Chapter 7, Lesson 4: Ratios and Proportions 6.. A The passage says lines 8–10 that since fore-shocks look just like any other earthquakes, they are not in themselves very useful in predi
Trang 13 C There are 180° in a triangle Set up equations
for the two triangles in the figure
a + b + 52 = 180
c + d + 52 = 180
a + b + c + d =
(Chapter 10, Lesson 2: Triangles)
Set f(x) equal to 32: x2− 4 = 32
Take positive square root: x= 6
(Chapter 11, Lesson 2: Functions)
5 C The ratio of the nuts is a
part-to-part-to-part-to-part ratio Adding these numbers gives the total
number of parts: 2 + 4 + 5 + 7 = 18 Since four of these
parts are almonds, the fraction of the mixture that is
almonds is 4/18, or 2/9
(Chapter 7, Lesson 4: Ratios and Proportions)
6 D If 20 students scored an average of 75 points,
then the sum of their scores is 20 × 75 = 1,500 total
points
If 12 of those students scored an average of 83 points,
then the sum of their scores is 12 × 83 = 996 points
Therefore, the remaining 8 students scored 1,500 −
996 = 504 points altogether, so their average score is
504 ÷ 8 = 63 points
(Chapter 9, Lesson 2: Mean/Median/Mode Problems)
7 A The sides of square EFGH all have length
A diagonal of this square can be found with the
Pythagorean theorem: (8 )2+ (8 )2= EG —2
256 = EG —2
(Or, more simply, you can remember that the length of
the diagonal of a 45°-45°-90° triangle is the length of
the side times So the diagonal is )
By the same reasoning, since the sides of square
ABCD all have length 14 2: AD — = 14 ×2 2 = 28
8 2× 2=16 2
2 2
8 2
Notice that AC — = AE — + EG — + CG —
; therefore,
28 = AE — + 16 + CG —
, so AE — + CG — = 12 By the same rea-soning, BF — + DH — = 12, so AE — + BF — + CG — + DH — = 24.
(Chapter 10, Lesson 3: The Pythagorean Theorem)
8 D Although you were probably taught to add the
“rightmost” digits first, here the “leftmost” digits pro-vide more information about the number, so it’s best
to start there
RS +SR TR4
The largest possible 3-digit number that can be formed by adding two 2-digit numbers is 99 + 99 =
198 Therefore, T must be 1.
RS +SR 1R4
Therefore, there must be a “carry” of 1 from the
ad-dition of R + S in the 10s column Looking at the units column tells us that S + R yields a units digit of 4, so
S + R = 14 The addition in the 10s column tells us that
R + S + 1 = R + 10 (The “+10” is needed for the carry
into the 100s column.)
R + S + 1 = R + 10 Substitute R + S = 14: 14 + 1 = R + 10
So 2R + T = 2(5) + 1 = 11.
(Chapter 9, Lesson 3: Numerical Reasoning Problems)
If it helps, you can think of this as f(n) =
Find the value of ( f (4))2
Plug in 4 for n: f(4) =
Plug in 1 for f(4): ((f(4))2= (1)2= 1 (Chapter 9, Lesson 1: New Symbol or Term Problems)
4 16
16
16 1
2
n2
16
n2
16
14
G H
2
6 6
8 8
8 8
14 2
14 2
8 2
8 2
Trang 214 3 Draw a line with points P, Q, R, and S on the line in that order You are given that PS — = 2PR —
and
that PS — = 4PQ —
, so choose values for those lengths, like
PS — = 12, PR — = 6, and PQ — = 3.
This means that QS — = 9, so QS —
/PQ — = 9/3 = 3.
