Sample | ACT Mastery by MasteryPrep

ACT Mastery The first and only mastery-based ACT prep curriculum. Fits any schedule with zero prep time!

Helping Teachers Succeed Schools have experts in math, English, and science, not the ACT. ACT Mastery helps great teachers become instant ACT experts on standardized tests with NO test prep background required.

Why ACT Mastery? • Help students at all score ranges, even the students who need the most help. Scaffolded course modules leave no students behind. • Teachers can focus on teaching instead of having to dig up content. • Reduce teacher planning time. • Get 4+ point score increases for the students who are most likely to impact your accountability scores. • Provide structure for your ACT prep efforts.

Mastery on the ACT ACT Mastery works because it addresses the three areas that must be mastered to maximize score gains.

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

Test Mastery Test-taking is a skill that can be learned just like anything else. In every lesson of ACT Mastery, students learn essential techniques and tricks that help them master the ACT and standardized tests in general.

Content Mastery Time-management and test-taking strategies can only take students so far. In the end, students must know the content to win at the ACT. ACT Mastery takes up where many test prep programs leave off by providing key reinforcement for the academic skills that make the biggest impact on ACT scores.

Content is Key: English, Math, Reading, and Science Subject

Pages

Lessons

Practice Questions

Test-Taking Tips

English

470

550

Math

546

575

Reading

334

325

Science

314

220

What’s Included • 4 student workbooks (English, Math, Reading, and Science) • Over 150 hours of content • Over 1,600 authentic practice questions • Learning targets • Teacher manuals with scripted lessons for each subject • Direct customer support • Engaging activities • Detailed answer explanations • Slide Decks • Entrance and exit tickets • Mini-tests

Implementation Models • One semester or full-year course • Weekly core class or non-core class integration • Intervention, advisory, or homeroom • Special pull-out course or after-school session.

ACT Mastery Results 17% 15%

18%

20 19.5

15%

19 18.5 10% 7%

18 17.5

17 16.5

3% 3%

16 15.5

-2 -1 0+ 1+ 2+ 3+ 4+ 5+ 6+ 7+ 8+ 9

Pre-test

In a case study involving more than 500 students, students attending a onesemester ACT Mastery course improved their ACT scores by an average of 4 points, with more than 50% of students making gains between 3 and 9 points.

ACT Mastery Success: Northeast Lauderdale High School

ACT Mastery Success: DeSoto Parish School District After implementing ACT Mastery, DeSoto Parish was recognized for making the largest single-year ACT score gains in the state both with its entire population and among its minority and economically disadvantaged students. Its gains in college readiness accountability scores helped propel the district from a D to an A rating.

Post-test

Northeast Lauderdale High School improved from a 17.2 pre-test to a 19.7 post-test after implementing the ACT Mastery program.

DeSoto Parish School District ACT Scores 19.5

18.5

17.5

2013

2014

2015

2016

2017

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.

Lesson 1 – Ambiguity and Series

1.2 Learning Targets 1. Identify several different strategies to use in comma usage conflicts 2. Use commas for different purposes in several types of sentences

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

Self-Assessment

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.

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.

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Entrance Entrance Entrance Ticket Ticket Ticket

Introductory Words and Phrases

ACT Practice

Introductory Words Distinguishing Homonyms ACT Practice FANBOYS Lists Using and Series Commas ACT Practice ACT Practice Learning Learning Targets Learning TargetsTargets Quick Check Quick CheckQuick FANBOYS Check and Phrases

ExitExit Ticket Exit Ticket Ticket

Sum It Up

Student Page 9

Learning Targets, English Teacher Manual

Lesson 1 – Ambiguity and Series

1.2 Learning Targets 1. Identify several different strategies to use in comma usage conflicts 2. 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.

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

Learning Targets, English Student Workbook

Learning Targets, English Slide Deck

Lesson 1 – Linear Equations

1.2 Learning Target > Review the learning target with your students, displayed on the slide and in their workbooks. > After reviewing the learning target, ask students to assess their knowledge and confidence level on this target. 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.

Lesson 1 – Linear Equations

1.2 Learning Target 1. Solve equations with one unknown variable

1.2 Learning Target 

Solve equations with one unknown variable

Self-Assessment

finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement.

Before Lesson

After Lesson

Entrance Ticket

Learning Target

Distribution

Entrance Ticket

Variable Isolation

ACT Practice

Learning Target

Quick Check

Distribution

Variable Isolation

ACT Practice

Exit Ticket

Sum It Up

Student Page 9

Learning Targets, Math Teacher Manual

Lesson 1 – Linear Equations

1.2 Learning Target 1. Solve equations with one unknown variable

Before Lesson

After Lesson

Entrance Ticket

Learning Target

Distribution

Variable Isolation

ACT Practice

Sum It Up

Learning Targets, Math Student Workbook

Learning Targets, Math Slide Deck

Lesson 6 – Intent and Purpose

6.2 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.

ACT Mastery Reading ®

6.2 Learning Targets 1. Identify the purpose of a detail and/or paragraphs in a passage 2. Identify the author’s intent and purpose in a passage 3. Identify how an author’s purpose shapes content and style

6.2 Learning Targets 

 

Identify the purpose of a detail and/or paragraphs in a passage Identify the author’s intent and purpose in a passage Identify how an author’s purpose shapes content and style

Self-Assessment Circle the number that corresponds to your confidence level in your knowledge of this subject before beginning the

Self-Assessment

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

Purpose and Main Idea

Entrance Ticket

Modes of Writing

ACT Practice

Learning Targets

Quick Check

Purpose and Main Idea

Modes of Writing

ACT Practice

Exit Ticket

Sum It Up

104

Student Page 104

159

Learning Targets, Reading Teacher Manual

ACT Mastery Reading ®

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

Purpose and Main Idea

Modes of Writing

ACT Practice

Sum It Up

104

Learning Targets, Reading Student Workbook

Learning Targets, Reading Slide Deck

Lesson 2 – Select Data and Features Part 2

2.2 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.

Lesson 2 – Select Data and Features Part 2

2.2 Learning Targets 1. Read charts and graphs to answer ACT questions 2. Find information in the science passages and experimental descriptions needed to read complex charts and graphs

2.2 Learning Targets

3. Relate information given in the passage to the terminology used in the question items

Self-Assessment



Read charts and graphs to answer ACT questions



Find information in the science passages and experimental descriptions needed to read complex charts and graphs



Relate information given in the passage to the terminology used in the question items

Self-Assessment

finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement.

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

Making the Connection

Entrance Ticket

Connection Practice

ACT Practice

Learning Learning TargetsTargets

Quick Check

Making the Connection

Connection Practice

ACT Practice

Exit Ticket

Sum It Up

Student Page 27

Learning Targets, Science Teacher Manual

Lesson 2 – Select Data and Features Part 2

2.2 Learning Targets 1. Read charts and graphs to answer ACT questions 2. Find information in the science passages and experimental descriptions needed to read complex charts and graphs 3. Relate information given in the passage to the terminology used in the question items

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

Making the Connection

Connection Practice

ACT Practice

Sum It Up

Learning Targets, Science Student Workbook

Learning Targets, Science Slide Deck

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.

ACT Mastery Teacherand Manual LessonEnglish 1 – Ambiguity Series ®

1.1 1.2Entrance LearningTicket Targets > Have students answerobjectives the question a paragraph: > Review learning withinyour students, displayed on the slide and in their workbooks. How does the location of the comma affect the sentence’s meaning? > After reviewing the learning objectives, ask students to assess their knowledge and confidence level on these Write a short paragraph (at least five sentences) explaining the image. Use complete sentences. 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. > 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.

Lesson 1 – Ambiguity and Series ACT Mastery English ®

1.2 Learning Targets 1.1 Entrance Ticket How does the location of the comma affect the sentence’s meaning? Write a

1. Identify several different strategies to use in comma usage conflicts short paragraph explaining the image. Use complete sentences. 2. Use commas for different purposes in several types of sentences

1.2 Learning Targets 1.1 Entrance Ticket

It’s raining, cats and dogs!

 Identify several different strategies to use in comma How does the location of the comma affect the sentence’s meaning?usage conflicts  Use commas for different purposes in several types of Write a short paragraph explaining the image. Use completesentences sentences.

After Lesson

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words Distinguishing Homonyms ACT Practice FANBOYS Lists Using and Series Commas ACT Practice ACT Practice ExitExit Ticket Exit Ticket Ticket Learning Learning Targets Learning TargetsTargets Quick Check Quick CheckQuick FANBOYS Check Entrance Entrance Entrance Ticket Ticket Ticket and Phrases Introductory Words Distinguishing Homonyms ACT Practice FANBOYS Lists Using and Series Commas ACT Practice ACT Practice ExitExit Ticket Exit Ticket Ticket Learning Learning Targets Learning TargetsTargets Quick Check Quick CheckQuick FANBOYS Check Entrance Entrance Entrance Ticket Ticket Ticket and Phrases

Introductory Words and Phrases

Before Lesson

ACT Practice

Sum It Up

Student Page 9 Student Page 8

Entrance Ticket, English Teacher Manual

ACT Mastery English ®

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.

It’s raining, cats and dogs!

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

Entrance Ticket, English Student Workbook

Entrance Ticket, English Slide Deck

ACT Mastery English Teacher Manual ®

1.5 Exit Ticket > Students complete the three questions on their exit ticket. Students are timed 2 minutes for the three questions (40 seconds per question). There is no break between questions.

Lesson 1 – Ambiguity and Series

Name

Date

Exit Ticket

Visual storage at the Louvre and other museums protects the sculptures, profits the community culture, and gives public access to art

A. NO CHANGE B. sculptures; profits C. sculptures profits D. sculptures it also profits

1.5 Exit Ticket

once kept in closed vaults.

Solve the questions on your exit ticket.

With technology in the hands of so many

F. NO CHANGE G. people, we H. people, we, J. people we

A. NO CHANGE B. worm, curving and bending C. worm curving and bending, D. worm, curving and bending,

people; we tend to forget that personal computers in the home were once rare.

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

Entrance Entrance Entrance Ticket Ticket Ticket

Introductory Words Distinguishing Homonyms ACT Practice Learning Learning Targets Learning TargetsTargets Quick Check Quick CheckQuick FANBOYS Check FANBOYS Lists Using and Series Commas ACT Practice ACT Practice and Phrases

Answered Correctly

Exit Ticket, English Teacher Manual

ExitExit Ticket Exit Ticket Ticket

Lesson 1 – Ambiguity and Series

Name

Date

Exit Ticket

Visual storage at the Louvre and other

A. NO CHANGE B. sculptures; profits C. sculptures profits D. sculptures it also profits

F. NO CHANGE G. people, we H. people, we, J. people we

A. NO CHANGE B. worm, curving and bending C. worm curving and bending, D. worm, curving and bending,

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.

