640 MCGRAW-HILL’S SAT 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 4 Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces blank. Be sure to erase any errors or stray marks completely. Use the answer spaces in the grids below for Section 4 or Section 5 only if you are told to do so in your test book. ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED. YOU WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES. 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 5 CAUTION Student-Produced Responses / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 / / / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 910111213 14 15 16 17 18 CHAPTER 16 / PRACTICE TEST 2 641 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 6 Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces blank. Be sure to erase any errors or stray marks completely. Use the answer spaces in the grids below for Section 6 or Section 7 only if you are told to do so in your test book. ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED. YOU WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES. 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 7 CAUTION Student-Produced Responses / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 / / / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 910111213 14 15 16 17 18 PLEASE DO NOT WRITE IN THIS AREA 642 MCGRAW-HILL’S SAT 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 8 Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces blank. Be sure to erase any errors or stray marks completely. 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 9 Practice makes perfect—for more opportunities to take full-length SAT practice tests, visit our Online Practice Plus, on the Web at www.MHPracticePlus/SATpractice. CHAPTER 16 / PRACTICE TEST 2 643 1 ESSAY ESSAY 1 ESSAY Time—25 minutes Write your essay on separate sheets of standard lined paper. The essay gives you an opportunity to show how effectively you can develop and express ideas. You should therefore take care to develop your point of view, present your ideas logically and clearly, and use language precisely. Your essay must be written on the lines provided on your answer sheet—you will receive no other paper on which to write. You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size. Remember that people who are not familiar with your handwrit- ing will read what you write. Try to write or print so that what you are writing is legible to those readers. Important reminders: • A pencil is required for the essay. An essay written in ink will receive a score of zero. • Do not write your essay in your test book. You will receive credit only for what you write on your answer sheet. • An off-topic essay will receive a score of zero. You have twenty-five minutes to write an essay on the topic assigned below. Consider carefully the issue discussed in the following passage, then write an essay that answers the question posed in the assignment. The best leaders are not those who seek power or have great political skill. Great leaders— and these are exceptionally rare, especially today—represent the best selves of the people they represent. Assignment: What are the most important qualities of a leader? Write an essay in which you answer this question and discuss your point of view on this issue. Support your position logically with examples from literature, the arts, history, politics, science and technology, current events, or your experience or observation. If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test. 644 McGRAW-HILL’S SAT 2 2 222 2 3. Before the Realist movement, novelists rarely utilized the language of commoners, pre- ferring the more parlance of the upper classes. (A) normal . . ordinary (B) elite . . fancy (C) sympathetic . . wasteful (D) colloquial . . refined (E) effective . . utilitarian 4. Many college students are attracted to the life of a journalist; the prospect of ex- ploring the world is very appealing, even if the pay is not. (A) peripatetic (B) conventional (C) tolerant (D) coordinated (E) remunerative 5. A position that requires public speaking would be very difficult for one as as he. (A) vivacious (B) garrulous (C) amiable (D) decent (E) reticent GO ON TO THE NEXT PAGE SECTION 2 Time—25 minutes 24 questions Turn to Section 2 of your answer sheet to answer the questions in this section. Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding circle on the answer sheet. 