TExES

Generalist EC-6 (191)

Comprehensive Success System
2011

USA

TExES
Generalist EC-6 (191)
Comprehensive Success System
2009

Table of Contents
Introduction... .......................................................................................................... ...3
Domain I Mathematics... ........................................................................................ ...4
Mathematics Sample Questions ... .................................................................... ...15
Mathematics Answer Key... .............................................................................. ...30
Domain II English Language Arts and Reading ................................................... ..41
Language Arts Sample Questions... .................................................................... .49
Language Arts Answer Key... ........................................................................... ...59
Domain III Social Studies... .................................................................................. ..76
Social Studies Sample Questions ... .................................................................... .86
Social Studies Answer Key... .............................................................................. .98
Domain IV Science... ........................................................................................... .112
Science Sample Questions ... .......................................................................... ...122
Science Answer Key... .................................................................................... ...134
Domain V Health and Physical Education... ...................................................... ...147
Physical Ed. Sample Questions... ..................................................................... ..150
Physical Ed. Answer Key................................................................................. ..152
Domain VI Visual and Performing Arts Sample Questions ... ............................. .160
Visual and Performing Arts Answer Key ........................................................ ..163
Bibliography ........................................................................................................ ..168

Introduction
The purpose of this Comprehensive Success System study guide is to prepare you to pass your
exam in the quickest and easiest way possible.
Your test coach will help negotiate the road to test success by motivating and helping you learn
and apply the test content. Test coaching works by e-mailing your test coach when you have a
question or need help learning the material in your Comprehensive Success System. However,
your test coach cant do the work for you. You must do the studying, thinking, problem solving,
look up reference information and dedicate yourself to a passing score. Its your success and
future.
The Comprehensive Success Systems table of contents and organization of subtopics arent
intended to follow the same organization of test content as listed on the testing company web site.
In each chapter you will find test information essential for your test success. We have attempted to
save you as much study time as possible by focusing only on the actual content that is currently
being tested. Study and learn this information to prepare and be successful on your exam.
The next best thing to seeing the real exam in advance is the series of practice questions youll find
in this Comprehensive Success System. When you have read and absorbed the information in each
of the sections, work your way through the practice questions and read the answer carefully.
Testing your knowledge by taking practice questions is an essential part of effective exam
preparation and an important part of the Teaching Solutions Method for your test success.
Knowing why an answer is correct is as important as knowing the correct answer.
The average test taker wastes their time (e.g. complaining, trying to find something wrong with
their study materials, procrastinating) and energy in everything, but preparing for the test. Thats
not you or you wouldnt be here right now. This is the real thing. Roll-up your sleeves and lets
move into learning your exam. Its time for you pass and tell your own success story!

Sincerely,
Teaching Solutions
Test Coaches

Mathematics
Algebraic Concepts

There are several important properties used in math for both addition
and multiplication. The chart below shows some of the important ones.
Properties of Addition
Associative
Commutative
Identity
Inverse
Properties of
Multiplication
Associative

Commutative
Identity
Property of Zero
Inverse
Distributive

Rule
The order that numbers are
grouped in addition does not
matter.
The order that numbers are
added does not matter.
The sum of any number and 0
is the original number.
Any number plus its opposite
is 0.

Example
3 + (4 + 5) = (3 + 4) +
5
4+5=5+4
5+0=5
5 + (-5) = 0
-4 + 4 = 0

The order that numbers are

2 x (3 x 7) = (2 x 3) x
grouped in multiplication does 7
not
matter.
The order that numbers
5x6=6x5
are multiplied does not
matter.
Any
number times one is the
14 x 1 = 14
original number
Any number times 0 is 0.
23 x 0 = 0
Any number times its
3 (1/3) = 1
reciprocal is 1.
-2(-1/2) = 1
If a, b, and c are real numbers, 3(2 + 5) = 3(2) + 3(5)
then ...
= 6 + 15 = 21
a(b + c) = a(b) + a(c) and
4(5 - 2) = 4(5) - 4(2)
a(b - c) = a(b) - a(c)
= 20 - 8 = 12

In Algebra, there are often unknown quantities that need to be solved. A variable is a letter that
represents an unknown number. Variables should be treated like any other number. They can be
added, subtracted, multiplied, and divided. To do mathematical operations to variables, we need to
understand coefficients. Coefficients are numbers that are directly in front of a variable. For
example, 3x has a coefficient of 3, and -4x has a coefficient of -4. When adding or subtracting
expressions that have variables, we add or subtract the coefficients. 3x + 4x = 7x since the sum of

the coefficients is 7 (3 + 4 = 7). 5y - 8y = -3y since the difference of the coefficients is -3 (5 - 8 =

-3). Only terms that have the same variable with the same exponent can be added or subtracted
together. 3x cannot be added with 4y because they have different variables, and 2x cannot be
added with 4x2 because the exponent with the variable is different. When multiplying variables,
we need to look at the coefficients as well as the exponents of the variable. Start by multiplying
the coefficients. The product of the two coefficients will be the coefficient of the resulting term.
Then, add the exponents of the variables. This is the exponent for the variable in the resulting
term. (3x2)(-2x4) =-6x6. In this example, the product of the coefficients is -6 and the sum of the
exponents is 6. (Hint: if a variable has no exponent written, it has an exponent of 1. x = x1.) When
dividing terms with exponents, start by dividing the coefficients and then subtract the exponents of
the variables. (12y12/ 3y3 = 4y9).
An equation is a mathematical sentence that has an equal sign in it. 12x = 36 is an equation. In an
equation, the left and right side of the equal sign must be the same. A solution is a value for a
variable that makes an equation or inequality true. In our example 12x = 36, x = 3 is a solution
since 12 x 3 = 36. Three makes the left side 36, thus both sides are equal. Equations often have
more than one variable in them. In the equation y = 3x - 10, there are now two variables. To find a
solution to this equation, we need to find an x and y that will make both sides equal. There are
many solutions to equations with more than one variable. To find one, pick a value for x and
substitute it with the x in the equation. Lets choose x = 4. If we replace x with 4 we now have y =
3(4) - 10. Do the computations on the right hand side to find y. 3(4) = 12 so y = 12 - 10 = 2. This
means if x = 4, then y is 2. We can write this as an ordered pair. An order pair is two numbers set
off with parenthesis. Our solution is (4, 2). Always put the numbers in the order they occur in the
alphabet. Since x is first, we place it first, followed by a comma and then the value for y.
Inequalities are expressions where on side of the equation is bigger than the other.
We use different signs for inequalities. The following chart shows the signs we use and their
meanings.
Symbol Definition
>
Greater than
Less than
<
>

Greater than or equal to

<

Less than or equal to

Meaning
The left side is larger than the right side.
The left side is smaller than the right
side.
hand
The left side is greater than or equal to
the
right side.
The left side is smaller than or equal to
the

right side.
Some equations are functions. A function is a relationship between two values, known as the input
and output, where every input has exactly one output. There are several ways to determine if a
relationship is a function. One way is to look at a table. The first table is not a function since 2 has
2 out puts (4 and 6). The second table is a function since every input has only one output.
Not a Function
Input
2
5
2

Output
4
10
6

Function
Input
Output
2
3
3
3
4
7

The second way to tell if a relationship is a function is the vertical line test. If any vertical line
can be drawn on a graph and it only intersects the graph in one place it is a function.
Informal Geometry and Measurement
Triangles have many characterizes to help us classify their difference. The chart below has
some of the more important classifications.
Classification
Acute
Right
Obtuse
Isosceles

Definition
A triangle with all angles less than 90C.
A triangle with an angle equal to 90C.
A triangle with an angle greater than 90C.
A triangle with two sides of equal length.

Equilateral
Congruent

A triangle with all three sides being equal length.

Two polygons (not just triangles) that are exactly the same size.

Similar

Two polygons (not just triangles) that are the same shape,

but different shapes.

One of the most important concepts in geometry is the Pythagorean Theorem. The Pythagorean
Theorem says that in any right triangle the square of the hypotenuse is equal to the square of
the two legs added together. This is stated by the formula c2 = a2 + b2. If we know the length
of two sides of a right triangle, the Pythagorean Theorem allows us to find the side of the third.
For example, if the legs have length 3 and 4, we can use the theorem to get the equation c2 = 32
2
2
2
2
+ 4 . 3 + 4 = 9 + 16 =25, so c = 25. After taking the square root of both sides we see that c =

5.

b
a

Perimeter is the distance around a two-dimensional object, area is the space inside a twodimensional object, and volume is the space in a three-dimensional object. These three measure
very different things, but are very easily confused. To find the perimeter of an object, add the
length of all the sides of the figure. Area is a little more difficult to find. To find the area of a
rectangle or square multiply the length and width together. In a triangle, the area is found by
multiplying one half the base of the triangle and the height (1/2 x base x height). Volume is also a
little difficult to find. For a rectangular prism (a box), the volume is found by multiplying the
length, width and height of the prism. The volume of a cylinder (a can) is found by the formula 2
r2 where r = radius. The hardest part of keeping these three terms separate is their labels. The label
for perimeter is always a length such as feet, inches, or centimeters. Since area is the space an
object covers, it is always measured in a length squared such as feet squared (ft.2), inches square
(in.2), or centimeters squared (cm2). Volume is always measured in length cubes (ft.3, in.3, cm3).
A coordinate grid is a graph used a plot points. The graph below is an example of a coordinate
graph.

4
3
2
1
0
-5

-4

-3

-2

-1

-1 0
-2
-3

The numbers that run left to right are on the x-axis and the numbers that go up and down are on the
y-axis. Two numbers called an ordered pair represent all points on the graph. The first number
represents the x-value and the second number represents the y-value. The x-value indicates how
far to move right or left. A positive number means move to the right, and a negative number means

move to the left. The y-value indicates how far up and down we move, with a positive number
being up and a negative number being down. The blue dot in the upper right hand corner of the
coordinate grid is represented by the point (5,3) since we move to the right 5 and up 3. The blue
dot in the lower right hand corner is the point (-4,-2) since we moved to the left 4 and down 2.
Data Organization and Interpretation
When looking at data, there are several different ways of looking at what is typical. One way is to
look at the mean of the data. The mean is the average number. It can be found by adding all of the
terms and dividing by the number of terms. Another way of determining what is typical is to look
at the mode. The mode is the number that occurs the most often. If there is not a number listed
more than once, there is no mode. One the other hand, there can be more than one mode if two
numbers are the most occurring numbers. In the set 1,1,1,2,2,2,3,3 1 and 2 would be the modes
since they both occur three times. The median is also a way of looking at what is typical. The
median is the middle number. To find the median, list all of the number from smallest to greatest
and cross off the largest number and the smallest number. Repeat this until there is only one
number left. Sometimes when finding the median, there are two numbers left in the middle. The
median is the average of these two numbers. The range is the largest number minus the smallest

number. It tells us how wide the numbers are in our data. The following is an example of a set of
numbers and the mean, median, mode and range.
1, 2, 2, 5, 10
Mean = 1 + 2 + 2 + 5 +10 = 20/5 = 4
Median = 1, 2, 2, 5, 10 = 2
Mode = 2 (it occurs the most often)
Range = 10 -1 = 9
Probability is the measure of how likely an event is to happen. The probability can be found by
taking the number of favorable outcomes and dividing by the number of total outcomes. Favorable
outcomes are the outcomes you wish to have happen. For example, if we want to find the
probability that we will role an even number on a dice, rolling a two, four, and six are the favorable
outcomes. There are three favorable outcomes and six total outcomes (rolling a 1, 2, 3, 4, 5, or 6
would be the six outcomes). The probability of rolling an even number would be 3/6 or D. It can
also be written as a decimal, in this case 0.5.
Two events are considered equally likely if the have the same probability of occurring. The chance
of flipping a head and a tails with a penny is equally likely to occur since the probability of each is

0.5. Events can also be independent or dependent. Independent events are events that have no
relationship to each other. One event does not affect another event. Flipping a penny and rolling a
dice are independent events since flipping a penny has no impacted on rolling the dice.
Conversely, dependent events are events where one event affects the probability of another event.
An example of this would be drawing a card from a full deck of cards. Before any cards are drawn
the probability of drawing a king is 4/52 = 1/13 since there are four favorable outcomes (four kings in
the deck) and 52 total outcomes (52 total cards in the deck. If a king is drawn on the first card the
probability will now be 3/51 or 1/17. The probability was affected by the first draw so the events are
dependent.
Tree diagrams are very helpful is finding some probabilities. Lets say we want to find what
the probability of flipping two or more heads if we flip a coin three times.
To figure this problem out, we can make a tree diagram. The first step is to list the possibilities
on the first flip, which is heads (H) or tail (T).

Repeat this for the next two flips. Make a

branch between each flip. The branches indicate possible outcomes. The highlighted letters
would indicate the first flip as tails, the second flip as heads and the third flip as tails.
First Flip
H

/\

Second Flip

T H
T
H
T
H
T
Third Flip
*
*
*
*
The stars indicate which flips have at least two heads. There are four stars. So the probability
(favorable outcomes divided by total outcomes) is 4/8 = 1/2.
Statistics, data analysis, and probability are used when taking surveys, but it is important to make
sure a good sample is taken so the results reflect peoples opinions. When a survey is set up, it
should be designed to take a random sample. A random sample is a group of people who represent
the population as a whole. The population could be humans, Americans, students at a school,
athletes at a school, or even as small as the football team at a school. Obviously, the smaller the
population the easier it is to take a survey. It might be possible to survey every member of a
football team, but it would be impossible to survey every American. It is the larger population
where a random sample is needed. In order to get a random sample, the survey must be designed

so it reaches people from every background and every way of life. It would not be a good random
sample to ask only teachers if more money should be spent on school. The best way of getting a
random sample is to ask random people. Calling every fourth person in a phone book would be a
great way of getting a random sample. So how does a sample work? Here is a quick example.
Lets say we are taking a survey to see how many Americans think more money should be spent
on education. To get a random sample we call people from every state and all walks of life. We
have a good random sample. In our survey, 67% of the people said we should spend more money
on education. If our sample size were large enough, it would be a good bet to say that 67% of all
Americans think we should spend more money on education.

Number Sense and Numeration

Our system of numbering uses a base ten system. This is why we have our place values. There are
an infinite amount of place values since numbers can go on forever.
The list below shows some of the more common place values.
Place value

Example (bold

Place value

Example (bold

number has the

number has the

designation place)

designation place)

Ones

123,456,789

Tenths

0.123456789

Tens

123,456,789

Hundredths

0.123456789

Hundreds

123,456,789

Thousandths

0.123456789

Thousands

123,456,789

Ten-thousandths

0.123456789

Ten-thousands

123,456,789

Hundred-

0.123456789

thousandths
Hundred-

123,456,789

Millionths

0.123456789

Millions

123,456,789

Ten-millionths

0.123456789

Ten-millions

123,456,789

Hundred-

0.123456789

thousands

millionths
Hundred-millions
Billions

123,456,789
123,456,789,123

Billionths
Ten-billions

0.123456789
0.123456789123

Ten-billions

123,456,789,123

Hundred-billions

0.123456789123

Hundred-billions

123,456,789,123

Trillionths

0.123456789123

Trillions

1,234,567,891,234

Numbers can be divided into differing groups. Some of the groups often used are whole, integers,
rational, and real numbers. Whole numbers are positive numbers that do not have any decimals or
fractions (1, 2, 3, 4, 5, 6, ...). Integers are numbers, positive or negative, and do not have a fraction
or decimal (0 -3, -2, -1, 0, 1, 2, 3, ... ). A rational number is any number that can be written as a
fraction.

All whole numbers and integers are rational numbers as are decimals that either repeat or end.
Some examples of rational numbers are 0.25, 0.5, 0.121212 ..., -5, and 1/13. Finally, real numbers
are any numbers that can be written on a number line. They include whole numbers, integers, and
rational numbers. All numbers we use in our everyday lives would be considered a real number.
Using a number line is not only an important concept for people first learning their numbers, it is
also used quite often in algebra and higher-level math. A number line is usually set up with 0 in
the middle. This is not always the case though. A number line may start anywhere as long as the
numbers are in the correct order. To the right of 0 are the positive numbers. They increase just like
we learn to count (1, 2, 3, ...). The numbers to the left are called negative numbers, and they often
cause a sense of confusion. Negative numbers follow the same pattern as their positive
counterparts, but it is important to remember -1 is greater than -2, -2 is greater than -3, and so on.
This may seem backwards, but if a number is negative, the larger the number, the more negative it
is. Meaning it is farther to the right, thus it is smaller. As we move right on the number line,
numbers increase, as we move left and the number line, numbers decrease. The arrows and the
number line below indicate that the number line continues in both directions forever.

I I I I I I I I I I I I I I I I I I I I I I
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2
Negative Numbers
Numbers decrease

3 4 5 6 7

8 9 10

Positive Numbers
Numbers increase

The four main operations in mathematics are addition, subtraction, multiplication, and division.
Addition and subtraction are opposites as are multiplication and division. Adding two numbers
together, is the same as subtracting the opposite of the second number. For example: 2 + 3 = 2 - (3). Subtracting two numbers is the same as adding the opposite of the second number as well (5 - 4
= 5 + (-4)). Multiplication and division works much in the same way. The product (multiplying) of
two numbers is equal to the quotient (dividing) of the reciprocal of the second number, 3 x 4 = 3
(1/4). The reverse works as well (64 = 6 x1/4).
Factors and multiples are two important concepts in mathematics that are often confused. A factor
of a number is any integer that can be divided evenly. The factors of 6 are 1, 2, 3, and 6 since 6
1 = 6, 6 2 = 3, 6 3 = 2, and 6 6 = 1. All four integers divide 6 evenly. Every number has
at least 1 and itself as factors. If a number only has two numbers as factors the number is
called prime. If a number has more than two factors, the number is composite. The greatest
common factor, often called gcf, of two numbers is the largest factor that they have in
common. As stated earlier the factors of 6 are 1, 2, 3, and 6. The factors of 9 are 1, 3, and 9.
Therefore, their greatest common factor is 3. Multiples, on the other hand, of a number a are
numbers that are the product of a and another number. For example, the multiples of 6 are 6, 12,
18, 24, 30, 36, 42, . because 6 x 1 = 6, 6 x 2 =12, 6 x 3 =18, 6 x 4 = 24, 6 x 5 = 30, .. The
least common multiple (lcm) of two numbers are the lowest multiple each number has in common.
The multiples of 6 are 6, 12, 18, 24, 30, 36, and the multiples of 9 are 9, 18, 27, 36, 45, 54, 63,
. Therefore the least common multiple is 18 since it is the first multiple they have in common.
Many times in math, just using a little logic and common sense can solve problems. One way to do
this is by checking the reasonableness of an answer. This can be done before or after a problem is
even solved. Problems that involve money should only have two decimal places. It does not make
any sense to have $1.253 dollars. Many other real world problems should not have any decimals or
fractions in the solution. It does not make sense to have 3.7 people. It should be rounded to 3 or 4
depending on the problem. Negative numbers do not make sense in many real world problems as
well. People, number of buses, length, and area are just some of the things measured that cannot
be negative. Because of this, it is important to check all solutions for reasonableness. Using quick
estimation is very helpful when checking for reasonableness. If a problem asks for the amount of tax
on a $100 item, we should have a quick estimation at what the solution should be. $107 would be

way too high, as would $1,428 dollars. Just by eliminating these two options, we now have a fifty

percent chance of getting the correct answer. Now it is time to do the computation. It is important
to always check solutions for accuracy after solving a problem.

Mathematics Sample Questions

1. What property is demonstrated by 3 + 4 = 4 + 3?
a) Associative
b) Commutative
c) Identity
d) Distributive
2. Which of the following is a solution to the equation y = 3x2-10?
a) (0,10)
b) (1,7)
c) (4,2)
d) (2,2)
3. Factor x2-4x+4
a) (x - 2)(x - 2)
b) (x - 4)(x - 1)
c) (x + 2)(x + 2)
d) (x - 2)(x + 2)
4. If the base of a triangle is 10 cm and the height is 5 cm, what is the area?
a) 15 cm2
b) 25 cm2
c) 30 cm2
d) 50 cm2
5. Rewrite the following in a mathematical sentence: One more than twice a
number is 15.
a) 1 + 2 + x = 15
b) 1x + 2 = 15
c) 1 + 2x - 15
d) 1 + 2x = 15
6. What is the equation of the graph below?
6
4
2
0
-2 0
-4

-6

a) y = 2x

b) y = 2x-5
c) y = x -5
d) y = 2x + 5
7. The
degrees
outside,
a)
b)
c)
d)

formula C = 5/9(F - 32) converts Celsius into Fahrenheit where C is

Celsius and F is degrees Fahrenheit. If it is 80 degrees Fahrenheit
about how warm is it in degrees Celsius?
176 C
48 C
27 C
12 C

8. Which of the following tables is not a function?

Output
Output
a) Input
b) Input
3
10
0
1
4
11
1
1
5
12
2
1
c) Input
Output
d) Input
Output
7
1
10
11
7
2
11
15
7
3
12
17
9. What is the slope of the line passing through the points (2,3) and (4,4)?
a) 1/2
b) -1/2
c) 2d) 2
10. 3x + 10 + 2x2 + 5x - 4 is equal to which of the following?
a) 16x4
b) 2x2 + 12x
c) 2x2 + 8x + 14
d) 2x2 + 8x + 6
11. Which of the following is a solution to the following system of equations:
y = 2x + 5
3x - y = -3
a) (0,5)
b) (2,9)
c) (1,0)
d) (2,3)
12. 3 + (5 - 2) 2 x 4 =?
a) 144
b) 48
c) 39

d) 7
13. Use the distributive property to simplify 2y(3y - 4)
a) 5y - 8
b) 6y2 + 8y
c) 6y2 - 8y
d) 6y2 - 4
14. Two lines that intersect to form a right angle are called ...
a) Parallel lines
b) Perpendicular lines
c) Straight lines
d) Right lines
15. Which of the following is a solution to y > -x + 5
a) (2,3)
b) (0, 5)
c) (2,8)
d) (8,2)
16. The equation of the graph below is y = x2 + 2x - 4. Find x if y = 0
5
4
3
2
1
0
-4

-3

-2

-1

-1 0

-2
-3

a) 0
b) 1
c) -2
d) a and c
17. 3x + 10 = 4 is best described by which of the following:
a) Three more than a number and ten is
four
b) Ten more than a number is
four
c) Three times a number is greater than ten and
four d) Ten more than three times a number is four
18. A globe is best described as which shape?
a) Circle
b) Sphere
c) Prism

d) Quadrilateral
19. If a map has a scale of 2 centimeters to 5 miles and two towns are 10
centimeters apart on the map, what is the actual distance between the two
cities?
a) 10 miles
b) 15 miles
c) 25 miles
d) 100 miles
20. 300 centiliters is equal to which of the
following?
a) .3 meters
b) 3 meters
c) 30 meters
d) 300 meters
21. A car travels 200 miles in 4 hours. What was the average speed of the car?
a) 5 miles per hour
b) 50 miles per hour
c) 196 miles per hour
d) 800 miles per hour
22. If the hypotenuse of a right triangle is 10 feet long and one of the legs is 6
feet long, how long is the length of the reaming side?
a) 4 feet
b) 8 feet
c) 16 feet
d) 64 feet
23. What would the surface area of a cube with side length 5 meters be?
a) 150 meters squared
b) 150 meters
c) 30 meters squared
d) 30 meters
24. How many lines of symmetry does the star have?

a)
b)
c)
d)

1
2
3
4

25. Bill is working for a lawn mowing company on the weekend to help pay for a
new car. Bill spends 1 hour and 35 minutes mowing Mrs. Smiths yard, 2 hours

and 45 minutes mowing Ms. Jacobss lawn, and 2 hours and 5 minutes mowing
Mr. Reddings lawn. How much time did it take him to mow the three lawns?
a) 5 hours and 25 minutes
b) 5 hours and 35 minutes
c) 6 hours and 25 minutes
d) 6 hours and 35 minutes
26. If triangle ABC is congruent to triangle DEF, what is the measure of angle
D?
B
F
D
A
33
48 C
E
a) 33
b) 48
c) 81
d) 99
27. John needs to cut a piece of string that is 108 inches long. How many yards
should his string be?
a) 3 yards
b) 12 yards
c) 36 yards
d) 324 yards
28. A paper clip would weigh approximately how much?
a) 1 gram
b) 1 kilogram
c) 1 millimeter
d) 1 milliliter
29. What is the best name for the figure below?

a)
b)
c)
d)

Quadrilateral
Pentagon
Hexagon
Heptagon

30. What is the transformation from figure A to figure B known as?

Figure A

Figure B
6

0
-2

-1

-2 0

-5

-4

-3

-2

0
-2 0

-1

-4

-4

-6

-6

a)
b)
c)
d)

Rotation
Slide
Manipulation
Reflection

31. If triangle ABC is similar to triangle DEF, what is the length of side BC?
B

3 cm
A

6 cm

10 cm

D
a)
b)
c)
d)

4 cm
5 cm
10 cm
20 cm

32. What is the area of the figure below?

2 cm

10 cm

2 cm

3 cm
a)
b)
c)
d)

30 cm22
36 cm
42 cm2 2
120 cm

33. What percent of the people chose math as their favorite subject?
Favorite Classes
13

15
10
10

6
3

5
0
Math

a) 0.2%

English

Science

P.E.

Social

Others

b) 5 %
c) 10%
d) 20%
34. If Jimmy has five pairs of jeans, four shirts, and two pairs of socks, how
many different combinations of clothing could he wear?
a) 10
b) 11
c) 20
d) 40
35. Coach Anderson has nine people on his baseball team, and he needs to
make a batting order. How many different ways can he set his batting
order?
a) 9
b) 45
c) 81
d) 362,880
36. By looking at the front, side, and top view shown below, what threedimensional figure do we have?
Front

Side

Top

a) Triangle
b) Triangular Prism
c) Cone
d) Triangular Pyramid

37. What is the probability of flipping six heads in a row with a penny?
a) .5
b) .25
c) 0.015625
d) 3
38. What is the mean of the numbers 8, 12, 36, and 36?
a) 23
b) 24
c) 28
d) 36
39. What is the median of the numbers 3, 3, 8, 16, 2, and 5?
a) 3

b) 12
c) 4
d) 5.67
40. On a basketball team with ten players, only five can start. How many
different combinations can be made for finding who will start the game?
a) 3,628,800
b) 30,240
c) 252
d) 5
41. Mrs. Tomko broke her reading class into groups of four. Each group was
expected to read 100 books by the end of the year. What percent does this
group have left to read?

Books Read

14
23

John
Sam
Linda

10

Bart

a)
b)
c)
d)

23%
45%
55%
65%

42. Which of the following would give the best results for finding the opinions
of students at a school?
a) Give a survey to students who are in after school
activities
b) Give a survey to all students and
teachers
c) Give a survey to every fourth student in the lunch
line
d) Give a survey to all the students in a calculus
class
43. What was the mean number of students gone each day in Mr. Martins
class?
Mr. Martins class absents for the week of April 1st
Friday
Thursday

Wednesday
Tuesday
Monday
0

students absent

a)
b)
c)
d)

3.6
4
5
18

44. In a bag of marbles there are three blue marbles, two green marbles, and
seven orange marbles. What is the probability that a marble drawn at
random will not be an orange marble?
a) 5/12
1
b) /2
c) 1/6
d) 7/12
45. Which of the following would not be the correct way to express the
probability of rolling a one with a dice?
a) 1/6
b) 0.167
c) .167%
d) 16.7%
46. About what percent of the class said they drank 1 can of pop a day?
Cans of pop per day

Less Than 1
1 can
2 cans
3 cans
4 or more

a)
b)
c)
d)

10 %
25 %
45 %
90 %

47. Jack is eating at a restaurant and looks at the menu below.

Select one entre, one side dish, and one dessert.

