{ "4-1-1-1": "

Many of us can choose to dislike Fill-in-the-Blank (FitB) questions. If this particular one does not feel naturally comfortable to you, this is a potential signal that FitB’s will not be your favorite type of question. Quite happily, we can earn scores that are 600+ and have it be that we don’t love FitB’s.

If it does feel naturally comfortable to you to select (B) as your correct final answer, let’s not analyze things further for now.

Critics apparently had a thought that didn’t bother Booker T. Whatley. Whatley was “determined” to allow visitors to pick their own produce.

", "4-1-1-2": "

This Fill-in-the-Blank(FitB) can be a strong introduction to the idea that for many FitB’s, there is a quotable clue.

For many of us, smoothly noticing such a clue is a byproduct of experience, maybe a byproduct of reading analyses such as this one. Within this blurb, the key clue, “strictly observe”, comes a bit late within the first part of the sentence. The mention that these artisans do not “strictly observe” every tradition means that earlier, the blurb is trying to indicate that typically they do strictly observe the techniques that have been passed down. So, we know we want an answer option that is synonymous with “strictly observe”. Let’s see what the test writers are offering up to use here.

The phrases “experiment with” in (A) and “improve on” in (C) are almost the opposite of what we are looking for, so neither of these options are correct.

Now, if you were not super familiar with “adhere to” and “grapple with”, it would not be strange, and we would execute a very legitimate 50-50 guess and smoothly continue forward.

If you did know what “grapple with” means and you knew it was not correct, then you could select (B) as your correct final answer by default, which is a pretty cool thing to do.

Lastly, if you did just know that to “adhere to” something means to stick to it, then you were clearly pretty good to go in the first place. :)

", "4-1-1-2": "

This Fill-in-the-Blank (FitB) can be a strong introduction to the idea that for many FitB’s, there is a quotable clue.

The phrases “experiment with” in (A) and “improve on” in (C) are almost the opposite of what we are looking for, so neither of these options are correct.

Now, if you were not super familiar with “adhere to” and “grapple with”, it would not be strange, and we would execute a very legitimate 50-50 guess and smoothly continue forward.

If you did know what “grapple with” means and you knew it was not correct, then you could select (B) as your correct final answer by default, which is a pretty cool thing to do.

Lastly, if you did just know that to “adhere to” something means to stick to it, then you were clearly pretty good to go in the first place. :)

", "4-1-1-3": "

Two core FitB ideas make appearances within this question.

With experience, after reading the blurb, we can come to the idea that “ricocheting chaotically” is the quotable clue within this question.

If this quotable clue were in place, we could likely comfortably eliminate option (C). It would not be strange if there was not a second comfortable elimination. It would not be strange if you were also able to comfortably eliminate option (B).

This brings us to the second core FitB idea that many of us would find ourselves facing: the 50-50 guess. Neither “haphazard” nor “fruitless” are everyday words. If you did not know either word, very simply, the move to make would be to not hesitate, click on one of them, and smoothly continue forward.

We do not rue guessing wrong when guessing is what’s called for. We do not rue not knowing what the word “rue” means. We are not trying to add “haphazard” to our working vocabulary. It is the correct final answer to this FitB, since its definition really matches up with the idea of “ricocheting chaotically”. But, it being the correct answer here does not make it an important word to learn; in fact, it kind of makes it less important to know.

We should take a moment to acknowledge that if “fruitless” makes you think without fruit, that could have been a thought that could have steered you away from (D), which could mean that arriving at (A) could have been another cool example of the default move.

We should take one final moment here to also acknowledge that you definitely could just not like this question and just not like FitB’s in general.

", "4-1-1-4": "

Here we have another classic Fill-in-the-Blank (FitB) situation, one in which we are being provided with a quotable clue and a logic cue.

In regards to the quotable clue, we have options actually. We could point to the phrases “use strategies” and “switches strategies” from the first sentence of the blurb. Within the second sentence, we could definitely pinpoint the word “sophisticatedly”, which is the opposite of what we want the correct answer to mean. We know we want an opposite here because of the logic cue “may not be”.

For many of us, this FitB is also a perfect opportunity to bring the default idea to life. If we know that we want a word that runs opposite to “sophisticatedly” and being strategic, we would likely smoothly know that neither “evolving” in (C) nor “advantageous” in (D) is the word we are looking for.

Maybe, there could be a momentary pause when evaluating “aggressive” in (A), but “aggressive” and “sophisticatedly” are definitely not true opposites. Having eliminated (A), we could now be left solely with (B), which is indeed the correct final answer.

If you’re wondering what “rudimentary” means, for a few reasons, we would encourage you not to wonder.

i) It’s likely that this word will not appear on any future exam of yours.

ii) There’s no major connection to be made with the word.

iii) And, actually, since it is the answer here, you already know what it means: it’s an opposite of “sophisticatedly”!

", "4-1-1-5": "

First, let’s acknowledge that on a Path to 550+ or a Path to 600+, we simply do not need to get this question. It could just be a guess and goodbye.

Next, let’s acknowledge that this could also be a great example of a classic 50-50 guess within a FitB. If you were able to confidently eliminate options (C) and (D), you could then be facing two words in (A) and (B) that you do not quite have a firm handle on. This is pretty much the model 50-50 guess FitB moment. And, in such moments, we are hopefully giving no thought and energy to whether we guess right or not.

Lastly, we could put forth that this FitB is a solid example of when it can be impactful to make a prediction. Maybe (because it’s a bit impossible to force ourselves to make a prediction), we could come to a prediction of “concluded” here. But, to begin to close things out here, we definitely should acknowledge that even having made such a prediction, we still might be at the same 50-50 guess as above.

Very wonderfully, your future is very bright no matter what happens here. Maybe the one thing that could put a damper on our conscious lightheartedness is spending a tortuous amount of time within this question, especially if nothing productive will come of that time. We do not need to know why “surmised” is the correct final answer. You’re not going to look it up, right?

", "4-1-1-6": "

Here we come to what could now be considered the first official “most nearly mean” (mnm) Question.

Seeing what’s underlined within the blurb, it appears that the key part to initially read is everything that Fabry is saying at the end of the blurb, or at least the first two sentences that say “It was not effective. It no longer answers the requirements of modern engineering.”

Keying in to the second sentence now, we literally replace “answers” with each of the options one by one.

It no longer explains the requirements of modern engineering.

It no longer rebuts the requirements of modern engineering.

It no longer defends the requirements of modern engineering.

It no longer fulfills the requirements of modern engineering.

If you think that options (A) and (D) sound better than (B) and (C), your instincts are pushing you in the right direction. On a path to 600+, we could pick (A) here and miss this question.

For someone seeking to more confidently cement that (D) is the correct final answer, we can say the following….

i) The first sentence saying that it was not “effective” could push us toward (D), as that next sentence is seeking to articulate that it no longer could do what it was that was being sought after to be done. So, it’s not that it cannot explain, but that it cannot fulfill (do).

ii) We could also acknowledge that “explains” is a bit more of a primary definition of the word “answers”, which makes it further unsurprising that the correct answer is “fulfills”, which is more of a secondary definition of “answers”.

", "4-1-1-7": "

We can categorize this question as a specific task Q. As we have first read the question itself, we know that our specific task here is to confirm “why” a helicopter built for Earth(are there helicopters built for other planets?!) is unable to fly on Mars. Let’s read the blurb.

Within the blurb, we could spotlight….

i) the second sentence as being the key sentence in regards to arriving at our answer, as this is the reason(“why”) that we are looking for.

ii) a rather cool linguistic cue that could have told us that the second sentence is the key sentence. With the sentence starting with the word “Because”, we are getting a definitive signal that we are about to get a why .(If you did not know that it is grammatically ok to start a sentence with the word “Because”, it’s probably time to re-program something you may have been taught in middle school.)

Ok, so what’s this cool second sentence telling us? Apparently, it’s a difference in “atmosphere” and “density” that is responsible for Earth copters not being able to fly on Mars. Looking at the answer options, we can see that the test writers are not trying to be clever there. Option (A) is acknowledging “different atmospheric conditions”, and so we have found our correct final answer. And, apparently, the answer is yes - people are building helicopters for other planets!

", "4-1-1-8": "

Let’s see where this main idea Q takes us.

After reading the blurb, we likely feel pretty ok. There are some rough blurbs out and about; this one likely leans toward the friendlier side of the spectrum. Let’s see what’s cooking within the answer options.

We could very much like option (A) right away. There have been “some changes” in the roles of jalis. This is directly stated within the third sentence of the blurb. What the second half of (A) is saying is also clearly supported by the blurb, and we can very nicely QUOTE the connection between “preserve” from (A) and “protecting” from the blurb.

It would be wonderful if many jalis like teaching best. We like teaching best. But, neither of these statements make option (B) the answer here. :)

Within option (C), is “entertaining” really the right word? We know that ONE WORD can define an entire option.

Option (D) is putting the emphasis on the wrong aspect of the blurb. The jalis are the focal point of the blurb, not technology.

Liking (A) here is a good thing, and it is definitely our correct final answer. Knowing some of the things that make wrong answers wrong is empowering for test day. Many good things ahead, many.

", "4-1-1-9": "

A core part of how we execute Reading Q’s in general is reading everything within the given blurb. Doing so with this main idea Q , we get the immediate heads up that Buck is a dog.

Continuing to read the indented part, we get more and more information about Buck and how Buck seems to feel about people. It’s not a coincidence that each of the answer options here starts with “Buck”, as he is the definitely the focal point of the blurb.

We could likely counter option (A) by saying that it seems like maybe Buck has never really been that social of a dude.

It is understandable to consider option (B) for a moment, but it is too absolute, since Buck apparently likes one human: Thornton.

Option (C) is likely the interesting wrong answer option here and one that is main idea-ish. We could definitely say that what (C) is saying seems to be true. But, we could also say that it is putting the emphasis on the wrong aspect of the blurb. Though this option starts with “Buck”, it is more about “Thornton’s friends”.

In contrast, option (D), which is our correct final answer, squarely places the emphasis on Buck, and this is an option that we could support via QUOTING. “Thornton alone held [Buck].” Buck only gives attention to Thornton’s friends when “he learned they were close to Thornton”. By acknowledging that Buck “tolerated” Thornton’s friends, there is an implication that Buck regards Thornton himself differently.

If you did select (C) for this question, having done so could be a great pathway to now making a slight adjustment and seeing future main idea Q’s differently.

", "4-1-1-10": "

We definitely do not need to categorize this question, but if you were seeking to do so, we could consider it a support/weaken Q. Having read the question itself first, let’s now head to the blurb to see what the claim is that we are meant to illustrate(support).

Having read the blurb, we could see that we have an excellent opportunity to bring QUOTING in to the mix. Du Bois suggests that he felt something both “intuitive” and “unexpected”. Let’s see which answer option can ping both of these words.

Following the path that we are currently on, we’re not going to talk much about what makes any of the wrong answers wrong. An aspect of QUOTING is that it can help us firmly cement when we have found the answer that we want to confidently click on.

So, it’s not that option (A) is horribly wrong; it is more that we are not finding the quotable connections that we are looking for.

Within option (B), we could already like “stirred my strangely”, as this phrase can subtly hint at both words that we quoted earlier. We could definitely quote “unknown” as a connection to “unexpected”. We could also definitely quote “at once I knew them as of me and mine” as a connection to “intuitive”.

We could go further. We could acknowledge that option (C) is toned wrong . But, it would probably be a touch better to embrace that (B) is our correct final answer versus, again, discuss why the other options are wrong.

It would also be quite cool if you would consider clicking on (B) and not evaluating options (C) and (D). There’s quite a bit to be said to not encumbering ourselves with sorting through those two somewhat bulky options if it may not be necessary.(It is also something that we could always mark for ourselves to do later as well.)

And, if you’re simply not vibing on this question period, it is significant to keep in mind that on various paths, you very much have the wiggle to make that choice.

", "4-1-1-11": "

As we do in general for Reading Q’s, we read the question itself first here. There isn’t really anything that should jump out about this particular question, though.

As we do particularly for Graph Q’s, we could head directly to the last sentence within the blurb and see if reading that line alone is enough to power us through. In this case, there’s quite a bit of information within that sentence, and it seems like it will indeed be enough.

We are told that female farmers are particularly prominent when it comes to certain crops, to the degree that they constitute “the majority”. Given the way the last sentence of the blurb leaves off, it appears the correct answer is going to give an example of this being the case.

Option (A) is directing us toward the right-side of the bar graph(where “south Ondo” is labeled) and bringing our attention to the two darker, taller bars. Given what we are seeing, it is understandable to think that this could be the correct answer. We will discuss further below why it is not.

Option (B) is a classic data-mismatch. What this option is stating is simply not true according to the middle bars(central Ondo), as the bar for “root crops”(the lightest bar) is the lowest of the three.

If you liked (A) at all, then you definitely must also like option (C). The two tallest bars within the entire graph period are bars tied to “non-root vegetables”, one of them within the “north Ondo” part of the graph and the other within the “south Ondo” part of the graph.

As for option (D), we can say that what this option is saying is true. But, this option can be deemed a classic task-mismatch. We are trying to bring the idea that female farmers are “a majority” when it comes to certain crops. That the three bars for “cereals” are “relatively equal” in all three areas does not fulfill this task.

If someone ends up selecting (C) because it mentions the two tallest bars within the graph, it wouldn’t be a bad way to have arrived at the correct final answer. If you’re looking to be one degree more certain, then we would want to acknowledge that “a majority” should be above 50%. As the two bars mentioned in (C) are the only two bars above 50%, it can now be put forth that option (A) is coming up a bit short.

", "4-1-1-12": "

Let’s head to the blurb and see where this completes the text Q takes us.

The first sentence tells us two things: Zelda likely influenced her husband’s writing and that Zelda’s own writings have not really been recognized. Via the maybe interesting transition “Indeed”, in the next sentence, it is somewhat emphasized that Zelda authored various things, and we are given the name of a specific novel. The last sentence comes back round to the idea of viewing Zelda as primarily a source of inspiration for her husband’s writings, which would probably be….

Option (A) cannot be where this blurb is trying to lead us, as the focal point of the blurb is Zelda and this option is putting the focus on F. Scott.

Option (B) is going to complete the blurb quite nicely. Zelda was likely an influence on her husband, but she also wrote herself, so people who only think of her as having influenced her husband are not acknowledging her “full range” of contributions.

