Sample - Curriculum for the ACT by MasteryPrep

Curriculum for the ACT®

Eliminate prep time and provide teachers with a sustainable sequence of instruction.

The first and only mastery-based prep curriculum for the ACT®. This program provides a course of study, with scaffolded course modules and instruction that aligns state standards to what’s measured on the ACT. Readyto-use materials include scripted lessons, PowerPoint slides, and student workbooks eliminating prep time and allowing teachers to focus on the classroom.

Implementation Models:

Lesson plans for any session length (from 15 minutes to 1 hour, 45 minutes) and any number of sessions (from a one-week prep program to a full-year class), tailored to your students’ predicted ACT scale scores.

What’s included:

• 4 student workbooks (English, Math, Reading, and Science)

• Over 150 hours of content

• Over 1,600 authentic practice questions

• Direct customer support

• Teacher manuals with scripted lessons for each subject

• Mini-tests

• E-books available

MasteryPrep’s “Master What Matters” Framework:

Content Mastery:

Time management and test-taking strategies can only take students so far. In the end, students must know the content to succeed on required assessments.

Test Mastery:

Test-taking is a skill that can be learned just like anything else. In every lesson, students learn essential techniques and tricks that help them master the required assessment.

Time Mastery:

Every lesson includes timed practice and pacing techniques, so students learn the time management habits they need to succeed.

English:

• 470 pages, 30 lessons, 550 practice questions, 45 test-taking tips

• Tips and strategies for transitions questions, the most heavily weighted topic in ACT English

• Mastery of crucial punctuation rules that comprise 15% of scores, but often haven’t been reviewed since middle school

• Essential review for sentence structure, reducing redundancy, identifying author purpose, and much more

Math:

• 546 pages, 38 lessons, 575 practice questions, 45 test-taking tips

• Time-saving strategies to solve questions more quickly and accurately

• Extensive review of pre-algebra and elementary algebra basics, which drive most of the ACT Math score

• Apply techniques to reverse engineer word problems and dissect figures to maximum advantage.

Reading:

• 334 pages, 18 lessons, 325 practice questions, 25 test-taking tips

• Lessons on context, prefixes, and stems mean that confusing terms and phrases have met their match.

• Learn to skim passages and scan for answers so that challenged readers or students running out of time can still get most of the questions right.

• One-third of the questions on the ACT Reading can be answered without reading the passage; we show students how to identify these items and answer them quickly and painlessly.

Science:

• 314 pages, 16 lessons, 220 practice questions, 20 test-taking tips

• Review of the essentials of experimental design, controls, and the scientific method, critical to scoring high in ACT Science

• So much of the ACT Science test boils down to one skill: interpreting charts and graphs. Our science lessons help students tame and master them.

• The only curriculum to provide a skill-by-skill breakdown of the ACT Science test.

• The most rigorous ACT Science practice of any test prep program

Chapter Anatomy

Entrance Ticket:

Role: The entrance ticket is designed for three purposes. First, it serves as a way to begin the class. Second, the activity provides a method for informal assessment. Third, it primes the students for the lesson content by exposing the skills and material they have not yet mastered.

Implementation: Direct students to complete the entrance ticket as they come into class each day. Have the question displayed on the slide so that students can begin as soon as they enter the classroom, even if the bell has not yet rung. Give them 2–5 minutes to complete the entrance ticket, depending on the activity. Review the activity together as a class before moving to the learning targets and self-assessment.

Learning Targets:

Role: The learning targets are designed to give students a goal for each lesson. They also serve as guideposts for the teacher as the lesson is taught.

Implementation: Review the learning targets at the beginning of each lesson. Refer to the learning targets as the lesson is taught to give the students a sense of progression. Be sure to review them one last time before the class ends.

Self-Assessment:

Role: The self-assessment serves as a moment of reflection for the students. It allows them to consider their incoming knowledge and encourages them to set a daily learning goal. It also functions an informal assessment of the students prior to the lesson, which can help guide the teaching depth.

Implementation: Have students rate their knowledge of the material on the self-assessment page after reviewing the learning targets. Instruct the students to reassess themselves after the completion of the exit ticket to chart their daily progress.

Quick Check:

Role: The quick check is designed to briefly review important material that is prerequisite knowledge for the lesson. Students should be familiar with this content. If they are not, the teacher will need to integrate the quick check concepts into the lesson content. The quick check also contains a review of vocabulary pertinent to the lesson.

Implementation: Review the quick check material after the students have assessed themselves. Spend no more than 5 minutes on the quick check, and focus on informally assessing students as they respond to the prompts. If students struggle during this portion, spend additional time reviewing the content during the lesson content.

Lesson Elements:

Role: The lesson elements contain the bulk of instructional time during any given lesson. They are designed to address the content of the ACT in ways that are approachable by students of all skill levels. The lesson elements contain enough content and flexibility to support differentiation in the class based on previous data and the informal assessments carried out at the start of class time during the entrance ticket, self-assessment, and quick check.

Implementation: Each lesson element has its own particular implementation, but in general, the lessons vary from teacher-led instruction or discussions to group activities or individual work. Each lesson element contains material designed to build up to the ACT practice sets contained at the end of the lesson.

Practice Sets:

Role: The practice sets are authentic recreations of ACT practice questions based on MasteryPrep’s research. They are designed to build subject mastery on the ACT. Each lesson contains five practice sets, which each contain three questions. Be sure to emphasize that these questions are at the ACT’s level of difficulty.

Implementation: The practice sets can be used in various ways. Primarily, the sets should be implemented throughout the lesson so that students can begin to measure their progress in a tangible, ACT-centric way. For example, after a lesson element is completed, have the students try a practice set. This will help them realize their progress and reveal any further skills needed that will be covered in the next lesson topic. You can also skip straight to the practice sets during the lesson should students exhibit mastery of the lesson content.

Each practice set should be timed for 2 minutes. Ultimately, no additional time should be given so that students can develop pacing skills in addition to content skills. If pacing is a major issue, though, students can be given extended time, gradually working up to ACT pacing. To ensure good pacing practice, be sure to monitor the time for each set and do not allow students to work on the next set.

Exit Ticket:

Role: The exit tickets are to be used as formal assessments of student progress. They can be scored and analyzed to assess overall student proficiency of each family of ACT questions, which allows teachers to adjust the class accordingly..

Implementation: After completing the lesson, students complete the exit ticket individually. Each ticket should be timed for 2 minutes. No additional time should be given in order to produce the most accurate results. Review the correct answers and demonstrate how to solve for them. After completing the questions, students should trade papers and grade each other’s answers as you provide the answers and explanations.

Learning Targets

ACT College Readiness Standards provide clear objectives for every lesson (with optional Common Core correlation).

Lesson 1 – Ambiguity and Series

1.2 Learning Targets

> Review learning objectives with your students, displayed on the slide and in their workbooks.

> After reviewing the learning objectives, ask students to assess their knowledge and confidence level on these objectives. They should rate themselves on a scale of 1 to 4, with 1 being not confident or uncertain, and 4 being completely confident or certain. They should circle this number in the designated section of their workbooks.

1.2 Learning Targets

with your students, displayed on the slide and in their workbooks.

1. Identify several different strategies to use in comma usage conflicts

2. Use commas for different purposes in several types of sentences

objectives, ask students to assess their knowledge and confidence level on these rate themselves on a scale of 1 to 4, with 1 being not confident or uncertain, and 4 being certain. They should circle this number in the designated section of their workbooks.