Entrees

Side Dish

Dessert

Ham Steak
Filet Mignon
Chicken Fettuccini
Walleye

Corn
Garlic Bread
Salad

Apple Pie
Ice Cream

How many options does Jack have?

a) 4
b) 9
c) 12
d) 24
48. What is the mode of the following numbers: 1, 2, 23, 13, 5, 7, 1, 2, 2, 3, 11,
15?
a)
b)
c)
d)

1
2
49. How many more cars did Ford sell than Nissan?
4
Cars sold
17.8
20
15
10
5
0
Toyota

a)
b)
c)
d)

Ford

Chevy

Nissan

13
130,000
1,300,000
13,000,000

50. Put the following numbers in order from least to greatest: -1, -1/2, -2, -3/4
a) -1/2, -3/4, -1, -2
3
1
b) - /4, - /2, -1, -2
c) -1/2, -1, -2, -3/4
d) -2, -1, -3/4, -1/2
51. How would the number 321,000,000 be written in scientific notation?
a) 32.1 x 107
b) 3.21 x 108
c) .321 x 109
d) 321 x 106
52. Round the number 321.467 to the nearest tenths place.
a) 320
b) 321.4

c) 321.5
d) 321.37
53. The net below would make what figure?

a)
b)
c)
d)

Square
Cube
Triangular prism
Rectangle

54. What is the least common multiple of 12 and 9?

a) 1
b) 3
c) 36
d) 72
55. What would the next number of the sequence -16, 4, -1 ... be?
a) 1/4
b) -1/4
c) 4
d) -4
56. What would (2 x 32)0 equal?
a) 0
b) 1
c) 2
d) 18
57. -4 is all of the following except which one?
a) A negative number
b) A whole number
c) An integer
d) A rational number

58. John buys a shirt at the mall for $36. There is a 7% sales tax. What would
the total price be after sales tax?
a) $2.52
b) $33.48
c) $38.52
d) $550.29
59. Evaluate 36.
a) 18
b) 243
c) 729
d) 2,187
60. Write 2.1 x 10-5 in standard notation.
a) 0.000021
b) 0.0000021
c) 210,000
d) 2,100,000
61. What is the greatest common factor of 32 and 36?
a) 1
b) 4
c) 8
d) 288
62. Which number best represents the point on the number line?
-2
a)
b)
c)
d)

-1

-1 / 3
-2 / 3
-1 1/3
-1 2/3

63. There are six seventh grade classes at Lincoln middle school with twentyfive students in each class. If a bus holds fifty-two students and there are
ten adults going, how many busses will be needed?
a) 3
b) 3.0769
c) 4
d) 5
64. What is 3/4 -1 1/2?
a) -1/2

b) -3/4
c) 1/2
d) 3/4
65. Use the pictures below to answer the problem.

a)
b)
c)
d)

4 1/ 4
1 1 /4
1 3/ 4
1 1 /2

66. Put the following numbers in order from least to greatest: 1/4, 0.2, 0.255,
0.246
a) 1/4, 0.2, 0.246, 0.255
b) 0.2, 0.246, 1/4, 0.255
c) 0.2, 1/4, 0.255, 0.246
d) 0.255, 0.246, 1/4, 0.2
67. Which of the following is equivalent to 10 < 3x-4?
a) 10 = 3x - 4
b) 3x - 4 = 10
c) 3x -4 < 10
d) 3x - 4 > 10

Mathematics Answer Key

1. B: Commutative
The associative property says numbers can be regrouped, the identity property says
anything plus 0 is the original number, and the distributive property is shown by 3(x +
4)
= 3(x) + 3(4). Therefore, the commutative property is correct and
says
numbers can be added in any
order.
2. D: (2,2)
A solution is an ordered pair that makes both sides of an equation equal. To check
which one is a solution, replace the variables with the given values. In this example
replace 2 for x and 2 for y. This is the only solution that gives you the same value on
both sides of the equal sign.
3. A: (x - 2)(x - 2)
Use the FOIL (First Outside Inside Last) method to solve this problem. Start with
the choices and work backwards. Multiply the first number in each expression
[(x)(x) = x2]. Then multiply the Outside two numbers [(x)(-2) = -2x].
Next,
multiply the inside two numbers [(-2)(x) = -2x]. Finally, multiply the last two
terms
[(-2)(-2) = 4]. Thus we have x2 _ 2x - 2x + 4 = x2 _ 4x +
4.
4. B: (25 cm2)
The area of a triangle is 1/2 x base x height. Since the base is 10 and the height is 5,
the area of the triangle is 1/2 x 10cm x 5 cm = 25 cm2.
5. D: (1 + 2x = 15)
1 more means 1 +, twice means multiplied by 2, and is means equals. Since we do
not know what the number is we need to assign it a variable. Put it all together
and it becomes 1 + 2x = 15.
6. B: (y = 2x -5)
Start by finding a point on the graph. (0, -5), (3,1), and (4, 3) are just a few of the
possible points. Plug the points into the equations and see which equations provide a
solution. To be safe you should check two points.
7. C: (27 C)
Substitute 80 for F in the formula C = 5/9(F - 32) and solve. C = 5/9(80 - 32) =
5
/9(48)
27.

8. C
A function is a relationship where every input has exactly one output. In a
every
input has one output, they just happened to all be the same. But in c the input 7 has
three different outputs.

9. A: (1/2)
The slope of a line is found by dividing the change in y and the change in x
between the two points. The first point is (2, 3) and the second point is (4,4). The
change
y (3 - 4) is -1 and the change in x (2 - 4) is -2. Therefore the slope is -1/-2 = 1/2.
10. D: (2x2 + 8x + 6)
Only terms with the same variable with the same exponent can be added together,
thus a and b are not correct. C may look correct, but the last term is a negative so it
needs to be subtracted. D is the correct answer.
11. B: (2,9)
A system of equations is simply two or more equations. A solution to a system
is an ordered pair that satisfies both equations. In this example, if (2, 9) was
substituted into each equation, both would be solutions. Therefore, it is a
solution to the system.
12. C: (39)
We need to follow the order of operations in this example. The order of operations
can be remembered by the acronym please excuse my dear aunt Sally. P =
parenthesis, E = exponents, M/D = multiplication and division, A/S = addition
and subtraction. Do all operations in this order to get the correct answer. If there
is multiplication and division or addition and subtraction in the same problem, do
the indicated operation from left to right.
13. C: (6y2 - 8y)
The distributive property says a(b - c) = ab - ac. In the example 2y(3y - 4), start
by multiplying 2y and 3y to get 6y2. Then multiply 2y and 4 to get 8y. Since the
original problem has a subtraction sign in it, our simplified version needs the
same. Thus
2y(3y - 4) = 6y2 - 8y.
14. B: (Perpendicular lines)
Parallel

Perpendicular

Straight
Does not exist

Right
Does not exist

15. C: (2,8)
In the inequality y > -x + 5, the greater than sign (>) means the left side needs to be
greater than the right side. For (2, 3) and (0, 5) both sides are equal so they are
not solutions. (8, 2) makes the right side greater. But (2, 8) makes the left side greater
so it is a solution.

16. D: (a and c)
Since y = 0, we need to find when the graph of y = x2 + 2x - 4 crosses the y-axis
(where
y = 0). We can see that it crosses in two places at 0 and at
-2.
17. D: (ten more than three times a number is
four)
All of the other choices are missing some information or is saying it incorrectly. In a
three more means to add three, in b there is no mention of the three, and in c is greater
than would be an inequality (>). But d has everything in the right order with the
correct mathematical operation.
18. B: (sphere)
Many people would put a circle for this answer, but a circle is a two-dimensional
object, not a three-dimensional object like a globe.
A prism is threedimensional object, but prisms have straight edges unlike a sphere. A quadrilateral
is a two dimensional figure that has four sides.
19. C: (25 miles)
For this problem we need to set up a proportion. We know that 2 cm on the map is
equivalent to 5 miles in the real world so we can get the fraction 2 cm/5 miles. We also
know the two towns are 10 cm apart on the map. Since we do not know the actual
distance between the two towns assign it a variable, x. Now we can set up another
fraction in the same way to get 10 cm/x miles. The proportional will be equal so 2 cm/5 miles =
10 cm
/x miles. After we cross multiply we get (2)(x) = (5)(10) or 2x = 50. Divide each
side by 2 and the answer is x = 25 miles.
20. B: (3 meters)
There are 100 centimeters in every meter. Take 300 and divide it by 100 to get 3
meters. In the metric system, there are six main prefixes. In order from largest
to smallest they are kilo, hecto, deka, base (meter, liter, grams), deci, centi, and
milli. To convert from one unit to another other, start at the unit given. In this
example we will start at centi since we had centimeters. Move to the unit we
wish to convert to. Any time we move to the right, we multiply by 10. Any time
we move to the left, we divide by 10. In our example, we moved to the left from
centi to the base so we have to divide by 10 twice (which is the same as dividing
by 100).
21. B: (50 miles per hour)
To find the speed, take distance divided by time. The distance is 200 miles and the
time is 4 hours. Thus 200 miles divided by 4 hours is 50 miles per hour.
22. B: (8 feet)
The Pythagorean Theorem is needed for this problem. Use the formula c2 = a2 +
.
b2. The hypotenuse is 10 and one of the legs is 6. Substitute these values into the
2
2
2
2
equation to get 10 = 6 + b or 100 = 36 + b Subtract 36 from both sides to get 64
=

Finally, take the square root of both sides to get the resulting answer of 8 feet.

32

23. A: (150 meters squared)

The surface area is the area of the surface of an object. Think about it as
painting an object. If all sides were painted, that is the surface area. To find the
surface area, we must find the area of each side and add them together. In this
example, we have a cube with sides 5 meters. A cube has all equal sides so all
the sides are 5 meters long. Think about the front face of the cube. Since it has
length of 5 meters
and width of 5 meters, the area of the front face would be 25 meters squared. A
cube has six faces so 25 meters squared times 6 is 150 meters squared. Notice
the unit is meters squared because area is always measured in a length squared.
24. D: (4)
A Line of symmetry is a line that can be drawn through an object where the exact
same thing is on each side of the line of symmetry. In this example we can draw
lines of symmetry in the following ways:

In each drawing, the two sides of the line have the exact same image.
25. C: (6 hours and 25 minutes)
Add up all the hours and minutes in this problem and we should get 5 hours and 85
minutes. It is vital to remember that 1hour is equal to 60 minutes, NOT 100!! If
we subtract 60 minutes from 85 minutes we now have 25 minutes, but those 60
minutes must be accounted for somewhere so we add another hour. Thus the
solution is 6 hours and 25 minutes.
26. A: (33)
When two figures are congruent, they are the exact same size and shape. Since
they are the same shape, all corresponding angles must be equal. It is important to
notice the order the angles are listed in. The first triangle is listed as ABC and the
second triangle is listed as DEF. This means A and D are equal, B and E are
equal, and C and F are equal since they are corresponding angles. (Corresponding
angles are always listed in the same order.) Angle A is 33 so angle D must be
33.
27. A: (3 yards)
There are 3 feet in every yard and 12 inches in every foot. Thus there are 36 inches
in every yard. So take 108 inches and divide it by 36 to get 3 yards.
28. A: (1 gram)
Millimeters measure length and milliliters measure volume so the only two options are
1 gram and 1 kilograms. A kilogram weighs more than a pound. The only option left is
1 gram, which is the correct answer for this problem.

29. C: (Hexagon)
The chart below shows some of the common geometric figures
Figure

Number of
Sides
Quadrilateral 4
Octagon
5
Hexagon
6

Figure

Number of Sides

Heptagon
Octagon

7
8

30. D: (reflection)
A rotation is when a figure is rotated, a slide is when a figure is slid up or down
or side-to-side, a reflection is when an object is reflected across a line, and a
manipulation is not a transformation. In this example, the triangle is reflected
across the y-axis. It may be hard to see this, but process of elimination also leads
to the conclusion that it is a reflection.
31. B: (5 cm)
If two polygons are similar, their corresponding sides are proportional. This means
the length of AB divided by the length of DE will be equal to the length of BC
divided by the length of EF (AB/DE = BC/EF). Substitute the values we now have 3/6 =
BC
/10. Cross multiply to get 30 = 6 (BC). Divide both sides by 6 and the solution is 5
cm = the length of BC.
32. B: (36 cm2)
There are actually three different shapes in this figure, one triangle on each end and a
rectangle in the middle. The middle rectangle has a length 10 cm and a width of 3 cm.
This means the area of the rectangle is 30 cm2. The area of a triangle is D
x base x height. The base is 2 cm and the width is 3 cm, thus the area of each triangle
is D x 3 cm x 2 cm = 3 cm2. Since there are two triangles, multiply by 2 and get 6
cm2. After we add the area of the rectangle and the area of the triangles (30 cm2 + 6
cm2), we find the total area of 36 cm2.
33. D: (20%)
Start by adding up all the students to find the total number of students surveyed.
There were 50 students. Since 10 of them liked math as their favorite subject, take 10
and divide it by 50 to get 0.2. This shows the answer as a decimal, not a percent. We
must change the answer from a decimal to a percent by multiplying by 100. After
doing this, the resulting answer will be 20%.
34. D: (40)
This solution can be found in a number of different ways. One way and perhaps
the easiest way, is to use the counting principle. The counting principal says the
total number of choices can be found by multiplying together the number of
choices for each option. In this example, there are 5 choices for jeans, four for
shirts, and two for socks. So 5 x 4 x 2 = 40. Another way to find the answer is to

make a tree diagram. After making a tree diagram, count the bottom line of the tree

diagram to get the answer.

35. D: (362,880)
This problem is an example of a permutation. A permutation is a list of events,
people, or objects where the order does matter. In this example, the order does
make a difference. To find the number of options the coach has, start with the
number of options for the first person. There are nine people on the team so there
are nine options for the first batter. The second batter has only eight options
because the first batter has already been selected. The third batter has only seven
since two batters were already used. This pattern continues to the end of the line
up. Now we need to multiply all of these numbers together. So 9 x 8 x 7 x 6 x 5
x
4 x 3 x 2 x 1 = 362,880.
36. D: (triangular pyramid)
Since the figure is three-dimensional, it cannot be a triangle. A cone would have a
circle with a dot in the middle for the top view. A triangular prism would have
a rectangle as the top view. Thus the only option would be a triangular pyramid.
triangular pyramid

triangular prism

37. C: (0.015625)
The probability of flipping one heads is 50% or .50. Each flip has a 50% chance
of landing on heads. To find the probability of a multistage event, multiply the
probability of each stage. This example has six stages with each stage having a
probability of .50. So .50 x .50 x .50 x .50 x .50 x .50 = 0.015625.
38. A: (23)
The mean is found by adding all the terms together and dividing by the number of
terms. The numbers are 8, 12, 36, and 36. The sum is 92. There are four numbers so
take 92 and divide by 4 to get 23.

39. C: (4)
The most common mistake on this problem is forgetting to write the numbers in
order. Before the median can be found, the numbers must be in increasing or
decreasing order. The numbers written in order are 2, 3, 3, 5, 8, and 16. The
middle number is between 3 and 5. So we need to find the average of 3 and 5.
The average of 3 and 5 is 4. This is our median.
40. C: (252)
This problem is called a combination. A combination is a set of numbers where
order does not matter. In a combination, the total options can be found by the
formula n!/r!(n-r)!, where n is the number of options and r is the number of selections.
The exclamation mark (!) is a factorial. A factorial is the product of the number
and every number less than it. For example 6! (six factorial) is 6 x 5 x 4 x 3 x 2
x1=
720. In our problem r is ten since the team has ten players and r is five since
only five can start. Substitute these numbers into the formula to get 10!/5!(10-5)! =
3,628,800

/120 x 120 = 3,628,800/14,400 = 252.

41. B: (45%)
The students have read a total of 55 books. This means they have 45 left to
read. Since they have 100 books to reading in all, divide 45 by 100 to get 0.45.
To convert from a decimal to a percent, multiply by 100. The solution will be
45%.
42. C: (Give a survey to every fourth student in the lunch line)
A would not be a good choice because the students who take the survey would be
bias toward after school activities. B survey teachers, and would get the opinions
of not just the students, but also the teachers. D would also be a bias subgroup.
Therefore, C is the best answer. It would be the most random sample of the
choices.
43. A: (3.6)
The mean is found by finding the sum of all the numbers and dividing by the
number of terms. The sum of all the numbers is 18 and there are five numbers. So
18 divided by 5 is 3.6.
44. A: (5/12)
To find probability, take the number of favorable outcomes (outcomes we want to
happen) and divide it by the number of total outcomes. It is important to read the
question carefully. The question asked what is the probability of NOT drawing
an orange marble. There are five marbles that are not orange, so there are five
favorable outcomes. Since there is twelve total marbles, there are twelve total
outcomes. Thus the answer is 5/12.
45. C: (.167%)

By using some logic, we can reason that the incorrect way to write the probability
is either c or d. This is because we cannot have two different percents that
correctly represent the same probability. Since there is one favorable outcome and
six total outcomes, take one divided by six to get 0.167. To change from a decimal
to a percent, we must multiply by 100 to get 16.7%. Therefore, .167% is not the
correct way to represents this probability.
46. B: (25%)
Just looking at the graph can solve this problem. There are not any values given for
this example, so we must use some estimation. 25% is a quarter of the circle. It looks
like the one can a day section is about 25% of the circle. None of the other options are
even close.
47. D: (24)
We must revisit the counting principle for this example. The counting principle says
we can multiply the number of options for each choice to find the total options. There
are four choices for the entree, three for the side dish, and two for the dessert. So 4 x 3 x
2 = 12. We could also make a tree diagram like the one below.
H.S.
C

A I A

G.B S

Filet
C

G.B. S

Chicken
C

G.B. S

I A I A I A I A I A IA I A I

Walleye
C

A I

G.B.

AI

Count the number of option on the bottom row. This is the number of total options.
48. B: (2)
Remember that the mode is the number that occurs the most often. In this example, 1
and 2 both occur more than once. But 2 occurs three times and 1 occurs twice.
Therefore,
2 is the mode.
49. D: (13,000,000)
Looking at the graph, it appears that Ford sells 19 cars and Nissan sells 6 cars.
Subtract the two and to get 13. However, it is important to read the labels because
our labels are in millions. This means Ford sold 13 million cars more than Nissan.
So the correct answer is 13,000,000.
50. D: (-2, -1, -3/4, -1/2)
It is important to understand the concept of negative numbers. The larger the actual
number, the more negative it is, meaning it is smaller. -2 and -1 are the smallest two
numbers. 3/4 is larger than 1/2 so -3/4 is smaller than -1/2. Thus the order from smallest
to largest is -2, -1, -1/2, -3/4.
51. B: (3.21 x 108)

A number written in scientific notation has three components. The first number is
always greater than or equal to one and less than 10. To find the first number,
move the decimal place, until the new number is between 1 and 10. The second
component is times 10. The last component of scientific notation is the exponent.
The exponent is the number of decimal places we moved to find the number between

one and ten. In this problem the number is 321,000,000. Move the decimal place
until the new number is 3.21 (between 1 and 10). The decimal was moved 8
spots. Therefore, the number 321,000,000 written in scientific notation is 3.21 x
108.
52. C: (321.5)
The tenths place is the first number after the decimal place. The number
321.467 has 4 in the tenths place. The number to the right of the tenths place
is 6. Since 6 is larger than 5, round up, so the 4 becomes a 5. The answer will
now become 321.5.
53. B: (cube)
A net is a two-dimensional pattern that can be folded into a three-dimensional
figure. This problem takes a little imagination. Imagine if the figure were folded
into a three-dimensional object, it would be a cube. This problem can also be
solved using logic. A square and rectangle are not three-dimensional object.
There are no triangles in the net so it cannot be a triangular prism. The only
option is a cube.
54. C: (36)
Listing the multiples of each number is the best way to solve this problem.
The multiples of 12 are 12, 24, 36, 48, 60, 72... The multiples of 9 are 9, 18,
27, 36, 45, 54, 63, 72 The smallest multiple they have in common is 36.
55. A: (1/4)
A sequence is a list of numbers that have a pattern. The first thing to notice is the
sign change on each term. This shows that the each new term was multiplied by a
negative number. The first number is -16 and the second number is 4. We get from
-16 to 4 by dividing by -4 and from 4 to -1 in the same way. To find the next
number take -1 and divide by -4. The next number would be 1/4.
56. B: (1)
Any number with an exponent of zero is 1. So the resulting number inside the
parenthesis does not matter. If you are unsure of this, a calculator could also
be used. To enter an exponent on a calculator use the yx bottom or the carrot ( ),
which looks like an up arrow.
57. B: (a whole
number)
A negative number is any number with the negative sign in front of it. An integer
is a number, positive or negative, without a decimal or fraction, and a rational
number is any number that can be written as a fraction. -4 is all of these since it has a
negative sign, it does not have a decimal or a fraction, and it can be written as a

fraction (-4/1). The only one -4 is not is a whole numbers.

positive, so -4 it not a whole number.

Whole numbers are

58. C: ($38.52)
To find the sales tax, first start by changing the percent to a decimal. To change from
a percent to a decimal, move the decimal place two spots to the left so 7% becomes
0.07. Now multiply 0.07 and the cost of the shirt ($35) to get $2.52. Add the $2.52 to
$35 to get $38.52.
59. C: (729)
A common mistake made is to multiply 3 x 6 to get 18. But 36 = 3 x 3 x 3 x 3 x 3 x 3
=
729. A calculator is probably the best way to solve this problem. Use the yx or the
carrot to solve this problem.
60. A: (0.000021)
If a number written in scientific notation has a negative exponent, it will be
a decimal. Start with the original number of 2.1 x 10-5. The -5 exponent
means we need to move the decimal place to the left 5 places to get
0.000021.
61. B: (4)
The best way to solve problems involving greatest common factors is to list all the
factors of the numbers. The factors of 32 are 1, 2, 4, 8, 16, and 32. The factors of
36 are 1, 2, 3, 4, 6, 9, 18, and 36. The common factors are 1, 2, and 4. Thus the
greatest common factor is 4.
62. C: (-1 1/3)
We can start by eliminating two answers right away. The point is between -1 and 2, so -1/3 and -2/3 are not reasonable answers. The point is definitely closer to -1 so
the correct answer would be -1 1/3.
63. C: (4)
This question can be a little tricky. Start by finding how many total people will
be riding the bus. Since there are six classes with twenty-five students each, take
25 x
6 to get the total number of students. 25 x 6 = 150 so there are 150 students and
10 adults or 160 people in all. 52 people can ride each bus so 160 52
3.0769. (The symbol means the answer is an approximation). 3 buses will
not be enough because we have .0769 left over. Therefore we need 4 buses.
64. A: (1
/2)
To multiply the fractions start by changing -1 D to an improper fraction (-3/2). Dividing
fractions is the same as multiplying by the reciprocal of the second number. So 3/4
-3/2 = 3/4 x -2/3. Multiply the numerators to find the new numerator and the
denominators to find the new denominators. So 3/4 x -2/3 = -6/12 = -1/2.
Another way to do it is to use the fraction key on a calculator. To type in a fraction,
type the whole number then the a/b/c button the denominator, the a/b/c button again,

and finally the denominator. If there is no whole number just type the numerator
followed by the a/b/c button and the denominator.

65. B: (1 1/4)

Start by changing the problem from symbols to words. There are three circles a
minus sign, one and three fourths of a circle and an equal sign. This problem
written as an equation would be 3 - 1 3/4 = 1 1/4.
66. B: (0.2, 0.246, 1/4, 0.255)
1
/4 written as a decimal is 0.25. 0.2 only has one decimal place, but zeros can be
added without changing the problem. So the numbers we are trying to order from
least to greatest is 0.200, 0.250, 0.246, and 0.255. Compare the numbers one
place value at a time to see that the correct order is 0.200, 0.246, 0.250, and
0.255. Change the numbers back to how they were originally written to get 0.2,
0.246, 1/4,
0.255 as the numbers from lowest to highest.
67. D: (3x - 4 > 10)
Since the equation started with an inequality, it must end with an inequality so
a and b are not correct. 3x -4 is the larger side in the original problem, so it
must remain the larger side. The numbers were flipped so we must flip the
inequality as well.

English Language Arts and Reading

Words
A sentence must consist of a noun (an object) and a verb. A noun is a person, place, thing, or idea
and can be singular or plural. A verb is the action the noun is taking. For example, I (noun) am
walking (verb).

Part of Sentence
Noun
Pronoun

Possessive Pronoun
Verb
Adjective
Adverb
Conjunctions
1. Coordinate
2. Subordinate
3. Relative
Prepositions

Parts of a Sentence
Description
Example
A person, place,
Thomas Jefferson,
thing, or idea
Minnesota, table,
democracy
A word that
She can replace a
replaces a noun
woman,be a man,
it an object.
Them is a plural
pronoun
Indicates ownership Their, her, his
Action
Run, Walk, Talk
Describes a noun
She is pretty
Describes a verb
She runs quickly
Joins two objects
1. And, but, or, nor
2. While,
although, since
3. That, which,
who
For, from, about

Prefixes and Suffixes

Many common words contain either a prefix or suffix. A prefix is an addition at the front of a
word, whereas a suffix is an addition at the end. Common suffixes include -ness, -able, or -less.
Common prefixes include pre-, anti-, and in-. Examples include baldness or incorrupt. A prefix or
suffix can change both the meaning of the word and the words identity, like make a noun into an
adjective.
Sentences
A simple sentence contains only a noun and a verb. As you add parts to the sentence it becomes
compound or complex. To understand compound and complex sentences, we must first understand
clauses. A clause is a group of words usually containing a subject and verb that may or may not be

its own sentence. Dependent clauses cannot stand by themselves, and thus, are not complete

sentences. If I go to Florida is a dependent clause; it is dependent on another clause or phrase to

make it a sentence. An independent clause can stand on its own as a sentence. I wore my boots
today (sentence/ independent clause) because it is supposed to snow (dependent clause). A new
clause can come prior or after the main sentence and includes its own noun or verb. In this example
it is supposed to is a verb. Compound sentences include an independent clause and a dependent
clause. A complex sentence, on the other hand, combines two distinct sentences, or independent
clauses, into one sentence.
Punctuation
There are several punctuation marks that are important to know when considering sentences.
Punctuation marks that separate two different sentences include the exclamation point (!), the
question mark (?), and the period (.). There are also punctuation marks within sentences. These
include hyphen (:), semi-colon (;), dash (-), and comma (,).
There are seven main situations within a sentence that need punctuation marks.

Situation

Punctuation

Introductory Element

Comma

Interruptive

Comma

Afterthought

Comma

Bound Modifiers

Comma

Elements in Series

Comma

Independent clauses joined

with a coordinate conjunction
Independent clauses not joined
with a coordinate conjunction

Comma
Semi-colon

Example sentence (with the

situation in bold)
If the sun does not come out
today, I will go insane.
After my birthday, January 18, I
flew to Florida.
I will go insane, if the sun does
not come out today.
Our musty, old apartment gets
really dusty.
When I went shopping I bought
a spoon, bowl, and Kleenex.
We went to a movie, and I fell
asleep.
We went to a movie; I fell
asleep.

**In all these situations, the comma is the most used punctuation mark, but a dash, a semi-colon,
and/or a colon can be substituted depending on the situation.