We could say that the ONE WORD in option (C) that is quite off target is “viewed”.

Let us know if you want to talk about option (D), or, if not, let’s confidently select (B) as our correct final answer and continue down the path.

", "4-1-1-13": "

It looks like there is a bit more to unpack within this completes the text Q, but if you are cool with dinosaurs, maybe the subject matter will play a role in pushing this question toward the friendlier side of the spectrum. Let’s head to the blurb.

The dinosaurs we’re talking about were massive and some researchers have an opinion as to how they got so big. Apparently, it has something to do with “increased plant production” and “carbon dioxide”. But then we’re told that there is “no evidence of significant spikes in carbon dioxide levels” at various key sauropod moments. So….

….maybe these dinosaurs getting huge is not related to carbon dioxide. With this possible prediction in mind, we could quite assertively head to the answer options.

Reading through the answer choices, we could feel quite good that option (B) is precisely what we were thinking. It would be very understandable if some time and experience feel needed in order to both come to a prediction here and feel very confident that (B) is the correct answer.

To assist in making a prediction here, we could acknowledge the linguistic cue “However” that starts the second sentence. The presence of that word alone could have put us on the path toward predicting that something that the researchers thought was about to be shown to be in some way lacking.

Ok, let’s take a moment to acknowledge that without a prediction, we could quite confidently think that options (A) and (C) are classic how do we know wrong answers and still quite smoothly arrive at (B) as our correct final answer.

That said, there’s a good chance that time is more on your side than you might think and here, with us in support, there’s some exciting experience to be able to very naturally cultivate. :)

", "4-1-1-14": "

Once we know a core idea tied to dashes, it is likely that the dash in option (A) would stand out to us first as being incorrect.

From there, we want to consciously choose to evaluate the colon in option (B) next. We will all eventually eliminate this option with confidence, when we determine that what is before the potential colon is not a complete sentence.

So, we’re down to the option with a comma and the option with no punctuation. Here are things to consider to close things out here with another correct answer….

i) If your instincts are telling you to click on (D), it would be legitimate to trust them.

ii) Having a sense of metrics tied to options with no punctuation can give you some empowering perspective.

iii) You could have one of our comma quirks on your radar and veer away from what option (C) would create with “Rawles, was”.

iv) You could have other comma quirks of ours on your radar.

v) Especially if you’re early within your training, let’s come back round to possibly just trusting your instincts and clicking on (D) as your correct final answer.

In case you were wondering, the punctuation within the name Ta-Nehisi is technically a hyphen, which is not the same thing as a dash.

", "4-1-1-15": "

This question is an example of a great habit(W1) that we develop: sometimes, we notice something within the answer options first. In this case, we notice that option (D) contains a period .

If we evaluate option (D) first, we likely come to the comfortable decision that what is before the period is indeed a full sentence. If reading what comes after the period also comfortably stands out to you as a full sentence, then we are all set, as (D) is indeed the correct final answer.

If it is not crystal clear to you that what comes after the period is a full sentence, it might help to read about this interesting idea regarding how SAT sentences might start.

", "4-1-1-16": "

This question is a good indicator of where you’re currently at in regards to mastering apostrophes .

Let’s start by acknowledging that (D) is not correct, because the “physical properties” are being possessed by the “snow grains”. If it helps, think that they are the “physical properties” of the “snow grains”.

Let’s next acknowledge that the physical properties are not possessing anything. We could apply the “of” test that we just applied. We could also note that the word(“affect”) right after the potential apostrophes in option (A)’s properties’ and option (C)’s property’s is a verb, which is not the kind of word that would typically be possessed.

So, we could arrive at the correct final answer of (B) by default.

That said, it is worth taking a moment to acknowledge that the apostrophe in (B) is after the “s” because we are talking about plural “snow grains”. It’s understandable if the plurality of this situation is a bit muddled by the word “individual”. If this is causing you any concern, then maybe find joy in the default path to the correct answer here.

", "4-1-1-17": "

We develop the great habit of sometimes noticing something within the answer options first, which in this case is that option (C) has a semicolon .

What is before the prospective semicolon is a complete sentence. What comes after the potential semicolon is also a complete sentence. Option (C) is our correct final answer.

Whispering aloud(another of our great habits) likely facilitates arriving at the decisions that we are seeing two complete sentences. Selecting (C) without evaluating the other options is the kind of move that a seasoned, savvy test taker executes. Many good things ahead my friend.

", "4-1-1-18": "

This question is an example of the 3/4 SvP Pattern, and it is truly a classic example of this very cool idea.

One way to have executed the pattern is by whispering aloud….

she “was” for (A)

she “were” for (B)

she “are” for (C)

she “have been” for (D)

As the pattern dictates, we select (A) because it is the option that sounds different from the others.

", "4-1-1-19": "

Let’s start by acknowledging that if you were drawn to option (C) because you saw a list of animals after the potential colon, then you want to re-program what you know about colons. Colons and lists are not enemies, but they also do not go hand in hand.

Ok, with that said, let’s talk about dashes , and, more importantly, let’s bring this example of the full description to life.

The first dash within both (B) and (D) appears after the word “cephalopods”, because the cephalopods are being described .

Now, the reason why (D) is our correct final answer is because the full description of the cephalopods is everything from “ocean dwellers” to “cuttlefish”. Option (B) cuts the description off at only “ocean dwellers”. But, the examples of “the squid, the octopus, and the cuttlefish” are part of the description of cephalopods.

", "4-1-1-20": "

The presence of the future-word “will” pretty much automatically means that tense is getting tested. When tense is getting tested, it usually means that we’re going to trust our instincts .

To be clear, the presence of the word “will” is a firm indicator of what we’re getting tested on. We’re not saying that the word “will” is more or less likely to be within the correct answer. But, it does happen to be within this correct answer.

If you click on (D) as your correct answer solely based on instinct, good things are afoot. If you noticed the word “predicts” early in the blurb and that pushed you toward (D), good things are afoot.

", "4-1-1-21": "

Let’s lead the analysis of this Transition Q with an option by option breakdown.

No revelation with option (A). The transition “By contrast” indicates contrast. Equally unrevelatory(not a word maybe?) is that there is no contrast between these two sentences, so this is not our answer.

If the transition “Likewise” were correct here, the second sentence should likely start with another person.

“Besides” is a bit of an oddball, so maybe there’s no reason to know anything about it. It has some contrast vibes. It has some “In addition” vibes. If it feels a bit wobbly to be thinking about how “Besides” could work, happily, this is quite ok, because….

….we could, instead, choose to become familiar with the transition “In fact”, which is definitely more likely to appear in future questions. We could think that In fact = emphasis + a sprinkle of “ Specifically ”.

McFerrin admitting that the research phase is “just as fascinating and engaging” puts some emphasis on her consideration that the research is “its own reward”. We can also say the “reward” is more specifically being articulated by the phrase “just as fascinating and engaging as exploring a location in person”.

If you’re on the Path to 650+, it would be significant to see some crisp execution within this question as you eventually click on (D) as your correct final answer.

", "4-1-1-22": "

Within the first sentence of the question itself, it is significant to notice that we are being told that the audience is “already familiar” with Bharati Mukherjee. For this particular Notes Q , that phrase and the word “introduce” are the keys.

Option (A) comes up short because to “introduce” the novel, we should likely be mentioning it by name.

By telling us that Bharati Mukherjee is “Indian-born” and that she wrote “other novels and short stories”, option (B) seems to be indicating that we do not know who Bharati is. We are supposed to be “already familiar”.

Option (C) gives us the name of the novel and gives us a key aspect of the novel. We have been properly “introduced”. By leading with “Bharati’s Mukherjee’s novel”, this option seems to be taking for granted that we know who she is. We are acknowledged as being “already familiar”. Option (C) is the correct final answer that we want to click on.

If you read option (D), you could contrast it against (C) in that it is not giving us a meaningful detail about the novel, so we have not been properly “introduced”.

", "4-1-1-23": "

According to the first sentence, we must do two things: present the study and present its findings.

Options (A) and (B) seem to be coming up short on the “findings” side of things.

Within the first three options, we could assert that option (C) seems to best “present the study”, but it too is not addressing what we have been fully tasked with addressing.

Reading option (D), we could really like the word “determined”, as that ONE WORD could reveal that we are about to get “findings”, which we do indeed get and (D) is indeed our correct final answer. We will agree if you think that the “present the study” aspect of this option feels a little light, but technically even just saying “In a 2021 study” is presenting the study.

", "4-1-1-24": "

This Notes Q wants us to introduce both the author and his novel. Let’s head right to the answer options and see which one does both of these things.

The beginning of option (A) appears to be introducing us to the author, as we are both given Samuel Selvon’s name and we find out he is Trinidadian. The second half of this option is clearly introducing us to the book, as we are given its title and what it is about. This is likely our answer.

Option (B) is mentioning two books, which is likely bad. We’re also not being told what either book is about, which is also bad. So, this option is kind of bad.

Option (C) is not bad, but it’s not as good as (A). It definitely is better to mention the author by name if part of what we are trying to do is introduce the author.

Maybe we could say option (D) is ok, but having now arrived here, we should likely feel quite good about clicking on (A) as our correct final answer.

", "4-1-1-25": "

We like Notes Q’s in general; we should all probably really like any Notes Q that has a first sentence that includes the keyword “similarity”.

Option (A) is talking about a single species of sea turtle. Pass.

Option (B) is mentioning two species, but all we are getting about them are their formal names. Pass.

Ahh, we love how option (C) starts with “Both”. That the very cool Kemp’s ridley sea turtle and the super cool olive ridley sea turtle can both be found in the Atlantic Ocean is a similarity. This pretty much must be our answer.

Option (D) literally tells us that the two turtle species are “different”. Pass.

Turtles are cool. Notes Q’s are generally cool. We happily click on (C) as our correct final answer and continue down the path.

", "4-1-1-26": "

The test writers want the correct answer to “summarize the study”.

Option (A) is giving us part of the study’s methodology.

Option (B) is giving us the aim / objective.

Option (D) is giving us results / findings.

To potentially lead us toward all confidently clicking on (D) as our correct final answer, we can acknowledge that asking to “summarize the study” is a way of asking for the results / findings. And, option (D) is indeed addressing the results of the study.

", "4-1-1-27": "

Reading the first sentence here, the word “introduce” could initially stand out as a keyword. Reading the sentence in its entirety, we can see that what we must specifically introduce is both “the novel and its author”.

Option (A) is introducing the author, but not the novel.

Option (B) is talking about the author, but not the novel.

Option (C) gives us information about the novel(everything before the first comma) and it gives us information about the author. We have ourselves the correct final answer.

Option (D) is talking about both, but not in a way that feels like an “introduction”. This option is providing us with a specific detail about both.

", "4-1-2-1": "

With experience, we read certain blurbs within Fill-in-the-Blank (FitB) questions and a word will organically stand out as a clue. In the case of this FitB, that clue word is “harmless”.

Realizing that we want a word that means the same thing as “harmless”, we can confidently eliminate options (A) and (D). This brings us to two interesting words.

The word “novel” is interesting for two reasons. First, it can be connected to the French word “nouveau” or the Italian word “nuovo”. As an adjective (which is how the word is being used within this question), “novel” means new. Second, it is clearly not strange to see the word “novel” and think ‘book’, since that is what a novel can be when the word is used as a noun. Hence, “novel” can be thought of as one of our words with a secondary definition.

The word “innocuous” is interesting because we could potentially smoothly memorize it by connecting it to the word “innocent”. The spelling connection between the two words, the innoc, is a wonderful organic way to add this word to our functional vocabulary.

And now, we can confidently acknowledge that option (B) is our correct final answer, since if something innocuous is innocent, it could then be considered “harmless”.

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We should likely start by acknowledging that this is likely an mcm or a forever skip for pretty much all of us. Even a glance at the words that are populating the answer options here should likely push us in such directions.

Now, if you are in the mcm camp and we are imagining that you’ve returned to this question, let’s next acknowledge that the blurb itself is not likely an issue. Let’s further acknowledge that this is likely a very organic moment for a prediction to materialize. The sentence is indicating that there is a lack of studies about blah blah.

So, heading in to the answer options, it’s not that we do not know what we are looking for; the issue is which word means what we looking for.

If none of the four options jumps out to you as wrong, then it’s likely that this question should have been a forever skip from the start. If you know what a “quarrel” is or that a “profusion” is the exact opposite of what we are looking for, then we can next verify the veracity that the word “verisimilitude” has a connection that can be made that would also allow us to feel very good about eliminating that option here.

As anyone who has spent some time here with us will not be surprised to read, the path to clicking on the correct final answer of (B) here is one that does not involved knowing what “paucity” means. It’s a default path. Verdad?¡

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Test4 - Section1, Module1 - #1(F1)

Many of us can choose to dislike Fill-in-the-Blank(FitB) questions. If this particular one does not feel naturally comfortable to you, this is a potential signal that FitB’s will not be your favorite type of question. Quite happily, we can earn scores that are 600+ and have it be that we don’t love FitB’s.

If it does feel naturally comfortable to you to select (B) as your correct final answer, let’s not analyze things further for now.

_________________

Critics apparently had a thought that didn’t bother Booker T. Whatley. Whatley was “determined” to allow visitors to pick their own produce.

Test 4 - Section 1, Module 1 - #2(F2)

This Fill-in-the-Blank (FitB) can be a strong introduction to the idea that for many FitB’s, there is a quotable clue.

The phrases “experiment with” in (A) and “improve on” in (C) are almost the opposite of what we are looking for, so neither of these options are correct.

Now, if you were not super familiar with “adhere to” and “grapple with”, it would not be strange, and we would execute a very legitimate 50-50 guess and smoothly continue forward.

If you did know what “grapple with” means and you knew it was not correct, then you could select (B) as your correct final answer by default, which is a pretty cool thing to do.

Lastly, if you did just know that to “adhere to” something means to stick to it, then you were clearly pretty good to go in the first place. :)

Test 4 - Section 1, Module 1 - #3(F3)

Two core FitB ideas make appearances within this question.

With experience, after reading the blurb, we can come to the idea that “ricocheting chaotically” is the quotable clue within this question.

We should take one final moment here to also acknowledge that you definitely could just not like this question and just not like FitB’s in general.