1. Even though Alisha had every reason to hold a grudge, she felt that was not a healthful emotion. (A) resentment (B) fortitude (C) sarcasm (D) elation (E) fondness 2. Those who expected the governor to be in- articulate were surprised by his (A) intolerance (B) fatigue (C) eloquence (D) endurance (E) violence Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole. EXAMPLE: Rather than accepting the theory unquestion- ingly, Deborah regarded it with . (A) mirth (B) sadness (C) responsibility (D) ignorance (E) skepticism A C D E B CHAPTER 16 / PRACTICE TEST 2 645 2 2 222 2 GO ON TO THE NEXT PAGE 6. One example of a relationship is pro- vided by the tickbird, which gets protection and a free meal of ticks from the hippopota- mus and in turn supplies free pest removal services. (A) competitive (B) deteriorating (C) symbiotic (D) regressive (E) vacillating 7. Early philosophers used alone to reach their conclusions; unlike modern scientists, they did not value the information that comes only from close observation and experimentation. (A) reason . . empirical (B) coercion . . mathematical (C) deduction . . clerical (D) computation . . intuitive (E) compassion . . numerical 8. The of many media companies under a single owner is troublesome to those who be- lieve that is essential to the fair and bal- anced presentation of the news. (A) retraction . . differentiation (B) consolidation . . independence (C) collaboration . . sharing (D) unification . . dissemination (E) disintegration . . variety Questions 9–12 are based on the following passages. PASSAGE 1 Education, then, beyond all other devices of human origin, is the great equalizer of the con- ditions of men—the balance-wheel of the social machinery. It gives each man the independence and the means by which he can resist the self- ishness of other men. It does better than to dis- arm the poor of their hostility toward the rich; it prevents being poor. The spread of education, by enlarging the cultivated class or caste, will open a wider area over which the social feelings will expand, and, if this education should be universal and complete, it would do more than all things else to obliterate factitious distinc- tions in society. PASSAGE 2 For most students, the main product of schooling is not education but the acceptance of one’s place in society and of the power of that society to mete out the symbols of status. Education is the acquisition of competence, power, wisdom and discernment. These come only from the unadulterated struggle for sense in the world, and it is this struggle that is de- nied by schooling, which dictates experience and then evaluates that experience as it chooses. But only the experiencer can really evaluate an experience. 9. Unlike Passage 1, Passage 2 focuses on the dis- tinction between (A) educating the poor and educating the wealthy (B) power and knowledge (C) teachers and students (D) educated people and uneducated people (E) schooling and education The following passages are followed by ques- tions based on their content. Answer the ques- tions on the basis of what is stated or implied in the passage and in any introductory mater- ial that may be provided. First passage: Horace Mann, The Case for Public Schools, a report to the Massachusetts Board of Education in 1848. Second passage: Printed with the permission of its author, Christopher Black, and College Hill Coaching. © 2005 Line 5 10 15 20 25 646 McGRAW-HILL’S SAT 2 2 222 2 GO ON TO THE NEXT PAGE Excerpted from “The Renaissance Interlude,” in Socrates to Sartre, by Samuel Enoch Stumpf, McGraw-Hill, New York, 1999. Reproduced with permission of The McGraw-Hill Companies. 10. Passage 1 mentions each of the following as benefits of public education to the poor EXCEPT (A) the diminishment of social distinctions (B) the improvement of living standards (C) better ability to counteract greed (D) increased self-sufficiency (E) the reduction of crime 11. Passage 1 suggests that the obliteration of “factitious distinctions” (lines 13–14) requires (A) unlimited access to education (B) a rigorous curriculum in civics (C) hostility toward the rich (D) dedicated teachers (E) aggressive legislation 12. The author of Passage 2 characterizes the “struggle” (line 21) as (A) regretful (B) empowering (C) illusionary (D) unwinnable (E) foreign formation of temporary hypotheses. The method of observation implied two things: namely, that traditional explanations of the behavior of nature should be empirically demonstrated, the new assumption being that such explanations could very well be wrong, and that new information might be available to scientists if they could penetrate beyond the superficial appearances of things. People now began to look at the heavenly bodies with a new attitude, hoping not solely to find the confirmation of Biblical statements about the firmament but, further, to discover the princi- ples and laws that describe the movements of bodies. Observation was directed not only upon the stars but also in the opposite direc- tion, toward the minutest constituents of physical substance. To enhance the exactness of their observa- tions, they invented various scientific instru- ments. Tippershey, a