(Chapter 6, Lesson 2: Analyzing Problems)
10 750 25% of $600 is $150 Therefore, the club
earned $150 more in 2007 than it did in 2006, or $600 +
$150 = $750 Remember, also, that increasing any
quantity by 25% is the same as multiplying that
quan-tity by 1.25
(Chapter 7, Lesson 5: Percents)
x − y = 2
Final product: (x)(y) = (3)(1) = 3
(Chapter 8, Lesson 2: Systems)
12 32 Let LM = x, and let LO = y Since x is twice the
length of y, x = 2y.
x + x + y + y = P Substitute for x: 2y + 2y + y + y = P
Solve for x: x = 2y = 2(8) = 16
To find the area of the shaded region, you might notice
that if PM is the base of the shaded triangle, then LO is
the height, so area =1⁄2(base)(height) =1⁄2(8)(8) = 32
If you don’t notice this, you can find the shaded area
by finding the area of the rectangle and subtracting
the areas of the two unshaded triangles
Area of rectangle = (length)(width)
Area of rectangle = (x)(y) = (16)(8) = 128
Area of triangle PLO=1⁄2(base)(height)
Area of triangle PLO=1⁄2(8)(8) = 32
Area of triangle MNO=1⁄2(base)(height)
Area of triangle MNO=1⁄2(16)(8) = 64
Area of triangle OPM= 128 − 64 − 32 = 32
(Chapter 10, Lesson 5: Areas and Perimeters)
Substitute 43for 64: (43)3= 4x
Equate the exponents: x= 9
(Chapter 8, Lesson 3: Working with Exponentials)
16
8
P Q R S
y
x
(4, 6) (–1, 6)
(m, n)
O
15 1.5 Since the graph is a parabola, it has a vertical
axis of symmetry through the vertex The points (−1, 6)
and (4, 6) have the same y-coordinate, so each one is the
reflection of the other over the axis of symmetry This axis, therefore, must be halfway between the two points Since the average of −1 and 4 is (−1 + 4)/2 = 1.5,
the axis of symmetry must be the line x= 1.5, and
there-fore m= 1.5
(Chapter 11, Lesson 2: Functions)
16 18 Since these numbers are “evenly spaced,”
their mean (average) is equal to their median (middle number) The average is easy to calculate: 110/5 = 22 Therefore, the middle number is 22, so the numbers are 18, 20, 22, 24, and 26
Alternatively, you can set up an equation to find the sum of five consecutive unknown even integers,
where x is the least of these:
x + (x + 2) + (x + 4) + (x + 6) + (x + 8) = 110
Combine like terms: 5x+ 20 = 110
So the five integers are 18, 20, 22, 24, and 26
(Chapter 9, Lesson 2: Mean/Median/Mode Problems)
17 20 Use the percent change formula:
(Chapter 7, Lesson 5: Percents)
24 000 20 000
20 000 100 20
Final Original Original
− ×(100%)
Trang 318 25 Let b = the number of black marbles, w = the
number of white marbles, and r= the number of red
marbles in the jar If you are four times as likely to
choose a black marble as a white one, then b = 4w.
If you are five times as likely to choose a red marble
as a black one, then r = 5b To find the least possible
number of marbles in the jar, imagine you have only
one white marble This would mean you have 4(1) = 4
black marbles and 5(4) = 20 red marbles, for a total of
1 + 4 + 20 = 25 marbles
In general, you can represent the total number of
Since r = 5b: total = b + w + 5b
Since b = 4w: total = 4w + w + 5(4w)
Simplify: total = 4w + w + 20w
In other words, the number of marbles in the jar must
be a multiple of 25 The smallest positive multiple of
25 is, of course, 25
(Chapter 9, Lesson 6: Probability Problems)
Section 6
1 A If the fight did not ensue, John must have
in-tervened to stop it intervene= get in the way of
some-thing; coalesce = fuse together; intermingle = mix
together; exacerbate= make worse
2 D The defendant hoped the testimony would
corroborate (support) his alibi, which would clear him
of blame convoke = call together; synthesize =
gener-ate; absolve = free of blame; impeach = accuse
3 E Being ensnarled (tied up) in traffic is an
un-pleasant experience that Rachel would have an
aver-sion to or dislike for antipathy = feeling against;
penchant = liking; predilection = liking; proclivity =
ten-dency to do something; aversion= feeling of dislike;
insufferable= intolerable
4 A If the practices are no longer considered state
of the art, they must now be considered outdated or
unsophisticated The physicians are incredulous (not
able to believe) that such barbaric acts were once
sup-ported or condoned primitive= old, unsophisticated;
sanctioned = approved; ingenious = incredible,
bril-liant; boorish = rude, censured = publicly condemned;
innovative = new; endorsed = supported; foolhardy =
recklessly bold; condemned= criticized
5 B The Prime Minister had vetoed the law in the
past many times, so he didn’t want it to pass What
would come as a great surprise? The Prime Minister’s
suddenly supporting the law articulated= expressed
clearly; championed = defended; denounced = spoke out against; initiated = began; abbreviated = shortened
6 C Lines 3–4 state that the tradition is that a man never lifts his hand against a woman Furthermore, if
a man offends a woman, she is entitled to give him a sound thrashing (line 6) Therefore, a man who dis-respected a woman would face censure.
