2015
PSAT SUPPLEMENT
PSAT INTRODUCTION
The College Board will be delivering a newly formatted SAT in February 2016.
This new test format will be used for the October 14, 2015, PSAT.
Test Prep Seminars has developed this supplement in order to help students studying for the
October, 2015, PSAT become familiar with the newly formatted test. Students will develop
an understanding of the content they will be tested over and become familiar with how the
content is presented.
In addition to helping students understand the format and content of the redesign, this
webinar will give an overview of the new scoring. This new scoring comes complete with a
summary that explains how these changes will help students and colleges receive an accurate
College and Career Readiness indicator.
This supplement should not be used as a study tool for students preparing to take the current
version of the SAT, which is offered for the last time on January 23, 2016.
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Reading Test 1
13 MINUTES, 9 QUESTIONS
Turn to Section 1 of the answer key on page 44 to score the answers in this section.
DIRECTIONS
Below is a passage followed by a series of questions. After reading the passage, choose the best
answer to each question based on what is stated or implied.
Questions 1–9 are based on the following passage.
35
This passage is adapted from Charlotte Bronte, Jane Eyre,
originally published in 1847.
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There was no possibility of taking a walk that day. We
had been wandering, indeed, in the leafless shrubbery an
hour in the morning. However, since dinner—Mrs. Reed
dined early when there was no company—the cold winter
wind had brought with it clouds so somber and rain so
penetrating that further outdoor exercise was out of the
question.
I was glad of it. I never liked long walks, especially on
chilly afternoons. Dreadful to me was the coming home in
the raw twilight with nipped fingers and toes and a heart
saddened by the chidings of Bessie the nurse and humbled
by the consciousness of my physical inferiority to Eliza,
John, and Georgianna Reed.
The said Eliza, John, and Georgiana were now
clustered round their mama in the drawing room;
she lay reclined on a sofa by the fireside and, with her
darlings about her (for the time neither quarreling nor
crying), looked perfectly happy. Me, she had dispensed
from joining the group, saying she regretted to be under
the necessity of keeping me at a distance, but that until
she heard from Bessie, and could discover by her own
observation, that I was endeavoring in good earnest to
acquire a more sociable and childlike disposition, a more
attractive and sprightly manner—something lighter,
franker, more natural, as it were—she really must exclude
me from privileges intended only for contented, happy,
little children.”
“What does Bessie say I have done?” I asked.
“Jane, I don’t like cavilers or questioners; besides,
there is something truly forbidding in a child taking up
her elders in that manner. Be seated somewhere, and until
you can speak pleasantly, remain silent.”
A breakfast room adjoined the drawing room; I
slipped in there. It contained a bookcase. I soon possessed
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myself of a volume—Bewick’s History of British Birds,
taking care that it should be one stored with pictures. I
mounted into the window seat. Gathering up my feet, I sat
cross legged like a Turk and, having drawn the red moreen
curtain nearly closed, I was shrined in double retirement.
Folds of scarlet drapery shut my view to the right
hand. To the left were the clear panes of glass protecting
but not separating me from the drear November day.
At intervals, while turning over the leaves of my book, I
studied the aspect of that winter afternoon. Afar, it offered
a pale blank of mist and cloud near a scene of wet lawn
and storm-beat shrub, with ceaseless rain sweeping away
wildly before a long and lamentable blast.
With Bewick on my knee, I was then happy, happy at
least in my way. I feared nothing but interruption, and that
came too soon. The breakfast door opened.
“Boh! Madam Mope!” cried the voice of John Reed.
Then he paused; he found the room apparently empty.
“Where the dickens is she!” he continued. “Lizzy!
Georgy! (calling to his sisters) Joan is not here. Tell mama
she is run out into the rain—bad animal!
“It is well I drew the curtain,” thought I, and I wished
fervently he might not discover my hiding place. Nor
would John Reed have found it out himself; he was not
quick either of vision or conception, but Eliza just put her
head in at the door and said at once—
“She is in the window seat, to be sure, Jack.”
And I came out immediately, for I trembled at the idea
of being dragged forth by the said Jack.
“What do you want?” I asked, with awkward
diffidence.
“Say, ‘What do you want, Master Reed?’” was the
answer. “I want you to come here,” and seating himself
in an armchair, he intimated by a gesture that I was to
approach and stand before him.
John Reed was a schoolboy of fourteen years old,
four years older than I. John had not much affection for
his mother and sisters, and an antipathy to me. He bullied
and punished me, not two or three times in the week, nor
CONTINUE
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once or twice in the day, but continually. Every nerve I had
feared him, and every morsel of flesh in my bones shrank
when he came near. Mrs. Reed was blind and deaf on the
subject. She never saw him strike or heard him abuse me,
though he did both now and then in her very presence,
more frequently, however, behind her back.
5
The main purpose of the passage is to
A) introduce a main character and the many trials she
has to endure from her nurse
B) provide an overview of a family and their nurse
C) discuss some regrettable personality flaws in a main
character
D) explain the relationship between a main character
and the family she lives with.
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Which best explains why Jane slipped into the breakfast
room?
A) she misbehaved and had to hide from Bessie
B) she wanted a quiet place to read
C) she was asked by Mrs. Reed to leave
D) she was a melancholy child and was depressing her
family
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As used in line 40, “shut” most nearly means
A) closed.
B) excluded.
C) stopped.
D) blocked.
9
Which best describes Jane’s disposition?
A) content
B) fearful
C) mischievous
D) humble
3
Which choice provides the best evidence for the answer
to the previous question?
A) Lines 12–13 (“and …Reed.”)
B) Lines 20–27 (“She …children.”)
C) Lines 48–50 (“With … soon.”)
D) Lines 72–76 (“He … near.”)
Which of the following was NOT used by the narrator to
describe John Reed?
A) dull witted
B) weak eyesight
C) abusive
D) corpulent
It can be reasonably inferred from the passage that Mrs.
Reed had
A) given more attention to Jane than her own children
B) regretted having to punish Jane
C) turned a blind eye to John Reed’s abuse
D) highly esteemed the nurse, Bessie
Which choice provides the best evidence for the answer
to the previous question?
A) Lines 18–20 (“She .. distance:”)
B) Lines 20–22 (“but … observation”)
C) Lines 29–32 (“Jane … silent.”)
D) Lines 76–79 (“Mrs. Reed … back.”)
Which situation is most analogous to the one described
in lines 61 to 65 (“She is … diffidence.”)?
A) A mother runs to rescue a child before the child gets
hurt by falling down.
B) An athlete returns a medal after he has been
confronted with evidence of cheating.
C) A dog comes out of hiding after being caught
damaging household furniture
D) A freshman turns to face a senior who has called her
names.
CONTINUE
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Reading Test 2
13 MINUTES, 11 QUESTIONS
Turn to Section 1 of the answer key on page 44 to score the answers in this section.
DIRECTIONS
Below is a passage followed by a series of questions. After reading the passage, choose the best
answer to each question based on what is stated or implied.
Questions 1–11 are based on the following passage.
35
The following passage was adapted from Cartography in the
European Renaissance by David Woodward, 2007.
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Francis Bacon’s notorious aphorism, often quoted by
historians, identifies the three greatest inventions of the
Renaissance as printing, gunpowder and the compass. The
first transformed cartography, while the third, the nautical
magnetic compass brought to Europe from China via the
Arabs, allowed the newly-printed—or engraved—maps to
be put into use.
Printing allowed for much wider dissemination of
maps by radically altering the process of mapmaking and
the nature of maps. The printing press was invented in the
15th century, supplanting the scribal medium and helping
propel society from the medieval to the early modern
era. Famously, the Bible was the first book printed in
the West, and it quickly was translated into vernaculars
across Europe. As a result, Europeans began to voyage into
previously unknown corridors of the world and to make
pilgrimages to the Holy Land. Beginning in the late 15th
century, Bibles and other historical and religious texts were
printed with maps and illustrations.
Maps started to be printed rather than hand-drawn
in the last two decades of the 15th century. At first,
mapmakers used woodcuts, a process in which the
map was copied in reverse onto a wooden block. After
woodcarvers carved away the areas that would not be
printed, the block was inked and a letterpress transferred
the ink to paper using direct pressure. The letterpress
could also print typeset text on the map. Later mapmakers
used incised copper plates, which were inked and put
through rollers along with a sheet of paper. By the mid16th century, copperplate engraving gained dominance
over the woodcut method, because it allowed for finer
detail work and easier revision. Some maps were handcolored after they were printed.
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Before the advent of the printing press, no two
identical maps could exist. Owners and users of a
manuscript map were aided—and limited—by its
uniqueness. Whether relying on manuscript maps for
travel, exploration, military operations or economic
purposes, users had to choose among maps that varied
on scales large and small. Deciding in which map to
place one’s confidence was an integral part of any of those
endeavors, and commercial rivals in the mapmaking
trade might withhold the latest information or even delay
releasing their most current maps. As a unique prototype,
an individual manuscript map had no claim to widespread
cultural or intellectual impact.
Just as the printing press aided the actual production
of maps, it also facilitated more consistency and less
individuality in map contents. Maintaining accuracy and
fidelity to the original—both the original map and the
original territory—became possible as the scribal culture
of the Medieval period waned under the advance of the
humanistic and more scientific concerns of the emerging
European Renaissance. Hand-drawn maps had featured
not only geographic elements illustrating the physical
image of the place, they had also reflected the aesthetics, or
—possibly—the beliefs, of their contemporary creators and
readers. As an example, in addition to borders, territory
names, and the identities of bodies of water for a region,
included would often be images of sea monsters, merfolk,
and other—to modern eyes—fanciful creatures from myth
or from the cartographer’s idiosyncratic vision of the
places he limned.
One famous instance illustrates these changes.
The Flemish cartographer Abraham Ortelius took the
historic step of eliminating from his work any location for
Paradise, which had before occupied sites ranging from
Syria to the Arctic Pole. Ortelius is commonly regarded as
the creator of the first modern atlas, the Theatrum Orbis
Terrarum (Theatre of the World) published in 1570. In that
groundbreaking volume, he chose to eliminate controversy
over where to locate Paradise by taking it out of the maps
of earthly terrain altogether. As one expert has observed,
CONTINUE
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“For Ortelius, as for Herodotus, geography was the ‘eye
of history.’ The media shift altered what could be seen
by this metaphorical eye. An atlas such as the Theatrum
did enable men to envisage past worlds and the present
one more clearly. This was because methods of data
collection…had been changed.”
