ACT Guidebook | Get2college ABOUT the ACT

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Rethink the ACT! This is your ultimate guide to study tips, test-taking strategies, and practice questions for all subjects on the ACT.

Additional practice problems at actstudent.org Additional practice problems at actstudent.org ABOUT THE ACT WHAT IS THE ACT? WHY IS IT IMPORTANT? THE ACT IS A STANDARDIZED TEST COLLEGES USE IN THREE DIFFERENT WAYS.

ADMISSION First, it helps colleges determine if you are admissible. Though the ACT is only one of many factors, it is one of the most important.

SCHOLARSHIPS Second, many colleges use the ACT to determine how much scholarship money to award you. The following charts are examples of the types of ACT scholarships Mississippi colleges might award students. Keep in mind that scholarships vary from college to college.

Example College #1: 4-YEAR ACT SCHOLARSHIP ACT SCORE 25 26 27 28 29 30 31 32 33+ SCHOLARSHIP $1,500 $1,900 $2,250 $3,000 $3,500 $4,500 $5,500 $7,500 $8,190

Example College #2: 4-YEAR ACT SCHOLARSHIP ACT SCORE 22-24 25-26 27+ SCHOLARSHIP Tuition Tuition, room, and board Tuition, room, board, fees, and books

Example College #3: 2-YEAR ACT SCHOLARSHIP ACT SCORE 22-24 25-27 28+ SCHOLARSHIP Half Tuition Full Tuition Tuition, room, board, and books

CLASS PLACEMENT The third way that colleges use the ACT is to determine in which classes to place you. In some cases, you can test out of intro level classes or, when necessary, be placed into developmental classes.

2 ACT Guidebook | Get2College ABOUT THE ACT

College Algebra is the first college-level, credit-bearing math class that students may take. If you score a 12 on the ACT Math section, it is likely you will have to HOW IS MY ACT take one or two math classes before taking College Algebra. While you should take SCORE BEING developmental classes if necessary, doing so costs time and money. Developmental USED? classes do not count toward the number of college credits you need in order to 1. ADMISSION graduate. Taking developmental classes 2. SCHOLARSHIPS often requires you to be in college for a longer period of time, which usually affects 3. CLASS PLACEMENT how much money you will ultimately pay; developmental classes aren’t free.

WHAT DOES STANDARDIZED MEAN? To say that the ACT is standardized means that every student is tested on the same basic content. It is scored the same way for every student, and it is usually offered during the same months every year: September, October, December, February, April, June, and July. The ACT hasn’t changed much from year to year, which means that you can predict and prepare for every question type.

NOTE: There are a few testing dates (December, April, and June) when you can order your Test Information Release (TIR). The ACT will send you a copy of the test booklet, the answers you selected, and the correct answers. You have up to three months after the test date to request your TIR. This service costs $22.00 to order but will serve as an excellent study source for you!

Get2College | ACT Guidebook 3 IS THE ACT AN IQ TEST? The ACT is NOT an IQ test! If this is how you’ve been approaching the ACT: “I’ll just wake up on Saturday, take the test, and do the best I can,” you are not giving yourself your best shot. I KEEP GETTING Questions on the ACT are directly related to THE SAME SCORE what students have learned in high school courses. There are advantages to beginning 1. Interpret score report testing in your junior year. • You’ve probably completed the coursework 2. Order Test Information corresponding to the test material. Release (TIR) • Colleges will receive your scores and may begin recruiting you. 3. Study the content for the • You’ll have the opportunity to practice and retest if you feel your scores don’t accurately types of questions that reflect your abilities in the areas tested. you miss most frequently

WHAT IS THE FORMAT OF THE ACT? The ACT is divided into four sections and will take roughly three hours and 15 minutes. Each section is formatted the same way every time the ACT is offered. The ACT is also always ordered the same way: English, Math, Reading, then Science, followed by the optional 40-minute writing section.

# of Time Section Content Questions (min) English 75 45 Grammar, usage, mechanics, and rhetorical skills Pre-algebra, elementary algebra, intermediate Mathematics 60 60 algebra, coordinate geometry, geometry, and elementary trigonometry Reading 40 35 Reading comprehension

Interpretation, data analysis, evaluation, reasoning, Science 40 35 and problem-solving

1 essay Writing – some schools require the Writing Test – Optional Writing 40 prompt check out: actapps.act.org/writPrefRM

4 ACT Guidebook | Get2College ABOUT THE ACT ABOUT THE ACT HOW IS THE ACT SCORED? The questions you answer correctly in each section will be counted. No points are deducted for incorrect answers. Then, your raw score will be converted into a scaled score (1-36). The following table outlines one example of how ACT converts raw scores into scaled scores. This is a sample chart. Each test will vary slightly regarding the number of questions answered correctly and the scaled score that you will receive.

Scaled Score English Math Reading Science 36 75 59-60 40 40 35 73-74 57-58 39 39 34 71-72 55-56 38 38 33 70 54 - 37 32 69 53 37 - 31 68 52 36 36 30 67 50-51 35 35

Mississippi Eminent MESG Scholars Grant 29 66 49 34 34

28 64-65 47-48 33 33 Up to $10,000 27 62-63 45-46 32 31-32 26 60-61 43-44 31 30 25 58-59 41-42 30 28-29 24 56-57 38-40 29 26-27 23 53-55 36-37 27-28 24-25 22 51-52 34-35 26 23 21 48-50 33 25 21-22

Higher Education HELP Legislative Plan 20 45-47 31-32 23-24 19-20 19 42-44 29-30 22 17-18 FULL TUITION 18 40-41 27-28 20-21 16 for 4 years at public 17 38-39 24-26 19 14-15 institutions in MS 16 35-37 19-23 18 13

Mississippi Tuition MTAG Assistance Grant 15 33-34 15-18 16-17 12

14 30-32 12-14 14-15 11 Up to $3,000 13 29 10-11 13 10 12 27-28 8-9 11-12 9 11 25-26 6-7 9-10 8 10 23-24 5 8 7 9 20-22 4 6-7 6 8 17-19 3 5 5 7 14-16 - 4 4 6 11-13 2 3 3 5 8-10 - - -

MY TARGET ENGLISH ______READING ______SCORES MATH ______SCIENCE ______WRITING ______COMPOSITE ______(Optional.)

This chart should be encouraging to you because getting just a few more questions correct in each section can boost your composite score. Applying the specific testing strategies you learn in this workshop ought to help you get a few more questions correct in each section.

Get2College | ACT Guidebook 5 GENERAL TEST-TAKING TIPS HOW TO THINK ABOUT THE ACT

In order to do the best you can, you need to work on four main areas: content, endurance, testing strategies, and time management. If you don’t know basic math content, strategies and endurance are not going to matter much. Build your endurance so that you can sit comfortably taking a test for 3+ hours. Know the strategies well enough to use them during the test without having to think about them too much. Finally, pace yourself to make sure that you can complete the entire test.

CONTENT ACCURACY + STRATEGIES + ENDURANCE + KNOWLEDGE SPEED

= HIGH ACT SCORE

These skills can be developed, but developing them means that practice is necessary!

Think of the ACT as a basketball game. It would be absurd for a basketball team to play a game without practicing for it. Usually, teams practice for several weeks before their first game, even if it is a game against an inferior team. For big games, the practice sessions are more frequent and more intense. So before you take the ACT, you need to practice ACT strategy fundamentals!

How much should you study prior to the test? That depends. Some professionals recommend practicing almost every day for several weeks before the test, while others recommend taking a PRACTICE certain number of practice tests. In the end, it is up IN THE SAME to you. These two things are clear: 1. Be consistent with your studying and make CONDITIONS sure to take practice exams. Then take time analyzing them. Here’s a list of available YOU’LL BE practice tests: PLAYING IN • ACT Form 1572CPRE • ACT Form 0661C • ACT Form 1267C • ACT Form 0359F • ACT Form 0964E 2. Cramming for the ACT won’t work!

6 ACT Guidebook | Get2College ABOUT THE ACT

IMPORTANT SMALL THINGS

The ACT is a long test, which requires stamina on your part. It is important for you to have a game plan. • Make sure you are well rested before you take the test. Most students need more than eight hours of sleep per night in order to be well rested. Several nights prior to your test, make sure you are sleeping well and long enough. • Eat a good, well-balanced breakfast. Give your body some time to digest breakfast before the test. However, make sure your breakfast is filling enough to keep you from being hungry during the test. Also, eat a good snack during your break. • Have a stress management plan. Manage your stress during the test by taking deep breaths often, stretching when needed, and sitting up straight. Do what you need to do in order to remain calm. • Don’t psych yourself out during the test! For example, if you have answered “B” four times in a row and you are tempted to do so again, don’t think to yourself, “Well, I’ve answered B four times in a row. This next answer can’t be B.” It very well might be B. • Stay active during the test. If you finish a section early, don’t put your head down thinking it will help you conserve energy. It’s more likely to make you groggy for the next section. Keep your brain active the whole time!

PROCESS OF ELIMINATION (POE)

Every multiple choice question on the ACT has three wrong answers and only one THERE IS NO correct answer, except for math questions which have four wrong answers and only GUESSING one correct answer. By looking for the wrong answers instead of the correct PENALTY ON ones, you will often be left with just a few answer choices from which you can make THE ACT an educated guess. If you can narrow down your choices to two answers by Process of This means that you should Elimination (POE), you have a 50/50 chance fill in an answer on all 215 at guessing the right one, even if you don’t questions on the ACT know what the right answer actually is. You won’t know the correct answer on every question, so use your POE skills to make educated guesses.

