Sat - MC Grawhill part 70 pdf

680 McGRAW-HILL’S SAT 9 9 999 9 GO ON TO THE NEXT PAGE 2. The mountain climbers getting this far, they did not want to return without having reached the peak. (A) The mountain climbers getting this far, they (B) Having gotten this far, the mountain climbers (C) To have gotten this far, the mountain climbers (D) The mountain climbers having gotten so far that they (E) Mountain climbers getting this far 3. Although usually even-tempered, Rachel’s irri - tation with her supervisor caused her to become uncharacteristically cantankerous. (A) Rachel’s irritation with her supervisor caused her to become (B) Rachel being irritated by her supervisor caused her to become (C) Rachel was irritated by her supervisor, and so became (D) her supervisor caused Rachel through ir- ritation to become (E) Rachel, due to her supervisor’s irritation, caused her to become 4. Because Alberta worked harder than her associ- ates, she assumed that her salary would be higher than the other workers in the firm. (A) would be higher than the (B) was higher than that of the (C) had been higher than the (D) being higher than the salary of (E) was highest of the 5. The police chief was hoping that by assigning an extra officer to the patrol he would decrease the amount of elicit behavior in the neighborhood. (A) would decrease the amount of elicit (B) would be able to decrease the elicit (C) would decrease the amount of illicit (D) might be able to lessen that of the illicit (E) decreases the amount of illicit 6. Watching from the balcony, the paraders marched triumphantly through the streets below us. (A) Watching from the balcony (B) While watching from the balcony (C) As we had been watching from the balcony (D) As we watched from the balcony (E) From the balcony, while watching 7. By the time we arrived at the campsite where the troop would be staying, the counselors set up all the tents. (A) the counselors set up all the tents (B) setting up all the tents were the counselors (C) set up by the counselors are the tents (D) the tents are set up by the counselors (E) the counselors had set up all the tents 8. By the time the movie had finished, neither Eric nor his daughters was able to stay awake because of the boredom caused by the film’s inferior plot. (A) neither Eric nor his daughters was able to stay awake because of the boredom caused by the film’s inferior plot (B) staying awake was an impossibility for Eric and his daughters because of the bore- dom caused by the inferiority of the plot (C) neither Eric nor his daughters were able to stay awake because of the boredom caused by the film’s inferior plot (D) Eric and his daughters was unable to stay awake because of the boredom caused by the film’s inferior plot (E) the film’s inferior plot had made it impossible for neither Eric nor his daughters to stay awake CHAPTER 16 / PRACTICE TEST 2 681 9 9 999 9 9. An outstanding tennis player, Erica was con- cerned not only with working her way to the top of the national rankings, but also wanted to compete with class and dignity. (A) also wanted to compete with class and dignity (B) also with competing with class and dignity (C) also with wanting to have competed with class and dignity (D) she also wanted to compete with class and dignity (E) she was also wanting to compete with class and dignity 10. Roberto volunteered to be an usher, not wanting to be the one that had to clean up the petals after the ceremony. (A) that had to clean up the petals after the ceremony (B) which had to clean up the petals after the ceremony (C) who had to clean up the petals after the ceremony (D) that was cleaning the petals up after the ceremony (E) who was to be cleaning the petals after the ceremony 11. Rebecca liked to read books, of which she found autobiographies being the most interesting. (A) books, of which she found autobiogra- phies being the most interesting (B) books, the most fascinating of which to her she found the autobiographies (C) books, autobiographies being the most interesting she found (D) books; she found autobiographies