7 E Saying that it is not an unusual thing for a squaw to administer a sound thrashing to a warrior husband (lines 5–7) is like saying that it is not unusual for her to give him a beating, or dispense it.
8 C Lines 5–6 say that merely receiving palliative care provides no hope of a cure Therefore,
pallia-tive care only reduces the discomfort of the symptoms,
without curing the disease, as something analgesic
does
9 A Lines 8 –11 ask, How can a doctor know if a pa-tient has the mental capacity to decide for herself that the time has come to stop fighting the disease? This
question indicates that there may be some difficulty
in determining a patient’s state of mind.
10 B The first sentence of the passage says there was great optimism about earthquake prediction Each paragraph discusses potential precursors, or
predic-tors, of earthquakes
11 E Lines 8–10 say that because foreshocks look just like any other earthquake, they are not in them-selves very useful in prediction.
12 D Support for choice II can be found in line 19,
which says that groundwater has become cloudy prior
to an earthquake Choice III is supported in lines
16–18, which say that before a large earthquake, marked changes have been reported in the level or flow
of wells and springs Nothing is said about density
changes in the groundwater
13 A The passage says (lines 8–10) that since fore-shocks look just like any other earthquakes, they are not
in themselves very useful in prediction but later (lines 39–42) mentions that because the Haicheng earth-quake had hundreds of foreshocks, it was easier than average to predict, thereby suggesting that
fore-shocks are, in fact, useful in predicting earthquakes
14 A This paragraph describes a particular appli-cation of the theory of earthquake prediction, de-scribed in the previous paragraphs, which led to scientists’ predicting a large earthquake and saving
many lives Although this is said to have prov[ed] that earthquake prediction is possible (lines 38–39), it
was not a scientific experiment, as there was no con-trol group
Trang 415 C Lines 49–50 mention that seismologists
missed predicting the Tangshan earthquake and that
over 250,000 people died This was far worse than the
Haicheng earthquake, which was successfully
pre-dicted, so that many lives were saved.
16 D The word “evacuation” in line 46 is placed in
quotations to indicate that it is not being used in the
traditional sense The task of evacuating a population
from a natural disaster does not typically involve
showing movies, so doing so is unconventional
17 C Lines 7–8 say that one of the missionaries who
met the ship took us under his wing.
18 E Saying that he could hardly believe that we
were really restored to him is like saying he couldn’t
be-lieve that we were returned to him
19 B The narrator states that she could use tools as
well as [her] brothers did (lines 20–21), that her first
childhood friendship was with a male ship-builder
next door, and that she was eager and able to work
with the ship-builders around her Thus, she conveys
a clear sense that she considers herself the equal of
the males in her life
20 D The author was emancipated from her
con-fining clothing so that she could work with tools, such
as her hatchet, in the shipyard
21 C The big movements of the day refer to the
changes in culture and civilization (line 43).
22 A Choice II is supported by lines 38–40, which
say that we had around us the fine flower of New
Eng-land civilization, as opposed to Michigan, which the
author characterizes as the wilderness (line 45) The
passage does not suggest that New England had finer
gardens or humbler citizens than Michigan had
23 D The author describes the move to Michigan as
a complete upheaval (lines 37–38), and an unwelcome
move from the fine flower of New England civilization
(lines 39–40), thereby suggesting that she resents the
move She conveys no sign of bewilderment, fear, or
awe in this passage, since she describes the move with
insight and equanimity
24 A The passage says that the sisters were so
pained by (the lumber wagon’s) appearance that we
re-fused to ride in it (lines 55–56) and that they wanted
to look as if we had no association with it (lines 57–58).