Understanding Literature
When reading any type of literature - novel, poetry, narrative, etc - there are several concepts to be
aware of.
Important Literary Terminology
Attitude: The authors or characters thoughts and/or feelings on a particular
subject.
Diction: Word choice.
Figurative language includes similes, metaphors, and irony.
Simile: A comparison of two objects using like, as, or than
Metaphor: A comparison of two objects not like, as, or than
Irony: A contrast appearance, where intent and actual meaning differ
Point of view: The manner the piece of literature is told, usually First person, Second
person, or Third person
Description of Point of View
First Person
Second Person
Third Person

A story told using I We or the equivalent

A story told using You
A story told through using an
all-knowing narrator.
They know and see
everything that goes on, and tell
what they choose. (Also known
as omniscient point of view)

Setting: The background of the piece of literature: its physical location, dates, or any outside
surroundings that affect the piece Structure: The organization of the piece of work. Chapters are the
common structure of novels and lines or stanzas are typical of poems.
Style: The expression of the piece, usually in reference to its diction and syntax.
Symbol: Something that is both itself and a reference to something else.

Syntax: The structure/arrangement of words in a sentence. Theme: The main thought or idea of a
work.
Tone: The voice/attitude portrayed by the author.

Hyperbole: Purposeful exaggeration, not intended to be taken literally. Oxymoron: Combining

opposites terms
Personification: Using human characteristics to describe the nonhuman
Alliteration: The repetition of similar sounds, usually in the beginning of sentences
Onomatopoeia: Words that sounds reflect their meaning
These terms are useful when reading a piece of work. They help the reader establish the works
meaning and the authors purpose in writing.
In addition to these terms, there are additional methods of examining a text. When reading a short
story or narrative the following questions will give the reader some direction:
1. Who is the author?
2. What is the title? Does it imply anything about the subject or meaning?
3. What is the setting? Where and when does the story take place? What is the mood?
4. What point of view is the piece written it?
5. What is the central conflict of the story? It is internal (taking place between a person and himself)
or external (between two people)?
6. What is the plot of the piece? What are the main events?

Plot diagram -You can follow and chart the plot using this simple diagram:
Rising
Action
Conflict, also called inciting incident
Introduction
Falling Action
Clima

Conclusion/Resolution

7. Who is the main character? (Main character is often called the protagonist, who is having an
external conflict with the antagonist.) Who are the other major and minor characters?
8. What figures of speech and other language tools did the author use?
9. What is the theme of the piece?
**A poem I studied much the same way, looking at author and title first. However, much more
emphasis is placed on the figures of speech and language tools, including sound devices and
imagery. When reading a poem, one must also take into consideration its genre, organization, and
rhyme scheme.
Writing Development and Process
When beginning to write a piece of literature, whether a poem, essay, short story, or even a speech,
there are proper steps to take:
1.

Prewriting: Before writing a single sentence, one should consider their topic, purpose,
audience, and voice.

2. Drafting: After deciding on a topic, purpose, audience, and voice, the writer will have a clear
direction of what they want to write. Drafting includes expanding on these items. What do you
know about the topic and what do you still need to know? How are you going to make your
point/ argument? Or how are you going to develop the plot - what is the climax, characters?
Drafting can be done in outline form, or in just free thought writing. Then one can start a first
draft.

3.

Revising: After the first draft is done, it is time to revise. Revising includes checking for
editorial mistakes and ensuring you completed the directions you planned out in the prewriting
section.

4. Proofreading: After making any changes necessary after the revising stages, the draft is ready
to be proofread. Proofreading is double-checking the final
5. Publishing: The draft is ready to be 'published'.

Literary Acquisition and Reading Instruction

Words are made up of letters and syllables. It is important for children to recognize the letters in
order to read the entire words. Thus, learning the alphabet is essential to reading success. Students
should also be able to recognize syllables, or breaks in words. One method of finding syllables is to
say and write words, then having the students count the syllables. The students should be able to
know how many breaks a word has and their correct placement. In addition to letters and syllables,
words are also made of phonemes.
Phonemes are the sounds the letter makes. After teaching letters, phonemes are the next important
step.
Teaching phonemes:
1. Vowels: a, e, i, o, u. Say each vowel sound, having children repeat it after you.
2. After teaching the vowel sounds, add a consonant for a two-letter combination: ba, ca, da, fa,
ha, sa, ta, or ma for example.
3. Next introduce three letter combinations: bad (ba-d), dad (da-d), fad (fa-d), sad (sa-d), had
(ha-d), tad (ta-d), mad (ma-d)
4. Use the three letter combinations to make short sentences. I hug Mom.
~As students are learning to say the phonemes and words, they should also be writing them.
Writing

them

enables

them

to

practice

everything

twice,

better

committing

the

sounds/letters/words to memory.
An example of this technique: using the word history. History has seven letters h-is-t-o-r-y. History has three syllables: his/to/ry. With the word broken down in syllables, the sound
patterns are easier to recognize. You have three smaller segments instead of one long word.
Reading Comprehension:

It is one thing to teach a student to read, it is another to teach them to understand (comprehend)
what they read. The simplest say to teach comprehension is to ask the students about what they
read.What were the significant details: can they answer who, what, when, where, and how, about
what they read?

An example:
Yesterday, my dad and I went to the farm. I saw cows, and got to help milk. I also sat in a big
tractor, and my dad let me pretend to drive it. I played with all the cats and dogs they have at the
farm. After playing I was very tired, and my grandma
read me a story. Then I ate some fresh made chocolate chip cookies. But then it was time to go
home - I was very sad. But my dad said we could go back later and that made me happy. I went
home and told mommy all about my day with dad at the farm.
There are five main concepts in reading comprehension:
1. Understanding the main idea: What is a good title for this story?
2. Understanding details: What is an animal they had at the farm?
3. Understanding sequence of events: What did I do after grandma read me a story?
4. Drawing conclusions: Why was I happy?
5. Critical evaluation: Do you think the story is true?
Students may know the answers after one time through the story. Others may take a few times
through the story in order to answer the questions. Both are fine, as long as they can eventually
answer the questions. Another method is to give them the questions before they read the
story, so they can find the answers when reading the story, a form of research.
Reading
Reading aloud to children is often said to be the number one method in teaching children to read.
Reading aloud should be done both in and outside the classroom. Reading aloud engages the child
in different sounds and helps them recognize letters. The more sounds and letters children are
familiar with, the more sounds and letters children can emulate. Reading aloud also helps get the
child familiar with books as a whole. The more familiar books become, the more likely a child will
continue to read. Along this same notion, the more experiences (the zoo, the park, the farm) a child
has, the more a child will recognize. It is easier to sound out words that you are familiar with. A
person with knowledge of what a computer is will be better able to identify it.

In addition to having stories read to them, children should eventually be reading by themselves.
Start with picture books and gradually introduce more difficult books to the child. It is important to
know the childs reading level.
There are four reading levels for each child:
1.

Independent: able to read by themselves (Should be the majority of books they read)

2.

Instructional: able to read with help from others (Should be used occasionally to introduce
new vocabulary or longer sentences)

3.

Frustrational: Too difficult (Avoid the temptation to challenge or push the child with books
at this level. As it says, these books can frustrate a child and turn them off from reading all
together)

4.

Listening: Usually a step above Instructional level. (Books read aloud to the child should be
at this level. Children can ask questions since someone is there to read aloud.)

Language Arts Sample Questions

Questions 1-6 are about the following poem:
Choice Emily Dickinson
Of all the souls that stand create
I have elected one.
When sense from spirit files away
And subterfuge is done;
When that which is and that which was
Apart, intrinsic, stand,
And this brief tragedy of flesh
Is shifted like sand;
When figures show their royal front
And mists are carved
away,- Behold the atom I
preferred To all the lists of
clay!
1. What is the rhyme scheme of the first stanza?
a) abab
b) abcb
c) abac
d) There is no rhyme
scheme
2. How many stanzas compose this poem?
a) 1
b) 2
c) 3
d) 12
3. The first stanza in the poem contains an example of what?
a) Simile
b) Metaphor
c) Alliteration
d) Free verse
4. What is the topic of the poem?
a) The process of making a
choice
b) Comparing two elements in order to make a
choice
c) Choosing in general
d) The completion

5. What is the mood of the poem?

a) Tragic
b) Joyful
c) Thoughtful
d) Satisfaction
6. Line 7 - This brief tragedy of flesh is an example of what?
a) Personification
b) Simile
c) Metaphor
d) Irony
Questions 7-9 are about the following line:
I may safely say that all the ostentation of our grandees is just like a train, of no
use to the world...
7. This line is an example of what?
a) Personification
b) Simile
c) Metaphor
d) Irony
8. In the above piece, what type of word is ostentation?
a) Verb
b) Adverb
c) Adjective
d) Noun
9. What does ostentation mean?
a) Large
b) Display
c) Greatness
d) To show
Questions 10-13 use this excerpt from I Have a Dream by Martin Luther King:
Let freedom ring from the snowcapped Rockies of Colorado!
Let freedom ring from the curvaceous peaks of California!
But not only that; let freedom ring from Stone Mountain of Georgia!
Let freedom ring from every hill and molehill of Mississippi. For
every mountainside, let freedom ring.
10. How many synonyms for the word mountain are in this piece?
a) One
b) Zero
c) Six
d) Five

11. What is an antonym of mountain?

a) Freedom
b) Peak
c) Flat land
d) Hill
12. What is the effect of the repetition in this piece?
a) Emphasis on freedom
b) Emphasis on different states
c) A and B
d) None of the above
13. Using this short excerpt and what you know of Martin Luther King, what is the
most likely theme of this piece?
a) Freedom is important
b) His dream is to have freedom for
everyone c) It is important to have a dream
d) America
14. What is an example of irony?
a) A wealthy individual whose pride turns the riches to
rags b) A friendship going sour
c) A house burning down
d) A character not showing true feelings
15. Which is not an example of an external conflict?
a) Family prejudices
b) A thunderstorm interrupting a drive
home c) A man being hunted for his life
d) A man debating whether to marry his sweetheart
16. Which of the following is not considered part of the nonfiction genre?
a) Short story
b) Autobiography
c) Biography
d) Essay
17. Which of the following is not a style of the essay?
a) Narrative
b) Anecdote
c) Persuasive
d) Expository

18. In poetry, what is a foot?

a) The last line
b) The last word of a line
c) A way to describe the meter of the poem d)
Another word for beats
19. Which of the following is not a common connotation of the word
amusement park?
a) Crowds b)
Noise
c) Roller coaster d)
Rain
20. Which of the following is not a sentence?
a) I am running. b) I
run.
c) I ran in the sun.
d) If I ran yesterday.
21. In the sentence, I ran boldly in the house, boldly is a?
a) Adverb
b) Adjective c)
Noun
d) Verb
22. Boldly contains a)
A prefix
b) A suffix c)
A noun
d) An adjective
23. The sentence, I am getting married this summer; I am really looking
forward to it, is an example of what?
a) Simple Sentence
b) Compound Sentence c)
Complex Sentence
d) A Sentence
24. This is an example of what form of writing?
a) Alphabet
b) Logogram
c) Pictogram
d) B and C
25. Where were cuneiforms used?

a)
b)
c)
d)

Rome
Persia
Turkey
China

26. Which of the following is not a conjunction?

a) But
b) So
c) Yet
d) In
27. In the sentence, We bought my mom a book on our vacation, my mom
is
a) An object
b) An indirect object
c) A Verb
d) The subject
28. What is an example of a change to the English language caused by external
history?
a) The French invasion of
England b) The introduction of
slang words c) The addition of
vowels
d)
The
Industrial
Revolution
29. Whats wrong with the sentence The book are in the library?
a) There is nothing wrong with this
sentence
b) It should read: The book is in the
library
c) It should read: The books are in the
library d) Both B and C
30. The verb will love is in what tense?
a) Past
b) Present
c) Future
d) Singular
31. What is wrong with the sentence On the playground the children played on
the swings?
a) Incomplete sentence
b) Wrong verb tense

c) Too many modifiers

d) There is nothing wrong with this sentence

32. The cat put _ paws on the table.

a) Its
b) Its
c) Neither
d) Both are correct
33. is an example of?
a) Ideogram
b) Pictogram
c) Alphabet
d) None
34. is an example of?
a) Ideogram
b) Pictogram
c) Alphabet
d) None
35. Identify the dependent clause in this sentence: I was late because the exit was
closed.
a) I was late
b) The exit was closed
c) Because the exit was closed
d) The sentence does not have a dependent clause.
36. Fill in the blank: The tree almost fell on David and
a) I
b) Me
c) Both A and B
d) None of the above
37. A book is organized by?
a) Chapters
b) Verses
c) Stanzas
d) Sentences
38. In an essay, the main idea is expressed in?
a) The conclusion
b) The thesis statement
c) The first sentence
d) Somewhere in the piece

39. In the introduction of a piece, one should address?

a) The arguments/ points the writer is
discussing b) The thesis statement
c) Both A and B
d) None of the above
40. Which is not important to remember when giving a speech?
a) Pitch
b) Tone
c) Gestures
d) Volume
41. A common distraction in speech giving is?
a) Note cards
b) Podium
c) Microphone
d) Chewing gum
42. After drafting, who should not edit your paper?
a) Your mom
b) Editing is not needed
c) Your teacher
d) Your roommate
43. Fill in the blank: The frog was
a) Hoping
b) Hopping
c) A and B
d) None of the above
44. Fill in the blank: My mother was
a) Admitted
b) Admited
c) A and B
d) None of the above
45. What is an example of a homonym?
a) Break
b) Lead
c) Bear
d) Book

from lily pad to lily pad.

to the hospital yesterday.

46. How many syllables does the word educator have?

a) One
b) Two
c) Three
d) Four
47. Two major components in learning to read are:
a) Reading aloud and looking at books
b) Reading aloud and learning phonetics
c) Learning phonetics and looking at books
d) Spending time with other children and learning letters
48. Which is not a way to learn to recognize a word?
a) Use phonetics
b) Use the dictionary
c) Use context clues
d) Use structural clues
49. In order to having reading comprehension, the student must first have?
a) Knowledge of alphabet
b) Listening comprehension
c) Knowledge of how to spell
d) Long attention span
50. Which of the following is not an author of childrens books?
a) Richard Wright
b) Dr. Seuss
c) Eric Carle
d) Hans Christian Anderson
51. Which of the following is not a book recommended for 3-6th graders?
a) Bridge to Terabithia by Katherine
Patterson b) The Cay by Theodore Taylor
c) Where the Red Fern Grows by Wilson Rawls
d) The Great Gatsby by F. Scott Fitzgerald
52. What is not considered a popular genre of childrens literature?
a) Biographies
b) Poetry
c) Romance
d) Mysteries

53. Why is poetry important to young children?

a) Poetry has many word images and sounds for children to
enjoy b) Poetry teaches about the world around children
c) The rhymes and rhythm are easy for the child to
understand d) All of the above
54. What is not an important component of reading?
a) Reading comprehension
b) Attention span
c) Size of words or letters
d) Understanding sentence structure
55. Phonics focuses on:
a) Sounds
b) Letters
c) Words
d) Reading
56. In phonetics, vowels have two sounds: a long vowel and a short vowel.
What is not an example of a word with a long a sound?
a) Paint
b) Ray
c) Ant
d) Haystack
57. What is not a way to help children identify letters?
a) The alphabet should be learned letter-byletter b) Reading books
c) Sound of letters
d) Identify words that start with it
58. What is not a level of early reading?
a) Childrens literature
b) Pictures
c) Early print reading
d) Middle-level strategic reading
59. What is wrong with this sentence: Looking down with awe, the tiger
pounced away?
a) Incorrect subject/ verb
agreement b) Dangling modifier
c) Incorrect word choice
d) There is nothing wrong with this sentence

60. What is not a common error when learning to read?

a) Substitution
b) Repetition
c) Mispronunciation
d) Reading too slow
61. What is not a reason why students make errors when reading?
a) Student is thinking of similar objects
b) Visual clues
c) Reading too fast
d) Structural

Language Arts Answer Key

1. B (abcb)
Rhyme scheme is always determined by the last word of the line. It is best to letter
each line in relation to the other lines to determine the rhyme. For example, in
the first stanza of the poem, we can letter the lines as such:
Of all the souls that stand create (create a)
I have elected one. (one does not rhyme with a, so it gets a new letter - b,)
When sense from spirit files away (away does not rhyme with a or b, so it
becomes - c)
And subterfuge is done (done does rhyme with one, so back to
b)
If you would follow this pattern throughout the poem, it becomes clear the poem
follows an abcb pattern with the second and fourth lines the only ones rhyming.
Thus the entire poems rhyme scheme is abcb, defe, ghih - since the rhymes do not
continue through each stanza.
2. C (Three)
A stanza is a common method of organizing a poem. It is generally defined as a
grouping of three or more lines with the same meter and rhyme scheme. In this
poem, there are three distinct stanzas, each with four lines.
3.
C
(Alliteration)
The first stanza has an example of alliteration (the repetition of initial
consonant sounds).
Alliteration is often used in poetry for its rhythmic quality. With all the s-words in
bold,
we can see five s-words are repeated in four
lines: Of all the souls that stand create
I have elected one.
When sense from spirit files
away
And subterfuge is done
4. D (The completion of a
choice)
The title Choice is the first clue that the poem will deal in some way with choice.
Then, the word choice, elected one (line 2) shows that the choice has been made.
Using process of elimination, the poem is not about the process of the choice,
comparing two elements, or choosing in general. The diction (word choice) of the
poem does not suggest any of these choices, so D is the best answer.
5. D (Satisfaction)
As suggested by the title, the poem is about a choice. The speaker seems to be
reflecting on the choice it made, and then the last stanza shows the excitement for
the choice the made:

When figures show their royal

front And mists are carved away,

Behold the atom I preferred

To all the lists of clay!

Paraphrased the stanza means, when all is said and done, the choice I made
still stands out as the best.
6. C (Metaphor)
A metaphor compares two things without using like or as. This line is
comparing brief tragedy of flesh to ones life. To the speaker, life is a brief
tragedy of flesh. Essentially, brief tragedy of flesh describes life for the
speaker.
7. B (Simile)
Any comparison using like or as is a simile. In this case, the writer uses like a train to
describe others ostentation.
8. D (Noun)
We can use our knowledge of words to answer this question. Ostentatious is an
adjective; this word usually describes an object. However, when the suffix -ion is
added to a word (in this case, ostentatious, the word becomes a noun. We can
also tell that the word ostentation has an article the, an article that only nouns
are given.
9. B (Display)
When reading unfamiliar passages, we can use context clues to find the definition
of unknown words. The first step is to determine what type of word the unknown
word is, which we did in the last question: Ostentation is a noun. So, which of
the choices is a noun? Large is an adjective and to show is a verb, so they are
ruled out. Display and greatness are both nouns, so we still are left with two
choices. So, read the sentence with both alternatives. I may safely say that all the
display of our grandees is just like a train or I may safely say that all the
greatness of our
grandees is just like a train, which one sounds better? In this situation display
sounds better. The sentence has a negative tone and display is a more negative word
than greatness, a more positive choice. (The method of replacing the
suggested definitions in the sentence can be done right away, but figuring out what
type of word the unknown word is may eliminate choices.)
10. C (Six)
A synonym is a word similar in meaning to another word. For example, purse and
bag are synonyms of each other. So, which words are similar in meaning to
mountain? Rockies, peaks, Stone Mountain, hill, molehill, and mountainside are all
synonyms of mountain, so there are six.
11. C (Flat land)

The opposite of synonym is antonym, a word different in meaning than another

word. Also called opposites: good/ bad or synonym/ antonym are both examples.
So, the opposite of mountain would be flat land or choice C.
** Both synonyms and antonyms are important elements writers use to stress a
point

they are trying to make. Synonyms, for example, are used in for repetition - a technique
writer used to emphasis a point.

12. C (A and B)
In this section, King actually repeats three distinct elements: the phrase let
freedom ring, the different states, and various types of mountains (See questions
7-8 above). As a persuasive essay, the purpose of the piece is to convince the
audience of a particular opinion or idea. Thus, the author is repetition elements in
the piece to fulfill this purpose. So, King wanted to emphasize freedom ringing
from different states - throughout the country - on mountaintops, heights that allow
noise to carry farther.
13. B (His dream is to have freedom for everyone)
The theme of a piece of work is its meaning. It is easy to remember using theme =
the meaning. Using this short excerpt, we know that freedom is important to King.
However, we also should use what else we know about the piece to determine the
theme. The title I Have a Dream clues us in that a dream should relate to the theme.
The author is also important to consider. King was a well-known advocate for racial
equality. If you notice, we are answering the questions of examining a test listed in the
written section. Using what we know about the author, title, language techniques (such
as repetition) the most likely theme recognizes his dream of freedom and choice B is
the most likely option.
14. A (A wealthy individual whose pride turns the riches to rags)
Irony is described as a contrast appearance of reality. So, which of the options reflects
a contrast appearance? A friendship going sour or a house burning down, although
unfortunate events have nothing to do with contrasting reality. A character not
showing his true feelings is not contrasted by anything. However, a wealthy individual
is contrasted with a poverty-stricken individual - and the reality has changed. But the
key to making this scenario ironic is the reason of the downfall - pride. The individual
brought their demise on himself or herself.
15. D (A man debating whether to marry his sweetheart)
Internal conflict is an internal struggle. In this scenario, the man is internally
debating whether or not to marry his sweetheart. In an external conflict, man
is struggling with some other force, which could be nature (thunderstorm),
other people (getting hunted for their lives), or the environment of its world
(being caught in a family struggle).
16. A (Short story)
Although some short stories are considered nonfiction, not all short stories are
nonfiction, so it cannot be considered part of the genre as a whole. There are
three major categories of literature: fiction, nonfiction, and poetry. Nonfiction
discusses real life, or actual people, places, or things. Examples are biographies
(stories about a life written by someone else), autobiographies (stories about a
life written about the actual person), and essays. Poetry is categorized by its
rhythm and rhyme, stanza and verse organizational structure. Fiction is most often
described as everything else.

17. B (Anecdote)
There are four main types of essays: narrative, expository, descriptive, and
persuasive. An anecdote is a short story often incorporated in an essay, but it is not a
type of essay in and of itself. The four types have essays usually have one of six
purposes: to narrate, to describe, to explain, to argue, or to persuade. Often an essay
has more than one of these purposes. The purpose of the essay is important when
considering its theme or main idea.
18. C (A way to describe the meter of the poem)
The meter of a poem is also described as its rhythm. The rhythm of a poem is reflected
in the combination of stressed and unstressed syllables the poem has. The stressed
and unstressed syllables are then divided into the poems feet.
Common Metrical Terms
Term
Free Verse
Iamb
syllable Pentameter
Tetrameter

Meaning
No fixed metrical pattern, usually no rhyme
A two-syllable foot with an unaccented
A line with five feet
A line of four feet

19. D (Rain)
Words have two different meanings: their denotation and their connotation.
Denotation is the dictionary meaning of the word, whereas connotation is other
words that are associated with the given word. The denotation of amusement park
is probably something like a place of diversion and fun. But what is commonly
associated with the phrase amusement park? Many people probably think of
crowds, noise, and roller coaster. Rain, is not commonly associated with amusement
park.
However, if a person had an amusement park experience rained out, they may
associate rain and amusement parks.
20. D (If I ran yesterday)
If I ran yesterday is a clause. Although it has a subject I and a verb ran, it is not a
complete thought. If I ran yesterday, what? The thought must be completed in order
for the sentence to be complete.
21. A (Adverb)
An adverb describes a verb. In this case, boldly is describing ran (a verb). Most
words that end in -ly are adverbs. If boldly was to describe an object, it would be an
adjective.
22. B (Suffix)
Boldly is the word bold plus -ly. Because -ly is added to the back of bold, it is a
suffix. A prefix would come before the major word.

23. C (Complex Sentence)

I am getting married this summer; I am really looking forward to it is made up
of two distinct independent clauses. Independent clauses are determined by
whether the clause can stand by itself as a complete sentence In this case, I am
getting married and I am really looking forward to it can both stand alone as
sentences. Thus, it is a complex sentence, as a complex sentence is defined as
having two independent clauses.
24. D (B and C)
The picture is a common symbol of a Pumpkin. It is a symbol representing a single
word, pumpkin, which makes is a logogram. It is also a symbol representing a
specific object, also a pumpkin, which makes it also a pictogram.
25. B (Persia)
This chart shows the early forms of writing. Cuneiforms were used in Persia and
Assyria.

Early Forms of Writing

Writing Form

Definition

Place of Origin or
Popularity

Cuneiform
Ideogram

Logogram
Hieroglyphs
Pictograms
Alphabet

Symbols that are pictures

of the objects they
represent
Concept expressed
through a picture or
symbol without
expressing a specific
word.
+, Symbols that represent a
single word
An object stands for a
word or phrase
Pictures or symbols
representing a specific
object
Each symbol represents a
separate phoneme, not an
entire syllable. A, B,

Mesopotamia, Persia,
Assyria

Chinese
Egypt
American Indian
Greek, Roman

26. D (In)
Conjunctions join two objects or clauses together. Popular conjunctions are and,
but, or, nor, so, and yet. In is not a conjunction because it does not connect
two objects or clauses. In is more of an adjective: The chicken is in the oven.
27. B (An indirect object)
In addition to objects and verbs, which must be part of a sentence, a sentence can
also contain indirect objects. An indirect object answers the question: to or for
(usually whom)? So, the best method of determining a potential indirect object is to
ask if the main object is to whom or for whom anyone. In this case, We bought my
mom a book on our vacation - we bought the book (the direct object) for my mom.
Thus, my mom is an indirect object.
28. A (The French invasion of England)
Changes in language occur in two ways: external history and inner history.
External history is described as outside events that have occurred to speakers of a
given language that have lead to changes. Inner history is described as changes
that occur within the language itself. The introduction of slang and the addition of
vowels are examples of inner history. The French invasion of England, as an
example of external history, actually had a profound influence on the English
language. The French introduced new words and new dialect to the English
language, both causing lasting changes to English. The Industrial Revolution,
although a famous historical event, is not known for causing major changes to the
English language.
29. D (Both B and C)
Even though the sentence has a noun/ object the book and a verb are, there is not
object/verb agreement. A singular noun must have a singular verb, as a plural noun
must have a plural verb. In the original sentence, the book is singular, but are is a
plural verb. It should read the book is in the library or the books are in the library.
Articles and pronouns must also match in agreement.
30. C (Future)
There are six verb tenses and six verb subjects. As discussed in Question 30, a
subject and verb must agree. The verb tense describes the time frame of the
verb.