to be the most interesting (E) books, to which autobiographies were the most interesting 12. Forced to live apart from his family and to move from place to place to avoid detection by the government’s ubiquitous informers, St. Pierre adopting a number of disguises. (A) St. Pierre adopting a number of disguises (B) St. Pierre having adopted a number of disguises (C) had adopted for St. Pierre a number of disguises (D) a number of disguises by St. Pierre had adopted (E) St. Pierre had to adopt a number of disguises 13. The Santa Catalina Mountains, forming 12 mil - lion years ago during a period when the West- ern North American Continent was stretching, cracking into blocks bordered by steep faults. (A) Mountains, forming 12 million years ago during a period when the Western North American Continent was stretching (B) Mountains were formed 12 million years ago during a period when the Western North American Continent was being stretched (C) Mountains, having been formed 12 mil- lion years ago during a period when the Western North American Continent was stretching (D) Mountains was formed 12 million years ago during a period when the Western North American Continent was being stretched (E) Mountains had been formed during a period 12 million years ago when the Western North American Continent was stretching 14. The most challenging aspect of the project is we have to coordinate our work carefully. (A) we have to coordinate our work carefully (B) we must coordinate our work carefully (C) our coordination of our work carefully (D) coordinating our work carefully (E) in careful coordination of our work 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. 682 MCGRAW-HILL’S SAT ANSWER KEY Critical Reading Section 2 Section 5 Section 8 COR. DIFF. ANS. LEV. 1. A1 2. C2 3. D3 4. A4 5. E4 6. C3 7. A4 8. B3 9. E3 10. E2 11. A3 12. B4 COR. DIFF. ANS. LEV. 13. A4 14. C3 15. C4 16. D4 17. E4 18. C3 19. B3 20. C4 21. D4 22. D3 23. E4 24. A4 COR. DIFF. ANS. LEV. 1. C2 2. E3 3. D3 4. A4 5. E4 6. D3 7. B4 8. A3 9. E4 10. D4 11. D5 12. E4 COR. DIFF. ANS. LEV. 13. E3 14. C4 15. D3 16. B4 17. A3 18. E4 19. D4 20. B1 21. C3 22. C5 23. E5 24. A4 COR. DIFF. ANS. LEV. 1. B2 2. D3 3. B2 4. C3 5. A4 6. D5 7. C1 8. A3 9. B4 10. A3 COR. DIFF. ANS. LEV. 11. C4 12. D2 13. E2 14. B3 15. D4 16. D4 17. A3 18. B4 19. D3 Number correct Number incorrect Number correct Number incorrect Number correct Number incorrect COR. DIFF. ANS. LEV. 1. E1 2. A2 3. C2 4. C2 5. D2 6. A3 7. D3 8. A3 9. C3 10. B2 COR. DIFF. ANS. LEV. 11. D3 12. B3 13. A 3 14. D3 15. A4 16. B3 17. D4 18. C4 19. A4 20. A5 COR. DIFF. ANS. LEV. 1. E1 2. C3 3. E2 4. A3 5. A3 6. D3 7. B4 8. C4 COR. DIFF. ANS. LEV. 9. 16 1 10. 36 2 11. 52 12. 12 3 13. 15 3 14. 8 or 4 12 15. 25 4 16. 24 3 17. 52 4 18. 225 5 COR. DIFF. ANS. LEV. 1. B2 2. C2 3. A3 4. B3 5. A3 6. D3 7. B4 8. C3 COR. DIFF. ANS. LEV. 9. A4 10. D4 11. B3 12. B4 13. E4 14. E4 15. D5 16. C5 Number correct Number incorrect Number correct Number incorrect Number correct (9–18) Number correct Number incorrect NOTE: Difficulty levels are estimates of question difficulty that range from 1 (easiest) to 5 (hardest). Math Section 3 Section 4 Section 7 Multiple-Choice Student-produced Questions Response questions Writing Section 6 Section 9 COR. DIFF. ANS. LEV. 1. D1 2. A1 3. B2 4. C2 5. A2 6. B3 7. C3 8. E3 9. C4 10. D4 COR. DIFF. ANS. LEV. 11. A5 12. A1 13. B2 14. C3 15. B2 16. D3 17. B3 18. A2 19. B3 20. C3 COR. DIFF. ANS. LEV. 21. E4 22. D3 23. A3 24. E4 25. C4 26. E3 27. B3 28. B3 29. C5 30. D3 COR. DIFF. ANS. LEV. 31. A4 32. B3 33. C3 34. E3 35. C3 COR. DIFF. ANS. LEV. 1. C2 2. B2 3. C2 4. B4 5. C4 6. D3 7. E3 8. C4 9. B3 10. C3 COR. DIFF. ANS. LEV. 11. D3 12. E3 13. B4 14. D4 Number correct Number incorrect Number correct Number incorrect CHAPTER 16 / PRACTICE TEST 2 683 SCORE CONVERSION TABLE How to score your test Use the answer key on the previous page to determine your raw score on each section. Your raw score on each section except Section 4 is simply the number of correct answers minus 1 ⁄ 4 of the number of wrong answers. On Section 