Dutchman, invented the telescope in 1608, although Galileo was the first to make dramatic use of it. In 1590 the first compound microscope was created. The principle of the barometer was discovered by Galileo’s pupil Torricelli. The air pump, which was so important in creating a vacuum for the experiment that proved that all bodies regard- less of their weight or size fall at the same rate when there is no air resistance, was invented by Otto von Guericke (1602–1686). With the use of instruments and imaginative hypothe- ses, fresh knowledge began to unfold. Galileo discovered the moons around Jupiter, and Anton Leeuwenhoek (1632–1723) discovered spermatozoa, protozoa, and bacteria. Whereas Nicolaus Copernicus (1473–1543) formed a new hypothesis of the revolution of the earth around the sun, Harvey (1578–1657) discovered the circulation of the blood. William Gilbert (1540–1603) wrote a major work on the magnet, and Robert Boyle (1627–1691), the father of chemistry, formu- lated his famous law concerning the relation of temperature, volume, and pressure of 10 15 20 25 30 35 40 45 50 Questions 13–18 are based on the following passage. The following is an essay from a textbook on the history of philosophy published in 1999. The scientists of the Renaissance brought about the most fundamental alterations in the world of thought, and they accomplished this feat by devising a new method for discovering knowledge. Unlike the medieval thinkers, who proceeded for the most part by reading tradi- tional texts, the early modern scientists laid greatest stress upon observation and the Line 5 CHAPTER 16 / PRACTICE TEST 2 647 2 2 222 2 GO ON TO THE NEXT PAGE gases. Added to these inventions and discover- ies was the decisive advance made in mathe- matics, especially by Sir Isaac Newton and Leibniz, who independently invented differen- tial and integral calculus. The method of observation and mathematical calculation now became the hallmarks of modern science. The new scientific mode of thought in time influenced philosophic thought in two impor- tant ways. First, the assumption that the basic processes of nature are observable and capa- ble of mathematical calculation and descrip- tion had the effect of engendering another assumption, namely, that everything consists of bodies in motion, that everything conforms to a mechanical model. The heavens above and the smallest particles below all exhibit the same laws of motion. Even human thought was soon explained in mechanical terms, not to mention the realm of human behavior, which the earlier moralists described as the product of free will. 13. Which of the following is the best title for this passage? (A) The Beginnings of the Scientific Method (B) Scientific Instruments of the Renaissance (C) The Art and Science of the Renaissance (D) Biblical Influence on the Scientific Mode of Thought (E) The Importance of Hypotheses in Scientific Thinking 14. As it is used in line 8, “stress” most nearly means (A) anxiety (B) pressure (C) emphasis (D) desperation (E) contortion 55 60 65 70 75 15. It can be inferred from the passage that if pre- Renaissance scientists observed the motions of heavenly bodies, they did so most likely in order to (A) confirm the formulas that describe the motions of the planets and stars (B) distinguish the motions of various planets (C) validate what the Bible says about those bodies (D) demonstrate the utility of their newly invented instruments (E) refute the hypotheses of their rival scientists 16. The passage indicates that Galileo did which of the following? I. invented an important optical instrument II. instructed another famous scientist III. made an important astronomical discovery (A) II only (B) III only (C) I and II only (D) II and III only (E) I, II, and III 17. The passage indicates that, unlike the “earlier moralists” (line 74), Renaissance scientists began to perceive human behavior as (A) a matter of free choice (B) influenced by heavenly bodies (C) controlled by a metaphysical spirit (D) affected by animalistic impulses (E) subject to the laws of physical motion 18. The primary function of the last paragraph is to (A) propose a solution to a problem (B) identify those responsible for a discovery (C) discuss the effects of a change (D) refute a misconception (E) address an objection to the author’s thesis 648 McGRAW-HILL’S SAT 2 2 222 2 GO ON TO THE NEXT PAGE 50 55 60 Damn the Torpedoes, Brian Burrell, McGraw-Hill, New York, 1999. Reproduced with permission of The McGraw-Hill Companies. Questions 19–24 are based on the following passage. The following passage is from a recent book on the history of warfare. One of the high points of any production of Shakespeare’s Henry V is the Saint Crispin’s Day speech at the Battle of Agincourt, in which the English king rhapsodizes over the glorious