But even if murderers like Kaczynski were video game addicts, attributing their motives to media violence would be missing the point entirely.. Many among us like to blame violence and i
Trang 1SCORE CONVERSION TABLE FOR WRITING COMPOSITE
[ESSAY + MULTIPLE CHOICE]
Calculate your Writing raw score as you did on the previous page and grade your essay from a 1 to a 6 according to the standards that follow in the detailed answer key
Essay score: Raw Writing score:
Use the table below to convert these to scaled scores
Scaled score: Writing: _
Score Score 0 Score 1 Score 2 Score 3 Score 4 Score 5 Score 6
Trang 2College Hill™ SAT Study Plan
See page 2–4 for instructions
Test # RAW SCORES: CR _ M _ W _ Essay _
SCALED SCORES: CR _ M _ W _ Essay _
1 What were your test conditions?
2 What was your pre-test routine?
Goal Attack CR pts M pts W pts
500 75% 50% 30 25 22
550 80% 60% 37 32 27
600 85% 67% 45 38 31
650 90% 80% 52 44 36
750 100% 95% 62 52 44
800 100% 100% 66 54 47
3 Did you attack all of the questions you needed to attack? (See the table above.)
4 Did you rush to complete any section?
5 How many more raw points do you need to make your score goal? CR _ M _ W _
6 Did you make educated guesses on any questions? If so, how many points did you pick up on these questions?
7 STUDY PLAN: Use the detailed answer key after the test to review the answers to the questions you missed Below, list the lessons linked to the questions you missed, and list the tough words you missed from the test
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Get
Trang 3One of the most misguided notions of conventional
wisdom is that depicting violence in the media makes
our society more violent A close examination shows
that this claim is baseless Societies with severe
re-strictions on violence in the media tend to be more,
not less, violent than those with no such restrictions
Indeed, despite the popular myth of a more peaceful
past, societies were far more violent before the advent
of movies, television, and video games Societies that
restrict access to “immoral” western movies are the
same ones that call their citizens to violent and
irra-tional holy war
As Michael Moore pointed out poignantly in the
movie “Bowling for Columbine,” Americans kill
each other with firearms at a far greater rate than
al-most any other first-world nation But he is quick to
point out that our media is not more violent than
those in Japan or Germany or even Canada, which
have rates of violence that are a full order of
magni-tude lower than ours Indeed, the killers among us are
not likely to spend a lot of time listening to Marilyn
Manson or playing Mortal Kombat on their
Play-stations, despite what our more nearsighted and
sanctimonious politicians and preachers would like
us to believe Ted Kaczynski, the Unabomber, lived
in a one-room shack without electricity or running
water, let alone cable But even if murderers like
Kaczynski were video game addicts, attributing their
motives to media violence would be missing the point entirely
People who are habitually violent have adopted a
“war mentality.” They tend to see the world in black-and-white, us-against-them terms Tragically, our leaders tend to have this very same mentality, but they couch it in “patriotism.” Lobbing cruise missiles and landing marines in another country is not con-sidered a horrible last resort, but a patriotic duty If
we wish to understand why Americans are more vio-lent than the Japanese, violence in the media will hold
no answers; Japanese kids watch just as much vio-lence Foreign policy is far more telling: which coun-try has leaders who engage in violence against other countries at every opportunity, and constantly try to convince us that it’s right?