Get2College | ACT Guidebook 7 GUESSING BLINDLY There are a few questions in each section that many students have absolutely no clue how to solve. When this happens, you want to make sure to make a guess. You have a 1/4 or 1/5 chance of getting the question right. But, don’t just guess in a random way! Pick a spot of the day. It doesn’t matter which spot you pick — the second spot (B or G), the third spot (C or H), etc. It does matter whether you pick the same spot when you have no idea how to eliminate any of the answers. Picking the same spot each time maximizes your chances of getting some of those questions right.

ORDER OF DIFFICULTY Manage your time effectively. Determining the order of difficulty on each section helps you. The proctor will not check to make sure you are answering the questions in numerical order, so it is better to skip around and answer the questions from easiest to hardest. Managing your time is difficult. Being able to identify easy, medium, and hard questions helps you to use your time better. It also helps you concentrate on the questions you are likely to answer correctly.

TIME MANAGEMENT Most students can’t do well on the ACT without managing their time properly. You are not allowed to use cell phones during the test, and testing centers might not be well equipped with clocks or timers, so you should wear a watch during the test. It needs to be one that doesn’t make any noise. Ideally, you should wear a watch with a stopwatch (no sound) function that allows you to set the timer for each section of the test.

8 ACT Guidebook | Get2College ABOUT THE ACT Increased 57% Increased 21% 22% 57% www.universityofomega.edu www.alpha.edu www.betacc.edu www.magna.edu Test Security Hotline If you have concerns about the security of the tests, please report them at www.act.ethicspoint.com or 855.382.2645. UNIVERSITY OF OMEGA ALPHA UNIVERSITY BETA COMMUNITY COLLEGE MAGNA COLLEGE Where Are You Going? Where Are You Go to www.actprofile.org learn more about yourself and find out about careers, majors, colleges that may be right for you. It’s free ! Decreased No change misunderstanding the directions or feeling ill? your abilities? on your high school grades? review in the areas covered? recommends the writing test? 1 2 3 4 21% 22% Retesting with the ACT Consider retesting if one or more of the following applies to you: • Did you have any problems during the tests, like • Do you think your scores do not accurately represent • Are your ACT scores not what you expected based • Have you taken more coursework or an intensive • Do you want to apply a college that requires or Typical Composite Score on a Retest Go to www.act.org/the-act/retaking for more information. www.universityofomega.edu www.alpha.edu www.betacc.edu www.magna.edu Test Security Hotline If you have concerns about the security of the tests, please report them at www.act.ethicspoint.com or 855.382.2645. UNIVERSITY OF OMEGA ALPHA UNIVERSITY BETA COMMUNITY COLLEGE MAGNA COLLEGE Where Are You Going? Where Are You Go to www.actprofile.org learn more about yourself and find out about careers, majors, colleges that may be right for you. It’s free ! Decreased No change misunderstanding the directions or feeling ill? your abilities? on your high school grades? review in the areas covered? recommends the writing test? with 1 2 3 4 to Things Retesting with the ACT Consider retesting if one or more of the following applies to you: • Did you have any problems during the tests, like • Do you think your scores do not accurately represent • Are your ACT scores not what you expected based • Have you taken more coursework or an intensive • Do you want to apply a college that requires or Typical Composite Score on a Retest Go to www.act.org/the-act/retaking for more information. Working 36 ) . The ACT NCRC ® Data with with Ideas with High to Working Things Working Working Gold 36 ) . The ACT NCRC ® 21 ™ with Data with with Silver People Ideas Working High Working Working Gold Medium Bronze 21 ™ with Silver People Working Accounting . Low Medium Bronze 1 Scale Accounting . Low 1 Scale Composite Score Buyer FBI/CIA Agent Financial Manager Training/Education Manager Travel Guide You are making progress toward a Gold level on the ACT NCRC. Sending Your Scores Sending Your A score report (including your photo) was automatically sent to the high school you reported when registration was completed for the test. Your school will use this information for counseling, evaluating the eectiveness of instruction, and planning changes and improvements in the curriculum. At your direction, scores from this test date are also being reported to the colleges shown. (Be aware that when you send a report to college is part of school system, the college may share your score with other colleges in that system.) Institutions use your test scores along with high school grades, academic preparation, out-of-class accomplishments, future plans, and other factors to help identify applicants who can benefit most from their programs. In addition, colleges can use results on the AC T College and Career Planning Where are you going? Knowing your interests can help find the kinds of majors and occupations that may be right for you. Occupations dier widely in how much they involve working with four basic work tasks: Data, Ideas, People, and Things. Before you took the ACT, you completed an interest inventory. Your results point to occupations that involve the kinds of basic work tasks you prefer. Visit www. actprofile.org to learn more. According to your results, you enjoy working with People & Data . Here are a few examples of occupations involving this kind of work: • • • • • Interest–Major Fit Do your interests fit th e college major you plan to enter? Based on information provided, you plan to enter Your interests are fairly similar to the of college students in major you plan enter. Students in majors that fit their interests are often more satisfied with major. National the ACT Progress Toward Career Readiness Certificate Based on your ACT Composite score, this indicator provides an early estimate of future achievement on the ACT National Career Readiness Certificate (ACT NCR C assist scholarship/loan agencies in identifying qualified candidates, place students first-year courses, and help students develop an appropriate program of study. If you entered a college code incorrectly or forgot to include one, don’t worry! You can still send scores to other colleges. Visit www.act.org/the-act/scores explore student resources or to order additional score reports. is an assessment-based credential that documents foundational work skills important for job success across industries and occupations. Visit workforce.act.org/credential to learn more. Composite Score Buyer FBI/CIA Agent Financial Manager Training/Education Manager Travel Guide You are making progress toward a Gold level on the ACT NCRC. Your interests are fairly similar to the of college students in major you plan enter. Students in majors that fit their interests are often more satisfied with major. is an assessment-based credential that documents foundational work skills important for job success across industries and occupations. Visit workforce.act.org/credential to learn more. Sending Your Scores Sending Your A score report (including your photo) was automatically sent to the high school you reported when registration was completed for the test. Your school will use this information for counseling, evaluating the eectiveness of instruction, and planning changes and improvements in the curriculum. At your direction, scores from this test date are also being reported to the colleges shown. (Be aware that when you send a report to college is part of school system, the college may share your score with other colleges in that system.) Institutions use your test scores along with high school grades, academic preparation, out-of-class accomplishments, future plans, and other factors to help identify applicants who can benefit most from their programs. In addition, colleges can use results on the AC T assist scholarship/loan agencies in identifying qualified candidates, place students first-year courses, and help students develop an appropriate program of study. If you entered a college code incorrectly or forgot to include one, don’t worry! You can still send scores to other colleges. Visit www.act.org/the-act/scores explore student resources or to order additional score reports. College and Career Planning Where are you going? Knowing your interests can help find the kinds of majors and occupations that may be right for you. Occupations dier widely in how much they involve working with four basic work tasks: Data, Ideas, People, and Things. Before you took the ACT, you completed an interest inventory. Your results point to occupations that involve the kinds of basic work tasks you prefer. Visit www. actprofile.org to learn more. According to your results, you enjoy working with People & Data . Here are a few examples of occupations involving this kind of work: • • • • • Interest–Major Fit Do your interests fit th e college major you plan to enter? Based on information provided, you plan to enter National the ACT Progress Toward Career Readiness Certificate Based on your ACT Composite score, this indicator provides an early estimate of future achievement on the ACT National Career Readiness Certificate (ACT NCR C � � � � � Above test and ® Your Score Your Score Range ACT Readiness Range � � � � � Readiness Benchmark Proficient Your Score ACT College Readiness Benchmarks If your score is at or above the Benchmark, you have at least a 50% chance of obtaining B or higher about a 75% chance of obtaining a C or higher in specific first-year college courses in the corresponding subject area. There are currently no Benchmarks for ELA or writing. Your Score Range Test scores are estimates of your educational development. Think of your true achievement on this test as being within a range that extends about one standard error of measurement, or about 1 point for the Composite and writing scores, and 2 points for STEM, ELA, and the other test scores, above and below your score. US & State Rank Your ranks tell you the approximate percentages of recent high school graduates in the US and your state who took the AC T received scores that are the same as or lower than your scores. For example, a rank of 55 for your Composite score means 55% of students earned that Composite score or below. Student Report Above Below test and 100% ® Your Score Your Score Range ACT Readiness Range 24 ELA Readiness Benchmark If you took the writing test, your essay was scored on a scale of 1 to 6 by two raters in each of the four writing domains. These domains represent essential skills and abilities that are necessary to meet the writing demands of college and career. Your domain scores, ranging from 2 to 12, are a sum of the two raters’ scores. Your writing score is the average of your four domain scores rounded to the nearest whole number. To learn more about your writing score, visit www.act.org/the-act/writing-scores . 70% 67% 73% 75% 55% 60% Proficient Your Score ACT College Readiness Benchmarks If your score is at or above the Benchmark, you have at least a 50% chance of obtaining B or higher about a 75% chance of obtaining a C or higher in specific first-year college courses in the corresponding subject area. There are currently no Benchmarks for ELA or writing. Your Score Range Test scores are estimates of your educational development. Think of your true achievement on this test as being within a range that extends about one standard error of measurement, or about 1 point for the Composite and writing scores, and 2 points for STEM, ELA, and the other test scores, above and below your score. US & State Rank Your ranks tell you the approximate percentages of recent high school graduates in the US and your state who took the AC T received scores that are the same as or lower than your scores. For example, a rank of 55 for your Composite score means 55% of students earned that Composite score or below. 8 8 9 8 Student Report 3 of 5 8 of 12 6 of 11 16 of 23 29 of 40 18 of 24 50% Below 100% The 08 writing test from 2–12. 24 scores range ELA If you took the writing test, your essay was scored on a scale of 1 to 6 by two raters in each of the four writing domains. These domains represent essential skills and abilities that are necessary to meet the writing demands of college and career. Your domain scores, ranging from 2 to 12, are a sum of the two raters’ scores. Your writing score is the average of your four domain scores rounded to the nearest whole number. To learn more about your writing score, visit www.act.org/the-act/writing-scores . 70% 67% 73% 75% 55% 60% 24 23 08 WRITING 8 8 9 8 22 3 of 5 8 of 12 6 of 11 16 of 23 29 of 40 18 of 24 0 50% The 23 58% 52% 34% 46% 75% 68% 91% 84% 08 READING writing test from 2–12. scores range 24 23 08 WRITING ENGLISH Production of Writing Knowledge of Language Conventions of Standard English READING Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Understanding Complex Texts WRITING Ideas & Analysis Development & Support Organization Language Use & Conventions Dashes (-) indicate information was not provided or could be calculated. Understanding Complex Texts: This indicator lets you know if are understanding the central meaning of complex texts at a level that is needed to succeed in college courses with higher reading demand. 18 22 � � � � 0 24 State Rank Composite Math Science STEM English Reading Writing ELA Your ELA (English Language Arts) score represents your overall performance on the English, reading, and writing tests. 23 ENGLISH 58% 52% 34% 46% 75% 68% 91% 84% READING ENGLISH Production of Writing Knowledge of Language Conventions of Standard English READING Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Understanding Complex Texts WRITING Ideas & Analysis Development & Support Organization Language Use & Conventions Dashes (-) indicate information was not provided or could be calculated. Understanding Complex Texts: This indicator lets you know if are understanding the central meaning of complex texts at a level that is needed to succeed in college courses with higher reading demand. 26 18 100% ACT Readiness Range � � � � 19 STEM 24 State Rank Composite Math Science STEM English Reading Writing ELA Your ELA (English Language Arts) score represents your overall performance on the English, reading, and writing tests. ENGLISH 23 26 50% 100% ACT Readiness Range 18 63% 63% 75% 50% 33% 44% 41% 56% 70% 36% 19 SCIENCE 100% STEM 22 5 of 5 of 8 6 of 8 4 of 8 2 of 6 9 of 22 9 of 16 7 of 10 5 of 14 23 22 of 35 11 of 25 0 50% 19 MATH 18 63% 63% 75% 50% 33% 44% 41% 56% 70% 36% 19 18 SCIENCE 56% 49% 33% 43% 74% 66% 90% 82% 100% 22 5 of 5 of 8 6 of 8 4 of 8 2 of 6 APRIL 2017 | NATIONAL 9 of 22 9 of 16 7 of 10 5 of 14 22 of 35 11 of 25