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

Answered Correctly

Exit Ticket, English Student Workbook

ACT Mastery Math ®

11.1 Entrance Ticket Solve the problem below and write about how you found the answer.

Five congruent squares are put together without gaps or overlap to form a figure shaped like a plus sign. The perimeter of the figure is 72 cm. Find the area of the figure, in cm2.

Entrance Ticket

Learning Targets

Understanding Area

ACT Practice

Sum It Up

158

Entrance Ticket, Math Student Workbook

Entrance Ticket, Math Slide Deck

ACT Mastery Math Teacher Manual ®

11.1 Entrance Ticket > Have the students solve the problem and write a paragraph about how they

ACT Mastery Math ®

found the answer to the question on the slide.

11.1 Entrance Ticket Solve the problem below and write about how you found the answer.

Five congruent squares are put together without gaps or overlap to form a figure shaped like a plus sign. The perimeter of the figure is 72 cm. Find the area of the figure, in cm2.

> Have students share and explain their answers.

Entrance Ticket

Learning Targets

Understanding Area

ACT Practice

Draw five congruent squares in the shape of a plus sign. Count the number of sides from the outside perimeter. There are 12. Because the shapes are congruent squares, you know all the sides are equal and can be represented by one variable. You also know the perimeter is 72. Set up an equation: 12x = 72. Solve for x, x = 6. You now know that the side length of the squares is 6. Find the area of one square, 6 ⋅ 6 = 36. Since there are five squares, multiply the area of one square times five, 36 ⋅ 5 = 180 cm2.

Sum It Up

158

Student Page 158

11.1 Entrance Ticket Solve the problem below and write about how you found the answer. Five congruent squares are put together without gaps or overlap to form a figure shaped like a plus sign. The perimeter of the figure is 72 cm. Find the area of the figure, in cm2.

Entrance Ticket

Learning Targets

Quick Check

Understanding Area

ACT Practice

Exit Ticket

11.1 Entrance Ticket Draw five congruent squares in the shape of a plus sign. Count the number of sides from the outside perimeter. There are 12. Because the shapes are congruent squares, you know all the sides are equal and can be represented by one variable. You also know the perimeter is 72. Set up an equation: 12x = 72. Solve for x, x = 6. You now know that the side length of the squares is 6. Find the area of one square, 6 · 6 = 36. Since there are five squares, multiply the area of one square times five, 36 · 5 = 180 cm2.

Entrance Ticket

Learning Targets

Quick Check

Understanding Area

ACT Practice

Exit Ticket

302

Entrance Ticket, Math Teacher Manual

Lesson 11 – Polygon Area

11.5 Exit Ticket > Students complete the three questions on their exit ticket. Students are timed 3 minutes for the three questions (60 seconds per question). There is no break between questions.

Lesson 11 – Polygon Area

Name

Date

Exit Ticket 1.

DO YOUR FIGURING HERE.

Parallelogram DEFG with dimensions, in meters, is shown in the diagram below. What is the area of the parallelogram, in square meters? E 10 D

F 6

11.5 Exit Ticket

A. 102 B. 150 C. 170 D. 198 E. 250

Solve the questions on your exit ticket.

In the rectangle below, H is a point on side EF of rectangle DEFG. The measurements given are in centimeters. What is the area of triangle DHG, in square centimeters? D

E 3 H

F. 27 G. 30 H. 36 J. 72 K. 81

The ratio of a side of square X to the length of rectangle Y is 3:7. The ratio of a side of square X to the width of rectangle Y is 3:2. What is the ratio of the area of square X to the area of rectangle Y ? A. 3:14 B. 6:9 C. 6:14 D. 9:9 E. 9:14

Entrance Ticket

Learning Targets

Quick Check

Understanding Area

ACT Practice

Exit Ticket

Answered Correctly

317

Exit Ticket, Math Teacher Manual

Lesson 11 – Polygon Area

Name

Date

Exit Ticket 1.

DO YOUR FIGURING HERE.

Parallelogram DEFG with dimensions, in meters, is shown in the diagram below. What is the area of the parallelogram, in square meters? E 10 D

F 6

A. 102 B. 150 C. 170 D. 198 E. 250

In the rectangle below, H is a point on side EF of rectangle DEFG. The measurements given are in centimeters. What is the area of triangle DHG, in square centimeters? D

E 3 H

F. 27 G. 30 H. 36 J. 72 K. 81

Exit Ticket, Math Student Workbook

Lesson 2 – Locate Part 2

ACT Mastery Reading ®

2.1 Entrance Ticket

2.1 Entrance Ticket Read the passage and answer the questions.

predictions about the future and “then go out and do something else.”

In the beginning of the 20th century, the game of Cheat the Prophet was made far more difficult than it had ever been before. There were so many prophets and so many prophecies that it was difficult to elude all their ingenuities. When a man did something free and frantic and entirely his own, a horrible thought struck him afterward; it might have been predicted. Whenever a duke climbed a lamppost, when a dean acted recklessly, he could not be really happy: he could not be certain that he was not fulfilling some prophecy.

In the beginning of the 20th century, you could not see the ground for clever men. They were so common that a stupid man was quite exceptional, and when they found him, they followed him in crowds down the street and treasured him up and gave him some high post in the state. And all these clever men were at work giving accounts of what would happen in the next age, all quite clear, all quite keen-sighted and ruthless, and all quite different. And it seemed that the good old game of hoodwinking your ancestors could not really be managed this time, because the ancestors neglected meat and sleep and practical politics, so that

Entrance Ticket

Learning Targets

In the fourth paragraph (lines 37–53), the predictions of H. G. Wells and Dr. Quilp could best be characterized as anticipating that: A. scientific advances would dramatically improve transportation. B. man would return to a more natural state. C. the motorcar would be replaced by the carriage. D. Earth would eventually become a planet more like Saturn.

The narrator claims that in the 20th century, it was difficult to play “Cheat the Prophet” because: F. people were becoming far too cynical to believe in prophecies. G. people were becoming more merciful, which meant they would do what the prophet said. H. people were making so many predictions that it was inevitable some would come true. J. so many people were making accurate predictions.

they might meditate day and night on what their descendants would be likely to do.

By “Cheat the Prophet,” the author refers to the phenomenon where people attentively listen to wise

But the way the prophets of the 20th century went to work was this: they took something or other that was certainly going on in their time and then said that it would go on more and more until something extraordinary happened. And, very often, they added that in some odd place that extraordinary thing had indeed happened and that it showed the signs of the times. For instance, there were Mr. H. G. Wells and others who thought that science would take charge of the future; just as the motorcar was quicker than the coach, so some lovely thing would be quicker than the motorcar, and so on forever. And there arose from their ashes Dr. Quilp, who said that a man could be sent on his machine so fast around the world that he could keep up a long, chatty conversation in some old-world village by saying a word of a sentence each time he came ‘round. And it was said that the experiment had been tried on an apoplectic old major who was sent around the world so fast that there seemed to be (to the inhabitants of some other star) a continuous band ‘round the earth of white whiskers, a reddish complexion and tweeds—a thing like the ring of Saturn.

Decoding Learning the Language Targets of Detail Questions

Justifying Support

ACT Practice

Sum It Up

Entrance Ticket

Learning Targets

The first three paragraphs (lines 1–36) of the passage establish all of the following EXCEPT that: A. the passage is discussing the beginning of the 20th century. B. various people were engaged in hoodwinking their ancestors. C. some of the predictions made in the 1900s were based on occurrences that were already taking place. D. many people who thought themselves clever were predicting the future.

Decoding Learning the Language Targets of Detail Questions

Entrance Ticket, Reading Student Workbook

Entrance Ticket, Reading Slide Deck

Justifying Support

ACT Practice

Sum It Up

ACT Mastery Reading Teacher Manual ®

2.1 Entrance Ticket > Have students try the following ACT practice questions. Students should

ACT Mastery Reading ®

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.

2.1 Entrance Ticket Read the passage and answer the questions.

they might meditate day and night on what their descendants would be likely to do.

By “Cheat the Prophet,” the author refers to the phenomenon where people attentively listen to wise predictions about the future and “then go out and do something else.”

Entrance Ticket

Learning Targets

Decoding Learning the Language Targets of Detail Questions

Justifying Support

ACT Practice

Sum It Up

Student Page 34

Lesson 2 – Locate Part 2

2.1 Entrance Ticket 1.

Entrance Ticket

Learning Targets

Decoding Learning the Language Targets of Detail Questions

Justifying Support

ACT Practice

1. The correct answer is A. Choices B and C are not mentioned, so they can be eliminated. Students may be tempted to choose choice D, since Saturn is explicitly mentioned. However, the passage does not state that the earth is becoming like Saturn but rather that the blur of the man traveling around the world so quickly would look like a ring around Saturn. It is also not predicted by the scientists. Lines 39–42 describe one scientist’s prediction that just as something more advanced than the coach had been developed, the motorcar, so would something even more advanced than the motorcar. He predicted this trend would continue, with more and more advances being made in transportation. The paragraph goes on to discuss another scientist with a machine that could send men traveling around the world at high speeds.

Sum It Up

Student Page 35

2.1 Entrance Ticket 1.

Entrance Ticket

Learning Targets

In the fourth paragraph (lines 37–53), the predictions of H. G. Wells and Dr. Quilp could best be characterized as anticipating that: A.

scientific advances would dramatically improve transportation.

man would return to a more natural state.

the motorcar would be replaced by the carriage.

Earth would eventually become a planet more like Saturn.

Quick Check

Decoding the Language of Detail Questions

Finding Supporting Details

ACT Practice

Exit Ticket

Entrance Ticket, Reading Teacher Manual

Lesson 3 – Locate Part 3

3.5 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 for the questions. There is no break between questions.

Lesson 3 – Locate Part 3

Name

Date

Exit Ticket

The wild things of this earth are not ours to do with as we please. They have been given to us in trust, and we must account for them to the generations that will come after us and audit our accounts. It is a crime against man’s own children and against posterity.

No man has a right, either moral or legal, to destroy or squander an inheritance of his children that he holds for them in trust. With all his wisdom, man has not evolved and placed here so much as a groundsquirrel, a sparrow, or a clam to adorn or enrich this earth. It is true that he has juggled with the wild horse and sheep, the goats and the swine, in order to produce some hardy breeds that can withstand their role as livestock and carry out work for him; but as for species, man has not yet created and placed here even so much as a protozoan.