Verb Chart
Subject

Present

Past

Future

Love

Loved

Will love

You
(Singular)
He/She

Love

Loved

Will love

Loves

Loved

Will love

We

Love

Loved

Will love

You
(Plural,
like you
all)
They

Love

Loved

Will love

Love

Loved

Will love

Present
perfect
Have
loved
Have
loved
Have
loved
Have
loved
Have
loved

Past
perfect
Had
loved
Had
loved
Had
loved
Had
Loved
Had
Loved

Future
Perfect
Will have
love
Will have
love
Will have
love
Will have
love
Will have
love

Have
loved

Had
Loved

Will have
love

31. D (There is nothing wrong with this sentence)

This sentence has a subject (the children) and the proper verb (played), so it is a
sentence. There are two modifiers in the sentence on the playground and on the
swings both are modifiers, but they are in proper form, so there is also nothing
wrong with them. (A modifier can be either an adverbial or adjectival phrase). For
example, on the playground describes where the children are playing.
32. A (Its)
The cat puts its paws on the table. Its is the proper possessive form. Its
is actually not possessive, but a contraction of it and is. It would be used Its Saturday. Because its is not correct, both B and D are incorrect,
and A is revealed as the correct answer. Other contractions include cant
(can and not) and wont (will and not).
33. A (Ideogram)
The symbol commonly represents a concept music, is does not have an actual
definition of a word or object. This narrows it down to one option, an ideogram.
34. C (Alphabet)
is a letter of the Greek alphabet. It represents a syllable, which, like our
alphabet, is joined together with other letters to make words. In contrast of
ideograms, pictograms, and other early forms of writing, the alphabet was the first
to combine the symbols to create words, instead of the symbols representing
words as a whole.
35. B (Because the exit was closed)
A dependent clause cannot stand alone as a sentence, because they contain a
subordinating word (in this case because). The subordinating word connects

the two phrases, making a complete sentence. To find dependent clauses look
for words like because, if, that, which, or who. Dependent clauses usually
answer who, what, when, where, or why in relation to the complete sentence.
In this example, because the exit was closed gives the reason (why) I was
late.
36. B (Me)
The best method to use in order to decide between I or me is to put both words
back in the original sentence. Just take out the David and part of the sentence,
and then add both phrases: The tree almost fell on me or the tree almost fell on
I.
Your
ear then becomes the most important tool in determining the correct answer. Your
ear should tell that the tree almost fell on me is the best choice, which is option
B.
37. A (Chapter)
Basic organizational structure:
Words Sentence
Paragraphs
The common misconception is three to five sentences make up a paragraph, but
actually there is no limit to how many sentences can be or need to be in a
paragraph. There is also no limit to how many words can make up a complete
sentence: I know or He runs are both complete sentences with only two
words.
There have been books written in which one sentence takes up a whole page of
text. (Having one sentence take up a page is not recommended - the sentence can
be difficult to follow and comprehend.) Academic writing should have about
fifteen to twenty words per sentence, although this is not a hard or fast rule.
Books then have Paragraphs Chapters Books
Poetry is slightly different: Lines Stanzas Poem
The number of lines determines the type of stanza in a poem:
1. Couplets are 2- line stanzas
2. Quatrains are 4-line stanzas
3. Sextets are 6-line stanzas
4. Octets are 8-line stanzas
So, although sentences are included in books, the main organizational structure
is chapters.
38. B (The thesis statement)
The thesis statement in an essay, or other nonfiction piece of work, describes the
main idea or main argument of the piece. When reading, it is important to
always keep the thesis statement in mind and examine how the author expands the
argument through specific points and examples. In writing, the thesis statement

should be clearly stated and each point given should relate back to it in some
way. That is why prewriting is critical: one must know their thesis statement and the points one will use to make the key argument or idea - well before
actually writing.
39. C (Both A and B)
The introduction of a piece of nonfiction should include the thesis statement and
the arguments the writer will be discussing. This gives the reader a brief outline
of the writers points to follow while they are reading. They can anticipate the
arguments and know exactly what the arguments are supposed to prove. Usually,
a piece of literature includes the introduction, paragraphs (one each to describe
each of the arguments the writer wants to make), and then the conclusion. The
conclusion is used to summarize the arguments and then state the key idea one
last time. It is then up to the reader to decide whether they agree with the points.
40. A (Pitch)
Important Speech Concepts
Term
Tone

Volume

Eye Contact

Gestures

Definition
Tone is how fast or slow one says
their words. Tone in a speech
should always be slow enough to be
easily heard, but can vary
throughout the speech to emphasize
different points
Volume is how loud or soft ones voice is.
Volume should always be loud enough
to hear, but not overpowering. It can
also vary for
emp
hasis
.
When giving a speech, it is important to
look at the audience. One does not
need to look directly at the audience;
you can look over or above the
audience. Just dont look down or
always at note cards or paper. You
will be much more engaging if you
look at the audience.
Gestures are hand motions. A popular
gesture in speeches is shaking a fist in
the air. They can be used in conjunction
or as a replacement with tone and
volume when making a strong point.

41. D (Chewing gum)

When giving a speech you should avoid anything that could potentially distract your
audience. Distractions take the attention off the speaker and their words and onto what
the speaker is doing.
Common distractions when giving a speech include:
1. Having an object in your fingers. Any foreign object takes attention off
the speaker and will prevent the speaker from making needed gestures.
Unless the object is directly related to the speech, avoid having objects in
your hands.
2. Chewing gum. Although one may think gum chewing is discreet, an
audience can tell when the speaker has gum in their mouth. Having
gum prevents the speakers from speaking clearly, thus affects the
speakers volume and tone.
3. Having an object in your pockets. Speeches are nerve-wracking
activities and to calm one down, many people play with objects or
fiddle with whatever is in their pocket. To prevent unnecessary
fiddling, keep things out of pockets. Concentrate on giving the best
possible speech.
Note cards can actually be a distraction if they are used incorrectly. Note cards can be a
vital part of a speech - memorizing a speech can be tricky. The trick to note cards is
writing only key words and phrases to trigger your memory of the speechs content.
The note cards should be in outline form, not written out word-for-word. However,
note cards can be distracting if the speaker plays with them instead of using them.
Another distraction with note cards is using them too much - if a speaker does not look
up from his or her note cards, it will not be an engaging speech and the audience will
quickly lose interest. Podiums and microphones are common provided resources for
speech-givers.
42. B (Editing is not needed)
Editing is a critical aspect of the writing process. As many people as possible
should edit your writing. Your mom, best friend, teacher, and roommate are all
potential editors. Editors should be looking for both English errors and to ensure
the text flows smoothly. You, the writer, should always edit your own writing.
How many times a piece of writing is edited depends on the person and the piece
of writing. If the writing is very complex, it may need more editing than other
easier pieces. A piece of writing is finally done when the writer is happy and
confident with it.
43. B (Hopping)
Hopping contains the root word hop, whereas hoping contains the root word
hope. Distinguishing between whether to add or not add a consonant can be
difficult, especially for younger children. The rule to follow: short vowel
sounds always end with a double consonant before adding any suffix
beginning with a vowel. Thus, hop (a short vowel 'o' sound) gets an extra 'p',
but the word hope does not. Other common words include moped versus mopped or

taped versus tapped. This is another reason why learning phonemes are so

important in further increasing English skills.

44. A (Admitted)
In addition to using short versus long vowels to determine whether a word
should have a single or double consonant, there are other types of words that
need this distinction. One example is multi-syllable short vowel words.
This rule for this type of words says:
- When accent is on the last syllable, the last consonant is doubled.
Examples include admitted and permitted.
- When accent is on first syllable, the last consonant is not doubled.
Examples include visited.
45. C (Bear)
There are three types of words that typically give young readers trouble:
homonyms, homophones, and homographs, because words that fall under these
categories are words that sound alike yet are different in some other way.
Type
Homonyms

Description
Same sound and spelling,
yet with different meaning.

Example Sentences
The bear climbed the
tree.
I cannot bear to be
away from you any
longer.
Homophones
Same sound, but with
We took a break from
different spelling and
cutting the lawn.
meaning
Do not brake too soon!
Homograph
Same spelling, different
The dove is a pretty
meanings, usually different
bird.
pronunciation
The swimmer dove into
the water.
When learning to read, and to spell, homonyms, homophones, and homographs, context
clues are very important. Using context clues will help the child distinguish between the
two different words. Words that are homonyms, homophones, and homographs are also
best learned by sight and their definitions by memory.
46. D (Four)
The word educator is broken down into 4 syllables: ed/u/ca/tor. The simplest way
to learn and teach syllables is to count the number of vowels in the word. If you
notice, educator has four vowels and four syllables. The number of vowels almost
always corresponds to the number of syllables. The more children know their
vowels the easier it will be to count the syllables. However, children should be
able to recognize syllables in words they hear, not just counting vowels. Children
need to know syllables because the more big words are broken up, they easier it is
to read. What is easier to read- educator or ed/u/ca!tor? Children can learn to read
by blending sounds together, a primary beginning step to reading as a whole.

47. B (Reading aloud and learning phonetics)

The more children are read, they better able and prepared they are to start reading as
a whole. Children must get familiar with letters, words, and word sounds, which they
do not get from just looking at a book. After learning how to read, children
themselves should read aloud in order for teachers/ parents to understand their
reading struggles and strengths. Reading aloud is a simple test to ensure children
comprehend reading. Part two to learning to read is phonetics - again relating to
learning and recognizing sounds and letters. As children learn to sound out
unfamiliar words, the easier reading becomes.
48. A (Use phonetics)
Phonetics is an excellent tool for learning to read, but not for recognizing
words. Here are four suggestions for helping children recognize words.
A. Learn as many words by sight as possible. Children should start with
very common words: the, school, their name, Mom, Dad, their
siblings name, brother, sister, boy, girl, I, he, she - to name a few.
Once they have learned these words, expand their vocabulary.
Learning words by sight allows children to recognize sound patterns
in addition to helping them recognize words.
B. Learn prefixes, suffixes, and other structural clues. Learning the
make- up of words can help children identify the word. For example,
perhaps the child knows the word read, but struggles with the word
reading. If they can recognize that reading is just read + ing, they may
have an easier time figuring out and reading the new word. It is
especially helpful to know what the prefix/ suffix means. Then
children can know what exactly reading means in relation to the word
read.
C. Use context clues. Often when a reader discovers an unknown word,
context clues can be used to figure it out. Take the sentence, for
example, I sit on the couch. Perhaps the child does not know the
word couch. Asking where are common places they sit may help the
child recognize couch. It will at least tell the child the unknown word
is something they sit on. Older readers can use context clues like
where the word is in the sentence or whether is it a noun, adjective,
verb, etc to figure out an unknown word.
D. Use the dictionary. Even young children can use a dictionary - a picture
one can be valuable for teaching words. Having children see a picture
of what they are learning will help in word recognition. Take the above
example, I sit on a couch. If a child sees a picture of a couch and can
recognize that they sit on couch, they will have the picture and word in
their memory. Older students can benefit from using a dictionary to
find out both pronunciations and definitions of unknown words.
Children are more likely to include the word in their vocabulary if they
are sure they know the correct pronunciation and definition.

49. B (Listening comprehension)

Again, when children are read to, they are better able to recognize sounds in
relation to words. In fact, they are better able to recognize words as a
whole.
Hearing words is another form of word recognition. Children are better able to read
words they have heard. Also, if they can listen and understand what is being read to
them, chances are they will have more success comprehending books they read
themselves. Listening comprehension often indicates the students reading potential.
Students should be able to correctly answer 75 % of reading comprehension questions
when listening to a text being read. Reading aloud also enhances listening skills,
crucial for any classroom success.
50. A (Richard Wright)
Childrens literature has an abundance of excellent books. Early childrens literature
can not only help children become familiar with words, but also numbers, objects,
days of the week, nature - the possibilities are endless. Many books also incorporate
moral lessons. When children read, they are not just learning how to read, but are
picking up valuable lessons about the world around them. Three famous childrens
authors include Dr. Seuss (Cat in the Hat, Green Eggs in Ham), Eric Carle (The Very
Hungry Caterpillar), and Hans Christian Anderson (fairy tale author, Little Mermaid
for one). Richard Wright, however, is not a childrens author, his books are more
suitable for adults.
51. D (The Great Gatsby by F. Scott Fitzgerald)
As children get older, their books grow with them. Students can start reading
longer books, with more complex themes and ideas. Although they may have
complex themes, the books still cater to their interests as they discuss friendship,
family, sports, etc. Three of those books include Bridge to Terabithia by Katherine
Patterson, The Cay by Theodore Taylor, and Where the Red Fern Grows by
Wilson Rawls. However, The Great Gatsby by F. Scott Fitzgerald is more suitable
for adults. Whether choosing books for younger or older children, stories that
delight their imagination and stimulate their emotions will help them appreciate
literature, and, hopefully, facilitate further reading.
52. C (Romance)
Types of books (genres) adults like are plentiful in childrens literature as well.
Biographies, poetry, and mysteries have delighted children for ages. Other popular
genres include folk and fairy tales, quests, mythology, and picture books.
Children literature is much like adult literature, just simpler sentence structure and
theme. Although romance may be incorporated in many childrens books, it is
probably not appropriate for a genre as a whole.
53. D (All of the above)
Children grow up learning poetry. Imagine back to when you where a child, you
probably had a favorite nursery rhyme and fell asleep to lullabies - both examples
of poetry. Poetry is easy for children to enjoy, as they easily pick up on the
rhymes and rhythms, or sounds of poetry. Also, poetry is a very visual art; it is

easy for children to use their imagination in poetry. Whatever the reason for
enjoyment, poetry is and should be an integral part of the literary beginning of a
child.
54. B (Attention span)
When a child learns to read, they are also developing other critical skills. Thus, these
are all important components, not only of learning how to read, but reading in
general.
Reading uses:
a. Knowledge of how the world works
b. Comprehension
c. Knowledge of sentence structure
d. Importance of order of ideas, or words, or of
letters e. Size of words or letters
f. Special features of sound, shape, and layouts
g. Special knowledge from past literary experiences
55. A (Sounds)
Phonics teaches children the sounds that make up words. Learning sounds
essentially enables children to be able to sound out any word they are not
familiar with. Phonics focuses on sound blends, not individual letters. Syllables
often are used to break up words, but not always. Phonics would teach words like
such: bush. First learn bu sound. Then add sh sound. Then add them
together. Bush became two two-letter words: bu and sh instead of one four letter
word. All words can be broken up this way, and children should be able to sound
out any pronunciation.
56. C (Ant)
All vowels have a short sound and a long sound. The short a sound is in words like
apple and ant. The long a sound is in words with ai and ay (especially at the ends
of words). This includes words like paint, ray, rain, hay, and haystack. It is important
for children to learn both sounds, but it is best taught slowly. First start with short
vowel sounds and then adding the longer vowels. Below is a chart with examples of
long and short vowel sounds.
Vowel Sound
A, a
E, e
I, i
O, o
U, u

Example Word Short Vowel

Sound
Apple, ant
Edge
Itch, igloo
Octopus, ostrich
Ugly, umbrella

Long vowel clues

Ai, Ay
Ie
Ie, y
Oa, Oe, Ow
Oo, Ew, Ue, Ew

Example Word Long Vowel

Sound
Jail, lay
Thief, field
Pie, by
Bowl, toe, oat
Too, New, True,
Few

~If children have difficulties distinguishing between the short and long e and I
sounds, have them say the opposite letters with words. For example, say idge or
egloo, thief (with i sound) or pie (with e sound).
57. B (Reading books)
Learning letters is critical for further reading success. Students should recognize
letters, sounds of letters, and words that start with the letter. These can be learned
through practice, repetition, picture cues, and by getting read to. Reading books will
not necessarily help the child. If the cannot recognize letters, they probably cannot
read. Steps should be taken to ensure reading success; letter recognition (using these
cues) will be a step in the right direction.
~It is important for students to be able to recognize both upper and lower
case letters. Both cases should be taught in conjunction.
58. A (Childrens literature)
In addition to the broader levels discussed earlier, beginning readers have their
own step-by-step reading stages. Knowing where students fall can help teachers
pick literature at each students level. Teachers can also easily recognize when
early readers need to advance, and what is most important for each child to work
on when reading.
Step one - Describing pictures: Children are able to read a story using
pictures alone. They grasp limited story development; yet can connect many
pictures together.
Step two - Connecting pictures into a story: Children use their own language (instead
of more traditional literary language) to describe a story using only pictures
Step three - Transitional picture reading: Children begin to use more literary language
when describing pictures as a story.
Step four - Advanced picture reading: Children are telling the story of pictures as
they are actually reading a text (literary language)
Step five - Early print reading: Describes a story using pictures, although text is
involved. The student recognizes some words by sight
Step six - Early strategic reading: Children are beginning to read text. They
recognize words and sounds, and can use context clues to guess at unknown words.
Step seven - Middle-level strategic reading: Children are advancing in their reading
skills. They know more sounds and have less unknown words.
59. B (Dangling modifier)
Modifiers can be adjectives or adverbs that modify or describe the main part of the
sentence. The modifier in the sentence: Looking down with awe, the tiger
pounced away is Looking down in horror. But the modifier is unclear: who is
looking down in horror? Is it the tiger? Is it an unknown subject? (Probably)
Because the modifier is unclear, it is known as a dangling modifier. Dangling
modifiers make ineffective and should be avoided when writing sentences. Another
type of ineffective modifier is called a misplaced modifier - a modifier in a
sentence thats placement makes it unclear what it is modifying. An example
sentence: The baby was in the corner filled with tears. The modifier, filled with
tears, is presumably describing the baby, but its placement in the sentence makes

it seem like its modifying the corner. The modifier would work much better if
placed next to the subject it is modifying.
60. D (Reading too slow)
When learning to read, students should combine both silent reading and
reading aloud. Reading aloud helps teachers recognize common mistakes that
are not evident during silent reading. The following chart demonstrates the
common errors in reading that students commit. When evaluating students
reading, teachers should indicate the error type and the mistake so children can
learn from them.
Common Errors in Reading

Description (if needed)

Mispronunciation

Incorrect pronunciation of a

word,
Substitution
Insertion
Teacher Assistance

usually with a word that does not exist

Replacing the actual word in the
text with another
Adding a word not in the text
Student stuck on a word and needing
help from the teacher. Also counts
when students ask for help in silent
reading.

Repetition*
Omission
Self-Correction*

Not reading a word

When students corrects a mistake

himself

These errors are added together (except for the two with asterisks) and the teacher
will have an excellent idea of the problems the reader may have and can work to
correct them.
~Listening for errors is crucial when determining the level of text for students.
Making too many errors indicate the student is not quite ready for that level. On
the other hand, errorless reading indicates the student is ready to move up a
reading level. Students should average about two errors when they are reading the
proper level of text.
61. C (Reading too fast)
Students make errors for several
reasons:
1) Errors of meaning: does the error make sense? If the students reading
makes sense, they may just be confusing meaning of words. The benefit of errors
of meaning, however, is that the student is showing they understand the text. They
just might not understand a part of the text. However, they are using their
knowledge of the world in a positive way.

2) Structure: does the error sound right? Examine if what the student is saying
makes sense according to the English language. If it is, their oral language may
influence the student. Their language may be limited, and they may not
understand basic grammar.
3) Visual language: could the error have been made from a mistake in
visual cues? The student may be using visual cues from letters and words instead
of the actual words. Another reason is the student may be seeing only the first
part of the word, and missing the last part. For example, the actual word may be
book and the student reads boat.
4) Word Memory. The student may be reading from memory instead of
really reading the text. They may be associating one word for another.

Social Studies
Geography
4

E
1
2
A
1
3
B

C
G

Continents of the World:

North America (Represented by the letter A). Countries/regions include United States,
Canada, Mexico, and Central America.
South America (Represented by the letter B). Countries include Brazil, Argentina, Chile,
Peru, and Columbia.
Africa (Represented by the letter C). Countries include South Africa, Madagascar, Kenya,
Egypt, Sudan, and Morocco.
Australia (Represented by the letter D). Countries/ regions include Australia, New Guinea, and
Oceania.
Europe (Represented by the letter E). Countries include Russia, France, Spain,
England, and Germany.
Asia (Represented by the letter F). Countries include Japan, China, Vietnam, Korea, India,
Saudi Arabia, and Iraq.
Antarctica (Not shown, but represented by the letter G)
Oceans of the World:
Pacific (Represented by the number 1)

Atlantic (Represented by the number 2)

Indian (Represented by the number 3)
Arctic Ocean (Represented by the number 4)
World History
Civilization
Mesopotamia

Egypt

Hebrew

Greek

Rome

Descriptions of the Early Civilizations

Geography
Religion
Political/
Cultural
Located on the Many
Developed a
Tigris and
different gods, common law
Euphrates
usually
code and
Rivers
symbolizing
justice system
aspects of life
On the Nile
Served many Pharaoh GodRiver, isolated gods, Pharaoh king was
by desert and
became
appointed by
Mediterranean religious
god to lead
leader
Eastern part of Served one
Start of
Mediterranean true God,
Monotheism:
Sea
beginning of
the belief of
the Jewish
only one god
faith
Mountainous
No uniform
Rise of Polis
and many
religious faith or Citysmall islands
or leadership
State, Athens
began
democracy
Between
Many
Had complex
foothills, on
different gods, system of a
the Tiber
polytheism
leader, Senate,
River, center
and overseers
of Italy

Significant
Contributions
The first forms
of writing,
education, and
math.
Own writing
system:
hieroglyphics
A law code
based on
religious
teachings
Coinage,
literature,
poetry,
history, drama
Roman empire
was one of the
largest, longest
lasting

Other i m p o r t a n t h i s t o r i c a l t i m e p e r i o d s :
Renaissance (Began in the 14th century)
Key Factor: Previous substantial economic growth and prosperity
Key Ideas: individualism (fully realizing your abilities, belief in self), humanism (a rebirth of
classical literature and a new commitment to learning. This new way of thinking led to an
increased priority of education), and secularism (concern with the material world). Also during this
time was the creation of the printing press, revolutionizing the way people communicated.

Key People: Gutenberg, Michelangelo, Erasmus, Machiavelli

Scientific Revolution: (17th Century)
Key Factors: Renaissance because it stimulated scientific progress, new math discoveries, and
the inventions of new instruments
Key Ideas: Revolutionized scientific thinking in new ideas about planets going around the sun,
Newtons laws of motion and gravity, inspired growth of international scientific community and a
new intellectual movement as a whole. Key People: Kepler, Galileo, Newton, Bacon, Descartes
History of the United States:
In comparison to much of the world, the history of the United States is young. The first settlers
arrived at Jamestown around 1607. Although these first settlers all perished, Europeans had a quest
for conquest and riches and quickly colonized the new soil. England held much of the first
colonies, now known as the 13, although Spain and France also held land in North America. Spain
held much of modern-day Florida and Mexico, and was very successful mining gold. France had
more pockets of settlements of fur trading posts, mainly by the Great Lakes and into Canada.
The English increasingly began to immigrate to the new land. Many of the settlers came to
America to get away from the religious persecution occurring in England at this time. Because the
13 English Colonies were subjects of the English crown, England treated America like any other
colony. Americans had little rights of their own and England exploited the resources and work of
America and its people. As America grew in size, many of its citizens began to resent the power of
the English throne. England was heavily taxing their American counterparts, but America had no
say in the English government. Many Americans wanted their own government, not one an ocean
away. They wanted economic freedom, not an economy decided by the English crown only for its
own interests. This group of radicals eventually had enough support and declared war on the
English crown. After fighting for five years, the Americans finally won their independence and
had the daunting task of establishing their own government.

Expansion
Description

Major Growth of the United States

The Louisiana Western
California
Purchase
Frontier
In 1803,
A need for
As Americans
Thomas
more land
moved West,
Jefferson
caused many
the Gold Rush
bought it from Americans to
of 1848
France
move West of caused many
the Mississippi to settle in
California

Texas
After
defeating
Mexico in the
SpanishAmerican
war, United
States
received
Texas

The 1800s, although a time of great growth and expansion of the United States, is best known for
the Civil War. After the American Revolution, Americas economy was based on cash crops,
including tobacco, sugar, and cotton. Wealthy individuals owned these crops, but slave labor
worked the fields and harvested the crops. Since its inception, the English had participated in the
slave trade, bringing mainly Africans into its various colonies. Since the inception of slave labor,
there had always been a division among the American people. The Constitution developed after
gaining independence was mute about the issue of slavery. The consensus at the time was to let
individual states handle the issue. Soon, it was apparent that the Southern states accepted the
practice, while the Northern states abolished it. As former slaves began to speak out against the
practice of slavery, the abolitionists desire intensified. They saw slavery as a horrible institution,
one that exploited the slave who could do nothing about it. Slaves had no rights and no say. They
were not considered people, but mere property to the people who owned them. Slave owners
rejected these beliefs, and continued to declare that slavery was an economic necessity.
The division between the North and South became heated when the United States began to expand
west. The Southern states needed more land, and wanted to bring slavery into the new frontier.
The north allowed slavery to co-exist with them, but denied its expansion. The debate heated
until 1860 and the election of Abraham succeeded from the Union, and officially declared war
on the United States. Other Southern states joined them, and the Confederacy was born. The
South had to protect its best interests, and slavery was on of them. The next five years brutal
fighting ensued as a nation fought itself. In the end, the North proved victorious. The North did
have significant advantages over its southern counterpart. Most importantly, it was more

industriously developed, with railroads and factories to make and transport war supplies and
people.
The period after the war is generally known as the Reconstruction period. Slavery had been
officially abolished, and the South had to reconfigure their economy and industry to reflect this
change. Thousands, even millions, of previous slaves, were now free. Many migrated to the North
to settle into new lives, but still others stayed in the South and ended up working for their former
masters. America had to transition these new people. Unfortunately, for many years blacks did not
receive the rights they deserved as American citizens. Segregation of blacks and whites became a
common practice. White Americans held the upper hand politically and socially and exploited it at
all costs.
The 1900s saw many significant developments occur on all arenas. After the Great War (World
War I), the 1920s were an age of increased prosperity. Unfortunately, morale and prosperity
plummeted as the stocks fell in 1929. The 1930s was The Great Depression when the Dust Bowl
made farming impossible and obsolete. In
the 1940s, when Europe was beginning another war, America tried to stay out of it, struggling to
climb out of the depression. Franklin D. Roosevelts New Deal created many new jobs and
opportunities for the American worker, and morale was beginning to climb. In 1942, America was
thrust into the war it was trying to avoid as Japan bombed American soil at Pearl Harbor. The war
had great effects on the United States. American industry suddenly was booming, as it developed
equipment for the military. As the men went off to fight, many women worked outside the home
for the first time. When the war ended and the men returned women went back to the home. It was
another time of prosperity, signified by a sudden growth of the family (the baby boomers).
As America enjoyed its peace, it also became increasingly speculative of Russian communism.
As Europe was rebuilding from the war, Communist Russia was expanding its borders from
the weakened countries around it. As America rejected Russias plan, the Cold War developed. On
American soil, the fear of Communism was seen through massive witch-hunts, targeting anyone
suspected of associating with communists. The Cold War was relatively peaceful with Russia, and
ended with the fall of the Berlin Wall in the 1980s. However, it was not all a peaceful time, as
America tried to stop the spread of communism in both Korea and Vietnam. These wars caused
substantial protests on American soil and divided the nation. The Americans ultimately failed in
their effort to eliminate communism in Southeastern Asia.