If our pundits and politicians were truly con-cerned about making a safer world—and there are many reasons to believe they are not, since they profit the most from a fearful citizenry—they would begin
by acknowledging that violence is almost a desperate grab for control from a person or people who believe they are being repressed If we want a more peaceful and noble society, then we will stop coercing other countries with violence and economic oppression As Franklin Roosevelt said, “We have nothing to fear but fear itself.” We are the most fearful nation on the planet, and we are paying for it
Detailed Answer Key
Section 1
Consider carefully the issue discussed in the following passage, then write an essay that answers the ques-tion posed in the assignment
Many among us like to blame violence and immorality in the media for a “decline in
morals” in society Yet these people seem to have lost touch with logic Any objective
exam-ination shows that our society is far less violent or exploitative than virtually any society in
the past Early humans murdered and enslaved each other with astonishing regularity,
without the help of gangsta rap or Jerry Bruckheimer films
Assignment: Do violence and immorality in the media make our society more dangerous and
im-moral? Write an essay in which you answer this question and discuss your point of view
on this issue Support your position logically with examples from literature, the arts, his-tory, politics, science and technology, current events, or your experience or observation
The following essay received 6 points out of a possible 6 This means that, according to the graders, it
• develops an insightful point of view on the topic
• demonstrates exemplary critical thinking
• uses effective examples, reasons, and other evidence to support its thesis
• is consistently focused, coherent, and well organized
• demonstrates skillful and effective use of language and sentence structure
• is largely (but not necessarily completely) free of grammatical and usage errors
Trang 4The following essay received 4 points out of a possible 6, meaning that it demonstrates adequate compe-tence in that it
• develops a point of view on the topic
• demonstrates some critical thinking, but perhaps not consistently
• uses some examples, reasons, and other evidence to support its thesis, but perhaps not adequately
• shows a general organization and focus, but shows occasional lapses in this regard
• demonstrates adequate but occasionally inconsistent facility with language
• contains occasional errors in grammar, usage, and mechanics
the children It is perhaps the video game violence and television/movie violence that can be held responsible Kids today are growing up in a society where vio-lence is everywhere It is difficult for a child to go through the day without witnessing some violent act
on TV or hearing about a gruesome murder on the radio A recent study we learned about in class con-cluded that because of what they see on television, children become immune to violence, accept it as something that is part of a “normal” life, and they often times will attempt to imitate what they see on television because it “looks fun.”
Something needs to be done to reverse this trend
of growing violence in our country and tighter regu-lation of the amount of violence on television, in music, and in the movies would be a great place to start The youth of this country need to be reminded that vio-lence is not an acceptable part of daily existence and that it should be avoided at all costs
People say that society today is much more violent due
to all of the media portrayal of violence we see on a
daily basis The nightly news is often made up entirely
of stories about murders, muggings, arson, and other
gruesome crimes The most successful shows on
tele-vision are the investigative crime shows in which they
solve disturbing murder mysteries Movies like the
Lord of the Rings contain gory fight scenes that show
the death of hundreds of characters It’s hard even to
find a video game anymore that doesn’t somehow
re-late back to fighting
Those who don’t believe that violence breeds
vio-lence would argue that the United States murder rate
had declined to its lowest level in 30 years and that this
is proof that the violence in the media has not in fact
made for a more violent society But what they
conve-niently leave out is the fact that at the same time,
youth gun killings were on the rise This is who is
being affected by the increased exposure to violence—
Trang 5The following essay received 2 points out of a possible 6, meaning that it demonstrates some incompe-tence in that it
• has a seriously limited point of view
• demonstrates weak critical thinking
• uses inappropriate or insufficient examples, reasons, and other evidence to support its thesis
• is poorly focused and organized and has serious problems with coherence
• demonstrates frequent problems with language and sentence structure
• contains errors in grammar and usage that seriously obscure the author’s meaning
It is absurd to say that violence is because of all the vi-olence on video games television Actually I think that video games make you better at eye-hand coordina-tion which is a valuable skill Hundreds of years be-fore video games and movies and television, there were murder and violence Human beings are violent people and the exposure to violence does not make us more violent than we already were If we did not have all of these impressive technological advances such as radio, television and film, we would still be commit-ting acts of violence There will always be violent hu-mans that are ready to hurt others to get what they want and eliminating violent references from our music and television shows might even make people madder
Believing that the violence in the media has made the
members of our society like violent murderers is an
absurd notion Sure, there are lots video games on the
market that involve fighting ninjas and battling army
troops Yes, nightly television shows on the public
television networks show many a violent episode
Sure, the nightly news is covered with violent crimes
and such For instance, the popular music of this era
is full of violent references and foul language But, no
experiment or statistics that I have seen proves the
above statement to be true Just because a teenager
kills over 500 fake people on his ninja fighting
video-game, it does not mean that after he turns off the game
console that he will run outside in his ninja costume
and start attacking the people in his neighborhood
Trang 6Section 2
(Chapter 8, Lesson 1: Solving Equations)
2 B Write out a mathematical equation for how
you would actually find the cost for the month: $.95
× 31 Answer choice B, $1.00 × 30, is closest to that
amount
(Chapter 7, Lesson 1: Numbers and Operations)
3 D A linear angle measures 180° Write an
equation:
w + x + 50 = 180°
Subtract 50°: w + x = 130°
(Chapter 10, Lesson 1: Lines and Angles)
Substitute 5 for x: g(5) = 3(5) + 4
Simplify: g(5) = 15 + 4 = 19
(Chapter 11, Lesson 2: Functions)
5 D The difference between x and y is (x − y).
The sum of x and y is (x + y).