Section 7
(Chapter 8, Lesson 1: Solving Equations)
2 C First find out how many cups are in 3 pints Set up a ratio:
Cross-multiply: x= 6 cups Set up a ratio to solve for servings:
Cross-multiply: 1⁄3x= 6 Divide by 1⁄3: x= 18 (Chapter 7, Lesson 4: Ratios and Proportions)
3 A Since the angle shown is a right angle, the arc represents 1⁄4of the circumference
length of arc =1⁄4(2πr) Substitute 4 for r: length of arc =1⁄4(2π(4)) Simplify: length of arc = 2π (Chapter 10, Lesson 8: Circles)
4 C This question tests your understanding of 30
°-60°-90° triangles The hypotenuse, which corresponds
to 2x, is 14 This means that the base is x = 7 The
height is therefore x = 7
(Chapter 10, Lesson 5: Areas and Perimeters) (Chapter 10, Lesson 3: The Pythagorean Theorem)
5 A Given that ∇x = 3x − 3, find ∇7.
∇7 = 3x − 3 Plug in 7 for x: 3(7) − 3 = 18
Plug in 3 for x: 3(3) − 3 = 6
Be careful not to pick answer choice (B) ∇3, because
∇3 = 3(3) − 3 = 6, not 3 Answer choice (A) ∇2 is cor-rect, because ∇2 = 3(2) − 3 = 3
(Chapter 9, Lesson 1: New Symbol or Term Problems)
∇
7 3
18
6 3
3 3
1 serving cups
servings
6 cups
1 3
= x
1 pint
2 cups
3 pints cups
=
x
7
3
x
30 °
30 °
Trang 56 B A little common sense should tell you that they
will not need a full hour to clean the pool, because
Stephanie can clean it in an hour all by herself, but
Mark is helping Therefore, you should eliminate
choices (C), (D), and (E) right away You might also
notice that it can’t take less than 30 minutes, because
that is how long it would take if they both cleaned
one pool per hour (so that the two working together
could clean it in half the time), but Mark is slower, so
they can’t clean it quite that fast This eliminates
choice (A) and leaves (B) as the only possibility
But you should know how to solve this problem if it
were not a multiple-choice question, as well:
Stephanie’s rate for cleaning the pool is one pool per
hour Mark’s rate for cleaning the pool is one pool ÷
1.5 hours = 2⁄3pools per hour Combined, they can
clean 1 +2⁄3=5⁄3pools per hour Set up a rate equation
using this rate to determine how much time it would
take to clean one pool:
1 pool = (5⁄3pools per hour)(time) Divide by 5⁄3: 3⁄5hours to clean the pool
Multiply by 60: 3⁄5(60) = 36 minutes
(Chapter 9, Lesson 4: Rate Problems)
7 A Change each expression to a base-10 exponential:
(A) = ((102)3)4= 1024
(B) = ((102)5)((102)6) = (1010)(1012) = 1022
(C) = ((104)4) = 1016
(D) = (((102)2)((102)2))2= ((104)(104))2= (108)2= 1016
(E) = (106)3= 1018
(Chapter 8, Lesson 3: Working with Exponentials)