1.2 Learning Targets

❑ Identify several different strategies to use in comma usage conflicts

❑ Use commas for different purposes in several types of sentences

Self-Assessment

Circle the number that corresponds to your confidence level in your knowledge of this subject before beginning the lesson. A score of 1 means you are completely lost, and a score of 4 means you have mastered the skills. After you finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement.

1.2 Learning

❑ Identify several usage conflicts

❑ Use commas sentences

Circle the number that corresponds knowledge of this subject before are completely lost, and a score

After you finish the lesson, return new confidence level to show your

Lesson 17 – Angles and Parallel Lines

17.2 Learning Targets

> Review learning targets with your students, displayed on the slide and in their workbooks.

> After reviewing the learning targets, ask students to assess their knowledge and confidence level on these targets. They should rate themselves on a scale of 1 to 4, with 1 being not confident or uncertain, and 4 being completely confident or certain. They should circle this number in the designated section of their workbooks.

17.2 Learning Targets

❑

Self-Assessment

Lesson 17 – Angles and Parallel Lines

17.2 Learning Targets

with your students, displayed on the slide and in their workbooks.

1. Understand and utilize the concept of complementary and supplementary angles to solve related problems

2. Understand and utilize the properties of angles created by the intersection of one or more lines with two parallel lines to solve related problems

learning targets, ask students to assess their knowledge and confidence level on these targets. themselves on a scale of 1 to 4, with 1 being not confident or uncertain, and 4 being completely should circle this number in the designated section of their workbooks.

17.2 Learning Targets

❑ Understand and utilize the concept of complementary and supplementary angles to solve related problems

❑ Understand and utilize the properties of angles created by the intersection of one or more lines with two parallel lines to solve related problems

Self-Assessment

17.2 Learning

❑ Understand and supplementary

❑ Understand by the intersection lines to solve Self

Circle the number that corresponds knowledge of this subject before are completely lost, and a score

After you finish the lesson, return new confidence level to show your

7.2 Learning Targets

Review learning targets with your students, displayed on the slide and in their workbooks.

After reviewing the learning targets, ask students to assess their knowledge and confidence level on these targets. They should rate themselves on a scale of 1 to 4, with 1 being not confident or uncertain, and 4 being completely confident or certain. They should circle this number in the designated section of their workbooks.

Learning Targets

Distinguish figurative and literal language

Analyze and properly identify context

7.2 Learning Targets

your students, displayed on the slide and in their workbooks.

1. Distinguish figurative and literal language

2. Analyze and properly identify context

targets, ask students to assess their knowledge and confidence level on these targets. They scale of 1 to 4, with 1 being not confident or uncertain, and 4 being completely confident or this number in the designated section of their workbooks.

7.2 Learning Targets

❑ Distinguish figurative and literal language

Analyze and properly identify context

Self-Assessment

7.2 Learning

Distinguish

Analyze and

Circle the number that corresponds knowledge of this subject before are completely lost, and a score

After you finish the lesson, return new confidence level to show your

Lesson 6 – Interpolation and Extrapolation

6.2 Learning Targets

> Review learning targets with your students, displayed on the slide and in their workbooks.

 Recognize trends in data and predict the results of an additional trial or measurement in an experiment  Gather information from multiple areas of a science passage and draw conclusions based on the combination of these pieces of data

Self-Assessment

6.2 Learning Targets

6.2 Learning Targets

with your students, displayed on the slide and in their workbooks.

1. Recognize trends in data and predict the results of an additional trial or measurement in an experiment

2. Gather information from multiple areas of a science passage and draw conclusions based on the combination of these pieces of data

6.2 Learning Targets

 Recognize trends in data and predict the results of an additional trial or measurement in an experiment

 Gather information from multiple areas of a science passage and draw conclusions based on the combination of these pieces of data

Self-Assessment

Learning

Recognize trends additional trial  Gather information passage and combination

Circle the number that corresponds knowledge of this subject before you are completely lost, and a score After you finish the lesson, return new confidence level to

Entrance and Exit Tickets

Start and close each class period with an entrance/exit ticket combo that helps you remove dead time, differentiate instruction, and measure progress.

1.1 Entrance Ticket

> Have students answer the question in a paragraph:

How does the location of the comma affect the sentence’s meaning?

Write a short paragraph (at least five sentences) explaining the image. Use complete sentences.

> Answers will vary. Call on students to share their answers.

The position of the comma shows that the little boy is speaking to the cats and dogs, not referring to the rain as cats and dogs.

1.1 Entrance Ticket

How

question in a paragraph: the comma affect the sentence’s meaning? (at least five sentences) explaining the image. Use complete sentences.

students to share their answers. comma shows that the little boy is speaking to the cats and dogs, not referring to the rain as cats

1.1

1.1 Entrance Ticket

How does the location of the comma affect the sentence’s meaning?

Write a short paragraph explaining the image. Use complete sentences.

Entrance

How does the

meaning?

Write a

complete sentences.

1.5 Exit Ticket

> Students complete the three questions on their

Lesson 1 – Ambiguity and Series

1.5 Exit Ticket Review

> Students work the first question.

1. The correct answer is A. The phrases protects the sculptures, profits the community culture, and gives public access to art are all items in a series and should be separated by commas. Choice B is incorrect because it uses a semicolon instead of a comma, while choices C and D are missing necessary punctuation.

Exit Ticket Review Visual storage at the Louvre and other museums protects the sculptures, profits the community culture, and gives public access to art once kept in closed vaults.

1. Which choice makes the sentence most grammatically acceptable?

A. No Change

B. sculptures; profits

C. sculptures profits

D. sculptures it also profits

Visual storage at the Louvre and other museums protects the sculptures, profits the community culture, and gives public access to art once kept in closed vaults.

With technology in the hands of so many people; we tend to forget that personal computers in the home were once rare.

1. Which choice makes the sentence most grammatically acceptable?

A. No Change

B. sculptures; profits

C. sculptures profits

D. sculptures it also profits

2. Which choice makes the sentence most grammatically acceptable?

F. No Change

G. people, we

H. people, we, J. people we

It meanders through the grass like a worm curving, and bending near the sidewalk.

3. Which choice makes the sentence most grammatically acceptable?

A. No Change

B. worm, curving and bending

C. worm curving and bending,

D. worm, curving and bending,

17.1 Entrance Ticket

> Have students try the following three ACT practice questions. Students should work independently. Once the entrance ticket has been completed, review the questions with the students and have them share their answers. Give students the correct answers to the questions, as well as a step-by-step demonstration of how to solve the problems, but do not go into detailed explanation. This will serve as an introduction to the lesson content but is not intended to be the main lesson.

1. The correct answer is D. Because the lines are not parallel, the only angles that will be equal are the ones that are opposite each other, vertical angles. This means ∠1 and ∠4 are equal; ∠2 and ∠3 are equal; ∠5 and ∠8 are equal; and ∠6 and ∠7 are equal. Only choice D fits within these parameters.

17.1 Entrance Ticket

1. In the diagram below, lines a and b are NOT parallel and are cut by transversal c. Which of the following statements must be true?

17.1 Entrance Ticket

Solve the questions below.

following three ACT practice questions. Students should work independently. Once the entrance review the questions with the students and have them share their answers. Give students questions, as well as a step-by-step demonstration of how to solve the problems, but do explanation. This will serve as an introduction to the lesson content but is not intended to be the

D. Because the lines are not parallel, the only angles that will be equal are the ones that are vertical angles. This means ∠1 and ∠4 are equal; ∠2 and ∠3 are equal; ∠5 and ∠8 are equal; equal. Only choice D fits within these parameters.

17.1 Entrance Ticket

1. In the diagram below, lines a and b are NOT parallel and are cut by transversal c. Which of the following statements must be true?