Today, the thing that stares me in the face every waking hour, like a grisly specter with bloody fang and claw, is the extermination of species. It is a serious thing to exterminate a species of any of the vertebrate animals. There are probably millions of people who do not realize that man is the most persistently and wickedly wasteful of all the predatory animals. The lions, the tigers, the bears, the eagles and hawks, the serpents, and

The Cree Indians impounded small herds of bison and sometimes killed from 100 to 200 at one time, but it was to make sure of having enough meat and hides and because they expected to use the product. I think that even the worst enemies of the plains Indians hardly will 35 accuse them of killing large numbers of bison, elk, or deer merely for the pleasure of seeing them fall.

3.5 Exit Ticket Solve the questions on your exit ticket.

It has remained for the wolf, the sheep-killing dog, and civilized man to make records of wanton slaughter, which puts them in a class together, yet quite 40 apart, from other predatory animals. When a man can kill bison for their tongues alone, kill bull elk for their “tusks” alone, and shoot a whole colony of rhinoceros only for horns, the men who do such things must be classed with the cruel wolf and the criminal dog.

1. According to the passage, which of the following is the most wasteful predatory animal? A. B. C. D.

the fish-eating fishes all live by destroying life, but they kill only what they think they can consume. In a state of nature, where wild creatures prey upon wild creatures, such a thing as wanton, wholesale, and utterly wasteful slaughter is almost unknown.

3. According to the author, which of the following practices is acceptable? A. B. C. D.

Lions Eagles Fish-eating fishes Humans

Killing bull elk in order to harvest their tusks Shooting a rhinoceros for its horn Wearing bird feathers as a fashion statement Killing a small herd of bison to use their meat and hides

2. According to the passage, man has contributed to the animal kingdom by: F. finding colorful uses for bird feathers. G. creating various protozoa. H. cross-breeding certain species for increased strength and stamina. J. harvesting horns from colonies of rhinoceros.

Entrance Entrance Ticket Ticket

Learning Learning TargetsTargets

Quick CheckQuick Check Building a PassageDrawing Map Conclusions Skimming and Scanning

ACT Practice ACT Practice

ExitExit Ticket Ticket

Answered Correctly

Exit Ticket, Reading Teacher Manual

Lesson 3 – Locate Part 3

Name

Date

Exit Ticket

The Cree Indians impounded small herds of bison and sometimes killed from 100 to 200 at one time, but it was to make sure of having enough meat and hides and because they expected to use the product. I think that even the worst enemies of the plains Indians hardly will accuse them of killing large numbers of bison, elk, or deer merely for the pleasure of seeing them fall.

1. According to the passage, which of the following is the most wasteful predatory animal? A. B. C. D.

It has remained for the wolf, the sheep-killing dog, and civilized man to make records of wanton slaughter, which puts them in a class together, yet quite apart, from other predatory animals. When a man can kill bison for their tongues alone, kill bull elk for their “tusks” alone, and shoot a whole colony of rhinoceros only for horns, the men who do such things must be classed with the cruel wolf and the criminal dog.

3. According to the author, which of the following practices is acceptable? A. B. C. D.

Lions Eagles Fish-eating fishes Humans

Killing bull elk in order to harvest their tusks Shooting a rhinoceros for its horn Wearing bird feathers as a fashion statement Killing a small herd of bison to use their meat and hides

Answered Correctly

Exit Ticket, Reading Student Workbook

ACT Mastery Science Teacher Manual ®

12.1 Entrance Ticket > Have students write a paragraph answering the prompt on the slide. Many nutritionists have different ideas about dieting—whether low-carbohydrate diets or low-fat diets are most effective for weight loss. Write a short paragraph (5–7 sentences) describing which method you think would be more effective. Do you think low-carbohydrate diets or low-fat diets help people lose weight faster? Be sure to include details to support your stance. What information would you need to know to prove your hypothesis? Students’ answers will vary. Have several students share their answers. Have other students identify what these students agree on (that is, what the shared answers have in common) and what they disagree on (that is, where the shared answers differ).

> This lesson focuses on a particular type of ACT question that requires comparing multiple viewpoints on the same scientific topic. This entrance ticket will help get students thinking about the comparison and contrast of ideas.

ACT Mastery Science ®

12.1 Entrance Ticket Many nutritionists have different ideas about dieting—whether low-carbohydrate diets or low-fat diets are most effective for weight loss. Write a short paragraph (5–7 sentences) describing which method you think would be more effective. Do you think low-carbohydrate diets or low-fat diets help people lose weight faster? Be sure to include details to support your stance. What information would you need to know to prove your hypothesis?

12.1 Entrance Ticket Many nutritionists have different ideas about dieting— whether low-carbohydrate diets or low-fat diets are most effective for weight loss. Write a short paragraph (5-7 sentences) describing which method you think would be more effective. Do you think low-carbohydrate diets or lowfat diets help people lose weight faster? Be sure to include details to support your stance. What information would you need to know to prove your hypothesis?

Entrance Ticket

Learning Targets

Compare and Contrast Experiments

Similarities and Differences

ACT Practice

Learning Learning TargetsTargets

Quick Check

Compare and Contrast Experiments

Sum It Up

220

Student Page 220

382

Entrance Ticket, Science Teacher Manual

Similarities and Differences

ACT Practice

Exit Ticket

ACT Mastery Science ®

Entrance Ticket

Learning Targets

Compare and Contrast Experiments

Similarities and Differences

ACT Practice

Sum It Up

220

Entrance Ticket, English Student Workbook

Entrance Ticket, Science Slide Deck

ACT Mastery Science Teacher Manual ®

2.5 Exit Ticket > Students complete the three questions on their exit ticket. Students are timed 3 minutes for the three questions. There is no break between questions. We strongly recommend providing your students with a physical copy of the exit ticket PDF, or alternately sending them the digital PDF to view on their devices at their desks. The powerpoint slides of the questions are provided for instructional purposes only.

Lesson 2 – Select Data and Features Part 2

Name

Date

Exit Ticket Passage IV

Experiment 2 The rate of cellular respiration is determined by the change in pressure (ΔP) over the change in time (ΔT). The seconds required to reach the designated temperature was recorded. This measurement and the pressure difference were used to calculate the cellular respiration rate (see Table 2).

Consisting of three stages, cellular respiration is a common chemical process used to generate energy in the form of ATP. This study was conducted to examine the effects of temperature on cellular respiration in yeast. Yeast uses a specific pathway called anaerobic respiration. This pathway does not require oxygen in order to generate ATP molecules for energy. Experiment 1 A gas pressure sensor, which measures pressure in kilopascals (kPa), was turned on. A hot water bath containing 50 mL of water was warmed, and 2.0 mL of glucose was poured inside a properly labeled test tube (see Figure 1).

2.5 Exit Ticket

Table 2

Solve the questions on your exit ticket.

Initial Final Slope Temperature pressure Initial pressure Final ΔP/ΔT (°C) (kPa) time (s) (kPa) time (s) (kPa/s) 0–10

99.5

102.4

200

0.0145

15–25

100.0

110.5

200

0.0525

30–42

99.8

128.9

200

0.1455

48–55

99.7

123.1

200

0.1170

2.0 mL of glucose 1. In Experiment 1, what was the final gas pressure sensor recording at a temperature range of 15–25°C?

Figure 1 An equal volume of 2.0 mL of yeast solution was also poured into the test tube. Enough drops of oil were added to ensure the top of the solution was fully covered. After shaking the mixture, the initial pressure was determined using the pressure probe from the gas pressure sensor. Initial pressure recordings were noted.

A. 102.4 kPa B. 110.5 kPa C. 123.1 kPa D. 128.9 kPa

After the mixed solution was re-shaken, the test tube was placed in a hot water bath. The temperature of the hot water bath was monitored. For each temperature, the final pressure was measured using the pressure probe on the gas pressure sensor. Final pressure recordings for each temperature range were noted (see Table 1).

2. In Table 2, what was the rate of cellular respiration at 30–42°C? F. 0.0145 kPa/s G. 0.0525 kPa/s H. 0.1170 kPa/s J. 0.1455 kPa/s

Table 1

Temperature (°C)

Initial pressure (kPa)

Final pressure (kPa)

0–10 15–25 30–42 48–55

99.5 100.0 99.8 99.7

102.4 110.5 128.9 123.1

3. In Experiment 2, what initial pressure recording was used to calculate a slope of 0.1170 kPa/s? A. B. C. D.

99.5 kPa 99.8 kPa 99.7 kPa 100.0 kPa

Entrance Ticket

Learning Learning TargetsTargets

Quick Check

Making the Connection

Connection Practice

ACT Practice

Exit Ticket

Answered Correctly

Exit Ticket, Science Teacher Manual

Lesson 2 – Select Data and Features Part 2

Name

Date

Exit Ticket Passage IV

Table 2 Initial Final Slope Temperature pressure Initial pressure Final ΔP/ΔT (°C) (kPa) time (s) (kPa) time (s) (kPa/s) 0–10

99.5

102.4

200

0.0145

15–25

100.0

110.5

200

0.0525

30–42

99.8

128.9

200

0.1455

48–55

99.7

123.1

200

0.1170

2.0 mL of glucose 1. In Experiment 1, what was the final gas pressure sensor recording at a temperature range of 15–25°C?

A. B. C. D.

102.4 kPa 110.5 kPa 123.1 kPa 128.9 kPa

2. In Table 2, what was the rate of cellular respiration at 30–42°C? F. G. H. J.

0.0145 kPa/s 0.0525 kPa/s 0.1170 kPa/s 0.1455 kPa/s

Table 1

Temperature (°C)

Initial pressure (kPa)

Final pressure (kPa)

0–10 15–25 30–42 48–55

99.5 100.0 99.8 99.7

102.4 110.5 128.9 123.1

3. In Experiment 2, what initial pressure recording was used to calculate a slope of 0.1170 kPa/s? A. B. C. D.

99.5 kPa 99.8 kPa 99.7 kPa 100.0 kPa

Answered Correctly

Exit Ticket, Science Student Workbook

Slide Decks: 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

Science 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 2 – Unnecessary Commas

2.3.2 Deleting Commas > Show the picture and ask for student commentary. > Teacher Dialogue:

> Teacher Dialogue:

Commas are not always when you pause. Imagine you are reading a passage aloud. You may pause or take a breath in certain places, but it does not mean a comma needs to go there in writing. Only put commas where you know they are grammatically necessary. Otherwise, bulldoze the commas! Some people put commas where they are not needed. When you write, it is important not to go comma crazy. Remember these two rules:

Deleting Commas

ACT Practice

Exit Ticket

A single comma cannot ever come between: 

a subject and a verb.



a verb and an object.



a preposition and an object.



an adjective and the noun it modifies.



an adverb and the verb it modifies.