Test 4 - Section 1, Module 1 - #4(F4)

Here we have another classic Fill-in-the-Blank (FitB) situation, one in which we are being provided with a quotable clue and a logic cue.

If you’re wondering what “rudimentary” means, for a few reasons, we would encourage you not to wonder.

i) It’s likely that this word will not appear on any future exam of yours.

ii) There’s no major connection to be made with the word.

iii) And, actually, since it is the answer here, you already know what it means: it’s an opposite of “sophisticatedly”!

Test 4 - Section 1, Module 1 - #5(F5)

First, let’s acknowledge that on a Path to 550+ or a Path to 600+, we simply do not need to get this question. It could just be a guess and goodbye.

Test 4 - Section 1, Module 1 - #6(R6)

Here we come to what could now be considered the first official “most nearly mean” (mnm) Question.

Keying in to the second sentence now, we literally replace “answers” with each of the options one by one.

It no longer explains the requirements of modern engineering.
It no longer rebuts the requirements of modern engineering.
It no longer defends the requirements of modern engineering.
It no longer fulfills the requirements of modern engineering.

If you think that options (A) and (D) sound better than (B) and (C), your instincts are pushing you in the right direction. On a path to 600+, we could pick (A) here and miss this question.

For someone seeking to more confidently cement that (D) is the correct final answer, we can say the following….

Test 4 - Section 1, Module 1 - #7(R7)

We can categorize this question as a specific task Q. As we have first read the question itself, we know that our specific task here is to confirm “why” a helicopter built for Earth is unable to fly on Mars. Let’s read the blurb.

Within the blurb, we could spotlight….

i) the second sentence as being the key sentence in regards to arriving at our answer, as this is the reason (“why”) that we are looking for.

Test 4 - Section 1, Module 1 - #8(R8)

Let’s see where this main idea Q takes us.

After reading the blurb, we likely feel pretty ok. There are some rough blurbs out and about; this one likely leans toward the friendlier side of the spectrum.

It would be wonderful if many jalis like teaching best. We like teaching best. But, neither of these statements make option (B) the answer here. :)

Within option (C), is “entertaining” really the right word? We know that ONE WORD can define an entire option.

Option (D) is putting the emphasis on the wrong aspect of the blurb. The jalis are the focal point of the blurb, not technology.

Liking (A) here is a good thing, and it is our correct final answer. Knowing some of the things that make wrong answers wrong is empowering for test day.

Test 4 - Section 1, Module 1 - #9(R9)

A core part of how we execute Reading Q’s in general is reading everything within the given blurb. Doing so with this main idea Q, we get the immediate heads up that Buck is a dog.

Continuing to read the indented part, we get more and more information about Buck and how Buck seems to feel about people. Each of the answer options here starts with “Buck”, as he is definitely the focal point of the blurb.

We could likely counter option (A) by saying that it seems like maybe Buck has never really been that social of a dude.

It is understandable to consider option (B) for a moment, but it is too absolute, since Buck apparently likes one human: Thornton.

Option (C) is likely the interesting wrong answer option here. Though this option starts with “Buck”, it is more about “Thornton’s friends”.

In contrast, option (D), which is our correct final answer, squarely places the emphasis on Buck, and this is an option that we could support via QUOTING. “Thornton alone held [Buck].” By acknowledging that Buck “tolerated” Thornton’s friends, there is an implication that Buck regards Thornton himself differently.

Test 4 - Section 1, Module 1 - #10(R10)

We could consider this a support/weaken Q. Having read the blurb, we could see that we have an excellent opportunity to bring QUOTING into the mix. Du Bois suggests that he felt something both “intuitive” and “unexpected”.

Within option (B), we could already like “stirred my strangely”, as this phrase can subtly hint at both words that we quoted earlier. We could definitely quote “unknown” as a connection to “unexpected”. We could also quote “at once I knew them as of me and mine” as a connection to “intuitive”.

Selecting (B) without evaluating the other options is the kind of move that a seasoned, savvy test taker executes. If you’re simply not vibing on this question period, it is significant to keep in mind that on various paths, you very much have the wiggle to make that choice.

Test 4 - Section 1, Module 1 - #11(G1)

As we do particularly for Graph Q’s, we could head directly to the last sentence within the blurb. We are told that female farmers are particularly prominent when it comes to certain crops, to the degree that they constitute “the majority” (above 50%).

Option (C) is the only option that highlights data where female farmers are a majority. The two tallest bars within the entire graph are bars tied to “non-root vegetables”, one in “north Ondo” and the other in “south Ondo”. Both are above 50%.

Option (D) is a task-mismatch. That the bars for “cereals” are “relatively equal” does not fulfill the task of showing a majority.

Test 4 - Section 1, Module 1 - #12(R12)

The first sentence tells us two things: Zelda influenced her husband’s writing and her own writings have not been recognized. The last sentence comes back round to the idea of viewing Zelda as primarily a source of inspiration, which would be incomplete.

Option (B) completes the blurb nicely. Zelda was an influence, but she also wrote herself, so people who only think of her as an influence are not acknowledging her “full range” of contributions.

Test 4 - Section 1, Module 1 - #13(R13)

This completes the text Q focuses on massive dinosaurs. Researchers thought size was linked to carbon dioxide, but then we are told there is “no evidence of significant spikes” at key moments.

Prediction: These dinosaurs getting huge is not necessarily related to carbon dioxide. Option (B) matches this prediction perfectly.

The linguistic cue “However” starts the second sentence, signaling that the initial theory is likely lacking support.

Test 4 - Section 1, Module 1 - #14(W1)

Once we know a core idea tied to dashes, option (A) stands out as incorrect. We then evaluate the colon in (B) and eliminate it because what is before it is not a complete sentence.

Trusting your instincts to pick (D) is a legitimate move. You could also avoid the comma quirk in (C) (“Rawles, was”), which further confirms (D) as the correct final answer.

Note: The punctuation within the name Ta-Nehisi is a hyphen, not a dash.

Test 4 - Section 1, Module 1 - #15(W2)

Noticing option (D) contains a period is a great habit. What is before the period is a full sentence. If what comes after is also a full sentence, (D) is the correct answer.

Test 4 - Section 1, Module 1 - #16(W3)

Apostrophe check: The “physical properties” are possessed by the “snow grains”. The physical properties themselves do not possess anything (the following word “affect” is a verb).

We arrive at (B) by default. The apostrophe is after the “s” because we are talking about plural “snow grains”.

Test 4 - Section 1, Module 1 - #17(W4)

Option (C) has a semicolon. Since both what comes before and what comes after are complete sentences, (C) is our correct final answer. Whispering aloud helps confirm this decision quickly.

Test 4 - Section 1, Module 1 - #18(W5)

Classic 3/4 SvP Pattern. Whisper aloud: “she was” (A), “she were” (B), “she are” (C), “she have been” (D). We select (A) because it is the only one that sounds correct and distinct.

Test 4 - Section 1, Module 1 - #19(W6)

Let's use the full description idea for dashes. The first dash in (B) and (D) appears after “cephalopods” because they are being described. The correct final answer is (D) because the description includes everything from “ocean dwellers” all the way to “cuttlefish”.

Test 4 - Section 1, Module 1 - #20(W7)

__________________

The word “being” used to appear quite regularly within grammar-based questions in the past. Its presence was a near automatic signal that we were seeing an incorrect answer.

Test 4 - Section 1, Module 1 - #21(T1)

Let’s lead the analysis of this Transition Q with an option by option breakdown.

No revelation with option (A). The transition “By contrast” indicates contrast. Equally unrevelatory is that there is no contrast between these two sentences, so this is not our answer.

If the transition “Likewise” were correct here, the second sentence should likely start with another person.

“Besides” is a bit of an oddball. It has some contrast vibes. It has some “In addition” vibes. If it feels a bit wobbly to be thinking about how “Besides” could work, happily, this is quite ok, because….

If you’re on the Path to 650+, it would be significant to see some crisp execution within this question as you eventually click on (D) as your correct final answer.

Test 4 - Section 1, Module 1 - #22(N1)

Within the first sentence of the question itself, it is significant to notice that we are being told that the audience is “already familiar” with Bharati Mukherjee. For this particular Notes Q, that phrase and the word “introduce” are the keys.

Option (A) comes up short because to “introduce” the novel, we should likely be mentioning it by name.

Option (C) gives us the name of the novel and gives us a key aspect of the novel. We have been properly “introduced”. By leading with “Bharati Mukherjee’s novel”, this option seems to be taking for granted that we know who she is. Option (C) is the correct final answer.

If you read option (D), you could contrast it against (C) in that it is not giving us a meaningful detail about the novel, so we have not been properly “introduced”.

Test 4 - Section 1, Module 1 - #23(N2)

According to the first sentence, we must do two things: present the study and present its findings.

Options (A) and (B) seem to be coming up short on the “findings” side of things.

Within the first three options, we could assert that option (C) seems to best “present the study”, but it too is not addressing what we have been fully tasked with addressing.

Reading option (D), we could really like the word “determined”, as that ONE WORD could reveal that we are about to get “findings”, which we do indeed get. (D) is our correct final answer.

Test4 - Section1, Module1 - #24(N3)

ThisNotes Qwants us to introduceboth the author and his novel. Let’s head right to the answer options and see which one does both of these things.

Option (B) is mentioning two books, which is likely bad. We’re also not being told what either book is about, which is also bad. So, this option is kind of bad.

Option (C) is not bad, but it’s not as good as (A). It definitely is better to mention the author by name if part of what we are trying to do is introduce the author.

Maybe we could say option (D) is ok, but having now arrived here, we should likely feel quite good about clicking on (A) as our correct final answer.

Test4 - Section1, Module1 - #25(N4)

We like Notes Q’s in general; we should all probably really like anyNotes Q that has afirst sentence that includes the keyword “similarity”.

Option (A) is talking about a single species of sea turtle. Pass.

Option (B) is mentioning two species, but all we are getting about them are their formal names. Pass.

Ahh, we love how option (C) starts with “ Both”. That the very cool Kemp’s ridley sea turtle and the super cool olive ridley sea turtle can both be found in the Atlantic Ocean is a similarity. This pretty much must be our answer.

Option (D) literally tells us that the two turtle species are “different”. Pass.

Turtles are cool.Notes Q’s are generally cool. We happily click on (A) as our correct final answer and continue down the path.

Test4 - Section1, Module1 - #25(N4)

We likeNotes Q’sin general; we should all probably really like anyNotes Q that has afirst sentence that includes the keyword “similarity”.

Option (A) is talking about a single species of sea turtle. Pass.

Option (B) is mentioning two species, but all we are getting about them are their formal names. Pass.

Option (D) literally tells us that the two turtle species are “different”. Pass.

Turtles are cool.Notes Q’s are generally cool. We happily click on (A) as our correct final answer and continue down the path.

Test4 - Section1, Module1 - #26(N5)

There isn’t much to thefirst sentenceof this particularNotes Q, so at first glance, it might not seem like a significant question. But, it turns out that there’s some very cool stuff to explore here….

The test writers want the correct answer to “summarize the study”. It turns out that each option is doing something in particular, only one of which is summarizing.

We can say that option (A) is giving us part of the study’smethodology(what they did). The word “collected” is a great indication here that this is what this option is doing.

We can say that option (B) is giving us theaim/objective of the study. The phrase “wanted to know” is a great indication here that this is what this option is doing.

We could say that option (C) is giving us a sense of thewhy of the study. If this feels a bit shakier than the previous two comments, it is quite ok.

We can say that option (D) is giving usresults/findings of the study. The word “showed” is a great indication here that this is what this option is doing.

To potentially lead us toward all confidently clicking on (D) as our correct final answer, we can acknowledge that asking to “summarize the study” is a way of asking for theresults/findings. If this was not an obvious thought, that’s precisely why we are here training together.

You do not need to call what we’re analyzing here anything. But, if you would find it helpful to do so, then head here my friend.

Test4 - Section1, Module1 - #27(N6)

Specificity is at the heart of certainNotes Q’s. Reading thefirst sentence here, the word “introduce” could initially stand out as a keyword. Reading the sentence in its entirety, we can see that what we must specifically introduce is both “the novel and its author”.

We can say that option (A) is introducing us to Abdulrazak Gurnah, the author, but we are not getting the novel side of the introduction.

We could maybe push things a bit and say that option (B) is introducing the novel. But, even if we made that push(which is a bit shaky), this option would still be lacking on the author side of the introduction.

Option (C) gives us information about the novel(everything before the first comma) and it gives us information about the author(that he is the “winner of the 2021 Nobel Prize in Literature”).

It is fair to say that option (D) also mentions something about both the novel and the author. But, a reason why we can select (C) as our correct final answer over (D) can come back round to the idea ofspecificity, as the information that we are getting about the novel is more specific within (C).

Test4 - Section1, Module2 - #1(F1)

With experience, we read certain blurbs withinFill-in-the-Blank(FitB) questions and a word will organically stand out as aclue. In the case of this FitB, that clue word is “harmless”.

Realizing that we want a word that means the same thing as “harmless”, we can confidently eliminate options (A) and (D). This brings us to two interesting words.

The word “novel” is interesting for two reasons. First, it can beconnectedto the French word “nouveau” or the Italian word “nuovo”. As an adjective(which is how the word is being used within this question), “novel” meansnew. Second, it is clearly not strange to see the word “novel” and think ‘book’, since that is what a novel can be when the word is used as a noun. Hence, “novel” can be thought of as one of our words with asecondary definition.

The word “innocuous” is interesting because we could potentially smoothly memorize it byconnectingit to the word “innocent”. The spellingconnection between the two words, theinnoc, is a wonderful organic way to add this word to our functional vocabulary.

And now, we can confidently acknowledge that option (B) is our correct final answer, since if somethinginnocuous isinnocent, it could then be considered “harmless”.

Test4 - Section1, Module2 - #2(F2)

We should likely start by acknowledging that this is likely anmcmor aforever skipfor pretty much all of us. Even a glance at the words that are populating the answer options here should likely push us in such directions.

Now, if you are in themcm camp and we are imagining that you’ve returned to this question, let’s next acknowledge that the blurb itself is not likely an issue. Let’s further acknowledge that this is likely a very organic moment for apredictionto materialize. The sentence is indicating that there isa lack of studies about blah blah.

So, heading in to the answer options, it’s not that we do not know what we are looking for; the issue is which word means what we looking for.