17.5 Exit Ticket

Lesson 17 – Angles and Parallel Lines

17.5 Exit Ticket Review

> Students work the first question.

1 The correct answer is A. Extend the transversal lines to form an X shape across the parallel lines. Find the measures of the inside angles of the triangle formed at the bottom of the X, the bottom right angle of which is ∠x. At the cross of the X is the angle that measures 70°. This angle is supplementary to the angle at the top of the triangle being solved. The angle at the top of the triangle, therefore, is 180 – 70 = 110°. The bottom left angle of the triangle is the same as the angle supplementary to the 135° at the top right of the figure. Since 180 – 135 = 45, this angle is 45°. The angles of a triangle add up to 180°. Solve for ∠x by calculating 180 – 110 – 45 = 25°.

In the figure below, lines a and b are parallel, and angle measures are as marked. If it can be determined, what is the value of x ?

be determined from the given information

Lesson 17 – Angles and Parallel Lines Name Date

1. In the figure below, lines a and b are parallel, and angle measures are as marked. If it can be determined, what is the value of x ?

DO YOUR FIGURING HERE.

A. 25

B. 35

C. 45

D. 70

E. Cannot be determined from the given information

2. In the figure below, A, B, and C are collinear, the measure of ∠ ABD is 3 x ° , and the measure of ∠ CBD is 6 x ° . What is the measure of ∠ ABD ? A B C D ?

F. 10°

G. 20°

H. 60°

J. 120°

K. 150°

3. As it is used in line 16, the word pervaded most nearly means:

A. polluted.

B. penetrated.

C. depleted.

D. extended.

The skunk cabbage, or foetidus from Nova Scotia to Florida. Found in swamps and wetlands, the skunk cabbage blooms from February to April and develops small, foul-smell ing flowers. These flowers are colored an unap pealing purple-brown or yellow-green.

This despised relative of the stately calla lily proclaims spring in the very teeth of winter, being the first bold adventurer above ground. When the lovely lily is still awaiting her bloom, wrapped in her fuzzy furs, the skunk cabbage’s dark, incurved horn shelters within its hollow, tiny, malodorous florets. Why is the entire plant so fetid that one flees the neighborhood, pervaded a suspicion of skunk, putrid meat, and garlic? After investigating the carrion flower and the purple trillium, among others, we learned that certain flies delight in foul odors loathsome to higher organisms. Plants dependent upon these pollen carriers woo them from long distances with such a stench. These flowers’ natural color palletes—flesh tones, as well as pinks and reds—also lure flies, carrion beetles, and other scavengers of nature decaying meat both in appearance and in odor. In such marshy ground as the skunk cabbage lives, many small flies and gnats live in embry os under the fallen leaves during the winter, awaiting adulthood before seeking such pollen as that of the malodorous skunk cabbage. But even before these embryos hatch, the hive bees, natives of Europe and with habits not per fectly adapted as yet to our flora, are seeking after pollen.

Student Page 293

17.1 Entrance Ticket

1. It is most accurate to say that the information about the skunk cabbage in this passage is organized in a way that is:

A. strictly chronological.

B. loosely chronological.

C. not chronological at all.

D. in reverse chronological order, starting from most recent and working backward.

MasteryPrep for the ACT Reading Teacher Manual

17.1 Entrance Ticket

1. The correct answer is B. Choice A is incorrect because the first paragraph is not chronological. Choice C is incorrect because the second and third paragraphs are roughly chronological in that they discuss the features of the plant from its first emergence from the ground to the fading of its blooms. Choice D is incorrect because the passage first discusses the beginning of the plant, so it does not go in reverse order. Choice B is the correct answer because the passage has two points of chronology—the first time the skunk cabbage emerges from the ground and after the blooms fade—but it does not follow a strict chronology from the first paragraph.

7.5 Exit Ticket

Students complete the three questions on their exit ticket.

Students are timed 4 minutes per practice set or 2 minutes to read the passage and 2 minutes to answer the questions. There is no break between questions.

Lesson 7

Interpret Words and Phrases Part 1

7.5 Exit Ticket Review

Students work the first question.

1 The correct answer is C. Here, tuft is used to refer to the bird’s feathers. It would not make sense to say this was a depression of feathers, eliminating choice A. Choice B is closer but still does not make sense in reference to the bird’s head feathers. Choice D does not work in the context of feathers and can be eliminated. Choice C is correct because it conveys the accurate visual information that the white feathers are clustered together here.

7.5 Exit Ticket Review

1. As it is used in line 5, the word tuft most nearly means:

A. depression.

B. collection. C. cluster.

D. cushion.

As long ago as 1674, a note about the “Huppe” exists by Le Sieur Dubois. He says when describing the birds of Réunion: “Hoopoes, or ‘Callendres,’ have the bill and feet of a bird of prey and are covered in white and grey plumage with a white tuft of feathers on the head. Similar in size to a full-grown pigeon, this is another good game (to eat) when it is fat.”

This description has generally been accepted as referring to the Fregilupus, though that of the bill and feet is due to an error of the author; for Fregilupus has the bill and feet of a member of the Sturnidae family, starlings.

Good descriptions and representations of the “Huppe” have been given in many places, but whether they were taken from males or females is generally unknown. The sexes seem to be alike in color, but the female is smaller and has a shorter and straighter bill than the male. At least this is the conclusion of Dr. Hartert, who saw the four examples in the museum at Troyes. As far as he could see through the glass, all four seemed to be adult birds, but two were larger with longer and more curved bills, and two were smaller and with shorter and straighter beaks, such that they were evidently two pairs.

This bird seems to have become extinct about the middle of the nineteenth century. The late Monsieur Pollen wrote in 1868: “This species has become so rare that one did not hear them mentioned for a dozen

1. As it is used in line 5, the word tuft most nearly means:

A. depression.

B. collection.

C. cluster.

D. cushion.

2. As it is used in line 18, the word conclusion most nearly means:

F. ending.

G. interpretation.

H. settlement.

J. deduction.

years. It has been destroyed in all the littoral districts, and even in the mountains near the coast. Trustworthy persons, however, have assured us that they must still exist in the forests of the interior, near St. Joseph. The old Creoles told me that, in their youth, these birds were still common, and they were so stupid that one could kill them with sticks. They call this bird the “Hoopoe.”

It is, therefore, not wrong that a distinguished inhabitant of Réunion, Mr. A. Legras, wrote about this bird with the following words: “The Hoopoe has become so rare that we have hardly seen a dozen in our wanderings to discover birds; we were even grieved to search for it in vain in our museum.”

We are certain that Fregilupus existed still on Réunion in 1835, as Monsieur Desjardins, living on Mauritius, wrote in a manuscript formerly belonging to the late Professor Milne-Edwards: “My friend, Marcelin Sauzier, has sent me four alive from Bourbon in May 1835. They eat everything. Two have escaped some months afterwards, and it might well happen that they will stock our forests.”

It seems, indeed, that specimens were killed in 1837 on Mauritius, where they did not originally exist. Verreaux shot an example in Réunion in 1832.

The names La Huppe du Cap and Upupa madagascariensis arose out of the mistaken notions that this bird lived in South Africa or Madagascar, but it is now known that its real home was Réunion or Bourbon.

3. As it is used in line 10, the phrase an error of the author most nearly refers to:

A. the Creoles’ description of the Huppe bird as extinct.

B. some of Dubois’s description of the Huppe bird’s features.

C. the author’s contention that the Huppe bird was still alive in the early 1800s.

D. Desjardins’s description of the differences between male and female Huppe birds.

Answered Correctly

MasteryPrep for the ACT Science Teacher Manual

6.1 Entrance Ticket

> Have students answer the writing prompt using complete sentences. Have student volunteers share answers with the class.