Political Science
Type of Government
Monarchy
Totalitarianism

Democracy

]Types of Government
Definition
A single person, usually a
king or queen, holds all
Power
Government controls all
parts of the government
on the interest of the state;
the state above all else
All people have the right
to participate either
directly or indirectly in
government

Example
Pharaohs of early Egypt,
most of Europe around
1800
Russia under Stalin and
Lenin, Germany under
Hitler
Rome
United States, 1776present

The Evolution of Politics

Politics has evolved dramatically from the time of the early empires. Most of the European
cultures used a monarchy, where a king or queen is the leader of the people. The leader was not
chosen by the people, but was succeeded by a first-born or other family member. This inevitably,
and not surprisingly, caused many of the wars and conflicts between European powers between
1000 and 1900. However, along with a king or queen, many cultures had a congress, which had its
own governmental power. Another popular government was despotism, a form of monarchy where
kings had absolute power. A republic - a government entirely ruled by a Senate or Congress also had political influence throughout Europe.
Republican Democracy began in early Athens, where the government shifted from an emperor to a
Republic - government by the many rather than the few. However, a need for absolute and total
control caused many republics, including Rome to fall. A democracy-type government was the
point of the Magna Carta, written in England in 1214. This document stated that everyone, king
included, must obey the law. It was also guaranteed law and justice, and protected widows,
orphans, townspeople, freemen and the church from unlawful manipulation. By 1272, a common
law was in effect in England.
The Enlightenment also had profound effects on the ideas of politics. During this time, the
monarchs became increasingly tolerant. There were advances in politics and religion, as well as
philosophical, social, and legal freedom. The most noted monarchs of the time were Fredrick the

Great and Catherine the Great. Many enlightened thinkers - John Locke, for example - believed
that democracy should rely on the consent of the people. Individuals and people as a whole became
the central focus of government.
United States Politics
After the Revolutionary War, a new government needed to be formed. The new government began
with the Grand Convention - and the shaping of a new Constitution. Eventually, three branches of
government were established: the executive (Presidential), legislative (Congress), and judicial
(Supreme Court). The legislative branch was the most debated section of the Constitution. Virginia
called for proportional representation, whereas the smaller states wanted equal representation. The
arguments continued until the Great Compromise was born. There would be a bicameral
legislation, with white population plus 3/5 of the black population would be counted towards
proportional representation. After the Constitution was written, it now had to be ratified. In an
effort to sway states in question, the addition Bill of Rights was promised. To avoid fears the
government would become to strong, the Bill of Rights protected the individuals basic rights

The Constitution
According to the Constitution, the function of the national government includes: establishment of
justice, promotion of general welfare, and security of individual liberty.
Article
I

Branch of Government
Legislative - Congress

II

Executive - President

III

Judicial - Supreme Court

Powers Allotted
Collect taxes, borrow
money, create national
guard
Commander in chief of
armed forces, grant
pardons
Uphold the Constitution
through the court
system

Social History
The institution of marriage changed dramatically in the eighteenth century. Early in the century,
people were marrying relatively late in life (average age of 27) and there were few illegitimate
children born to parents out of wedlock. However, in the second half of the century, illegitimate

births rose dramatically. Before, a child cemented the marriage plans, and was a strong determiner
of when the marriage would take place. Now, the expectation of children created an animosity
toward marriage. An additional reason for an increase in illegitimate children was a new resistance
of abstinence.
The unfortunate consequence of so many illegitimate children was the practice of infanticide.
Although infanticide had been practiced for many years, the churchs influence had all but stopped
it. During the middle ages, the method of giving up unwanted children was abandonment. Parents
would leave their children in hopes that some one more capable of raising a child would receive
them. In the late eighteenth century, at a time when unwed mothers had little options and hope,
infanticide became a logical alternative to raising a child.
Children, at this time, were not highly thought about, and were often neglected or abused if they
were kept. Often, the high risk of infant death prevented parents from becoming too attached to
their children. However, also in the eighteenth century, a movement developed for greater love and
tenderness toward children. This movement changed the attitudes toward children, and families

began having fewer children.

As the industrial age began, the men went off to work and the womens place increasingly became
the home. Before, families worked as units, but soon separate spheres developed. As women
became the homemaker and mother, their control and influence grew. All domestic decisions about
their children were the womans to make. In America, in the 1800s, the mother was responsible
for raising children who would contribute to society. In short, they were charged with the
maintenance of liberty through the next generation.
Economics

Theory

Common Economic Theories

People or places associated
with Theory, if applicable

Macroeconomics

Adam Smith, John Maynard

Keynes

Microeconomics
Monetarism

Description

Study of large-scale
economics: the workings
of economics as a whole
More analytical study of
specific parts of economics
In order to prevent too
much money chasing too

few goods, there must be a

steady increase in
money supply

Keynesians

Mercantilism

Laissez Faire

Capitalism

John Maynard Keynes

England - 1800

Market does not

automatically function at a
full-employment, lowinflation level. Government
must create the right level
of demand

At a time of limited
resources, the government
is responsible for securing
them. The idea is to sell
more to your neighbors
than they sell you.

Government does not

interfere with economic
affairs, leads to
unrestricted private
enterprise
Land and businesses are
privately
owned.
Individuals, not government,
have economic
control.

Social Studies Sample Questions

1. What is monotheism?
a) The belief of no God
b) The belief of many Gods
c) The belief of one
God d) The belief God
exists
2. What was the first monotheism?
a) Christianity
b) Judaism
c) Islam
d) Paganism
3. The religion of Islam started in what region of the world?
a) Africa
b) Middle East
c) Europe
d) Asia
4. In 661, Islam separated in two, called:
a) Shiite and Sunni
b) Ali and Muhammad
c) The East and West
d) Islam and Muhammad
5. In the late 600s, wars between which two powers left a power vacuum in the
Eastern Europe and allowed the Muslim world to expand into their territories?
a) Roman and Persian
b) Byzantine and Persian
c) Byzantine and Roman
d) Roman and Chinese
6. Feudalism surrounded the following people?
a) Kings and peasants
b) Peasants and knights
c) Knights and counts
d) Counts and kings
7. Which of the following descriptions best describes manorialism?
a) The process of kings giving land over to the upper class
b) The process of peasants giving over claim to their land
c) The process the upper class used to develop their land and estates
d) The process of peasants being forced to give over their land to the upper class

8. The Articles of Confederation gave the power to whom?

a) Individual states
b) Congress
c) The army
d) A newly elected leader
9. The first political parties in the United States were divided over what issue?
a) Stronger national government vs. individual states having power
b) Whether a new Constitution was
needed c) Both A and B
d) None of the above
10. Which of the following basic sentiments does not describe early policy
towards the Native Americans?
a) The land is theirs, let them live on
it b) Assimilation
c) Violence
d) Negotiation through treaties
11. Which of the following is not a reason for the War of 1812?
a) America wanted British troops still in America to
leave b) America wanted to expand their territory
c) The British had been encouraging Indian raids
d) Britain had been preventing growth of American commerce
12. The Monroe Doctrine addressed what?
a) Slavery
b) Native Americans
c) Foreign influence in
America d) Industry
13. In 1855 the largest industry of the South was:
a) Agriculture
b) Textiles
c) Food
d) Slavery
14. What were the effects of the cotton gin in the South?
a) Southern economy and growth became tied to
cotton b) Slavery was forced to expand to meet
demand
c) It allowed a new form of cotton to be
planted d) All of the above
15. The Seneca Falls Convention addressed what?
a) Slavery

b) Expansion West
c) Womens rights
d) Concerns over industry
16. A major cause of The Mexican War (1846-1848) was:
a) The United States wanted Texas
b) Mexico wanted Texas back
c) Mexicans wanted to check American influence in
Texas d) America wanted to gain more land
17. The term popular sovereignty in 1850 meant:
a) Giving everyone the right to vote
b) A majority vote
c) Giving states the right to accept or abolish
slavery d) Voting in individual states
18. Which of the following was not part of the Compromise of 1850?
a) The number of free states now outnumbered the number of slave
states b) Slavery was abolished in Washington DC
c) Fugitive Slave Act
d) The territory of Utah was allowed to choose whether to be a slave or
free state
19. Which of the following was not a view commonly expressed by the North?
a) Industry belonged to free
men b) Upward mobility
c) Equal opportunity
d) State-run government
20. Which of the following was not a view commonly expressed by the South?
a) Genteel, ordered society was
best b) Individualism
c) Aristocratic code
d) Emphasis on Social values
21. Which of the following was not an effect of the Dred Scott decision?
a) Slaves had the power to sue their
masters b) Blacks were not considered
citizens
c) Congress did not have the power to ban slavery
d) If a slave was moved from a slave-holding state into a free state, that slave
wasstill considered a slave.
22. Which of the following did not foreshadow violence would finally end
slavery?
a) John Browns Raid
b) Bloody Kansas

c) Congressman beaten to death

d) War in Utah
23. During the Civil War, the Merrimac and the Monitor were:
a) Battleships
b) Battles
c) Types of guns
d) Battle strategies
24. Which were not battles of the Civil War?
a) Bull Run
b) Gettysburg
c) Tecumseh
d) Vicksburg
25. What were Black codes?
a) Land promised to freedmen
b) Minimal rights given to freedmen
c) An economic proposal, which would tie freedmen to their former
master d) A measure that promised civil rights to the freedmen
26. What was the 15th amendment?
a) Abolition of slavery
b) Freedmen are United States citizens
c) States can no longer break from the Union
d) Cannot deny the right to vote because of race or color
27. Sharecropping is what?
a) A system where blacks and whites would share crops
b) A system where whites would share their land with the freedmen
c) A group of freedmen would buy individual parcels of land and split crops
and profits
d) White landholders shared land with poorer white farmers only
28. What was not a part of the Compromise of 1877?
a) All remaining former Union troops were to leave the South
b) Southerners were permitted handle race relations themselves
c) Congress was allowed to intervene in race relations in order to ensure
civil rights were upheld
d) A former Confederate general was named to the Cabinet

29. Which of the following is not an example of checks and balances?

a) Presidential vetoes
b) Congressional overrides
c) President nominating Supreme Court justices
d) Supreme Court declaring a new bill unconstitutional

30. What does Article IV of the Constitution discuss?

a) Voting
b) Relationship between state and federal government
c) Relationship between United States government and foreign government
d) Government organizations
31. Which branch of government does the elastic clause affect?
a) Legislative
b) Executive
c) Judicial
d) Other government organizations
32. Which of the following was not promised to American citizens through the Bill
of Rights?
a) Freedom of speech
b) Due process of the law
c) Unreasonable search and seizure became
illegal d) Voting age of 18
33. Who was the first proponent of the separation of church and state?
a) George Washington
b) Thomas Jefferson
c) John Adams
d) James Madison
34. Which of the following is not a form of government?
a) Monarchism
b) Republic
c) Democracy
d) Nationalism
35. Which is not a quality of liberalism?
a) Little taxation
b) Equality of classes
c) Freedom of assembly
d) Ability for citizens to vote
36. Which country is known for their absolute government?
a) Germany
b) United States
c) France
d) Japan

37. Which of the following is not a post in local government?

a) City Engineer
b) Treasurer

c) Secretary of State
d) Attorney General
38. What does the Jacksonian form of government mean?
a) Getting normal citizens more involved in
politics b) Distrust of strong executive powers
c) A movement to reform government and purify
politics d) Desire for strong executive powers
39. What is the progressive form of government?
a) Getting normal citizens more involved in
politics b) Distrust of strong executive powers
c) A movement to reform government and purify
politics d) Desire for strong executive powers
40. What is the difference between Professional and Amateur in relation to
state legislatures?
a) A professional state legislature is treated like a full-time job
b) To be in a professional state legislature, you need added
qualifications c) An amateur state legislature has a much more casual
and laid-back environment
d) A professional legislature takes more tax dollars to run
41. An example of initiative is?
a) Voters given the right to accept or reject a raise in property taxes in order to
give more money to the local school district.
b) A mayor getting removed from office by citizen
votes c) A type of political campaign
d) Gay activists groups preventing a same sex marriage amendment
from getting added to the ballot by the use of a petition.
42. An example of a referendum is?
a) Voters given the right to accept or reject a raise in property taxes in order to
give more money to the local school district.
b) A mayor getting removed from office by citizen
votes c) A type of political campaign
d) Gay activists groups preventing a same sex marriage amendment
from getting added to the ballot by the use of a petition.
43. An example of recall is?
a) Voters given the right to accept or reject a raise in property taxes in order to give
more money to the local school district.
b) A mayor getting removed from office by citizen votes
c) A type of political campaign
d) Gay activists groups preventing a same sex marriage amendment from
getting added to the ballot by the use of a petition.

44. Which of the following is not a criterion for citizenship for foreigners?
a) The candidate must have no criminal record or suspected criminal activity
b) The candidate must commit to follow the Constitution and the ideals set
within
c) The candidate must have lived in the United States for ten years
d) The candidate must have continuous residency in the United States
45. Consider the following graph an accurate picture of the economy during a reelection year. According to statistics, whom will voters vote for?
(Year 1 would be the first year in office for the particular candidate; Year 5 is reelection
year, based on a position with a four-year term)
Unemployment Rate
3
2
1
0
1

Year

a) The incumbent
b) The challenger
c) This graph does not affect the popular vote
d) People are less likely to go to the polls
46. Which of the following are not economic factors relating to politics?
a) Economic health of nation
b) Amount of government spending
c) Level and distribution of taxes
d) Wages
47. England used their mercantilist policies to get the edge on what nation?
a) France
b) Japan
c) Holland
d) United States

48. The Federal Reserve board is responsible for all of the following except?
a) Printing of money
b) Raising or lowering interest rates
c) Circulation of money
d) Buying and selling government bonds
49. The famous economist Adam Smith said?

a)
b)
c)
d)

Economics should promote free competition

Population grows faster than food
Wages will be just high enough to prevent starvation
Government should always tightly control the economy

50. The famous social scientist Thomas Malthus said what about economics?
a) Economics should promote free competition
b) Population grows faster than food supply
c) Wages will be just high enough to prevent starvation
d) Government should always tightly control the economy
51. The famous social scientist David Ricardo said what about economics?
a) Economics should promote free competition
b) Population grows faster than food supply
c) Wages will be just high enough to prevent starvation
d) Government should always tightly control the economy
52. What does GNP stand for?
a) Gross National Product
b) Grave National Projection
c) Governments Nature to Produce
d) Gained Net Product
53. Which of the following does not lead to a wealthy nation?
a) More available resources
b) New technology
c) Increases in the division of labor
d) Increased production
54. Which of the following is not considered a major type of resource?
a) Businesses
b) Land
c) Labor
d) Capital
55. What is not a macroeconomic field of study?
a) Economic development
b) Demand for money
c) Labor
d) Investments
56. What is not an element of capitalism?
a) Large businesses
b) Capital
c) Risk-taking
d) Increased opportunities

57. According to the following graph, what can we conclude about the demand of
cars in Year 4?
a) Demand increases
b) Demand lessens
c) Demand unchanged
d) There is no effect on demand
Supply of Cars
200
150
100
50
0
1

Year

58. Throughout history, what united African Americans?

a) Church
b) Family
c) Secret meetings
d) Work
59. What ethnic group typically competed with African Americans for jobs
and social status?
a) German
b) Irish
c) English
d) Chinese

60. Who went to work in the late 1800s?

a) Women
b) Men
c) Freed blacks
d) Children
61. Which was not characteristic of the urban city?
a) Crowded housing
b) Large businesses and
factories c) Limited
transportation
d) Filth and dirt

62. In Europe in 1900, a mark of the middle class was?

a) Children in boarding
school b) Women went to
work
c) A hired servant
d) Large homes
63. In the social hierarchy of Europe in 1900, which was not part of the
Working class?
a) Skilled
b) Semiskilled
c) Highly skilled
d) Unskilled
64. When women went to work, which was not a typical occupation?
a) Domestic servant
b) Teacher
c) Farmer
d) Prostitute
65. Which was not a popular new kitchen appliance in the 1930s?
a) Refrigerator
b) Stove
c) Icebox
d) Radio
66. What was not a popular leisure activity in America during the 1930s?
a) Movies
b) Reading
c) Driving
d) Television
67. The Harlem Renaissance took place when?
a) 1920s
b) 1930s
c) 1940s
d) 1910s
68. What is not an aspect of Social Darwinism?
a) Survival of the fittest
b) Society will always evolve despite human efforts
c) Adaptation is the key to success
d) The strong would always climb to the top
69. What country is not on the Equator?
a) Brazil

b) Indonesia
c) India
d) Congo
70. As a person travels away from the equator, the climate gets?
a) Colder
b) Warmer
c) Unchanged
d) Drier
71. Which country is not in the Western hemisphere?
a) Brazil
b) North America
c) Australia
d) Greenland
72. If it is one pm in New York, what time of day is it in Argentina?
a) Afternoon
b) Morning
c) Noon
d) Midnight
73. If it is seven am in New York City, what time it is Sydney, Australia?
a) Eleven pm the night
before b) Eleven pm the
same day
c) Ten pm the night before
d) Ten pm the same day
74. The Prime Meridian has a degree of
a) Zero
b) Ten
c) Twenty
d) Five
75. What is the largest country in Asia?
a) Russia
b) China
c) India
d) Australia
76. The mountain range of the Pyrenees is where?
a) Between France and
Spain
b) On the border of Europe and
Russia
c) Africa

d) United States
77. The Amazon rainforest is where?
a) Brazil
b) Peru
c) New Zealand
d) Papua New Guinea
78. Which of the following is not a desert?
a) Sahara
b) Gobi
c) Arabian
d) Indian
79. How many time zones are there in United States?
a) Four
b) Five
c) Six
d) Seven

Social Studies Answer Key

1. C: (The belief of one God)
Monotheism is the belief of one God. Atheism is the belief of no God and polytheism is the
belief of many Gods.
2. B: (Judaism)
The Jewish faith began with the Hebrews and developed between 10th and 5th century BC.
Christianity and Islam, although examples of monotheism, both developed centuries later.
3. B: (Middle East)
Islam started in the Middle East when the Islamic prophet of Muhammad began to have visions
sent from God.

4. A: (Shiite and Sunni)

In 661, the religious leader of Islam, called a caliph, Ali, was murdered. The people who believed
Ali was the rightful descent of Muhammad, started their own division of Islam, called Shiite. The
Shiites believed that because Ali was a direct descent
of Muhammad, he also had divine knowledge. The Sunnis, however, did not believe in the power
of Ali and rested their faith in Muhammads actual writings and teachings.

5. B: (Byzantine and Persian)

The Byzantine and Persian empires had exhausted their resources fighting each other and the
Muslims had no problems expanding into their territory. Islam, as a religion, also spread rapidly,
into Africa, Asia, and Western Europe.

6. C: (Knights and Counts)

Knights began as bodyguards for the king, which increased their social authority. As larger
empires were weakened, regional authority increased. Common people were turning their
allegiance to local power, the counts. This unbalanced structure of power eventually led to
feudalism.

7. B: (The process of peasants giving over claim to their land to the upper class) Peasants would
give over the rights to land to the elite for protection. Feudalism and manorialism are examples of
the growing disparity between the upper and lower class at this time.
8. A: (Individual states)
Under the Articles of Confederation, all power was given to the States. Congress could not do
anything without permission by the States. During the war, it proved terribly ineffective and was
replaced after the war by a stronger federal government.

9. C: (Both A and B)
The first political parties in America were the Federalists and the Anti-Federalists. The Federalists
called for a stronger federal government and aggressively pushed for the ratification of the new
constitution. The Anti-Federalists, on the other hand, believed in states having more governmental
control and tried to prevent ratification.

10. C: (Violence)
Early Native American policy was more peaceful early on than violent later wars suggest.
Politicians believed that through treaties and assimilation, the Native Americans and the United
States citizens could live peacefully together. Those beliefs, however, proved false.
11. B: (America wanted to expand their territory)
The War of 1812, against the British, was to curb British influence that still existed in America.
The two biggest grievances were the large numbers of British troops still in America and
British attacks on American commerce. The Americans were again victorious and the victory
secured the nation from outside influence.

12. C: (Foreign influence in America)

After the War of 1812, politicians needed to check foreign influence in their young, yet growing
country. Politicians felt America needed time to grow on its own, so President James Monroe
issued the famous doctrine that bore his name.

13. A: (Agriculture)
Fueled by cash crops, such as cotton and tobacco, agriculture was the largest, and fastest growing,
industry in the South. The importance of agriculture meant slavery in the South would not go
away quietly. Many workers were needed to work the fields, and slavery produced cheap and
effective labor.

14. D: (All of the above)

The invention of the cotton gin tied Southern industry to cotton. The connection fueled a
stronger desire for cotton and new lands, which lead to the expansion of slavery. The cotton gin
also allowed a new type of cotton that could be planted anywhere.

15. C: (Womens rights)

There were many conventions at this time addressing slavery, especially with abolitionists.
However, the Seneca Falls Convention was the first of its kind to address equal rights for women.
Many of the women fighting for abolition recognized the disparity of their own situation in

comparison to the white men. For example, women of high social status could not vote, yet men of
equal or lesser status had that right.

16. B: (Mexico wanted Texas back)

American forces had taken Texas in 1835 and Mexico wanted revenge and its
territory back. A minor cause, however, was to prevent America of getting more powerful so close
to its borders. America was again victorious and further expanded its borders. Mexico never
challenged the United States again.

17. C: (Giving states the right to accept or abolish slavery)

The issue of slavery became increasingly heated as more states entered the Union. To prevent the
issue from entering national politics, many people thought giving the states the right to choose was
the best option. Popular sovereignty became the Southern poster child for states rights.

18. B: (Slavery was abolished in Washington DC)

The Compromise of 1850 added California to the Union as a free state, increasing the number of
free states by one. The controversial Fugitive Slave Act forced Northerners to aid in the capture of
runaway slaves. The New Mexico and Utah territories were both allowed to use popular
sovereignty to decide whether to be a slave-holding state. However, the Compromise of 1850 did
not abolish slavery in Washington DC; it only abolished slave trade in the nations capital.

19. D: (State-run government)

State-run government was actually a strong platform of the South, and it was a major factor
leading to the Civil War.
Questions 20 and 21: Differences between North and South prior to the Civil War

North - Qualities based on industry

and and equality
Individualism
Democracy
Equal opportunity
Upward Mobility

South - Qualities based on culture

history
Social values
Gentil, ordered society
Society based on aristocratic code
State-run government

20. B: (Individualism)
Individualism was a Northern value.

21. A: (Slaves had the power to sue their masters)

Dred Scott was a slave who sued his master for his freedom on the claim that because he was
moved from a slave-holding state to a free state, he should be freed. The decision, however, ruled
against him. Because the ruling stated that blacks
were not citizens, Dred Scott, actually should have never been allowed to sue in the first place.

22. D: (War in Utah)

As time progressed, violence over the slavery question made it evident that the
slavery question would, in the end, be decided with violence. From John Browns Raid on slaveholding Virginia, to the Civil War in Kansas, to a Congressman being savagely beaten, violence
was rising. However, there was no war in Utah.

23. A: (Battleships)
The Merrimac was a Southern battleship and the Monitor was its counterpart in the North.
Although they did fight each other to a stalemate, the North eventually won the naval front of the
war.

24. C: (Tecumseh)
Tecumseh was a Native American leader who revolted against the United States. The others were
important battles. Bull Run was an early victory for the Confederacy, whereas Gettysburg and
Vicksburg were decisive, war-changing victories for the North.
25. B: (Minimal rights given to freedmen)
Black codes were passed in the South to give minimal rights to the new freedmen. It was a
way to appease the North while maintaining white aristocratic dominance.

26. D: (Cannot deny the right to vote because of race or color)

The 15th amendment promised the right to vote with regards to race, color, or former servitude.

27. B: (A system in which whites would share their land with the freedmen)
After the Civil War, the new freedmen had little options. Freedmen simply wanted their own land,
but land was difficult to obtain. There were three main choices for these men: Contract system,
tenancy, or sharecropping. In sharecropping, the Freedmen would rent a parcel of land from a
landholder, often their former master, and it would be theirs to work and maintain. However, the
land came at a price, and often the price was set too high to ever fulfill. Sharecropping often led to
a cycle of debt for the freedmen.

28. C: (Congress was allowed to intervene in race relations in order to ensure civil rights were
upheld)
The Compromise of 1877 was a final, crushing blow to the end of the Reconstruction Era. With the
North turning from the plight of the new Freedmen, the South could now handle all race relations

itself. With racism rampant in the South and the north out of the South completely, the years ahead
would be devastating for the black man.
29. C: (President nominating Supreme Court justices)
United States government is set up for the three branches to check and balance each other so no
branch holds too much power. Examples of check and balances include a presidential veto of a bill
or law, Congressional overrides of presidential veto, and Supreme Court declaring a bill or law
unconstitutional. A president nominating a new Supreme Court justice is simply using the power
bestowed upon him.

30. B: (Relationship between state and federal government)

Article IV discusses the power of state government in relation with the federal government.
31. A: (Legislative)
The elastic clause gives Congress implied powers to make all laws necessary and proper for
maintaining government. It allows Congress to use its law making powers in a broad manner. The
elastic clause is one example of how the Constitution is a living document, allowing the
government to change and adapt to its present conditions.

32. D: (Voting age of 18)

The Bill of Rights promises the American citizens inalienable rights will be upheld. This includes
rights such as freedom of religion, speech, and the right to bear arms. However, the voting age of
18 was an amendment added much later to the Constitution.

33. B: (Thomas Jefferson)

Neither of the other choices were prominent voices of the need for the separation of church and
state. However, when Thomas Jefferson was president, he made it a priority. Jefferson was a
strong supporter of limited government, and the separation of church and state was more likely to
prevent the government for becoming too entangled in church affairs than vice versa. Our
government has been guided by this separation ever since.

34. D: (Nationalism)
Nationalism is a strong belief in the nation and has lead to the formation of new governments.
It is not, however, a form of government, in and of itself. The other three have been forms of
government used by nations and politicians for hundreds of years.

35. A: (Little taxation)

Many of the tenets of the Constitution, especially the Bill of Rights, are based on liberal ideals.
Liberalism is about giving citizens distinct freedom and promoting equality. Liberalism, however,
has little to do with taxation.
36. C: (France)
Absolutism is a government where sovereignty is embodied in the person of the ruler. The ruler is
said to have divine right to the throne, appointed to be God on earth to their subjects. France,
prior to its revolution, was often called the model of the absolute government.

37. A: (City Engineer)

Local government has many different facets and many elected officials are involved. Among these
officials are a governor/ mayor, treasurer, secretary of state, and attorney general. State Congress
and city councils are also aspects of state and local government.

38. B: (Distrust of strong executive powers)

Andrew Jackson was against a strong executive branch, and his brand of politics has been
carried on for many years. In state politics, a weak governor and mayor often characterize
Jacksonian democracy, with the power is split among several organizations.

39. C: (A movement to reform government and purify politics)

Although it does not look like a political influence, government at the state level is either decidedly
Jacksonian or progressive. Progressive government tends to have a stronger executive branch and
aims to make government more efficient. This brand of government became popular in 1920,
especially in New York, when scandals and corruption raged through the political scene.

40. A: (A professional state legislature is treated as a full-time job)

Another difference between states governments is whether the state has a professional or amateur
legislature.

A professional government becomes a full- time job for the politicians, whereas

an amateur legislature is a part-time job. In a professional legislature, the politician is relatively

well paid and the meetings last most of the year. Members and committees have a large and
year-round staff. The answers C and D may or may not be true in the differences between
professional and amateur, but A is the best answer as it is the most striking contrast.

41. D: (Gay activists groups preventing a same sex marriage amendment from getting added to
the ballot by the use of a petition.)
State and local governments have more opportunities for a citizen to be more directly involved in
the issues of politics that shape their daily life. One way to become involved is an initiative, where
citizen can get a proposal on the ballot through the collection of signatures. It is also a way of
getting something off the ballot. A recent example happened in Minnesota when a petition by gay
activists groups prevented a same sex marriage amendment from getting added to the ballot. This
policy is allowed in 21 states.
42. A: (Voters given the right to accept or reject a raise in property taxes in order to give more
money to the local school district.)
Referendum is a policy that allows voters to reject a proposal by their state legislature or city
council. This often happens locally when voters have the right to accept or reject new property
taxes in order to increase funding for their local schools. This policy is allowed in 37 states.

43. B: (A mayor getting removed from office by citizen votes)

Recall is when an elected official is removed by citizens votes. Although it does not happen often,
the same constituents that voted them in can vote an elected official out of office. This policy is
allowed in 15 states. Initiative, referendum, and recall are all methods that the average voter can
use to check and balance its local government.

