008

285

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Class 6: Writing Review

Class 6 Writing and Language Review


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Test 2: Writing and Language (35 Minutes)

Writing and Language Strategy 1.

READ period to period. Even if there isn’t an underlined portion in a sentence, READ THAT SENTENCE ANYWAY.

2.

USE your grammar ear.  If the underlined part is CLEARLY RIGHT, mark answer choice “A.”  If the underlined part is CLEARLY WRONG, anticipate a correction, then find the answer choice that most closely matches your anticipation.  If you CAN’T TELL whether the underlined part is right or wrong, IMMEDIATELY move on to the next question.

3.

GO BACK to the questions you skipped. After you’ve done ALL the questions in the section that you KNOW HOW TO DO, go back to the questions you skipped and plug in answer choices to find the right one.

Key Points for Writing • Don’t stop reading when you see an underlined word or phrase – READ TO THE END OF THE SENTENCE. • Use your GRAMMAR EAR to identify errors. • The SIMPLEST AND MOST DIRECT phrasing of a sentence is usually the best answer choice.

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SAT



1

Ernest Hemingway: Man and Myth Ernest Hemingway is one of those rare authors most people know about, whether they have read

A) B) C) D)

NO CHANGE then of than as than of

A) B) C) D)

NO CHANGE best: traveling best; traveling best. Traveling

him or not, because of his sensational publicity and personal invective. With his image of ruggedness,

2

confidence, virility, and bravery, he has the distinction of being one of the most famous twentieth-century American writers. He has been regarded less as a writer dedicated to his craft 1

then as a man of action who happened to be

3 Which choice most effectively sets up the examples that follow?

afflicted with genius. When he won the Nobel Prize in 1954, Time magazine reported the news under

A) NO CHANGE B) He was one of the most innovative writers of his era, C) He caused a lot of controversy, D) He was willing to put himself into harm’s way,

Heroes rather than Books. He wrote about what he knew

2

best, traveling, bullfights, libations,

women, wars, big game hunting, deep-sea fishing, and courage.

3

He acquired his expertise through

well-reported acts of participation as well as observation, by going to all of the wars of his time, hunting and fishing for great beasts, marrying four times, occasionally getting into fistfights, and drinking to excess.

289

4

Hemingway’s writing has

4 The writer is considering deleting the underlined portion. Should the writer make this change? A) Yes, because it provides information that is not factually accurate. B) Yes, because it introduces information that is irrelevant at this point in the passage. C) No, because it provides a logical conclusion to the paragraph. D) No, because it provides a specific example in support of arguments made elsewhere in the passage.

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SAT


been translated into many languages and has been

5

read by millions of people. 5

Which choice provides the most logical introduction to the paragraph?

Hemingway’s youth greatly shaped his artistic

A) NO CHANGE B) Hemingway hoped to inspire a generation of writers that would adopt his interests. C) To a considerable degree, Hemingway was complicit in the formation of his public persona. D) DELETE the underlined portion.

voice. As a young man living in Chicago and bored by vainglorious drawing room talk about arts and artists, he rejected out of hand the role of the indoor aesthete. If he were to become a writer, it was going to be at the opposite pole from Proust and his corklined room! Hemingway had grown up in close

6

contact with the outdoors, and throughout his life he pursued the hunting and fishing sports that he had learned from his father. In doing so, Hemingway

A) B) C) D)

NO CHANGE inside between behind

A) B) C) D)

NO CHANGE But In other words So

A) B) C) D)

NO CHANGE who that whose

assuredly took some amusement in confounding public expectations of how a writer should dress and

7

conduct himself. After his father’s suicide, he took on the persona of “Papa Hemingway.” It served as a defense, protecting the more complicated person 6

in the mask.

7

And once the persona took

hold, it did not let go, and as a consequence Hemingway dwindled into a celebrity – a person who is famous for being famous –

290

8

who’s

8

290

SAT


personality has been narrowed down to a few instantly recognizable trademarks

9

and

9

characteristics. The process had the unpropitious effect of confusing Hemingway’s work with his life, or rather those components of his life

A) B) C) D)

NO CHANGE with characteristics and motifs DELETE the underlined portion.

A) B) C) D)

NO CHANGE that were those were DELETE the underlined portion

A) B) C) D)

NO CHANGE view; they view, it view, they

10 that was

lived in open 11 view; it subordinated his literary accomplishment to his personal renown.