A basic weather forecast gives predictions of the weather for the next ten days. These are not empty guesses made without evidence. Write a paragraph explaining how meteorologists might use weather patterns and scientific data to predict the weather and other climate changes in the near future.

Understanding weather patterns and past meteorological data gives scientists insight into what might happen when those conditions arise again. Analyzing trends in previous data, in combination with computer models and knowledge of current conditions, allows scientists to make meaningful predictions about future weather conditions. In science, looking at data trends helps us make educated guesses about conditions or results not explicitly included in the data.

> This entrance ticket is intended to introduce students to the concept of extrapolation, one of the major ACT science skills featured in this lesson.

6.1 Entrance Ticket

6.1 Entrance Ticket

Write a paragraph responding to the following prompt.

the writing prompt using complete sentences. Have student volunteers share answers with the

forecast gives predictions of the weather for the next ten days. These are not empty guesses made a paragraph explaining how meteorologists might use weather patterns and scientific data to other climate changes in the near future.

patterns and past meteorological data gives scientists insight into what might happen when again. Analyzing trends in previous data, in combination with computer models and knowledge allows scientists to make meaningful predictions about future weather conditions. In science, helps us make educated guesses about conditions or results not explicitly included in the data.

intended to introduce students to the concept of extrapolation, one of the major ACT science lesson.

6.1 Entrance Ticket

Lesson 6 – Interpolation and Extrapolation

1. Based on Figure 3, when using a capacitor with 5.5 in2 plates separated by a paper dielectric of 0.1250 in thickness, capacitance would most likely be: A. less than 20 pF. B. between 20 and 30 pF.

between 30 and 70 pF.

greater than 70 pF.

3. Suppose the experiments

2. Plexiglas has a dielectric constant lower than 3.5 but higher than 2.10. Based on Figure 4, the reactance for Plexiglas at a frequency of 2 kHz is most likely: F. less than 0.02 Ω.

between 0.02 and 0.04 Ω. H. between 0.04 and 0.06

J. greater than 0.06

> Students work the first question.

MasteryPrep for the ACT Science Teacher Manual

6.5 Exit Ticket Review

1. The correct answer is C. Figure 3 presents the data on 0.1250 in thickness dielectrics. Use the trend to extrapolate what capacitance would correspond to 5.5 in2 plates. The line labeled paper has a capacitance of 30 pF at a 5 in2 plate size, and the line has a positive slope. Thus, the value corresponding to 5.5 in2 will be greater than 30 pF, but based on the slope of the line, not more than 70 pF.

Answered Correctly

6.5 Exit Ticket Review

1. Based on Figure 3, when using a capacitor with 5.5 in2 plates separated by a paper dielectric of 0.1250 in thickness, capacitance would most likely be:

A. less than 20 pF.

B. between 20 and 30 pF.

C. between 30 and 70 pF.

D. greater than 70 pF.

Lesson 6 – Interpolation and Extrapolation

Students studied the effect of plate size and dielectric materials on capacitance and capacitive reactance, using the electrical circuit shown in Figure 1.

Figure 1

The students constructed a capacitor using two brass plates 0.250 in thick, varying in size from 1 square inch to 5 square inches. The plates were separated by a 0.0625 in thick piece of a dielectric material. Three different materials, glass, paper, and Teflon, were tested. With the circuit de-energized, capacitance was measured using a digital multimeter. The test was then repeated, using a 0.1250 in thick dielectric material.

Students then applied a sine wave signal of different frequencies, ranging from 1 kHz to 10 kHz. Using an AC voltmeter, students observed the voltage drop across the capacitor. That value, along with circuit current, was used to calculate capacitive reactance.

Figure 2 shows how the capacitance varies with the size of the capacitor plates with a 0.0625 in thick dielectric. Figure 3 shows the same for a 0.1250 in thick dielectric. Figure 4 shows the dependence of the capacitor’s reactance (in ohms) to an AC signal of varying frequency.

Lesson 6 – Interpolation and Extrapolation

1. Based on Figure 3, when using a capacitor with 5.5 in2 plates separated by a paper dielectric of 0.1250 in thickness, capacitance would most likely be:

Figure 4

A. less than 20 pF.

B. between 20 and 30 pF.

Table 1 lists the dielectric constant of various materials, including those used in this study. The higher the dielectric constant, the greater the material’s ability to retain a charge.

C. between 30 and 70 pF.

D. greater than 70 pF.

Table 1

Answered Correctly

2. Plexiglas has a dielectric constant lower than 3.5 but higher than 2.10. Based on Figure 4, the reactance for Plexiglas at a frequency of 2 kHz is most likely:

F. less than 0.02 Ω.

G. between 0.02 and 0.04 Ω.

H. between 0.04 and 0.06 Ω.

J. greater than 0.06 Ω.

3. Suppose the experiments had been repeated, except with a 0.1000 in thick piece of glass. Based on Figures 2 and 3, the capacitance with 4 in2 plates would most likely have been:

A. less than 15 pF.

B. between 15 and 55 pF.

C. between 55 and 110 pF.

D. greater than 110 pF.

Answered Correctly 3

Each lesson includes a PowerPoint slide deck that provides a visual focus for the class and illustrates key concepts.

English Slide Decks

Math Slide Decks

Reading Slide Decks

Step-by-Step Instructions

Scripted lessons walk you through every step of the program. No matter your comfort level with the material, you have the tools to boost scores.

Lesson 1 – Ambiguity and Series

1.3.3 Introductory Words and Phrases

> Students punctuate the three sentences at the top of the page. Do not give them the rule. Instead, encourage them to punctuate based on what they know or think is correct. Call on students for the answers.

> Correct answers:

1. Even though I don’t like pickles, I ate a spoonful of relish when my friend dared me.

2. Growling and barking, the dog warned the mailman not to come any closer.

3. As if being grounded weren’t enough, her mom also took away her cell phone.

> Teacher Dialogue: What’s the rule for using commas in these sentences?

Collaborate with the students to create a rule that applies to all of these sentences.

The rule should match up with this main point: Commas come after introductory words, phrases, or prepositional phrases longer than five words.

The students may not come up with this exact rule, but if what they agree on aligns with this content, put it up on the board, and students will write in their notebooks. Underneath this rule, you can add a few examples (introductory words, introductory phrases, prepositional phrases longer than five words.)

Look for giveaway words, such as when, while, even though, and although. These words create dependent clauses. If the dependent clause comes first in the sentence, you will need to use a comma to separate the dependent clause from the independent clause.

1.3.3 Introductory Words and Phrases

three sentences at the top of the page. Do not give them the rule. Instead, encourage them to they know or think is correct. Call on students for the answers.

1.3.3 Introductory Words and Phrases

1. Even though I don’t like pickles I ate a spoonful of relish when my friend dared me.

2. Growling and barking the dog warned the mailman not to come any closer.

like pickles, I ate a spoonful of relish when my friend dared me. barking, the dog warned the mailman not to come any closer. weren’t enough, her mom also took away her cell phone.

3. As if being grounded weren’t enough her mom also took away her cellphone.

What’s the rule for using commas in these sentences? students to create a rule that applies to all of these sentences. up with this main point: Commas come after introductory words, phrases, or prepositional words.

1. After we won regionals the entire basketball team went out for pizza.

2. While I didn’t practice piano much in middle school I’ve come to

3. Running late for school Marcus didn’t brush his teeth this morning.

4. One sweltering Texas day in 1956 a Dallas gym teacher pondered how to handle a difficult problem.

come up with this exact rule, but if what they agree on aligns with this content, put it up on will write in their notebooks. Underneath this rule, you can add a few examples (introductory phrases, prepositional phrases longer than five words.)

such as when, while, even though, and although. These words create dependent clauses. comes first in the sentence, you will need to use a comma to separate the dependent clause clause.