44. C: (The candidate must have lived in the United States ten years)

Candidates actually must have lived in the United States for five, not ten, years. This qualification
is contingent on the United States being their continuous, permanent residence and the additional
qualifications must be met as well. The citizenship process often takes years to complete, and
includes a test on United States history and politics.

45. B: (The challenger)

Economic status of the region is significant during a re-election time. Since Years 2-5 show a
steady rate of unemployment, we can assume that the economy as a whole is losing strength.
When the economy is down, people tend to vote for the challenger. Worry and fear about losing a
job or recently experienced a lost of job often sway votes for the challenger.

46. D: (Wages)
Although wages are mostly controlled by individual industries, the government can play a minor
role in their determination. However, the other three choices are more directly related to political
policy.

47. C: (Holland)
In 1800, the Dutch had a hold on the majority of the markets to the East (the Dutch East India
Holding Company, for example). The British, however, quickly changed that with strict economic
policies known as the Navigation Acts, including only British ships can carry British goods. This
policies were directly targeted Holland, but also affected both France and United States. In fact,
one of the major causes of the War of 1812 was the Navigation Acts.

48. A: (Printing of money)

Many of the economic decisions are not made by the President or Congress, but by the Federal
Reserve board. They determine the interest rate level, circulate money, and buy and sell federal
government bonds. The Federal Reserve Board must watch inflation, supply and demand, and other
important economic factors when determining their policy. They are not, however, responsible for

the printing of money, which is done by the United States Treasury.

49. A: (Economics should promote free competition)

Adam Smith is often called the founder of modern economics, as the first to endorse a free trade
system. He believed that free trade and unregulated capitalism would promote economic
development for both the rich and the poor. It was a way of spreading wealth to many instead of
only a small percentage getting richer. However, many big businesses used his ideas as a way to
enhance their own position, while the workers suffered.

50. B: (Population grows faster than food supply)

Malthus, in his Essay on the Principle of Population, argued that population always would grow
faster than the food supply. Economic liberalists used his ideas to justify a lack of government
involvement in the economy.

51. C: (Wages will be just high enough to prevent starvation)

David Ricardo followed the ideas of Malthus by saying that because of population growth, wages
would always be low. The demand for jobs would keep wages low, and poverty high. Economic
liberalists also used his ideas to prevent government involvement in the plight of the worker.

52. A: (Gross National Product)

Gross National Product is an influential factor in the overall economic health of a nation. A
countrys number of exports in relation to their imports determines GNP. A more self-sufficient
nation will have a larger GNP, which correlates to stronger economic health.

53. D: (Increased production)

There are several important factors of a countrys economics that will determine whether the
country will have growth or decline in their economy. Some of these factors include increases of
available resources, new technology, and the division of labor. Increased production may be an
indicator of a nations wealth, but it is not as significant as the other three, making it the correct
choice.
54. A: (Businesses)

Having available resources is important to building a stronger and more profitable economy. The
most important resources include land, labor, and capital. Land includes not only soil, but also the
natural resources and objects that can be derived from the land. Labor are the workers needed to
produce goods and resources (otherwise known as capital).
55. C: (Labor)

Differences between Micro- and Macroeconomics

Microeconomics
Macroeconomics
Industrial organization
Monetary system and the demand for
money
Labor
Investments
Agriculture
Inventories
Public utilities and regulation
Economic development
Information industries
Business fluctuations

56. A: (Large businesses)

Because individuals have control in capitalism, characteristics of individuals are the most
important elements of capitalism. Individuals obviously need capital and other resources like labor
and money. They also need to be able to take risks and advantages of their opportunities (in a
sense, be opportunistic). They, however, do not need to own large businesses. Capitalism actually
helps smaller businesses grow and thrive despite the presence of big business.

57. B: (Demand lessens)

When supply of an item is up, the price rises and demand lessens because the object (in this case cars) is easy to get and is more expensive. When supply is down, the price will drop and demand
will increase because there the object is more difficult to get and is less expensive.
Supply up Increased prices Demand lessens
Supply down Decreased prices Demand increases

58. A: (The church)

Throughout history, religion became very popular to the African American community. Church
was seen as a way to get away from the hardships of life and for the community to come together
in common ground. It is not surprising that the African American church was one of the fastest
growing in America.

59. B: (Irish)
After winning freedom, black men and women went into the job market as unskilled laborers. The
Irish were also unskilled laborers, and the two groups competed with each other for these jobs.
The competition got especially fierce after emancipation. The poor white population, including
the Irish, often resorted to violence and white supremacy groups, like the Ku Klux Klan, in order
to scare blacks from entering the workforce.
60. D: (Children)
Throughout late 1800s and early 1900s, children entered the workforce in substantial numbers.
Many children entered out of necessity, their parents needed the extra money or the family would
starve. Children were able to find work in the new factories and mines. It was dangerous work,

but it brought much-needed money. Unfortunately, education for the children was not a priority,
so there was little opportunity for advancement later in life.

61. B: (Large businesses and factories)

The business section where large businesses and factories were located was separated from the
living quarters of city-dwellers. Families were crowded together in small apartments, many filled
with filth and dirt. In addition, there was little sanitation and sewage and waste ran down the
street. People living in the inner city also had limited transportation options.

62. C: (A hired servant)

The middle class in 1900 spent their money on two things: food and servants. A family knew they
had entered into the ranks of the middle class with the employment of their own servant, and
many families had more than one. Education was important to middle class, but not necessarily in
boarding schools. Middle class women did not work, but were responsible with the upbringing of
the children and running the house.

63. A: (Skilled)
The chart below demonstrates the different social classes in Europe in 1800s. As you can see,
skilled or choice A is not a part of the working class.

Hierarchy of the Social Classes

Aristocracy

Middle Class Consists of

upper, middle, and lower

Working Class Consists

of highly skilled,
semiskilled, and unskilled

64. C: (Farmer)

Although agriculture was still prevalent at the time when women went to work, many people
were leaving the farm life for the city. Unfortunately, women had few options when finding
work. Soon, however, typical women occupations began. These included teaching, nursing,
and domestic servanthood. Many women also turned to prostitution as a way to survive.
Because pay was poor in the typical occupations, prostitution was a profitable option, and
was also a way to make money.

65. C: (Icebox)
During the 1930s, the refrigerator replaced the icebox as the popular way to keep food cold.
With the addition of the stove, the womens work in the home became arguably easier.
However, the new inventions did not make housework less time- consuming. The radio was
also very popular during the 1930s as a way to escape from everyday lives.
66. D: (Television)
Although movies were very popular, television did not become a part of mainstream culture until
the 1950s. People turned to movies, books, and vacations - much like the radio - as a way to
escape. As cars became mass-produced, and available to even the poorer classes, America began
to not only buy cars, but also drive them throughout the country.
Popular literature during 1930s:
Gone with the Wind
Grapes of Wrath
Sound and Fury

67. A: (1920s)
The Harlem Renaissance was an intellectual movement among black writers and artists in
Harlem during the 1920s. The movement showcased the pride, traditions, customs, and
ultimately, the identity of the black American.

Another aspect of the movement was the

newfound popularity of jazz, a distinctly black American music.

68. B: (Society will always evolve despite human efforts)

Social Darwinism became a popular social ideal in the late 1800s. Social scientists took
Darwins ideas about evolution and applied them to social structure. Just as in the animal
kingdom, people will survive in the work world through strength and adaptation. It was
specially popular among the American elite who saw the ideals in themselves.

69. C: (India)
The Equator splits the world in half horizontality. It runs through countries such as Brazil,
Indonesia, and Congo. It, however, is south of India.
70. A: (Colder)
Countries close to the Equator are known for having hot weather. However, as one gets
farther away from the Equator, temperatures become milder. The North and South Poles, as
far from the Equator as possible, are known for their cold weather, ice, and snow.

71. C: (Australia)
Map of the Four Hemispheres of the World
A

This map shows four quadrants representing the four hemispheres.

Quadrant A: North and West hemispheres, mostly North America
Quadrant B: North and East hemispheres, Asia, Europe, and parts of Africa
Quadrant C: South and West hemispheres, South America

Quadrant D: South and East hemispheres, parts of southern Africa, Australia

72. A: (Afternoon)
New York and Argentina have almost the same latitude, and there is no difference between time
in the northern and southern hemispheres. So, when it is 1 pm in New York it would be 1 pm in
Argentina.

73. D: (Ten PM the same day)

For this example, we will say the Prime Meridian longitude is a time of zero. About every 10
degrees one travels east or west of the Prime Meridian add or subtract an hour. So, New York,
NY is about 75 degrees W of the Prime Meridian, so approximately seven am. Sydney, Australia
is about 150 degrees E of the Prime Meridian, making its time about ten pm. So, the trick in time
zones is to figure out the locations distance from the Prime Meridian, not in comparison to
another location. (Times in this example are approximate.)

74. A: (Zero)
The Prime Meridian cut the world in half vertically. The Prime Meridian represents
longitude. The Equator, its horizontal counterpart, represents latitude and also has a degree of
zero. The farther one travels from either line, the higher the degree. In the above map, the red
line represents the Equator, and the blue line the Prime Meridian.

75. B: (China)
In landmass, China is the largest country in Asia (3690 square miles). Russia is a larger country
(5,065 square miles), but it is in Europe, not Asia. Australia (2,966 square miles) is also not in
Asia, but in its own continent. So, the choice was between China and India, and China is the
best option.

76. A: (Between France and Spain)

The Pyrenees borders France and Spain. There are no real mountain ranges that border Europe
and Russia. The United States has two major mountain ranges: the Appalachians and Rockies.

77. A: (Brazil)
Rainforests are known for hot and wet weather, and are typically close to the Equator.
All countries are close to the Equator, so one cannot eliminate any answers. The
Amazon rainforest, and river, are both in Brazil.

78. D: (Indian)
The Sahara Desert is in northern Africa, the Arabian Desert is throughout Saudi Arabia, and the
Gobi Desert is in Mongolia (North of China). India does not have a desert named after it, but it
does have an Ocean, just south of India. A desert is known for hot and dry climate.

79 C: (Six)
There are six time zones in the United States (going from east to west): Eastern, Central,
Mountain, Pacific, Alaska, and Hawaii. As the chart below shows, as one goes east you lose
hours, and as you go west you gain hours.

Eastern
(New York)

Central
(Great
Plains)
One oclock Noon
PM

Time Zones of the United States

Mountain
Pacific
(Colorado)
(California)
Eleven
oclock AM

Ten oclock
AM

Alaska

Hawaii

Nine
oclock
AM

Eight
oclock
AM

Science
Physical Science
Everything in nature is made up of matter. Matter is any substance with mass that takes up
space. The Earth, moon, rocks, water, all have matter, as do every day objects such as pens,
paper, chairs, and desks. Matter has many different properties that help us to identify and
classify it. Some of the properties of matter can be observed. This means we can tell the
difference from one object to another just by looking at it. Other properties need to be tested.
Despite all of these differences there are some properties that all matter has in common. All
matter has mass, volume, and density among others. Every object does differ in the amount
of each, though. The table below shows some of the properties of matter, describes them,
and lists whether it is an observed property or tested property.

Property
Mass
Volume
Density
Color
Odor
Luster
Transparency
Hardness
Resistance to
breaking
Dissolvability
Malleability
Thermal
conductivity
Electrical
conductivity

Definition
The amount of matter an object has
The amount of space an object occupies
The measure of how much mass is in a
given volume
The hue an object displays
Smell
How shiny a metal is
How well an object can be seen through
How hard an object is
How easily an object breaks

Type of Property
Tested
Tested
Tested

How well a liquid dissolves

The ability to be flattened or
bent without breaking
The ability to transfer heat

Tested
Tested

The ability to transfer electricity

Tested

Observed
Observed
Observed
Observed
Tested
Tested

Tested

Matter can be in any one of three different phases: solid, liquid, or gas. Solids have closely packed
together particles, which cause it to form a definite shape. The particles in a solid are still moving,
but they cannot move far. A liquid has particles that are not packed together as tightly. This
allows liquids to take the shape of the container that it is in. Gases have no definite shape because

their particles are very wide spread. Matter can be broken down into even smaller units called
atoms. Atoms are made up of electrons, protons, and neutrons. Protons are positively charged and
are found in an atoms nucleus, which is at the center of the atom. Electrons are negatively charges
and are found circling the nucleus.
Neutrons have no charge and are also found in the nucleus. The positive charge of a proton and a
negative charge of an electron cancel each other out. If there are more protons than electrons,
the atom is positively charged, but if there are more electrons than protons, the atom is negatively
charged.
In nature, there are many elements. Elements are matter that cannot be broken into smaller units.
Some of the common elements are hydrogen, oxygen, iron, and carbon. To organize these
elements we have what we call the periodic table. The periodic table has all of the elements in it.
The following diagram is what the element Sodium looks like on the periodic table.

11

Na

Sodium
22.990

The top number is the atomic number. The atomic number tells how many protons an element
has. The Na is the element symbol. All elements have either a one letter or two-letter element
symbol. The word under the element symbol is the name of the element. The bottom number is
the average atomic mass. All elements on the periodic table have this design. Elements are
organized by atomic weight. The lightest elements are at the top of the table.
Energy is the ability to do work. There are two main types of energy that objects can have. The
first is called potential energy. Potential energy is stored energy. An example of potential energy
is a rock sitting on the top of a hill. The rock has potential energy because it has the potential to
do work, in this case roll down the hill. Objects that can be burned also have potential energy. A
piece of paper will release energy when it is burned in the form of heat. Before it is burned that
energy is stored as the papers potential energy. Kinetic Energy is energy in motion. Go back to
the example of the rock on the cliff. If the rock would start rolling down the hill, the rock would
have kinetic energy because the rock is moving. An important concept when dealing with energy
is the law of conservation. The law of conservation says that energy cannot be created or

destroyed. It can only be changed. The amount of energy the universe had a million years ago is
the same as the amount of energy the universe has today. Take a closer look at the rock example.
The rock is sitting on the top of the hill with stored potential energy. The potential energy
changes into kinetic energy once the rock starts rolling down the hill. On the way down the hill,
the rock hits a little tree and breaks a branch. The branch falls off the tree and starts to roll down
the hill. The rock may stop once it hits the tree, but the energy from the rock was transferred to
the branch. Now the branch has kinetic energy as it rolls down the hill.
Science as Inquiry
Science is a subject of reasoning, theorizing, and proving different facts. There needs to be
some way to test a theory for its validity.

In science, the method is called the scientific

method. The scientific method is a method to test ideas, hypothesis, and predictions. There are
six steps in the scientific method.

State the problem

What are we looking for? It should be
a very specific question

Hypothesis
What do we think is the cause
of the stated problem?

Conclusion
Was the hypothesis right?
Analyze Data
Are there any patterns?

Plan the experiment

The experiment should test
our hypothesis
Make a prediction

Gather and organize data

History of Science
As humans began to understand more and more about our world and how it was formed, science has
changed. It was once widely believed that the Earth was stationary and all objects, including the sun,
stars, and planets, moved around the Earth. Galileo used his telescope to prove otherwise, but his
discoveries were controversial. It was also believe that the world was flat. It looked flat and it felt flat.
How could it be anything but flat? But this was also shown to be untrue. As our knowledge of the world
increases, science will change. Things we believe to be true today might be proved incorrect in the
future. Thanks to the scientific method and research of man, science is a process, and it will continue to
be a process. Thanks in large part to advances in science, there are few occupations not impacted by
science. Science has impacted farming, with new seeds to produce higher yields. New crops have been
genetically produced to resist diseases. The medical field has expanded to create new studies of science.
Engineers use science as they try to incorporate it into their mechanical designs. Humans are living
longer because of the advances in science and personal health. No one has been left untouched by the
discoveries and advancements in science.

Life Science
All living things are made of cells. Some organisms are single celled, meaning they only have one cell,
and others have millions and millions of cells. Each cell has different parts to help the cell function
properly. The chart below lists the common parts of a cell and their function.
Cell Part
Nucleus
Plasma membrane
Endoplasmic reticulum
Golgi apparatus
Lysosomes
Mitochondria
Nuclear membrane
Chloroplast
Cell wall (only plants)

Function
The brain of the cell. Contains the cells DNA.
The wall of the cell. Controls what enters and exits
the cell.
The canal of the cell. Responsible for transporting
materials throughout the cell.
The packaging plant of the cell. It wraps enzymes
and proteins so they can be transported.
The garbage men of the cell. Removes waste from
the cell.
The power plant of the cell. Provides the energy for
the cell.
The skull of the cell. Protects the nucleus.
The site of photosynthesis in plants.
Provides plants with a strong
structure.

In complex organisms, such as humans, a group of cells make up a tissue. A group of tissue
makes up an organ. Finally a group of organs make up an organ system.
Two of the main organ systems are the digestive system, and the circulatory system.
The Digestive System
Mouth (breaks food into smaller pieces)

Large intestines/colon
(absorbs carbohydrates, and proteins)

Small intestines (Digests fats, proteins down)

Esophagus (tube connecting

the mouth and stomach)

Stomach (Breaks tank)

holding water

Rectum (feces
and passes

the waste

The Circulatory System

Every one thinks of the circulatory system as blood, but the circulatory system uses the blood for
very important purposes. Supplies such as proteins, oxygen, and sugars are taken to all parts of the
body through the circulatory system. Waste is removed from the body through the circulatory
system as well. The circulatory system starts with the heart.
The heart has four main compartments. They are the right and left ventricle and the right and left
atrium. The atrium sits above the ventricle and is a smaller in size. This is where the blood enters
the heart from all over the body. The blood flows through the atriums and into the ventricles.
From the ventricles, the blood is then pumped throughout the body. Blood flows from the heart
through arteries. The arteries are responsible for delivering all the needed supplies to the body.
Once the blood is on the way back to the heart, it travels through veins. From the veins the blood
flows into the atriums before beginning the journey all over again.
Since there are so many different living organisms, there needs to be a way to classify and identify
all of the different organisms. This is called taxonomy. There are eight different subgroups to

divide each living thing. The different levels of classification are kingdom, phylum, class, order,
family, genus, species, and division. Each classification gets more and more specific. There are
five kingdoms that all living things can be classified in. The table below shows the five kingdoms.
Kingdom

Examples

Monera

Organisms with no nuclei in the cells

Protista

Animal flagellates

Fungi

Molds and mushrooms

Plantae

Plants

Animalia

Animals

Earth Science
For thousands and thousands of years, humans have been interested in the Earth and the world
around us. The study of the earth started with trying to make sense of all of the objects in space,
including why the moon, sun, and stars appeared to rotate around the Earth. It then evolved to
todays world where we have telescopes that can see millions and millions of miles into space.
The Earth is a terrestrial planet meaning it is composed of rocks and minerals. The Earth is
seventy percent covered by water with an average ocean depth of two miles! The Earth appears to
be solid rock, but this is far from the truth. The Earth actually has four distinct layers. The top
layer, or the crust, is the layer we walk on. It is made of granite rocks and basalts. The granites are
found on the continents and the basalt is found on the ocean floor. The second layer is a solid layer
called the mantle. The third layer is called the outer core. The outer core is a liquid layer. The
liquid of the outer core moves around which causes a strong magnetic field. This strong magnetic
field is the reason we have our poles (North and South) and why compasses work on our planet the
way they do. The last layer is the solid layer of the inner core. The diagram below shows a picture
of what the Earths layers look like.

Layers of Earth
Crust

Mantle
Outer core
Inner core

For thousands and thousands of years people believe the Earth was flat. Today, we know that the
world is a sphere. The Earth is not a perfect sphere. It is actually a little wider at the equator than
it is from North Pole to South Pole. This occurs because the Earth is rotating on its axis at a
speed of 1037 miles per hour! The rotation of the Earth is the spin around its axis. (The Earths
axis is an imaginary line that runs through the North and South Pole.)

The rotation of the

Earth is the cause for night and day. When the Earth is facing the sun, it is daytime, and
when the Earth is facing away from the sun, it is nighttime. One revolution of the Earth is
the time it takes the Earth to travel around the sun, which happens in a year. The Earth and
other planets in the solar system travel around the sun in an ellipse.

An ellipse is flattened

circle, much like an oval. Many people believe that the revolution of the sun is the cause of our
seasons, but the cause of our seasons is the tilt of the Earths axis. When the Earth is tilted away
from the sun, it is winter because the heat of the sun is farther away. Summer occurs because
when the Earth is tilted toward the sun. This is why the Northern Hemisphere and the Southern
Hemisphere have opposite seasons. When the sun is tilted so the Northern Hemisphere is facing the

sun, the Southern Hemisphere is facing away from the sun and vice versa. When the Earth is not
tilted on its axis (it is sitting straight up and down), it is either spring or fall.

So what caused people to change their view of the world from a flat piece of land to a sphere?
Many people believe that it was Christopher Columbuss voyage, but there were many other
details to indicate that the Earth was round. One of them was the shape of a lunar eclipse. A lunar
eclipse occurs when the Earth is directly between the sun and the moon. During a lunar eclipse the
curve of the Earth appeared as a shadow on the moon. Another observation that showed the Earth
was round was the disappearing of ships as they sailed away. As the ships sailed away, a person
could see only the top the ships because the ships were traveling over a curve. The third
observation was the altitude of the North Star Polaris. As a person traveled toward the Southern
Hemisphere, the North Star would lower in the sky finally disappearing at the equator.
Science in Personal & Social Perspective
Technology has changed the way we live. We may think of technology as a faster computer or a
car that runs on both gasoline and hydrogen. Humans have used technology to improve life for
millions of years. The first technology known to man is the use of stone tools. This made it easier
for man to get food. Stone tools started out very rudimentary. As time went on new technology
was created. One of the greatest technological advances is the development of agriculture. This
allowed man to stay in one spot and not have to move around following herds of animals for food.
At first tools were made from stone, wood, or animal bones. Eventually humans developed tools
out of metals like bronze and iron. This marked the beginning of the Iron Age. Humans were now
able to make much better tools for farming. The world would eventually take a dramatic change
with the advent of the industrial revolution. Products were now being created at an unbelievably
fast pace. The engine was created making it easier for people to move from place to currently in
the information age. Humans are learning more and more about health, the human bodies, and the

world. Microscopes make it possible to see the smallest parts of the human body. The diagram
below shows some important ages and technological advances in mankind.
Stone tools
Industrial revolution

Beginning of agriculture

Metal tools
Information age

Science Sample Questions

1. A wheelbarrow is an example of what simple machine?
a) Incline plane
b) Lever
c) Pulley
d) Work
2. The difference between speed and velocity is...
a) Velocity has direction
b) Speed has direction
c) Speed is the rate at which velocity
changes d) Velocity is the rate at which
speed changes
3. What is displacement?
a) How fast an object
moves
b) When energy is changed from potential to kinetic
energy c) The volume of a liquid as weight is added
d) When energy is lost in
transfer
4. When a gas changes to a liquid, what is it called?
a) Melting
b) Freezing
c) Evaporation
d) Condensation
5. Using the periodic table, find what element has the element symbol Fe.
a) Hydrogen
b) Fluoride
c) Iron
d) Femur
6. Which of the following is not true of acids?
a) It turns blue litmus paper
red
b) It tastes sour
c) It reacts with metal to produce hydrogen
gas d) Tomatoes are an example of an acid.
7. What number on the pH scaled is considered neutral?
a) 1
b) 5

c) 7
d) 14

8. The graph below shows the melting point of four substances. At what
temperatures would all of them be solids?
120
100
80
60
40
20
0

100

85
34

21
D

Substance

a)
b)
c)
d)

Above 21
Below 21
Below 100
Above 100

9. If two magnets are held so their positive poles are together, what will
happen?
a) Repulsion
b) Attraction
c) Cancellation
d) Nothing
10. A rock is pushed off of a cliff. What force is not acting on the rock before it hits
the ground?
a) Gravity
b) Friction
c) Magnetic
d) Horizontal force
11. An oven is an example of what heat transfer?
a) Convention
b) Radiation
c) Conduction
d) Fusion

12. Dr. Smith found a thermometer in his lab, but the thermometer does not tell
what scale the temperatures are in. By looking at the thermometer below, what is
the scale of the thermometer?
100- boiling point of water
0- freezing point of
water a) Fahrenheit
b) Celsius
c) Kelvins
d) Newtons
13. What part of the eye adjusts the size of the pupil to control the amount of light
entering the eye?
a) Retina
b) Cornea
c) Optical nerve
d) Iris
14. How does a mirror reflect an image?
a) It makes a copy of the image and displays the copy
b) Light is reflected from the
mirror c) Heat is reflected from the
mirror
d) Energy is reflected from the mirror
15. Which of the following is not a chemical reaction?
a) Forming of ice
b) Burning of wood
c) Chopping wood into smaller
pieces d) Putting salt in water
16. What causes incandescent light?
a) Heating an object until it
glows b) Light from the sun
c) Chemicals reacting in light bulbs
d) Passing electrons through gasses
17. Which of the following is true?
a) High pitch sounds have smaller frequencies than low pitch sounds

b) Low pitch sounds have smaller frequencies than high pitch sounds
c) High pitch sounds and low pitch sounds have about the same frequency

d) Frequency has nothing to do with pitch

18. The first step in the scientific method is to state the problem. Which of the
following is true of stating the problem?
a) It should not to be in the form of a
question b) It should be as broad as possible
c) It should be specific
d) There are no guidelines for stating the problem
19. If our hypothesis is wrong, what is the best thing to do?
a) Stop the experiment, we were wrong
b) Find a new hypothesis and test it
c) Finish with the hypothesis we have
d) Change the data so our hypothesis is correct
20. If we wanted to test to see what effect caffeine had on mice, which of the
following is true?
a) The control group should get water, the other group soda
b) The control group should get soda, the other group twice as
much c) The control group should get more food than the other
group
d) Both groups should get the same amounts of everything
21. Which of the following is not true about survival of the fittest?
a) The most muscular animals will survive better in their
environment. b) The species most fit for their environment will
survive.
c) It is also called natural selection.
d) The species that adapt to their environment will survive better.
22. Which of the following is not true about Darwins theory of evolution?
a) It involves the theory of natural selection
b) He published his theory in Origin of Species
c) He made the theory after studying apes and monkeys
d) He made his theory after studying in the Galapagos Islands
23. Look at the Punnett Square below. If tall was dominant in plant and short was
recessive, what is the probability that an offspring from the two peapods will be
short?
R
r

RR

Rr

Rr

rr

r
a) 25%
b) 50%
c) 75%
d) 100%
24. What was the Human Genome Project trying to do?
a) Map human DNA
b) Change human DNA
c) Copy human DNA
d) Place human DNA in apes
25. Which of the following is true about fossil records?
a) Older fossils are found closer to the surface of the
Earth b) It is impossible to tell the age of older fossils
c) Older fossils are less complex than new
ones
d) The study of fossil records is known as
biology
26. Cell division is called ...
a) Meiosis
b) Mitosis
c) Photosynthesis
d)
Asexual
reproduction
27. What is the process used by plants to convert energy from the sun into
glucose called?
a) Ecosystem
b) Food chain
c) Mitosis
d) Photosynthesis
28. In George Mendels research on genes, he discovered all of the following
except which one?
a) Two inherited factors govern each
trait b) The dominant parent passes the
trait
c) There is one factor from each parent
d) The dominant traits hides recessive traits
29. The diagram below shows which phase of mitosis?