0 21 19 MATH Your STEM (Science, Technology, Engineering, and Math) score represents your overall performance on the science and math tests. US Rank Composite Math Science STEM English Reading Writing ELA COMPOSITE 19 18 Detailed Results ACT Readiness Range: This range shows where a student who has met the College Readiness Benchmark on this assessment would typically perform. ACT Composite Score: math, science, English, and reading test scores the Composite score range from 1 to 36. For each test, we converted your number of correct answers into a score within that range. Your Composite is the average of your scores on the four subjects rounded to nearest whole number. If you left any test completely blank, that score is reported as two dashes and no Composite computed. MATH Preparing for Higher Math • Number & Quantity • Algebra • Functions • Geometry • Statistics & Probability Integrating Essential Skills Modeling SCIENCE Interpretation of Data Scientiﬁc Investigation Evaluation of Models, Inferences & Experimental Results 56% 49% 33% 43% 74% 66% 90% 82% 6 1 ANN C TAYLOR (ACT ID: -54116290) WHEAT RIDGE SR HIGH SCHOOL (061-450) TEST DATE: 36 30 24 18 12 APRIL 2017 | NATIONAL

21 Your STEM (Science, Technology, Engineering, and Math) score represents your overall performance on the science and math tests. US Rank Composite Math Science STEM English Reading Writing ELA COMPOSITE Detailed Results ACT Readiness Range: This range shows where a student who has met the College Readiness Benchmark on this assessment would typically perform. ACT Composite Score: math, science, English, and reading test scores the Composite score range from 1 to 36. For each test, we converted your number of correct answers into a score within that range. Your Composite is the average of your scores on the four subjects rounded to nearest whole number. If you left any test completely blank, that score is reported as two dashes and no Composite computed. MATH Preparing for Higher Math • Number & Quantity • Algebra • Functions • Geometry • Statistics & Probability Integrating Essential Skills Modeling Get2CollegeSCIENCE Interpretation of Data Scientiﬁc Investigation Evaluation of Models, Inferences & Experimental Results | ACT Guidebook 9 6 1 ANN C TAYLOR (ACT ID: -54116290) WHEAT RIDGE SR HIGH SCHOOL (061-450) TEST DATE: 36 30 24 18 12 MATH SECTION THE BREAKDOWN ABOUT YOUR # of Time Content CALCULATOR Questions (mins) • Use it as a tool not a crutch Pre-algebra, elementary • Check for fresh batteries algebra, intermediate algebra, 60 60 coordinate geometry, plane • Practice testing with it geometry, and elementary • Don't rely on the memory function trigonometry

The ACT Math section tests relatively simple math concepts presented in obscure ways. There are no excuses for being surprised by the type of questions asked on the ACT Math section. Below is a sample of questions the ACT Math section may contain. The actual number of questions in each subject may change. 33 Algebra Questions • Pre-Algebra questions will be based on basic number theory and manipulation of fractions and decimals. • Algebra I/Elementary Algebra questions will be based on linear equations, ratios, percentages, etc. • Algebra II/Intermediate Algebra questions will be based on exponents, roots, quadratics, etc. 23 Geometry Questions • Plane Geometry questions will be based on angles, shapes, etc. • Coordinate Geometry questions will be based on slope, graphing, midpoint, etc. 4 Trigonometry Questions • Elementary Trigonometry questions will be based on sine, cosine, tangent, trigonometric identities, trigonometric functions, etc. Note: Although this is a sample of how many questions may be asked in each subject, you can be confident that the majority of questions on the ACT Math test will be from Algebra and Geometry. Focus your time studying these subjects! GENERAL MATH SECTION QUICK FACTS

In general, the easier questions tend to come at the beginning of the math section, and the difficult questions tend to come at the end. • An easy math question is one that will likely take you less than a minute to complete. • A medium math question will take you a little longer, possibly right at a minute. • A hard math question will likely take you longer than a minute to solve, possibly even several minutes. Keep in mind that these are general guidelines. That means that you might see a difficult math question in the middle of the section or an easy question towards the end. Sometimes, this can mean there is an additional step such as a conversion to complete before solving the problem.

10 ACT Guidebook | Get2College TIPS ON APPROACHING THE MATH SECTION

The first time you work through the Math section, complete all of the easy questions immediately. These will typically be among the first 30 questions. Be sure to avoid making careless mistakes. Mark the medium questions as you proceed. These will be the questions that you think you can work but may take some extra time. When you see hard questions, ones that you have no idea how to solve, pick your spot of the day and move along. But remember, if you can eliminate one answer choice before picking your spot of the day, you increase your chances of getting the correct answer. MATH

TIP Avoid doing math when you can. This means knowing how to use your calculator wisely, applying the strategies, and using logic instead of formulas whenever possible. Remember this distinc- 1 tion: there is a difference between getting the mathematically correct answer and figuring out enough about the problem to eliminate some answers and circle the correct one. You only have to do enough math to eliminate the wrong answers!

TIP Break down word problems. Ask yourself what the answers represent. Usually, the question at the end of the 2 word problem will help. Break the problem into sections, using only the information you need in order to solve the problem. Writing down the different sections helps you organize the problem in your mind.

Remember: a word problem is just a regular math problem with more words. Here is the same problem presented in two different ways:

A. 160 students went on a trip to Washington, D.C. If there were 28 more girls than boys on the trip, how many boys went on the trip?

B. X + X + 28 = 160

TIP Answers on the ACT Math section are usually ordered (from least to greatest or greatest to least). 3 This means you should always start with answer choice C. If it isn’t the right answer, you can eliminate other answers as well. For example, if C is too small a number, and the order of answers is least to greatest, you know that D or E has to be the right answer. If you work the problem and D is also too small, you know that E is the right answer without even testing it.

TIP Pace yourself. Math is the longest section in regard to how much time you have. Pace yourself 4 accordingly. TIP Wear a watch. Track the amount of time spent on each problem. Make sure you are not wasting 5 too much time working on one problem.

Get2College | ACT Guidebook 11 MATH TERMS AND FUNDAMENTALS

You cannot use the math strategies effectively if you do not know mathematics fundamentals, such as definitions, order of operations, etc. Below are some math fundamentals you will find helpful on the ACT Math section. If you are unfamiliar with the terminology or concepts and you realize that you need remedial work, seek additional help as soon as possible.