4, your raw score is the sum of the number of correct answers for questions 1–18 minus 1 ⁄ 4 of the number of wrong answers for questions 1–8. Next, add the raw scores from Sections 2, 5, and 8 to get your Critical Reading raw score, add the raw scores from Sections 3, 4, and 7 to get your Math raw score, and add the raw scores from Sections 6 and 9 to get your Writing raw score. Write the three raw scores here: Raw Critical Reading score: ____________ Raw Math score: ____________ Raw Writing score: ___________ Use the table below to convert these to scaled scores. Scaled scores: Critical Reading: _____________ Math: _____________ Writing: _____________ Critical Critical Reading Math Writing Reading Math Writing Raw Scaled Scaled Scaled Raw Scaled Scaled Scaled Score Score Score Score Score Score Score Score 67 800 32 520 570 610 66 800 31 510 560 600 65 790 30 510 550 580 64 780 29 500 540 570 63 770 28 490 530 560 62 750 27 490 520 550 61 740 26 480 510 540 60 730 25 480 500 530 59 720 24 470 490 520 58 700 23 460 480 510 57 690 22 460 480 500 56 680 21 450 470 490 55 670 20 440 460 480 54 660 800 19 440 450 470 53 650 800 18 430 450 460 52 650 780 17 420 440 450 51 640 760 16 420 430 440 50 630 740 15 410 420 440 49 620 730 800 14 400 410 430 48 620 710 800 13 400 410 420 47 610 710 800 12 390 400 410 46 600 700 790 11 380 390 400 45 600 690 780 10 370 380 390 44 590 680 760 9 360 370 380 43 590 670 740 8 350 360 380 42 580 660 730 7 340 350 370 41 570 650 710 6 330 340 360 40 570 640 700 5 320 330 350 39 560 630 690 4 310 320 340 38 550 620 670 3 300 310 320 37 550 620 660 2 280 290 310 36 540 610 650 1 270 280 300 35 540 600 640 0 250 260 280 34 530 590 630 −1 230 240 270 33 520 580 620 −2 or less 210 220 250 684 MCGRAW-HILL’S SAT SCORE CONVERSION TABLE FOR WRITING COMPOSITE [ESSAY + MULTIPLE CHOICE] Calculate your Writing raw score as you did on the previous page and grade your essay from a 1 to a 6 according to the standards that follow in the detailed answer key. Essay score: ____________ Raw Writing score: ____________ Use the table below to convert these to scaled scores. Scaled score: Writing: _____________ Raw Essay Essay Essay Essay Essay Essay Essay Score Score 0 Score 1 Score 2 Score 3 Score 4 Score 5 Score 6 Ϫ2 or less 200 230 250 280 310 340 370 Ϫ1 210 240 260 290 320 360 380 0 230 260 280 300 340 370 400 1 240 270 290 320 350 380 410 2 250 280 300 330 360 390 420 3 260 290 310 340 370 400 430 4 270 300 320 350 380 410 440 5 280 310 330 360 390 420 450 6 290 320 340 360 400 430 460 7 290 330 340 370 410 440 470 8 300 330 350 380 410 450 470 9 310 340 360 390 420 450 480 10 320 350 370 390 430 460 490 11 320 360 370 400 440 470 500 12 330 360 380 410 440 470 500 13 340 370 390 420 450 480 510 14 350 380 390 420 460 490 520 15 350 380 400 430 460 500 530 16 360 390 410 440 470 500 530 17 370 400 420 440 480 510 540 18 380 410 420 450 490 520 550 19 380 410 430 460 490 530 560 20 390 420 440 470 500 530 560 21 400 430 450 480 510 540 570 22 410 440 460 480 520 550 580 23 420 450 470 490 530 560 590 24 420 460 470 500 540 570 600 25 430 460 480 510 540 580 610 26 440 470 490 520 550 590 610 27 450 480 500 530 560 590 620 28 460 490 510 540 570 600 630 29 470 500 520 550 580 610 640 30 480 510 530 560 590 620 650 31 490 520 540 560 600 630 660 32 500 530 550 570 610 640 670 33 510 540 550 580 620 650 680 34 510 550 560 590 630 660 690 35 520 560 570 600 640 670 700 36 530 560 580 610 650 680 710 37 540 570 590 620 660 690 720 38 550 580 600 630 670 700 730 39 560 600 610 640 680 710 740 40 580 610 620 650 690 720 750 41 590 620 640 660 700 730 760 42 600 630 650 680 710 740 770 43 610 640 660 690 720 750 780 44 620 660 670 700 740 770 800 45 640 670 690 720 750 780 800 46 650 690 700 730 770 800 800 47 670 700 720 750 780 800 800 48 680 720 730 760 800 800 800 49 680 720 730 760 800 800 800 CHAPTER 16 / PRACTICE TEST 2 685 College Hill™ SAT Study Plan See page 2–4 for instructions. Test # ________ RAW SCORES: CR _________ M _________ W _________ Essay _________ SCALED SCORES: CR _________ M _________ W _________ Essay _________ 1. What were your test conditions? 