8 B Consider the points (0, 2) and (3, 0) on line l.
When these points are reflected over the x-axis, (0, 2)
transforms to (0, −2) and (3, 0) stays at (3, 0) because
it is on the x-axis You can then use the slope formula
to find the slope of line m:
It’s helpful to notice that whenever a line is reflected
over the x-axis (or the y-axis, for that matter—try it),
its slope becomes the opposite of the original slope
(Chapter 10, Lesson 4: Coordinate Geometry)
Combine like terms: a2+ 2ab + b2
Plug in 5 for ab: a2+ 2(5) + b2
Simplify: a2+ b2+ 10
Plug in 4 for a2+ b2: 4 + 10 = 14
(Chapter 8, Lesson 5: Factoring)
3 0
2 3
−
− =
− −( )
10 D The total area of the patio to be constructed is
24 × 12 = 288 ft2 The slab shown in the figure has an area of 8 ft2 Therefore, to fill the patio you will need
288 ÷ 8 = 36 slabs
(Chapter 10, Lesson 5: Areas and Perimeters)
11 D The prize money ratio can also be written as
7x:2x:1x Because the total prize money is $12,000,
7x + 2x + 1x = 12,000
The first place prize is 7x= 7(1,200) = $8,400
(Chapter 7, Lesson 4: Ratios and Proportions)
12 E Always read the problem carefully and notice what it’s asking for Don’t assume that you must solve
for x and y here Finding the value of 6x − 2y is much
simpler than solving the entire system:
2x + 3y = 7 4x − 5y = 12
Add straight down: 6x − 2y = 19
(Chapter 8, Lesson 2: Systems)
13 D Think carefully about the given information and what it implies, then try to find counterexamples
to disprove the given statements For instance, try to
disprove statement I by showing that s can be even Imagine s= 2:
s + 1 = 2r Substitute 6 for s: 6 + 1 = 2r
Combine like terms: 7 = 2r
This doesn’t work because r must be an integer Why didn’t it work? Because 2r must be even, but if s is even, then s+ 1 must be odd and cannot equal an even
number, so s must always be odd and statement I is
true (Eliminate choice (B).)
Statement II can be disproven with r= 1:
s + 1 = 2r Substitute 1 for r: s+ 1 = 2(1)
Since 1 is an integer, we’ve proven that r is not
nec-essarily even, so II is false (Eliminate choices (C) and (E).)
Since we still have two choices remaining, we have to check ugly old statement III Try the values we used
before If r = 1 and s = 1, then , which
is an integer But is it always an integer? Plugging in more examples can’t prove that it will ALWAYS be an integer, because we can never test all possible solu-tions We can prove it easily with algebra, though
Since s + 1 = 2r:
Divide by r:
Distribute: s
r+ =1r 2
s r
+ =1 2
s
r+ = + =1r 1
1 1
1 2
Trang 6Since 2 is an integer, statement III is necessarily true.
(Chapter 9, Lesson 3: Numerical Reasoning Problems)
(Chapter 6, Lesson 7: Thinking Logically)
14 C Find all the possible products of the values on
two chips: (1)(2) = 2; (1)(3) = 3; (1)(4) = 4; (1)(5) = 5;
(1)(6) = 6; (2)(3) = 6; (2)(4) = 8; (2)(5) = 10; (2)(6) = 12;
(3)(4) = 12; (3)(5) = 15; (3)(6) = 18; (4)(5) = 20; (4)(6) =
24; (5)(6) = 30 There are 15 different combinations of
chips Of these, only the last 2 yield products that are
greater than 20 So the probability is 2/15
(Chapter 9, Lesson 6: Probability Problems)
15 D In this problem, only the signs of the terms
matter By following the rule of the sequence, you
should see that the first six terms of the sequence are
+, −, −, +, − −, The pattern {+, −, −} repeats forever
In the first 100 terms, the pattern repeats 100 ÷ 3 =
331⁄3times Because each repetition contains two
neg-ative numbers, in 33 full repetitions there are 33 × 2 =
66 negative numbers The 100th term is the first term
of the next pattern, which is positive, so the total
number of negative terms is 66
(Chapter 11, Lesson 1: Sequences)
16 B Draw the five triangles The simplest way to
solve this problem is to compare the choices one pair
at a time For instance, it should be clear just by
in-spection that RB > RA and SB > SA, so we can
elimi-nate A Similarly, it should be clear that RB > RC and
SB > SC, so we can eliminate C Likewise, since RB > RD
and SB > SD, we can eliminate D Finally, we compare
B with E Since RB and RE are each a diagonal of one
of the square faces, they must be equal But SB is
clearly longer than SE, because SB is the hypotenuse
of triangle SEB, while SE is one of the legs.