Only put commas where you know you need them.

Otherwise the sentence flow can be disrupted, or the meaning can be confused.

Entrance Ticket

Learning Target

Quick Check

Unnecessary Commas

Deleting Commas

ACT Practice

Exit Ticket

ACT Mastery English ®

2.3.2 Deleting Commas

2. Only put commas where you know you need them.

Comma Rule 1:

Otherwise, the sentence flow can be disrupted, or the meaning can be confused.

Go with the Flow: When you read, you should be able to go with the flow. There should be a normal rhythm and cadence to the writing. Remove commas that disrupt the flow of a sentence or confuse its meaning.

Unnecessary Commas

Do not use commas that disrupt sentence structure.

1. Do not use commas that disrupt sentence structure. A single comma cannot ever come between a subject and a verb, a verb and an object, a preposition and an object, an adjective and the noun it modifies, or an adverb and the verb it modifies, etc.

Quick Check

2.3.2 Deleting Commas 1.

> Review the rules on the slide and have students write them in the space provided in the workbook.

Learning Target

Entrance Ticket

Comma Rule 2:

So, biologists decided, to dissect the mutated frogs themselves.

Growing up, on the beaches of Australia, Adrian Buchan would one day become a world-renowned surfer.

Athletes, typically, find, that getting enough sleep at night plays a huge role in their endurance.

English Tip Go with the Flow: When you read, you should be able to go with the flow. There should be a normal rhythm and cadence to the writing. Remove commas that disrupt the flow of a sentence or confuse its meaning.

Entrance Ticket

Learning Target

Unnecessary Commas

Deleting Commas

ACT Practice

Sum It Up

Student Page 24

Step-by-Step Instructions, English Teacher Manual

Step-by-Step Instructions, English Slide Deck

ACT Mastery English ®

2.3.2 Deleting Commas Comma Rule 1:

Comma Rule 2:

So, biologists decided, to dissect the mutated frogs themselves.

Growing up, on the beaches of Australia, Adrian Buchan would one day become a world-renowned surfer.

Athletes, typically, find, that getting enough sleep at night plays a huge role in their endurance.

Entrance Ticket

Learning Target

Unnecessary Commas

Deleting Commas

ACT Practice

Sum It Up

Step-by-Step Instructions, English Student Workbook

Lesson 13 – Volume

13.3.2 Advanced Volume > Teacher Dialogue:

Now Hungry Dave is craving his favorite sandwich, the PB&J. But Hungry Dave is a very peculiar boy. Unlike some kids who want the crust cut off their sandwiches, Hungry Dave ONLY likes to eat the crust. What do you need to know to figure out how many sandwich crusts Hungry Dave can eat?

ACT Mastery Math ®

13.3.2 Advanced Volume

1L ≈ 61 in³

Possible answers include volume of sandwich, dimensions of sandwich, dimensions of crust to be cut off, etc.

> Reveal the measurement values on the slide. Students solve the problem, showing their work on the blank space provided in their workbooks.

Entrance Ticket

Learning Targets

> Teacher Dialogue: How would you solve this problem?

Basic Volume

Advanced Volume

ACT Practice

Sum It Up

190

Find the volume of the entire sandwich. Subtract the volume of the sandwich to be removed. Divide Hungry Dave’s stomach capacity by the volume of the crust-only sandwich.

Student Page 190

Find the volume of the sandwich before the middle is cut out. Remind the students that volume is the area of the main shape multiplied by the thickness or height. The square that is the bread has an area of 5 ⋅ 5 = 25. Multiply this by the thickness. 25 ⋅ 1 = 25 in3.

13.3.2 Advanced Volume

Lesson 13 – Volume

Find the volume of the sandwich without the crust. If 0.5 inches is removed on every side, the new dimensions of the sandwich are 4 ⋅ 4. (Show picture or draw it out for students. 5 – 0.5 – 0.5 = 4 for both sides.) Find the volume in the same way. The area of the main shape, a square, is 4 ⋅ 4 = 16. Multiply it by the height of the sandwich. 16 ⋅ 1 = 16 in3.

Subtract the volume of the crustless sandwich from the volume of the whole sandwich to find the volume of just the crust. 25 – 16 = 9 in3.

Entrance Ticket

Learning Targets

Basic Volume

Advanced Volume

ACT Practice

Sum It Up

191

How many crusts can Hungry Dave eat? Divide his stomach capacity by the volume of the crust of one sandwich. 61 ÷ 9 = 6.777. Hungry Dave can eat 6 sandwich crusts.

Student Page 191

Hungry Dave–Part 3 It’s day three, and Hungry Dave craves a sandwich. However, Hungry Dave is a very peculiar boy, and he ONLY likes to eat the crust. Assuming he has a completely empty stomach, what is the maximum amount of crust that Hungry Dave can eat? Hungry Dave can eat 6 sandwich crusts.

Entrance Ticket

Learning Targets

Quick Check

Basic Volume

Advanced Volume

ACT Practice

Exit Ticket

355

Step-by-Step Instructions, Math Teacher Manual

ACT Mastery Math

Lesson 13 – Volume

13.3.2 Advanced Volume

1L ≈ 61 in³

Entrance Ticket

Learning Targets

Basic Volume

Advanced Volume

ACT Practice

Sum It Up

Entrance Ticket

Learning Targets

Basic Volume

Advanced Volume

191

190

Step-by-Step Instructions, Math Student Workbook

Step-by-Step Instructions, Math Slide Deck

ACT Practice

Sum It Up

Lesson 5 – Drawing Conclusions Part 2

5.3.1 Inference vs. Exact Details > Show the students the following questions. Read each one aloud and have

Lesson 5 – Drawing Conclusions Part 2

students try to identify which ones are looking for word for word matches in a passage and which ones ask the reader to make an inference.

5.3.1 Inferences vs. Exact Details 1.

Details in the passage most strongly suggest that:

When the narrator refers to “cheating the prophet,” he is most likely making a statement about:

According to the author, the scientists encountered which of the following as a result of their theories?

word for word

1. Inference because of the word suggest

word for word

2. Inference because of the words most likely

Keyword:

inference

Keyword:

inference

Keyword:

inference

Information in the passage indicates that which type of terrain can be found between Toronto and Ottawa?

It can be reasonably inferred from the passage that the main character most strongly desires to:

In the passage, the author indicates that he believes that the main cause for the decline in interest is:

word for word

3. Word for word because of the words according to the author

word for word

Keyword:

inference

Keyword:

inference

Keyword:

inference

4. Word for word because of the word indicates 5. Inference because of the words reasonably inferred 6. Word for word because of the word indicates

> Teacher Dialogue:

Reading Tip Scanning: The only difference between scanning for an exact detail and scanning for an inference is how you use the passage. For an inference, do not expect an exact match. Instead, scan for general supporting details from the passage.

Entrance Ticket

What is the difference between indicates and suggests?

Learning Targets

have to make an inference. Have students volunteer the words. Add the words in the context of the passage (because we usually have to draw conclusions from context, think context clues) and help establish.

ACT Practice

Sum It Up

Student Page 87

5.3.1 Inferences vs. Exact Details 1.

Details in the passage most strongly suggest that:

When the narrator refers to “cheating the prophet,” he is most likely making a statement about:

According to the author, the scientists encountered which of the following as a result of their theories?

Information in the passage indicates that which type of terrain can be found between Toronto and Ottawa?

It can be reasonably inferred from the passage that the main character most strongly desires to:

In the passage, the author indicates that he believes that the main cause for the decline in interest is:

> Tell students that they will know to make inferences when they see these words.

Identifying Incorrect Answers

Indicates means there will be a straightforward fact described, while suggests means something is implied or inferred.

> Make a list on the board of words from these examples that suggest you will

Inferences Learning vs. Exact TargetsDetails

Entrance Ticket

Learning Targets

Quick Check

Inferences vs. Exact Details

Identifying Incorrect Answers

ACT Practice

Exit Ticket

Scanning: The only difference between scanning for an exact detail and scanning for an inference is how students should use the passage. In both cases, students need to go back to the passage using their scanning skills. For an inference question, they should not expect an exact match. Instead, they should scan for general supporting details from the passage.

131

Step-by-Step Instructions, Reading Teacher Manual

Lesson 5 – Drawing Conclusions Part 2

5.3.1 Inferences vs. Exact Details 1.

Details in the passage most strongly suggest that:

When the narrator refers to “cheating the prophet,” he is most likely making a statement about:

word for word

word for word 3.

Keyword:

inference

Keyword:

inference

It can be reasonably inferred from the passage that the main character most strongly desires to: word for word

Keyword:

inference

Information in the passage indicates that which type of terrain can be found between Toronto and Ottawa? word for word

Keyword:

inference

According to the author, the scientists encountered which of the following as a result of their theories? word for word

Keyword:

inference

In the passage, the author indicates that he believes that the main cause for the decline in interest is: word for word

Keyword:

inference

Entrance Ticket

Learning Targets

Inferences Learning vs. Exact TargetsDetails

Identifying Incorrect Answers

ACT Practice

Sum It Up

Step-by-Step Instructions, Reading Student Workbook

Step-by-Step Instructions, Reading Slide Deck

Lesson 1 – Select Data and Features Part 1

1.3.1 Road Signs

> Teacher Dialogue:

Both the reading and science tests involve a passage followed by questions. You may have already learned how to approach passages on the reading test. What do you do on an ACT reading test when you see a passage and a set of questions?

ACT Mastery Science ®

1.3.1 Road Signs Step #1 when approaching a science passage: ______________________________________________ Step #2 when approaching a science passage: ______________________________________________

Two measurements are taken of the water in a hot spring: the sulfur content and the temperature. Both of these measurements can be affected by water flow.

Table 1 shows the temperature in Fahrenheit of the water in Spring 1 and Spring 2 on each of the 5 collection days. Table 2 shows the average water temperature in Fahrenheit of Spring 1 and Spring 2 during this time.

Sulfur content in hot springs is thought to have medicinal and therapeutic effects for those relaxing in the springs. Figure 1 shows the sulfur levels in parts per million (ppm) on 5 collection days at two different hot springs, Spring 1 and Spring 2. 7 sulfur content (ppm)

First, skim the passage to get an idea of it as a whole; for each question, identify the key details and scan the passage for them.