Key Term Definition Integer Any number that is not a fraction Real Number Any rational or irrational number Rational Number Any integer or fraction Prime Number Any number divisible by only one and itself Remainder The number left over when one integer is divided by another Absolute Value The distance a number is from zero Product Multiply Quotient Divide Sum Add Difference Subtract Consecutive Integers in a sequence Distinct Non-repeats Union The collection of elements that lie in sets A, B, or both Intersection The point where two lines meet

A comparison between two amounts. Ratios can be written in a few Ratio different ways: A/B “The ratio of A to B” A:B

Fraction A fraction is the relation between a part to its whole

A proportion is the relation between two quantities. Direct variation is simply another term for a proportion. As one quantity goes up, so does Proportion the other. Indirect variation is the exact opposite, when one quantity goes up as the other goes down.

A straight line going through the middle of a circle connecting two Diameter points on a circumference

Half of the diameter; A straight line from one point on the Radius circumference of a circle to the center point

The ratio of a circle’s circumference to its diameter; it is approximately Pi 3.14 Hypotenuse The side opposite of the right angle in a right triangle

12 ACT Guidebook | Get2College ALGEBRA TACTICS

Now that you have been reminded about the kinds of basic math operations you need to know, it’s time for some specific math strategies. There are two main tactics that help you avoid doing complicated algebra: Plugging In and Using the Answer. These two strategies will help you solve many of the ACT Math problems. Avoiding algebra helps you turn complex algebra problems into problems that your calculator can solve. Because the ACT doesn’t require you to solve problems the “right” way, your goal should simply be to solve problems as quickly as possible. Less algebra = less time and fewer mistakes! MATH

The answer choices are typically in order. Always start with the middle answer (C or H). If you learn that answer is too high or too low, you will know which answer to try next and which ones you can eliminate REMEMBER

TACTIC 1: PLUGGING IN

Plugging in your own number allows you to avoid using algebra to solve ACT Math problems. Algebra works great when you are in math class and you have to solve each problem by showing work for each step in order to get full credit. In many cases, using algebraic formulas on the ACT can cost you time. Remember, you don’t get extra points on the ACT for working the problem out the “right way.” Use this tactic whenever you see a variable in the problem and the answer choices. Look for key words such as “in terms of.” Here are the steps you should take to use this tactic:

1. Set up the problem and choose different numbers to represent each variable. Assign each variable a different number. Do not use 1 or 0 for your numbers. These numbers cause you to calculate the same answer for multiple answer choices. Pick numbers that make sense. For example, if you are working a problem about percentages, use numbers that are multiples of 10.

2. Solve the problem using the answers you chose.

3. Write down the answer you find and circle it. This is your target number.

4. Plug in your numbers into the variables in the answer choices and perform the calculations. Remember to begin with answer choice C or H. When your target matches one of the answers, that’s the answer you should select.

Get2College | ACT Guidebook 13 EXAMPLE 1 Step 1: Pick three consecutive odd integers. Do not use 1 or 0. If the sum of three consecutive Step 2: Solve the problem using your odd integers is p, then in terms numbers. What is the sum of the 3 of p, what is the greatest of consecutive odd integers you chose? This these three integers? answer will represent p in the answer choices. A. (p-6)/3 B. (p-3)/3 Step 3: What is the question asking? It’s C. p/3 asking for the greatest of the three D. (p+3)/3 integers. What is the greatest of the three E. (p+6)/3 integers you chose? That’s your target. Step 4: Solve the answer choices using the numbers you chose. Plug in your answer for p Answer on pg 35 to find the correct target.

TACTIC 2: USING THE ANSWER

This tactic allows you to work the problem backwards to solve questions quickly and turn difficult questions into easy ones. Use this tactic when there are numbers in the answer choices or you feel the urge to write out a long algebraic expression. Here are the steps to using this tactic:

EXAMPLE 2 1. Label the answer choices so you know what they represent. Marc is half as old as Tony and three times as old as Ben. If the 2. Solve the problem using the answer choices, sum of their ages is 40, how old beginning with C. How do we get from Marc’s is Marc? age to Tony’s age? How do we get from Marc’s age, to Ben’s age? A. 3 B. 16 C. 12 Marc’s Tony’s Age Ben’s Age = D. 18 Age E. 24 A. 3 + ______+ ______40 Step 1: Whose ages are represented in the answer B. 6 + ______+ ______40 choices? Label the answer choices. C. 12 + ______+ ______40 Step 2: Solve the problem using the answer choices, beginning D. 18 + ______+ ______40 with C. How do we get from Marc’s age to Tony’s age? How do we get from Marc’s age, to Ben’s age? E. 24 + ______+ ______40

Answer on pg 35

14 ACT Guidebook | Get2College GEOMETRY TACTICS

Many of the geometry problems are not difficult to solve. The trick is figuring out how to solve them without spending too much time doing so. For any geometry problem, make sure to do the following: • If a figure is given, label it with all the information that is given in the problem. • If there is no picture, draw your own. • Remember to study your formulas! • Solve the problem using logic and critical thinking whenever possible. Use your eyes to eliminate illogical answers. MATH

EXAMPLE 3 Antwan drew the circle graph describing his time spent at school in 1 day. His teacher said that the numbers of hours listed were correct, but that the central angle measures for the sectors were not correct. What should be the central angle measure for the Core subjects sector? A. 72º B. 80º C. 160º D. 200º E. 288º Answer on pg 35 The top half of the circle is made up of 4 hours. The bottom half is 5 hours. They should not take up the same amount of space. The top portion should be a little less than half. Straight lines are at a 180º angle. Which answer choice is a little less than 180º? You will benefit from knowing the properties of special right triangles. Knowing these will help you avoid taking extra time to use the Pythagorean Theorem.

Remember common Pythagorean Triples such as 3-4-5 and 5-12-13.

Get2College | ACT Guidebook 15 FORMULAS You will not be given any formulas on the ACT. That 2 2 2 means you need to memorize the formulas that are r =(x - h) + (y - k) most helpful. The following formulas and properties Equation of a Circle** are typically tested on the ACT:

= ½(base)(height) = (base)(height) = (length)(width)(height) Area of a Triangle Area of a Square/Rectangle Volume of a Rectangular Solid

= πr2 = 2πr or πd A2 + B2 = C2 Area of a Circle Circumference of a Circle Pythagorean Theorem*

y - y 2 1 x1 + x2 y1 + y2 2 2 , = (x2 - x1) + (y2 - y1) x2 - x1 2 2 Slope Formula Distance Formula Midpoint Formula

opposite adjacent opposite sine = cosine = tangent = hypotenuse hypotenuse adjacent

Trigonometric Functions

When a third line cuts across two Perimeter = sum of all sides parallel lines, the small angles are all equal and the large angles are A line is a 180º degree angle all equal. The sum of a small angle and a large angle is equal to 180º. The sum of the interior angles of a triangle is 180º. The sum of the interior angles of a four-sided polygon is 360º. Add 180º to the sum of the interior angles for each additional side added to a polygon.

The slope-intercept equation of a line is y=mx+b where m is the slope and b is the y-intercept.

Parallel lines always have the same slope. Perpendicular lines always have opposite reciprocal slopes.

* Used only with right triangles, where a and b are legs, and c is the hypotenuse. ** (h,k) represents the center point of the circle

16 ACT Guidebook | Get2College READING SECTION THE BREAKDOWN # of Time Content Questions (mins) 40 35 Reading comprehension

The ACT Reading passages will be from four fields. The Prose Fiction or Literary Narrative passage is often the most time-consuming, and for that reason, we recommend saving it for last. Remember, every question is worth the same amount. Focus your time first on the more straightforward passages. Then, if time permits, work on the Prose Fiction or Literary Narrative passage. If you run out of time, use your spot of the day. You will have four types of reading

passages, and they will always come READING in this order: TAKE 9 MINUTES • Prose Fiction or Literary Narrative • Social Science FOR EACH PASSAGE • Humanities Both during practice and on • Natural Science test day, wear a watch to Passages are drawn from books and make sure you are pacing periodicals such as The New York Times, yourself effectively. Scientific American, and The Atlantic Monthly. One of the most effective ways to prepare is by practicing reading the type of material you’ll be reading on the test. Open Book Test The ACT Reading section tests a different skill set than the reading comprehension skills in your high school English class. In school, you may be assigned a book to read and then be tested on details. Approaching the ACT Reading section in this way, reading every word and seeing how much you retain, is not a smart use of your time. Instead, think of the ACT Reading section as an open book test, where you have all the information you need right in front of you. Interacting with ACT Reading Passages Remember, the ACT is designed to predict how well you will perform academically in college. College level writing will require that you interact with the assigned text by underlining important words or characters, making notes in the margins, and interpreting the author’s main points on your own. In college courses, students will also have a lot more to read in a short amount of time. Thus, they will have to learn to read quickly and skim to find main points. The ACT tests students to see if they actively read and interact with the passages, instead of passively reading without searching for main ideas.

Get2College | ACT Guidebook 17 READ THE BLURB Each passage will be preceded by a blurb giving you details on what you are about to read. The blurb consists of a few short lines right before the passage begins. Many students skip reading this, but don’t! The blurb can also help you identify the main idea.