10

11

291

291

292

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SAT

Class 6: Essay Review

Class 6 Essay Review

293

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Class 6: Essay Review

Test 5: The Essay (50 Minutes)

Essay Strategy 1. Read the essay prompt – The prompt is the same for each essay. The provided text will change. 2. Read and notate the provided text – Analyze the text for the author’s thesis and how the author supports that thesis through the use of argumentative techniques. 3. Write an I-B-C - This is your brief outline. It only needs to make sense to you.

I: Introduction – What is the author’s thesis? What are the major argumentative techniques used to support the thesis? B: Body – This is the meat of your essay. Jot down two or three argumentative techniques and how the author used those techniques to support the thesis. C: Conclusion – A BRIEF wrap-up. Jot down a phrase that ties everything together 4. Write Your Essay – Let your I-B-C notes be your guide. Follow traditional essay structure.

Key Points • Before you start writing your essay, take 3 minutes to BRAINSTORM & ORGANIZE. • Make sure your ESSAY STRUCTURE includes Intro, Body, and Conclusion paragraphs. • Make sure your ESSAY CONTENT includes a Thesis and Supporting Evidence.

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Class 6: Essay Review SAT Essay Example

50 Minutes——1 Prompt As you read the passage below, consider how Chisholm uses • evidence, such as facts or examples, to support claims. • reasoning to develop ideas and to connect claims and evidence. • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

Adapted from former US Representative Shirley Anita St. Hill Chisholm, “For the Equal Rights Amendment.” Originally delivered on August 10, 1970. When a young woman graduates from college and starts looking for a job, she is likely to have a frustrating and even demeaning experience ahead of her. If she walks into an office for an interview, the first question she will be asked is, "Do you type?'' There is a calculated system of prejudice that lies unspoken behind that question. Why is it acceptable for women to be secretaries, librarians, and teachers, but totally unacceptable for them to be managers, administrators, doctors, lawyers, and Members of Congress? The unspoken assumption is that women are different. They do not have executive ability orderly minds, stability, leadership skills, and they are too emotional. It has been observed before, that society for a long time discriminated against another minority, the blacks, on the same basis - that they were different and inferior. As a black person, I am no stranger to race prejudice. But the truth is that in the political world I have been far oftener discriminated against because I am a woman than because I am black. Prejudice against blacks is becoming unacceptable although it will take years to eliminate it. But it is doomed because, slowly, white America is beginning to admit that it exists. Prejudice against women is still acceptable. There is very little understanding yet of the immorality involved in double pay scales and the classification of most of the better jobs as "for men only." More than half of the population of the United States is female. But women occupy only 2 percent of the managerial positions. They have not even reached the level of tokenism yet. No women sit on the AFL-CIO council or Supreme Court There have

295

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50 Minutes——1 Prompt been only two women who have held Cabinet rank, and at present there are none. In Congress, we are down to one Senator and 10 Representatives. Considering that there are about 3 1/2 million more women in the United States than men, this situation is outrageous. It is true that part of the problem has been that women have not been aggressive in demanding their rights. This was also true of the black population for many years. They submitted to oppression and even cooperated with it. Women have done the same thing. But now there is an awareness of this situation particularly among the younger segment of the population. As in the field of equal rights for blacks, SpanishAmericans, the Indians, and other groups, laws will not change such deep-seated problems overnight, but they can be used to provide protection for those who are most abused, and to begin the process of evolutionary change by compelling the insensitive majority to reexamine its unconscious attitudes. It is for this reason that I wish to introduce today a proposal that has been before every Congress for the last 40 years and that sooner or later must become part of the basic law of the land -- the equal rights amendment. Let me note and try to refute two of the commonest arguments that are offered against this amendment. One is that women are already protected under the law and do not need legislation. Existing laws are not adequate to secure equal rights for women. Sufficient proof of this is the concentration of women in lower paying, menial, unrewarding jobs and their incredible scarcity in the upper level jobs. If women are already equal, why is it such an event whenever one happens to be elected to Congress? It is obvious that discrimination exists. Women do not have the opportunities that men do. And women that do not conform to the system, who try to break with the accepted patterns, are stigmatized as ''odd'' and "unfeminine." A second argument often heard against the equal rights amendment is that it would eliminate legislation that many States and the Federal Government have enacted giving special protection to women and that it would throw the marriage and divorce laws into chaos.