Figure 2 shows the water flow of each spring in cubic feet per second on the 5 collection days.

3,000

Key Spring 1 Spring 2

6 5

Key Spring 1 Spring 2

2,500 water flow (ft3/s)

> Teacher Dialogue:

4 3 2

2,000 1,500 1,000 500

1 0

0 1

3 day

Figure 1

> Tell students that they can approach science passages in a similar way. Here, 1. Preview the passage

Day

Spring 1

Spring 2

1 2 3 4 5

98.2 99.1 101.4 99.7 100.1

98.1 98.7 98.8 99.9 99.6

Entrance Ticket

Table 2

Temperature (°F)

however, the steps are the following:

3 day

Figure 2

Table 1

Learning Targets

Road Signs

Spring

Average Temperature (°F)

Spring 1 Spring 2

99.7 99.0

Road Race

ACT Practice

Sum It Up

2. Follow the road signs

Student Page 10

> Have students write these two steps in the designated section of their workbooks.

1.3.1 Road Signs

> Teacher Dialogue:

The first step for every science passage is to make sense of the passage before answering the questions. We call this previewing the passage.

> Teacher Dialogue:

Think back to your practice test. How many of the answers came from the passage text? How many came from the charts and graphs?

Reading 1. Skim the passage 2. Scan for details Science 1. Preview the passage 2. Follow the road signs

Entrance Ticket

Learning Learning TargetsTargets

Quick Check

Road Signs

Road Race

ACT Practice

Exit Ticket

Most questions can be answered directly from the charts and graphs. (If the students have not taken a practice test yet, they will have to take your word for it.)

> Teacher Dialogue:

If that is the case, how should you approach previewing the passage?

Focus primarily on the information in the figures and tables.

> Teacher Dialogue:

Look at the passage in your workbooks. What can you gather from the figures?

In the dialogue here and on the next page of this manual, prompt students with questions to elicit observations and conclusions. Questions such as “Do you notice any trends in the data?” can get students thinking. Figure 1 measures the sulfur content for each of the days in both Spring 1 and Spring 2. Figure 2 measures the water flow. Spring 2’s values in the figures are almost always lower than Spring 1’s values. Table 1 records the temperature of both springs on each day, while Table 2 gives the average of those temperatures.

Step-by-Step Instructions, Science Teacher Manual

ACT Mastery Science ®

1.3.1 Road Signs Step #1 when approaching a science passage: ______________________________________________ Step #2 when approaching a science passage: ______________________________________________

Two measurements are taken of the water in a hot spring: the sulfur content and the temperature. Both of these measurements can be affected by water flow.

3,000

Key Spring 1 Spring 2

6 5

Key Spring 1 Spring 2

2,500 water flow (ft3/s)

sulfur content (ppm)

Figure 2 shows the water flow of each spring in cubic feet per second on the 5 collection days.

4 3 2

2,000 1,500 1,000 500

1 0

0 1

3 day

Figure 1

Figure 2

Table 1

Table 2

Temperature (°F) Day

Spring 1

Spring 2

1 2 3 4 5

98.2 99.1 101.4 99.7 100.1

98.1 98.7 98.8 99.9 99.6

Entrance Ticket

3 day

Learning Targets

Road Signs

Spring

Average Temperature (°F)

Spring 1 Spring 2

99.7 99.0

Road Race

ACT Practice

Sum It Up

Step-by-Step Instructions, Science Student Workbook

Step-by-Step Instructions, Science Slide Deck

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

Lesson 5 – Apostrophes

5.3.1 Apostrophe Rules > Have students briefly pair up with students next to them and try to come up

ACT Mastery English ®

with at least two rules for when to use apostrophes with possessives. After approximately five minutes, allow the students to share their rules with you. Work with the class to include the following rules for possession.

5.3.1 Apostrophe Rules

(Possessives are the focus of the lesson. As long as students are comfortable with contractions, focus on rules for possessives only here.) 1. A singular noun with no s on the end – add ’s (dog’s collar) 2. A singular noun with an s on the end – also add ’s (bus’s route) 3. Plural nouns with no s on the end – add ’s (children’s group) 4. Plural nouns with an s on the end – only add ’ (all the trees’ leaves) Entrance Ticket

Learning Targets

Apostrophe Rules

Irregular Nouns and Apostrophes

ACT Practice

Sum It Up

Student Page 66

Students may get bogged down and confused by all these rules. Help them narrow it down. Which forms need ’s, and which forms only need an apostrophe? Add only an apostrophe  plurals ending in s (all the trees’ rings, all the dogs’ food bowls) Add an apostrophe and the letter s  all the others (this is the normal rule, the above is the exception)

5.3.1 Apostrophe Rules Pair up with a student next to you and try to come up with at least two rules for when to use apostrophes with possessives. Answers: 1.

A singular noun with no s on the end ►

►

also add ’s (bus’s route)

3. Plural nouns with no s on the end ►

add ’s (children’s group)

4. Plural nouns with an s on the end ►

> Have the students write down these rules on the lines provided in this section

add ’s (dog’s collar)

2. A singular noun with an s on the end

Entrance Ticket

only add ’ (all the trees’ leaves)

Learning Targets

of their workbooks.

Quick Check

Apostrophe Rules

Irregular Nouns and Apostrophes

ACT Practice

Exit Ticket

125

Engaging Activities, English Teacher Manual

ACT Mastery English ®

5.3.1 Apostrophe Rules

Entrance Ticket

Learning Targets

Apostrophe Rules

Irregular Nouns and Apostrophes

ACT Practice

Sum It Up

Engaging Activities, English Student Workbook

Engaging Activities, English Slide Deck

ACT Mastery Math ®

12.3.1 Circumference The Circonian Martians travel the outermost ring of Saturn three times before realizing they are going in circles. How far out of their way have they traveled before they get back on the route toward their destination?

Entrance Ticket

Learning Targets

Circumference

Area

ACT Practice

Sum It Up

172

Engaging Activities, Math Student Workbook

Engaging Activities, Math Slide Deck

ACT Mastery Math Teacher Manual ®

12.3.1 Circumference > Teachers read this story aloud for the students.

ACT Mastery Math ®

12.3.1 Circumference

In a galaxy far, far away, the Circonian martians have made a monumental discovery—a planet not unlike their own—inhabited by a strange race of creatures. There are no corners in the Circonian world, and no straight edges either. Their bodies are round, their food is round, and they live in circular dwellings. Every geographic feature on their planet is made of soft curves and spheres. However, this new planet is full of other shapes. The harsh edges and bold corners of this unknown planet worry the Circonians, who are headed to the planet to deliver a message to its strange and lanky inhabitants.

The Circonian Martians travel the outermost ring of Saturn three times before realizing they are going in circles. How far out of their way have they traveled before they get back on the route toward their destination?

Entrance Ticket

Learning Targets

Circumference

Area

ACT Practice

Sum It Up

172

Student Page 172

Circonian Space Travels 



Entrance Ticket

Learning Targets

Quick Check

Circumference

The Circonian Martians travel the outermost ring of Saturn three times before realizing they are going in circles! How far out of their way have they traveled before they get back on the route toward their destination? They traveled approximately 151,000,000 miles. Good thing their spaceship travels fast!

Area

ACT Practice

Exit Ticket

The Circonian martians board their spaceship ready for voyage to this newfound land. They enter the Milky Way galaxy near Pluto and stop there to greet their distant allies, the Icekan aliens, who live on the cold and rocky planet. Eventually the Circonians reach Saturn, a planet they are rather unfamiliar with. They mistake the rings of Saturn for roads the inhabitants of Saturn have constructed. The captain of the spaceship believes the road is a shortcut to their destination and steers the ship along its direction. Before long, the spaceship crew starts to complain. It seems like this road is never ending!

> Present the students with this problem. > Teacher Dialogue:

The Circonian martians travel the outermost ring of Saturn three times before realizing they are going in circles! How far out of their way have they traveled before they get back on the route toward their destination?

Ask the students what the answer is. If they can’t answer it, ask them what they need to do to find the answer. What other information do you need to know? What formula do you need to know? What is the formula for circumference? If the students say radius, ask them: If I gave you the radius of just the planet Saturn, would that be enough? (Answer: No, they need the radius of the ring.)

> Generate some discussion on what combinations of information they could

use to solve the problem. Eventually, concede to give them the radius of Saturn and the measurement of the distance between the largest ring and the surface of Saturn. The radius of Saturn is 36,184 miles. The outermost ring of Saturn is 8,000,000 miles from the surface of the planet. The formula for circumference is 2πr. Have students use 3.14 for π and round to the nearest whole number.

326

Engaging Activities, Math Teacher Manual

ACT Mastery Reading ®

5.3.2 Identifying Incorrect Answers

Mr. No Support

Mr. Opposite

Mr. Wrong Scope

Mr. Extreme

Entrance Ticket

Learning Targets

Inferences Learning vs. Exact TargetsDetails

Identifying Incorrect Answers

ACT Practice

Sum It Up

Engaging Activities, Reading Student Workbook

Engaging Activities, Reading Slide Deck

ACT Mastery Reading Teacher Manual ®

5.3.2 Identifying Incorrect Answers ACT Mastery Reading ®

> 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?

5.3.2 Identifying Incorrect Answers

Mr. No Support

Mr. Opposite

Mr. Wrong Scope

Mr. Extreme

Entrance Ticket

Learning Targets

Inferences Learning vs. Exact TargetsDetails

Identifying Incorrect Answers

ACT Practice

Sum It Up

Student Page 88

Entrance Ticket

Learning Targets

Quick Check

Inferences vs. Exact Details

Identifying Incorrect Answers

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.

ACT Practice

Exit Ticket

5.3.2 Identifying Incorrect Answers 

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.

> 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.

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Learning Targets

Quick Check

Inferences vs. Exact Details

Identifying Incorrect Answers

ACT Practice

Exit Ticket

Answer options that are contradicted by the passage These answer options say the opposite of what the passage implies.

5.3.2 Identifying Incorrect Answers 

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’re looking for once

you get to know them.

Entrance Ticket

Learning Targets

Quick Check

Inferences vs. Exact Details

Identifying Incorrect Answers

ACT Practice

This contestant is the opposite of what you are looking for once you get to know them.