Words and Phrases

1.3.3 Introductory Words and Phrases

1. Even though I don’t like pickles, I ate a spoonful of relish when my friend dared me.

2. Growling and barking, the dog warned the mailman not to come any closer.

3. As if being grounded weren’t enough, her mom also took away her cellphone.

Commas come after introductory words, phrases, or prepositional phrases longer than five words.

1.3.3 Introductory Words

1. Even though I don’t like pickles, friend dared me.

2. Growling and barking, the dog warned closer.

3. As if being grounded weren’t enough cellphone.

Commas come after introductory words, longer than five words.

Lesson 18 – Pythagorean Theorem

18.3.2 Hidden Triangles

> Teacher Dialogue: ACT writers love hidden triangles just like the TV example, where right triangles were hiding along the diagonal of a rectangular television. Why do you think they love hiding triangles?

The problem is very easy if you know you have a right triangle. If you have two sides of any right triangle, you can find the third with the Pythagorean Theorem. So the test writers are trying to trick you by disguising the triangle as something else—a swimming pool, a ramp, a ship at sea, or a television.

Look for hints that give you diagonals to make triangles with. Recognizing triangles is an easy step toward acing the ACT math test.

> Show the shapes on the slide and ask the students how they can draw lines to make right triangles. Have them draw the divisions on the shapes in their workbooks.

> Teacher Dialogue: One more hint: Once you have found a triangle, look for Pythagorean triples. What are Pythagorean triples?

These are right triangles with sides that are whole numbers, so they are easy to remember, and they frequently appear on ACT questions.

3–4–5 (and its multiples: 6–8–10, 9–12–15, etc.)

5 –12 –13

Remember: In these triangles, the largest number MUST be the hypotenuse. For example, in a 3–4–5 triangle, the hypotenuse must be 5.

> Next, revisit TV 1 from the television example.

> Teacher Dialogue: Does anything look familiar about this triangle?

Yes: It’s actually a Pythagorean triple, multiplied by 10. Instead of a 3–4–5 triangle, it’s a 30–40–50 triangle.

If you had realized this earlier, you could have skipped setting up and solving the equation to find the missing side. Just by looking at it, you automatically know that the missing side is 30 inches long. Knowing tricks like this saves time, and on the ACT test, time is of the essence!

Draw It Out: Most Pythagorean Theorem questions tend to hide the triangles inside other shapes. Make sure you draw out the triangle so you can see what parts of the triangle correspond to the parts of the original figure, and then label everything. Once it’s all set up, write down the formula and start solving.

Step-by-Step Instructions, Math Teacher Manual

Recognizing

the think have Pythagorean triangle television. lines their look for easy hypotenuse.

Recognizing TV the think you have Pythagorean triangle television. lines their look for triples? are easy hypotenuse.

7.3.1 Vocabulary in Context

Display the word bank on the slide and refer students to the sentences in their workbooks. Have students fill in the blanks with the appropriate vocabulary words.

Review the correct answers with the class.

Teacher Dialogue: How did some of you know what vocabulary words fit the correct sentences?

Generate some discussion about student strategies. Read several of the sentences with the wrong word plugged in to demonstrate that it sounds wrong. Students should recognize that context is key.

what vocabulary words fit

several of the demonstrate that it sounds wrong.

Student Page 126

Vocabulary in Context

7.3.1 Vocabulary in

Context

6.3.1 Trends in Data

MasteryPrep for the ACT Science Teacher Manual

6.3.1 Trends in Data

> Show students the table on the slide, also in their workbooks.

> Teacher Dialogue: Can you still determine trends from charts or information that is not graphed?

Yes, by drawing a conclusion based on data points provided in a table.

> Teacher Dialogue: As pressure altitude increases, does the GPH increase or decrease?

Decrease; GPH and pressure altitude are inversely related. A graph of this data would look like it was slanting downward.

> Teacher Dialogue: As the pressure altitude increases, does the KTAS at standard temperature increase or decrease?

Decrease; they are inversely related. A graph of this data would also look like it was slanting downward.

> Teacher Dialogue: As the pressure altitude increases, does the KTAS at 20°C above standard temperature increase or decrease?

Decrease; they are inversely related. A graph of this data would look like it was slanting downward.

Point this out to students: Do you know what GPH stands for? (No.) Do you know what KTAS is or how it affects the pressure altitude? (No.) Can you still answer questions about information in the table? (Yes!) Most ACT science questions don’t require you to understand the meaning of the technical terms that are used.

> Use the following dialogue series about the table to have your students practice determining information not explicitly given. Have your students write answers to your questions on the lines provided in the workbook.

Step-by-Step Instructions, Science Teacher Manual

Engaging Activities

Hooks, games, and colorful analogies increase student interest and make test prep fun.

Lesson 1 – Ambiguity and Series

1.3.1 FANBOYS

> Have students practice inserting commas with FANBOYS on the bottom of the page in their student workbook.

> If the students have the hang of it already, play a game. Split the class into five groups.

Each group takes a different sentence and breaks it into phrases (ex.: I prefer // the color purple // but Kevin // likes red // better). Each student writes one of the phrases on a sheet of paper.

• One group lines up in order.

• The other four groups pick a representative who has a comma on their sheet of paper. When teacher says “Go,” representatives race to put themselves in the right place between two independent clauses.

• The right team gets a point, and the next group comes up with their sentence. The original “display” team can now compete in the other rounds.

> Correct answers:

1. I prefer the color purple, but Kevin likes red better.

2. My grandmother came to America hoping to escape the terrors of war in her native country, and I’m glad she did because it was here she met my grandfather!

3. My friend Bella and I recently took a ballet class, so one night we went to the Bass Performance Hall to see a show by the ballerina Kristina Haronoff.

4. The man paid me twenty dollars for the book, and he said he would have paid twice as much if it had been a first edition.

5. The very idea of spiders terrifies us, and both tend to give us chills.

6. The two types of cats are short-haired and long-haired, and each has different grooming requirements.

Sounds Wrong: If a comma causes you to pause your reading at an awkward location, it’s almost always wrong. Try the “Secret Agent Move” to sound out comma pauses and determine if the comma is misplaced. Place a finger over one ear and whisper the answers. Using this technique, you will hear your whispers loud and clear without disrupting the others testing around you.

1.3.1 FANBOYS

1. The five-foot gorilla lives at the zoo but it is originally from Africa.

2. My music teacher from high school was at the restaurant and I ran over to say hello as soon as I saw him.

3. We started the music and immediately the baby started to dance!

1. I prefer the color purple but Kevin likes red better.

2. My grandmother came to America hoping to escape the terrors of war in her native country and I’m glad she did because it was here she met my grandfather!

3. My friend Bella and I recently took a ballet class so one night we went to the Bass Performance Hall to

1.3.1 FANBOYS

1. I prefer the color purple, but Kevin likes red better.

2. My grandmother came to America hoping to escape the terrors of war in her native country, and I’m glad she did because it was here she met my grandfather!

3. My friend Bella and I recently took a ballet class, so one night we went to the Bass Performance Hall to see a show by the ballerina Kristina Haronoff

4. The man paid me twenty dollars for the book, and he said he would have paid twice as much if it had been a first edition.

5. The very idea of spiders and even just the word spiders terrify us, and both tend to give us chills.

6. The two types of cats are short-haired and long-haired, and each has different grooming requirements.

1. The five-foot gorilla lives

2. My music teacher from high over to say hello as soon

3. We started the music, and

Commas are used with coordinating independent clauses.