The product of those two is equal to 18:
(x − y)(x + y) = 18
FOIL: x2− xy + xy − y2= 18
Combine like terms: x2− y2= 18
(Chapter 8, Lesson 5: Factoring)
6 E
Add 7:
Divide by 3:
Square both sides: x = 81
(Chapter 8, Lesson 4: Working with Roots)
7 C Let b = cost of chocolate bar and g = cost of gum.
b + g = $1.75
Chocolate bar is $.25 more: b = $.25 + g
Substitute for b: $.25 + g + g = $1.75
Combine like terms: $.25 + 2g = $1.75
(Chapter 8, Lesson 1: Solving Equations)
8 C First find 40% of 80: 40 × 80 = 32
Now find what percent of 96 is 32
Translate:
Multiply by 100: 96x= 3,200
Divide by 96: x= 331⁄3
(Chapter 7, Lesson 5: Percents)
x
100×96=32
x= 9
3 x=27
3 x− =7 20
9 A If lm = 21 and both l and m are integers, then
m must be either 1, 3, 7, or 21 If mn= 39, however,
then m must also be a factor of 39, so it must be 3 Therefore, l = 21/3 = 7 and n = 39/3 = 13, so n > l > m.
(Chapter 8, Lesson 6: Inequalities, Absolute Values, and Plugging In)
10 D There’s no need to do a lot of calculation here Look for the two adjacent bars with the greatest pos-itive difference between them Since 1999 shows the least profits of all the years on the graph and 2000 shows the greatest profits of any year on the graph, 1999–2000 must have the greatest change in profit (Chapter 11, Lesson 5: Data Analysis)
11 B A Venn diagram can help you with this prob-lem: Imagine that the
4 students who play two sports play soccer and tennis (It doesn’t matter which specific pair of sports they play.) This means that
12 − 4 = 8 students play just soccer, 7 − 4 = 3 students play just tennis, and
9 students play just lacrosse
This shows that there is a total
of 9 + 8 + 4 + 3 = 24 students
(Chapter 9, Lesson 5: Counting Problems)
12 B To solve this problem, you need to find the distance between the center of the circle (14, 14) and the point
on the circle (2, 9) To do this, you can use the distance formula
You can also draw a right triangle connecting the two points
It gives you a triangle with one leg of 5 and one leg of 12
Set up the Pythagorean
theorem and solve for r.
52+ 122= r2
Combine like terms: 169 = r2
The diameter is twice the radius = 2(r) = 2(13) = 26.
(Chapter 10, Lesson 3: The Pythagorean Theorem)
(14,14)
(2,9)
12
(14,14)
(2,9)
12
4
9 0
0 0
lacrosse soccer tennis
Trang 713 B The population doubles every 18 months.
Start with January of 2000 and start doubling
January 2000 12,000
18 months later: July 2001 24,000
18 months later: January 2003 48,000
18 months later: July 2004 96,000
(Chapter 9, Lesson 3: Numerical Reasoning Problems)
14 C Use the Fundamental Counting Principle from
Chapter 9, Lesson 5 To arrange these students,
five choices must be made First select the students for
each end Since one of the five (the tallest) cannot go on
either end, you have four students to choose from for
one end, and then, once that choice has been made,
three students to choose from for the other end:
Now fill the remaining spots There are three students
left to choose from for the second spot:
Then, once that selection has been made, there are
two for the next spot, then one for the remaining spot:
To find the total number of possible arrangements,
simply multiply: 4 × 3 × 2 × 1 × 3 = 72
(Chapter 9, Lesson 5: Counting Problems)
15 B From the diagram, we know that a + b + c =
180, and we know that b = c + 3.
If you want b to be as large as possible, then you need
to make the sum of a and c as small as possible The
smallest integer value of a possible is 91 So let’s say
that a= 91
Substitute 91 for a: 91 + b + c = 180
Substitute c + 3 for b: 91 + c + 3 + c = 180
Combine like terms: 94 + 2c = 180
So 43 is the largest possible value of c; this means that
43 + 3 = 46 is the largest possible value of b.