If none of the four options jumps out to you as wrong, then it’s likely that this question should have been aforever skip from the start. If you know what a “quarrel” is or that a “profusion” is the exact opposite of what we are looking for, then we can next verify the veracity that the word “verisimilitude” has a connection that can be made that would also allow us to feel very good about eliminating that option here.

Test4 - Section1, Module2 - #3(F3)

A peek at the answer options could give us a sense that there are challenges ahead here. Let’s read the blurb and then we’ll potentially make our first key decision.

Within the first half of this one-sentence blurb, the phrase “questions of legitimacy” is something that we can lock on to. Now, presuming a monarch wants to stay in power, and there are potential questions of legitimacy swirling about, we could come to the prediction of “strengthen” for the missing blank.

If words like “help” or “support” come to mind, we’re good. If it’s feeling a bit wonky to have any of these words come to mind, this is not strange. In analyzing this sentence, we’re not really hitting some of the classic cues and things that we often would really directly pinpoint. Nearly any Path that you are on gives us thebreathing room to choose to exit this question. So if this were test day, and you finished reading the blurb with a bit of a “huh?” in mind, then how about clicking on a random answer and continuing forward.

If our prediction here is feeling secure, in looking at all four answer options, maybe option (D) stands out as not the answer we are looking for. If option (A) stood out more, this works well.(We can take a moment to acknowledge the prefix “ dis- ” that is signaling here that this words leans negative.)

If we’re at one of our 50-50 guesses, we’re in a very legitimate spot, and good work has been done. We do not rue incorrect guesses, so if you were at a guess between options (B) and (C) and chose (B), you should probably be giving yourself a solid degree of credit.

To close things out, maybe you’ll find the word “buttress” somewhat inconspicuously hanging out in one of our thoughts. You will find the word “annotate” on the Reading page where we talk about the potent habit of writing notes. Neither word is an everyday word and clicking on (C) here as our correct final answer could feel a bit suspect, which is why we might have been feeling the vibes we were feeling at the start of this question.

Test4 - Section1, Module2 - #4(F4)

There’s interesting stuff to discuss here. Our analysis starts with a prediction.

What Jung and her team found within the second sentence informs us as to what was being said in the first sentence. Bystander sees helpful act and becomes more likely to help someone else, which continues this cycle of doing good and helpful things. So, individual acts of kindness can “generate” or “lead to” or “help create” other good behavior.(If you’re thinking the “pro-” in “prosocial” is a thing, it is.)

Our answer is not (D). Our answer is not (B).

This brings us to solid examples of astretched/sort ofoption and a secondary meaning.

Does the word “require” heresort of work? It feels fair to say so. Is it taking things a bit further than what was intended to sayrequire? That also feels very fair to say. With a prediction in place, option (A) should feel even shakier. That said, without a prediction in place, we very much understand why this option gets clicked on so regularly.

The first thought that could pop to mind when seeing the word “foster” is a tie-in to fostering children.(Did you know that you can foster dogs?!) Thinking of the word foster as meaningto help bring about orto promoteis much less on the radar for many of us, which is highly likely something the test writers are quite aware of.

Test4 - Section1, Module2 - #5(R5)

There are some cool things to poke about here within thisunderlined Q.

Now, per usual, we would read everything within this blurb. But, it turns out that unlike most other underlined Q’s, this one could potentially be answered solely by focusing on the sentence that is actually underlined. Having read everything either way though, let’s now head to the answer options.

The issue with option (A) is that the underlined sentence is really talking about the “trees”, not the women. The trees are being compared to “people”, which is why many people are tempted to consider (A).

The word “foregrounds” is kind of interesting, as it is essentially the opposite tobackground. If something is in the background, we can say that it is not front and center. Toforeground something can mean to bring it front and center. Now, it seems clear that there are some happy vibes going on within the blurb between people and maple trees, but this is not what the underlined sentence is seeking to convey.

We could put forth two reasons as to why (C) is not our answer either. First, it’s putting theemphasis in the wrong place, as this option is centered around “human behavior”. Second, it’s also a bit too general in its mention of “the natural environment”.

In contrast, option (D) does both things just mentioned better. The emphasis within this option is on the maple trees. It also more specifically directly acknowledges the “maple trees”. The “aspect” of the maple trees that is being evaluated is whether or not they were “ready to yield up their life-blood[their sap]”.

As we select (D) as our correct final answer, we can acknowledge some cool QUOTING happening here within our analysis. We could also acknowledge some personification(the tree were “ready” or “more reluctant”) vibes, if doing so would facilitate your selection of (D). We could also certainly agree that knowing that their “life-blood” is a reference to the “sap” of the maple trees is how other lines within the blurb come in to the picture a bit.

Test4 - Section1, Module2 - #6(R6)

We’re here for the main purpose. Let’s read the blurb.

One thing that should likely come quite naturally to the surface is the idea that the narrator is thinking of quitting her job. The word “quit” is literally within the blurb. And then later, we get the mention of “new situations”. A second thing that is swirling about may be less apparent at first, but reading option (A) could help us recognize it.

Is Jane internally restless? Well, we know that quitting her job is in the air. Going back through the blurb, we could put forth that phrases like “kept wandering across my brain” and “kept involuntarily framing” can speak to restlessness, as they hint at Jane not feeling in full control of her thoughts. The last couple of bits could feel a bit tough to interpret, and so let’s leave them be for now.

Before wetableour decision on (A), let’s acknowledge theQUOTE-connection that can be made between “outward calmness” from (A) and “I went on with my day’s business tranquilly”.

In a contemplation of option (B), that thoughts of quitting are brewing does not make Jane disloyal, but it should feel rather stretched to assert that the main purpose of this blurb is to highlight Jane’s “loyalty”. Let’sstrike out(B), shall we.

At the very heart of the power ofQUOTING is that it helps us cement what there is that can potentially be cemented. The phrase “deeply fulfilling” seems to be quite significant within option (C). There does not appear to be anything within the blurb that we would QUOTE to connect to that phrase. And so, westrike out (C).

Reading option (D) could bring us to a nice example of thebetter/worseidea, when we are down to two remaining options. Is Janedetermined to quit, or is she wrestling a bit with the idea? We’re big fans of anyone who comes to the decision to click on (A) as the correct final answer because they feel that (D) is just not quite right with its mention of the word “determination”. We could QUOTE words like “vague”, “wandering”, and “pondering” as indications to push us away from thinking there is a sense of determination.

Test4 - Section1, Module2 - #7(R7)

We think it might become a thing that you’ll rather likeoverall structure Q’s. Let’s potentially go about helping make this materialize.

The blurb starts by giving us information about Joni Mitchell. The second sentence talks about a specific album of hers. The third sentence continues to talk about this album. Things close with the idea that Mitchell feels a connection to Van Gogh, which is supported by her album cover.

Without being able to recite specific details, we could immediately love the word “example” within option (A), as that word resonates very nicely with the particular album the blurb references from the second sentence on. Could we see the first sentence as presenting a claim about Mitchell? With a look back at the sentence, we could definitely confirm that everything from “uses” to the end of the sentence is a claim being made about Mitchell.

With option (B), we could discuss whether it feels right to lead with a mention of Van Gogh. But, beyond that potential issue, there is something more glaring: who are these “other artists” Mitchell is influencing?

With option (C), “similarity” sounds good, but what’s the “difference” between Mitchell and Van Gogh?

With option (D), what “songs” are getting described?

To wrap up….

i) We are clicking on option (A) as our correct final answer.

ii) We could have cited some classicwrong answer option types along the way, such as apart right, part wrong, but it also works quite nicely to not necessarily name issues when we’re organically riffing through some wrong answers.

iii) One reason to like overall structure Q’s is that we can confidently arrive at correct answers without knowing/understanding/recalling many of the details.

Test4 - Section1, Module2 - #8(R8)

This is a question that we all want to be very comfortable with. A skill we are about to highlight or a question essentially identical to this one will be part of future exams. Vamos.

The first sentence of the blurb introduces a study and tells us what that study suggests. Then, BLAM!

Especially as we get more and more familiar with this exam and the people who write it, when we see that the next sentence starts with the word “Using”, we could already have a strong sense of what’s coming: something the people conducting the study did.

Similarly, though we are not being asked about the function of the last line of the blurb, when we read that sentence and come to the word “found”, a second BLAM! could hit us. This sentence is definitely serving the purpose of giving usresults/articulating aconclusion from the team.

Option (A) gives us awrong answer option we would not be surprised to come across within an underlined Q, one that is the function of another line from the blurb. In this case, we know that option (A) is what we could say the final line is serving to do.

An option like (B) could very much be the correct answer to this kind of question; it is simply not the correct answer to this particularunderlined Q.

The correct final answer to this particular question is option (C), and we love the word “methodology” within this answer. The team’smethodology is what it did, actions it took. And, to reinforce things a bit, seeing a verb like “Using” at the start of what’s underlined gives us a clear sense of action.

At the center of what we’re talking about here is the idea of linguistic cues. We can also comment upon crossover between thisunderlined Q and the realm of Notes Q’s. The test writers know what they are doing. So do we.

Test4 - Section1, Module2 - #9(R9)

Are you in any way familiar with things we talk about when it comes to Text 1/Text 2 questions? If your current feelings about these questions are toward the negative side of the spectrum, let’s see if this analysis can’t sway things toward the other side.

We are going to read Text 2 first. Why? The question is indicating that the correct answer is going to seem like something the author of Text 2 might say. So, let’s get inside the head of Text 2.

It starts by acknowledging some stirred up excitement tied to panther worms and some gene. But then, we are hit with the potent linguistic cue of “However”, which cues us to be thinking that that excitement might be more hype thanwarrantedexcitement. To further put a damper on things, within the final sentence of Text 2, we are told that the situation being discussed “remains unclear”.

We could articulate two things after reading option (A).

i) Given the classic TT variant that we are seeing here, it would be a bit surprising for Text 2 to say that Text 1 is something “reasonable”. Even without having read Text 1, we definitely can think it is inherently more likely that the two Texts disagree.

ii) If we remember the content of Text 2(which is more likely given that we just read it and did not read Text 1), this option should seem opposite to what we want. Text 2 is stating that things do not function the same in panther worms and humans and that in regards to humans in particular, things “remain unclear”.

If we find it unlikely for Text 2 to use the word “reasonable”, we could find it likely that Text 2 would use the phrase “overly optimistic”. Again, things “remain unclear”. The “excitement” that was caused is being met with a bit “However”. Option (B) is our correct final answer.

We could understand how it could be put forth that option (C) is not bad But then we would put forth that option (B) is better. We’re willing to talk more about this, but you want to be ready toQUOTEat us, like we QUOTED right up above.

Option (D) is a bit of a funky option. What do you think about getting this one right based on having strong reasons to think (B) is right versus finding articulating reasons why some of the wrong answers are wrong?

Test4 - Section1, Module2 - #10(G1)

We can definitely highlight the last sentence within this blurb, and within that last sentence, let’s QUOTEthe words “bare minimums”.

We’re going to head directly to the answer options in a moment, but before we do, let’s sync up on the impact of the words “bare minimums” here. If things have been lost and we view what’s been recorded as bare minimums, then “it’s entirely possible” that the numbers in the table should be higher, maybe much higher. Ok, we’re clearly ready for the answer options.

What option (A) is saying is true, but it is not fulfilling our task at hand.(If you want to categorize this option as something, see what it means to be a task mismatch.)

Option (B) is wonky. Unless we doubt the validity of the dates in the table, which is really not the kind of thing the test writers seem interested in messing about with, Edwin Carewe’s career ends in 1934. So, to mention “after 1934” is wonky.

Ahh, option (C) is what we are looking for. And, to cement that this is our correct final answer, let’s take a moment to draw attention to the label of the far right column: “Number of films known and commonly credited”. Within that label, let’s give a bit extra attention to the word “known”. If the 66 and 58 that this option are mentioning are the “known” films, and we are told within the last sentence that there are “lost” films, we can nicely arrive at the idea that the 66 and 58 could be “bare minimums”.

If you’re looking to be tidy here, we could potentially cite option (D) as an example of a data mismatch. We could also potentially say it’s got some similar wonkiness to (B) in that it would have us doubting the validity of the data.

There was cooler stuff within thisGraph Question(GQ) than we initially anticipated there being. Fun, né?

Test4 - Section1, Module2 - #11(R11)

If this is a blurb about dinosaurs, we’re in. Subjectmatter matters.

Ok, rewind for second, and let’s acknowledge that we’re seeing asupport/weaken question. Ok, now let’s read about dinosaurs.

After reading the first two sentences, we can all definitely acknowledge that we are being told that mosasaurs were endothermic, and we are told that endothermic means. The final sentence of the blurb gives us the claim that we are here to support, which is that being endothermic would allow mosasaurs to hang out in cold polar waters. The blurb was less dinosaur-y than we were hoping it would be. That said, we are solidly equipped to head to the answer options.

Let’s put option (A) within thewrong answer category of who cares, as talking about nonendothermic dudes does not seem like a productive way to support our claim about endothermic mosasaurs.

It could seem like a primary issue with option (B) is that it again mentions nonendothermic animals. But, there is a graver issue with this opposite wrong answer. If both mosasaurs(endothermic dudes) and nonendothermic animals are both hanging out near the poles, it would seem that the mosasaurs’ endothermy isn’t doing the special thing that the science people are trying to say it does. We emphaticallystrike out (B).

The enemy of my enemy is my friend. The opposite of the opposite answer is our answer. You’re seeing now why the correct final answer here is (C), yes.

A cool thing that could happen here is that by confidently eliminating (B), we could be that much more confident that we have arrived at the correct answer with (C). What you choose to do with (D), we leave to you for now. As we like to acknowledge, there aremore choices than sometimes may seem. This is a happy thing.

Test4 - Section1, Module2 - #12(G2)

Like many Graph Questions(GQ), it appears that we’re good to go with only reading the last sentence of the blurb. We are tasked with supporting the researchers’ conclusion, and the last sentence of the blurb tells us that the conclusion is that there was a “growing interest among CEOs in connecting with moredepartments”.

At some point, it is likely significant to notice that the conclusion is particularly tied to “departments”, as….

i) There are two sets of bars, one tied to “managers” and one tied to “department leaders”.

ii) Only one answer option deals solely with “department leaders”.