Exit Ticket

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Engaging Activities, Reading Teacher Manual

Engaging Activities, Science Slide Deck

ACT Mastery Science ®

10.3.1 Variables and Controls 1.

You want to know whether boys or girls are better at throwing a paper ball into a trash can. Test: Variable: Constants:

You want to know if exposure to sunlight affects plant growth. Test: Variable: Constants:

You want to know if the year a car was made affects its crash test results. Test: Variable: Constants:

You want to know if amount of time spent studying affects how well a student performs on a test. Test: Variable: Constants:

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Learning Targets

Variables and Controls

Correcting Experiments

ACT Practice

Sum It Up

184

Engaging Activities, Science Student Workbook

ACT Mastery Science Teacher Manual ®

10.3.1 Variables and Controls > The following activity takes the concept of controlling variables and brings it to life by making it personal for your students. Begin by crumpling a piece of paper and placing a trash can at the front of the room.

10.3.1 Variables and Controls Complete the class activity with your teacher’s instruction.

> Teacher Dialogue:

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Learning Learning TargetsTargets

Quick Check

Variables and Controls

Correcting Experiments

ACT Practice

Exit Ticket

It is time for an experiment! Let’s find out whether the boys or the girls in this class are better at throwing this paper ball into the trash can. Before we start, there are a few rules.

1. The student who goes first must remain seated while making a shot. 2. The student who goes second is allowed to stand up while making a shot. The third student must sit, and so on. Students alternate between sitting and standing on each turn. 3. Each student only gets one shot.

> Keep a tally on the board of the number of girls and boys who make the shot. Expect the students to complain about the rules not being fair. (That is the point of this activity.) You can keep the activity from getting off track by saying something like, “Let’s see what happens. It is just an experiment.”

> Keep score as each student shoots, making sure to let every other student

stand for the shot. Students should notice that those sitting closer to the trash can and those who get to stand up have an unfair advantage. Do not let students move closer or adjust the trash can. Once all students have taken a turn, tally the scores and announce the winner.

> Teacher Dialogue:

Is this an accurate result? Was this experiment fair?

More than likely, the losing group will already begin to complain about how the activity was unfair.

> Teacher Dialogue:

How was this experiment unfair?

> Count the students’ reasons or write the issues on the board. Help them

determine the exact elements that made the experiment unfair or inaccurate.

> Teacher Dialogue:

In science, you would say there are too many variables.

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Engaging Activities, Science Teacher Manual

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

ACT Mastery English Teacher Manual ®

6.4.1 Set One Its not easy growing up in a world where

perspectives shift constantly and information bombards the senses; one hardly knows what to

A. NO CHANGE B. It’s C. Its’ D. That’s

think of as right or wrong. 1. The correct answer is B. We are using it’s as a contraction of it is to say, It is not easy growing up. It is the subject and is is the verb. Choice A is incorrect because a possessive pronoun is unnecessary; there is nothing in this part of the sentence to possess. Choice C is incorrect because its’ is not a word. Choice D is incorrect because there is nothing for that to refer to.

In actuality, the association could not defend

it’s inane argument that the puppy compromised the child’s safety.

F. NO CHANGE G. they are H. it is J. its

2. The correct answer is J. The argument belongs to the association, so we use the possessive pronoun its. Choice F is incorrect because it’s is the contraction of it is, which does not make sense in the context of the sentence. This also eliminates choice H. Choice G is incorrect because the association is singular and they is a plural pronoun.

Selma High School simultaneously gives back

to the community and raises funds for its field trips by organizing community activities throughout the

A. NO CHANGE B. it’s C. its’ D. its’s

year in exchange for small donations. 3. The correct answer is A. The field trips belong to Selma High School, so we use the possessive pronoun its. Choice B is incorrect because we need the possessive form, not the contraction of it is. Choice C is incorrect because its’ is not a word. Choice D is incorrect because its’s is not a word.

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Student Page 82

Detailed Answer Explanations, English Teacher Manual

ACT Mastery English ®

6.4.1 Set One

Its not easy growing up in a world where

A. NO CHANGE B. It’s C. Its’ D. That’s

F. NO CHANGE G. they are H. it is J. its

A. NO CHANGE B. it’s C. its’ D. its’s

perspectives shift constantly and information bombards the senses; one hardly knows what to think of as right or wrong.

In actuality, the association could not defend it’s inane argument that the puppy compromised the child’s safety.

Selma High School simultaneously gives back to the community and raises funds for its field trips by organizing community activities throughout the year in exchange for small donations.

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

Entrance Ticket

Learning Targets

It’s vs. Its

Their, There, Who’s, and Whose

ACT Practice

Sum It Up

Detailed Answer Explanations, English Student Workbook

Lesson 2 – Systems of Equations

2.4.1 Set One 1.

If p + q = 36, and p – q = 20, then q = ? A. –8 B. 8 C. 16 D. 28 E. 56

1. The correct answer is B. Combine the two equations to solve for p, then plug it back in to solve for q. 2p = 56 p = 28 p + q = 36 28 + q = 36 q=8

Which of the following (a,b) pairs is the solution for the system of equations 2a + b = 3 and a – 3b = 5 ?

a – 3b = 5  –2(a – 3b) = –2(5)  –2a + 6b = –10

F. (–2, 7)

–2a + 6b = –10

G. ( 0, 3 ) H. (

2. The correct answer is J. Combine the two equations to solve for one variable, then plug it back in to find the other.

+ 2a + b = 3

3 6 , ) 4 4

7b = –7

J. ( 2,–1 )

b = –1

K. ( 3,–3 )

2a + (–1) = 3 2a = 4 a=2 So the solution is (2,–1).

What is the value of y in the solution to the following system of equations? x – 4y – 8 = 20 2x + y = 20 A. –4 B. –1.8 C. 8 D. 10 E. 14

3. The correct answer is A. Combine the equations and solve for y. x – 4y – 8 = 20  x – 4y = 28  –2(x – 4y) = –2(28)  –2x + 8y = –56 –2x + 8y = –56 + 2x + y = 20 9y = –36 y = –4

Student Page 28 Detailed Answer Explanations, Math Teacher Manual

ACT Mastery Math ®

2.4.1 Set One 1.

DO YOUR FIGURING HERE.

If p + q = 36, and p – q = 20, then q = ? A. –8 B. 8 C. 16 D. 28 E. 56

2. Which of the following (a,b) pairs is the solution for the system of equations 2a + b = 3 and a – 3b = 5 ? F. (–2, 7) G. ( 0, 3 ) H. (

3 6 , ) 4 4

J. ( 2,–1 ) K. ( 3,–3 )

3. What is the value of y in the solution to the following system of equations? x – 4y – 8 = 20 2x + y = 20 A. –4 B. –1.8 C. 8 D. 10 E. 14

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

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Learning Targets

Equation Elimination

Substitution

In Terms Of

ACT Practice

Sum It Up

Detailed Answer Explanations, Math Student Workbook

ACT Mastery Reading Teacher Manual ®

Lesson 5 – Drawing Conclusions Part 2

1. It is reasonable to infer from the passage that prior to the transatlantic cable, all underwater telegraph cables were:

4. The passage most strongly suggests that once the 1858 cable stopped working, the public regarded the project’s future with:

A. shorter than 2,000 nautical miles. B. longer than 1,700 nautical miles. C. constructed with funding from national governments. D. off-limits to private enterprises.

F. weary optimism. G. mild regret. H. intense doubt. J. indifference.

5. The passage most strongly suggests that the transatlantic cable’s effect on modern life is most deeply felt in terms of:

2. The passage most strongly implies that the discovery of an undersea plateau between Newfoundland and Ireland affected the cable project by:

A. its impact on computer science and data technology. B. London losing prominence as a global financial capital. C. the importance of stock markets to national economies. D. its encouragement of other large-scale public works.

F. providing a plausible path to lay the cable across the sea floor. G. hindering the passage of ships attempting to lay the cable. H. eliminating the need for submarines to lay the cable at vast depths. J. complicating the planning of where exactly to lay the cable.

Lesson 5 – Drawing Conclusions Part 2

5.4.1 Set One Answer Explanations

3. The passage indicates that after the 1857 attempt to lay the cable failed, Cyrus Field felt: A. B. C. D.

proud. uneasy. undeterred. defeated.

1. The correct answer is A. Choices C and D are unsupported by the passage. Choice B cannot be inferred from the information provided in the passage. Lines 43–44 discuss how the creation of the transatlantic line would require a cable of nearly 2,000 nautical miles, by far the longest in the world. Thus, it is possible to infer that all others prior were shorter than this distance, as seen in choice A. 2. The correct answer is F. Choices G and H are unsupported by the passage. Choice J is opposite, since the discovery actually aided the project in determining where to lay the cable. The passage discusses Newfoundland and Ireland in lines 24–28, stating that the narrow bandwidth made the project seem even theoretically possible. Thus, choice F is correct. END OF SET ONE STOP! DO NOT GO ON TO THE NEXT PAGE

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Learning Targets

Inferences Learning vs. Exact TargetsDetails

3. The correct answer is C. Lines 55–62 discuss the failed 1857 attempt. After, Field manufactured more cable to replace UNTIL TOLD TO DO SO. what had been lost and devised a new system of paying it out from the back of the ship. Choice D is opposite, since Field was not defeated. Choice A is unsupported by the passage, while choice B is possible but also unsupported. Choice Identifying Incorrect Answers ACT Practice Sum It Up C is the best option, since Field persevered despite several setbacks. 4. The correct answer is H. Lines 68–70 describe how the cable stopped working, and public confidence hit a new low. Choices F, G, and J are all unsupported by the passage, since these lines only imply that the public felt disillusioned and doubtful about the project, as stated in choice H.

Student Page 95

142

5. The correct answer is A. The final paragraph discusses the cable’s greatest legacy, laying the foundation for modern computer science, as businesses on either end quickly recognized the value of condensing frequently repeated terms into code. It does not mention London’s prominence, stock markets, or other public works, so choices B, C, and D can be eliminated. Choice A is correct since this paragraph is focused on computer science and the condensing of data.

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Detailed Answer Explanations, Reading Teacher Manual

ACT Mastery Reading ®

5.4.1 Set One

Passage II

consist of seven copper wires covered with three coats of gutta-percha and wound with tarred hemp inside a sheath of flexible iron strands. Heavy-duty in the literal sense, the cables weighed more than a ton per nautical mile. The enormous cost of manufacture required funding from an 50 army of investors, as well as the British and American governments, who also furnished naval warships to trail the cable across the sea. On August 5, 1857, the U.S.S. Niagara and the HMS Agamemnon finally set sail from Valentia Bay, Ireland, cable in tow. 45

The length of time it took to deliver a message had been a limiting factor in transatlantic communication ever since Europeans made landfall in the New World. Any relay of information between North America and Europe was subject to the snaillike pace of ocean travel, along with its attendant delays. The effect was that business and political transactions on both sides of the Atlantic were hampered by long lulls in conversation.