Lesson 19 – Similar Triangles

19.3.1 Scaling Up

> Divide the class into groups of two or three students each.

> Teacher Dialogue: It is 20 years in the future, and you are all famous doctors, scientists, politicians, human rights activists, and artists. Your hometown wants to honor your great work by building a giant statue of you.

> Teacher Dialogue: In order to build the statue, your town needs each of your measurements in order to make your statue to scale.

> Students in each group take turns measuring one another. The student being measured should stand up straight with their right arm extended out to the side, giving a thumbs up. Each student writes in their workbooks their own measurements for shoulder height and arm length.

> Show the first figure on the slide to help students understand their measurements.

The arm-length measure is from your left shoulder to the base of your right thumb.

The height measure is from your left foot to your left shoulder.

For the sake of example calculations, this lesson will use a = 36 in and b = 56 in.

> When students record their measurements, they should also write a conversion from inches to feet. This will make later calculations easier.

Your height (in feet) = 56 in ⋅ 1 ft 12 in = 56 12 ft = 4.7 ft

Your arm length (in feet) = 36 in ⋅ 1 ft 12 in = 36 12 in ft = 3 ft

> After the students have recorded their measurements and returned the tape measures, each group works together to find the distance from the left foot to the base of the right thumb without using the tape measure.

Assume that they held out their arms at exactly 90°.

If they draw it out, they will see that this shape makes a triangle: the two measurements are the two legs of the triangle, and the missing distance is the hypotenuse.

5.3.2 Identifying Incorrect Answers

> Teacher Dialogue: Sometimes it is easier to “back into” the correct answer. If you are not sure what the correct inference is, use the process of elimination to get rid of answers you know are wrong.

> Teacher Dialogue: Imagine you are on a dating game looking for the perfect partner. Identifying wrong answers on the ACT reading test is like identifying the people who are not the right match for you. They may all look good on the outside—just like some ACT answers use fancy words or even words from the passage—but are still not right.

> Teacher Dialogue: Can you think of any common incorrect answers you’ve seen?

Answers will vary, but students should talk about some common incorrect answers, such as answers that are not supported or answers that are only partially correct.

> Show the common incorrect answers on the slides and have the students copy them into their workbooks.

Answer options that look or sound good but are not supported by the passage: These answer options sometimes add details not in the passage, so they have no support.

This contestant is always making up stories.

Answer options that are contradicted by the passage: These answer options say the opposite of what the passage implies. This contestant is the opposite of what you are looking for once you get to know them.

Lesson 8 – Creating Figures

8.3.1 Creating Figures

> Use the following class activity to help students improve their ability to quickly associate figures with the data sets they represent:

Students pair up. One student will be the artist and the other will be the guesser Students are provided four different data sets. For each round, you will tell the artists which set of data to use, and the artist will draw a graph that corresponds to the data. The guesser must then correctly determine which data set is being graphed. Groups that answer correctly get a point.

Before each round, write the letter indicating which data set should be drawn on a small slip of paper. Use this to go around the room and carefully show the artists which data set they should draw each round.

Assign the following data sets:

Round 1: data set A

Round 2: data set D

Round 3: data set C

Round 4: data set A

Only complete as many rounds as time allows. This activity can also be repeated for more than six rounds by cycling back to round one and selecting a different data set for the artists. (Note: Slide deck only provides answer examples for the first six rounds.) Students should switch after a certain number of rounds, so that the artist now guesses, and the guesser becomes the artist. This can be a fun and challenging activity, even for high-performing students. Increase the difficulty by setting a timer and only giving a limited number of seconds for each round, so that the artist is forced to quickly sketch the data and the guesser must deduce from limited information. Alternately, you can award a point only to the group that guesses the data set the quickest.

> Round 1

> Teacher Dialogue: Draw a line graph that models a car’s speed versus time.

Artists draw a line graph depicting data set A.

> After the round, click to reveal the answer on the slide, as well as an example of what the artist’s graph should look like.

> Round 2

> Teacher Dialogue: Draw a line graph that shows how pH changes with time.

Artists draw a line graph depicting data set D.

> After the round, click to reveal the answer on the slide, as well as an example of what the artist’s graph should look like.

Student Page 142

activity can also be repeated one and selecting a different provides answer examples for certain number of rounds, becomes the artist. high-performing students. giving a limited number of to quickly sketch the data information. Alternately, you can data set the quickest.

8.3.1 Creating Figures: Round 1

8.3.1 Creating Figures

a car’s speed versus

as well as an example how pH changes with

Student Page 143

8.3.1 Creating Figures: Round 1

Engaging Activities, Science Student Workbook and Slide Decks giving a limited number of to quickly sketch the data information. Alternately, you can data set the quickest. a car’s speed versus slide, as well as an example how pH changes with slide, as well as an example

Student Page 143

8.3.1 Creating Figures: Round 2

as well as an example

Detailed Answer Explanations

A comprehensive walkthrough of every single test item in each book makes even the toughest ACT questions approachable.

1.4.1 Set One

The explorers reached the edge of the forest, where they collected water and they decided to set up camp for the night.

2. Which choice makes the sentence most grammatically acceptable?

F. No Change G. water and, they decided H. water, and they decided J. water and, they decided,

1.4.1 Set One

My friend and I wanted to go to the beach, so we gathered our change together and got on the bus.

1. Which choice makes the sentence most grammatically acceptable?

A. No Change B. the beach so we

C. the beach so, we D. the beach; so we

1. The correct answer is A. So in this sentence separates two independent clauses, so a comma is required after beach Choice B is incorrect because it is missing necessary punctuation. Choice C is incorrect because it places the comma after the conjunction. Choice D is incorrect because a semicolon is used when there are no connecting words between the two independent clauses.

A. No Change B. Next my sister and I, C. Next my sister, and I D. Next, my sister and I

The explorers reached the edge of the forest, where they gathered water and they decided to set up camp for the night.

2. Which choice makes the sentence most grammatically acceptable?

F. No Change G. water and, they decided H. water, and they decided J. water and, they decided,

2. The correct answer is H. The word and starts a new independent clause and thus requires a comma before it. Choice F is incorrect because it is missing the necessary comma before the coordinate conjunction and. Choices G and J are incorrect because they move the comma after the conjunction, and choice J adds an additional unnecessary comma.

Next, my sister and I, braided each other’s hair.

3. Which choice makes the sentence most grammatically acceptable?

A. No Change

B. Next my sister and I, C. Next my sister, and I D. Next, my sister and I

3. The correct answer is D. The phrase my sister and I braided each other’s hair is a complete independent clause and requires no punctuation to interrupt it. A comma is needed, however, to set off the introductory Next from the remainder of the sentence. Choices A, B, and C are incorrect because they contain unnecessary commas that break up the independent clause in this sentence.

1. In the figure below, line m and line n are parallel. The 2 transversals intersect on a point on line m . Which of the following pairs of angles is not necessarily congruent?

Set One

1. The correct answer is D. Angles opposite each other are equal, as are angles of the same transversal on separate parallel lines. This means ∠1, ∠2, ∠3 and ∠4 are equal. Only choice D is not guaranteed by these parameters.

2. In the diagram below, lines l and k are cut by transversal r . Lines l and k are NOT parallel. Which of the following must be true?

2. The correct answer is H. Angles opposite each other are equal. Since there are not two parallel lines involved, this is the only angle property that applies. This means ∠1 and ∠3 are equal, ∠2 and ∠4 are equal, ∠5 and ∠7 are equal, and ∠6 and ∠8 are equal. Only choice H fits within these parameters.