Those methods of data collection increasingly
included the explorations of men like Christopher
Columbus, Vasco da Gama, Ferdinand Magellan, Samuel
de Champlain, and Amerigo Vespucci. As the explorations
of the Renaissance continued to expand the European
perception of world geography, mapmakers employed the
swiftly-spreading, adaptable technology of the printing
press to capture the terrain they described, sharing this
newly-enlarged and consistently rendered vision of the
world.
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CONTINUE
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Which choice best reflects the overall sequence of events
in the passage?
A) defining a term followed by a description of how that
term is historically applied, and then conclusions
were drawn
B) motivation for a topic followed by a historical
perspective and concluding with application
examples
C) stating a hypothesis followed by support fo the
hypothesis and concluding with revision and final
discussion of hypothesis
D) an assumption followd by historical context and
concluding with redefining the term
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2
As used in line 11, “scribal” most nearly means
A) written.
B) wisdom.
C) typed.
D) print pressed.
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3
It can be inferred from the passage that woodcut
engravings were
A) less accurate than scribed maps
B) less accurate than hand colored maps
C) more detailed than copperplate engravings
D) more dificult to to revise than copperplate
engravings
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4
Which choice provided the best evidence for the answer
to the previous question?
A) Lines 10-15 (“The printing ... Europe.”)
B) Lines 27-29 (“Later ... paper.“)
C) Lines 29-32 (“By the ... revision.”)
D) Lines 32-33 (“Some maps ... printed.”)
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In the fourth paragraph (lines 34-46) serves to
A) provide contextual examples of the benefits of the
printing press.
B) delinieate the reasons for improving the printing
press.
C) show how production of large scale maps is
beneficial.
D) explain the benefits of the uniqueness of scribed
maps.
In context, “limned” in line 63 most nearly means
A) duplicate.
B) painting.
C) drew.
D) visited.
The author suggests that prior to the release of
cartographer Abraham Ortelius’ atlas Theatrum Orbis
Terrarum
A) maps speculated as to the location of biblical
references
B) maps found in other atlases were inaccurate
C) no terrain was included in the atlas
D) explorers could not find new worlds
Which choice provided the best evidence for the answer
to the previous question?
A) Lines 44-46 (“As a ... impact”)
B) Lines 61-63 (“Fanciful ... limned”)
C) Lines 71-73 (“In that ... altogether”)
D) Lines 75-80 (“For Ortilius ... changes”)
CONTINUE
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The passage includes each of the following benefits of the
advantages to the printpress for maps EXCEPT
A) individualality
B) consistency
C) increased exploration
D) more accurate data collection
Based on the figure and the information in the passage,
the Ortelius’ Map of Portugal was most likely
A) scribed by an individual
B) made with woodcut letterpress
C) made with a copperplate letterpress
D) drawn with panaramic vistas
Based on the information in the figure, if the two maps
are oriented in different directions then the 1579 Ortelius
map would be oriented towards the
A) west while the 18th Century printed map of Riobert
Bonne is oriented towards the east.
B) south while the 18th Century printed map of Riobert
Bonne is oriented towards the north.
C) north while the 18th Century printed map of Riobert
Bonne is oriented towards the east.
D) east while the 18th Century printed map of Riobert
Bonne is oriented towards the north.
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CONTINUE
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Reading Test 3
13 MINUTES, 10 QUESTIONS
Turn to Section 1 of the answer key on page 44 to score the answers in this section.
DIRECTIONS
Below is a passage followed by a series of questions. After reading the passage, choose the best
answer to each question based on what is stated or implied.
Questions 1–10 are based on the following passage.
35
This passage is adapted from The Suez Crisis of 1956: Remembering an Empire’s Downfall.
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The period between Egyptian President Gamal Abdel
Nasser’s decision to nationalize the Suez Canal Company
on 26 July 1956 and the Anglo-French intervention in
Egypt in late October and early November was one of the
most fraught in modern British political history. Both
press and parliament became embroiled in heated debate,
initially about how to best deal with Nasser, and then later,
after the military operation and the humiliating acceptance
of a United Nations-backed ceasefire, about the legitimacy
of the invasion and its likely consequences. The conflict
was determined by a clash of interests between British
imperialism and Egyptian Pan-Arabism which gained a
global dimension in the context of the Cold War.
The UK was unwilling to accept that it was no longer
able to influence Middle East politics as much as it had in
the 19th century. The conspiracy with France and Israel
that led to the short-lived invasion of the Canal Zone
and the subsequent international backlash represented
a dark caesura on the British political landscape. Suez,
the consensus tells us, was Britain’s postwar cold shower;
a startled public awoke to the ringing of an alarm
clock that forced them into recognizing that in a world
shaped by the legacies of the Second World War – the
omnipresent superpower rivalry, nationalist stirrings
and decolonization, a dependence on the military and
economic crutch of the United States – Britain was no
longer the great power that had used imperial resources
and political acumen to secure a controlling interest in the
Suez.
The use of memories of events such as the Suez
crisis may be analyzed through Maurice Halbwachs’s
idea of an organic “collective memory” shared among
the individuals who together comprise society. Historian
Pierre Nora has described collective memory as being
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“in permanent evolution,” “vulnerable to manipulation
and appropriation” and “susceptible to being dormant
and periodically revived.” These memories, Nora argues,
have crystallized at particular “sites”—in his own words,
les lieux de mémoire—defined as any “meaningful entity
of a real or imagined kind, which has become a symbolic
element of a given community as a result of human will or
the effect of time.”
Yael Zerubavel of Rutgers University, an expert in
collective memory, argues that the power of les lieux de
mémoire lies in their ability to reduce historical narratives
to a series of episodes, convenient to digest and to reemploy by simplifying longer developmental trends. “The
power of collective memory,” she writes, “does not lie in
its accurate, systematic, or sophisticated mapping of the
past, but in establishing basic images that articulate and
reinforce a particular ideological stance.” Concentrating
memory into a series of turning points, episodic collective
memories, “also elevates them beyond their immediate
historical context into symbolic texts that serve as
paradigms for understanding other developments in the
group experience.” Such theories allow analysis of les
lieux de mémoire in terms of their ability to concentrate
long-term developments down into symbolic episodes, or
turning points, that provide potent parables for the future.
Such is the case with the United Kingdom’s societal
memory in relation to the 19th century’s imperial
triumph: acquiring dominant international influence
over the Middle East via its controlling interest in the
Suez Canal. As Nasser’s nationalization of the canal
progressed, long-standing British ties to the Suez Canal
and its tangible links to imperial interests were called
upon as an emotional, nostalgic justification for standing
firm in the face of “the Arab upstart.” Immediately after
the nationalization of the Canal Company, the Express
conjured up the memory of Disraeli, as an imperialist
Prime Minister. “Disraeli reckoned without Nasser,” it
stated. “He bought for Britain the chief shareholding in
the Suez Canal. He believed he had therefore ensured the
security of this vital Empire lifeline.”
CONTINUE
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The Guardian recognized this approach as a problem
from an early stage. “Unfortunately the Suez Canal has a
great deal of mythology attached to it,” it regretted on 31
July. “Disraeli’s acquisition of its shares was considered a
master-stroke of imperialism, and in consequence Colonel
Nasser’s recovery of the canal is likely to be regarded as
a master-stroke of anti-imperialism.” The Guardian thus
depicted the Suez Canal as an object of symbolic struggle
between colonialism and anti-colonialism, in which
emotions blurred rational solutions to the crisis. A tangible
economic imperial asset became translated into a symbol
of past imperial glory, to be wrestled over by the former
colonial occupier and the new nationalist, independent
Egyptian regime.
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CONTINUE
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The debate referred to in the first paragraph
A) about the importance of the Suez Canal occurred
between Egypt and the surrounding Pan-Arab
countries.
B) affected England internally.
C) took place between Egyptian President Gamal Abdel
Nasser and the British Prime Minister Disraeli in
1956.
D) occurred between British imperialist and Egyptian
Pan-Arabism.
As used in the context, caesura most nearly means
A) color
B) bravura
C) flow
D) rupture
5
In the second paragraph the author states that the world
had changed after World War II in the following ways
EXCEPT for
A) the cold war between the Soviet Union and the
United States.
B) growing pride and identification with one’s own
country and a desire for independence for that
country.
C) international treaties binding countries together in
alliance.
D) the growth of the United States in its role in world
affairs.
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According to historian Pierre Nora, collective memory
means that:
A) humans are in permanent evolution, always evolving
to resist that which would attack their survival.
B) there is a hidden connection among people in a
country or demographic group that allows them to
perceive a memory in the same way.
C) through manipulation and deceit a culture will
deceptively pass on certain memories and revive
them at the appropriate time.
D) memories are attached to certain sites, which
become meaningful symbols for people in a certain
community or culture.
When Yael Zerubavel of Rutgers University speaks of
“symbolic texts that serve as paradigms,” she most nearly
means
A) that episodic memories serve as archetypes.
B) that sacred and symbolic texts give a country its
identity.
C) symbols that are inherently contradictory.
D) that a population cannot trust the makers of
symbolic texts.
The author of the essay introduces the concept of
collective memory in order to:
A) defend the British defense of the Canal Zone since
their memory of gaining the controlling interest of
the Suez Canal gave them intense national pride.
B) justify the nationalization of the Canal by the
Egyptian nation because of the memories they had of
their canal.
C) support the assertion that the Suez Canal had great
meaning and attachment for the British people, even
beyond the practical implications of owning the
canal.
D) explain the peace that both nations desired based on
their mutual memories of building the Suez Canal.
CONTINUE
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British Prime Minister Disraeli and Queen Victoria
purchased the Suez Canal. During the Suez Canal crisis,
they were in support of
A) Colonel Nasser buying the canal
B) the UK defending its interests militarily against
Egypt
C) the France and Israel alliance with the UK
D) they did not have an opinion about the crisis
10
The central theme of this passage is:
A) the modernization of Egypt with all of the
responsibilities that that entails.