SEARCH FOR THE MAIN IDEA Actively look to identify the passage’s main idea. For Humanities and Social Science passages, the main point is generally a straightforward explanation of an event, project, or individual’s importance. For Natural Science passages, the main idea typically relates to a new discovery or the ways in which new research challenges a previously held theory. Literary Narrative and Prose Fiction passages tend to be less straightforward in presenting the main idea; however, the main idea could relate to an insight or goal the narrative drew from a given experience. When the main idea is directly stated, it tends to appear most frequently at the end of the introduction or the end of the conclusion. Review these first. Typically, the correct answers for main idea questions tend to be more general rather than specific. They also won’t have extreme language such as “always” or “never.”

CIRCLE KEY WORDS To avoid letting the ACT lead you to the wrong answer, go back into the passage before you answer a question. Circle key words in the question and skim the passage looking for those same words, guiding you to the information you need to know. When answering questions that ask you to identify factual information without giving line references, identify a key word or phrase that you can locate. Then, think logically about where it would be located in the passage. Finally, read the corresponding information to find the correct answer.

COVER AND PREDICT Another strategy for actively searching for the correct answer is to physically cover up the answer choices when you read the question. Answer on your own before reviewing the answer choices. When you uncover the choices and find your answer in the choices, you’ll be confident in your selection.

The majority of vocabulary tested within this section will not be used in their most common definition. Instead, pay attention to how the word is used within context.

18 ACT Guidebook | Get2College SPEED READING STEPS Use the method that’s best for you; while some students prefer to read the questions first, speed reading is a great way to get the facts if you find that you often run out of time to adequately answer the question.

1. Read the First Paragraph After reading the blurb, read the first paragraph in full. The first paragraph usually gives readers a description of what the passage will be about. 2. Read the Last Paragraph The last paragraph typically sums up all of the preceding information in the passage. Again, you get a good idea of what the passage covered. 3. Read the first sentence of each of the middle paragraphs. The topic sentences of the middle paragraphs give the reader an idea of supporting details to back up the main idea. Additionally, they give you a good idea of where to find certain information that the questions may ask.

ANSWERING THE QUESTIONS

Once you take one or two minutes to READING speed read and find the author’s main idea, jump straight into the questions. Resist, however, answering the questions as they are presented. As always, answer as many questions as possible in the given amount of time by answering easy questions first and hard questions last, remembering that they are all worth the same amount of points.

Easy Questions: Fetch the Answer EXAMPLE: “As it is used in line 13, the word popular most nearly means:” • Do these first! These questions ask about the passage, usually one word or phrase. • They often contain line numbers that tell you exactly where in the passage you need to look to find the answer. • Do not rush through these and make careless mistakes. Medium Questions: Read and Reason EXAMPLE: “The main purpose of the fourth paragraph (lines 34-47) is to describe the:” • These questions ask about the author. Do these second! • They might ask you to find information in the passage and then figure out how or why the author uses that information. • When using process of elimination, look out for trap answer choices. Hard Questions: Big Picture EXAMPLE: “One of the main ideas established by the passage is that” • Do these last! These questions ask about the passage as a whole. • By the time you answer these questions, you will have a strong understanding about the passage.

Get2College | ACT Guidebook 19 33 READING TEST 35 Minutes40 Questions

DIRECTIONS: There are several passages in this test. Each passage is accompanied by several questions. After reading a passage, choose the best answer to each question and fill in the corresponding oval on your answer document. You may refer to the passages as often as necessary.

Passage I Meat Market and the old Pioneer office. We rebuild the Landmark Hotel, take down the vinyl fronts from the LITERARY NARRATIVE: This passage is adapted from the grocery store, change the light posts, the awnings, the short story From Aboard the Night Train by Kimberly M. names of the current businesses. I put back the old Blaeser (©1993 by Kimberly M. Blaeser), which appeared in 40 depot, you the corner funeral home. But soon we are Earth Song, Sky Spirit: Short Stories of the Contemporary . distracted and leave things half constructed when we Native American Experience begin to add the people, whats-his-name, the square The passage begins with a female narrator traveling to her dance caller; Ed, the fire chief; and Lydia, the towns hometown. best gossip. On the walk back home, we have begun to 45 list very specific things, which is the closest we get to The moon gives some light and I can make out the the intangibles: the rental meat lockers, the four-digit contours of the land, see the faint reflection in the lakes telephone numbers, the free ice cream during dairy and ponds we pass. Several times I see or imagine I see month. glowing eyes staring back at me from a patch of woods 5 beside the track. When we pass through the tiny towns, Late at night in my old bed, I listen to the night I try to read their signs, catch their names from their 50 sounds of the house and fall asleep counting the water towers or grain elevators. Occasionally the train changes that have come to my little hometown: The stops at . . . Portage . . . Winona . . . Red Wing. park is off limits after dark now, the football field is fenced in, one-hour photo has come to town along with In my sleeping compartment, watching the night a tanning salon and a pizza parlor. The dry goods store 10 countryside, so much world rolls by my window. Like a 55 is gone, the dairy, long gone. People lock their houses voyeur I watch the various reunion scenes. I feel these now more than once a year when the carnival comes to scenes add up to something, some meaning or lesson town. But all of these changes pale in comparison to about all life, and I try to put it into words for myself what has replaced the bait shop, the used car lot, and but find I cant. I finally give up, roll over, go to sleep, Mr. Mortons small farm, what has sprung up on High- 15 and dream. 60 way 59 at the edge of town: Las Vegasstyle gambling. But now I am awake, keeping my vigil over the * * * Midwests pastoral kingdom. Chicago, even Minneapo- lis seems a long way away. A few hours later, still in Taking the train back, I decide to put on pajamas the deep night hours, the train arrives at my stop, and crawl under the sheets, hoping to trick myself into 20 Detroit Lakes, Minnesota, the closest I can get to my a good nights sleep. It seems to work. I have slept destination. 65 soundly for several hours, but then the dreams start. I fall in and out of them. But they are not the usual night- Suddenly, as I descend the two steps from the mares. I am in a place where folks know you ten, fif- train, the porter hands me into one of the reunion teen, twenty years after youve left and still see in your scenes. Hi, honey, how was the trip? Did you get any face that of your grandfather or aunt or cousin. I know I 25 sleep? A little. Been waiting long? Long enough to 70 am home and I feel safe. beat your dad in two games of cribbage . . . Glancing back at the train windows, I imagine I am looking into I have an early breakfast with a would-be journal- eyes hidden behind mirrored sunglasses. ist and some ski vacationers who want to talk about election prospects. I merely feign attention. I nod or * * * laugh on cue, while I try to read upside-down a story in 75 the would-be journalists newspaper that has caught my 30 I think about progress a lot in the next few days eye. It is about the Russian space station and the cos- and about what passes for progress. Nightly we walk monaut who had been up in orbit during the takeover about town, talk marriages and funerals, then sit on the attempt and ultimate dissolution of the Soviet Union. newly installed benches on Main Street. Together we After sixteen long months, they are bringing the cap- assemble from our memories the town as it was twenty 80 sule back. While the train carries me back to my current 35 or twenty-five years ago. We remember the little Model home and away from my former, I keep thinking about

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20 ACT Guidebook | Get2College 33 that poor cosmonaut coming back to find his whole 5. Based on the narrator’s account, all of the following world changed, to find himself a man without a were part of the past, rather than the present, in her country—at least without the country he left behind. hometown EXCEPT: A. four-digit phone numbers. 85 I watch the ten o’clock national news broadcast. I B. the fenced-in football field. see him emerge from the capsule. I see him try to stand C. free ice cream during dairy month. and have his knees buckle. I know they said it was D. the depot. because he hadn’t been able to exercise for such a long time, but I wonder if his weak-kneed feeling might not 6. According to the narrator, which of the following busi- 90 have more to do with what he saw out the window of nesses is relatively new to her hometown? the space station and with how the world was happen- ing around without him. F. The tanning salon G. The bait shop H. The dry goods store J. The used-car lot

7. When the narrator refers to the cosmonaut as “a man without a country” (lines 83–84), she is most likely directly referring to the: 1. The point of view from which the passage is told is A. cosmonaut’s feeling that he is now a citizen of best described as that of: space, not the former Soviet Union. A. a young adult riding a train through the small B. cosmonaut’s unrealized expectation that he will be towns of the Upper Midwest. treated like a hero. B. a young adult preparing to move away from her C. political transformation that occurred while the hometown. cosmonaut was in space. C. an adult missing the new home she has established. D. sixteen months that the cosmonaut spent in orbit READING D. an adult reflecting on the past and pondering the around Earth. present. 8. Details in the passage most strongly suggest that the 2. The passage contains recurring references to all of the people meeting the narrator at the train station include: following EXCEPT: F. her father. F. dreams. G. her sister. G. reunion scenes. H. a neighbor. H. photographs. J. a journalist. J. train trips. 9. The narrator indicates that the most significant change 3. The first three paragraphs (lines 1–21) establish all of to her hometown has been the addition of: the following about the narrator EXCEPT that she is: A. square dancing. A. passing through a number of towns. B. vinyl storefronts. B. originally from Chicago. C. benches on Main Street. C. traveling by train. D. Las Vegas–style gambling. D. observant of the landscape. 10. According to the passage, news reports attributed the 4. It can reasonably be inferred from the passage that the cosmonaut’s knees buckling to: narrator thinks her hometown has: F. his gratitude at being back on Earth. F. improved significantly over the years. G. political changes in the world. G. made little genuine progress. H. a lack of exercise. H. remained about the same as it was years ago. J. his dismay at what he had seen from the space J. a chance of being rebuilt as it used to be. station.