(Chapter 10, Lesson 2: Triangles)
16 B Begin by finding the area
of the big equilateral triangle
An equilateral triangle with
sides of length 4 has a height of
, because the height divides the
triangle into two 30°-60°-90° triangles
2 3
Area =1⁄2(base)(height) =1⁄2(4)( ) = The big triangle is divided into four equal parts, three
of which are shaded, so the shaded area is 3⁄4of the total area
Shaded area =3⁄4(4 ) = (Chapter 10, Lesson 5: Areas and Perimeters)
17 D Just look at the graph and draw a line at y= 1
The y-values of the graph are at or above that line from x = −4 to x = −2 and from x = 2 to x = 4.
(Chapter 11, Lesson 2: Functions)
18 C This table shows all of the 5 × 5 = 25 possible
values of ab:
Of those, only the seven shaded values are greater than 20 and less than 50, so the probability is 7/25 (Chapter 9, Lesson 6: Probability Problems)
Equate the exponents: 5 + a = 15
(w4)b = w12
Equate the exponents: 4 b = 12
So a + b = 10 + 3 = 13.
(Chapter 8, Lesson 3: Working with Exponentials)
20 D The graph of y = f (x – 2) is the graph of y = f(x)
shifted to the right two units without changing its shape Therefore, the “peak” at point (6, 4) should shift
to (8, 4)
(Chapter 11, Lesson 3: Transformations)
3 3 3
4 3
2 3
2 3
4
2
60°
30 ° 30°
60° 2
6 4 2
-2
y = 1 y
-4
x 1 3 5 7 9
2 2 6 10 14 18
4 4 12 20 28 36
6 6 18 30 42 54
8 8 24 40 56 72
10 10 30 50 70 90
Trang 8Section 3
1 A The word although indicates a contrast Raúl
purchased his computer only 10 months ago, but
tech-nology has been improving so fast that it is already
out-dated obsolete = outdated; adjunct = auxiliary, or
additional; novel = new, innovative; elusive = hard to
catch
2 C The admissions committee is looking to
jus-tify offering more scholarships to increase the
num-ber of applications, so the numnum-ber of applicants must
be decreasing mushroom = expand rapidly; plummet
= decrease rapidly; satiate = satisfy; burgeon = grow
3 B If the father will not consider another person’s
viewpoint to be valid if it differs from his own, he
must be pretty stubborn or arrogant pragmatic =
prac-tical; dogmatic = arrogantly authoritative; phlegmatic
= sluggish; cordial = polite; curt = abrupt and rude
4 E The books are written for children but are still
enjoyable to adults penned = written; prosaic = dull;
morose = gloomy; censored = cleansed of profanity;
incongruous = not compatible; tedious = boring, dull;
authored = written; engaging = captivating, interesting
5 E Julia is at the top of her class, but if this is
hard to believe, she must approach her work in a lazy
or irresponsible way adept = skilled; diligent =
hard-working; fanatical = obsessive and crazy; extroverted
= outgoing; laggardly = slow-moving, lagging behind
6 A The President’s opponents were always
cau-tious about debating him, so the President must be
highly skilled or intimidating or mean redoubtable =
formidable, imposing; staid = calm, not outwardly
emotional; magnanimous = generous; stoic =
indif-ferent to pain or pleasure
7 D The new clothing line was described as being
eclectic (containing much variety) It ranged from
modest (not showy) and unadorned (undecorated) to
- and garish (flashy) By parallelism, the missing
word should be in opposition to the word modest
aus-tere = severe, stern; prophetic = able to tell the future;
cordial = polite; ostentatious = showy; solitary = alone
8 C The textbook includes all of the essential
infor-mation but it is not verbose (wordy); the two missing
words should be parallel to containing lots of
infor-mation and not verbose compendious = succinct;
cir-cumlocutory = talking around the subject, indirect;
reprehensible = blameworthy; terse = concise;
compre-hensive = including a large amount of information;
concise = brief and to the point; grandiloquent =
speaking in a pompous manner; painstaking = done
with great care; redundant = repetitive
9 B Saying that we were raised in unrivaled pros-perity is like saying that the economy has been very strong and abundant.
10 E The “people” are plagued by deep divisions (line 9), and the citizens are the only ones who are not growing to appreciate the difference between America and the United States (lines 20–22) Therefore, the peo-ple lack unity, while the citizens lack awareness.
