Acing The Gre phần 9 pptx

61. d. It is ironic that in a place where there are so many ways to describe one food (indicating that this food is a central part of the culture), Thomas is hungry. The passage does not men- tion the language of the reservation, so choice a is incorrect. The sentence does not show any measure of how hungry Thomas is, so choice b is incorrect. The sentence does not describe fry bread or make it sound in any way appealing, so choice c is also incorrect. The passage tells us that it was Thomas’s hunger, not the number of ways to say fry bread, that provided his inspira- tion, so choice e is incorrect. 62. c. The author tells us that the new house was in “the best neighborhood in town,” and the neigh- borhood’s “prestige outweighed its deadliness” (lines 5–8). There is no indication that their old house was falling apart (choice a) or that they needed more room (choice b). The neighbor- hood is clearly not great for children (“it was not a pleasant place to live [especially for chil- dren]”), so choice d is incorrect. The author tells us that business was going well for his father— so well, in fact, that he could pay for the house in cash—but that does not mean the house was affordable (choice e). In fact, if it was in the most prestigious neighborhood, it was probably expensive. 63. a. The author tells us that his father was “always a man of habit”—so much so that he forgot he’d moved and went to his old house, into his old room, and lay down for a nap, not even noticing that the furniture was different. This suggests that he has a difficult time accepting and adjust- ing to change. There is no evidence that he is a calculating man (choice b). He may be unhappy with his life (choice c), which could be why he chose not to notice things around him, but there is little to support this in the passage, while there is much to support choice a. We do not know if he was proud of the house (choice d). We do know that he was a man of habit, but we do not know if any of those habits were bad (choice e). 64. d. That his father would not realize that someone else was living in the house—that he would not notice, for example, different furniture arranged in a different way—suggests that his father did not pay any attention to things around him and just went through the motions of his life by habit. Being habitual is different from being stubborn, so choice a is incorrect. The author is writing about his father and seems to know him quite well, so choice b is incorrect. We do not know if the author’s father was inattentive to his needs (choice c), though if he did not pay atten- tion to things around him, he likely did not pay much attention to his children. Still, there is not enough evidence in this passage to draw this conclusion. His father may have been very attached to the old house (choice e), but the incident doesn’t just show attachment; it shows a lack of awareness of the world around him. 65. b. The bulk of this excerpt is the story that the author finds “pathetic,” so the most logical con- clusion regarding his feelings for his father is that he lived a sad life. We know that his busi- ness was going well, but the author does not dis- cuss his father’s methods or approach to business, so choice a is incorrect. Choice c is likewise incorrect; there is no discussion of his father’s handling of financial affairs. Choice d is incorrect because there is no evidence that his father was ever cruel. His father may have been impressive and strong (choice e), but the domi- nant theme is his habitual nature and the sad fact that he did not notice things changing around him. – GED LITERATURE AND THE ARTS, READING PRACTICE QUESTIONS– 375  Glossary of Terms: Language Arts, Reading alliteration the repetition of sounds, especially at the beginning of words antagonist the person, force, or idea working against the protagonist antihero a character who is pathetic rather than tragic, who does not take responsibility for his or her destructive actions aside in drama, when a character speaks directly to the audience or another character concerning the action on stage, but only the audience or character addressed in the aside is meant to hear autobiography the true account of a person’s life written by that person ballad a poem that tells a story, usually rhyming abcb blank verse poetry in which the structure is con- trolled only by a metrical scheme (also called metered verse) characters people created by an author to carry the action, language, and ideas of a story or play climax the turning point or high point