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Get2College | ACT Guidebook 21 33 Passage II some 25 other undervalued tropical hardwoods have found their way into the luthiers’ workshop, taking the SOCIAL SCIENCE: This passage is adapted from the article pressure off the better-known woods. “Green Music in the Rain Forest” by Suzanne Charlé, which appeared in the Fall 2002 Ford Foundation Report. For the past year, master luthier Raúl Lage from 55 the Fernando Ortiz Instrument-Making School of the OELA is an acronym based on Portuguese words rather than Cuban Music Institute has been working with the stu- the English words used in this article. A luthier is a maker of stringed musical instruments. dents. There are hurdles, he cautions, a number of them technical. The high humidity in Manaus means that the The Amazonian Workshop School for Fabrication wood will crack in drier climates unless properly of Stringed Instruments (OELA) is a small part of a 60 treated. Glue frequently doesn’t hold. These problems larger effort to create a sustainable harvest of the great are slowly being resolved. Amazon forest and to give employment to the region’s 5 burgeoning population. There is also a major obstacle outside the workshop: The resistance of buyers to new woods. Thus far, “Few people know that the Amazon is one of the most of the instruments have been sold to environmen- most rapidly urbanizing regions of the world,” observes 65 talists, some of whom “adopt” a student by paying his José Gabriel López, a Ford Foundation program officer or her tuition; the student’s “project guitar” is then in Brazil. The city of Manaus, for example, has grown given to the donor as a gift. 10 in the past decade from 850,000 to 1.5 million. “This rural-urban migration and the resultant urban shanty- There is also the possibility of contract work from towns stand as living symbols of failed or nonexistent outside the Amazon. Gomes’s hopes were raised rural development policies,” López says. “In many 70 recently when the president of a well-known guitar places, small-scale rural producers have been aban- company based in Nashville, Tennessee, ordered 15 doned—devoid of health and education services, credit, 15 guitars to be auctioned off for the Rainforest technical assistance and opportunity. What Rubens Alliance. Gomes, founder of the workshop school, and his col- leagues have created in Manaus is hope.” Lage cautions that it will be a long time before any 75 of the students can command a master luthier’s fee. Gomes knows how to build hope. The school, he “There is a saying,” Lage says. “Anyone can make one 20 notes proudly, is the first to make stringed instruments good guitar; it takes a master to make one every time.” in the Amazon. And it is the first in all of the Americas to construct instruments exclusively of lumber har- José Lucio do Nascimento Rabelo, director of the vested in an environmentally and socially sustainable technical school, says, “By learning this skill, students manner certified by the Forest Stewardship Council. 80 come to look at the forest in a new way; there are ways other than logging for plywood and firewood to earn a 25 “Officially, there are 30 million cubic meters of living, to better the life of the people.” One of the wood cut in the Amazon annually,” Gomes says. woods being used as a replacement for the precious “Twenty million of this is wasted—sawdust, scraps, rosewood, he notes, is typically used to make charcoal. unwanted wood left to rot. And those are the official numbers. The motive of this school is to transform what 85 Such an appreciation for the forest, says Rabelo, 30 is lost into things of value. Many people could do could have a huge effect on the survival of the rain this—but there are no schools teaching carpentry in the forest; some 80 percent of the students come from other Amazon.” parts of the state of Amazonas, and virtually all of them return to their home towns. “Some,” he adds, “go on to OELA is meant to help fill the void. To graduate, 90 become politicians who will have a direct influence on each student must make a stringed instrument. All the the future of the forest.” 35 guitars are made from certified wood. Gomes explains that traditionally, Brazilian rosewood and ebony were used in the construction of guitars. But because of intense harvesting, these trees are close to extinction. “I’ve been working for years, trying to find Amazon 40 woods that are unknown on the market, that are in plen- 11. Which of the following assumptions would be most tiful supply and that can be used in instrument critical for a reader to accept in order to agree fully making,” Gomes says. He experimented with dozens with the author’s claims in the passage? before he found types that have the right strength and A. Shantytowns in the Amazon need to be relocated if sound. (Like other master luthiers, he can tell by touch- the forest is to be saved. 45 ing the wood whether it will reverberate well.) Once he B. Learning to make consistently good guitars identified the woods as possible substitutes, he sent requires access to the best materials available. them to a laboratory to be tested for the right grain and C. Small-scale rural producers in the Amazon can density. Today, Brosimum rubescens is substituted for help preserve the forest by being innovative. rosewood, Aniba canellila for ebony, and Protium D. Consumers outside of the Amazon can do little to 50 species for Brazilian mahogany and cedar. These and help prevent deforestation.

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22 ACT Guidebook | Get2College 33 12. In the context of the passage, the statement “All the 16. The passage notes all of the following as problems that guitars are made from certified wood” (lines 34–35) the fledgling Amazon guitar industry has experienced most nearly suggests that Gomes’s workshop: EXCEPT that: F. uses environmentally sustainable woods in its F. glue on the guitars sometimes doesn’t hold. guitars. G. the wood used may crack in drier climates. G. isn’t doing enough to stop unnecessary deforesta- H. woods usable for guitars have become extinct. tion in the Amazon. J. buyers resist guitars made with nontraditional H. has little chance of pleasing both musicians and woods. environmentalists. J. uses only traditional woods in making its guitars. 17. The passage indicates that, as a group, the OELA students may impact the survival of the rain forests because most of them: 13. It can most reasonably be inferred from the passage that regarding OELA, the author feels: A. care deeply enough about music to spend their lives making musical instruments. A. skeptical of the workshop’s aims. B. will return to their homes and spread their envi- B. dismayed by the workshop’s low productivity. ronmental knowledge. C. supportive of the workshop’s goals. C. are willing to endure personal hardships in order D. confident that the workshop could be duplicated in to use their new skills. other places. D. will have political careers after they return home. 18. In the passage, Gomes indicates that of the wood cut in 14. The main purpose of the second paragraph (lines 6–18) the Amazon rain forest each year, approximately how is to: much wood is wasted? F. draw attention to the Amazon’s tremendous popu-

F. One-fourth READING lation growth. G. One-third G. explain the necessity for ventures such as H. One-half Gomes’s. J. Two-thirds H. explain the presence of the Ford Foundation in the Amazon. 19. The passage states that all of the following are woods J. justify raising taxes to increase social services in traditionally used for making stringed instruments the Amazon. EXCEPT: A. Aniba canellila. 15. The main function of the fifth paragraph (lines 33–53) B. rosewood. is to: C. Brazilian mahogany. A. demonstrate the woodworking skills required to be D. ebony. a master luthier. B. explore the limitations of science as compared to 20. According to the passage, when an OELA student is intuition. “adopted,” he or she receives: C. outline the scientific reasons why one type of F. tuition. wood cannot be replaced by another. G. room and board. D. show that experiments led to the discovery of good H. food and clothing. substitutes for rare woods. J. a musical instrument.

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Get2College | ACT Guidebook 23 SCIENCE SECTION THE BREAKDOWN # of Time Content Questions (mins) Interpretation, data analysis, 40 35 evaluation, reasoning, and problem solving

The ACT Science test consists of six or seven passages with a total of 40 questions in 35 minutes. The Science section is especially challenging for many students because it comes at the end of the ACT. One of the best things you can do to prepare is to take one full- length timed test before your scheduled ACT test day.

Time Management Many students struggle with time management on the ACT Science section. One effective practice method is timing yourself. You have between five and six minutes per passage, depending on how DON’T FOCUS TOO many passages are presented. Time yourself MUCH ON SCIENCE with each type of passage to acquaint yourself with the time limit. TERMINOLOGY. Open Book Test The ACT Science section The challenge with the ACT Science section is that, unlike other sections, you isn’t really a science test have probably never seen a test quite like at all. Instead, it’s a reading it before. Whereas your science classes at comprehension test where your high school test you on memorizing various scientific terms and ideas, that sort science is the subject. This of studying won’t help you on this test. means you can do well without Instead, you need to practice analyzing being a science genius! both text and charts/graphs. Much like the ACT Reading, think of this as an open book test. Instead of reading every word or chart and then seeing how much you remember when you get to the questions, practice jumping between the questions and passage strategically. Read Actively The best way to avoid having to read a paragraph or chart multiple times is to read actively. Whether your style is to summarize with notes in the margins or to underline key variables in a chart, active reading is the most important skill you can develop to use your time most effectively. The ACT tests to see if you actively read and interact with the passages instead of passively reading without searching for main ideas.

24 ACT Guidebook | Get2College IDENTIFY THE PASSAGE TYPE

Though you will have the same amount of time and the same number of questions on the ACT Science as you did for the ACT Reading, you’ll be given either six or seven passages instead of four. Your first strategy towards effective time management will be to identify the passage type and complete the easier passages first. Remember, every question is worth the same amount.

Charts and Graphs (Data Representation) These passages are the most straightforward. The questions will test your ability to read graphs and interpret tables and scatterplots. Because these passages are data representation presented through charts, tables, line graphs, scatterplots, etc., they tend to be the easiest to complete. We recommend completing these passages first. Jump straight into the chart/graph to get a feel for the data presented before you start answering questions.