11 A Don’t miss the word EXCEPT in the question.
Choice (B) is supported in line 14, choice (C) in line 7, choice (D) in line 8, and choice (E) in line 8 The last lines
say that ambition for a better life is now universal, imply-ing that not everyone is happy with the status of their lives.
12 A Unlike Passage 1, Passage 2 discusses the dif-ference between the ideal of America and the reality
of the United States
13 A The questions in the opening lines show the
man’s confusion, and the woman is said to talk ar-dently (passionately).
14 D The author says that one who is suddenly over-whelmed by terror cannot afterwards remember the exact order of sounds accompanying the catastrophe which stuns him—that is, he becomes disoriented.
15 C Line 11 suggests that Ognev is stunned by a
catastrophe The context of the passage makes it clear
that this catastrophe is the expression of love from Vera, which Ognev has difficulty understanding
16 D In saying that she had been struck by the aims and objects of his life (lines 22–24), the author is saying that she was impressed with Ognev’s life goals.
17 E In lines 42–44, the passage states that much as
he wanted to, he could feel no joy; no fundamental hap-piness In other words, the bad and strange thing was disaffection.
18 E In lines 51–52, the passage states that Vera’s raptures and suffering seemed to him (Ognev) to be only cloying (excessively sweet) and trivial (of little
signifi-cance) He felt her passion to be unimportant and was
outraged at himself for feeling this way To him, his sta-tistics, books or philosophical truths were more
im-portant than this passion
19 A The final sentence of the passage states that he was annoyed and blamed himself even though he him-self did not understand why he was to blame Ognev is confused and uncertain about how he should feel
about Vera’s passion He feels indifference but thinks
he should feel something different
Trang 920 D In lines 21–22 the marchers are described as
singing to hide their exhaustion and then as trying not
to fear This commitment to hiding emotion is
stoicism.
21 A Lines 35–38 criticize the bill’s failure to protect
the right of African Americans to vote “when local
offi-cials are determined to deny it.” In other words, it did
not sufficiently pressure local officials to extend
vot-ing rights to all citizens
22 B In context, saying that his encounter with
Mexican-American children was shattering is like
say-ing that the encounter bothered the President and
had a major impact on the way he approached civil
rights issues later in his career
23 C Johnson indicates that he inferred, by looking
into his students’ eyes, that they knew that others
dis-liked them This indicates a strong empathy with his
students, because he inferred it not from their words
but from their expressions
24 E Lines 52–54 say that Johnson made the
na-tionwide audience aware of how deeply personal the
issue of African American rights was to him and lines
60–62 say that he spoke more directly, more explicitly,
and more warmly of the human experience of prejudice
than any president before him In other words, he
ad-dressed it directly and in personal terms
Section 4
1 C The word group is the singular subject, so the
verb should be was.
(Chapter 15, Lesson 1: Subject-Verb Disagreement)
2 A The original phrasing is best
3 D Timothy must follow the opening modifiers,
because he is the one who is timid and self-conscious.
The original phrasing is wrong, however, because give
full expression towards is awkward and unidiomatic.
Choice (B) is wrong because managed full expression
of is awkward and unidiomatic.
(Chapter 15, Lesson 10: Idiom Errors)
(Chapter 15, Lesson 8: Other Misplaced Modifiers)
4 B The phrase studying in preparation for is
awk-ward, redundant, and unidiomatic
(Chapter 15, Lesson 12: Other Modifier Problems)
(Chapter 15, Lesson 10: Idiom Errors)
5 C The phrase on an overseas journey is redundant because the next phrase is across the Atlantic Ocean.
(Chapter 15, Lesson 12: Other Modifier Problems)
6 E The original phrasing is a sentence fragment Choice (E) is better than choice (C) because,
id-iomatically, being a home fixture means being an ap-pliance, while being a fixture in the homes means being a welcome figure in the homes.
(Chapter 15, Lesson 15: Coordinating Ideas)
7 C This phrasing is most parallel and concise (Chapter 15, Lesson 3: Parallelism)
8 D The use of therefore in the original phrasing is
illogical, because the ideas in the sentence are related not as a cause and effect but rather as a contrast The
use of actually in choice (D) conveys the appropriate
irony
(Chapter 15, Lesson 15: Coordinating Ideas) (Chapter 12, Lesson 7: Write Logically)
9 C Because the sneaking is not a part of the effort
to open several of her presents but rather an action that
preceded it, the original phrasing is awkward and illogical
(Chapter 12, Lesson 7: Write Logically)
10 C The definite pronoun it is required to relate it
to its antecedent music.
(Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement)
11 B The opening participial phrase modifies
Clarence Darrow, not his oratory, so the original
phras-ing leaves a danglphras-ing participle Choice (B) is less awkward than (D)
(Chapter 15, Lesson 7: Dangling and Misplaced Participles)
12 D The subject of this verb is delivery, which is singular, so the verb should be has been.
(Chapter 15, Lesson 1: Subject-Verb Disagreement)
13 C The pronoun whose is personal and so should not refer to an inanimate object like a charming cot-tage A better phrase here is with rooms that are.
(Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement)
14 E The sentence is correct
15 B The subject of this verb is photographs and diagrams, which is plural, so the verb should be were.
(Chapter 15, Lesson 1: Subject-Verb Disagreement)
Trang 1016 D This is a comparison error The way in which
chimpanzees form friendships cannot logically be
compared to humans Instead, the phrase should be
to the way humans form friendships.
(Chapter 15, Lesson 4: Comparison Problems)
17 B As a noun, affects means feelings or emotions, so
its use here is a diction error The proper word is effects.
(Chapter 15, Lesson 11: Diction Errors)
18 B There are two errors in this phrase First, the
subject probability is singular, so the verb should be
is Second, a probability can be lower than another,
but not fewer than another.
(Chapter 15, Lesson 1: Subject-Verb Disagreement)
(Chapter 15, Lesson 4: Comparison Problems)
19 C Everyone is singular, so the pronoun should
be changed to the singular his or her.
(Chapter 15, Lesson 5: Pronoun-Antecedent
Disagreement)
20 D The word bought is the past tense of the verb
to buy But Eric clearly did not buy back the basket.
The correct word here is brought.
(Chapter 15, Lesson 11: Diction Errors)
21 C People are satisfied with things, not at them.
(Chapter 15, Lesson 10: Idiom Errors)
22 A The phrase had ate is an incorrect past perfect
form The correct form is had eaten In this case,
how-ever, the word after conveys the time sequence, so the
past perfect form isn’t strictly necessary: ate (but not
had ate) is an acceptable alternative.
(Chapter 15, Lesson 9: Tricky Tenses)
23 E The sentence is correct
24 D The word neither is a singular subject of the
verb, so the correct form is is.
(Chapter 15, Lesson 1: Subject-Verb Disagreement)
25 C The subject of the verb help is taking, which is
singular Think of the subject as it The word help
should instead be helps.
(Chapter 15, Lesson 1: Subject-Verb Disagreement)
26 B The word underneath means physically below
something The word should instead be under.
(Chapter 15, Lesson 10: Idiom Errors)
27 C The subject they is referring to the company,
which is singular They should instead be it.
(Chapter 15, Lesson 1: Subject-Verb Disagreement)
28 E The sentence is correct
29 B The subject they is ambiguous It is not easy
to tell if the they is referring to the experiments or the scientists.
(Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement)
30 B This phrasing is the most concise and logical
of the choices
(Chapter 12, Lesson 7: Write Logically)
31 A The original phrasing is best
32 D Because the sentence refers to these passions,
it is most logically placed after those passions are de-scribed It also provides a logical transition to the third paragraph
(Chapter 12, Lesson 7: Write Logically)
33 B This order places the sentences in proper log-ical and chronologlog-ical order: (8) identifies his child-hood passion, (10) identifies his goals for this passion, (7) proceeds to his college years, (6) mentions where
he pursued his passions, and (9) describes the con-nection between these passions and his later career (Chapter 12, Lesson 7: Write Logically)
34 C The paragraph as a whole discusses Roosevelt’s passion for nature, so details about his activities in these natural settings would be relevant
(Chapter 12, Lesson 7: Write Logically)
35 E This sentence would be a good conclusion to the passage because it gives historical perspective to the specific ideas in the passage
(Chapter 12, Lesson 12: Finish with a Bang)
Section 5
1 B There are 180° on the side of a line
2x + 3x = 180°
Combine like terms: 5x= 180°
(Chapter 10, Lesson 1: Lines and Angles)
2 B The equation states that some number, when squared, equals 36 That number can be either 6 or –6 Taking the square root of both sides of the equation gives:
x− 4 = ±6
Therefore, the answer is (B) −2
(Chapter 8, Lesson 1: Solving Equations)