B) that the clash between anti-colonialism and
imperialism culminated in the Suez Canal crisis.
C) that Egypt and Great Britain view natural resources
differently.
D) growth always means progress; the Suez Canal
brought peace and prosperity to Egypt.
The United Nations backed a ceasefire in order to:
A) humiliate Great Britain.
B) acknowledge Egypt’s right to sovereignty.
C) quell the uprising by Colonel Nasser.
D) gain control of the Suez Canal for international
interests.
The conspiracy discussed in paragraph 2 was a conspiracy
A) between France and Israel to wrest the Suez Canal
for themselves from Egypt and the UK.
B) between Egypt and its Pan-Arab allies.
C) with the United States, who offered to bolster the UK
with economic and military support.
D) between the United Kingdom, France, and Israel.
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.
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CONTINUE
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Writing and Language Test 1
8 MINUTES, 11 QUESTIONS
Turn to Section 2 of the answer key on page 44 to score the answers in this section.
DIRECTIONS
Each passage below is shown currently with question. The questions involve revisions to
improve expression, edits to correct errors in sentence structure, usage, or punctuation. If a
passage is accompanied by a graphic, consider the graphic when answering the corresponding
questions.
Some questions will direct you to underlined portions of the passage, others will direct you to a
location in the passage as a whole.
After reading each passage, choose the answer to each question that most effectively improves
the quality of the writing as it confoms to the conventions of standard written English.
Questions 1–11 are based on the following passage.
1
Forensic Engineering
The field of engineering offers a wealth of socially beneficial career opportunities in areas as diverse as designing
computer architecture, ensuring the safety of civil infrastructure, developing new products from raw materials, testing the
A) NO CHANGE
B) vehicles, or he works to extract natural resources
for fuel
C) vehicles; and extracting natural fuel resources
D) vehicles, or natural resources for fuel need to be
extracted.
performance of 1 vehicles, or working to extract natural
2
resources for fuel. One of the lesser-known areas of engineering involves the investigation of damage and failure of
materials, components, products and structures. 2 Forensic
engineering, this specialty employs mechanical, chemical,
A) NO CHANGE
B) Known as forensic engineering
C) Known to be engineering
D)Omit underlined portion
civil, metallurgical and other experts to ascertain the causes of
everything from appliance failures to explosions.
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CONTINUE
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3
My friend Johnie 3 had been working as a mechanical
forensic engineer for more than thirty years. After working as
a college intern for an aerospace company, he was recruited
by an established firm that specialized in forensic work. The
A) NO CHANGE
B)works
C) has worked
D)worked
chance to be involved in investigations of varied types appealed to Johnie’s creativity and love for challenging puzzles.
4
Early in his career, he apprenticed with seasoned colleagues
who shared their expertise, contacts and stories. In addition
to his education and native abilities, 4 they proved key to
Johnie developing his own proficiency and preferences for
types of investigations.
5
5 Johnie likes investigating explosions, especially those
caused by gas leaks. 6 In addition he is saddened by the
human cost of any disaster, his work determining the cause of
such incidents can provide the basis for 7 accruing damages to the people involved. His direct clients are typically
attorneys working on behalf of insurance companies whose
A) NO CHANGE
B) which relationships
C) that kind of thing
D)those relationships
Which choice connects the sentence to the previous
paragraph?
A) NO CHANGE
B) Many types of explosions are caused by gas leaks.
C) Legally engineers are responsible for preventing
explosions.
D) Although many types of explosions are caused by
human negligence, some are not.
policies cover the losses experienced by businesses and indi6
viduals. On occasion, his work identifies a serious failure that
can be attributed to a particular company, such as a manufacturer or utility provider. Often, in those instances, attorneys
for each party prepare to go to trial for a legal decision about
the party at fault.
7
13
A) NO CHANGE
B)While
C)Thoughtfully
D)However
A) NO CHANGE
B)foreseeing
C)rewarding
D) awarding
CONTINUE
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When cases that do not settle out of court are underway,
8
Johnie and other experts on both sides prepare reports 8 on
their findings. Attorneys for both sides then depose (closely
question) key witnesses and investigators on the case. Being
A) NO CHANGE
B)over
C)for
D)with
deposed resembles participating in rigorous oral examina9
tions in graduate school. Johnie prepares for his depositions
by reading all submitted reports and any testimony that
has already been collected from already-deposed witnesses
and experts. He and his colleagues help one another 9 for
preparing for depositions through discussing the case, the
10
reports and the testimony, and by offering each other practice
questions on difficult or ambiguous facts in the case. Usually,
Johnie enjoys the opportunity to speak in more detail about
his report, even though the preparation can be arduous. 10
He also serves as an expert witness at trials. He has testified in
both state and federal court.
[1] In addition to conducting investigations, supplying
A) NO CHANGE
B) to prepare,
C) when preparing
D)in order to prepare
Which of the following most effectively combines the
underlined sentences?
A) He serves as an expert witness at trials; and he has
testified in state and federal court both.
B) He also serves as an expert witness at trials and has
testified in both state and federal court.
C) While serving as an expert witness in both state and
federal court, he has testified.
D)Although he has served as an expert witness at
trials, he has also testified in state and federal court.
reports, and testifying at trials, Johnie designs and executes
customized tests to assess various products and processes
11
suspected of causing damage, failure and loss. [2] Yet another area in which he can apply his creativity and aptitude for
solving puzzles, designing these tests has helped ferret out
significant defects in widely-used products. [3] Test results
To make the paragraph most logical, sentence 5 should
be placed
A) after sentence 1
B) after sentence 2
C) after sentence 3
D)after sentence 4
also offer manufacturers vital information so they can take
corrective measures with any defective products. [4] In all
these areas, forensic engineers like Johnie offer societal benefit, one incident at a time. [5] Discovering such flaws supports
arriving at just outcomes for the people harmed. 11
14
CONTINUE
2
2
Writing and Language Test 2
8 MINUTES, 11 QUESTIONS
Turn to Section 2 of the answer key on page 44 to score the answers in this section.
DIRECTIONS
Each passage below is shown currently with question. The questions involve revisions to
improve expression, edits to correct errors in sentence structure, usage, or punctuation. If a
passage is accompanied by a graphic, consider the graphic when answering the corresponding
questions.
Some questions will direct you to underlined portions of the passage, others will direct you to a
location in the passage as a whole.
After reading each passage, choose the answer to each question that most effectively improves
the quality of the writing as it confoms to the conventions of standard written English.
Questions 1–11 are based on the following passage.
1
A)
B)
C)
D)
Anhililation of the Aztec Empire
Five hundred years ago in Mesoamerica, an empire held
sway whose energy and ruthlessness promised a long and
NO CHANGE
more dazzling civilation
most dazzling civilation
most dazzling civilizations
powerful future. Yet the dominion of the Aztecs lasted less
2
than a century. From the founding of their capital to the
height of their power, the Aztecs built one of the 1 more
dazzled civilizations in history. Rising from the marshes of an
island in Lake Tetzcoco—present-day Mexico City—the capital Tenochtitlan grew into a Venice of the New World, with
canals and majestic bridges, and was the center of an empire
Which choice provides the most appropriate introduction
to the passage?
A) NO CHANGE
B) extending from central Mexico into what is today
Guatemala
C) that had far reaching effects for future generations.
D) which had conquests that were ruled by local
governments
2 with phenomenal beauty all around.
15
CONTINUE
2
The
2
3 Aztecs’ were so disciplined and skilled in
3
A)
B)
C)
D)
the arts of war that their realm seemed invincible. Then,
in February 1519, eleven ships led by Spanish explorer
Hernán Cortés appeared off the coast of the Yucatán
NO CHANGE
Aztec’s was
Aztecs were
Aztecs’ was
Peninsula. By August 1521, Cortés and his allies had
conquered Tenochtitlan, which lay in ruins. 4 The
4
annihilation was so thorough that today it is difficult to
imagine the sophistication and sheer grandeur of the
At this point, the writer is considering adding the
following sentence.
Aztec Empire.
The city of Tenochtitlan was the military power,
which spearheaded the conquest of new territory.
Rarely have greed and religious zeal converged on a
people with such mercilessness as
5 when Cortés and
Whould the writer make this addition?
A) Yes, because it supplies information not already
mentioned in the passage.
B) Yes, because it transitions between the city and the
following sentence.
C) No, because it detracts from the main focus of the
paragraph.
D) No, because it supplies information not already
available in the pasage.
the Spaniards assailed the Aztecs. Expungement of Aztec
civilization was one of the worst tragedies in the chronicles of human history, and one that 6 culminated in the
destruction of the fourth largest city in the world—and
the annihilation of the cultural history of the vanquished.
5
A)
B)
C)
D)
NO CHANGE
that
who
that which
A)
B)
C)
D)
NO CHANGE
ended
terminated
came to a head
6
16
CONTINUE
2
2
Cortés and his forces arrived lusting for gold under the
7
pretenses of discovering new lands and gaining souls for the
Church. 7 Cortés sank his own fleet to permanently dissuade
troops from abandoning the conquest. He also promised his
men that gain and glory were just within reach. In addition,
Cortés gained a native army from neighboring people whose
resentment for the Aztecs made them eager allies.
After an initial defeat and retreat, it was as though Cortés
8 were infuriated at the Aztec’s audacity in challenging his
efforts to take from them their autonomy and treasure. Aided
by superior armor, advanced weapons and Aztec superstitions
equating 9 hisself with a god returning in fulfillment of an
ancient prophecy, Cortés besieged the city, starving its inhab-
In context, which choice best combines the underlined
sentences?
A) Cortés sank his own fleet to permanently dissuade
troops from abandoning the conquest, while
promising his men that gain and glory were just
within reach.
B) In addition to promising his men gain and glory,
Cortés sank his own fleet therefore permanently
dissuatding them from abandoning the conquest.
C) In order to permanently dissuade his troops from
abandoning his conquest; Cortés sank his own fleet
and promised his men that gain and glory were just
withing their reach.
D) Cortés sank his own fleet, he permanently dissuaded
them from abandoning the conquest, and he
promised them that gain and glory were just withing
reach.
8
itants. With the support of his native allies, tens of thousands
were slaughtered in the final battle.