3. The sum of

3. The correct answer is A. ∠B and ∠C are complementary. If ∠A is the same as ∠C, then it is also complementary to ∠B. Choice A reflects this principle.

7.4.1 Set One

Passage I

As a child, summertime meant one thing to me: loading up the station wagon, making a pile of peanut butter and jelly sandwiches, filling the icebox with bottled sodas, and driving across the country to some far-off destination. My grandparents laid out the agenda, and my sister Sarah and I happily set off on whatever adventure they determined would best expand our horizons.

It was on one of these summer excursions that we were passed by a tour bus carrying a musician to a performance in some distant city. “I do believe that bus is carrying Marty Robbins,” Grandpa told Grandma, pointing to a symbol that meant nothing to me. I looked at Sarah, confused.

“Nah, it couldn’t be,” Grandma returned. “He hasn’t toured in years.”

A few miles down the road, though, we drove by a second bus. This one was emblazoned with the name Marty Robbins across the side of the shiny black coach. Grandpa tipped his hat at the driver as we drove by and honked his horn with a quick beep-beep.

When we reached the next town, we found the two buses parked outside a truck stop diner. Grandpa pulled the station wagon up next to them. We all followed him into the diner, wondering what crazy idea he’d gotten in his head this time. Grandpa walked up to an old man with a thick mustache wearing a cowboy hat.

The man stood up and greeted Grandpa as though he were his cousin and shook his hand. Grandpa introduced us saying, “Now, girls, this is Marty Robbins, the best western singer there ever was.” The man wrinkled his mustache and laughed. “Now that is quite the introduction,” he said, and he asked us if we wanted a drink. We gladly accepted and sat down on the glistening red fabric of the booth, slinking down a bit to avoid the chilly breeze from the ceiling fan above us. Grandpa asked Marty what he’d been up to, and Marty told us that he had played a sold-out show in Malden the night before.

With his eyes smiling just so and that cowboy hat casting a shadow over his features, Marty looked at me and asked, “So, young lady, what kinda music do you like?” I looked down at the table shyly. “Dontcha know?” he asked. I mentally kicked Grandpa for seeing the buses and wondered how long it would be before we could get back on the road.

I finally looked up and saw the kindest smile I’d ever seen. “How’d y’all like to come out to the bus?” He stood from the table. “I’ve got some things I think y’all would like.”

We walked out with Grandpa and Grandma to the big bus with the symbol that Grandpa had spotted. Marty climbed up the steps and came out with a big photograph of himself as a young man. He scratched out “To Johnny and the girls” and handed me the photograph and a big pile of tapes. “Share ’em with your friends. I sure could use a new generation of fans.” I nodded again.

When we got home from our vacation, Papa asked what we’d done on our two weeks away. We showed him the picture of Marty Robbins and ran off to our room to listen to his tapes. As the first one began playing, Sarah made a face. I shook my head.

My memory of that trip with Grandma and Grandpa has faded now. Today, I listen to the poetic lines of Marty Robbins’s music yodel notes that I could never hope to achieve, telling stories of cowboys that hit your heart like thunder crashing in the distance. I am so taken that I am nearly speechless. Somehow between that road trip and today, I’ve truly learned to appreciate what Grandpa meant when he called Marty the best western musician around.

1. As it is used in line 62, the word faded most nearly means:

A. dimmed.

B. discolored.

C. tired.

D. lack-luster.

3. As it is used in line 65, the word taken most nearly means:

A. removed.

2. As it is used in line 7, the word horizons most nearly means:

F. boundaries.

B. appropriated. C. entranced.

D. biased.

G. experiences.

H. stretches.

J. fields of vision.

4. As it is used in line 30, the word wrinkled most nearly means:

F. disheveled.

G. roughened. H. furrowed.

J. folded.

5. As it is used in line 39, the phrase casting a shadow most nearly means:

A. looming.

B. covering.

C. protruding.

D. impending.

MasteryPrep for the ACT Reading Teacher Manual

7.4.1 Set One Answer Explanations

1. The correct answer is A. The narrator is talking about her memory in the sentence. It would not make sense to say that her memory discolored, so choice B can be eliminated. Choices C and D are adjectives rather than verbs and would not work as replacements. Choice A is correct because dimmed accurately conveys that the narrator’s memories are not as strong as they were before.

2. The correct answer is G. Horizons here is used in the context of the narrator and her sister’s adventures and what these might deliver to them. They are not expanding their boundaries or fields of vision, which are too literal, so choices F and J can be eliminated. Choice H is incorrect because stretches also does not make sense as something that the girls’ adventures would deliver. Choice G is correct; the girls’ adventures will deliver additional experiences to them.

3. The correct answer is C. Here, the narrator is detailing her reaction to Marty Robbins’s music. It is not literal; she is not removed or appropriated by it, eliminating choices A and B. Choice D does not make sense because the music does not cause her to become biased. However, choice C is correct because it is accurate to say that the music entranced her.

4. The correct answer is H. Choice F does not make sense, since the man would not dishevel his mustache. Similarly, the man would not fold his mustache, so choice J can be eliminated. Choice G does not work because it does not make sense to say that the mustache was roughened. Choice H is the best option, since furrowed conveys the change in the man’s expression.

5. The correct answer is B. Here, the cowboy’s hat is making it difficult to see his features. The hat is not looming or protruding, eliminating choices A and C. Choice D is not literal enough to convey the visual information necessary. Choice B is correct because the hat is indeed covering the features by casting them in shadow.

6.4.1 Set One

Passage I

Freezing point depression occurs when a substance (solute) is added to a solvent, decreasing the solvent’s freezing point. The process can be monitored over a short range (depending on the solute) by using a hydrometer, which floats in the solution at varying depths as an indication of the mixed solution’s specific gravity. Freezing point is the temperature at which the solution becomes a solid, at normal atmospheric pressure.

Three experiments were performed using distilled water, mixed with precise amounts of ethylene glycol (C2H6O2), propylene glycol (C3H8O2), or methanol (CH4O), in concentrations varying from 10–90% by weight. All solutions were aqueous, with a starting temperature of 25°C. A hydrometer was used to indicate the relative change in specific gravity as the solute percentage was increased.

Table 1 shows the density for each of the three solutes. Table 1

Experiment 1

Distilled water was mixed with precise concentrations of ethylene glycol in various concentrations by weight. For each concentration, a hydrometer was used to measure specific gravity at 25°C, and the freezing point was determined using a precision thermometer. Figure 1 shows results through 50% concentration.

Figure 1

Experiment 2

Experiment 1 was repeated, except propylene glycol was used instead of ethylene glycol. Figure 2 shows results through 50% concentration.

Experiment 3

Experiment 1 was repeated, except methanol was used instead of ethylene glycol, and specific gravity was not recorded because of methanol’s low evaporation point. Figure 3 shows results for all concentrations of the three solutes.

glycol

Figure 2

Figure 3

1. In Experiment 1, if 60% ethylene glycol had been added to the sample, the freezing point would most likely have been:

A. greater than –15°C.

B. between –15°C and –25°C. C. between –25°C and –35°C. D. less than –35 °C.

2. Consider two of the solutes, temporarily named Solute A and Solute B. At increasing concentrations, both solutes initially provided similar levels of freeze protection. At 70% concentration, however, Solute B began to lose effectiveness, while Solute A continued to provide an increasing level of freeze protection as concentration increased. What are the actual names for Solutes A and B?