Experiments (Research Summaries) These passages are a hybrid of prose (explaining the experiment) and graphs (presenting the results). The questions ask about the design of experiments and interpretation of results. The “Experiments” passages will provide details of one or more related experiments. You may want to complete these types of passages second. You’ll need to cultivate both the skills to actively read prose and analyze a chart or graph to do well on these passages. Try reading about the experiments first to get a general understanding, then analyze the graphs and answer questions.

Conflicting Scientists (Conflicting Viewpoints) EXAMPLE

There will be one “Conflicting Scientists” passage, SCIENCE and it is typically the most difficult and time- This is a sample of how the consuming. The format of this passage includes ACT Science passages could multiple individuals proposing conflicting be broken down: viewpoints on one scientific idea. Representing these perspectives, you may see terms such as 3 – Charts and Graphs Scientist 1/Scientist 2, Hypothesis 1/Hypothesis 2/ 3 – Experiments Hypothesis 3, or Student 1/Student 2. 1 – Conflicting Scientists Although this is a sample, and Because this is usually the hardest passage, we the actual number of Charts advise saving it for last. Of course, if you run out of and Graphs and Experiments time and are unable to complete the “Conflicting passages may slightly vary, Scientists” passage, be sure to choose your spot you can be confident that of the day so that you do not leave any questions the majority of questions blank. In order to do well on this passage, you’ll will come from those 2 types need to have strong analytical reading skills. The of passages, rather than viewpoints discussed will not be exact opposites Conflicting Scientists. of each other, so you’ll need to analyze how the arguments agree and disagree.

Get2College | ACT Guidebook 25 ANALYZING CHARTS AND GRAPHS

When you see a graph, no matter which kind it is, ask yourself three questions: 1. What are the variables? (temperature, number of plants, pressure, mph) 2. How are they measured? (grams, quarts, percentage) 3. What does the graph tell you?

Understanding the variables of the graph and the relationship between those variables Be sure you are looking at is the best way to prepare before moving on to the questions. Remember, if you see the correct table, graph, or a graph in the passage, the majority of chart. Some charts may look questions will focus on interpreting the very similar, so circling or graph rather than the words in a passage. Focus mainly on the key words that help underlining titles and key you understand what the graph is words can be helpful. telling you.

Develop a habit of instantly identifying trends. Recognizing trends can help you answer more complex questions which require you to predict information. The Science section wants you to estimate and approximate. The test does not require that you come to an exact answer. Instead, use estimations to come to a close answer.

When working with line graphs, physically take your pencil and extend the graph. This will ensure the best estimation, and usually only one answer choice will be within the correct range.

26 ACT Guidebook | Get2College USE YOUR LOCATORS One key to effectively tackle the Science section is to use your locators. The most important part of answering questions is knowing where to look first. If the question references a specific figure or table, you know to look there. If the question says, “Based on the results of Study…” you want to look at the data of a particular study. If the question says, “Based on Study…” then your answer could be located in the text or the data of the study. If the question says, “According to the passage” or “Based on the information…” then the answer will most likely be found in the text of the study.

Next, you want to know what to look for. Within each question, look for units or science terminology. This will help you determine exactly what information you are looking for. Using your locators can help you quickly and effectively answer questions within the Science section of the ACT. EXPERIMENTS STRATEGY

Step 1: Speed Read the Prose Start with getting a very basic understanding of what the experiment is about. Don’t spend more than a minute on this initial summary. When reading, the best skill to practice is making enough notes so that you don’t have to waste time re-reading the paragraph.

Step 2: Jump into the Graphs Similar to the “Charts and Graphs” passages, the majority of the questions on the “Experiments” passages will rely on your ability to analyze the charts and graphs. Once you get a general understanding of the experiment, go straight to the graph before you begin answering questions. SCIENCE

Step 3: Answer the Questions Strategically As always, answer the questions in easy-to-hard order. The difficult part will be knowing when you need to skip a question before it eats up too much of your time.

CONFLICTING SCIENTISTS PASSAGE Follow these steps to strategically break down this more time-consuming type of passage. At least two views about a scientific theory will be presented. Go over each theory briefly to understand the puzzle-fit of the arguments before answering the questions.

Step 1: Skim hypothesis 1 to determine the argument. Step 2: Answer all questions that ask about hypothesis 1 only. Step 3: Skim hypothesis 2 to determine the argument. Step 4: Answer all questions that ask about hypothesis 2 only. Step 5: Answer all questions that ask to compare and contrast the two arguments.

Remember to tackle the “Conflicting Scientists” passage at the very end, spending the bulk of your time making sure you get the other passages correct.

Get2College | ACT Guidebook 27 SIMPLIFYING STRATEGIES Substitute to Simplify Many students are intimidated by the scientific terms in the ACT Science section. Remember, this section is not about your knowledge of science. It tests your reading comprehension skills. If certain terminology is distracting you, just replace the terminology with words or symbols that make it easier to understand.

Circle Key Words To avoid letting the ACT guide your brain to the wrong answer, always go back into the passage before you answer a question. One strategy is to circle key words in the question and then skim text as well as charts/graphs looking for those words to zero in on what you need to know.

Cover and Predict Another strategy for actively searching for the correct answer is to physically cover up the answer choices when you read the question. Answer on your own before you uncover the answer choices. When you uncover and find your answer as one of the choices, you can feel confident that you got it right.

Use Process of Elimination (POE) When you are stuck on answering a question, always fall back on POE to eliminate incorrect answer choices. Spend time going back to the passage to make sure that you make the best possible guess.

ANSWERING THE QUESTIONS Once you have a general feel for the information presented in the charts and graphs, you can jump straight into the questions. As always, rack up as many points as possible by answering easy questions first and hard questions last, remembering that they are all worth the same amount. Unlike the ACT Reading section, the ACT Science section generally organizes the questions in order of difficulty. The challenge on this test is not allowing one question to take up too much of your time. Practice knowing when to pick your spot of the day and move on.

Easy Questions: “Fetch the Answer” These questions ask about the passage, usually from a chart or graph. They usually come first, so answer them right after analyzing the information given. Do not rush, making careless mistakes on these questions.

Medium Questions: “Read and Reason” These questions ask you to slightly analyze the information presented. We recommend doing these second. When using process of elimination, look out for trap answer choices.

Hard Questions: “Big Picture” These questions ask about the passage as a whole. Typically, you want to save these for last. By the time you answer these questions, you will have analyzed the information multiple times and hopefully have a very good idea about the general purpose of the passage.

28 ACT Guidebook | Get2College ENGLISH SECTION THE BREAKDOWN # of Time Content Questions (mins)

Grammar, usage, mechanics 75 45 and rhetorical skills

The ACT English test consists of five passages with a total of 75 questions in 45 minutes. Skipping around strategically will not help you in English as it does in other sections. Practice pacing yourself and answering questions as you go. Timing yourself is one way to practice effectively. Give yourself 9 minutes to read one passage and answer all associated questions.

Usage/Mechanics Rhetorical Skills (40 questions) (35 questions) Punctuation Writing Strategy Grammar and Usage Organization Sentence Construction Style

In order to do well on this section, you’ll have to know the formal rules of the English language. You’ll need to practice your grammar, punctuation, and usage rules.

ENGLISH STRATEGIES 1. Assume everything that is not underlined is correct. You will want to read the entire The shortest answer passage instead of just skipping to the underlined section. This is different than choice that makes the ACT Reading section, where you can jump around. If a sentence or a paragraph sense is going to be does not have a corresponding question, then that may mean the next question the correct answer. will ask about what came before. When answering questions, assume that

everything not underlined is correct. Pick ENGLISH out context clues to make the underlined portion match the rest of the passage.

2. Trust your ear, but verify. The ACT may try to trick you by giving you answers that sound right, but aren’t. Review your grammar rules to help select the best answer choice.

3. Use Process of Elimination (POE). Just as you would in any other section, use process of elimination to rule out illogical answers. This will increase your chances of answering the question correctly.

Get2College | ACT Guidebook 29 USAGE/MECHANICS These questions comprise 40 of the 75 questions in the English section. They are broken into three categories:

Punctuation questions ask you to identify and correct any misplaced, misused, or missing punctuation marks. The punctuation marks most commonly tested on the ACT are, in order of decreasing frequency: commas, apostrophes, colons, and semicolons.

Basic Grammar and Usage questions usually target a single incorrect word that violates the conventional rules of English grammar. These questions frequently test knowledge of agreement and pronoun and verb forms and cases.

Sentence Structure questions tend to deal with the sentence as a whole. They test on clause relationships, parallelism, and placement of modifiers.

PUNCTUATION REVIEW __ , __ __ ‘ __ __ : __ Commas Apostrophes Colons Used in four ways Used to indicate Introduces an element or on the ACT: possession or to mark series of elements that the missing letters in a illustrate or amplify the Around unnecessary contraction. information that preceded information: the colon. “My father, an English Possession: professor, likes to read “Nancy borrowed “You would’ve gotten nonfiction books.” Jennifer’s shirt.” a perfect score on the ACT if it weren’t for one Contraction (should not): subject: math.” Between items in a list: “You shouldn’t ”I bought milk, eggs, and forget to study.” bread at the grocery store.”