Cortés had the city destroyed and upon its ruins began
building the capital of New Spain. Eventually, the size and
A)
B)
C)
D)
NO CHANGE
was infuriated
being infuriated
were to be infuriated
A)
B)
C)
D)
NO CHANGE
him
them
those
A)
B)
C)
D)
NO CHANGE
down
under
into
A)
B)
C)
D)
NO CHANGE
in addition
though
DELETE the underlined protion
9
weight of the new construction caused the ruins of Tenochtitlan to sink 10 in the soft sediment covering the lake bottom.
So complete was the disappearance of the original city that
parts of it were not rediscovered for hundreds of years, 11
however they lay just below the feet of the new occupants.
10
11
17
CONTINUE
2
2
Writing and Language Test 3
8 MINUTES, 10 QUESTIONS
Turn to Section 2 of the answer key on page 44 to score the answers in this section.
DIRECTIONS
Each passage below is shown currently with question. The questions involve revisions to
improve expression, edits to correct errors in sentence structure, usage, or punctuation. If a
passage is accompanied by a graphic, consider the graphic when answering the corresponding
questions.
Some questions will direct you to underlined portions of the passage, others will direct you to a
location in the passage as a whole.
After reading each passage, choose the answer to each question that most effectively improves
the quality of the writing as it confoms to the conventions of standard written English.
Questions 1–10 are based on the following passage.
Inflammation, Aging & Anti-Inflammatory Genes
Over the last century, humans have gained more years of
average life expectancy than in the last 10,000 years. As people
1
live much longer, their bodies consequently are exposed to
environmental factors that increase the risk of age-related
diseases. For example, in western countries, the mortality rate
increases 100-fold in people over 65 years for stroke or chron-
A)
B)
C)
D)
NO CHANGE
suggesting that normal
imply that usual
supply that normally
A)
B)
C)
D)
NO CHANGE
:inability, impaired mental capacity, and functional
inability, impaired mental capacity, and functional
Omit underlined portion
ic lung disease over their younger counterparts; by 92-fold for
heart disease; by 89-fold for influenza and related pneumonia
infections; and by 43-fold for cancer. As people age, self-or-
2
ganizing systems collapse. Experts 1 suggest that normal
human aging involves loss of complexity within a wide range
of physiological structures and processes. Such losses lead
to physical 2 inability and impaired mental capacity and
functional deregulation – increasing the body’s susceptibility
to disease and death.
18
CONTINUE
2
2
Many recent studies have focused on genetic determinants
3
A)
B)
C)
D)
of longevity in genes regulating the immune-inflammatory
response. Because aging is also accompanied by a chronic
low-grade inflammatory state, the older person appears to be
NO CHANGE
background; said stress potentially triggers
background, said stress potentially triggers
background stresses potentially triggers
plagued by chronic antigenic stress. When interacting with
the genetic 3 background said stress potentially triggers the
onset of age-related inflammatory diseases. While inflamma-
4
tion is a necessary physiological process for elimination of
disease-causing viruses or bacteria, any prolonged exposure of
an elderly person to inflammation can lead to a chronic state
that inevitably damages organs. At the same time, healthy
aging seems directly correlated with a good functioning of the
immune system, suggesting that both environmental factors
and genetic background play important roles. Chronic inflammation appears to be involved in the development of age-related diseases such as Alzheimer’s, atherosclerosis, diabetes
and cancer.
Findings from a groundbreaking study released in April
To transition from the first paragraph, the first sentence
of the second paragraph should be:
A) At the same time, healthy aging seems directly
correlated with a good functioning of the immune
system, suggesting that both environmental factors
and genetic background play important roles.
B) Many recent studies have focused on genetic
determinants of longevity in genes regulating the
immune-inflammatory response.
C) While inflammation is a necessary physiological
process for elimination of disease-causing viruses
or bacteria, any prolonged exposure of an elderly
person to inflammation can lead to a chronic state
that inevitably damages organs.that kind of thing
D) Chronic inflammation appears to be involved in
the development of age-related diseases such as
Alzheimer’s, atherosclerosis, diabetes and cancer.
of 2015 suggest that, from mouse to man and across 12 other
mammal species included in the investigation, those with
more copies of genes called CD33rSIGLEC 5 enjoys a
5
longer life span. These 6 gene’s are involved in fighting
inflammation, and researchers also discovered that mice bred
to have fewer copies of these genes faced premature aging and
A)
B)
C)
D)
NO CHANGE
enjoy
enjoying
endure
A)
B)
C)
D)
NO CHANGE
genes
gene
genes’
early death compared with normal mice.
6
19
CONTINUE
2
2
While inflammation is a normal and necessary function
7
of the body’s immune system, triggered when tissues are
threatened by bacteria, viruses, toxins or other kinds of trauma, chronic inflammation can be range from being damaging
A)
B)
C)
D)
NO CHANGE
someone’s
his
one’s
A)
B)
C)
D)
NO CHANGE
Although
Therefore,
Omit
to life-threatening. Prolonged inflammation encompasses
overreactions like those seen in people with celiac disease who
cannot tolerate certain foods, as well as those experienced
8
in rheumatoid arthritis when one’s immune system attacks
7 their own tissues, and in the longer-term inflammatory
processes that culminate in a range of ailments, from circulatory disease to some cancers and Alzheimer’s.
As noted above, chronic inflammation is seen as a key
feature of aging. Medical and lifestyle experts have focused on
a variety of remedies. Solutions proposed take many forms,
from prescribing an array of pharmaceutical drugs designed
to treat chronic diseases caused by inflammation, to counseling patients in eating regimens like the Mediterranean-style
diet, which is also aimed at reducing inflammation and, thus,
believed to increase life expectancy.
Researchers at the University of California-San Diego
examined whether a major anti-inflammatory gene family,
CD33rSIGLEC, contributes to longevity. The genes are important for bringing inflammation levels back down after an
initial, healthy immune response to an injury.
8 However,
Pascal Gagneux, an associate professor of pathology at the UC
San Diego medical school, who co-led the study, describes inflammation in terms of the literal translation from the word’s
original Latin meaning, “to set on fire.” The CD33rSIGLEC
genes control that “fire,” minimizing damage that the body’s
immune system can cause to normal tissues.
20
CONTINUE
2
2
9
9 The CD33rSIGLEC genes encode for receptors that
bind compounds called sialic acids. These are sugar molecules
that protrude from many of the body’s cells. These molecules
signal the immune system to not attack the cell, thus putting a
brake on immune cell activation.
In the new study, the researchers found that same relationship between a higher number of CD33rSIGLEC genes
and a longer life span 10 were consistently present in a majority of the species investigated, including: opossum, pig, cat,
dog, marmoset, cow, rhesus macaque, orangutan, chimpanzee, elephant, horse, and rat. Researchers speculate that the
CD33rSIGLEC genes evolved in mammals to better manage
stress during inflammation, which then reduces molecular
damage and extends the individual’s life span.
Which of the following most effectively combines the
underlined sentences?
A) The CD33rSIGLEC genes encode for receptors that
bind compounds called sialic acids that are sugar
molecules that protrude from many of the body’s
cells.
B) The CD33rSIGLEC genes encode for receptors that
bind compounds called sialic acids, which are sugar
molecules that protrude from many of the body’s
cells.
C) The CD33rSIGLEC genes encode for receptors that
bind compounds called sialic acids, these are sugar
molecules that protrude from many of the body’s
cells.
D) The CD33rSIGLEC genes encode for receptors that
bind compounds called sialic acids, and they are
sugar molecules that protrude from many of the
body’s cells.
10
A)
B)
C)
D)
NO CHANGE
will
had been
was
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.
21
CONTINUE
444
44
3
4
44
3
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NOTES
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1. No calculator use is permitted for this section.
a calculator
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use of a calculator is permitted.
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useofofa acalculator
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22
CONTINUE
CO
CONTI
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3
1
3
4
x−3
If
= n and n = 4, what is the value of x ?
4
A)
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19
28
=P
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The formula above gives the time t needed to pay off a
loan of A dollars at r percent annual percentage rate
paying P dollars per month. Which of the following
gives P in terms of A , r , and t ?
r
On a Sunday afternoon, Allana answered g emails each
hour for 3 hours, and Terra answered y emails each hour
for 4 hours, which of the following represents the total
number of emails sent by Allana and Terra on Sunday
afternoon?
A)
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1+ ) – 1
(
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12
3
(a3b2 – 3b + 5a2b) – (–a3b2 + 3a2 b – 3b)
5
2x + 3y = –10
3x – y = 18
Which of the following is equivalent to the expression
above?
A)
B)
C)
D)
What is the solution (x, y) to the system of equations
above?
4a2b2
8a2b – 6b
2a3b2 + 2 a2b
2a3b2 + 8 a2b – 6b
A) (9, –9)
B) (4, –6)
8
47
,–
)
7
7
7
D) (– , –1)
2
C) (–
23
CONTINUE
3
3
6
a = 9.99 + 0.15x
c = 8.99 + 0.3x
In the equations above, a and c represent the price per
pound, in dollars, of almonds and cashews, respectively,
x weeks after the harvest last year. What was the price
per pound of almonds when it was equal to the price per
pound of cashews?
A)
B)
C)
D)
$6.67
$8.49
$10.00
$10.99
7
If x > 0, which of the following is equivalent to:
1
1
1
+
x+1 x+2
A)
2x + 3
2 + 3x + 2
x
x2 + 3x + 2
B)
2x + 3
C) 2x + 3
D) x2 + 3x +2
8
If 2x – y = 4, what is the value of
A)
B)
C)
D)
81x
?
9y
34
38
98
Cannot be determined from the information provided.
24
CONTINUE
33
33
DIRECTIONS
For questions
9­­­–10, solve the problem and enter
DIRECTIONS
your answer in the grid, as described below, on
Write
For questions 14–17, solve the problem and
answer
the answer sheet.
in boxes.
enter your answer in the grid, as described
below, on the answer sheet.
1. It is not required, but it is suggested that you
write your answer in the boxes at the top of
1. Although not required, it is suggested that
the columns—this will help you to accurately
you write your answer in the boxes at the top
fill in the
The circles
must
befill
filled
in circles
ofcircles.
the columns
to help
you
in the
Grid in
result.
correctly
in
order
to
receive
credit.
accurately. You will receive credit only if the
2. Mark only
oneare
circle
in aincolumn.
circles
filled
correctly.