(Chapter 10, Lesson 7: Volumes and 3-D Geometry)
(Chapter 6, Lesson 7: Thinking Logically)
Section 8
1 C If the review suggested that the décor of the
restaurant was insipid (tasteless), but that the cuisine
came close to compensating for it, the review must
have been part positive and part negative, that is,
am-bivalent indefatigable = untiring; banal = lacking
orig-inality; ambivalent = characterized by conflicting
feelings; sublime = supreme, impressive; piquant =
spicy; tepid = lukewarm
2 C The sentence suggests that Dr Thompson
should have characterized the results as unusual, but
didn’t meticulous = concerned with detail; belligerent =
prone to fighting; anomalous = deviating from the
norm; convergent = coming together; warranted =
ap-propriate to the situation
3 B They would hope that bad news did not predict
further bad news amalgam = a combination of diverse elements; harbinge = omen; arbiter = judge; talisman =
an object with magical power
4 C To bring slaves out of bondage is to free or un-fetter them encumber = burden; forgo = relinquish
5 D A writer who can produce both decorative po-etry and a keenly analytical mystery novel is a versatile
writer; that is, she is able to write in divergent styles
flamboyant = ornate; immutability = permanence, un-changeability; austere = plain; florid = ornate; grand-iloquent = characterized by pompous language
6 B The word because indicates that the sentence
shows a cause-and-effect relationship There are sev-eral ways to complete this sentence logically, but the
only one among the choices is (B), because multifari-ous (widely varied) mechanisms would logically
“stymie” (impede) scientists who are trying to
inves-tigate them efficacious = capable of producing a de-sired effect; bilked = cheated; conspicuous = obvious; thwarted = prevented; hampered = hindered; lucid = clear; proscribed = forbidden
7 B If the cultural assumption that there are many alien civilizations stems in no small way from the “Drake Equation,” then this equation has had
quite an influence on public opinion
8 E The first two paragraphs discuss how the Drake Equation has led to the belief that there are many alien civilizations in the universe The third paragraph discusses the author’s contrasting view that there is indeed probably much simple life in the universe but very little if any other complex life
9 B The sentence states that a planet could go from
an abiotic state to a civilization in 100 million years thereby implying that a civilization must, by defini-tion, not be abiotic Choice (B) is the only choice that
necessarily cannot apply to a civilization
10 A The author states his thesis in lines 38–39: per-haps life is common, but complex life is not, and goes
on to explain this thesis, stating in lines 61–67 that re-search shows that while attaining the stage of animal life is one thing, maintaining that level is quite another Complex life is subject to an unending succession
of planetary disasters, creating what are known as mass-extinction events.
11 A The phrase the evolutionary grade we call animals refers to the level of life form produced by
evolution
Trang 712 C Statement (A) is supported in lines 48–50,
statement (B) is supported in lines 74–76, statement
(D) is supported in lines 38–39, and statement (E) is
supported in lines 51–55
13 C The sample size of one refers to the uniqueness
of Earth history (line 78).
14 A The first quotation in lines 101–103 is
de-scribed as a rejoinder, or an opposing response, to the
author’s thoughts The author then responds with his
own quotation
15 C The author says that he does not conclude that
there are no other cats (Rare Cat Hypothesis), only that
there are no other cats exactly like Wookie in order to
convey the idea that one should not draw conclusions
based on one occurrence
16 B The author says that life is opportunistic to
summarize the next statement that the biosphere has
taken advantage of the myriad of strange idiosyncrasies
that our planet has to offer.
17 D The passage says that these creatures might
naively assume that these qualities, very different from
Earth’s, are the only ones that can breed complexity,
that is, that all life evolved the same way
18 A The author of Passage 1 believes that complex
life, once evolved, faces numerous dangers that push
it toward extinction The author would point this fact
out in response to the statement in lines 134–135 of
Passage 2
19 D The author of Passage 1 says in line 26, In my
view, life in the form of microbes or their equivalents is
very common in the universe, perhaps more common
than even Drake and Sagan envisioned The author of
Passage 2 says in line 139, My bet is that many other
worlds, with their own peculiar characteristics and
his-tories, co-evolve their own biospheres Both authors
seem to agree that there is a lot of undiscovered life
out there in the universe
Section 9
1 B When you list items in a sentence, the items should have the same grammatical form If the first item is in the gerund, they should all be in the gerund
Because the sentence says Eating an english muffin and sitting down, drink coffee should instead be drink-ing coffee.
(Chapter 15, Lesson 3: Parallelism)
2 D As written, the sentence suggests that Mark’s
attempt was pretending to be hurt rather than Mark
himself Answer choice (D) corrects this error (Chapter 15, Lesson 7: Dangling and Misplaced Participles)
3 C The verb are is the improper tense It should
be be as in answer choice (C).