Option (D) is our correct answer. It might seem like an oversimplification that (D) is correct because it is the only option that does not mention “managers”. On the other hand, we could also see this as a good example of how nitpicky things can sometimes get within SAT questions. And, how being a bit nitpicky ourselves within certain questions is something the test writers seem interested in rewarding.

Test4 - Section1, Module2 - #13(R13)

The word “weaken” should naturally stand out when we read the question itself first. Let’s head to the blurb.

Even for the many of us who do not love science-based blurbs, this particular blurb likely leans toward the friendlier side of the spectrum. At the core of the claim is that “host stars” and “their planets” are made up of the same materials. The final sentence lends support to the claim and ties in “rocky planets”. Let’s head to the answer options.

Option (A) seems to be giving off some seriouswho caresvibes. The particulars tied to various materials that are being given do not appear to have an effect on the astronomers’ claim one way or the other.

Even if we did not fully understandthe contentof option (B), the presence of the word “same” should likely veer us away from this option. The claim is tied to things have the “same materials”; we are trying toweaken this claim.

QUOTINGcould be the path to a locked correct answer now. Not only do the astronomers think that host stars and their planets are composed of the same materials, but they also think that the planets contain “equal or smaller quantities” of the materials. Option (C) states that some rocky planets have an amount of iron that is “considerably higher” than the amount within their host star. This direct contradiction is precisely what a correct answer here could do.

It may only be one answer option that we’re not evaluating, but given the certainty that we could feel that (C) is the correct final answer, there is a fair amount to be said to not evaluate option (D), an option that could also ending up giving us morewho cares wrong answer vibes.

Test4 - Section1, Module2 - #14(R14)

When each answer option is the same size as the blurb, it feels like a pretty good time to mnm.

Ok, we’re imagining we’re back and ready to smash this question! Let’s write notes so that we don’t get sidetracked. It’s worth keeping in mind that if this were test day, we would have been doing about and hour of R/W work by the time we return to this question. Getting distracted and feeling fatigued are very real things at this stage on test day.

So, we read the first sentence and could write….

O.E. finds little African art in NYC

We could read the second sentence and write….

wants to fix things - show how Africa art fits with global art

It’s fair if anyone wants to counter that the notes were not necessary here. We’re not saying they are “necessary”.(How often do you see us use that word in that way? Mmm.) But, even with it only ultimately being a 2-sentence blurb, we feel good about having written some notes here. We’re tired. But, we can combat some tiredness with some savvy test-taking maneuvering.

The question(which we read first, right?) wants us tosupport. Given that the first sentence was a classiccontext sentence, the claim we’re here to support must be the whole thing about Enwezor wanting to not focus solely on modern African art, but rather fit it into a larger, more global context.

As we now analyze the answer options, let’s not be too casual about things, but permit us to show you what can happen from time to time.

Option (A) only focuses on one artist. For those of us who don’t love geography and don’t know that Ghana is in Africa, it may not matter.

Option (B) explicitlyindicates that African art is being brought together with pieces from “other countries”(the US and México).

Option (C) is only talking about African artists.

Option (D) is only talking about African artists.

You’ll notice the trio of ‘only’s up above; we’re picking option (B) as our correct final answer.

If this is feeling a bit too casual, we get it. And, we could certainly go in to more detail to further critique some of these options. But maybe, anotherbalancewe can seek to strike is finding our way through a question in an efficacious manner that leans toward the less is more side of the spectrum.

Oh, and for anyone wondering whether it was indeed a good call tomcmthis question, maybe give thisthoughta read.

Test4 - Section1, Module2 - #15(R15)

The first sentence of this blurb for this completes the text(ctt) question indicates that there is a problem. What the problem is is being articulated fairly directly, as long as you know what a control group within an experiment is. If you do not know what a control group is, that could be the first signal that this is a question to exit from.

The second sentence of the blurb is stating an apparent requirement to conduct a study about the effects of holding office. The final sentence of the blurb seems to indicate that the problem/challenge/issue that was acknowledged at the start is still problematic and challenging. The phrase “unable to control” gives us this sense. Let’s see what we can do and say about the answer options here.

A full read of all four options would leave quite a many of us feeling quite uncertain. This could be a second signal that it’s time to exit the question. We could simply click on an option(other than (C)) and continue with our test day. We would not have invested much within this question, and either way, a sound decision is still a sound decision.

We spotlighted option (C) momentarily above, because it is likely the clearest wrong answer, as it pretty much directly contradicts the stated necessity within the second sentence. If it is not clear that we should be striking out (C), then that’s the third and final push that it’s time to go.

It’s a very happy thing to feel in control of our decisions, both in training and on test day. And, such control is very much within your grasp. Stay with us and see your sense of mastery of this process grow. Just maybe don’t stay with us now. Enjoy the rest of your study day. Au revoir.

….

If you’re dogged about arriving at option (D) as the correct final answer, then the ideal path toward getting there is likely via a very ctt-ish one. Here’s the buildup for this one.

The challenge initially presented is tied to having an appropriate control group. Such a group, as outlined by the second sentence, would be a group of people who do not end up holding office but are still similar to the people who do hold office. But, since researchers can’t dictate who does or does not win elections, it makes “identifying” who can serve as “an appropriate control group”(the people who would not end up winning) difficult.

If you can see how the sentences build/intertwine to lead to what option (D) is stating, excellent. If things feel a bit circular and/or dizzying here, that is also understandable. Very happily, we have breathing room here. Sometimes, we want to be quite literal. Take a nice deep breath. Hold it for a count of five. Exhale out through your mouth. Ok, let’s continue our joint exploration.

Test4 - Section1, Module2 - #16(R16)

Let’s start with showing how option (A) is the correct final answer, and then we’ll spotlight some things from the wrong answer options.

For many completes the text (ctt) questions, it is cool to see how the entire blurb comes together to build up to the correct answer.

We learn about Cantares Mexicanos within the first sentence. The poems in this important collection portray Aztec society “before” Spain arrives and certain notes help establish that “much of” the content is prior to “the initial invasion”. But, there are also “inarguable references” to things that are common to Spain. All of this builds up to the idea that Cantares Mexicanos is mostly pre-Spain stuff but there’s also stuff post-invasion, which explains the references mentioned in the second to last sentence.

Let’s emphasize a bit further two of the quoted phrases from above. The “much of” is a significant part of how things are materializing, as that phrase gives us the wiggle room for there to be the “additions” that (A) is talking about. If that “much of” had been “all of”, then that wiggle room wouldn’t be there.

The “inarguable references” could be both part of how we arrive at our answer of (A) and how we critique option (D). It would be odd to use as strong a word as “inarguable” to build to the point that the references turn out to be “coincidental”.

To further critique (D), let’s bring the “Nonetheless” from the blurb in to the mix. This transition signals that the author is seeking to contrast something from the previous statement. That contrast is nicely established within (A), when the rogue additions are acknowledged, versus (D), which is implying that there actually is no Spanish influence.

If we wanted to critique (C), we could file it under who cares with its mention of “other societies”.

There’s cool ctt stuff going on here. There’s definitely some linguistic cues stuff going on here too. There’s good stuff brewing all over.

Test4 - Section1, Module2 - #17(W1)

A first look at the answer options here should draw our attention to options (C) and (D), as both of them contain a semicolon.

Reading both options, we likely think that what comes after both prospective semicolons is indeed a complete sentence. So, our final decision could come down to where we want to place the word “rather”: either at the end of what comes before the semicolon or at the start of what comes after the semicolon.

It definitely works quite nicely if your instincts tell you to select (D) as the correct final answer.

If you want something a touch more concrete, you could know something about the words “however” and “though”, something that doesnot apply to the word “rather”.

Test4 - Section1, Module2 - #18(W2)

If you’re familiar with the 3/4 SvP Pattern, it is very understandable if you thought that that’s what you’re seeing here. But, the presence of the word “will” in option (C) overrules 3/4 Pattern vibes and brings us to the realm of tense.

As much as we love the 3/4 SvP Pattern, we are not put out by this question ending up being tied to tense, since it is quite possible that instincts can take the reins.

And, if instinct does not rule here, then within the blurb, we could notice the past tense verb “made” in order to end up selecting (D), with the past tense verb “was”, as our correct final answer.

Test4 - Section1, Module2 - #19(W3)

We consciously cultivate the great habit of immediately noticing option (B)’s presence within this question. Let’s see if there are two complete sentences.

It is likely a comfortable decision to determine that what comes before the potential period is indeed a complete sentence.

Given the length of what comes after the potential period, it could be a bit tougher to gauge whether what’s given there is or is not a complete sentence. So maybe….

i) this is where the power of whispering comes in to play.

ii) knowing that it would not be strange to encounter a sentence that starts with an “-ing” verb makes it that much more comfortable to realize that what’s given after the period is indeed also a complete sentence.

Option (B) is our correct final answer, and there is no need to evaluate the other options.

___________________

If you want to get rather nerdy, when seeing a sentence that starts with an “-ing” verb gives you IDP vibes, even when an IDP is not getting tested, it is a very cool thing my friend.

Test4 - Section1, Module2 - #20(W4)

Weimmediately notice the “has” in (A) and the “are” in (B), and we think the 3/4 SvP Pattern.

A) has enhanced [singular]

B) are enhancing [plural]

C) have enhanced [plural]

D) enhance [plural]

The Pattern tells us to select (A) as our correct final answer, and so we do.

Test4 - Section1, Module2 - #21(W5)

We immediately notice that option (A) contains a period. Let’s see if there are indeed two complete sentences.

It is likely clear that what comes before the potential period is a complete sentence. Check.

Maybe as long as we are whispering aloud, it is also clear that what is coming after the potential period is also a complete sentence. Check.

Option (A) is our correct final answer, and it can be a powerful feeling on test day to click on it without evaluating the other options.

*potential for master mapping to IDP

Test4 - Section1, Module2 - #22(W6)

On most paths, all we want to see here is another lovely example of the Occupation Q. Stina Chyn’s occupation is “critic”. This occupation is being given right before her name. We anticipateno commas. We click on (C) as our correct final answer and add another question to the smashed category.

If you want to go further(which for now, really might not be in any way called for), you could have a reason not to put the comma before “claims” that appears in all three of the wrong answer options.

Test4 - Section1, Module2 - #23(W7)

Let’s talk multiple semicolons. Let’s talk about the parallelism we anticipate finding within a question testing us on multiple semicolons. Let’s smash this question.

First, let’s acknowledge that seeing that there is already a semicolon within the blurb is the likely key to realizing that we’re being tested on the idea of multiple semicolons.

Second, let’s use that semicolon to help reveal that we are seeing the classic use of multiple semicolons to separate the items in a more complex list.

The last item in this list is apparently “ educating the public about plant conservation”. Noticing this, we could then work our way backwards a bit and realize that the second item in the list is “fosteringscientific research”. This can lead us to realizing two more things….

i) The first item in the list is “ growing diverse plant species, both native and nonnative”.

ii) Given what’s above, we know then that the other semicolon should come after “nonnative”, as it is separating the first and second items in the list, just as the semicolon that is already in the blurb is separating the second and third items.

You see the parallelism in how each item in the list starts with a verb ending in “-ing”(gerunds), yes? Good. Very good.

Test4 - Section1, Module2 - #24(T1)

We might be a touch surprised to encounter a Transition Question as direct as this one within the tougher second section, but we certainly would gladly accept its presence on an actual test day!

It’s pretty much a must to instantly recognize “however” as aclassic contrast transition. It is also kind of a must to see the contrast between the sentence that is before the blank and what comes after the blank.

We are given two rather grand things that Hammurabi achieved. But then, we are told of a completely different thing that he is mainly remembered for. Seeing this contrast, we….

i) confidently click on (C) as our correct final answer.

ii) do not think about why the other options are not correct.

Test4 - Section1, Module2 - #25(T2)

This TQ has a quartet of classics.

The transition “Specifically” pops up in each of the current seven Bluebook exams.

The transition “Thus” is a classic cause & effect transition. The transition “Regardless” is a classic contrast transition.

Maybe the transition “Similarly” is the least famous of this quartet, but it is certainly a good transition to be familiar with, and this is the perfect question to bring this transition to life.

One way to articulate what “Similarly” does is that it applies a same idea to someone or something different.

In this case, the blurb starts by acknowledging that there are two characters. Then, in the next sentence, we are told that about the journey of one of the characters. In the final sentence, we get the other(different) character’s journey, which is similarly put “against the backdrop” of a “larger context”. Option (D) is our correct final answer.

Test4 - Section1, Module2 - #26(T3)

“Nevertheless” is a classic contrast transition; “Thus” is a classic cause & effect transition. For this question(and quite happily for other TQ’s as well), a solid familiarity with some classics renders being familiar with some of the other answer options unnecessary.

The sentence before the blank tells us what Suttirat Larlarb typically does, which is custom fit garments to each actor. After the blank, we are told that for the film Sunshine(which is a pretty cool flick btw), Larlarb designed a suit that “a factory” reproduced in a few “standard sizes”. We already are have reason to click on option (A).

Reading what comes after the semicolon, “lacking a tailor-made quality”, we have an even clearer sense of the contrast within this blurb. And, if we wanted to get a bit nerdy(which is also pretty cool btw), we could throw in to the mix that the word “typically” within the first line was acting as a linguistic cue, hinting that what Larlarb typically does was not going to be done in some soon-to-be-mentioned circumstance.

All things point to (A) as our correct final answer. Turns out, for this question, we would not have even needed to be familiar with any of the other answer options. Flex that here. For other TQ’s, maybe make sure you do have a sense of many of the classics and some of the other transitions that we havespotlighted.

Test4 - Section1, Module2 - #27(N1)

Reading the first sentence, we could think that the word “generalization” is the most significant word within the sentence. But, we also should then likely think that the phrase “make and support” is going to be key.

The first half of option (A) could maybe seem like a generalization. Maybe. We would likely be even harder pressed to put forth that the second half of this option is providing support.

Within option (B), it could be asserted that “billions of comets orbit the Sun” is a generalization. So, we might be getting the “make” part of “make and support”, but we are definitely not getting the “support” part.

An initial read of option (C) versus an initial read of option (D) should elicit different reactions. Leading with the specific example of 81P/Wild should seem counter to making a generalization. In contrast, the phrase that is before the colon in (D) sounds precisely the way a generalization should sound.