As for the marriage laws, they are due for a sweeping reform, and an excellent beginning would be to wipe the existing ones off the books. Regarding special

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50 Minutes——1 Prompt protection for working women, I cannot understand why it should be needed. Women need no protection that men do not need. What we need are laws to protect working people, to guarantee them fair pay, safe working conditions, protection against sickness and layoffs, and provision for dignified, comfortable retirement. Men and women need these things equally.

Write an essay in which you explain how Chisholm builds an argument to persuade her audience that the United States should adopt the Equal Rights Amendment. In your essay, analyze how Chisholm uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of her argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Chisholm’s claims, but rather explain how Chisholm builds an argument to persuade her audience.

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Class 6: Essay Review ESSAY BRAINSTORMING As you read the passage below, consider how Chisholm uses • evidence, such as facts or examples, to support claims. • reasoning to develop ideas and to connect claims and evidence. • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

Which of the below argumentative techniques does the author use to further her essay? How are the techniques used in advancing her thesis?

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Ethos

Logos

Pathos

Figurative Language

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Student Name:


ESSAY PAGE 1

ESSAY PAGE 1

ESSAY PAGE 1

299 98

Student Name:


ESSAY PAGE 2

300

ESSAY PAGE 2

ESSAY PAGE 2

SAT

Class 6: Math Review

Class 6 Math Review – Essential Concepts


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Class 6: Math Review

Tests 3 and 4: Math (80 Minutes)

Math Strategy – ISME 1. Identify – ALWAYS begin by determining the problem type. The most important step in solving a math problem on the SAT does NOT involve your calculator. 2. Set Up - WRITE DOWN WHAT YOU KNOW IS TRUE If there’s a diagram, label anything you can. Determine which equation(s) you will need to do the math. 3. Make Sure - What is the SPECIFIC answer they are asking for? Make sure you’re not falling for one of the SAT’s tricks. 4. Execute - Plug in the information from the problem, carefully write out ALL STEPS, and solve the problem. After you’ve got an answer, check your work, and make sure your answer makes sense.

Key Points • • • •

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Stay confident – you know all the math you need to know! Identify the concept that is being tested. Don’t make a problem harder than it is. Don’t make stupid mistakes – stay focused.

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Class 6: Math Review: Solving Non-Linear Equations 2

1

NO CALCULATOR 1 1 4q–4r=4 1 1 2q+2r=8 According to the system of equations above, what is the value of q ?

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NO CALCULATOR A=

M M+X

The formula above can be used to calculate the shooting average for a basketball player, A, based upon the player’s number of made shots, M, and the player’s number of missed shots, X. Which of the following expresses the number of the player’s missed shots in terms of the other variables? A) M =

XA 1–A

B) M =

XA A–1

C) M =

A 1–A

D) M =

A A–1

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Class 6: Math Review: Solving Linear Equations 4

3

NO CALCULATOR The mean height of trees (in feet), y, at a local park can be estimated using the equation y = 63.232x + 13.435, where x represents the number of years since 2010 and x ≤ 5. Which of the following statements is the best interpretation of the number 63.232 in the context of this problem?

1 1 2x–4y=5 ax – 3y = 20 In the system of linear equations above, a is a constant. If the system has no solutions, what is the value of a?

A) The estimated mean height of trees (in feet) in 2010. B) The estimated mean height of trees (in feet) in 2015. C) The estimated yearly decrease in the mean height of trees (in feet). D) The estimated yearly increase in the mean height of trees (in feet).

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Class 6: Math Review: Translating Word Problems 6

5

Jennifer bought a carton of milk at a store that gave a 30 percent discount off its original price. The total amount she paid to the cashier was m dollars, including an 5 percent sales tax on the discounted price. Which of the following represents the original price of the carton of milk in terms of m? A) 0.65m

Jake participated in a game involving the flipping of a two-sided nickel. Each time the nickel landed on heads Jake would receive four dollars, and each time the nickel landed on tails Jake would receive ten dollars. Jake was allowed to flip the nickel 25 times. If after those flips Jake earned 178 dollars, how much of his earnings (in dollars) came from the times he flipped tails?

m B) 0.65 C) (0.7)(1.05)m D)