But success proved elusive. The 1857 attempt was aborted when the cable snapped more than 400 miles out at sea. Undaunted, Field manufactured more cable to replace what had been lost and devised a new system of paying it out from the back of the ship. A second try in the 60 spring of 1858 also failed, but the third attempt, later that summer, proved to be the charm. On August 5, 1858, the first transatlantic telegraph cable was finally laid. 55

The telegraph’s debut in the late 1830s revolutionized overland communication, but water remained a barrier since it dissipated the wires’ electric signal. In 1845 Charles Wheatstone hit upon the solution of coating underwater cables in gutta-percha, the adhesive juice of the Palaquium gutta tree. This breakthrough allowed the first successful undersea cable to link Dover and Calais via the English Channel in 1851, and plans were soon underway to connect Newfoundland and Nova Scotia across the Cabot Strait.

Jubilation erupted on both sides of the ocean as people realized the profound change that had occurred. Queen Victoria sent a message of congratulations to President James Buchanan, who replied that the cable was “a triumph more glorious [than any] on the field of battle.” The elation was short-lived though, as the cable stopped working after just three weeks. Public confidence hit a 70 new low, and Field was vilified by the press. 65

But channels and straits were not oceans, and major obstacles remained to connect two continents on opposite sides of the Atlantic. Aside from the incredible expense of manufacturing thousands of miles of conductive cable, the ocean’s sheer depth complicated the engineering.

The Civil War’s outbreak in 1861 stalled the project’s renewal, but by 1865, Field had a new cable design and a single massive ship to lay its entire length. After yet another unsuccessful bid, a final attempt in July 1866 75 went smoothly, and this time the cable remained operational. At first, the high price of sending a message limited clientele to governments, corporations, and the very wealthy, but this exclusivity faded with technological advances. By 1900, fifteen transatlantic cables were in use, 80 and the process was on its way to full democratization. The cable also revolutionized stock trading between New York and London, further solidifying those cities as preeminent global financial centers.

Along the entire expanse between Newfoundland and Ireland (the shortest possible distance for the cable), there was a single narrow bandwidth—an undersea plateau two miles deep—that made the project seem even theoretically possible. Samuel Morse, the telegraph pioneer, had publicly advocated for the construction of a transatlantic line as early as 1840, but more than a decade had passed with no serious attempts made. Then in 1856, Cyrus West Field decided to take on the project. A prominent and vastly successful New York businessman, he had already financed completion of the Newfoundland-Nova Scotia telegraph after it stalled due to bankruptcy. Though he had little knowledge of telegraphy or the deep sea, Field was savvy enough to enlist the help of experts, among them Morse, the oceanographer Matthew Maury, and British engineer Charles Tilston Bright.

Even armed with such brainpower, the challenge before the newly formed Atlantic Telegraph Company was immense. At nearly 2,000 nautical miles, the cable would be by far the longest in the world. It would

Entrance Ticket

Learning Targets

Lesson 5 – Drawing Conclusions Part 2

But perhaps the cable’s greatest legacy is evident in 85 the most basic tasks of 21st century life, from sending an email to receiving a cell phone call. Its success effectively laid the foundation for modern computer science, as businesses on either end quickly recognized the value of condensing frequently repeated terms into code. The 90 resulting data compression gave rise to a whole new field of study that continues to shape the digital world in which 1. It is reasonable to infer from the passage that prior to we live today. the transatlantic cable, all underwater telegraph cables were:

4. The passage most strongly suggests that once the 1858 cable stopped working, the public regarded the project’s future with:

A. shorter than 2,000 nautical miles. B. longer than 1,700 nautical miles. C. constructed with funding from national governments. D. off-limits to private enterprises.

Inferences Learning vs. Exact TargetsDetails

Identifying Incorrect Answers

ACT Practice

F. weary optimism. G. mild regret. H. intense doubt. J. indifference.

Sum It Up

5. The passage most strongly suggests that the transatlantic cable’s effect on modern life is most deeply felt in terms of:

2. The passage most strongly implies that the discovery of an undersea plateau between Newfoundland and Ireland affected the cable project by:

3. The passage indicates that after the 1857 attempt to lay the cable failed, Cyrus Field felt: A. B. C. D.

proud. uneasy. undeterred. defeated.

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

Entrance Ticket

Learning Targets

Inferences Learning vs. Exact TargetsDetails

Identifying Incorrect Answers

Detailed Answer Explanations, Reading Student Workbook

ACT Practice

Sum It Up

Lesson 12 – Compare Models

ACT Mastery Science Teacher Manual

ACT Mastery Science

Lesson 12 – Compare Models

12.4.1 Set One

Passage I The universe is thought to be roughly 14 billion years old, having begun in a flash with an event known as the Big Bang. Our universe is composed of the totality of time, space, and matter, containing roughly 100 billion galaxies, each of which contains roughly 100 billion stars. Observations have shown that the universe is currently expanding at an accelerating rate, causing all of its galaxies, including our Milky Way, to quickly move away from each other. There are several competing theories on the ultimate fate of the universe, though none of them are yet agreed upon by the scientific community at large.

Scientist B The universe will not end with the Big Freeze, but instead with the Big Crunch. Even though the universe is currently expanding at an accelerating rate, this expansion is not unlimited. The expansion speed will not exceed the escape velocity to allow expansion to extend beyond a universal event horizon. The gravitational attraction of all of the matter in the universe will cause it to eventually begin retracting and rubber-banding backwards. This is not dissimilar to the same elliptical path by which heavenly bodies rotate around each other, hurtling away and then being dragged back by gravitational pull. In this way, the universe will not end in a heat death, but will eventually collapse back in on itself, resulting in the reformation of the universe with another Big Bang.

Present Day

5 Billion Yrs. Ago

1. Do Scientist A and Scientist B differ in their claims of the universe’s potential for expansion?

4. Scientists A and B would most likely agree on all of the following points, EXCEPT that:

A. No; both scientists claim the universe will continue expanding forever. B. No; both scientists claim the universe will only expand to a certain extent. C. Yes; Scientist A claims the universe will expand forever, while Scientist B claims the universe can only expand to a certain extent. D. Yes; Scientist A claims the universe can only expand to a certain extent, while Scientist B claims the universe will expand forever.

F. the universe was created by an event called the Big Bang. G. after the universe collapses on itself, it will reform with another Big Bang. H. the galaxies in the universe are moving away from each other. J. the universe is currently expanding at an accelerating rate.

2. The universe was 50% smaller 5 billion years ago than it is today. Assuming that the proportion of dark energy, a repulsive force between molecules, has remained constant, both scientists would most likely agree that the speed with which the universe was expanding 5 billion years ago was:

5. Consistent with Scientist A’s position, over time entropy in a closed system is known to increase. According to the laws of thermodynamics, this means a closed system will eventually exhaust all of the free energy capable of performing work. If Scientist A were to use this aspect of thermodynamics to support his position, how could another scientist attempt to refute it?

F. higher than the speed with which the universe is expanding today. G. the same as the speed with which the universe is expanding today. H. less than the speed with which the universe is expanding today but above zero. J. less than the speed with which the universe is expanding today and below zero.

A. By suggesting that the universe is not finite but instead infinite and, therefore, cannot be a closed system B. By stating that stars have only a limited life span C. By suggesting that gravitational force will prevent the universe from exceeding escape velocity D. By saying that dark energy fuels the acceleration of the universe’s expansion

10 Billion Yrs. Ago

Big Bang

Lesson 12 – Compare Models

Two scientists present their viewpoints about how the universe will end. Scientist A The universe will end in what is known as the Big Freeze, when the accelerating expansion of the universe eventually causes the temperature of the universe to approach absolute zero. As the expansion of the universe will continue on forever, the entropy of the universe will increase at a rapid rate. The universe will grow darker and darker until there is no longer enough gas for stars to continue forming. At this time, the universe will only be populated by black holes, which will eventually die as well. After trillions of years of slowly fading out, the universe will die in a heat death, meaning that it will have exhausted all of the free thermodynamic energy remaining, preventing any work from being done and preventing all of the processes necessary for creating or sustaining life from continuing.

12.4.1 Set One Answer Explanations 3.

Which of the following statements will Scientists A and B most likely agree on? A. The universe will contract before reaching escape velocity.

B. Theexpanding universe will reach escape velocity. and end in the Big 1. The correct answer is C. Scientist A claims that the universe will continue forever C. The universe is expanding. Freeze, while Scientist B claims that the universe will eventually stop expanding start contracting and end in the D. The Bigand Bang did not occur. Big Crunch. Thus, the two scientists differ in their opinions, in ways best captured by choice C. Choices A and B are incorrect because the two scientists differ in their opinions, while choice D is incorrect because it flips the opinions of the two scientists.

Entrance Ticket

Learning Targets

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

2. The correct answer is H. Scientist A takes as fact the accelerating expansion of the universe, and Scientist B, though predicting a Big Crunch, agrees that the universe is currently expanding at an accelerating rate. Since both scientists ACT Practice Compare and Contrast Experiments Sum It Up Entrance Similarities and Differences Compare and Contrastof Experiments think that theSimilarities rateandofDifferences expansion is increasing, it can be inferred that they agree theTicketrateLearning of Targets the expansion the universe 228 was smaller 5 billion years ago than today, but above zero, as in choice H. Choices F and G contradict this 229 accelerating expansion, while choice J is incorrect because speed cannot be reduced below zero. Student Page 228

Student Page 229

3. The correct answer is C. According to the passage, Scientist A takes as fact the accelerating expansion of the universe, and Scientist B, though predicting a Big Crunch, is currently expanding at an accelerating rate. 393agrees that the universe 394 Therefore, both scientists agree that the universe is expanding, as stated in choice C. Scientist B believes that the universe will eventually contract before reaching escape velocity, but Scientist A disagrees with this, stating that the universe will expand endlessly. This eliminates choices A and B. Neither scientists expresses doubt about the Big Bang, eliminating choice D. 4. The correct answer is G. This question wants the one point that Scientists A and B would not agree upon, so either find that point or eliminate the choices upon which they do agree. Only Scientist B discusses the possibility of the universe collapsing on itself in a Big Crunch, so choice G is the best option. The scientists likely agree on the occurrence of the Big Bang (choice F), and both reference the expansion of the universe (choice H) and the accelerating rate of this expansion (choice J). 5. The correct answer is A. According to Scientist A, as the universe expands, the entropy of the universe will increase at a rapid rate, causing it to grow darker and darker until there is no longer enough gas for stars to continue forming. According to the laws of thermodynamics as presented in the question, this energy exhaustion and increase in entropy happens in a closed system. If the universe is not considered a closed system, Scientist A’s argument can be refuted, making choice A the best answer. Choice B is incorrect because a star having a limited life span would only support Scientist A’s position. Choice C can be eliminated since preventing the universe from exceeding escape velocity would not affect the laws of thermodynamics mentioned in the question. Choice D can be eliminated because dark energy and the rate of expansion of the universe do not contradict the laws of thermodynamics presented in the question.