This brings us to a cool grammar-based linguistic cue, which is the presence of the colon itself within option (D). Knowing how acolon can be used to elaborate, we could see the colon in (D) and think that what’s coming after the colon is going to the “support” we are looking for. This indeed turns out to be the case, and post-colon is where we want the specific mention of 81P/Wild.

Test4 - Section2, Module1 - #1

As the new “first” Math question in BB, this one borders on being offensive.

x is 7, so x + 20 is 27. We click on (C) as our correct final answer and maybe stifle any eyerolls.

Test4 - Section2, Module1 - #2

We are certainly big fans of anyone who wants to use her or his calculator to determine the means of both data sets and then confidently click on (B) as the correct final answer.

We also certainly think it’s cool that some people can merely look at the numbers within both data sets and realize that (B) is the correct answer.

Those things said, this could be a cool time to explore the “funcs” key within desmos.

Clicking on desmos and then the “funcs” key that is on the right side, we can scroll down a bit until we see the “STATISTICS” area. We could then click on the “mean” button. We could then type in the 5, 9, 9, 13(making sure to type in the commas) that make up data set X. Doing so, we can see that desmos shows us a mean of 9.

Clicking on a second line within desmos, we could then hit the “funcs” key and “mean” key again, and then type in the 5, 9, 9, 13, 27 that make up data set Y. Doing so, we see that desmos shows us a mean of 12.6.

It’s nice to have options.

Test4 - Section2, Module1 - #3

The mention of the triangles being similar can be initially off-putting. But with experience, we all likely discover that many situations involving similar triangles are friendly and rather intuitive.

In this case, we are told that between the two similar triangles,P corresponds to S. It could then feel quite natural to think that Q corresponds to T, meaning that since we know that Q = 18˚, we now know that T = 18˚ as well.

Looking solely at triangle STU now, we know that T = 18˚ andU = 90˚. Knowing that the three angles of a triangle add up to 180˚, we can subtract both 18˚ and 90˚ from 180˚ to arrive at the correct final answer of (B).

Test4 - Section2, Module1 - #4

It is difficult to deny that there are some pretty terrible word problems awaiting us on test day. Very happily, on test day, some word problems can essentially beignored. But, if this question came up on test day, we would factor in that we are still early within the first section and head in to it with a warranted sense of confidence.

We have the amount of propellant before launch(467,000) and we have the amount that remained(362,105) after 21 seconds. Subtracting those two numbers, we can say that 104,895 kg of propellant had burned over the course of the 21 seconds.

To know how much propellant burned each second, we divide 104,895 by 21 and nicely arrive at a value of 4,995, leading us to happily clicking on (A) as our correct final answer.

Test4 - Section2, Module1 - #5

We see the word “solution”, and we desmos!

We type 4x = 20 on one line of desmos. We type -3x + y = -7 on a second line of desmos. We click on the zoom out(-) button once to see where the two graphs intersect. Clicking on the dot that is there, we see coordinates of (5, 8).

The final question wants the value of x + y, and so we add 5 and 8 to arrive at our correct final answer of (C).

Test4 - Section2, Module1 - #6

This is such a classic example of Understanding Equations (UE) that we all pretty much are required to be able to very smoothly sail through it. At the heart of UE questions is that we are not being asked to really solve for anything, which this question will wonderfully bring to life.

The “on-site” training courses are represented by x. Within the given equation, we can see that thecoefficient in front of x is 10. This reveals to us that “each” on-site training course is 10 hours.

The “online” training courses are represented by y. Within the equation, we see that this variable has a coefficient of 15, which reveals that “each” online training course is 15 hours.

The final question is asking us how many “more” hours each online course takes than each on-site course. Subtracting 15 and 10, we confidently arrive at the correct final answer of 5.

Test4 - Section2, Module1 - #7

Let’s be thorough here.

Square X has a side length of 12. This would mean that square X has a perimeter of 48(12 + 12 + 12 + 12).

The perimeter of square Y is twice that of square X, so square Y has a perimeter of 96(48 x 2).

Dividing 96 by 4, we can determine that each side of square Y is 24.

Thoroughness is not required in order for us to click on (D) as the correct final answer, but thoroughness on test day is often a surer way to fewer(dare we say zero) misfires.

Test4 - Section2, Module1 - #8

We all become fans of Understanding Equations (UE) questions.

We could see the word “each” in the final question and instantly know that we are being asked for the coefficient within the equation. Just like that(can you snap your fingers?), we can then click on (A) as our correct final answer.

As a mini-bonus, it is definitely a very good thing if you can articulate that, within the context of this particular situation, the 12.1 represents the number of gallons in a full gas tank.

Test4 - Section2, Module1 - #9

It is only a matter of training for a question like this one to scream DESMOS to you.

We type the given equation in to desmos. If we zoom out(-) twice, we can see that there are two x-intercepts. The question wants a “positive” value, so let’s head to the positive x-intercept. Moving around a bit and zooming in(+), we can see that the positive x-intercept is at 29.

Aware of the fact that the test writers sometimes like to catch some testers unaware, we quite comfortably realize that 29 is not what we want to type in to the answer box, since the final question is asking for the value of x - 1.

We know thatdesmos can be used to solve a variety of equations. We know not to take for granted what a question might ultimately be asking. The savvy test takers we are, we type in 28 here as our correct final answer.

Test4 - Section2, Module1 - #10

As is so often the case, we have options here. Let’s see what you think of going the cross-multiplying route.

It will probably sound familiar that we can call what we are originally given here a proportion. It will also probably seem familiar that we can now multiply the 1 and the y and set that product equal to the product of multiplying 11x and 7b.

(1)(y) = (11x)(7b)

When we actually do the multiplication, what’s above can be rewritten as y = 77bx.

From here, we could glean from the question that we are meant to get x by itself. We could also glean this from the answer options, since all of them have x by itself.

To get x by itself, we can divide both sides by 77b, leaving us with x = ^y/_77b, which leads us to clicking on (C) as our correct final answer.

Test4 - Section2, Module1 - #11

As is so often the case, we have options here. Let’s see what you think of going the cross-multiplying route.

(1)(y) = (11x)(7b)

When we actually do the multiplication, what’s above can be rewritten as y = 77bx.

From here, we could glean from the question that we are meant to get x by itself. We could also glean this from the answer options, since all of them have x by itself.

To get x by itself, we can divide both sides by 77b, leaving us with x = ^y/_77b, which leads us to clicking on (C) as our correct final answer.

Test4 - Section2, Module1 - #12

It’s maybe been a minute since you’ve had to execute the old-school algebra of combining like terms, so it’s quite understandable if what’s here seemed familiar but uncertain.

Combining the first like terms means we are subtracting 5x³ and-4x³. As we are minus-ing a minus, we end up adding, and our final term is 9x³.

Combining the second like terms means we are subtracting -3 and8, which leads to a result of -11.

So, our end result is 9x³- 11. The question states that the given expression is equivalent to bx³- 11. Seeing these expressions side by side, we could realize that b is 9.

A realization like what’s above used to be something the test writers were regularly testing. It seems to have fallen off the grid a bit. That said, it would be very cool if arriving at 9 as our correct final answer here feels like some smooth sailing.

Test4 - Section2, Module1 - #13

We are big fans of anyone who chooses to take the UGA path here. We are big fans of anyone who chooses to take adesmos path here. We are going to explore the old-school mathematical path, and then you can decide which might be the one you want to traverse.

We are told that the point (x, 53) is a solution to the system of inequalities that are above. Accordingly, we can plug inx as thexand 53 as they within the second inequality. Doing so, we now have….

4x + 53 < 18

Given our commitment to writing out our work, we now can subtract 53 from both sides, leading to….

4x < -35

Dividing both sides by 4, we end up withx < -8.75.

Of the possible values that we are given for x, the only one that isless than -8.75 is the -9 in option (A), which is our correct final answer.

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It could be contended that the statement that y > 14 is a rare instance of superfluous information, as we could have arrived at our answer via any of the mentioned paths without technically factoring in that nugget.

Test4 - Section2, Module1 - #14

This question is an example of the test-taking technique we call a Manual Solution.

We are told that initially there are 300,000 cells. We are told that every 3 hours, this number doubles. So, after 3 hours, we would have 600,000 cells. Then, after another 3 hours(6 hours having passed in total), we would have 1,200,000. I imagine you can see where this is going….

initial - 300,000

3 hrs - 600,000

6 hrs - 1,200,000

9 hrs - 2,400,000

12 hrs - 4,800,000

15 hrs - 9,600,000

One reason we potentially love going the Manual Solution (MS) route here is that it pretty much guarantees that we confidently arrive at the correct answer of (D).

__________________

Like basically any question for which we could employ a test-taking Alternative, we are certainly not obligated to go the MS route for this question. That said, if you’re choosing to not go the MS route, you better be 109% sure that you’re going to arrive at the correct final answer.

Test4 - Section2, Module1 - #15

Sometimes, we just have to see a question, miss it in training, and then we smash it on test day.

This question is asking about the y-intercept, which, from the graph, we can see is at 9. Understandably now, many people would select (C). But, within the first sentence of the question we are told that y is “in thousands”, and so, this 9 we are seeing really represents 9,000.

To choose between (A) and (D), we access the idea that a y-interceptcan represent a starting point. Thinking this, we could veer away from (A).

With another look at the setup, we could cement that (D) is the correct final answer. The starting point for this graph is “the end of 1992”(the presence of the word “since” helps indicate that this is so).

Sometimes, we almost have to miss a question once in order to get it the next time. This is a process. And, very happily, a trainable, beat-able one.

Test4 - Section2, Module1 - #16

This is the original Bluebook power over root question, and it is pretty much an essential addition to our growing test-smashing skillset.

The 9’s within the original expression indicate that we are raising x andy to the “power” of 9. This number becomes the numerator of our fractional exponent. This idea alone brings us to (B) as our correct final answer.

To be thorough, though, let’s acknowledge that the 7 in the nook of the radical is our “root”, which becomes the denominator of our fractional exponent.

We put the power over theroot. We flat out memorize this idea. We are well-trained on test day.

Test4 - Section2, Module1 - #17

This is a question that we all likely want to have seen at least once.(If you’re interested in knowing, this question is the one that led us to initially thinking to craft the linked list.)

The test writers expect us to remember that 7% as a decimal is 0.07. The test writers also expect that if they ran this question on test day, then a substantial number of testers would select (A). But, because the population is “increased by 7%”, the correct final answer is (C).

This is a situation that could just be memorized. If the test writers decided to put this question on a future exam, it would likely be set up in pretty much exactly the same way. That said, it is certainly great if you understand that the correct answer is 1.07, because we have added the additional 7%(.07) to the original(1).

Test4 - Section2, Module1 - #18

We see the word “solution”(it does not faze us at all here that there is “no solution”), and we head to desmos.

Typing in the two equations from option (A), we can see that the two graphs intersect, and so there is a solution.

Typing in the two equations from option (B), we might have to zoom out(-) once to see, but these two graphs intersect as well.

As we “X” out the two equations from (B) so that we can type in the two equations from (C), we might also hit the Default Viewport button to reset things. After typing in these next two equations, it could be clear that we are seeing two parallel lines, lines that do not intersect, which indicates to us that we have found the “no solution” system we are looking for.

It would definitely seem to be unnecessary to confirm that the graphs of the equations within (D) do indeed intersect, but here it works for you to do what would inspire you to be certain that (C) is our correct final answer.

Test4 - Section2, Module1 - #19

Here, we could see the phrase “in terms of” and potentially immediately choose to go the Sub Numbers (SN) route. Let’s say we choose to sub in 3 for n, which means we are looking for the 3rd term in this sequence.

We are told the first term is 9. If we interpret the second sentence in the question correctly, we can then acknowledge that the second term is 36(9 x 4). Continuing with the proper interpretation that to get the next term we multiply the “preceding term” by 4, we can then say that the third term is 144(36 x 4). So, we know that w is 144.

Heading to the answer options, we find the one that works, which is (D), our correct final answer.

Test4 - Section2, Module1 - #20

Read what’s below knowing that there are quite a many other concepts that are more impactful to know. There’s various reasons why this is the case.(If you know such a reason already, it’s a very nice indication that you are thinking the way savvy test takers think.) With that said, happy reading. :)

We could start by eliminating options (A) and (C). The question is telling us about the “minimum value” of x, which means that we want one of the options that start with “ x ≥”. If this does not naturally resonate, maybe reading more about writing inequalities could provide an assist.

Down to the remaining two options, it is understandable to read “12 less than 6 times another number n” and think that (D) is correct. However, that phrase translates to 6n - 12, and our correct final answer is (B). If this does not readily vibe, remember how we started this particular conversation. Let’s continue down the path, shall we.

Test4 - Section2, Module1 - #21

Let’s start with acknowledging something that likely feels intuitive: since triangle RST is similar to triangleUVWand “ T corresponds to W”, then the value of tan W is the same as the value of tan T.

Next, let’s draw triangle RST. Given that the longest side is TR, it means that this is our hypotenuse and that the 90˚ angle is labeled S. Ok, with our triangle properly drawn, it’s time to come round to SohCahToa.

Particularly, we are bringing the “Toa” part of SohCahToa to life. The opposite(o) side to T is the side that we should have labeled as 20. The adjacent (a) side to T is therefore the side we have labeled as 48. We could write out….

tan T =²⁰/₄₈

We could use our calculators to confirm that ²⁰/₄₈ reduced to ⁵/₁₂, and again, since tan T is the same as tan W, we can now click on (B) as our correct final answer.

Test4 - Section2, Module1 - #22

Desmos can help us here, but before we launch in to desmos, we want to do some work with the given equation and rewrite it so that ‘y’ is by itself.

9x - 10y = 19

Subtracting ‘9x’ from both sides, we now have -10y = -9x + 19. Dividing both sides by -10, we can leave things as….

y =^{-9x + 19}/_-10

Because we are about to use desmos, we do not need to further simplify things above. Now, after we plug what’s above in to desmos, we factor in that the question indicates that the graph is being “translated down 4”. So we subtract 4 from what we just typed in to desmos, meaning what we should have typed in fully is….

y =^{(-9x + 19)}/_-10- 4

Having done so, we can see there is an x-intercept that we can click on, bringing us to our correct final answer of 6.555 or 6.556.