Chromosomes

a)
b)
c)
d)

Prophase
Metaphase
Anaphase
Telaphase

30. What is the difference between a phenotype and a genotype?

a) The phenotype is the gene combination, the genotype is the
physical appearance
b) The genotype is the gene combination, the phenotype is the
physical appearance
c) The genotype is the male parents genes, the phenotype is the female
parents genes
d) The phenotype is the male parents genes, the phenotype is the female
parents genes
31. Which of the following is not true about DNA?
a) It has nitrogen bases with hydrogen bonds
b) It looks like a twisted ladder
c) It is where the genetic information is
stored d) It is usually found in the cytoplasm
of a cell.
32. Which of the following is the correct bonding of the nitrogen bases in
DNA?
a) Adenine - Guanine and Thymine - Cytosine
b) Adenine - Cytosine and Thymine Guanine c) Adenine - Thymine and Cytosine Guanine d) Each nitrogen base pairs with
itself
33. During which stage of mitosis does the cell start to lose its nucleus?
a) Interphase
b) Prophase
c) Metaphase
d) Anaphase
34. Which of the following is not an example of asexual reproduction?
a) Cutting a piece off of a plant and replanting
it b) A single cell organism splitting
c) A tree producing new trees
d) Algae producing zoospores
35. What part of a plant is responsible for photosynthesis?
a) Cell wall
b) Nucleus
c) Cytoplasm
d) Chloroplast

36. Which of the following is not required for plants in photosynthesis?

a) Oxygen
b) Carbon Dioxide
c) Water
d) Sunlight
37. What sugar is the energy all plants use to survive?
a) Fructose
b) Glucose
c) Sugar Cane
d) Lactose
38. Why is carbon so important to the structure of organisms?
a) It is able to bond with four elements
b) Organisms use the carbon as fuel
c) Organisms use the carbon to help transport
nutrients d) Organisms use carbon to help fight of
infections.
39. What is the study of how many organisms can live in a certain area?
a) Population
b) Community
c) Density
d) Ecology
40. What is wrong with the food chain below?
Sunlight

primary consumers

secondary consumers

tertiary consumers

a) Secondary consumers come before primary

consumers b) It is missing primary producers
c) The are not any tertiary consumers
d) Sunlight is not needed in the food chain
41. Which of the following is not true of the water cycle?
a) Water is evaporated before it is released by precipitation
b) Animals and plants consume water, taking it out of the water
cycle c) Water goes from lakes into ground water
d) Water is evaporated from lakes and rivers and then becomes precipitation
42. The state at which both sides of a reaction are stable is called...
a) Equilibrium
b) Collision theory
c) Reactions
d) Stabilization
43. What is wrong with the diagram below of the life cycle of an insect?

Males fertilize eggs

adult insect emerges from cocoon

Eggs hatch

Insect makes cocoon

a) Insects do not lay eggs

b) Only caterpillars have cocoons
c) This is not the life cycle of insects, but rather amphibians
d) Insects have a larvae stage between their hatching and cocoon making
44. Where does fertilization in humans occur?
a) Uterus
b) Fallopian tubes
c) Vagina
d) Ovary
45. What is the last six months in human pregnancy called?
a) Ovulation
b) Fertilization
c) Embryo Period
d) Fetal Period
46. The equator is what kind of line?
a) Latitude
b) Longitude
c) Tropic
d) Vertical
47. Tides are most caused by which object in space?
a) Moon
b) Sun
c) Mars
d) Venus
48. Which of the following is not true of minerals?
a) They are naturally occurring
b) They are inorganic
c) They are rare
d) They have a definite pattern
49. Minerals can be classified by all of the following except...
a) Color
b) Luster
c) Magnetic
d) Sediment
50. What is true about igneous rocks?
a) They are formed by molten rocks

b) They are formed by accumulation of sediments

c) They are formed by a change caused by heat and
pressure d) They are formed by a chemical change caused
by oxygen
51. What is the difference between physical and chemical weathering?
a) Only physical weathering occurs because of nature
b) Physical weathering is caused by weather, chemical is caused by a
chemical change
c) Humidity affects only chemical weathering
d) Chemical weather occurs faster than physical weather
52. Which of the following is not true of chemical weathering?
a) Oxidation is an example of chemical weathering
b) Carbonation is an example of chemical weathering
c) Erosion is an example of chemical weathering
d) Caves are often formed by chemical weathering in limestone
53. What test measures the intensity of an earthquake?
a) Focus Scale
b) Damage Scale
c) Focus Scale
d) Richter Scale
54. Where do earthquakes usually occur?
a) Ocean floors
b) The equator
c) Fault lines
d) Mountains
55. If the Sun is the yellow object and Earth is the blue, what is the white
object?

a)
b)
c)
d)

Moon
Venus
Mercury
Mars

56. Which of the following is not caused by Tectonic Plates?

a) Continental drift
b) Volcanoes
c) Erosion
d) Earthquakes
57. What is true about the planets in our solar system?
a) The inner planets are gaseous planets; the outer planets are terrestrial planets
b) The inner planets are terrestrial planets; the outer planets are gaseous planets
c) The largest planets are terrestrial planets

d) Earth is the only terrestrial

planets
58. An object that passes through the Earths atmosphere and strikes the
Earths surface is called what?
a) Meteorite
b) Comet
c) Meteor
d) Nebula
59. Which of the following is not about stars?
a) They start as a star
nebula
b) They are a big ball of
gas
c) They use nuclear fusion to produce
energy d) They last forever
60. Which of the following is not a classification of stars?
a) Size
b) Temperature
c) Solar system
d) Brightness
61. Where is most of the Earths fresh water located?
a) Glaciers
b) Oceans
c) Ground water
d) Lakes and rivers
62. What layer of the atmosphere is responsible for the Earths weather?

a)
b)
c)
d)

Thermosphere
Mesosphere
Stratosphere
Troposphere

63. Which of the following is an example of a renewable resource?

a) Coal
b) Lumber
c) Natural gas
d) Oil
64. What does the ozone layer do?
a) Protects the Earth from ultraviolet
radiation
b) Helps keep the precipitation on Earth
constant
c) Present oxygen from leaving the Earths
atmosphere
d) Converts the suns energy into
light
65. Which of the following is not an effect of the depletion of the ozone layer?
a) Weakens the immune system
b) Causes skin cancer
c) Causes the Earth to be too bright
d) Causes mutation in amphibians
66. Which of the following is not a cause of the greenhouse effect?
a) Burning of fossil fuels
b) Use of CFCs
c) Methane produced by
livestock d) Erosion of the top
soil
67. Look at the diagram below. Which is not a major cause of water pollution?

A. Nitrogen from cars

and factories

B. Discharge from
water treatment

Lakes, Rivers, and Oceans

C. Run off from erosion,

fertilizer, and manure

D. Decaying
leaves from
trees

Science Answer Key

1. B: (lever)
The first three options are all simple machines. Work is not a machine - it is force
acting on an object. An example of an incline plane would be a ramp. A pulley
system involves a string being wrapped around a wheel. A lever has straight parts
that move when a certain force is applied. The following diagrams show examples of
the three simple machines.
Lever

Incline Plane

Pulley

2. A: (velocity has direction)

Both speed and velocity measure how fast an object is going. The distance
traveled divided by time is the way to find speed. Velocity indicates what
direction the object is moving. For example, if a car is in reverse and traveling at
10 mph, the speed is 10 mph, but the velocity is -10 mph because the direction is
backwards.
3. C: (the volume of a liquid as weight is added)
This problem can be solved in two different ways. The first way is to use a
process of elimination. How fast an object is moving is speed or velocity. Energy
cannot be destroyed so d is not the correct answer. Energy has nothing to do with
displacement, as displacement would be how volume changes as weight is added.
An example of displacement can be seen when a person takes a bath. As the
person gets into the tub (as weight is added), the water level rises. This is called
displacement.
4. D: (condensation)
The table below shows some of the definitions for the changes in phases of matter.
Name
Melting
Freezing
Evaporating

Beginning phase
Solid
Liquid
Liquid

Condensation Gas

5. C: (Iron)

Ending phase
Liquid
Solid
Gas

Example
Snow melting to water
Ice forming
Steam from boiling water

Liquid

Water drops on a pop can

The easiest way to find this answer is to find a periodic table. They can be found in a
science textbook, on the Internet, or in an encyclopedia. The element symbol is a one
or two letter symbol for the element. Looking at a periodic table, the largest letters in
the table are the element symbols. Find Fe (It has a periodic number of 26). Once
you find the Fe symbol, under the element symbol is the name of the
element. In this example, it is iron.
6. A: (it turns blue litmus paper red)
A base turns blue litmus paper red, but acids actually turn red litmus paper blue.
The chart below shows some common characteristics of acids and bases.
Properties of Acids
Properties of Bases
Sour taste
Turns blue litmus paper red
Has a pH below 7
Reacts with metals to produce
hydrogen gas
Ex: Sulfuric acid, citrus fruit, tomatoes

Bitter taste
Turns red litmus paper blue
Has a pH above 7
Ex: oven and drain cleaners

7. C: (7)
The diagram below shows an example of a pH scale.
pH 0

More Acidic

Neutral

10

11

12

13

14

More Basic

8. B: (Below 21)
Melting is when a solid becomes a liquid. Since the lowest melting point is 21,
substance D becomes a liquid once the temperature reaches 21. All of the other
substances would still be solid. If the temperature is below 21, substance A has not
yet reached its melting point so it is still a solid.
9. A: (repulsion)
If two magnets are held together, so the same pole face each other, whether they
are either both positive or they are both negative, they will push away from each
other (repulsion). If the opposite poles are facing each other, they will attract
together (attraction) The same concept is true of any two objects that are
positively and negatively charged.

10. C: (magnetic)
The other three forces are acting on the rock. Gravity acts on all objects on Earth.
It is keeping the rock from floating away before it starts to fall, and the fall is
caused by gravity. Friction is caused by any two objects whose surface pass over
each other. The friction in this example is the air resistance. As the rock is
falling, air is pushing on the rock from below. A horizontal force is involved as
well. The horizontal force is from the push of the rock. Therefore, magnetic is
the only force not involved in this example.
11. A: (convention)
Convention is the transfer of heat energy by fluids or gases. In the case of a
stove, the fluid is the air in the stove. Radiation is the transfer of heat energy
through infrared waves, and conduction is the transfer of heat energy through a
substance or from two substances in contact with each other. An example of
conduction would be if someone with warm hands would shake hands with
someone with cold hands. The heat would transfer from the warm hands to the
cold hands. Fusion involves a nuclear reaction.
12. B: (Celsius)
First, Newtons is not a unit for temperature, it is a unit for force. The chart
below shows the boiling points and freezing points for water of the other three
scales.
Scale
Fahrenheit
Celsius
Kelvin

Boiling Point
212
100
373 K

Freezing Point
32
0
273 K

13. D: (iris)
The retina converts the light that passes into the eye to an image. The cornea is
the outside layer of the eye that protects and covers the eye. The optical nerve
carries signals from the retina to the brain. Thus the iris is the part of the eye that
adjusts the eye to control the amount of light coming into the eye.
14. B: (light is reflected from the mirror)
All objects reflect light. Different objects reflect different colors of lights. This
is how we get our color. When an object is places in front of a mirror, the mirror
reflects the light from the object back to the person looking into the mirror.
15. B: (burning wood)
A chemical reaction is a reaction that causes chemical change. Ice formation does
not involve a chemical change. It is changing the state of a chemical (from a liquid to
a solid). Chopping wood does not cause a chemical change. When all is done, the wood

is still wood. Adding salt to water is not a chemical reaction because no new chemical
is formed. But, burning wood does cause a chemical change. The wood is changed
into heat and smoke.

16. A: (heating an object until it glows) The table

below explains how we get our light.
Light
How is it created?
Incandescent
Bioluminescence
Fluorescent,
halogen,
neon, and sodium vapor
Solar

Heating an object until it glows

Light given off by animals and plants (fireflies)
Using gasses by passing electrons through or exciting
the gasses
Light from the sun

17. B: (low pitch sounds have smaller frequencies than high pitch sounds)
Frequency is what determines the pitch of a sound. The greater the frequency,
the higher the pitch.
18. C: (it should be specific)
The more specific the problem, the easier it will be to state a hypothesis. If the
problem stated is very broad, it will be very difficult to find an experiment that can
be tested because there are way too many variables. The problem should be in the
form of a question. If it is, we have a problem we can try to answer.
19. B: (find a new hypothesis and test it)
There are many times in science, our first hypothesis is incorrect. Do not think of
this as a failure; we have just found an idea that is not the hypothesis. If the data
is leading you to a new hypothesis, go with it. The scientific method is designed
to weed out the bad hypothesis until only one is left. Under no circumstances
should any one change the data of an experiment so their hypothesis is correct.
There would be no point to finish with the original hypothesis if we know it is
incorrect.
20. A: (the control group should get water, the other group soda)
There should only be one difference between the control group and the
experiment group. It should be something that can help to check the hypothesis.
In this example, we want to see what effect caffeine has on mice. The only thing
that should be different from the two groups is the caffeine. The control group
should not get any caffeine. Otherwise it could be difficult to tell if the caffeine
made any difference at all.
21. A: (The most muscular animals will survive better in their environment.)
Survival of the fittest, also known as natural selection, states that species that
are not fit for their environment, or who do not adapt to their environment, will
not

surv1ve. Think about rabbits. If there are some rabbits that change white in winter and
some that do not, which ones will have a better chance of surviving? The white ones
will because they will be more camouflaged from their predators.

22. C: (He made the theory after studying apes and monkeys)
All of the choices are correct except c. Darwin did not study apes and monkey
on the Galapagos Islands, but he study tortoises and finches. The theory of
evolution does involve natural selection, and he did publish them in his book
Origin of Species.
23. A: (25%)
To understand this problem, we need to understand a little about genes. Genes
are passed from the parent to the offspring. Each parent has two sets of each
gene. Capital letters means the gene is dominant. Lower case letters mean the
gene is recessive. If the offspring has at least one dominant gene it will carry the
traits of the dominant gene. The only way for the gene to show the recessive trait
is if both letters are lower case. The Punnett Square shows all the possible gene
combinations for the offspring. There is only one square that has both lower case
rs. Thus it is the only one that would show the recessive trait, in this case being
short. Since there are four possible choices and only one is recessive, the
probability is 25%.
24. A: (map human DNA)
The human genome project was a project involving doctors from around the world.
These doctors were trying to find what part of the human DNA was responsible for
what genes. By doing this, they were hoping to find what genes caused different
diseases. If this was accomplished, doctors could tell who was more susceptible to
different diseases as soon as a child was born.
25. C: (older fossils are less complex than newer ones)
The first choice might seem correct, but it is actually backwards. Newer fossils
are found closer to the surface. While it is impossible to determine one hundred
percent the age of a fossil, it is possible to be accurate within a small range. The
study of fossils is not biology but anthropology. Thus older fossils are less
complex than newer ones. Some people believe this is evidence to show animals
evolve over time.
26. B: (mitosis)
Meiosis may look like the correct answer, but it is the division of the sex cells.
Photosynthesis and food chain have nothing to do with the division of cells. The food
chain is involved with ecosystems and ecology. Photosynthesis is the process plants
use to convert sunlight into glucose. Thus, mitosis is the only option left and it what
cell division is called.

27. D: (photosynthesis)

Photosynthesis is the process plants use to convert sunlight into glucose. If you fail
to remember this, look at the two base words of photosynthesis. Photo means light
and synthesis means to make.
Put them together and it means, to make from
light. (See number 26 for further description.)
28. B: (The dominant parent passes the trait)
All of the choices are true except b. The dominant parent does not pass on the
trait. In fact, each parent passes on one of its genes to the offspring. From the
combination of those genes, it is determined if the offspring will have dominant
or recessive genes. Dominant genes do mask recessive genes so in order for an
offspring to show a recessive trait it needs to get a recessive gene from both
parents.
29. B: (metaphase)
There are five different phases in mitosis. They are interphase, metaphase, anaphase,
prophase, and telophase. The chart below explains what happens in each phase.
Phase

What happens?

Interphase
Prophase

Cell gets organized. Phase between each cell division

Nucleus starts to disappear, chromosomes are preparing
for division
Chromosomes line up in the middle of the cell
Chromosomes separate. Cell starts to split
New nucleus is formed in each cell. Two cells

Metaphase
Anaphase
Telophase
split

30. B: (The genotype is the gene combination, the phenotype is the

physical appearance)
Genotype is the gene combination of a trait. It might have two dominant genes
(RR), two recessive genes (rr), or one gene of each (Rr). The phenotype is the actual
physical appearance of the gene. Is it tall, short, strong weak, red, white, etc. If R is tall
and r is short, a plant can have two different genotypes (RR or Rr), but still have the
same phenotype (the plant will be tall).
31. D: (it is usually found in the cytoplasm of a cell)
The first three options are all true about DNA. The fourth one is the
incorrect statement. DNA is not found in the cytoplasm. It is found in the
nucleus. The cytoplasm is the area outside of the nucleus.
32. C: (Adenine - Thymine and Cytosine - Guanine)
Adenine, thymine, cytosine, and guanine are the four nitrogen bases in
DNA. Adenine and thymine are always bonded together and cytosine and
guanine are always bonded together.

33. B: (prophase)

See number 29 on this answer key for the explanation.

34. C: (a tree producing new trees)
Asexual reproduction is reproduction by cell division. Single cell organisms,
algae and cutting a piece off of a plant and replanting it are all example of asexual
reproduction. Trees actually reproduce sexually. Trees have both male and
female sex organs. Our human perception of sexual reproduction is a little
inaccurate.
35. D: (chloroplast)
Photosynthesis starts with the chlorophyll in the chloroplast absorbing energy from
the sun. The chlorophyll will take in carbon dioxide and water. The energy from the
sun is used to split the water and hydrogen molecules from the water. The oxygen is
released into the air and the hydrogen is used to produce glucose, which the plant
uses for fuel. This process occurs in the chloroplast.
36. A: (oxygen)
Oxygen is actually produced as a by-product of photosynthesis. Carbon Dioxide,
water and sunlight is all needed to complete the process. See number 35 for a more
complete explanation.
37. B: (glucose)
Fructose is produced in fruits, sugar cane is the plant that produces the sugar used
by humans, and lactose is the sugar produced in milk. Glucose is the fuel plants use.
It is also know as starch.
38. A: (It is able to bond with four elements)
The element carbon has four bonds meaning it can bond four other elements to it.
It is because of these four bonds that carbon can produce long strings of bonds.
The longer a bond is the less reactive it is. The carbon strings found in humans are
very long, thus they are not very reactive. This allows our bodies to stay in a
pretty
stable state.
39. D: (ecology)
Ecology is the study of how many organisms can live in a certain area. The other
tree options are all important parts of ecology. A population is a group of a species
living in the same area. Community is all of the populations together. Density is
how many species live in a given area (people per square miles). All of the
choices are part of ecology, but ecology is the study of how many organisms live
in a certain area.
40. B: (It is missing primary
producers)

The food chain should look like this ...

Sunlight

primary producers

primary consumers

Tertiary consumers

secondary consumers

A real life food chain may look like this ...

Sunlight

Plants

Insects

Birds

Cats

41. B: (Animals and plants consume water, taking it out of the water
cycle)
Water is never taken out of the water cycle. Animals and plants may use the water,
but it is released back into the water cycle through sweat and other human waste
products. The water cycle looks like the following.
Precipitation

Lakes and river

Water is evaporated

Groundwater
Plants and animal use

42.
A:
(equilibrium)
Equilibrium is the state where everything is equal. In a chemical reaction,
the
reaction moved back and forth from the reactants to the products. The reactants
are the beginning chemicals that cause the reaction and the products are the end
result. Once the reactants and the products are equivalent, equilibrium has been
reached.
43. D: (Insects have a larvae stage between their hatching and cocoon
making)
Most insects do lay eggs, and most insects make a cocoon. This is the life cycle of an
insect, but it is missing the larvae stage. This occurs after the egg is hatched and
before it makes a cocoon.
The life cycle should look like this
...
Males fertilize eggs

adult emerges from cocoon

Egg's hatch

larvae stage

Insects make cocoon

44. B: (Fallopian tubes)

Fertilization begins with sperm being ejected into the womens vagina. The sperm
travels through the cervix into the uterus and into the fallopian tubes. This is the
point of fertilization. Once the womens egg is fertilized, it is called a zygote. The
zygote travels down the fallopian tube and into the uterus. If the zygote implants onto
the wall of the uterus, conception occurs.
45. D: (Fetal period)
Ovulation is the process that the egg in the females become ready to be fertilized.
This occurs before fertilization. Fertilization occurs in the fallopian tubes shortly
after sex. The fertilized egg becomes an embryo at conception. This occurs when
the egg becomes implanted into the wall of the uterus. It lasts the first twelve weeks
pregnancy or the first trimester. The Fetal period is the last six months of pregnancy
or the last two trimesters.
46. A: (latitude)
The equator is the imaginary line that runs horizontally across the middle of the
Earth. One way of remembering the difference between longitude and latitude is
latitude sounds like ladder and a ladder has rungs that go horizontal, so lines of
latitude run horizontal. Lines of longitude run vertical. Two other important
latitude lines are the Tropic of Cancer and the Tropic of Capricorn.

Tropic of Cancer
Equator
Tropic of Capricorn

Prime Meridian (longitude)

While it is true that the sun does impact the tides of the ocean, the moon has a
more significant impact because it is closer to Earth. Gravitational forces cause tides.

All objects have a gravitational force, but the larger the object, the larger the objects
gravitational force. As the moon travels around the Earth, the water in the ocean

follows the moon. This causes water to be high in some places closer to the moon and
lower in places farther away from the moon. When the sun and moon act together,
greater tides are created.
48. C: (They are rare)
It is true that some minerals are rare, but it is not true of minerals in general.
Minerals are naturally occurring. They are inorganic, which means they are not
living, and they have a definite pattern. This definite pattern is called crystalline.
49. D: (sediment)
The chart below shows some of the characteristics of minerals.
Characteristics

Definition

Color
Luster
Streak
rubbed? Hardness
Cleavage
Magnetic
Density

How well a mineral reflects light

Does the mineral leave a mark when
How hard is a mineral
The tendency for the mineral to break apart
Does the mineral have a magnetic force?
How tightly packed are the atoms in the mineral?

50. A: (They are formed by molten rocks)

There are three main types of rocks. They are igneous, sedimentary, and
metamorphic. The cooling and solidifying of molten rocks form igneous
rocks. Sedimentary rocks are the accumulation of sediments. Sediments are
tiny particles that are removed from other rocks by weather or chemical
changes. These sediments are deposited and settle at the bottom of bodies of
water. Once enough sediment collects, a new layer of rock has formed.
Metamorphic rocks are preexisting rocks that undergo a change from intense
heat and pressure.
51. B: (Physical weathering is caused by weather; chemical is caused by
a chemical change)
Weathering is the breakdown of rocks into smaller parts. Both physical and
chemical weathering is caused by nature. Humidity affects both physical and
chemical weathering by speeding up the process. There are many causes of
weathering. Therefore, it is impossible to say weathering occurs faster when it
is chemical weathering. Physical weathering is caused by weather and
chemical weathering is caused by a chemical change so b is the correct answer.
52. C: (Erosion is an example of chemical weathering) Oxidation is an example of
chemical weathering where the minerals in the rock mix with the oxygen in the air.
Carbonation is also an example of chemical weathering, but carbonation is when carbon
dioxide and water mix to create carbonic acid, which causes rocks to break down into
smaller parts. A chemical weathering in limestone also forms caves. Thus, erosion
is the only one that is not a chemical weathering. It is actually a physically
weathering.

53. D: (Richter Scale)

The Richter scale is the scale used to measure the intensity of earthquakes. It is
a scale from zero to nine with nine being the most intense earthquake and zero
being the smallest earthquake. Another less popular scale used to measure
earthquakes is the Mercalli scale. This scale measures the destruction caused by the
earthquake.
54. C: (fault lines)
Earthquakes can occur on the ocean floor, but they do not always occur there.
The reason they occur on the ocean floor is because of a fault line.
55. B: (Venus)
The white object cannot be the moon because the moon revolves Earth, not the
sun. So it has to be a planet. The planet before the Earth is Venus, so Venus
would be the correct answer. A nice way to remember the order of the planets is
the phrase My very educated mother just served us nine pizzas. The first letter
tells us the letter that the planet starts with. So the order of planets starting from
the sun is Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and
Pluto.
56. C: (erosion)
Continental drift is the movement of the continents over time. Evidence of the
continental drift can be found by comparing fossils in Africa and South America.
The same fossils found in Africa have been found in and South America, which
leads to the conclusion that they use to be one big continent. Evidence can also be
found in comparing the shape of Africa and South America. They appear to fit
together like a jigsaw puzzle. Volcanoes occur because the tectonic plates push
together and cause pressure. Earthquakes occur because of the same reason. On the
other hand, erosion is caused by weather.
57. B: (the inner planets are terrestrial planets; the outer planets are
gaseous planets)
Terrestrial planets are planets made out of rocks. The inner planets are Mercury,
Venus, Earth, and Mars. All of these planets are terrestrial planets. Gaseous planets
are planets made out of gas. The outer planets are Jupiter, Saturn, Uranus, Neptune,
and Pluto and these are all gaseous planets.
58. A: (meteorite)
A nebula is the first stage of a star. A meteor is a chunk of rock that enters the Earths
atmosphere. When it burns up it appears as a shooting star. A comet is an object
made of rocks and ice that revolve around the sun. A meteorite is a meteor that hits the
Earths surface. They can range in size from a tiny rock to an object capable of
destroying the Earth, as we know it today.
59. D: (they last forever)
The first stage of the life of a star is a star nebula. Stars are big balls of gas,
and they use nuclear fusion to create energy. Stars do not last forever. They

will eventually run out of energy. They then collapse and become a black
hole.
60. C: (solar system)
Stars are classified by size, temperature, brightness, and color. A scale used to
classify stars is the Hertzsprung-Russell diagram. Stars are not classified by
the solar system that they are located in.
61. A: (glaciers)
Most of the Earths water is in the oceans (97%), but ocean water is salt water, not
freshwater. Of all the fresh water, two-thirds is located in glaciers.

Total Water Distribution

3%

Salt Water
Fresh Water

97%

Fresh Water Distribution

10% 3%2%2
%
glaciers
lakes
soil
17%

atmosphere
66%

rivers
living things

62. D: (troposphere)
There are five layers to the Earths atmosphere. From the closest to the Earths surface
to the farthest away they are the troposphere, stratosphere, mesosphere, thermosphere,
and the exosphere. The troposphere is the first seven miles of the atmosphere and it is
where all of our weather occurs. It also contains ninety percent of the gases in the
atmosphere including all of the oxygen.
63. B: (lumber)
A renewable resource is a resource that can be created. We can make more of
it. Some examples of renewable resources are corn, lumber, and other plants. We
can plant more trees and thus lumber is a renewable resource. Nonrenewable
resources are resources that we cannot create any more of. Fossil fuels like coal,
natural gas, and crude oil are nonrenewable. Once they run out, they are done.
It is important to use nonrenewable resources as much as possible so our fossil
fuels do not run out.
64. A: (protects the Earth from ultraviolet radiation)
The ozone layer is a layer in the stratosphere where ozone gas protects the Earth
from the suns ultraviolet rays. It acts as a natural shield from the deadly
ultraviolet rays.
65. C: (causes the Earth to be too bright)
The dangerous ultraviolet ray weakens the immune system in humans as well
as causing skin cancer. Scientists believe that mutations found in frogs and
salamander is from the depletion of the ozone layer. The depletion of the
ozone layer is cause by several factors. One of them is CFC
(chlorofluorocarbon) gas, a synthetic gas used in aerosol cans and refrigerators.
66. D: (erosion of the top soil)

The greenhouse effect is believed to be a cause of the warming of the Earth. It

works much like a greenhouse, hence why it is called greenhouse effect. Fossil
fuels cause the greenhouse effect by producing carbon dioxide. Carbon dioxide is
a greenhouse gas. CFC is also a greenhouse gas. Believe it or not methane
produced by livestock manure produces greenhouse gases. Even rice patties
produce greenhouse gases. Therefore, the one that is not true is the erosion of the
topsoil. It does not affect the greenhouse effect.
67. D: (decaying leaves from trees)
Nitrogen from cars and factories pollutes the water though acid rain. Nitrogen enters
the air from cars, which causes acid rain. Acid rain pollutes the water.
Water treatment plants pollute the water when they release sewage water back
into lakes and rivers. Run off from erosion, fertilizer, and manure causes
pollution as well. Leave do not pollute the water because they are biodegradable
and will decay.