2. will
Mark
thanor
one
circle in any column.
3. There
be no
no more
negatives
variables.
3. grid
No question
has a negative
4. Do not
mixed numbers;
create answer.
as a
4. Some
problems may have more than one
fraction
or decimal.
correct
answer.answer
In such
cases,
grid
only one
5. If you have
a decimal
with
more
digits
answer.
than the grid allows, you may either round or
5. Mixed
numbers
as 3 1grid
must
be gridded
truncate
the number,
butsuch
the entire
must
2
be filled.
as 3.5 or 7/2. (If 3 1 / 2 is entered into the
/
7
Answer: 12
7 / 12
.
1
2
3
4
5
6
7
8
9
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
2 . 5
.
1
2
3
4
5
6
7
8
9
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
. 666
6. Decimal answers: If you obtain a decimal
answer with more digits than the grid can
accommodate, it may be either rounded or
truncated, but it must fill the entire grid.
201
/ /
. . . .
0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
37
25
Decimal
point
. 667
/ /
/ /
. . . .
. . . .
.
0 0 0
0 0 0
1 1 1 1
1 1 1 1
1
2 2 2 2
2 2 2 2
2
3 3 3 3
3 3 3 3
3
4 4 4 4
4 4 4 4
4
5 5 5 5
5 5 5 5
5
6 6 6 6
6 6 6 6
6
7 7 7 7
7 7 7 7
7
8 8 8 8
8 8 8 8
8
9 9 9 9
9 9 9 9
9
Answer: 201 – either position is correct
grid, it will be interpreted as 31 , not 3 1 .)
2
2
Unauthorized copying or reuse of any part of this page is illegal.
Fraction
line
2
Acceptable ways to grid 3 are:
2 / 3
/
Answer: 2.5
201
/ /
. . .
0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
.
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
NOTE: You
may start your
answers in any
column, space
permitting.
Columns you
don’t need to
use should be
left blank.
CO NTI N U E
CONTINUE
3
3
9
The figure above represents the positions of Ann(A),
Bryan(B), Colin(C), David(D), and Emma(E). Bryan and
Colin are 180 feet apart, Ann and Colin are 140 feet apart,
Colin and David are 70 feet apart and David and Emma
are 80 feet apart. If the line connecting Ann and Bryan is
parallel to the line connecting David and Emma, what is
the distance between Ann and Bryan?
10
If 2r = 18 18 and r = 27 a , what is the value of a?
26
CONTINUE
4
444
44
3
4
3
Test – Calculator
Math Test – Calculator
th
Test
Math
–
Calculator
Test
–
Calculator
Math
Math
Test
Test
–
–
Calculator
Calculator
UTE S , 31 Q UE S T IO NSMath Test 2 – No Calculator
45 MINUTES, 31 QUEST IO NS
NUTES,45
31MQIN
UEUT
S TI
ES,
ON
1 QU EST
4455MINUTES,
MINUTES,31
31QUESTIONS
QUESTIONS
123S
MINUTES,
10I ONS
QUESTIONS
on 4 of your answer sheet to answer the questions in this section.
Turn to Section 4 of your answer sheet to answer the q
Turn answer
to the
Section
3 oftothe
answer
key
on
page
to section.
score
the to
answers
inthe
this
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ection 4 of your
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to Section
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section.
the
Section
questions
4 4of
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your
in45
this
answer
answer
sheet
sheet
toanswer
answer
thequestions
questions
thissection.
section.
DIRECTIONS
1-27
1-27, solve each problem, choose the
best answer from the choices
For questions 1-27,
1-27 solve each problem, choose the best
1-27
1-27
1-27
1-27
tions
1-27,
solve
For
each
questions
problem,
1-27,
choose
solve
the
each
best
problem,
answer
choose
from
For
For
questions
the
questions
the
choices
best
answer
1-27,
1-27,
solve
solve
from
each
the
each
choices
problem,
problem,
choose
choose
the
the
best
answer
the
choices
choices
fill in the corresponding circle on your
answer
sheet. ForChoose
questions
28-31,
provided,
and fillfor
inbest
theanswer
corresponding
circle
on your answ
Solve
each problem.
the best
answer from the choices
provided
questions
1 from
tofrom
8 the
For
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28-31,
For
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For
For
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questions
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Please
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solve
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and
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and enter your answer in the grid for questions 9 to 10. Use any available space in this section of
problem
solve
enterthe
your
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enter
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NOTES
calculator is permitted.
1. The use of a calculator is permitted.
1. No calculator use is permitted for this section.
e of a calculator
1. The
is permitted.
use of a calculator is permitted.
1.1.The
Theuse
useofofa acalculator
calculatorisispermitted.
permitted.
and expressions used represent real
unlessdomains,
otherwise
indicated.
2. All
expressions
used represent real numb
2. numbers
All variables,
and
expressions used represent
realvariables
numbersand
unless
otherwise
ables and expressions
2. All variables
used represent
and expressions
real
numbers
used
represent
unless
2.
2.
otherwise
All
All
real
variables
variables
numbers
indicated.
and
and
unless
expressions
expressions
otherwise
used
used
indicated.
represent
represent
real
real
numbers
numbers
unless
unless
otherwise
otherwiseindicated.
indicated.
indicated.
vided in this test are drawn to scale unless
otherwise indicated.
3. Figures provided in this test are drawn to scale unless o
s provided in this
3. Figures
test areprovided
drawn toinscale
thisUnless
test
unless
areotherwise
otherwise
drawn to3.
scale
indicated.
3.Figures
Figures
unless
provided
provided
otherwise
inin
this
indicated.
thistest
test
aredrawn
drawntotoscale
scaleunless
unlessotherwise
otherwiseindicated.
indicated.
3.
indicated,
figures
are
drawn
to are
scale.
e in a plane unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
4. Unless
indicated,
alllie
figures
lie
in aunless
plane.otherwise
res lie in a plane
4. All
unless
figures
otherwise
lie in a plane
indicated.
unless otherwise
otherwise4.
indicated.
4.AllAllfigures
figures
lieinina aplane
plane
unless
otherwiseindicated.
indicated.
rwise indicated, the domain of a given function f is the set of all real numbers x for
5. Unless otherwise indicated, the domain of a given func
indicated,
5. Unless
the
otherwise
domain of
indicated,
a given function
the domain
f is of
the
5.5.
aUnless
given
set
Unless
of all
otherwise
function
otherwise
real numbers
f indicated,
isindicated,
the xset
forof
the
the
alldomain
real
domain
numbers
ofof
agiven
given
function
function
f fisisthe
theset
setofofallallreal
realnumbers
number
sotherwise
a real number.
which
f a(x)
isx aforreal
number.
f (x) is a real number.
which f(x) is a real number.
which
which
f(x)
f
(x)
is
is
a
a
real
real
number.
number.
REFERENCE
s 45° s√2
60°
r
x
45°
45°
s√2
s√2
2x
s
60°
60°
r
c x s 45° 2x
ch
ccw
30° r br
hh x
h
bb
ww
w
wb
s
b
a
30°
30°
45°
45°
x√3
s x√3 b b 2
s aa
b
b
a
a
1
2
2
2
x√3
A = w
A = w
A = bh
Special Right Triangles
c =a +b
A = pr
2 1A = w
1 1bhbh Triangles
2 = 12 bhAA==prpr
2
2 2cSpecial
Triangles
w
A = wA = pr 2
AbA=2 =w
A = bh
A
A===Right
Special
+b
= a2 +Right
c 2 = aA
c 2c 2==a2a2++b 2b 2
C
2pr
2
2
22
C = 2pr
CC==2pr
2pr
h
w
r
h
h
w
hr
h
w
r
h
2x
c
b
rr
h
r
h
h r hh
r ww
h
rr
hw
h
hh
r w h
w h
h2x2x
b30°
30°
1 bh
x√3
A = x√3
c2 =
2
Special
SpecialRight
RightTrT
r
rr
w
60°
60° b s
xx
h
r
hh
rr
4
1 4
V = wh V = pr 2h
V = 1 wh
V = pr 3
V = pr 2h
V = pr 2h
V = pr
3
3
3
3 V
4
1
4
1
1
1
4
4
1
1
2
22
V = pr
VVV==V
=wh
wh
wh
pr
wh2pr
h
VV==pr 2pr
h3
h2h2h
VVV===prpr
2pr
wh
VV=V==wh
=
h3
prpr3 3
VV== prpr
hh
3
3 3
33
33 3
33
f degrees of arc in a circle is 360.
The number of degrees of arc in a circle is 360.
ber
of degrees
of
in a circle
is 360. of arc in a circle is 360.
The
Thenumber
numberofofdegrees
degreesofofarc
arcinina acircle
circle
isis360.
360. of radians of arc in a circle is 2p.
f radians
of arcThe
in arc
anumber
circle
isof
2p.degrees
The
number
ber
of
radians
The
of
arc
number
in
a
circle
of
radians
is
2p.
of
arc
in
a
circle
is
2p.
The
The
number
number
of
of
radians
radians
of
of
arc
arc
in
in
a
a
circle
circle
is
is
2p.
2p.
e measures in degrees of the anglesThe
of aarc
triangle
is 180.
The sum of the measures in degrees of the angles of a tria
in a circle
is 360 degrees or 2 radians.
of the measures
Theinsum
degrees
of theofmeasures
the angles
in
of
degrees
a
triangle
of
the
is
180.
angles
The
The
sum
sum
of
of
a
of
triangle
the
the
measures
measures
is
180.
in
in
degrees
degrees
ofthe
theangles
anglesofofa atriangle
triangleisis180.
180.
The measures of the angles of a triangle have a sum of 180ofdegrees.
ge is illegal.
40
40
40
CO
NTI Ncopying
U E or reuse of any part of this page is illegal.
Unauthorized
CO NTI N U E
CO
NTI N U E
40
40
40
dthis
copying
page is
orillegal.
reuse of any part of this page is illegal.
Unauthorized
Unauthorized
copying
copying
oror
reuse
reuse
ofof
any
any
part
part
ofof
this
this
page
page
is illegal.
is illegal.