Let’s close out by acknowledging three things….

i) We are not required to round, so typing in 6.555 is definitely correct. What we can not do is cut short a decimal answer that does not terminate. So typing in 6.55 would be considered a wrong answer.

ii) If you did other work and ended up with the fractional answer of⁵⁹/₉, it is certainly cool to type that in as your final answer.

iii) If we employ desmos in this circumstance and did not isolate for ‘y’ to start, we would have gotten a different answer.(If you’re wondering why this would have been the case, you can ponder one of our thoughts.

Test4 - Section2, Module2 - #1

We are not surprised when the first question of the tougher second section is friendly.

We gladly execute one of the core percent moves that are out there to make and fire .20 x 55 in to our calculators. Seeing the result of 11, we happily click on (A) as our correct final answer.

Test4 - Section2, Module2 - #2

This is a bit of a reversal of things when it comes to the type of question that we refer to as a UE. In a classic Understanding Equations question, we are given an equation and we are tasked with interpreting something from that equation. Here, we are given information and are tasked with turning it in to the proper equation.

The large boxes are represented by x, and we know that it takes 10 minutes to make each large box. This information is where our term 10x comes from. Following this same line of thinking, we can generate our term 5y for the small boxes.

We can already see that (B) is our correct final answer, but we can take a moment to acknowledge that it certainly resonates that our two terms should add up to the given total amount of time of 700 minutes.

Test4 - Section2, Module2 - #3

There’s something to be said for the PiP path to smashing this question.

We are being asked “the line”. We can pick a set of coordinates from the line. Let’s say we chose the point (8, 7).

Now plugging in 8 as x in to each option, we are looking for the option that results in a value closest to 7.

Plugging in 8 as x in to (A), we get 19.9.

Plugging in 8 as x in to (B), we get 7.1.

Plugging in 8 as x in to (C), we get -7.1.

Plugging in 8 as x in to (D), we get -19.9.

Plugging in Points (PiP) smoothly reveals to us that (B) is our correct final answer.

Test4 - Section2, Module2 - #4

We are very ready for a test-day moment like the one this question could present: we are within the tougher second section, we have smoothly made our way through the first three questions, and then we hit a question the test writers know will throw many testers off their rhythm.

That is not us.

We have the ability to assess whether this is a question that we know well enough to engage with at this juncture, or if the savvy move is to potentially approach this question later. This decision can come down to as direct a question as, “How confident is your first step?”

I think that maybe the thing I could do first is…

With that thought running through our minds, let’s embrace the test-controlling, rhythm-maintaining choice to initially skip this question. For multiple reasons, returning to it later could make it significantly more likely to unlock.

Getting the slope will lead to being able to write out a general slope-intercept equation.

With that thought running through our minds, we could spring in to action.

Let’s go the “ rise over run ” route to slope and acknowledge that from the y-intercept to the x-intercept, we would go down 7 (rise) and right 8 (run). So, the slope is -⁷/₈. And, now we could write out the equation….

y = -⁷/₈x + 7

Now, given that (d, 4) lies on this line, we can plug in d for x and 4 for y, writing out….

4 = -⁷/₈d + 7

Subtracting 7 from both sides, we arrive at -3 = -⁷/₈d. Multiplying both sides by -⁸/₇, we arrive at d = ²⁴/₇, and option (C) is our correct final answer.

The question is not likely whether you understand the analysis above; the question is whether what’s above would have been a fluid execution, and what initial decision would have been the likely better initial decision to make.

This question was meant to catch many testers off guard and put many testers off balance. With training, very little(and quite possibly actually nothing) surprises us on test day. We choose our rhythms and the many balances we strike.

___________________

Every so often, someone poses to us the possibility of “seeing” what is more likely the correct answer. This is hopefully a person who is aware of the default status of accurate diagrams. It’s a cool thought, but the answer options here are likely too close to each other to have that thought end up leading to anything other than what is effectively just a guess.

Test4 - Section2, Module2 - #5

This is the classic Plugging in Points (PiP) situation involving a table.

Given the three points the table is offering us, we will deliberately use the one that has x as -1. So, if we plug in -1 as x, the correct answer should yield 10 as a result.

Option (A) yields 14. Option (B) yields 18. Option (C) yields 24.

When option (D) yields 10, we are not surprised. We confidently click on (D) as our correct final answer, and we continue down the path.

Test4 - Section2, Module2 - #6

We are comfortably ready for either classic functions question.

Here, we start by setting the given function equal to 10.

^{x + 15}/₅= 10

Let’s clear the fraction by multiplying both sides by 5, leading to….

x + 15 = 50

Subtracting 15 from both sides(as we choose to write out basically everything), we confidently arrive at x = 35, leading us to clicking on (C) as our correct final answer.

We are not surprised that this second section question leans toward the friendly side of the spectrum.

Test4 - Section2, Module2 - #5

This is the classic Plugging in Points (PiP) situation involving a table.

Given the three points the table is offering us, we will deliberately use the one that has x as -1. So, if we plug in -1 as x, the correct answer should yield 10 as a result.

Option (A) yields 14. Option (B) yields 18. Option (C) yields 24.

When option (D) yields 10, we are not surprised. We confidently click on (D) as our correct final answer, and we continue down the path.

Test4 - Section2, Module2 - #6

We are comfortably ready for either classic functions question.

Here, we start by setting the given function equal to 10.

^{x + 15}/₅= 10

Let’s clear the fraction by multiplying both sides by 5, leading to….

x + 15 = 50

Subtracting 15 from both sides(as we choose to write out basically everything), we confidently arrive at x = 35, leading us to clicking on (C) as our correct final answer.

We are not surprised that this second section question leans toward the friendly side of the spectrum.

Test4 - Section2, Module2 - #7

This question very nicely captures different essences of the exam. Feeling fluid within this one is a solid indication that you’re thinking like the test writers and that you’re executing in a test-day-like mode.

We start with the direct fact that angles that are directly across from each other, as we see here with the angles labeled x˚ and y˚, are equal. Realizing this, we can then set 6k + 13 equal to 8k - 29.

Solving for k, we can subtract 6k from both sides, leading to13 = 2k - 29 and then add 29 to both sides, resulting in 42 = 2k. Dividing both sides by 2, we arrive at k = 21.

Undoubtedly, the test writers anticipate that a solid percentage of testers would then click on (B) as their answer. Savvy as we are, we know that what we initially solve for may not be what is actually being asked for.

Now that we know what k is, we can determine what either/both x or/and y are. Let’s go with x = 6k + 13 and plug in our 21 as k. Doing so, we arrive at x = 6(21) + 13, which going step by step becomes x = 126 + 13, which becomes x = 139. Undoubtedly, the test writers anticipate that another solid percentage of testers would now click on (D) as their answer.

But, we realize that we want z, and so we come back round to a direct math fact: when lines are parallel, adjacent angles like y and z must add up to 180˚. Subtracting 180 and 139, we arrive at the correct final answer of (C).

We are savvy. We are methodical. We are alert. We are test takers who think like test writers.

We see that the question is tied to “ perpendicular ” lines, and we spring in to action.

Recognizing this situation, we start by re-writing the given equation.

2y + 18x = 9

Subtracting 18x from both sides, we arrive at….

2y = -18x + 9

Dividing both sides by 2, we arrive at….

y = -9x +⁹/₂

So, now we know that the slope of line p is -9. Remembering that perpendicular lines have opposite reciprocal slopes, we then know that the slope of line r is ¹/₉, leading us to confidently clicking on (C) as our correct final answer.

Test4 - Section2, Module2 - #9

We’re going to refer to this question as the density Q, and we’re potentially just going to memorize to do what we’re going to talk about doing and then do it if we see this type of question on test day.

Within this particular example of the density Q, we are given a density of 807 kilograms per cubic meter.

We are also given a sample that’s in the shape of a cube(which is the shape of choice for the density Q) that has an edge length of 0.90 meters.

We are going to multiply the given density by the given edge length 3 times, typing….

807 x .9 x .9 x .9

….in to our calculators to arrive at 588.303, leading us to selecting (A) as our correct final answer.

There’s a mathematical reason why we are doing what we are doing. If you have a sense of that reason, great. If you do not have a sense of that reason, also great.

Test4 - Section2, Module2 - #10

It could maybe be contended that the “18 months” is superfluous info. It could also be contended that a mastery of exponential equations would lead us to smoothly arriving at a confident answer either way.

We are being asked for the value of n, which is the percent by which the population is increasing. If we properly interpret that n is therefore tied to the rate, we then would know to lock in to the value inside of the parentheses.

Seeing the 1.04, we could then acknowledge that this number is .04 above 1, which means that there is a 4% increase, which means that our correct final answer is (C).

Let’s close out by taking a brief moment to acknowledge that it would be a fair assessment to think that (B) being the correct answer would be a bit out of character for asecond sectionquestion.

Test4 - Section2, Module2 - #11

Per what we typically do first when presented with an equation with “ no solution ”, we are going to distribute first here. Doing so leads to the given equation of 2(kx - n) = - ²⁸/₁₅x - ³⁶/₁₉ becoming….

2kx - 2n = -²⁸/₁₅x -³⁶/₁₉

Now, again per what we typically do within this precise SAT situation, we are going to set the variable terms equal to each other, which means setting the 2kx equal to the -²⁸/₁₅x each other.

2kx = -²⁸/₁₅x

To solve for k, we can divide both sides by 2x. Doing so, the x ’s cancel. And, likely using a calculator, we arrive at k = -¹⁴/₁₅, which is the correct final answer that we could then happily type in to the answer box.

Test4 - Section2, Module2 - #12

We are told that the wholesale price is 7.00. We are told that the resale price is 290% of the wholesale price. Computing 290% of 7.00, we fire….

2.9 x 7

….in to our calculators to arrive at 20.3. This 20.3 is our retail price.(If you’re already aware of what we call the 400% Q, you might think there’s something else happening here. If you’re not aware of the 400% Q, then maybe we’ll talk more about that later/soon.)

With our retail price computed, we can now determine the discounted price. Computing 80% of 20.3, we fire….

.8 x 20.3

….in to our calculators to arrive at 16.24.

Many testers will type in 16.24 as their final answers. We realize that this is the discount itself, not the discounted price. Subtracting 20.3 and 16.24, we get 4.06, which is the correct final answer that we type in to the answer box.

Test4 - Section2, Module2 - #13

We have options here. Let’s see what you think of the discriminant route.

Since this quadratic has “no real solutions”, it means that b ² - 4ac < 0. Our a in this case is the imaginary 1 that is in front of the x². Our b is -34, and it turns out that our c is c here. Putting things together, we arrive at….

(-34)²- 4(1)(c) < 0

Computing some things, we then arrive at….

1156 - 4c < 0

From there, we could add 4c to both sides to arrive at….

1156 < 4c

Dividing both sides by 4, we arrive at 289 < c, meaning that c must be greater than 289. The question is asking us what the number is that c must be greater than, and so, our correct final answer is 289.

Test4 - Section2, Module2 - #14

Let’s explore this current BB unicorn, a lone question allowing us to exploit the given the mean idea.

Within data set A, we have 75 buildings and they have a mean height of 32 meters.Multiplying 75 by 32, we can assert that the total height of these buildings is 2400 meters.

Within data set B, we have 50 buildings and they have a mean height of 62 meters.Multiplying 50 by 62, we can assert that the total height of these buildings is 3100 meters.

Data set C consists of all 125 buildings. Combining what we now know, we can say that the height of all 125 of these buildings is 5500(2400 + 3100) meters. Dividing this new total of 5500 by 125, we arrive at a mean of 44 for data set C.

Imagining typing in 44 in to the answer box as our correct final answer on test day, you can see why we could deem a given the mean question to be a smash-able moment.

Test4 - Section2, Module2 - #15

Let’s start with acknowledging something that you may want to know, though it is something that we would not have been required to realize to arrive at the correct answer: the value ofh is 4.

If we were to FOIL (hx +k)(x +j), the “first” term would end up being hx², which corresponds to the 4x² within the originally given expression. Knowing that h is 4, we could rule out option (C), since ⁴⁵/₄ is not an integer.

Now, again, we did not need to know that h is 4 in order to arrive at the correct answer, but knowing thath is 4 could lead to a key epiphany, which is thatkj must equal -45.

Following the same logic as earlier, if we were to FOIL, the “last” term would end up being kj, which corresponds to the -45 within the original expression. To flesh things out a touch, we could now say that k could be 5 and j could be -9 or vice versa. Or, we could say that k is -15 and j is 3 or vice versa.

Understanding that k is a factor of -45, we could now realize why (D) is the correct final answer, since any factor of -45 would divide evenly in to 45 and produce an integer.

___________________

We should likely be very satisfied with proving that (D) must be an integer. If you wanted to contemplate options (A) and (B) further, you would be compelled to more fully FOIL in order to determine potential values of b. To give you a momentary glimpse into what would end up happening, there are combinations of values that could lead to option (B) being an integer. But, since there are also combinations that would lead to option (B) not being an integer, it is not our correct answer.

Test4 - Section2, Module2 - #16

As we know is regularly the case with questions that the test writers have designed to be challenging, this one, very happily, offers us more than one way to approach it. Let’s see what you think of the path that involves us using the discriminant.

We are given two equations that are already set equal to y, leading us to a fairly classic algebra move of setting those two equations equal to each other, leading us to….

-1.5 = x²+ 8x + a

Now, we add 1.5 to both sides, executing another classic algebra move in which we are bringing everything to one side. Doing so, we now have….

0 = x²+ 8x +a + 1.5

With this quadratic set equal to 0, we are positioned to use the discriminant. Our a is the imaginary 1 that is in front of x². Our b is the coefficient of 8. What adds a layer of complexity to this question is realizing that our c is the a + 1.5 that makes up the rest of the equation.

What is more direct is that this question indicating that there is “exactly one distinct real solution” means that we can set the discriminant equal to 0. Doing so, we have….

8²- 4(1)(a + 1.5) = 0

Our commitment to writing a max level of physical work leads to the execution of the next few steps below, one by one….

64 - 4(a + 1.5) = 0

64 - 4a - 6 = 0

58 - 4a = 0

Subtracting 58 from both sides, we arrive at -4a = -58. Dividing both sides by -4, we arrive at a = 14.5, which is our correct final answer.