of action and tension in the plot closet drama a play that is meant only to be read, not performed comedy humorous literature that has a happy ending commentary literature written to explain or illumi- nate other works of literature or art complication the series of events that “complicate” the plot and build up to the climax conflict a struggle or clash between two people, forces, or ideas connotation implied or suggested meaning context the words and sentences surrounding a word or phrase that help determine the meaning of that word or phrase couplet a pair of rhyming lines in poetry denotation exact or dictionary meaning denouement the resolution or conclusion of the action dialect language that differs from the standard lan- guage in grammar, pronunciation, and idioms (natu- ral speech versus standard English); language used by a specific group within a culture dialogue the verbal exchange between two or more people; conversation diction the particular choice and use of words drama literature that is meant to be performed dramatic irony when a character’s speech or actions have an unintended meaning known to the audience but not to the character elegy a poem that laments the loss of someone or something exact rhyme the repetition of exactly identical stressed sounds at the end of words exposition in plot, the conveyance of background information necessary to understand the complica- tion of the plot eye rhyme words that look like they should rhyme because of spelling, but because of pronunciation, they do not falling action the events that take place immediately after the climax in which “loose ends” of the plot are tied up feet in poetry, a group of stressed and unstressed syllables fiction prose literature about people, places, and events invented by the author figurative language comparisons not meant to be taken literally but used for artistic effect, including similes, metaphors, and personification flashback when an earlier event or scene is inserted into the chronology of the plot free verse poetry that is free from any restrictions of meter and rhyme functional texts literature that is valued mainly for the information it conveys, not for its beauty of form, emotional impact, or message about human experience genre category or kind; in literature, the different kinds or categories of texts haiku a short, imagistic poem of three unrhymed lines of five, seven, and five syllables, respectively half-rhyme the repetition of the final consonant at the end of words hyperbole extreme exaggeration not meant to be taken literally, but done for effect iambic pentameter a metrical pattern in poetry in which each line has ten syllables (five feet) and the stress falls on every second syllable imagery the representation of sensory experiences through language inference a conclusion based upon reason, fact, or evidence – GED LITERATURE AND THE ARTS, READING PRACTICE QUESTIONS– 376 irony see dramatic irony, situational irony,or verbal irony literature any written or published text literary texts literature valued for its beauty of form, emotional impact, and message(s) about the human experience main idea the overall fact, feeling, or thought a writer wants to convey about his or her subject melodrama a play that starts off tragic but has a happy ending memoir an autobiographical text that focuses on a limited number of events and explores their impact metaphor a type of figurative language that com- pares two things by saying they are equal meter the number and stress of syllables in a line of poetry monologue in drama, a play or part of a play performed by one character speaking directly to the audience narrator in fiction, the character or person who tells the story nonfiction prose literature about real people, places, and events ode a poem that celebrates a person, place, or thing omniscient narrator a third-person narrator who knows and reveals the thoughts and feelings of the characters onomatopoeia when the sound of a word echoes its meaning paragraph a group of sentences about the same idea personification figurative language that endows nonhuman or nonanimal objects with human characteristics plot the ordering of events in a story poetry literature written in verse point of view the perspective from which something is told or written prose literature that is not written in verse or dra- matic form protagonist the “hero” or main character of a story, the one who faces the central conflict pun a play on the meaning of a word quatrain in poetry, a stanza of four lines readability techniques strategies writers use