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m (0.7)(1.05)

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Class 6: Math Review: Ratio, Proportion, and Unit Conversion 8

7

Male Female Total

Fruits

Vegetables

Total

25 15 40

45 55 100

70 70 140

The table above shows the distribution of age and gender for 140 people who asked whether they prefer fruits or vegetables. If the person is selected at random, what is the approximate probability that the person will be either a male who prefers fruit or a female who prefers vegetables? A) B) C) D)

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Jack traveled by moped at an average speed of 45 miles per hour for 4.5 hours and consumed fuel at a rate of 12 miles per gallon. How many gallons of fuel did the moped use for the entire 4.5-hour trip? (Round to the nearest gallon.)

0.18 0.43 0.57 0.75

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Class 6: Math Review: Functions 10

9

NO CALCULATOR A function d satisfies d(2) = 4 and d(4) = 10. A function l satisfies l(4) = 8 and l(3) = 6. What is the value of l(d(2)) ? A) B) C) D)

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2 4 8 10

t

1

2

3

4

j(t)

5

7

9

11

The table above shows some values of the linear function j. Which of the following defines j ?

A) B) C) D)

j(t) = t + 4 j(t) = 2t + 3 j(t) = 3t + 2 j(t) = 4t + 1

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Class 6: Math Review: Average, Median, and Mode 12

11

If x is the average (arithmetic mean) of b and 4, y is the average of 2b and 6, and z is the average of 3b and 14, what is the average of x, y, and z in terms of b ?

12

Frequency

10 8 6

A) B) C) D)

4 2

6 b+4 b + 12 3b + 4

0 66 67 68 69 70 71 72 73 74 75 Height of Student (inches)

The histogram above shows the distribution of the heights, in inches, of 35 students in Mrs. Murphy’s sixth grade class. Which of the following is the median height of the 35 students represented in the histogram? A) B) C) D)

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68.5 inches 69 inches 69.5 inches 70 inches

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Class 6: Math Review: Quadratics and Polynomials 14

13

NO CALCULATOR

y = 25 y = ax2 + 4b

3x2 + 10x + 8 = 0 If a and b are two solutions of the equation above, and a > b, which of the following is the value of a – b ? A) –1

2 B) 3 3 C) 4

In the system of equations above, a and b are constants. For which of the following values of a and b does the system of equations have no real solutions? A) B) C) D)

a = −5, b = 7 a = −4, b = 4 a = 3, b = 3 a = 4, b = 7

7 D) 4

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Class 6: Test Day Checklist

Class 6 Test Day Checklist

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The Ramp-Up to the Exam… THURSDAY Minimize school studying that night (this means don’t procrastinate). FRIDAY No thinking once school gets out (no homework or SAT). Relax. Have fun but still get a good night’s sleep – no concerts or late parties. SATURDAY Wake up with plenty of time so that you aren’t in a rush and stressed out. Eat the right kinds of food, enough for energy but not too much. Bring a snack. Drink enough, but not too much, and be careful of the effects of sugar and caffeine. You must bring: • Test Center Admission Ticket • ID • #2 Pencils (sharpened, good erasers) • Calculator Bring layers so that you won’t get too hot OR too cold. Use the same techniques you perfected during your practice exams to get into the Test Zone! Stay in the Test Zone - Suggestions for the break Follow these suggestions during the break: 1. 2. 3. 4. 5. 6.

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Don’t worry about past questions. Relax and breathe. Stretch. Use the restroom - wash your hands and put cold water on your face. Eat a small snack to give you energy. Drink some water.

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The Test Day Routine – Before The Test Eat: • Enough for energy, but not too much. • The right kinds of food. • Pack a snack to eat in the exam. Drink: • Enough but not too much. • Be careful of the effects of sugar and caffeine - they can make you crash during the test. • Pack a bottle of water for the test. Do: • Pack your bag the night before: • Pencils with erasers • Calculator • Water • ID • Admission Ticket • Layers • Wake up early enough so that you are sharp and not in a rush. • Exercise a little in the morning if it helps you wake up. • Try mental warm-ups (reading and math) so that you don’t make mistakes early in the test.