(Chapter 15, Lesson 9: Tricky Tenses)
4 C When you list items in a sentence, the items should have the same grammatical form If the first term is in the noun form, then they all should be in
the noun form Because the sentence says his temper, impatience, how easily he can be irritated should in-stead be irritability.
(Chapter 15, Lesson 3: Parallelism)
5 B Before she gave the gracious speech, she won the match The verb winning should instead be in the past perfect form, having won.
(Chapter 15, Lesson 9: Tricky Tenses)
6 C The sentence begins by describing something that was the most influential science treatise of the 20th century The pronoun to follow the comma should describe this treatise Choice (C) corrects the error in the most logical and concise fashion (Chapter 15, Lesson 7: Dangling and Misplaced Participles)
7 B The subject neither is singular and therefore were should instead be was.
(Chapter 15, Lesson 1: Subject-Verb Disagreement)
Trang 88 A This sentence is correct as written.
9 C Because the waves were described to have
been covering the stores (gerund form), the verb swept
should also be in the gerund form—sweeping.
(Chapter 15, Lesson 3: Parallelism)
10 B The problem with this question is that it is not
a complete sentence as written Answer choice (B)
corrects that flaw in the most logical fashion
(Chapter 15, Lesson 15: Coordinating Ideas)
11 D The problem with this sentence is that it
sug-gests that the father was 7 years old when he took his
son to the game That is not likely Answer choice (D)
best corrects the problem
(Chapter 15, Lesson 7: Dangling and Misplaced
Participles)
12 A This sentence is correct as written
13 E The pronoun them refers to a plural subject.
However, anyone is singular Answer choice (E) clears up this pronoun-antecedent disagreement in the most concise and logical way
(Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement)
14 A Although the original phrasing is not the most concise option, it is the only one that logically coor-dinates the ideas in the sentence
Trang 9PRACTICE TEST 4
768
Trang 10ANSWER SHEET
Last Name: First Name: Date: _ Testing Location: _
Directions for Test
• Remove these answer sheets from the book and use them to record your answers to this test
• This test will require 3 hours and 20 minutes to complete Take this test in one sitting
• The time allotment for each section is written clearly at the beginning of each section This test contains six 25-minute sections, two 20-minute sections, and one 10-minute section
• This test is 25 minutes shorter than the actual SAT, which will include a 25-minute “experimental” section that does not count toward your score That section has been omitted from this test
• You may take one short break during the test, of no more than 10 minutes in length
• You may only work on one section at any given time
• You must stop ALL work on a section when time is called
• If you finish a section before the time has elapsed, check your work on that section You may NOT work on any other section
• Do not waste time on questions that seem too difficult for you
• Use the test book for scratchwork, but you will receive credit only for answers that are marked on the answer sheets
• You will receive one point for every correct answer
• You will receive no points for an omitted question
• For each wrong answer on any multiple-choice question, your score will be reduced by 1⁄4point
• For each wrong answer on any “numerical grid-in” question, you will receive no deduction
When you take the real SAT, you will be asked to fill in your personal information in grids as shown below
YOUR NAME
2
DATE OF BIRTH
4
TEST CENTER
7
Last Name (First 4 Letters.)
First Init.
Mid.
Init.
−
′
− −
A B C D E F G H I J K L M N O P Q R S T U V
′ A B C D E F G H I J K L M N O P Q R S T U V
′ A B C D E F G H I J K L M N O P Q R S T U V
A B C D E F G H I J K L M N O P Q R S T U V
A B C D E F G H I J K L M N O P Q R S T U V
A
0 1
9 8 7 6 5 4 3 2
0 1 2 3
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
6 5 4 3 2
0 1
6 5 4 3 2
0 1
6 5 4 3 2
0 1
6 5 4 3 2
0 1
6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2
0 1
9 8 7 6 5 4 3 2 B
C D E F G H I J K L M N O P Q R S T U V
3
6
SOCIAL SECURITY NUMBER 5 SEX
REGISTRATION NUMBER
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
MONTH DAY YEAR
(Copy from Admission Ticket.)
(Supplied by Test Center Supervisor.)