2. What was your pre-test routine? Goal Attack M pts CR pts W pts 500 75% 50% 30 25 22 550 80% 60% 37 32 27 600 85% 67% 45 38 31 650 90% 80% 52 44 36 700 100% 90% 59 49 40 750 100% 95% 62 52 44 800 100% 100% 66 54 47 3. Did you attack all of the questions you needed to attack? (See the table above.) 4. Did you rush to complete any section? 5. How many more raw points do you need to make your score goal? CR _______ M _______ W _______ 6. Did you make educated guesses on any questions? If so, how many points did you pick up on these questions? 7. STUDY PLAN: Use the detailed answer key after the test to review the answers to the questions you missed. Below, list the lessons linked to the questions you missed, and list the tough words you missed from the test. Lessons to Review Words to Review ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ Get 686 MCGRAW-HILL’S SAT Detailed Answer Key Section 1 Consider carefully the issue discussed in the following passage, then write an essay that answers the ques- tion posed in the assignment. 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. The following essay received 6 points out of a possible 6. This means that, according to the graders, it • develops an insightful point of view on the topic • demonstrates exemplary critical thinking • uses effective examples, reasons, and other evidence to support its thesis • is consistently focused, coherent, and well organized • demonstrates skillful and effective use of language and sentence structure • is largely (but not necessarily completely) free of grammatical and usage errors There is no more important decision that a citizen can make than one’s choice of a leader. I am inclined to agree with Thomas Hobbes, who believed that hu- mans are hardly better than other mammals without a social contract that binds us to work together as a society. Artists could not survive in a society that does not provide a means of trading art for food. Great teachers cannot survive in a society without a means of trading wisdom for shelter. This requires a social order, a division of labor, and a group we call leaders. Yet we know that power corrupts, and absolute power corrupts absolutely. So how do we maintain a just so- ciety when we must bestow corrupting powers upon members of that society? Those who seek power are too often not our best leaders, but rather our best politicians. George Bush, John F. Kennedy and Ronald Reagan came to power not so much because of their visionary leadership but because of their appeal to a television-viewing audi- ence. The problems with democracy are well known. In order to become elected, most politicians must ap- peal to a broad range of citizens. To gain this appeal, they must pander to their constituents, and often take conflicting or equivocal stances on issues. Of course, the politicians claim that they are taking “forceful stances” to “bring the people together.” But it is far more likely that they are simply doing their best to make everyone happy without putting their feet in their mouths. So why is democracy the best way of electing a leader? Because the alternatives are much worse. To gain power, one must either use force or pander to those who do. Which is a better alternative? A country is weak if its people do not support it, and, at the very least, a democracy can claim a good degree of public support. Even more importantly, only a democracy al- lows for the possibility of finding a reluctant leader with genuine leadership skills. It doesn’t happen often enough, but when it does, it is breathtaking. Witness the phenomenon of Howard Dean’s campaign for the 2004 Democratic nomination for president, or Ross Perot’s run in 1992. Neither was ultimately suc- cessful, but both demonstrated the potential of moti- vated citizens to change their country. Without democracy, there is no hope for an ordi- nary citizen to change his or her country. What makes America great is not that its policies are always cor- rect. Indeed, they are often deeply flawed. What