Using the process of elimination 9 pdf

Answers For detail questions, you don’t necessarily have to work through all the steps. Here are some tips on how you might have answered the questions. 10. Because you are being asked to look up each answer in the passage to see whether it is there, this is really four questions in one. If you decide to take the time to answer this question at all, you should leave it until you have answered the other questions about this pas- sage. By then, you will have discovered how the passage is arranged, and you may have even noticed some of the facts in the passage. Choice a is found in the last sentence. Choices b and d are also contained in the paragraph. You can find all the answers but c in the pas- sage. The passage states that producing alu- minum (not plastic) from recycled materials lowers air pollution by over 90% (not 70%). The answer is c. 11. The answer is d. The other choices all contain one or more items that are not discussed in the passage. 12. Use the process of elimination for this ques- tion. Choices a and d are in direct opposition to the other ideas expressed in the passage. Choice c is not related to the overall message of the passage and is contrary to the writer’s purpose. The answer is b. Even though the author doesn’t directly say this, it can be inferred from the first sentence of the passage: “Recycling goods gives communities the opportunity to lower their waste output, reduce disposal costs, and most importantly, combat global environmental problems.” Another hint is the phrase “it also saves trees.”  Words in Context Another type of question on the THEA has to do with words in context. You will have to look for clues to answer these kinds of questions. Questions on words in context have stems like these: ■ What is the best synonym for ________ as it is used in the passage? ■ Which of the following is the best meaning of ________ as it is used in the second sentence? How to Find Words-in-Context Answers Answers to words-in-context questions are found in the sentences immediately preceding, including, and fol- lowing the word. Usually there is some explanation nearby—some synonym for the word or paraphrase of its meaning. Practice Passage and Question In his famous study of myth, The Hero With a Thou- sand Faces, Joseph Campbell writes about the arche- typal hero who has ventured outside the boundaries of the village and, after many trials and adventures, has returned with the boon that will save or enlighten his fellows. Like Carl Jung, Campell believes that the story of the hero is part of the col- lective unconscious of all human kind. He likens the returning hero to the sacred or tabooed person- age described by James Frazier in The Golden Bough. Such an individual must, in many instances of myth, be insulated from the rest of society, “not merely for his own sake but for the sake of others; for since the virtue of holiness is, so to say, a powerful explosive which the smallest touch can detonate, it is necessary in the interest of the general safety to keep it within narrow bounds.” There is much similarity between the arche- typal hero who has journeyed into the wilderness and the poet who has journeyed into the realm of imagination. Both places are dangerous and full of wonders, and both, at their deepest level, are jour- neys that take place into the kingdom of the uncon- scious mind, a place that, in Campbell’s words, “goes down into unsuspected Aladdin caves. There not only jewels but dangerous jinn abide . . .” – THEA READING REVIEW– 80 13. Which of the following is the most accurate definition of the word boon as it is used in the passage? a. present b. blessing c. charm d. curse Answer Even if you don’t know the definition of the word boon, you can determine its meaning from the context of the passage. You can determine that boon is a positive term because the passage states that the hero’s boon will save or enlighten his fellows. Therefore, you can elim- inate choice d, curse, which is negative. You can also guess from the context of the passage that a boon is likely to be intangible and not a concrete present or charm,(choicesa and c). Choice b offers the most accurate definition of boon, which is a timely benefit, favor, or blessing.  Inferences and Fill in the Blanks Inference and fill-in-the-blank questions are both challenging. However, many test takers claim that inference questions are one of the most difficult on the exam. Inference questions are sometimes confused with detail questions. The same answer that might be correct for a detail question, however, will be wrong for an inference question. Knowing how inference questions are likely to be phrased will help you distin- guish them from detail questions. Inference question stems usually include words like those highlighted below: ■ The author implies that . . . ■ The author suggests that . . . ■ It can be concluded from this passage that . . . ■ The passage implies that . . . ■ The narrator hints that . . . ■ It can be inferred from the passage that . . . ■ Which of the following is closest to the author’s outlook on ? ■ The feature that ________ and ________ have in common is . . . How to Find Inference Answers Inferences are not directly stated in the passage. If an answer choice can be found in the passage, it is not the right answer. Look, however, for items, people, events, or ideas in the passage that might relate to other items, people, events, or ideas in the passage. 81 Six Steps for Words-in-Context Questions 1. Locate the word and read at least five lines above the word to catch the context. Notice any context clues—words or phrases that explain the meaning of the word. 2. Eliminate all answers that have nothing to do with the passage or the context. 3. If you are lucky, you may encounter an answer choice that is a different part of speech from the word or phrase in question. Think for a minute to make sure this answer choice doesn’t have an alternate mean- ing that is the same part of speech, and if it doesn’t, eliminate it. 4. Place the remaining words in the blank and read to see which one fits best. 5. If you think you know the word, make sure the passage uses the word in the same way. Many of the answers will be different possible meanings of the word in question. 