3. Suppose another concentration of propylene glycol had been tested in the same way described in Experiment 2. The specific gravity for a 60% propylene glycol solution would most likely have been: :

A. greater than 1.04.

B. between 1.02 and 1.04.

C. between 1.01 and 1.02.

D. less than 1.01.

4. Based on Table 1, the mass of 0.5 m3 of propylene glycol would be closest to which of the following values?

F. 395.65 kg

G. 520.00 kg

H. 555.00 kg

J. 791.30 kg END OF SET ONE STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.

5. Based on the results of the three experiments, which of the following combinations of solute, solute weight, and solution weight will provide the lowest possible freezing point?

Lesson 6 – Interpolation and Extrapolation

6.4.1 Set One Answer Explanations

1. The correct answer is D. Use Figure 1 to extrapolate the freezing point of ethylene glycol if the concentration had been 60%. Since at 50% the freezing point is just above −35°C and the trend is downward, the freezing point would likely be below −35°C, as stated in choice D.

2. The correct answer is J. Based on Figure 3, at 70% concentration, ethylene glycol starts to show an upward trend in freezing point, which most closely corresponds to the description of Solute B losing effectiveness. Since the question also mentions that the solutes provided similar levels of freeze protection, Solute A is likely propylene glycol, since it closely mirrors the line of ethylene glycol until about 60% concentration.

3. The correct answer is A. Use Figure 2 to extrapolate the specific gravity of propylene glycol if the concentration had been 60%. Since at 50% the specific gravity is just above 1.04 and the trend is upward, the specific gravity would likely be greater than 1.04, as stated in choice A.

4. The correct answer is G. Multiply the density of propylene glycol (1,040 kg/m3) by the volume (0.5 m3) to find the mass: 1,040 · 0.5 = 520 kg. Alternatively, since 0.5 m3 is half of 1 m3 and the density is given per 1 m3, the provided density can simply be divided by 2: 1,040 ÷ 2 = 520 kg.

5. The correct answer is C. Use the solute and solution weights to calculate concentration, and then use Figure 3 to approximate freezing point. Choice A would be a concentration of 80 ÷ 200 = 40%, which for methanol would be a freezing point of about −40°C. Choice B would be a concentration of 70 ÷ 280 = 25%, which for ethylene glycol would be a freezing point of about −10°C. Choice C would be a concentration of 90 ÷ 150 = 60%, which for ethylene glycol would be a freezing point of about −50°C. Choice D would be a concentration of 90 ÷ 180 = 50%, which for propylene glycol would be a freezing point of about −35°C. Thus, choice C gives the lowest freezing point.

Embedded Test-Taking Strategies and Time Management Tips:

Lesson 1 – Ambiguity and Series

1.3.3 Introductory Words and Phrases

> Correct answers:

1. Even though I don’t like pickles, I ate a spoonful of relish when my friend dared me.

2. Growling and barking, the dog warned the mailman not to come any closer.

3. As if being grounded weren’t enough, her mom also took away her cell phone.

> Teacher Dialogue: What’s the rule for using commas in these sentences?

Collaborate with the students to create a rule that applies to all of these sentences. The rule should match up with this main point: Commas come after introductory words, phrases, or prepositional phrases longer than five words.

Lesson 17 – Angles and Parallel Lines

17.3.2 Angles Created by Parallel Lines

> Reconvene as a class to discuss the correct answers, calling on one student at a time to answer each question. Students should come up with:

1. r: 180° − 55° = 125°

Objects in Mirror Are Exactly as They Appear: Questions on the ACT about angles usually provide pictures, which are almost always drawn to scale. This means that if one angle looks smaller than another, it probably is. If one angle looks the same size as another, it probably is.

17.3.2 Angles Created by Parallel Lines

7.3.2 Figurative Language

Read the passage aloud with the class. Explain that these questions address the words the students just defined. Point out for each question that the definition based on the given context is different from how students may have previously defined the words.

Work the first two questions together, then have students complete the last four on their own. Review the correct answers.

1. The correct answer is C. Here, struck is used in reference to beauty. Choices A, B, and D are thus too literal, indicating physical violence or contact that is not implied in the sentence. Only choice C is correct, since the soldier is awed by the painting’s beauty.

2. The correct answer is F. Both sentences discuss why different groups valued lilies. The European explorers and the Chinese did not count lilies, eliminating choice G. Nor did they guard them, eliminating choice H. Choice J is incorrect because neither sentence makes any reference to a rating system. Choice F is correct, as appreciated most nearly captures the views of the Chinese and the European explorers toward the lilies.

3. The correct answer is B. Tarnished here is used in reference to the goddess Venus’s action towards a lily, placing a pistil in its center. This did not contradict the perfection of the lily, eliminating choice A. It would also not make sense that this caused injury to the lily’s perfection, which is too literal, or that this blotted out the lily’s perfection, which is too strong. Thus, choices C and D can both be eliminated. Choice B is correct because the perfection of the lily was lessened, or diminished, by Venus’s actions.

4. The correct answer is J. It does not make sense to say that the coral lily is active or energetic, so choices F and G can be eliminated. Similarly, dynamic is not a word that could be used to describe a coral lily, eliminating choice H. Choice J most nearly captures the meaning of this word, since the sentence is talking about the coral lily’s striking appearance.

5. The correct answer is B. Choices A and C are too literal and can be eliminated. Choice D does not make sense, since the lily was not merged as a hybrid. Choice B is correct, since the sentence is discussing the lily’s firm placement as a staple within the American gardening world.

6. The correct answer is G. The area discussed in the sentence did not gloat or brag, eliminating choices F and H. Similarly, show-boated would not make sense in context. However, it would make sense to say that the area possessed a climate similar to its native Japan, so choice G is correct.

Process of Elimination: If the question is looking for a figurative meaning, students should determine whether the word is being used figuratively or literally. They can ask, “Did this literally happen?” If not, they should eliminate that answer choice. Those are usually there to trick students who do not read the passage first.

Lesson 7 – Interpret Words and Phrases Part 1

10.3.1 Variables and Controls

> Tell the students to fill in the blanks in the appropriate places in their workbooks for the following definitions:

Constant: Something that remains the same throughout an experiment

Variable: Element or factor that can vary or change

Control: The standard against which the experimenter compares results; the group or test subject that does not have the variable act on it

Tell the students that in experiments, sometimes there is a control group

> Teacher Dialogue: Controls help scientists gain meaning for their results by allowing scientists to make comparisons. The results of variations in the experiment are compared to the results of the control group.

> Teacher Dialogue: If there isn’t a control group, it’s hard to understand what results mean. For example, if the teacher taught for a week, and her students averaged a C, that could mean she is great at teaching the lesson, or terrible. It all depends on the control group’s results. If students who didn’t attend her lessons got all A’s, or all F’s, it totally changes her interpretation of her data.

> Teacher Dialogue: If you are having a hard time identifying the control, ask yourself, “What is being used as a neutral comparison or baseline?” The best experiments not only hold the right variables constant, but also have a control. Can you think of a control for any of the four studies you just examined?

For the second experiment, a control could be a plant kept in darkness for the entire testing period. For the fourth experiment, a control might be a student or group of students who have not studied at all.

> If your students completed the entrance ticket for this lesson, ask them to think back to the bread mold experiment.

> Teacher Dialogue: Which factors were held constant?

The type of bread, the type of bag, the amount of sun exposure, etc.

> Teacher Dialogue: What was the variable being tested? The amount of water

> Teacher Dialogue: Which bread was the control?

The bread that received no water. The amount of water was the variable being tested.

Eliminate Changing Variables: When a question asks what is controlled or held constant in an experiment, students should look for what is not changing from experiment to experiment. If Experiment 2 or 3 says “Experiment 1 was repeated except that,” you can eliminate the answer choice containing the given difference, since it is the changing variable.

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