makes America great is that it is run by those who are not even seeking power: the citizens. CHAPTER 16 / PRACTICE TEST 2 687 I’m not sure how it can be that you can be the best per- son to be in power if you don’t want to be. In this coun- try, at least, running for president or something like that takes a lot of effort, and I think you have to be a really hard worker in order to become president or senator. An example of somebody who is a hard worker who got into office is former president Bill Clinton. Although many people think he had indiscretions in office, he came from a very poor family where he was only raised by his mother because his father left the family when he was young. He worked really hard and became a Rhodes scholar and was elected as gov- ernor at a very young age. He knew even when he was a very young kid that he wanted to become a great leader like John F. Kennedy. Clinton was a good leader because he understood where a lot of people were coming from. He wasn’t just a rich guy who got into office because he had rich relatives who got him there. I don’t think you can say that the best leaders are the ones who don’t want to be in office. If you didn’t want to be in office, then you shouldn’t run. President of the United States. Washington saw that his country needed him and answered the call. Similarly, Mahatma Gandhi did not seek personal power, but only justice for his people. His humility and selflessness are what made him one of the great leaders of the twentieth century, and a model for the cause of nonviolent activism. It is unfortunate that today only millionaires with big political connections seem to have any chance at being elected to national office. Maybe they have a shot at a local race, but the congress and the presi- dency seem to be off limits. The answer is to get more involved in politics yourself, as a voter, and avoid vot- ing for candidates just because they are popular but instead because they have good souls. Someone once said that great men don’t seek great- ness but have it thrust upon them. I think this is true, because those who have really changed the world were not slick politicians but rather people who had such great leadership skill and charisma that others forced them into leadership roles. Good examples of this are Jesus, Mahatma Gandhi, Mother Theresa and George Washington. After his great victories in the American Revolu- tionary War against Great Britain, George Washington wanted to retire to his farm in Virginia and live out the rest of his days as a humble farmer. He did not want to become the political leader of a brand new country. But the Continental Congress looked to him for leadership, and sought him out to be the first The following essay received 4 points out of a possible 6, meaning that it demonstrates adequate compe- tence in that it • develops a point of view on the topic • demonstrates some critical thinking, but perhaps not consistently • uses some examples, reasons, and other evidence to support its thesis, but perhaps not adequately • shows a general organization and focus, but shows occasional lapses in this regard • demonstrates adequate but occasionally inconsistent facility with language • contains occasional errors in grammar, usage, and mechanics The following essay received 2 points out of a possible 6, meaning that it demonstrates some incompe- tence in that it • has a seriously limited point of view • demonstrates weak critical thinking • uses inappropriate or insufficient examples, reasons, and other evidence to support its thesis • is poorly focused and organized and has serious problems with coherence • demonstrates frequent problems with language and sentence structure • contains errors in grammar and usage that seriously obscure the author’s meaning 688 MCGRAW-HILL’S SAT Section 2 1. A Alisha was holding a grudge, which is a feeling of resentment. resentment = ill will; fortitude = strength of mind to endure; sarcasm = wit used to ridicule; elation = extreme joy 2. C There were people who expected the governor to be inarticulate (unable to speak clearly), so they would be surprised if he were articulate. intolerance = inability to put up with something; fatigue = tiredness; eloquence = persuasiveness in speech; endurance = ability to last, often through hard times 3. D The language of commoners would be logi- cally described as common. But the novelists pre- ferred another kind of parlance (speech): that of the upper classes. A word such as elegant would work nicely. elite = superior; sympathetic = compassionate; colloquial = characteristic of everyday language; refined = precise, elegant; utilitarian = practical, stressing utility 4. A The second half of this sentence presents a de- finition. The word in the blank should mean “explor- ing the world.” peripatetic = walking from place to place; conventional = customary; tolerant = willing to put up with something; coordinated = well-matched; remunerative = profitable 5. E A position that requires public speaking would be difficult for a person who does not like to speak or is afraid of crowds. vivacious = full of life; garrulous = talkative; amiable = friendly; reticent = hesitant to share one’s feelings or opinions with others 6. C The tickbird gets something from the hip- popotamus, and the hippopotamus gets something from the tickbird; it’s a give-and-receive relationship. deteriorating = diminishing in quality; symbiotic = of mutual benefit; regressive = going backwards; vacillat- ing = going back and forth 7. A This sentence establishes a contrast between how modern scientists think and how early philo- sophers thought. The contrast shows that the early philosophers were not using experiments as much as their own minds to draw conclusions and that the modern scientists rely more on experimental data to draw their conclusions. empirical = relying on the ob- servations made from experiments; coercion = pres- sure on someone to act; deduction = reaching a conclusion through the use of logic; clerical = relating to office work; intuitive = known innately 8. B The first blank should be a word like merging or unification, because many companies are under a single owner. This would be troublesome to those who value independence. retraction = taking something back; dif- ferentiation = finding a difference between two things; consolidation = combining of multiple things into one common entity; collaboration = working together on something; dissemination = the spread of something 9. E Passage 2 distinguishes between education and schooling. It states that the main product of schooling is not education (lines 15–16) and that the struggle that defines education is denied by schooling (lines 22–23). Passage 1 makes no such distinction, and speaks of education as if it is inseparable from the idea of schooling. 10. E The passage mentions that education would diminish social distinctions (“obliterate factitious dis- tinctions in society” (lines 13–14)), improve living stan- dards (“prevents being poor” (line 8)), provide the means to counteract greed (“resist the selfishness of other men” (lines 5–6)), and increase self-sufficiency (“gives each man the independence” (line 4)). It does not, however, mention anything about reducing crime. 11. A The passage suggests that education is the great equalizer and that the spread of education will open a wider area over which the social feelings will ex- pand. It concludes by commenting that if this educa- tion should be universal and complete it would obliterate factitious distinctions in society. 12. B Passage 2 states that education, which is the acquisition of competence, power, wisdom and dis- cernment (lines 19–20), is achieved only through the struggle for sense in the world (lines 21–22). Therefore, this struggle is empowering. 13. A “The Beginnings of the Scientific Method” is the best title, because this passage begins by discussing the scientists of the Renaissance and how they brought about the most fundamental alterations in the world of thought . . . by devising a new method for discovering knowledge (lines 1–5). This new method was the scien- tific method. 