Health and Physical Education

Physical education is an important aspect of any school curriculum. Physical education
should consist of cardiovascular activities, muscular strength and endurance, and flexibility.
Cardiovascular activities (running, walking) - get the heart rate up.
Muscular fitness is dependent on ones physical capacity. Physical capacity is the
ability for the muscles to perform a certain exercise. Muscular strength is how much
force your muscles can hold at one time. Strength training increases the size and
strength of muscle fibers, so muscles have a greater capacity to perform work. Muscular
endurance is how long your muscles can hold a certain force. Activities for both muscle
strength and endurance include sit-ups and push-ups.

Having good muscular strength

decreases ones chance of injury when performing exercises. Important muscle groups
include:
Arms - Triceps (back of arm), biceps (front of arm)
Center - Abdominal (stomach), back, oblique (sides of stomach)
Legs - Quadriceps (front of upper leg), Hamstrings (back of upper leg), Calves (back of
lower leg)
Good physical activity encourages students to use each muscle group. The back and
abdominal muscles are extremely important to develop as good posture (the sign of a good
back) can prevent many injuries later in life.
Flexibility is how well your muscles stretch. Stretches for all major muscle groups in the
body should be done both prior to and after workouts in physical education.
A good physical education program not only incorporates each physical aspect during every
session but also encourages growth in these aspects, so that children will continue to include
each aspect far after their school days.
There are other physical benefits of a physical education class. Some of these include:
Improved movement ability

 Improved coordination, including hand-eye (softball) and eye-foot (soccer) used

sparingly
Improved strength, speed, agility, quickness, and body control
Improved spatial awareness skills by learning how to safely move within a small
space and around many people
Physical education should be taught much like any other class. Students should work on
improving their own ability level. With so many areas to improve on, students will also
improve confidence as they daily make small strides in order to reach a bigger goal. Another
aspect of physical education classes is learning the value of goals. Students should be able to
recognize their strengths and weaknesses and develop goals for improvement. As they work
at achieving their goals, they also develop patience and determination and a sense of
satisfaction upon completion.
In addition to physical exercise, a physical education class should also stress healthy eating.
Students should learn not only what to eat for good health, but why they should eat, or not
eat, certain foods. The stress should be on a balanced diet, one that comprises all areas
of the food pyramid. The diet should be high in fruits and vegetables, while also
including protein and grains. Sugars and fats should be used sparingly.
Games are always important in any physical education curriculum. Games can be used to
teach different skills and they use both cardiovascular endurance and muscular strength.
When teaching games, it is important to fully teach each new skill involved in the game
before actually playing the game. Kids should practice each new skill, which will in turn help
them learn the game and then have more fun while actually playing. The learning process of
a game should look like this:
Learn new skill Practice new skill Learn new game Practice new game Some words
of caution, however, about using games:
1. They should not be used all the time in replace of actual teaching and practice.
The bulk of physical education curriculum should be both teacher instruction
and student practice.
2. Any games the class plays should also incorporate as many people as
possible. One or two kids moving at one time does not develop
physical fitness in a class of twenty kids.

3. Make sure bigger students do not overpower the littler ones. Each
student deserves a fair chance when playing any game.

Physical Ed. Sample Questions

1. What is not a skill used in basketball?
a) Dribbling
b) Shooting
c) Jumping
d) Throwing
2. What is not a common game for physical education class?
a) Roller skating
b) Football
c) Soccer
d) Softball
3. Which of the following is not considered a racquet or net game?
a) Volleyball
b) Four square
c) Badminton
d) Tennis
4. Which of the following is not considered a lifetime sport?
a) Bowling
b) Golf
c) Rope jumping
d) Croquet
5. Physical education classes develop more than just physical fitness. What is not
an additional benefit of physical education classes?
a) Learn and respect rules
b) Learn and develop sportsmanship - learning to compete against a
classmate, yet still be their friend
c) Improve academic skills
d) Develops reading skills
6. Which of the following is not considered a playground game?
a) Horseshoes
b) Hopscotch
c) Kickball
d) Tetherball
7. Which of the following is not a movement a child should both learn and
practice in a physical education class?
a) Skipping
b) Sitting still
c) Running
d) Walking

8. Which of the following is not true of a physically educated person?

a) They value physical activity
b) They understand and respect there are differences among people in
a physical setting
c) They are able to have many athletic achievements
d) They are able to make appropriate choices to maintain a high level of
fitness throughout their life.
9. Self-esteem and physical activity depends on:
a) Body image
b) Sports competence
c) Exercise
d) Both A and B
10. What is not an element that should be stressed in relation to physical
activity?
a) Time of day
b) Frequency
c) Type of exercise
d) Duration
11. What is not a component of the human body?
a) Muscle
b) Fat
c)
Calories
d) Bone

12. What percentage of people can lose weight by exercising alone?

a) 10%
b) 15%
c) 50%
d) 1%
13. What is not an advantage of participating in cardiovascular fitness?
a) Heart increases
b) Heart operates more efficiently
c) Decreased resting heart rate
d) Increased muscles

Physical Ed. Answer Key

1. D (Throwing)
The great thing about games is that so many skills are involved. For example,
basketball uses skills like dribbling, shooting, passing, jumping, and running to name a
few. Each individual skill should be learned separately and fully developed before
actually playing the game of basketball. When playing games, children also learn
how to follow directions and rules.
A few basic rules of basketball:
The player with the ball must either dribble or pass the ball. A player is allowed
three steps without dribbling or passing. If a player takes more than three steps, a
travel is called on that player and possession is given to the other team.
Once a player stops dribbling, they are not allowed to start dribbling again.
They must pass or shoot the ball. Starting to dribble again is called double
dribble and possession is given to the other team.
2. A (Roller skating)
Roller-skating is a skill, but it is not a game. Suggestions of games to play during
physical education include football (throwing, catching, running), soccer (one of the
best aerobic games, dribbling with feet, kicking), and softball (throwing, catching,
hitting, running). When teaching these games, it is best to break down the skills needed
in order to avoid overwhelming the students. A game is easiest to learn (especially a
game so intricate like football) when it is broken down in chunks. In games like
football and soccer, students should learn both offense and defense.
They should lead both the skills and (as they get older) the strategies involved in each
aspect of the game. Helping them both learn and appreciate each game will hopefully
turn them into lifetime participants, or at least help them develop a lifetime
appreciation for each game.
A few basic rules of football:
The play starts when the ball is snapped and players cannot start moving until the
ball is snapped. If a player moves early, a false start is called. If it is against the

offense (the team with the ball) the line of scrimmage is moved back. If it is against
the defense (the team without the ball) the line of scrimmage is moved forward. The
line of scrimmage is where the ball is placed before each play.
One player cannot hold on to another player. Each player should be able to move
freely without hindrance. This, however, does not mean that one player cannot
block another player. They simply cannot hang on to another player. This is
called holding and causes a change in the line of scrimmage as described above.
A few basic rules of soccer:
Players (with the exception of the goalie) are not allowed to use their hands.
Feet, legs, knees, chest, and head are all legal ways to hit the ball. If a player
touches the ball with his hands, the other team gets a free kick wherever the
penalty occurred.
A player cannot be closer to the opponents goal than the ball. This is called off
sides and possession is given to the other team. There are, however, three
exceptions to this rule:
1) The player was the last to kick the ball
2) The player is in his own half of the field
3) Two or more opposing players are closer to the goal than he is
A few basic rules of softball:
Pitches are either a ball or a strike. Any pitch in the strike zone (the ball crossing
home plate between the batters shoulder and knee) is called a strike. Any pitch
not in the strike zone is called a ball. A pitch swung on and missed or a ball hit
foul (outside of the base path) is also a strike. After three strikes, a batter is out.
However, a batter cannot get out on strikes from hitting a foul ball. If a foul is
hit on strike three, the batter gets another pitch to hit. After four balls, the batter
is rewarded first base (a walk).
A base runner is called out if the batted ball gets to the base before the runner
does. In this case, the defender only has to tag the base with the ball in his glove
before the runner gets there. (Tie always going to the runner.) However in situations

when first (or any) base is open and the play is at second base, the defender has to
tag the runner in order to get the runner out, they cannot merely tag the base.
3. B (Four square)
Racquet and net sports do require additional equipment that may not be available in
every physical education class, but they still provide excellent physical benefits.
Net and racquet sports include tennis, volleyball, and badminton. These sports provide
opportunities for many players at once, and work on hand-eye coordination, agility,
reaction time, and quickness. They all can be adapted to play without a net, but when
playing badminton and tennis you should always use a racquet. Four square can also be
played in physical education class, but it is considered a playground game.

4. C (Rope jumping)
Lifetime, or recreational, sports should be introduced to children as activities that can
be played by both young and old. Lifetime sports often do not require a lot of natural
physical ability, but are more played for fun. These games, however, are still great for
developing fitness levels, working on fine motor skills and social development. In
addition, the students may find a favorite activity they will continue to do for, well,
their lifetime.

Some lifetime sports include croquet, golf, horseshoes, and bowling.

Rope jumping is not considered a lifetime activity, but it is one of the best physical
education activities. For one, rope jumping is one of the best activities for
cardiovascular health. Two, many children can all participate at once - at their own
ability level. Three, rope jumping is a fairly simple activity that is easy to teach, and
easy to do, but still can provide challenges as students abilities improve.

5. D (Develops reading skills)

Although reading is not a primary benefit of physical education, it still can be
incorporated. Physical education classes do, however, develop listening (listening for
directions and following rules) and math (keeping score).

Other benefits include

problem solving, thinking strategically, developing sportsmanship, and learning and

respecting rules of the game. Physical education provides an avenue for learning, and
then expanding, ones own physical capabilities at ones own pace.

6. A (Horseshoes)
Playground games are common games children play during recess and free time. If
students enjoy them enough to play them during free time, why not incorporate them
into a physical education curriculum? Many playground games need little equipment
and provide excellent physical benefits. Plus, many students play these games, so
they are already familiar with the rules and strategies. Popular playground games
include kickball, hopscotch, tetherball, handball, and four square. And of course, the
most popular playground game, tag, can always be incorporated into any physical
education curriculum.

7. B (Sitting still)
Children need an outlet in their day when they are not required to sit still. Every
other class provides that opportunity. Although, sometimes children do need
to learn to sit still in physical education classes in order to learn directions or rules.
However, classes should be more focused on developing other aspects of moving,
including: skipping, galloping, jumping, hopping, running, walking - anything to get
the children moving and having fun. These movements can be taught, practiced, and
incorporated into a game setting depending on the ages and skill levels of the students.

8. C (They are able to have many athletic achievements)

Physical education is not about developing great athletes that go on to have major
athletic achievements. In fact, the focus of physical education should not be on the
athletes, as they have already proven their physical abilities. It should be on
developing the less athletic so they are armed with the knowledge they need to make
healthy decisions so they can live a healthy lifestyle. Children should be exposed to
many games and activities, as they may develop a love for a certain activity that will
encourage physical participation for years to come.

Physically educated people should:

Value physical activity
Value a healthy lifestyle
Understand and respect differences among people in a physical setting
Be able to make appropriate choices to maintain a high level of
fitness throughout their life
Use physical activity as an opportunity for enjoyment, challenge, social
interaction, and self-expression

Use the physical and cognitive skills necessary to do a variety of

different physical activities

9. D (Both A and B)
Self-esteem is the degree to which a person feels positive about himself or herself.
Self-esteem in physical activity depends on two factors: the persons body image and
their sport competence. Body image is the self-perceptions and attitudes a person has
with respect to their body and physical appearance. Both factors can both be developed
during regular physical education classes. Regular physical activity will help students
be healthy and fit, which leads to more positive views of body image. Learning about
different sports and games, their rules, and actually participating in these sports and
games will increase their sports competence. Also, because physical activity increases
the amount of healthy endorphins in the body, physical activity has a positive impact on
self-esteem.

10. A (Time of day)

There are four principles to consider when deciding physical workouts: frequency,
intensity, time/ duration of exercise, and type of exercise. As you increase workouts,
you should gradually increase only one factor at a time. Increasing too many factors at
once can cause stress on the body, resulting in injury, especially in children. Time of
day of exercise is not important; the only important aspect is that exercise get s done
sometime during the day.

11. C (Calories)

The human body has several components, including muscles, bones, fats, connective
tissue, tendons (connects muscle to bone), ligaments (bone to bone), and nerves.
Although the body consumes calories, they get absorbed by the body and are used by
the body for energy or stored as fat. One of the common misconceptions of the human
body is the perception of fat. Fat is essential to the body to perform many daily
functions. Without fat to burn and store energy, the body uses muscles instead. Fat is,
therefore, essential for good health. However, too much fat has its own health
consequences, including shortened life span, prone to high blood pressure, and
increased risks for some kinds of cancer.

12. A (10%)
Only 10% of people can lose weight by exercising alone. A change in diet can cause the
body to lose both lean and fat body weight. Increased exercise is adequate for
maintaining body weight, but, as statistics show, it is not adequate for major weight
loss. The best weight loss plan is changing diet and increasing exercise. In this method,
all weight loss is fat body weight and will cause a longer maintenance of goal weight
because you are now making healthier choices. It is a lifestyle change. It is important
for children to understand the different weight loss plans and the advantages and
disadvantages of each. Children have to learn how to make healthy choices in order to
have a healthy lifestyle.

13. D (Increased muscles)

Cardiovascular exercise is mainly geared toward the heart and its blood vessels
(which is essentially a muscle, therefore responds to exercise like any other
muscle). With cardiovascular fitness, the heart:
Adapts to physical work
Increases in size
Operates more efficiently, supplying blood and oxygen to body cells

 Decreases heart rate at rest - this is the most important. The lower your heart rate,
the less your heart has to work. It can now rest between beats.

Fine Arts

Period

Significant Time Periods in Art

Years
Significant Artists

Middle Ages

1200s

Renaissance / High
Renaissance

Classism

Baroque

Leonardo da Vinci,
Raphael,
Michelangelo

1600s, Peaked in
1661

1577-1640

Nicolas Poussin

Peter Paul Rubens

Bach
Rococo

1700s

Romanticism Painting

1750-1840s

Romanticism Music

Same

Eugene Delacroix,
Joseph MW Turner,
John Constable
Chopin, Beethoven,
Schumann

Significant
Developments
Harmonizing two different, yet
parallel sounds began for both
instruments
and
voice
Classical balance,
realism in
painting and
sculpture, human
bodies shown in
scientific and
natural manner
Art was
characterized by
a return to classic
style and qualities
such as
discipline,
restraint
Melodramatic
contrasts,
animated figures
Feminine
influence, soft
pastels, people in
love, cupids
Nature shown as
an enchanted
escape
Free expression,
emotional
intensity,
orchestra
enlarged - wind
instruments,
percussion, brass,
and strings added

Impressionism

1890s

Monet, Renoir,
Pissarro

Postimpressionism

Early 1900s

Vincent Van Gogh,

Paul Gauguin

Dadaism

1920s-1930s

Surrealism

1920s-1930s

Capture
momentary
overall feeling,
capture real-life
scene
Know and depict
worlds other than
the visible world
around us, inner
world of emotion
and imagination
Attacked
accepted
standards of art
and behavior
Refusal to show
ordinary visual
reality

Musical Instruments
Musical Instruments can be classified in four ways: Woodwind, Brass, Percussion, and
Strings.
Woodwinds: Instruments include clarinet, flute, and saxophone
With the exception of the flute, all woodwinds use a mouthpiece with a reed to make
sounds. These instruments have a long shaft with several keyholes. The note is made by
the opening or closing of certain keyholes.

Brass: Instruments include trumpet, trombone, and French horn

Unlike woodwinds, brass instruments use only a simple cup-shaped mouthpiece to
make sounds. The instruments, with the exception of the trombone, have few (three)
keys. The keys are attached to a series of valves. The opening and closing of the valves
makes the different notes. The trombone, instead of keys, uses a slide to determine its
open or closed valves, and therefore, its notes.
Percussion: Instruments include drums, triangle, tambourine, and cymbals

Percussion instruments make a sound when struck. The instruments can be struck with
a stick (drums, triangle) or the instruments can be struck together to make noise
(cymbals). The note is determined by the sticks location when striking the
instrument.
Strings: Instruments include violin and cello
Like percussion, strings also have two parts to their instruments: the instrument itself
and a bow used to play the instrument. The sound occurs when the bow comes in
contact with the strings of the instrument. The note played is determined by the finger
arrangement on the strings.

Visual and Performing Arts Sample Questions

1. Beethoven wrote many types of music. He, however, did not write this type:
a) Operas
b) Symphonies
c) Piano solos
d) Cello sonatas
2. Modernism (1915-1920s) was in response to what other movement?
a) French Impressionism
b) World War I
c) American writers moving to Europe
d) World movements as a whole
3. Pablo Picasso is known for participating in what movement?
a) Impressionism
b) Cubism
c) Renaissance
d) Romanticism
4. What is an example of a non-resonating instrument?
a) Bells
b) Drums
c) Flute
d) Violin
5. What is not a characteristic of modem music?
a) Began with emotional intensity of expressionalism

b) Rejected long-established musical

conventions c) Increased use of trumpet
d) Characterized by unconnected musical notes
6. What was a change to music in the 18th century?
a) Voice began to use the crescendo and diminuendo
b) Women were allowed to sing
c) Chords became more free flowing
d) Singing became less important
7. Timbre is a term referencing what type of art?
a) Painting
b) Drawing
c) Sculpture
d) Music

8. Where is the birthplace of drama?

a) Rome
b) Greece
c) Mesopotamia
d) China
9. Which is not a play written by Shakespeare?
a) Oedipus Rex
b) Julius Caesar
c) Hamlet
d) Antony and Cleopatra
10. Where did the art movement called abstract expressionism occur?
a) France
b) Greece
c) China
d) United States
11. In theater, there are several must-haves in order for a production to be
considered a play. What would not be considered a must-have?
a) Costumes
b) Performers
c) Environment
d) Audience
12. What is not an item the audience brings during a play?
a) Knowledge of the world
b) A good mood

c) Imagination
d) Expectations of the play
13. What is not considered an audience variable?
a) Age
b) Gender
c) Theatre experience
d) Knowledge of the
play
14. What does it mean when the lights dim at a play?
a) Quiet
b) The play is going to
start c) Both A and B
d) None of the above
15. Which of the following is not a characteristic of a good actor?
a) Making the audience cry
b) The ability to improvise
c) Developing the character

d)
Making
believable

the

character

16. Which of the following is not a characteristic of a good director?

a) Leadership
b) The ability to interpret the play
c) The ability to take over for any person on the
set d) The ability to manage all aspects of the play
17. What is not a purpose of lighting?
a) Visibility
b) Controls scene
c) Establishes realism
d) Controls mood
18. What is not considered a social ballroom dance?
a) Polka
b) Waltz
c) Swing
d) Square dance
19. What is ethnic dance?
a) Traditional dance performed as part of cultural
heritage
b) Dances relating to social customs
c) A dance that easily changes through time

d) Ethnic dancing has no real form and is hard to describe

Visual and Performing Arts Answer Key

1. D (Cello sonatas)
Beethoven wrote symphonies, chamber music, sonatas for violin and pianos,
Masses, an opera, many songs, and piano pieces. He, however, did not write a cello
sonata. His musical writing was known for having contrasting themes and tones that
produced dramatic conflict and inspiring resolutions.
2. A (French Impressionism)
Modernism rejected impressionism at a time of world chaos. Modernism embraced
World War II and the chaos in the world. Postimpressionism, Dadaism, and
surrealism - all with their abstract interpretations of the world around them - were
all part of the modernism movement.
3. B (Cubism)
Pablo Picasso began the cubism in 1907. It was characterized by complex geometry
of zigzagging lines and sharply angled, overlapping planes
4. C (Flute)
All instruments can be classified into two categories: resonating and
nonresonating.
Term
Definition
Example
Resonating
Sound continues after
Bells, drums, all stringed
note is played
instruments
Non-resonating
Sound stops after note is
Clarinet, saxophone, flute,
played
tuba
5. C (Increased use of the trumpet)

Modern music was drawn by the emotional intensity of expressionalism,

especially in the opera and ballet. Composers rejected the musical conventions of the
past and began to blend sounds using unfamiliar harmonies and independent,
unconnected musical notes.
6. A (Voice began to use the crescendo and diminuendo)
Throughout the 18th century music went through many changes (See chart in
written section). One of the most influential changes was the voice beginning to
use the
crescendo and diminuendo. Notes getting louder (crescendo) and softer
(diminuendo) were originally reserved for musical instruments, but bringing
these terms into the vocal arena allowed for more dramatic music. Another
musical change that occurred in the 18th century was the start of the modern
symphonic orchestra.
7. D (Music)
In music, every instrument has a unique sound or timbre, which is the technical
name for the sound of an instrument. The sound of the instrument is considered
through the number, strength, and length of harmonics of the sound in relation to
the actual note played.

8. B (Greece)
Greece is known as the birthplace of drama. The first playwrights include
Aeschylus, Sophocles, and Euripides, each who made a unique contribution to
the world of drama. Aeschylus (The Oresteia), for example, was the first to show
the suffering of a struggling individual. Euripides contribution was the tragic
character - an individual who brought disaster upon them.
9. A (Oedipus Rex)
William Shakespeare is one of the most famous playwrights to ever live. Shakespeare
wrote during what is called the Elizabethan and Jacobean period. Shakespeares plays
can be put in three main categories: histories (Henry VI, Henry V - tell of a kings
reign), tragedies (Hamlet, Julius Caesar, Antony and Cleopatra - usually end in
death), and comedies (Midsummers Night Dream - not necessarily funny as the
modern definition of comedy, but more describes a happy ending). His plays were
known for providing an innate look at the depth of the human soul and
experience.
10. D (United States)
Abstract expressionism was an artistic movement in the United States during the
1950s. It was a movement where artists abandoned the traditional painting
methods and instead threw, splattered, and dumped paint onto their canvases.
Popular artists of this movement, like Jackson Pollack, believed their
unconscious was the source of their creation. Like many other movements, it
started as a response to the world around them. In this case, it was a movement
against the materialism and commercialism that was growing throughout the 1950s- and
in part by the nuclear threats of the Cold War.

11. A (Costumes)
Theatre, like other art forms, represents the world around us. Each must-have
aspect of the theatre has its own real-life interpretation. Theatre attempts to show
and interpret real-life as much as it can. The real life aspects of art is why art is
universally appealing and why theatre, for example, has survived for many years.
Theatre must-haves include:
Aspect of Theatre
Performers
Audience
Story/ Action
Purpose
Environment

Real-life Aspect
Represents humanity
Represents society
Represents life
Represents human spirit
Represents world

Also in theatre, there are can haves, like costumes. These aspects of theatre are to
make the play more enjoyable, but do not add meaning to the play itself.
Theatre can haves include:
Costumes - contributes to the overall mood of the play
Stage - helps set the actors apart
Props - helps show what the actors are doing

 Scenery - helps the visual appearance of the play

12. B (A good mood)
The audience of a play has its own unique role and it is important for students to
recognize this role. The audience is almost considered a part of the cast, one that
the actors feed off. The audience brings its own characteristics to the play,
including knowledge of the world around them and their personal memories,
skills like concentration, perception, open-mindedness and imagination, and both
information and expectations about the show they are about to see. Each audience
is different, and each audience member brings different characteristics to each
show. Each audience member does not, however, bring a good mood to the play.
Their mind may be cluttered with the outside world, and they may not even want
to attend the play. Hopefully, however, a good play will still engage their mind
whatever state
their mind is in that day.
13. D (Knowledge of the play)
In addition to common aspects each audience, as a whole, brings to a play, there
are also outside variables that affect an audience. A production company must
judge these aspects and how they will positively or negatively affect the show and
then adapt the show if necessary. Some audience variables include: age, gender,
theatre experience, time of day of show, whether the audience knows each other,
and audience demands.
14. C (Both A and B)

When teaching theatre and other arts, it is important to teach the rules of that
particular genre. One important rule occurs at the dimming of the lights. When the
lights dim, the play is going to start and the audience should quiet and take their seat
if they have not already done so. The dimming of the lights almost represents that the
audience is about to enter a fantasy world, and they should be ready to be
transported. Many students probably recognize this rule from attending the movies,
where dimming lights means essentially the same thing.
15. A (Making the audience cry)
Good actors have several characteristics, including:
Honesty: making the audience believe the character, not the actor
Subtext
Characterization: actors ability to pick out specific traits to create a
three dimensional character - this helps the audience relate more to the
character Uses their voice, body, mind as tools as their disposal
Voice: changes tone, speed, inflection, and volume, adds dramatic
pauses - all for
emphasis
Body: uses facial expressions, gestures, and body language
Mind: used for improvising
16. C (Taking over for any person on the set)

Directors developed out of peoples natural desire to take charge. Directors are
involved in every aspect of the play, but do not necessarily take over in anyones
absence. Good directors also have several characteristics, including:
Leadership and management
Organization
Interpretation and analysis of play
Sets tone, style, and approach of production
Plays surrogate audience: how would the audience see play?
17. B (Controls scene)
History of lighting: The Greeks, who used the rising and setting sun in their
productions, were the first to use lighting as a theatre prop. Early theatre used
lights (candles, oil lamps) for illumination. One of the most significant inventions
in theatre was the dimming system, used to create light control.
Uses for lighting: Visibility, provides central focus, paces the show, and establishes
mood, rhythm and realistic elements. Lighting, however, does not control the scene.
The actors should do that.
Lighting techniques: Intensity, color, angle, distribution, texture
18. D (Square dance) originating in 1800s in courts in Europe, now social ballroom
dances are some of the most popular dances today. The first social ballroom dances were
the polka and waltz, and then came the foxtrot, swing dance, disco, break dance, and

country line dance. Each social ballroom dance can be broken into two categories:
traditional (polka, waltz) and fad (twist, disco).
There are also competitive ballroom dances. The standard dances include waltz,
tango, fox trot, and quick step. There are also many Latin dances that are done in
a competitive setting, such as the cha cha, samba, and rumba.
19. A (Traditional dance performed as part of cultural heritage)
Ethnic and folk dances are two important aspects of dance. Ethnic dances are
traditional dances performed by people of a certain nation or region, as part of
their cultural heritage. These dances tell a story and have religious and ceremonial
beginnings. Folk dances, however, are more relating to social customs and
recreational events. Folk dances are relatively recent in origin and do not have the
history, ritual, or cultural significance of ethnic dances. Folk dances are also much
more community building, as most everyone can participate in these dances.

Bibliography
1. King Jr, Martin Luther. I Have a Dream in Prentice Hall Literature.
Prentice
Hall: Englewood Cliffs, New Jersey; 1989 Pg 500-501
2. Cowley, Abraham. Of Greatness in The Art of the Personal Essay. Phillip
Lopate, ed. Anchor Books: New York, 1995 Pg 117
3. Dickinson, Emily. Choice in Selected Poems. Dover Publications, Inc:
New
York; 1990 Pg 32.