Between a complete and incomplete clause: “Since it was raining, we __ ; __ __ – __ could not go for a swim.” Semicolons Dashes

Before FANBOYS (for, Used to relate independent Used to indicate an abrupt clauses that are not joined break in thought or to and, nor, but, or, yet, so): by a conjunction. introduce an explanation. “John wanted tea to drink, but the store did Relate clauses: Abrupt break in thought: not have any.” “She calls it pop; “For our vacation–which I call it soda.” was way too short–we went to the beach.

30 ACT Guidebook | Get2College SENTENCE STRUCTURE REVIEW Sentence Structure questions test your knowledge of how sentences and ideas should be joined or separated. These errors will typically be tested through clauses.

There are two types of clauses that will be tested:

Independent Clauses (Main) Don’t be afraid to select A group of words that contains a subject “Delete the Underlined and verb and expresses a complete thought. Portion” or “No Change” as An independent clause makes a complete the answer. They are correct sentence. just as often as the other Dependent Clauses (Subordinate) choices. Don’t avoid selecting A group of words that contains a subject these answers! and a verb but does not express a complete thought. A dependent clause cannot be a sentence and must be joined to an independent clause.

Run-on Sentences can be easy to spot because they tend to be long and confusing. A run-on sentence occurs when independent clauses are joined together without any punctuation. Incorrect: My friend went to Paris she saw the Eiffel Tower. Correct: My friend went to Paris. She saw the Eiffel Tower.

Comma Splice is an error in which two independent clauses are separated only by a comma. Incorrect: Paul wanted to go to the mall, he wanted to see a movie. Correct: Paul wanted to go to the mall, and he wanted to see a movie.

Fragments are incomplete sentences. Usually, fragments are pieces of sentences that have become disconnected from the main clause. Incorrect: When you get back from shopping. Correct: We will cook dinner when you get back from shopping.

Modifiers are descriptive words or phrases used to add depth or dimension to the phrase that they modify. Modifiers are misplaced if they do not actually refer to what ENGLISH they are modifying. Incorrect: I was walking down the street and I saw a gold man’s watch. Correct: I was walking down the street and I saw a man’s gold watch.

Parallelism refers to the structure of a sentence in which all verbs are in the same form. Incorrect: Chris will attend college, major in biology, and maintaining good grades. Correct: Chris will attend college, major in biology, and maintain good grades.

Get2College | ACT Guidebook 31 Collective nouns represent something plural but they’re treated as if they were singular (ex. ADDITIONAL RULES team, class, equipment, everyone, each). YOU MIGHT HAVE Incorrect: Each one of my family FORGOTTEN members are coming to Thanksgiving. Correct: Each one of my family members Who vs Whom: is coming to Thanksgiving. Who refers to the subject of a sentence or clause. It can be replaced Cut the fat. All of the extra information that with he, she, or they. Whom refers to separates the subject from the verb is called the object of a sentence or clause. the fat. When you cut the fat and put the It can be replaced with him, her, or subject and verb together, it’s easier them. to see whether or not they agree. “To whom should I give my ticket?” Incorrect: The pack of dogs are running “Who can tell me the name of the through the yard. second president?” Correct: The pack of dogs is running through the yard. It’s vs Its: It’s is a contraction for it is. Its Ambiguity You cannot use a pronoun in the indicates possession. place of a subject if it’s not clear what/whom “It’s going to be a beautiful day.” you’re referring to. “The milk has passed its expiration Incorrect: The county cleared this path and date.” paved it with packed gravel so they would have a peaceful place to hike and bike. Your vs You’re: Correct: The county cleared this path and Your is a possessive pronoun. You’re is paved it with packed gravel so people would a contraction for you are. have a peaceful place to hike and bike. “Your umbrella is next to the door.” Redundancy is when you’re repeating yourself “You’re going to enjoy the zoo.” unnecessarily. Their vs There vs They’re: Incorrect: My legs are sore because I’ve Their shows possession among a been jumping up and down. group. There refers to a place or idea. Correct: My legs are sore because I’ve They’re is a contraction for they are. been jumping. “The students are going on their trip today.” “There is the bakery that I love.” TEST INFORMATION “They’re going to have a great time.” RELEASE (TIR) Who’s vs Whose: Request a copy of your multiple- Who’s is a contraction for who is. choice test questions and Whose is the possessive form of who. answers at act.org. “Who’s ready to help me?” DECEMBER, APRIL, AND JUNE “Whose dog is barking?” TEST DATES ONLY

32 ACT Guidebook | Get2College MORE ABOUT THE ACT

RESOURCES TO HELP YOU PREPARE The information in this introduction to the ACT and the general test-taking strategies are good things to know. However, they will only get you so far in your efforts to do well on the ACT. In order to do as well as you can, you need to master certain ACT specific strategies. The following list contains resources intended to help you do that: • Prepare for the ACT with Get2College! Find helpful tips and tricks for the ACT in short 1-minute videos on our YouTube channel at bit.ly/g2cyoutube. ACT also offers free prep resources atacademy.act.org . • ACT has practice exams available free of charge. Visit actstudent.org. • You can access the “ACT Question of the Day” at actstudent.org. • Khan Academy • Top 50 ACT Math Skills for a top score. • These books are also good places to start: o The Princeton Review: Cracking the ACT o The Princeton Review: Crash Course for the ACT o The Official ACT Prep Guide • A free mobile app from ACT is available for iPhone and iPod touch. The ACT Student app helps you manage the ACT testing experience, including a practice feature. • Ask your high school counselor for a free Preparing for the ACT test booklet. This is an old ACT test put into a practice booklet with the answers in the back.

REGISTRATION LATE FEE ACT FEES TEST DATES DEADLINE REQUIRED Test Info Release $22.00 Sept 14, 2019 Aug 16 Aug 17-30 Late Fee $30.00 ACT, no writing $51.50 Oct 26, 2019 Sept 20 Sept 21-Oct 4 ACT, plus writing $68.00 Dec 14, 2019 Nov 8 Nov 9-22 Feb 8, 2020 Jan 10 Jan 11-17 ACT FOR FREE Fee waivers are offered to Feb 28 Feb 29-Mar 13 Apr 4, 2020 help low-income students June 13, 2020 May 8 May 9-22 pay for the ACT and SAT. Ask your high school July 18, 2020 June 19 Jun 20-26 counselor if you qualify!

PREPARING FOR TEST DAY When registering for the ACT, be sure to have your payment or fee waiver (if applicable) and a photo of yourself to upload to your admissions ticket. On test day, you’ll need to be sure to bring your admission ticket with your photo on it along with a photo ID. No colleges or universities in Mississippi require the ACT Writing section. However, if you plan on attending a school out of state, be sure to ask the admissions representative about the school’s policy on the ACT Writing section.

Get2College | ACT Guidebook 33 REQUIREMENTS FOR COLLEGE ADMISSIONS If you want to go to one of Mississippi’s eight public universities, you should meet ONE of the following criteria. TRACK 1 TRACK 2 TRACK 3 FOR ATHLETES

16+ 18+ ACT ACT

2.5 GPA NCAA 3.2 GPA minimum or 2.0 GPA National Collegiate minimum minimum top 50% of class Athletic Association NCAA Division I standards for student athletes who are CPC CPC CPC “full-qualifiers” or College Preparatory College Preparatory College Preparatory “academic redshirts” Curriculum Curriculum Curriculum are accepted as equivalent to the Complete CPC with Complete CPC with Complete CPC with admission standards a minimum 3.2 high a minimum 2.50 high a minimum 2.0 high established by school grade point school GPA on the school GPA on the Board. average (GPA) on CPC or a class rank the CPC and a score the CPC. in the top 50% and a of 18 or higher on For more details, visit score of 16 or higher the ACT* eligibilitycenter.org. on the ACT* (Composite). (Composite).

*In lieu of ACT scores, students may submit equivalent SAT scores.

DON’T MEET THE CRITERIA FOR ADMISSION? DO I HAVE TO Students who do not meet the above criteria are still eligible for admission if TAKE BOTH THE they participate in a Summer Development Program (SDP) on a university campus. ACT AND THE SAT? Students will enroll in one or more Students can use online deficient subject areas (English, reading, or mathematics) based on ACT subscores concordance tables to and/or ACCUPLACER scores. They receive compare SAT and ACT scores training in study skills and counseling to and decide which results to enhance their ability to succeed at the university. After successfully completing use in college applications. the SDP, students may be admitted to any of Mississippi’s eight public universities.

34 ACT Guidebook | Get2College ANSWERS

Math Section Example 1 (pg 14) Answer: E Example 2 (pg 14) Answer: C Example 3 (pg 15) Answer: C

Reading Section pg 20 1. D 8. F 15. D 2. H 9. D 16. H ACCOMMODATIONS 3. B 10. H 17. B ON YOUR TEST DATE 4. G 11. C 18. J If you receive 5. B 12. F 19. A accommodations for a 6. F 13. C 20. F professionally diagnosed 7. C 14. G and documented disability, visit actstudent.org for a list of accommodations you can GET2COLLEGE ACT PREP HANDOUTS receive on the ACT as well as the policy for submitting Request our Get2College ACT test handouts by documentation for the emailing Stephen ([email protected]) or accommodations. Charlie ([email protected]). • ACT Quiz • Stephen's ACT English Tips • ACT Math Formulas • Preparing for the ACT Booklets o Form 0359F o Form 0661C o Form 0964E Charlie Herrington o Form 1267C North MS Get2College Center o Form 1572CPRE o Form 1874FPRE ASK AN ACT INSTRUCTOR Chat with an ACT instructor and find out about the next ACT workshop near you on our website!

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