plight of his vastly outnumbered army with the words “We few, we happy few, we band of brothers.” What prompts this outpour- ing of fraternal emotion is the Earl of West- moreland’s complaint that if only they had “ten thousand of those men in England that do no work today,” they would at least have a fighting chance. But Henry will have none of that, and delivers his justly famous rejoinder: If we are marked to die, we are enow To do our country loss; and if to live, The fewer men, the greater share of honor. God’s will! I pray thee wish not one man more. This is usually assumed to be a show of stoic bravado that harks back to the prebattle speeches recorded by ancient historians (no- tably Thucydides and Xenophon), speeches in which an outnumbered force cement their sol- idarity by reveling in their numerical disad- vantage. “The fewer men, the greater the honor” was by Shakespeare’s time a well- known proverb, trotted out in many instances of the glorious, fighting few. In Froissart’s ac- count of the Battle of Poitiers in 1356, for ex- ample, the Prince of Wales harangues his men prior to the battle in a speech that closely par- allels Henry’s. Shakespeare was undoubtedly familiar with it. Now, my gallant fellows, what though we be a small body when compared to the army of our enemies; do not let us be cast down on that ac- count, for victory does not always follow numbers, but where the Almighty God wishes to bestow it. If, through good fortune, the day shall be ours, we shall gain the greatest honor and glory in this world; if the contrary should happen, and we be slain, I have a father and beloved brethren alive, and you all have some relations, or good friends, who will be sure to revenge our deaths. I therefore entreat of you to exert yourselves, and combat manfully; for, if it please God and St. George, you shall see me this day act like a true knight. Of course the race does not always go to the swift nor the battle to the stronger in number. Despite being outmanned, both King Henry and Prince Edward managed to prevail quite handily due to the incompetence of their op- ponents. In each instance, the French squan- dered their numerical advantage by charging before they were ready, by bunching up, and by underestimating the range and accuracy of the English longbow. The numbers not only fail to tell the whole story, but they actually obscure it. Ten thousand more men might ac- tually have hindered the English, whereas fewer men (and less overconfidence) might have saved the French. It seems that in fact, as these and many other examples show, strength is not always proportional to size. 19. The passage suggests that Henry V requests “not one man more” (line 17) because (A) his strategy can work only with a small band of fighters (B) he considers it more honorable to fight while outnumbered (C) the opposing soldiers are unreliable (D) no other fighters have the skills of the ones he has assembled (E) he does not wish to be victorious 20. In line 26, the phrase “trotted out” most nearly means (A) abused (B) removed (C) employed for rhetorical effect (D) spared an indignity (E) used flippantly Line 5 10 15 20 25 30 35 40 45 CHAPTER 16 / PRACTICE TEST 2 649 2 2 222 2 21. In line 34, the word “body” most nearly means (A) stature (B) strength (C) corpse (D) group (E) anthology 22. In line 54, the word “charging” most nearly means (A) accusing (B) inspiring (C) resting (D) attacking (E) prevailing 23. The passage indicates that the Battle of Agin- court and the Battle of Poitiers were similar in that in each case I. the victorious army was the smaller II. the French army was defeated III. one side committed tactical errors (A) I only (B) I and II only (C) I and III only (D) II and III only (E) I, II, and III 24. The passage suggests that the “whole story” (line 58) should include the possibility that (A) numerical supremacy would not have been an advantage to the British (B) King Henry had more soldiers available than was previously believed (C) the English longbow was not as accurate as the French soldiers believed it to be (D) confidence aided the French more than the British (E) the French did not really outman the British STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section of the test. . Responses / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 / / / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 910111213 14 15 16 17 18 PLEASE DO NOT WRITE IN THIS AREA 642 MCGRAW-HILL’S SAT 1 A B C. author’s thesis 648 McGRAW-HILL’S SAT 2 2 222 2 GO ON TO THE NEXT PAGE 50 55 60 Damn the Torpedoes, Brian Burrell, McGraw-Hill, New York, 1999. Reproduced with permission of The McGraw-Hill Companies. Questions. Responses / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 / / / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 910111213 14