27
CONTINUE
CO
CONT
NT
3
3
1
3
What is the difference between (9 + 8i) and (10 - 3i),
for i = –1 ?
A)
B)
C)
D)
w = 102d + 91
A wildlife rehabilitator uses the model above to estimate
the weight w, in grams, of a male eaglet d days after
hatching, up to 30 days. Based on the model, what is the
estimated weight increase of the eaglet’s weight each day?
–1 + 11i
–1 + 5i
19 + 5i
19 + 11i
A)
B)
C)
D)
4
2
1
51
91
102
p
3q
= 6, then
=
q
p
Krishna is a mail room clerk. Each day he receives
boxes of mail which need to be distributed to the office
personnel. The amount of mail he has left to deliver at the
end of each hour can be estimated by the equation
M = 215 – 27h, where M is the number of pieces of mail
he has left to deliver that day and h is the number of
hours he has worked that day. What is the meaning of 215
in the equation?
If
A) Krishna will deliver the mail in 215 hours
B) Krishna starts the day with 215 pieces of mail to
deliver
C) Krishna delivers mail at the rate of 215 pieces per
hour
D) Krishna delivers mail at the rate of 215 per day
D) 18
A)
1
2
B) 2
C) 3
5
f(x) = 2x2 + b
For the function f defined above, b is a constant and
f(3) = 10. What is the value of f(-4)?
A)
B)
C)
D)
28
24
1
–8
–40
CONTINUE
3
6
3
1
passes through the origin of
5
the xy coordinate plane. Which of the following points
A line with a slope of –
lies on the line?
A)
B)
C)
D)
(1, -5)
(0, -5)
(-5, 5)
(-10, 2)
7
If b = a + 4 and c = a – 3, which of the following is an
expression representing a in terms of b and c?
A) b + c – 1
2
b+c+1
B)
2
C) b + c – 1
D) b + c + 1
29
CONTINUE
33
33
DIRECTIONS
For questions
8–10, solve the problem and enter
DIRECTIONS
your answer in the grid, as described below, on
Write
For questions 14–17, solve the problem and
answer
the answer sheet.
in boxes.
enter your answer in the grid, as described
below, on the answer sheet.
1. It is not required, but it is suggested that you
write your answer in the boxes at the top of
1. Although not required, it is suggested that
the columns—this will help you to accurately
you write your answer in the boxes at the top
fill in the
The circles
must
befill
filled
in circles
ofcircles.
the columns
to help
you
in the
Grid in
result.
correctly
in order to
receive
credit.credit only if the
accurately.
You
will receive
2. Mark only
oneare
circle
in aincolumn.
circles
filled
correctly.
2. will
Mark
thanor
one
circle in any column.
3. There
be no
no more
negatives
variables.
3. grid
No question
has a negative
4. Do not
mixed numbers;
create answer.
as a
4.
Some
problems
may
have
more
than one
fraction or decimal.
correct
answer.answer
In such
cases,
grid
only one
5. If you have
a decimal
with
more
digits
answer.
than the grid allows, you may either round or
5. Mixed
numbers
as 3 1grid
must
be gridded
truncate
the number,
butsuch
the entire
must
2
be filled.
as 3.5 or 7/2. (If 3 1 / 2 is entered into the
/
7
Answer: 12
7 / 12
.
1
2
3
4
5
6
7
8
9
2 . 5
.
1
2
3
4
5
6
7
8
9
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
2 / 3
. 666
2
201
201
.
6. Decimal answers: If you obtain a decimal
answer with more digits than the grid can
accommodate, it may be either rounded or
truncated, but it must fill the entire grid.
/ /
. . . .
0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
3037
Decimal
point
. 667
/ /
/ /
. . .
. . . .
.
0 0 0
0 0 0
1 1 1 1
1 1 1 1
1
2 2 2 2
2 2 2 2
2
3 3 3 3
3 3 3 3
3
4 4 4 4
4 4 4 4
4
5 5 5 5
5 5 5 5
5
6 6 6 6
6 6 6 6
6
7 7 7 7
7 7 7 7
7
8 8 8 8
8 8 8 8
8
9 9 9 9
9 9 9 9
9
Answer: 201 – either position is correct
grid, it will be interpreted as 31 , not 3 1 .)
Unauthorized copying or reuse of any part of this page is illegal.
Fraction
line
2
Acceptable ways to grid 3 are:
/
2
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
Answer: 2.5
/ /
. . . .
0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
NOTE: You
may start your
answers in any
column, space
permitting.
Columns you
don’t need to
use should be
left blank.
CO NTI N U E
CONTINUE
3
3
8
If p > 0 and p2– 9 = 0, what is the value of p?
9
7x + 13y = –7
2x + y = –21
According to the system of equations above, what is the
value of y?
10
In a right triangle, one angle measures x, where
5
tan x =
. What is the measure of sin (90 – x)?
12
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.
31
CONTINUE
444
44
4
4
44
4
est – Calculator
Math Test – Calculator
Test
Math
–
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–
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Math
Math
Test
Test
–
–
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Calculator
ES, 3 1 QU E S T ION SMath Test 1 – Calculator
45 MINUTES, 31 QUEST IO NS
UTE S ,45
31MQUE
IN UT
S TEIO
S 15
,N3S
1 QU EST
4455MMINUTES,
I NUTES, 31
31QUESTIONS
QUESTIONS
MINUTES,
10I ONS
QUESTIONS
of your answer sheet to answer the questions in this section.
Turn to Section 4 of your answer sheet to answer the ques
Turn answer
to the
Section
4 oftothe
answer
key
on
page
to section.
score
the to
answers
inthe
this
section. ininthis
on 4 of your
Turnanswer
to Section
sheet
4 to
of your
answer
questions
sheet
Turn
answer
in
Turn
this
totoSection
section.
the
Section
questions
4 4of
ofyour
your
in45
this
answer
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DIRECTIONS
7 solve each problem, choose the
7,
best answer from the choices
1-27 solve each problem, choose the best ans
For questions 1-27,
1-27,
1-27
solve
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1-27
1-27,
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NOTES
ulator is permitted.
1. The use of a calculator is permitted.
1. The use of a calculator use is permitted for this section.
a calculator
1. The
is permitted.
use of a calculator is permitted.
1.1.The
Theuse
useofofa acalculator
calculatorisispermitted.
permitted.
expressions used represent real
unlessdomains,
otherwise
indicated.
2. All
expressions
used represent real numbers
2. numbers
All variables,
and
expressions used represent
realvariables
numbersand
unless
otherwise
s and expressions
2. All variables
used represent
and expressions
real
numbers
used
represent
unless
2.
2.
otherwise
All
All
real
variables
variables
numbers
indicated.
and
and
unless
expressions
expressions
otherwise
used
used
indicated.
represent
represent
real
real
numbers
numbers
unless
unless
otherwise
otherwiseindicated.
indicated.
indicated.
d in this test are drawn to scale unless
otherwise indicated.
3. Figures provided in this test are drawn to scale unless othe
vided in this
3. Figures
test areprovided
drawn toinscale
thisUnless
test
unless
areotherwise
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Figures
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aredrawn
drawntotoscale
scaleunless
unlessotherwise
otherwiseindicated.
indicated.
3.
indicated,
figures
are
drawn
to are
scale.
a plane unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
4. Unless
indicated,
alllie
figures
lie
in aunless
plane.otherwise
ie in a plane
4. All
unless
figures
otherwise
lie in a plane
indicated.
unless otherwise
otherwise4.
indicated.
4.AllAllfigures
figures
lieinina aplane
plane
unless
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indicated.
e indicated, the domain of a given function f is the set of all real numbers x for
5. Unless otherwise indicated, the domain of a given function
erwise
indicated,
5. Unless
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indicated,
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the domain
f is of
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5.5.
aUnless
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Unless
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numbersx xfor
fof
eal number.
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f a(x)
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which f(x) is a real number.
which
which
f(x)
f
(x)
is
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a
a
real
real
number.
number.
REFERENCE
s 45° s√2
60°
r
x
w
b
45° s√2
2x
s 45° s√2 c c w
60°
60°
r
c x s 45° 2x
ch
30° r br
hh x
h
bb
ww
w
wb
s
b
a
30°
30°
45°
45°
x√3
s x√3 b b 2
s aa
b
b
a
a
1
2
2
2
x√3
A = w
A = w
A = bh
Special Right Triangles
c =a +b
A = pr
2 1A = w
1 1bhbh Triangles
2 = 12 bhAA==prpr
2
2 2cSpecial
Triangles
w
A = wA = pr 2
AbA=2 =w
A = bh
A
A===Right
Special
+b
= a2 +Right
c 2 = aA
c 2c 2==a2a2++b 2b 2
C
2pr
2
2
22
C = 2pr
CC==2pr
2pr
r
h
w
hr
V = pr h
2
wh
V = pr
h
2x
c
h
h
w
r
h
2
rr
h
r
h
4
V = pr 3
3
VV==pr42pr
h3
3
h r hh
r ww
1 V = pr 2h
3VV==1wh
42pr
pr
wh
V =V =
h3
3 3
h
rr
hw
h
hh
r w h
w h
c
45°
45°
60°
60° b s s
xx
b30°
a
30°
1 bh
x√3
A = x√3
c 2 = a2 +
2
Special
SpecialRight
RightTriang
Trian
h2x2x
r
rr
h
r
hh
rr
w
1
V = wh
V = wh
V = pr 2h
3 11 2 22
1
4
4
1 1 2h2h
3
3
h hh
VVV===prpr
pr
wh
VV=V==wh
prpr
VV== prpr
33
33 3
33
h
4 V = pr 3
3 VV==1
3
grees of arc in a circle is 360.
The number of degrees of arc in a circle is 360.
ofians
degrees
of
in a circle
is 360. of arc in a circle is 360.
The
Thenumber
numberofofdegrees
degreesofofarc
arcinina acircle
circle
isis360.
360. of radians of arc in a circle is 2p.
of arcThe
in arc
anumber
circle
isof
2p.degrees
The
number
ofasures
radians
The
of
arc
number
in
a
circle
of
radians
is
2p.
of
arc
in
a
circle
is
2p.
The
The
number
number
of
of
radians
radians
of
of
arc
arc
in
in
a
a
circle
circle
is
is
2p.