to make information easier to process, including the use of headings and lists rhyme the repetition of an identical or similar stressed sound(s) at the end of words rhythm the overall sound or “musical” effect of the pattern of words and sentences sarcasm sharp, biting language intended to ridicule its subject satire a form of writing that exposes and ridicules its subject with the hope of bringing about change setting the time and place in which a story unfolds simile a type of figurative language that compares two things using like or as situational irony the tone that results when there is incongruity between what is expected to happen and what actually occurs soliloquy in drama, a speech made by a character who reveals his or her thoughts to the audience as if he or she is alone and thinking aloud sonnet a poem composed of fourteen lines, usually in iambic pentameter, with a specific rhyme scheme speaker in poetry, the voice or narrator of the poem stage directions in drama, the instructions pro- vided by the playwright that explain how the action should be staged, including directions for props, cos- tumes, lighting, tone, and character movements stanza a group of lines in a poem, a poetic paragraph structure the manner in which a work of literature is organized; its order of arrangement and divisions style the manner in which a text is written, composed of word choice, sentence structure, and level of for- mality and detail subgenre a category within a larger category suspense the state of anxiety caused by an unde- cided or unresolved situation symbol a person, place, or object invested with spe- cial meaning to represent something else theme the overall meaning or idea of a literary work thesis the main idea of a nonfiction text thesis statement the sentence(s) that express an author’s thesis tone the mood or attitude conveyed by writing or voice topic sentence the sentence in a paragraph that expresses the main idea of that paragraph tragedy a play that presents a character’s fall due to a tragic flaw tragic hero the character in a tragedy who falls from greatness and accepts responsibility for that fall tragic flaw the characteristic of a hero in a tragedy that causes his or her downfall – GED LITERATURE AND THE ARTS, READING PRACTICE QUESTIONS– 377 tragicomedy a tragic play that includes comic scenes understatement a statement that is deliberately restrained verbal irony when the intended meaning of a word or phrase is the opposite of its expressed meaning voice in nonfiction, the sound of the author speaking directly to the reader – GED LITERATURE AND THE ARTS, READING PRACTICE QUESTIONS– 378 379 PART VI The GED Mathematics Exam T his section covers the material you need to know to prepare for the GED Math- ematics Exam. You will learn how the test is structured so you will know what to expect on test day.You will also review and practice the fundamental math- ematics skills you need to do well on the exam. Before you begin Chapter 40, take a few minutes to do the pretest that follows. The questions and problems are the same type you will find on the GED. When you are fin- ished, check the answer key carefully to assess your results. Your pretest score will help you determine how much preparation you need and in which areas you need the most care- ful review and practice.  Pretest: GED Mathematics Directions: Read each of the questions below carefully and determine the best answer. To practice the timing of the GED exam, please allow 18 minutes for this pretest. Record your answers on the answer sheet provided here and the answer grids for questions 9 and 10. Note: On the GED, you are not permitted to write in the test booklet. Make any notes or calculations on a sep- arate piece of paper. 1. On five successive days, a motorcyclist listed his mileage as follows: 135, 162, 98, 117, 216. If his motorcycle averages 14 miles for each gallon of gas used, how many gallons of gas did he use during these five days? a. 42 b. 52 c. 115 d. 147 e. 153 2. Bugsy has a piece of wood 9 feet 8 inches long. He wishes to cut it into 4 equal lengths. How far from the edge should he make the first cut? a. 2.5 ft. b. 2 ft 5 in. c. 2.9 ft. d. 29 ft. e. 116 in. Question 3 is based on the following figure. 3. What is the perimeter of the figure? a. 8a + 5b b. 9a + 7b c. 7a + 5b d. 6a + 6b e. 8a + 6b 4. Jossie has $5 more than Siobhan, and Siobhan has $3 less than Michael. If Michael has $30, how much money does Jossie have? a. $30 b. $27 c. $32 d. $36 e. Not enough information is given. 