14. C Saying that the early modern scientists laid greatest stress upon observation and the formation of temporary hypotheses (lines 7–9) is like saying they emphasized observation and hypotheses. 15. C In lines 19–21 the passage suggests that earlier scientists were simply trying to find the confirmation of Biblical statements about the firmament. CHAPTER 16 / PRACTICE TEST 2 689 16. D Choice II is confirmed in lines 32–34: The prin- ciple of the barometer was discovered by Galileo’s pupil (student) Torricelli. Choice III is confirmed in lines 41–42: Galileo discovered the moons around Jupiter. 17. E The final paragraph states that Renaissance scientists believed 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, as it says in the next sentence, human thought (lines 67–71). 18. C The final paragraph discusses how the scien- tific method changed the way science was done. 19. B The passage mentions in lines 22–24 that many military leaders cement their solidarity by revel- ing (taking delight) in their numerical disadvantage. They considered it more honorable to fight with fewer men and beat a larger opponent. 20. C Stating that a well-known proverb was trotted out in many instances of the glorious, fighting few (lines 25–27), in this context, is like saying that the proverb was used for rhetorical effect because it was used to persuade and inspire the troops. 21. D When the prince says that we be a small body when compared to the army of our enemies, he is say- ing that they are a small army or group of men. 22. D This sentence is discussing the tactical errors of the French in two different battles. The phrase charging before they were ready simply means attack- ing before they were ready. 23. E All three of these facts are true and are men- tioned in the passage. 24. A The passage states in the final paragraph that ten thousand more men might actually have hindered the English (lines 59–60) and that it seems that in fact . . . strength is not always proportional to size (lines 62–64). Section 3 1. E Since n is equal to 3 times an even number, you can eliminate any answer choice that is not a mul- tiple of 3 (A, C, and D). Answer choice (B): 15 = 3 × 5; 5 is an odd number, so this answer choice is out. An- swer choice (E): 18 = 3 × 6; 6 is an even number. (Chapter 9, Lesson 3: Numerical Reasoning Problems) 2. A Set up a ratio: Cross-multiply: 350 = 2x Divide by 2: 175 = x (Chapter 7, Lesson 4: Ratios and Proportions) 3. C Angles that form a straight angle have a sum of 180°: x + 2x = 180° Combine like terms: 3x = 180° Divide by 3: x = 60° (Chapter 10, Lesson 1: Lines and Angles) 4. C Find the smallest number that is divisible by both 15 and 6 and see which answer choice works. Multiples of 15: 15, 30 , 45, . . . Multiples of 6: 6, 12, 18, 24, 30 , . . . (Chapter 7, Lesson 7: Divisibility) 5. D n% of 20 is 4 Simplify: .20n = 4 Divide by .20: n = 20 (Chapter 7, Lesson 5: Percents) 6. A f(x) = 3x + n Plug in 2 for x: f(2) = 3(2) + n = 0 Simplify: 6 + n = 0 Subtract 6: n =−6 Substitute for n: f(x) = 3x − 6 Plug in 0 for x: f(0) = 3(0) − 6 =−6 (Chapter 11, Lesson 2: Functions) 7. D First find the area of the right triangle: Area = 1 ⁄ 2 (base)(height) Area = 1 ⁄ 2 (8)(6) = 24 Next, set up an equation for the area of a square. Area = (side) 2 Substitute 24 for area: 24 = (side) 2 Take the square root: Simplify the radical: (Chapter 10, Lesson 5: Areas and Perimeters) 26= side 24 = side n 100 20 4×= 50 chips 2hours chips 7hours = x 6 8 10 . 410 46 600 700 790 11 380 390 400 45 600 690 780 10 370 380 390 44 590 680 760 9 360 370 380 43 590 670 740 8 350 360 380 42 580 660 730 7 340 350 370 41 570 650 710 6 330 340 360 40 570 640 700 5. 330 340 370 410 440 470 8 300 330 350 380 410 450 470 9 310 340 360 390 420 450 480 10 320 350 370 390 430 460 490 11 320 360 370 400 440 470 500 12 330 360 380 410 440 470 500 13 340 370 390 420. 570 610 640 670 33 510 540 550 580 620 650 680 34 510 550 560 590 630 660 690 35 520 560 570 600 640 670 700 36 530 560 580 610 650 680 710 37 540 570 590 620 660 690 720 38 550 580 600 630 670