2p.
in degrees of the anglesThe
of aarc
triangle
is 180.
The sum of the measures in degrees of the angles of a triangle
in a circle
is 360 degrees or 2 radians.
e measures
Theinsum
degrees
of theofmeasures
the angles
in
of
degrees
a
triangle
of
the
is
180.
angles
The
The
sum
sum
of
of
a
of
triangle
the
the
measures
measures
is
180.
in
in
degrees
degrees
ofthe
theangles
anglesofofa atriangle
triangleisis180.
180.
The measures of the angles of a triangle have a sum of 180ofdegrees.
llegal.
40
40
40
CO
NTI Ncopying
U E or reuse of any part of this page is illegal.
Unauthorized
CO NTI N U E
CO
NTI N U E
40
40
40
ying
age is
orillegal.
reuse of any part of this page is illegal.
Unauthorized
Unauthorized
copying
copying
oror
reuse
reuse
ofof
any
any
part
part
ofof
this
this
page
page
is illegal.
is illegal.
32
CONTINUE
CO
CONTI
NTINNU
4
4
3
1
Foreign Language
Gender
Spanish
German
French
Total
Female
31
56
47
120
Male
41
51
34
140
Total
72
107
81
260
A group of high school students responded to a survey
that asked which foreign language class they were
enrolled in. The survey results are shown in the table
above. Which of the following accounts for approximately
13% of the respondents?
A)
B)
C)
D)
In the figure above line m is parallel to line n and line l is
parallel to line p. If the measure of 1 is 135°, what is the
measure of 2?
A)
B)
C)
D)
Females taking Spanish
Females taking French
Males taking German
Males taking French
45°
56°
68°
135°
2
The number of birds seen in seven Texas counties is
shown above. If the total number of birds seen was
80,800, what is an appropriate label for the vertical axis of
the graph?
A)
B)
C)
D)
Number of birds (in tens)
Number of birds (in hundreds)
Number of birds (in thousands)
Number of birds (in ten thousands)
33
CONTINUE
4
4
6
4
Which of the following scatter-plots shows a strong
positive correlation between a and b?
A)
B)
Based on the histogram above, which of the following is
closest to the average (arithmetic mean) number of bananas
per bunch?
A)
B)
C)
D)
C)
4
5
6
7
D)
7
h = –4.9t2 + 19.6t + 58.8
The equation above expresses the height of an object
launched at 19.6 meters per second (m/s) from a 58.8
meter platform t seconds after it is launched. After how
many seconds will the object hit the ground?
5
A)
B)
C)
D)
For what value of m is 5 + |m – 5| equal to 0?
A)
B)
C)
D)
0
3
5
There is no such value of m.
34
4.5 seconds
5 seconds
5.5 seconds
6 seconds
CONTINUE
43
43
DIRECTIONS
For questions
8–10, solve the problem and enter
DIRECTIONS
your answer in the grid, following the directions
Write
For questions 14–17, solve the problem and
answer
below, on your answer sheet.
in boxes.
enter your answer in the grid, as described
below, on the answer sheet.
1. It is not required, but it is suggested that you
write your answer in the boxes at the top of
1. Although not required, it is suggested that
the columns—this will help you to accurately
you write your answer in the boxes at the top
fill in the
The circles
must
befill
filled
in circles
ofcircles.
the columns
to help
you
in the
Grid in
result.
correctly
in
order
to
receive
credit.
accurately. You will receive credit only if the
2. Mark only
oneare
circle
in aincolumn.
circles
filled
correctly.
2. will
Mark
thanor
one
circle in any column.
3. There
be no
no more
negatives
variables.
3.
No
question
has
a
negative
4. Do not grid mixed numbers; create answer.
as a
4. Some
problems may have more than one
fraction
or decimal.
correct
answer.answer
In such
cases,
grid
only one
5. If you have
a decimal
with
more
digits
answer.
than the grid allows, you may either round or
5. Mixed
numbers
as 3 1grid
must
be gridded
truncate
the number,
butsuch
the entire
must
2
be filled.
as 3.5 or 7/2. (If 3 1 / 2 is entered into the
/
7
Answer: 12
7 / 12
.
1
2
3
4
5
6
7
8
9
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
2 . 5
.
1
2
3
4
5
6
7
8
9
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
. 666
6. Decimal answers: If you obtain a decimal
answer with more digits than the grid can
accommodate, it may be either rounded or
truncated, but it must fill the entire grid.
201
/ /
. . . .
0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
37
35
Decimal
point
. 667
/ /
/ /
. . . .
. . . .
.
0 0 0
0 0 0
1 1 1 1
1 1 1 1
1
2 2 2 2
2 2 2 2
2
3 3 3 3
3 3 3 3
3
4 4 4 4
4 4 4 4
4
5 5 5 5
5 5 5 5
5
6 6 6 6
6
6 6 6 6
7 7 7 7
7
7 7 7 7
8 8 8 8
8
8 8 8 8
9 9 9 9
9 9 9 9
9
Answer: 201 – either position is correct
grid, it will be interpreted as 31 , not 3 1 .)
2
2
Unauthorized copying or reuse of any part of this page is illegal.
Fraction
line
2
Acceptable ways to grid 3 are:
2 / 3
/
Answer: 2.5
201
/ /
. . .
0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
.
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
NOTE: You
may start your
answers in any
column, space
permitting.
Columns you
don’t need to
use should be
left blank.
CO NTI N U E
CONTINUE
4
4
8
A sphere is inscribed in a cube whose volume is 125.
What is the diameter of the sphere?
Questions 9 and 10 use the following information.
Alex is studying extinction rates for amphibian species. The
amphibian species are declining at a rate of 2% per decade.
Alex uses the expression 250(x)t to find the number of
amphibian species t decades after 2000.
9
What is the value of x in the expression?
10
Alex’s professor found more data that indicates that
amphibian species are declining at 2.5% per decade. If
his professor is correct, approximately how many more
amphibian species will be extinct a century after 2000?
36
CONTINUE
4
444
44
4
4
4
Test – Calculator
Math Test – Calculator
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Test
Math
–
Calculator
Test
–
Calculator
Math
Math
Test
Test
–
–
Calculator
Calculator
UTE S , 31 Q UE S T IO NSMath Test 2 – Calculator
45 MINUTES, 31 QUEST IO NS
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on 4 of your answer sheet to answer the questions in this section.
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this
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thissection.
section.
DIRECTIONS
1-27 solve each problem, choose the
1-27,
best answer from the choices
1-27 solve each problem, choose the best
For questions 1-27,
1-27
1-27
1-27
1-27
tions
1-27,
solve
For
each
questions
problem,
1-27,
choose
solve
the
each
best
problem,
answer
choose
from
For
For
questions
the
questions
the
choices
best
answer
1-27,
1-27,
solve
solve
from
each
the
each
choices
problem,
problem,
choose
choose
the
the
best
answer
the
choices
choices
questions
28-31,
fill in the corresponding circle on your
answer
sheet. ForChoose
provided,
and fillfor
inbest
theanswer
corresponding
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on your answ
Solve
each problem.
the best
answer from the choices
provided
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For
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and enter your answer in the grid for questions 9 to 10. Use any available space in this section of
problem
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enter
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yourtest
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work.
NOTES
calculator is permitted.
1. The use of a calculator is permitted.
1. The use of a calculator use is permitted for this section.
e of a calculator
1. The
is permitted.
use of a calculator is permitted.
1.1.The
Theuse
useofofa acalculator
calculatorisispermitted.
permitted.
and expressions used represent real
unlessdomains,
otherwise
indicated.
2. All
expressions
used represent real numb
2. numbers
All variables,
and
expressions used represent
realvariables
numbersand
unless
otherwise
ables and expressions
2. All variables
used represent
and expressions
real
numbers
used represent
unless
2.2.otherwise
AllAll
real
variables
variables
numbers
indicated.
and
and
unless
expressions
expressions
otherwise
used
used
indicated.
represent
representreal
realnumbers
numbersunless
unlessotherwise
otherwiseindicated.
indicated.
indicated.
vided in this test are drawn to scale unless
otherwise indicated.
3. Figures provided in this test are drawn to scale unless o
s provided in this
3. Figures
test areprovided
drawn toinscale
thisUnless
test
unless
areotherwise
otherwise
drawn to3.
scale
indicated.
3.Figures
Figures
unless
provided
provided
otherwise
inin
this
indicated.
thistest
test
aredrawn
drawntotoscale
scaleunless
unlessotherwise
otherwiseindicated.
indicated.
3.
indicated,
figures
are
drawn
to are
scale.
e in a plane unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
4. Unless
indicated,
alllie
figures
lie
in aunless
plane.otherwise
res lie in a plane
4. All
unless
figures
otherwise
lie in a plane
indicated.
unless otherwise
otherwise4.
indicated.
4.AllAllfigures
figures
lieinina aplane
plane
unless
otherwiseindicated.
indicated.
rwise indicated, the domain of a given function f is the set of all real numbers x for
5. Unless otherwise indicated, the domain of a given func
indicated,
5. Unless
the
otherwise
domain of
indicated,
a given function
the domain
f is of
the
5.5.
aUnless
given
set
Unless
of all
otherwise
function
otherwise
real numbers
f indicated,
isindicated,
the xset
forof
the
the
alldomain
real
domain
numbers
ofof
agiven
given
function
function
f fisisthe
theset
setofofallallreal
realnumbers
number
sotherwise
a real number.
which
f a(x)
isx aforreal
number.
f (x) is a real number.
which f (x) is a real number.
which
which
f
(x)
f
(x)
is
is
a
a
real
real
number.
number.