3a + b 3a + 2b 2a + b a + 3b – THE GED MATHEMATICS EXAM– 380 1. abcde 2. abcde 3. abcde 4. abcde 5. abcde 6. abcde 7. abcde 8. abcde ANSWER SHEET Questions 5 and 6 are based on the following graph. 5. The number of persons engaged in Food Service in the city during this period was a. 900. b. 9,000. c. 14,400. d. 36,000. e. 90,000. 6. If the number of persons in trade and finance is represented by M, then the approximate number in manufacturing is represented as a. ᎏ M 5 ᎏ b. M + 3 c. 30M d. ᎏ 4 3 M ᎏ e. Not enough information is given. Question 7 is based on the following figure. 7. In the figure AB ៮ ៮ ៮ | | CD ៮ ៮ ៮ , CE ៮ ៮ ៮ bisects ∠BCD, and m∠ABC = 112°. Find m∠ECD. a. 45° b. 50° c. 56° d. 60° e. Not enough information is given. 8. Mr. DeLandro earns $12 per hour. One week, Mr. DeLandro worked 42 hours; the following week, he worked 37 hours. Which of the following indicates the number of dollars Mr. DeLandro earned for 2 weeks? a. 12 × 2 + 37 b. 12 × 42 + 42 × 37 c. 12 × 37 + 42 d. 12 + 42 × 37 e. 12(42 + 37) 9. What is the slope of the line that passes through points A and B on the coordinate graph below? Mark your answer in the circles in the grid below. 1 2 3 4 5 6 7 8 9 • 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • y 5 4 3 x 2 1 −5 −4 −3 −2 −1 12345 A (1,3) B (3,5) −2 −1 −3 −4 −5 A B C D E Personal Service 12% Professional 8% Food Service 5% All Others 17% Trade and Finance 25% Manufacturing 33% There are 180,000 employees total. – THE GED MATHEMATICS EXAM– 381 10. What is the value of the expression 3(2x − y) + (3 + x) 2 , when x = 4 and y = 5? Mark your answer in the circles on the grid below. Pretest Answers and Explanations 1. b. First, find the total mileage; 135 + 162 + 98 + 117 + 216 = 728 miles. Divide the total mileage (728) by the number of miles covered for each gallon of gas used (14) to find the number of gallons of gas needed; 728 ÷ 14 = 52 gallons. 2. b. 1 ft. = 12 in. 9 ft. 8 in. = 9 × 12 + 8 = 116 in.; 116 ÷ 4 = 29 in. = 2 ft. 5 in. 3. b. To find the perimeter of the figure, find the sum of the lengths of the four sides: 2a + b + a + 3b + 3a + b + 3a + 2b = 9b + 7b. 4. c. Michael has $30. Siobhan has $30 − $3 = $27. Jossie has $27 + $5 = $32. 5. b. To find 5% of a number, multiply the number by .05: 180,000 × .05 = 9,000. There are 9,000 food service workers in the city. 6. d. M = number of persons in trade and finance. Since M = 25% of the total, 4M = total number of city workers. Number of persons in manufac- turing = = ᎏ 4 3 M ᎏ . total number of workers ᎏᎏᎏ 3 Personal Service 12% Professional 8% Food Service 5% All Others 17% Trade and Finance 25% Manufacturing 33% There are 180,000 employees total. 3a + b 3a + 2b 2a + b a + 3b 1 2 3 4 5 6 7 8 9 • 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • – THE GED MATHEMATICS EXAM– 382 7. c. Since pairs of alternate interior angles of parallel lines have equal measures, m∠BCD = m∠ABC. Thus, m∠BCD = 112°. m∠ECD = ᎏ 1 2 ᎏ m∠BCD = ᎏ 1 2 ᎏ (112) = 56° 8. e. In two weeks, Mr. Delandro worked a total of (42 + 37) hours and earned $12 for each hour. Therefore, the total number of dollars he earned was 12(42 + 37). 9.1. The coordinates of point A are (1,3). The coordinates of point B are (3,5). Use the slope formula: ᎏ x y 2 2 − − y x 1 1 ᎏ Substitute and solve: ᎏ 5 3 − − 3 1 ᎏ = ᎏ 2 2 ᎏ ,or ᎏ 1 1 ᎏ = 1 1 2 3 4 5 6 7 8 9 • 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • / 2 3 4 5 6 7 8 9 0 • 1 y 5 4 3 x 2 1 −5 −4 −3 −2 −1 12345 A (1,3) B (3,5) −2 −1 −3 −4 −5 A B C D E – THE GED MATHEMATICS EXAM– 383 10. 58. 3(2x − y) + (3 + x) 2 , x = 4 and y = 5. 3(2 × 4 − 5) + (3 + 4) 2 = 3(8 − 5) + (7) 2 = 3(3) + 49 = 9 + 49 = 58. Pretest Assessment How did you do on the math pretest? If you answered seven or more questions correctly, you have earned the equivalent of a passing score on the GED Mathematics Test. But remember that this pretest covers only a frac- tion of the material you might face on the GED exam. It is not designed to give you an accurate measure of how you would do on the actual test. Rather, it is designed to help you determine where to focus your study efforts. For success on the GED, review all of the chapters in this section thoroughly. Focus on the sections that corre- spond to the pretest questions you answered incorrectly. 1 2 3 4 5 6 7 8 9 • 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 6 7 8 9 0 • / 1 2 3 4 5 6 7 9 0 • 58 – THE GED MATHEMATICS EXAM– 384 [...]