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Detailed Answer Explanations, Science Teacher Manual

ACT Practice

Sum It Up

ACT Mastery Science ®

12.4.1 Set One

Present Day

5 Billion Yrs. Ago

Lesson 12 – Compare Models

10 Billion Yrs. Ago

Big Bang Two scientists present their viewpoints about how the universe will end.

1. Do Scientist A and Scientist B differ in their claims of the universe’s potential for expansion?

4. Scientists A and B would most likely agree on all of the following points, EXCEPT that:

Scientist A The universe will end in what is known as the Big Freeze, when the accelerating expansion of the universe eventually causes the temperature of the universe to approach absolute zero. As the expansion of the universe will continue on forever, the entropy of the universe will increase at a rapid rate. The universe will grow darker and darker until there is no longer enough gas for stars to continue forming. At this time, the universe will only be populated by black holes, which will eventually die as well. After trillions of years of slowly fading out, the universe will die in a heat death, meaning that it will have exhausted all of the free thermodynamic energy remaining, preventing any work from being done and preventing all of the processes necessary for creating or sustaining life from continuing.

Entrance Ticket

Learning Targets

Compare and Contrast Experiments

F. higher than the speed with which the universe is ACT Practice Sum It Up expanding today. G. the same as the speed with which the universe is expanding today. H. less than the speed with which the universe is expanding today but above zero. J. less than the speed with which the universe is expanding today and below zero.

Similarities and Differences

228

Which of the following statements will Scientists A and B most likely agree on? A. The universe will contract before reaching escape velocity. B. The universe will reach escape velocity. C. The universe is expanding. D. The Big Bang did not occur.

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

Entrance Ticket

Learning Targets

Compare and Contrast Experiments

Similarities and Differences

229

Detailed Answer Explanations, Science Student Workbook

ACT Practice

Sum It Up

Embedded Test-Taking Strategies and Time Management Tips: Call-outs highlight opportunities to reinforce key test-taking and time management strategies.

Lesson 8 – Identify Purpose

8.3.2 Relevant, Emphasize, Explain > After students write their paragraphs, present the following sentence. During the second piece that Huberman performed at the recital, Huberman’s valet noticed the Strad was missing, so she hurried on stage during applause and whispered the news to Huberman.

> Teacher Dialogue:

During the second piece that Huberman performed at the recital, Huberman's valet noticed the Strad was missing, and so she hurried on stage during applause and whispered the news to Huberman.

Can anyone use this sentence anywhere in their essay?

If any student can, ask them to share their paragraph first and then say where they could put the new sentence. Call on a few volunteers to do the same.

> Teacher Dialogue:

8.3.2 Relevant, Emphasize, Explain

Entrance Ticket

Learning Targets

Quick Check

Getting the Gist

Relevant, Emphasize, Explain

ACT Practice

Exit Ticket

Can anyone NOT use this sentence anywhere in their essay?

These students can also read or paraphrase their paragraph and explain why the new sentence wouldn’t fit with what they had written.

> Reinforce that even though the students had the same topic, how they used

the facts and wrote about the topic determined whether the additional sentence was a good addition or unnecessary. Explain that this is common on the ACT. Questions may offer an extra phrase or sentence that is well-written and accurate, but the real question is: does it fit with the information already given?

Tell students that they can determine whether to add information by thinking REE—relevant, emphasizes, explains. If information is both relevant and explains or emphasizes something, then it makes sense to add it. If it doesn’t do this, it shouldn’t be added!

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Embedded Test-Taking Strategies and Time Management Tips English Teacher Manual

ACT Mastery Math Teacher Manual ®

12.3.1 Circumference > Work these basic circumference problems with the students. Have them

Lesson 12 – Circle Area and Circumference

attempt the answer on their own, then write the calculations on the board while explaining the answer.

12.3.1 Circumference 1.

What is the circumference of Circle A?

What is the circumference of Circle B?

What is the radius of Circle C?

Encourage them to draw out the problems. On the ACT, everyone is an artist! It doesn’t matter how it looks. Draw out the questions to help yourself make sense of them.

Math Tip Math Mirror: Items on both sides of the equal sign are part of the formula. This means that in the formula area = πr2, area is part of the formula. It is one of the variables. If you are given the area but not the radius or diameter, you can plug the area into the formula and solve for the unknown.

Entrance Ticket

Learning Targets

Circumference

Area

ACT Practice

Sum It Up

173

Student Page 173

What is the circumference of Circle A?

When drawings are already given on ACT problems, the figures are usually drawn to scale. That means if something looks about half the size of something else, it probably is. If two angles look equal, they probably are. If it looks like it could be a midpoint, it most likely is. Tell students to use this to their advantage when solving problems involving geometric drawings.

> Try these problems as a class: > Teacher Dialogue:

Circle A

Circumference = 2π(5) = 10π, or about 31.4

The circumference of Circle A is about 31.4. Entrance Ticket

Learning Targets

Quick Check

Circumference

Area

ACT Practice

What is the circumference of a circle with a radius of 5 cm?

Exit Ticket

> Teacher Dialogue:

What is the circumference of Circle B?

What is the circumference of a circle with a diameter of 20 cm?

That radius is half the diameter. 20 ÷ 2 = 10. Plug 10 in for r in the circumference formula. Circumference = 2π(10) = 20π or about 62.8. Circle B The circumference of Circle B is about 62.8. Entrance Ticket

Learning Targets

Quick Check

Circumference

Area

ACT Practice

Exit Ticket

> Teacher Dialogue:

What is the radius of a circle with a circumference of 30π?

Students work backward using the same formula. Remember in the formula circumference = 2πr, the circumference on the left of the equal sign is part of the formula. You can plug a value in there if you know it. 30π = 2πr. Divide both sides by 2π, and you’re left with r = 15.

What is the radius of Circle C?

Circumference = 30π

Circle C The radius of Circle C is 15. Entrance Ticket

Learning Targets

Quick Check

Circumference

Area

ACT Practice

Exit Ticket

Working Backward: Remind students that items on both sides of the equal sign are part of the formula. This means that in the formula perimeter = 2πr, perimeter is part of the formula. It’s one of the variables. Remind them that if they are given the perimeter but not a radius or diameter, they plug it into the formula the same way and solve for the unknown. (Examples of this will come up during the ACT practice section.)

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Embedded Test-Taking Strategies and Time Management Tips Math Teacher Manual

Lesson 7 – Interpret Words and Phrases Part 1

7.3.1 Vocabulary in Context > Have students try the last three on their own. After each question, let students explain how they arrived at their answers.

3. The correct answer is A. Choice B is too literal. Choice C does not make sense, as the rabbits do not stumble upon disease and famine. Choice D is also incorrect, as the passage makes no reference to the shock or surprise of the rabbits. Choice A most nearly captures the meaning of the phrase, which is meant to show that rabbits suffer from these diseases and famines. 4. The correct answer is G. The famine and disease that the rabbits suffer from is not tangible and cannot be touched or handled, eliminating choices F and J. Choice H is incorrect because the animals and humans are not trying or testing these diseases and famines. Choice G is correct because the sentence is indicating that the impact of famines and diseases extends to both rabbits and humans. 5. The correct answer is D. The pikas are not using the dried grasses and plants to defend or assist themselves until spring and are using them as a food source, eliminating choices A and B. Choice C also does not make sense, as it is too awkward and formal in context. Choice D is correct because the pikas are using the dried grasses and plants to help them survive the winter. Plug In: When the ACT asks students to determine the meaning of a word or phrase, they should first go back to the passage and determine what they think that word or phrase means in the context. If that fails, they can plug in the answer choices and eliminate any that seem weird, then mark and move.

ACT Mastery Reading ®

7.3.1 Vocabulary in Context 3.

As it is used in line 47, the phrase struck by most nearly means: A. afflicted with. B. hit strongly. C. stumble upon something disruptive. D. shocked.

As it is used in line 48, the word felt most nearly means: F. touched. G. experienced. H. tried. J. handled.

As it is used in line 57, the word sustain most nearly means: A. assist. B. defend. C. uphold. D. keep alive.

Reading Tip Plug In: When the ACT asks you to determine the meaning of a word or phrase, go back to the passage and determine what you think that word or phrase means in the context. If that fails, plug in the answer choices and eliminate any that seem weird to you, then mark and move.

Entrance Ticket

Learning Targets

Vocabulary in Context

Figurative Language

ACT Practice

Sum It Up

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Student Page 128

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Embedded Test-Taking Strategies and Time Management Tips Reading Teacher Manual

Lesson 13 – Text and Experiments

13.3.1 Describing an Experiment > Next have students attempt the question, using the details given in the first paragraph. 2. The correct answer is H. The passage states when gases dissolve in a solvent, they are affected by both temperature and pressure. It also later gives a formula for the effect of pressure on gas and graphs showing the effect of temperature on gas. Choices F, G, and J are all contradicted by this information, making choice H the best answer.

> Teacher Dialogue:

The ACT science test is an open book test. If a question doesn’t clearly refer you to information in a figure, go find it in the passage text. If, when you are reading passage text, you find it difficult to concentrate, some students find it helpful to quiz themselves after they read each paragraph. They ask themselves, “What did I just read, here?” They create a one-sentence mental summary of what they read, just like in the exercise we completed today. If you decide to use this technique, be sure to save it only for the passages with questions that require you to read the text (like the conflicting viewpoints passage).

Road Signs: All of the clues students need are already in the passage—they will only rarely need any outside knowledge to answer ACT science questions. Students should use the questions to guide them to the appropriate information in the passage.

13.3.1 Describing an Experiment 2.

Which of the following statements best describes the solubility of hydrogen gas? F.

The solubility of hydrogen gas is not affected by temperature.

G. The solubility of hydrogen gas is not affected by pressure. H. The solubility of hydrogen gas is affected by temperature and pressure. J.

Entrance Ticket

The solubility of hydrogen gas is affected by temperature only.

Learning LearningTargets Targets

Quick Check

Describing an Experiment

ACT Practice

Exit Ticket

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Embedded Test-Taking Strategies and Time Management Tips Science Teacher Manual

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