REFERENCE
w
s 45° s√2
60°
r
x
45°
45°
s√2
s√2
2x
s
60°
60°
r
ccw
c x s 45° 2x
ch
30° r br
hh x
h
bb
ww
w
wb
s
b
a
30°
30°
45°
45°
x√3
s x√3 b b 2
s aa
b
b
a
a
1
2
2
2
x√3
A = w
A = w
A = bh
Special Right Triangles
c =a +b
A = pr
2 1A = w
1Right
1bhbh Triangles
2 = 12 bhAA==prpr
2
22 22 22
2 2cSpecial
Triangles
w
AbA=2 =w
A = wA = pr 2
A = bh
A
A
=
=
Special
+b
= a2 +Right
c
c 2 = aA
c ==a a++b b
C = 22pr
2
2
2
C = 2pr
CC==2pr
2pr
h
w
r
h
h
w
hr
h
w
h
2x
c
b
r
rr
h
h
r
h r hh
r ww
h
rr
hw
h
hh
r w h
w h
h2x2x
b30°
30°
1 bh
x√3
A = x√3
c2 =
2
Special
SpecialRight
RightT
r
rr
w
60°
60° b s
xx
h
r
hh
rr
4
1 4
V = wh V = pr 2h
V = 1 wh
V = pr 3
V = pr 2h
V = pr 2h
V= p
3
3
3
3 V
4
1
4
1
1
1
4
4
1
1
2
22
VVV==V
=wh
wh
wh
pr
wh2pr
V = pr
h
VV==pr 2pr
h3
h2h2h
VVV===prpr
2pr
wh
VV=V==wh
=
h3
prpr3 3
VV== prpr
hh
3
3 3
33
33 3
33
f degrees of arc in a circle is 360.
The number of degrees of arc in a circle is 360.
ber
of degrees
of
in a circle
is 360. of arc in a circle is 360.
The
Thenumber
numberofofdegrees
degreesofofarc
arcinina acircle
circle
isis360.
360. of radians of arc in a circle is 2p.
f radians
of arcThe
in arc
anumber
circle
isof
2p.degrees
The
number
ber
of
radians
The
of
arc
number
in
a
circle
of
radians
is
2p.
of
arc
in
a
circle
is
2p.
The
The
number
number
of
of
radians
radians
of
of
arc
arc
in
in
a
a
circle
circle
is
is
2p.
2p.
e measures in degrees of the anglesThe
of aarc
triangle
is 180.
The sum of the measures in degrees of the angles of a tria
in a circle
is 360 degrees or 2 radians.
of the measures
Theinsum
degrees
of theofmeasures
the angles
in
of
degrees
a
triangle
of
the
is
180.
angles
The
The
sum
sum
of
of
a
of
triangle
the
the
measures
measures
is
180.
in
in
degrees
degrees
ofthe
theangles
anglesofofa atriangle
triangleisis180.
180.
The measures of the angles of a triangle have a sum of 180ofdegrees.
CO
NTI Ncopying
U E or reuse of any part of this page is illegal.
Unauthorized
NTI N U E
CO
NTI N U E
ed
f this
copying
page is
orillegal.
reuse of any part of this page is illegal.
Unauthorized
copying
copying
oror
reuse
reuse
ofof
any
any
part
part
ofof
this
this
page
page
isCO
illegal.
is illegal.
40Unauthorized
40
40
40
37
age is illegal.
40
40
CONTINUE
CO
CONT
N
4
1
4
k
, where k is a constant and y = 8 when x = 6, what
x
is the value of y when x = 12?
A) 4
B) 10
C) 16
D) 48
If y =
Questions 3 and 4 use the following information.
The graph above displays the number of seats s, that can be
placed around t tables placed in a row.
3
2
What does the point (t, s) represent?
Which of the following is NOT a solution to
2x – 7 ≥ 3x – 4?
A)
B)
C)
D)
A) s seats can be placed around t tables
–5
–4
–3
–2
B) t seats can be placed around s tables
C) st is the number of people that can be seated
s
D)
is the number of tables needed to seat 5 people
t
4
Which of the following represents the relationship
between s and t?
A) s = 2t
B) s = t + 2
C) s = 4t + 2
1
D) t = 2s –
2
38
CONTINUE
4
4
5
7
For a recycling study, a researcher sections off a 10-block
by 10-block residential section of a city and diverts
the trash to a sorting warehouse. Within the region,
each 1-block by 1-block group of houses contained 12
houses. Ten blocks were selected at random and groups
of students separated the recyclables from the trash and
weighed both. The results are shown in the table below.
Recycled
weight
Trash
weight
Group
Recycled
weight
Trash
weight
A
32
40
F
15
8
B
18
12
G
25
12
C
24
15
H
30
18
D
27
23
I
17
40
E
35
20
J
25
18
Which of the following is a reasonable approximation for
how pounds of recycling exceeded the number of pounds
of trash in the 10- by 10-block area of the city?
The complete graph of f is shown above in the xy-plane.
For what value of x is f (x) at its maximum?
A)
B)
C)
D)
Group
–5
–3
3
4
A)
B)
C)
D)
7
70
700
7,000
6
Percent of Recall after Graduation
None
0-15 years
16-48 years
Names
98
90
80
Faces
100
92
70
Free recall
85
60
30
8
A circle is tangent to the x–axis and y–axis in the
xy–plane. If it has a center of (5, 5) and intersects a line
at (1, 2) and (2, 9), which pair of equations below can be
used to describe the system of equations?
The data above were produced by a long-term memory
study testing the ability of people to remember people
in their graduating class. Free recall asked participants
to remember people in their graduating class. Photo
recognition had participants look at photos of 50 people
in their graduation class. A name recognition test asked
participants to identify 50 names of people from their
class given a list of 200 names. If 400 people participated
in the study, how many more participants recognized
faces 0 – 15 years after graduation than their names
16 – 48 years after graduation?
A)
B)
C)
D)
A) (x + 5)2 + (y + 5)2= 25
y = –7x – 5
B) (x + 5)2 + (y + 5)2 = 5
y = 7x – 5
C) (x + 5)2 + (y + 5)2 = 25
y = 7x – 5
D) (x – 5)2 + (y – 5)2 = 25
y = 7x – 5
24
25
48
50
39
CONTINUE
43
43
DIRECTIONS
For questions
9–10, solve the problem and enter
DIRECTIONS
your answer in the grid, as described below, on
Write
For questions 14–17, solve the problem and
answer
the answer sheet.
in boxes.
enter your answer in the grid, as described
below, on the answer sheet.
1. It is not required, but it is suggested that you
write your answer in the boxes at the top of
1. Although not required, it is suggested that
the columns—this will help you to accurately
you write your answer in the boxes at the top
fill in the
The circles
must
befill
filled
in circles
ofcircles.
the columns
to help
you
in the
Grid in
result.
correctly
in
order
to
receive
credit.
accurately. You will receive credit only if the
2. Mark only
oneare
circle
in aincolumn.
circles
filled
correctly.
2. will
Mark
thanor
one
circle in any column.
3. There
be no
no more
negatives
variables.
3. grid
No question
has a negative
4. Do not
mixed numbers;
create answer.
as a
4. Some
problems may have more than one
fraction
or decimal.
correct
answer.answer
In such
cases,
grid
only one
5. If you have
a decimal
with
more
digits
answer.
than the grid allows, you may either round or
5. Mixed
numbers
as 3 1grid
must
be gridded
truncate
the number,
butsuch
the entire
must
2
be filled.
as 3.5 or 7/2. (If 3 1 / 2 is entered into the
/
7
Answer: 12
7 / 12
.
1
2
3
4
5
6
7
8
9
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
2 . 5
.
1
2
3
4
5
6
7
8
9
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
. 666
6. Decimal answers: If you obtain a decimal
answer with more digits than the grid can
accommodate, it may be either rounded or
truncated, but it must fill the entire grid.
201
/ /
. . . .
0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
37
40
Decimal
point
. 667
/ /
/ /
. . . .
. . . .
.
0 0 0
0 0 0
1 1 1 1
1 1 1 1
1
2 2 2 2
2 2 2 2
2
3 3 3 3
3 3 3 3
3
4 4 4 4
4 4 4 4
4
5 5 5 5
5 5 5 5
5
6 6 6 6
6 6 6 6
6
7 7 7 7
7 7 7 7
7
8 8 8 8
8 8 8 8
8
9 9 9 9
9 9 9 9
9
Answer: 201 – either position is correct
grid, it will be interpreted as 31 , not 3 1 .)
2
2
Unauthorized copying or reuse of any part of this page is illegal.
Fraction
line
2
Acceptable ways to grid 3 are:
2 / 3
/
Answer: 2.5
201
/ /
. . .
0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
.
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
NOTE: You
may start your
answers in any
column, space
permitting.
Columns you
don’t need to
use should be
left blank.
CO NTI N U E
CONTINUE
4
4
9
g(x) =
x−3
(x − 4)2 + 6(x − 4) + 9
For what value of x is the function g above undefined?
10
Lou can make at least 15 smoothies per hour and at most
20 smoothies per hour at Smooth Juices. Based on this
information, what is a possible amount of time, in hours,
Lou will need to make 130 smoothies?
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.
41
CONTINUE
TOP 6 STRATEGIES
1
2
3
42
FOR YOUR SUCCESS
4
5
6
43
ANSWER KEY
SECTION 1
SECTION 2
Reading Test 1—Bronte
Writing & Language Test 1—Engineering
1.
2.
3.
4.
5.
6.
7.
8.
9.
D
C
D
B
D
D
C
D
D
1. A
2. B
3. C
4. D
5. C
6. B
7. D
8. A
9. C
10.B
11.B
Reading Test 2—Cartography
1. B
2. A
3. D
4. C
5. A
6. C
7. A
8. C
9. A
10.B
11.D
Writing & Language Test 2—Aztec
1. D
2. B
3. C
4. C
5. A
6. A
7. A
8. A
9. B
10.D
11.C
Reading Test 3—Suez Canal
1. B
2. D
3. C
4. D
5. A
6. C
7. A
8. B
9. B
10.D
Writing & Language Test 3—Inflammation
1. A
2. C
3. C
4. A
5. B
6. B
7. D
8. D
9. B
10.D
44
ANSWER KEY
SECTION 3
SECTION 4
Math Test 1
Math Test 1
Math Test 2
Math Test 2
1. C
2. D
3. C
4. A
5. B
6. D
7. B
8. D
9. 160 feet
10.2
1. A
2. B
3. D
4. D
5. D
6. C
7. D
8. 5
9. .98
10.10
1. A
2. B
3. D
4. A
5. A
6. D
7. A
8. 3
9. 7
12
10. 13
1. A
2. D
3. A
4. C
5. C
6. C
7. B
8. C
9. 1
10.6.5 < n < 8.6
45
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