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Class 6: Answers

Class 6 Reading and Writing Answers Reading

Writing

Math

Reading Review (Page 281)

Writing Review (Page 289)

Math Review (Page 301)

1) A 2) A 3) C 4) D 5) D 6) C 7) C 8) A 9) D 10) C 11) C

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1) C 2) B 3) A 4) B 5) C 6) D 7) B 8) D 9) D 10) B 11) A

1) 16 2) A 3) D 4) 6 5) D 6) 130 7) C 8) 17 9) C 10) B 11) B 12) B 13) B 14) D

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Appendix: Common Math Formulas

Appendix: Common Math Formulas

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Appendix: Common Math Formulas Graphing

Average Average =

Sum Total Number

Circle (x – h)2 + (y – k)2 = r2

Circles (Non-Graphing)

Center: (h, k) Radius: r

Area

Circumference

Area = r2

Circumference = 2r

Parabola Graphing Formula: y = ax2 + bx + c Vertex form: y = a(x – h)2 + k, where (h, k) is the vertex

Arc Arc = Circumference(

Central Angle ) 360 Quadratics and Polynomials

Sector Sector = Area(

Quadratic Formula

Central Angle ) 360

x=

Compound Interest r Compound Interest: A = P(1 + )nt n

Exponential Growth

Exponential Decay

y = C(1 + r)t

y = C(1 – r)t

Rhombus Perimeter

Area = bh

Perimeter = 2b + 2h



Trapezoid Area Area = (

Sum of Interior Angles = 180° (n – 2) n = number of sides

Ratio, Probability, and Unit Conversion Ratio Formula

Cone Volume 1 2 𝜋r h 3

Ratio =

Cylinder Surface Area

Volume = 𝜋r2h

Surface Area = 2𝜋r2 + 2𝜋rh

Rectangular Pyramid Volume 1 Volume = lwh 3

One Part Another Part

One Part One Part = Whole Thing Whole Thing

Probability =

Desired Outcomes Total Outcomes

Triangles

Rectangular Prism Surface Area Surface Area = 2wl + 2hl + 2hw

Area

Pythagorean Theorem

1 Area = bh 2

a2 + b2 = c2

Sphere Volume Volume =

Trigonometry

4 3 𝜋r 3 sin Θ =

316

Direct Proportional Relationship

Probability

Cylinder Volume

Volume = lwh

b1 + b2 )h 2

Polygon Interior Angles

Geometry in Three Dimensions

Rectangular Prism Volume

2a

Rhombus Area


Volume =

2 b – 4ac

Quadrilaterals and Polygons

A = Amount accumulated P = Principal r = Interest rate expressed as a decimal n = Compounding per period t = Number of periods


–b ±

opposite hypotenuse

cos Θ =

adjacent hypotenuse

tan Θ =

opposite adjacent

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Appendix: Table of Contents


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Appendix: Table of Contents Introduction to the SAT

Introduction to the SAT: Test Overview (Page 7) Introduction to the SAT: Content Overview (Page 13) The Test Zone (Page 19)

SAT Reading Analyzing Multiple Texts (Page 173) Command of Evidence (Page 131) Determining Central Ideas, Themes, and Meaning (Page 23)

SAT Reading and Writing Evaluating Quantitative Information (Page 56) Words in Context (Page 59)

SAT Writing Adjectives and Adverbs (Page 208) Advanced Grammar (Page 240) Parallelism (Page 198) Passage Analysis (Page 108) Prepositions (Page 207) Pronouns (Page 200) Punctuation (Page 73) Transitions (Page 80) Verbs (Page 205) Word Choice (Page 238) Wordiness and Redundancy (Page 82)

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SAT Math Advanced Concepts (Page 252) Average, Median, and Mode (Page 114) Circles (Page 182) Foundations of Arithmetic and Algebra (Page 35) Functions (Page 116) Geometry in Three Dimensions (Page 246) Graphing (Page 233) Interpreting Equations (Page 235) Lines and Angles (Page 194) Plug and Chug & Backsolving (Page 69) Quadratics and Polynomials (Page 124) Quadrilaterals and Polygons (Page 191) Ratio, Proportion, and Unit Conversion (Page 120) Solving Linear Equations (Page 66) Solving Non-Linear Equations (Page 39) Statistics (Page 228) Translating Word Problems (Page 62) Triangles (Page 185)

SAT Essay SAT Essay (Page 137)

Appendix Appendix: Common Math Formulas (Page 315)

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Revolution Prep SAT Class Workbook_Student

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