... = 10 ᎏ = 5͙2 2 30-60 -90 Triangles In a right triangle with the other angles measuring 30 and 60 degrees: ■ ■ The leg opposite the 30-degree angle is half the length of the hypotenuse (And, therefore, the hypotenuse is two times the length of the leg opposite the 30-degree angle.) The leg opposite the 60-degree angle is ͙3 times ෆ the length of the other leg 60° s 2s 30° s√¯¯¯ 3 398 – MEASUREMENT AND... Find the slope of a line containing the points (3,2) and (8 ,9) (8 ,9) (3,2) Solution: 9 2 7 ᎏ ᎏ = ᎏᎏ 8−3 5 Therefore, the slope of the line is ᎏ7ᎏ 5 Note: If you know the slope and at least one point on a line, you can find the coordinates of other points on the line Simply move the required units determined by the slope In the last example, from (8 ,9) , given the slope ᎏ7ᎏ, 5 move up seven units and to the. .. For example, in the expression 32 = 3 × 3 = 9, the number 9 is the square of the number 3 If we reverse the process, we can say that the number 3 is the square root of the number 9 The symbol for square root is ͙ෆ and it is called the radical The number inside of the radical is called the radicand 407 – NUMBER OPERATIONS AND NUMBER SENSE – Example 52 = 25 therefore ͙25 = 5 ෆ Since 25 is the square of... from the tens column Add the regrouped amount to the ones column Now subtract 15 − 6 in the ones column 1 ΋ 45 − 36 9 406 34 × 54 6 2 Multiply the tens place in the top number by 4: 4 × 3 = 12 Then add the regrouped amount 12 + 1 = 13 Write the 3 in the tens column and the 1 in the hundreds column of the partial product 1 34 × 54 136 3 Now multiply by the tens place of 54 Write a placeholder 0 in the. .. find the product of two or more numbers, you should multiply Example Find the product of 34 and 54 1 Line up the place values as you write the problem in columns Multiply the ones place of the top number by the ones place of the bottom number: 4 × 4 = 16 Write the 6 in the ones place in the first partial product Regroup the ten 3 Then add the hundreds column Since there is only one value, write the 1... correct procedure for solving a problem They ask you to choose an expression that represents how to “set up” the problem rather than asking you to choose the correct solution About 25 percent of the questions on the GED Mathematics Test are set-up questions / 1 ■ S ET-U P Q UESTIONS 9 9 9 9 9 9 9 9 9 Example: Samantha makes $24,000 per year at a new job Which expression below shows how much she earns per... states: a2 + b2 = c2, where a and b represent the legs and c represents the hypotenuse This theorem allows you to find the length of any side as along as you know the measure of the other two ■ The length of the hypotenuse is ͙2 multiplied by ෆ the length of one of the legs of the triangle ͙ෆ ᎏ The length of each leg is ᎏ2 multiplied by the 2 length of the hypotenuse 10 x c 2 y 1 a2 b2 x=y= c2 + = 12... the GED Mathematics Exam IN THIS chapter, you will learn all about the GED Mathematics Exam, including the number and type of questions, the topics and skills that will be tested, guidelines for the use of calculators, and recent changes in the test What to Expect on the GED Mathematics Exam The GED Mathematics Exam measures your understanding of the mathematical knowledge needed in everyday life The. .. the surface area of one of its sides by six Graphing Ordered Pairs The x-coordinate ■ The x-coordinate is listed first in the ordered pair and it tells you how many units to move to either the left or to the right If the x-coordinate is positive, move to the right If the x-coordinate is negative, move to the left The y-coordinate 4 ■ 4 Surface area of front side = 16 Therefore, the surface area of the. .. Since it is necessary to work from right to left, begin with the ones column Since the ones column equals 13, write the 3 in the ones column and regroup or “carry” the 1 to the tens column: 31 ΋5 4 −36 09 1 40 1 29 +24 3 Multiplication and Division 2 Add the tens column, including the regrouped 1 1 40 1 29 +24 93 In multiplication, you combine the same amount multiple times For example, instead of adding . incorrectly. 1 2 3 4 5 6 7 8 9 • 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 6 7 8 9 0 • / 1 2 3 4 5 6 7 9 0 • 58 – THE GED MATHEMATICS EXAM– 384  What to Expect on the GED Mathematics Exam The GED Mathematics Exam. to signify the fraction bar of the fraction. The numerator should be bubbled to the left of the fraction bar and the denominator should be bubbled in to the right. See the example on the next page. –. 3 −4 5 −6 −1 −2−3−4 −5 6 1 2 3 4 5 6 7 8 9 • 1 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 55 6 7 8 9 0 / 1 3 4 6 7 88 9 0 • / 1 2 3 4 6 7 9 0 • 2 . 5 1 2 3 4 5 6 7 8 9 • 1 2 3 4 5 6 7 8 9 0 • / 2 3 4 5 6 7 8 9 0 • / 1 2 3 4 5 6 7 8 9 0 • 1 2 3 5 6 7 8 9 0 • –