6. Look for clues in root words, prefixes, and suffixes. Practice Passage and Question Many educational reformers have focused their efforts over the last decade on instructional practices such as cooperative learning that emphasize problem solving and decision making over solitary reliance on memorization of facts and theories. Furthermore, pro grams that emphasize problem solving and deci- sion making directly address the national education goal of helping prepare students “for responsible citi- zenship, further learning, and productive employ- ment in our modern economy.” Several programs offer strategies for addressing problem solving and decision making, ranging from in- class discussions and the use of board games to designing and con- ducting community service activities. For example, tutors at Raising Academic Achievement focus on problem-solving skills and are trained to help stu- dents “think, explore, solve, and look back” when working on mathematics problems. 14. Which of the following can be inferred from the information in the passage? a. Tutors at Raising Academic Achievement help ensure that students will be productively employed when they become adults. b. Cooperative learning emphasizes problem- solving techniques. c. Playing board games increases problem- solving skills. d. Responsible citizenship should be taught in school. Answer Go through the steps. 1. The passage is short and the question offers no topic or location clues. 2. It looks as though d is off the topic since the paragraph is not about teaching responsible citi- zenship; it is only mentioned in passing. 3. Choice b is mentioned in the first sentence. Choice c is mentioned further on. These two answers can be eliminated. That leaves choice a. The passage does not explicitly state that the tutors will help future employment, but it does say tutors help with problem-solving skills and that problem-solving skills will help with future employment. Choice a is one step removed from the facts of the passage, so it is the right answer. (You didn’t need to use steps 4–6.) Graphs Graphs are found in both the reading and the math sec- tions of the THEA. For more information on graphs, please see Chapter 5. Now that you have reviewed your reading skills, turn to Chapter 5 for a math review. 82 Six Steps for Inference Questions 1. Skim the passage to see how it is organized. Find the main ideas. 2. Eliminate any answers that are off the topic. 3. Look for an answer choice that says the same thing in an opposite way. 4. Eliminate any answers that are unreasonable or that cannot be drawn from the facts in the passage. 5. Eliminate any answers that can be concluded from the statements in the passage, but do not answer the question. 6. Choose the answer that is most clearly concluded from the statements in the passage. T he THEA Mathematics section measures those mathematical skills and concepts that an edu- cated adult might need. Many of the problems require the integration of multiple skills to achieve a solution. It is composed of between 40 and 50 multiple-choice questions.  Arithmetic This section covers the basics of mathematical operations and their sequence. It also reviews variables, inte- gers, fractions, decimals, and square roots. Numbers and Symbols NUMBERS AND THE NUMBER LINE ■ Counting numbers (or natural numbers): 1, 2, 3, ■ Whole numbers include the counting numbers and zero: 0, 1, 2, 3, 4, 5, 6, CHAPTER THEA Math Review CHAPTER SUMMARY This review covers the math skills you need to know for the THEA Math- ematics test. You will learn about arithmetic, measurement, algebra, geometry, and data analysis. 5 83 ■ Integers include the whole numbers and their opposites. Remember, the opposite of zero is zero: –3,–2,–1,0,1,2,3, ■ Rational numbers are all numbers that can be written as fractions, where the numerator and denomina- tor are both integers, but the denominator is not zero. For example, ᎏ 2 3 ᎏ is a rational number, as is ᎏ Ϫ 5 6 ᎏ .The decimal form of these numbers is either a terminating (ending) decimal, such as the decimal form of ᎏ 3 4 ᎏ which is 0.75; or a repeating decimal, such as the decimal form of ᎏ 1 3 ᎏ which is 0.3333333 . . . ■ Irrational numbers are numbers that cannot be expressed as terminating or repeating decimals (i.e. non- repeating, non-terminating decimals such as π, ͙2 ෆ , ͙12 ෆ ). The number line is a graphical representation of the order of numbers. As you move to the right, the value increases. As you move to the left, the value decreases. If we need a number line to reflect certain rational or irrational numbers, we can estimate where they should be. COMPARISON SYMBOLS The following table will illustrate some comparison symbols: = is equal to 5 = 5 ≠ is not equal to 4 ≠ 3 > is greater than 5 > 3 ≥ is greater than or equal to x ≥ 5 (x can be 5 or any number > 5) < is less than 4 < 6 ≤ is less than or equal to x ≤ 3 (x can be 3 or any number < 3) –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 Greater Than Less Than – THEA MATH REVIEW– 84 – ᎏ 3 4 ᎏ ͙2 ෆ ␲ SYMBOLS OF ADDITION In addition, the numbers being added are called addends. The result is called a sum. The symbol for addition is called a plus sign. In the following example, 4 and 5 are addends and 9 is the sum: 4 + 5 = 9 SYMBOLS OF SUBTRACTION In subtraction, the number being subtracted is called the subtrahend. The number being subtracted FROM is called the minuend. The answer to a subtraction problem is called a difference. The symbol for subtraction is called a minus sign. In the following example, 15 is the minuend, 4 is the subtrahend, and 11 is the difference: 15 – 4 = 11 SYMBOLS OF MULTIPLICATION When two or more numbers are being multiplied, they are called factors. The answer that results is called the prod- uct. In the following example, 5 and 6 are factors and 30 is their product: 5 ϫ 6 = 30 There are several ways to represent multiplication in the above mathematical statement. ■ A dot between factors indicates multiplication: 5 • 6 = 30 ■ Parentheses around any one or more factors indicate multiplication: (5)6 = 30, 5(6) = 30, and (5)(6) = 30. ■ Multiplication is also indicated when a number is placed next to a variable: 5a = 30. In this equation, 5 is being multiplied by a. S YMBOLS OF DIVISION In division, the number being divided BY is called the divisor. The number being divided INTO is called the div- idend. The answer to a division problem is called the quotient. There are a few different ways to represent division with symbols. In each of the following equivalent expressions, 3 is the divisor and 8 is the dividend: 8 ÷ 3, 8/3, ᎏ 8 3 ᎏ ,3ͤ8 ෆ – THEA MATH REVIEW– 85 . pollution by over 90 % (not 70%). The answer is c. 11. The answer is d. The other choices all contain one or more items that are not discussed in the passage. 12. Use the process of elimination for. opposition to the other ideas expressed in the passage. Choice c is not related to the overall message of the passage and is contrary to the writer’s purpose. The answer is b. Even though the author. own sake but for the sake of others; for since the virtue of holiness is, so to say, a powerful explosive which the smallest touch can detonate, it is necessary in the interest of the general safety