Test4 - Section2, Module2 - #17

To be absolutely certain of arriving at the correct answer, we could choose to execute a classic test-taking first step when a question presents us with a data set: write out all the actual values.

According to the dots that we can see here, data set A has five 22’s and four 23’s and three 24’s and two 25’s and a single 26. We could write out these 15 numbers as….

data set A {22, 22, 22, 22, 22, 23, 23, 23, 23, 24, 24, 24, 25, 25, 26}

We are told that data set B is created by adding 56 to each member of data set A. Following through with that statement, we can then write out….

data set B {78, 78, 78, 78, 78, 79, 79, 79, 79, 80, 80, 80, 81, 81, 82}

With both data sets completely written out, we can very comfortably determine each of their ranges. The range of data set A is 4(26 - 22) and the range of data set B is 4(82 - 78).

We certainly have options regarding how we finish things out. One path we could choose is acknowledging that the median of data set B must be greater than the median of data set A, given how much bigger the values of data set B are in comparison to the values that make up data set A.

We do not need to fully write out the two data sets here. But, doing so definitely should make it near impossible to misfire within this question. Whatever we do here, we want to click on the correct final answer of (C) with absolute locked certainty.

Test4 - Section2, Module2 - #18

It would be excellent to read the statement g(x) =f(x + 4) and realize that a horizontal shift is in play. Realizing a shift is in play, we could bring desmos in to the mix.

Within the diagram we are given, we could spot that (-5, -6) is a point on the graph. The “ + 4” within the question that is inside the parentheses signals to us that a shift of 4 to the left is in play. This means that we can expect the point (-5, -6) to shift and become (-9, -6).

Typing the equation from option (A) in to desmos, we can see that at an x-value of -9, the y-value is significantly higher up than -6. We would end up seeing the same issue after typing in option (B).

After typing the equation from option (C) in to desmos, we might fiddle with things a bit, zooming out once possibly, moving around possibly, maybe even zooming back in possibly. Eventually, we could pinpoint that (-9, -6) is indeed a point on this graph, cementing that (C) is our correct final answer.

Test4 - Section2, Module2 - #19

Like so many Math questions, we have options here. For many of us, the ideal path to take to smash this question is via a mashup of desmos + SN.

The classic desmos cue of the word “solutions” could initially put desmos on our minds. Our next thought could be that if we sub numbers in for both a and b, desmos can provide us the two solutions we will then multiply(“product”).

Let’s say that we sub in 2 for a and 7 for b. Doing so, desmos reveals to us solutions of -7 and -0.03509. The product of these solutions is .24563.

Now, we acknowledge that the question states that this product is kab, so we can set….

.24563 =k(2)(7)—>.24563 = 14k

Dividing both sides by 14, we get k = 0.017545.

Heading to the answer options now, it is clear that only (A) or (B) could be our match. Firing 1 divided by 57 into our calculators, we get virtually the same thing as 0.017545, and we know our correct final answer is (A).

Test4 - Section2, Module2 - #20

Desmos seems to have a bit of a bond with circles. To be clear, we are not saying that any question tied to circles will be an opportunity to employ desmos. But, we are definitely saying that it is a good thing to know that there are various circle-based questions for which our friend desmos can indeed provide a happy assist.

Typing the equation of a circle that we are given in to desmos, we could then zoom out once so that we see the full circle. The two dots at the x-intercepts may stand out, but we do not want to click on these points.(We’ll talk about why in a bit.) We also do not want to click on the two dots that are at the y-intercepts.

The two dots that we want to click can be a bit tough to spot, but they are right next to the two dots at the y-intercepts. Clicking on them, we see coordinates of (-0.5, 9.5) and (-0.5, -10.5).

We can now subtract 9.5 and -10.5 to determine that the diameter of this circle is 20, which means that the radius is 10, which is the correct final answer.

Ok, why is it significant not to click on any of the intercepts? If we clicked on the two y-intercepts, we would see coordinates of (0, 9.48749) and (0, -10.48749). Subtracting 9.48749 and -10.48749, we get 19.97498, which is not the true diameter. What’s happening is happening because desmos rounds. And, because desmos rounds, we want to use the precise points that we used above.

Test4 - Section2, Module2 - #21

The final question is asking for the side length of the square base. The answer options are numbers. Let’s let Use the Given Answers (UGA) guide things here.

Let’s say we started with option (C), and so the side length of the square base is 9. This means that the dimensions of one of the rectangular prisms is 9 by 9 by 90. Now, let’s determine its surface area, which can definitely be facilitated by drawing out this box.

The square face in front of us has an area of 81(9 x 9). There is a square back as well, which also has an area of 81. One of the rectangular sides has an area of 810(90 x 9). There are four such surfaces. So, the total surface area of this box is 3402(81 + 81 + 810 + 810 + 810 + 810), which means K is 3402.

Now, according to the question,⁹²/₄₇K is the surface area of both prisms glued together. If we multiply the K we have of 3402 by ⁹²/₄₇, we get 6659.234043. Seeing that this is not an integer, we could already realize that this cannot be our answer.(We’ll come back round to this.)

Let’s head to option (B) now and see what happens if the side length of the square base is 8, which means the dimensions of one of the boxes is 8 by 8 by 90.

The square face in front of us has an area of 64(8 x 8). The area of one of the rectangular sides is 720(90 x 8). Seeing our drawn box, with its square front and back and four rectangular sides, we can determine a surface area of 3008(64 + 64 + 720 + 720 + 720 + 720).

With a new K of 3008, we can determine that ⁹²/₄₇K is 5888. This could be our answer, but to determine that it is, we must now determine the surface area of the two prisms glued together, which would create a longer prism that has dimensions of 8 by 8 by 180.

The square face in front of us still has an area of 64(8 x 8). One of the longer rectangular sides now has an area of 1440(180 x 8). Adding 64 and 64 and 1440, 1440, 1440, and 1440, we wonderfully arrive at a match of 5888, cementing that (B) is our correct final answer.

To come back round to the integer comment from before, given that all of the dimensions of our boxes are whole numbers, it would not be possible for our surface area to end up being something like 6659.234043, which is why we could have abandoned option (C) without actually computing the surface area of the two prisms glued together.

Test4 - Section2, Module2 - #22

We’re definitely interested in knowing whether a question like this really appears on any future exam. It could be contended that there is a nugget or two of information here that could be worth knowing. It could be contended that this is one of the least useful questions to have any sense of. So, before you continue reading, you may want to consider that you could score a 750 in Math and not have any sense of what’s below.

If you’re still reading(are you sure you want to still be reading….), we begin by acknowledging that for this particular parabola, -^b/_2a = 9. This is based on an idea tied to the vertex of a parabola that most of us simply do not need to know in order to smash the SAT. From that statement, we can multiply both sides by 2a to arrive at -b = 18a. Technically dividing both sides by -1, we then arrive at b = -18a.

With b in terms of a, we can then acknowledge that given the point (9, -14), we can rewrite the given equation of the parabola as….

-14 = a(9)²+ (-18a)(9) + c

This expression, we can begin to simplify step by step….

-14 = 81a - 162a + c

That becomes -14 = -81a + c. Adding 81a to both sides, we can then get that c = 81a - 14.

It would be fair if you are wondering why we’re doing what we’re doing. Well, the question is asking about the potential value of a + b + c. Now that we have both b and c in terms of a, we can rewrite the expression a + b + c to….

a + (-18a) + (81a - 14)

Combining the like a-terms, we get 64a - 14. Let’s keep this expression on ice for now.

Coming back to the information that we are originally given, we know the vertex of this parabola is (9, -14). We also know that the parabola intersects the x-axis at two points. If we were to draw things out, we would see that this parabola opens upward, which means that the value of a must be positive.

Now, we can come back round to our expression 64a - 14 and determine why (D) is our correct final answer. If a is some positive value, then it is not possible for that expression to become more negative than -14, which rules out options (A) and (B). In order for the expression to equal -14, a would have to be 0, but again, we now know that a is positive. Thus, the only thing that the expression a + b + c (which we figured out that we could rewrite to be 64a - 14) could be is -12.

Test5 - Section1, Module1 - #1(F1)

We do not need to explain our thought process in a formal manner. Having said that, this FitB is a great example of how a quotable clue and a logic cue work wonderfully together.

The quotable clue is the “intensified” that is in the earlier part of the final sentence within the blurb. The logic cue is the “whereas” that is right after the comma. This logic cue indicates to us that we want the opposite of the word “intensified”, which leads us to (A) as the correct final answer.

Test5 - Section1, Module1 - #2(F2)

It’s understandable if any of us are initially thrown off a bit by the presence of higher-powered words like “precariousness” and “inconspicuousness”. This could be an ideal time to acknowledge one reason why we IGNORE such words initially.

Having read through the full blurb, we could pinpoint that a quotable clue within this blurb is “precisely identify”. Acknowledging this clue is a direct path to selecting option (B) as our correct final answer.

Let’s close out this analysis with a trio of comments….

i) It is also quite possible that you could have gone the prediction route here. Reading the first sentence, we could have the word accuracy pop in to our minds. If something like this happens on test day, we keep in mind that our default setting is to TRUST ourselves.

ii) If you’re concerned about your ability to pinpoint quotable clues, you can take some assurance in the idea that it is a skill that does tend to develop quite nicely with experience.

iii) We never had to know what the words in options (A) and (D) mean to potentially arrive quite confidently at our answer.

Test5 - Section1, Module1 - #3(F3)

With a natural amount of experience, as we read the blurb within this FitB, we could nicely notice the transition “in contrast”, whether we deem it to be a logic cue or not. So, now we know that something opposite is going to be happening within this blurb. Let’s seek out what the missing blank is meant to be in contrast to.

As we continue to read what comes after the “in contrast”, we can see that the many woman-authored science fiction stories from an earlier time period are being characterized with the words “less deliberately”. So, we want the blank to effectively be something that means more deliberately.

This is now a great time to talk about exit strategy.

If you already know you’re not a big fan of FitB’s, and you know that you’re on a Path that could involve not giving FitB’s much of your time and attention, then this particular question could be a pass before we even read the blurb. The answer options here contain some solidly weighty words, and they could signal to us that this is a question to sacrifice.

Now, if the answer options did not ward you away, after assessing things as we have done above, you could also consider now clicking on a random answer and moving on. We could know that we want a word that means that things are being done “more deliberately”, but it would not be strange to still not be quite sure what we’re looking for.

Having said what we’ve just said, “deliberate” is among our favorite words. Not because it is likely to appear on future exams, but because it wonderfully aligns with our overarching philosophy.

To close things out here, knowing how “overtly” matches doing something “more deliberately” is quite possibly the least important thing we’ve spoken about within this analysis, but option (B) is indeed the correct final answer. For various reasons, you did not really need us to tell you that.

Test5 - Section1, Module1 - #4(F4)

When it comes to Fill-in-the-Blank (FitB) Q’s, we believe it is a flawed stratagem to compel predictions. For many blurbs, it’s really difficult(if not outright just not possible) to have a prediction come to mind. That said, we are big fans of when a prediction naturally comes to mind, and maybe this FitB could be an opportunity to bring this idea to life.

We read the first sentence within the blurb and see that we are getting a sense of what solar flares are. In the next sentence, we are told about what happens before a flare occurs, and maybe, when we get to the blank, the words “about to happen” could naturally pop in to mind.

This brings us to a very important part of this analysis. Even if such a prediction came to mind, many of us would have found this FitB to be a challenge because of the answer options, none of which are words that most of us use on a day-to-day basis. You do very much want to keep in mind that you could have chosen to sacrifice this question from the very start, and you’d still very much be on the Path you currently are choosing to be on.

With that said, let’s take a moment to momentarily talk about connections that we can make between words. This moment is not momentous. We could very comfortably score 600+ and not know that we could connect “innocuous” to innocent or that the prefix “ante-” can mean before.

It can be another step forward to see a valid connection between words. But, we keep in mind that many words have no such connection to notice and that sometimes, seeing a connection does not propel us toward clearcut decisions.

The correct final answer here is (B), but we can understand why someone could think the answer is (A). You could know see how we could potentially know the answer is not (C). And, if you thought the answer could be (D), then happily, you can rest assured that your Path through this process comfortably gives us the wiggle to simply not get this question.

If you’ve read down to this point, let’s pull on a completely different thread and see what you think. We could have said that words like “advance”, “Preceding”, and “temporarily” all gave us time-vibes. For a very valid reason, the word “impending” could give us time-vibes. This could be a quotable clue route to the correct answer.

We have more options within this process than it might initially seem. This is a happy thing.

Test5 - Section1, Module1 - #5(R5)

Maybe you missed this one because you were moving a bit too quickly. This could be an ideal time to read about/remind yourself of our core sub-philosophies.

A deliberate pas through what’s here could lead to any combination of these comments….

i) The correct final answer here is option (D). The narrator states, “there’s just a chance that I shall make it” and then goes on to explain that she is “terribly quick and wiry and tough”. There’s more that we can quote, but you get the vibe.

ii) Other sports are not acknowledged within this blurb. So, we satisfyingly can strike-out option (A).

iii) If we wanted to give wrong answers (B) and (C) a name, we could call them not direct enough wrong answer options.

We can talk more about anything that’s here, so do not hesitate to reach out. That said, maybe it’s just a bit more deliberate-ness that was called for and you’re good.

Test5 - Section1, Module1 - #6(R6)

We read the question itself first and see that we are being asked to determine the main purpose of the blurb. This particular example of this type of question is about as good a one as seems to currently be out and about to bring to life the idea that we do not always need to understand the content of a blurb in order to confidently arrive at a correct answer.

The blurb opens by giving us a hypothesis. We are then told that a person set out to test this hypothesis, and we are told what he did. We are then given the results of this tests. The final sentence of the blurb indicates what the person concluded.

Now, to be clear, we are not saying that we are purposely not paying attention to the details/content of a blurb. But, we are acknowledging that if we were not fully vibing on precisely what is being said here about Clovis points and woolly mammoths, we would still be in great shape to arrive at the correct answer.

Contributing to our ability to potentially confidently arrive at the correct answer is noticing words like “insufficient” in the second to last sentence and “weren’t” in the final sentence. Both of these words help cement why (D) is the correct final answer.

We know that “an experiment” was conducted. We know that we were given “results”. We know that there is a “hypothesis”. And, since there was an “insufficient” amount that led the anthropologist to conclude that Clovis points “weren’t” the principal cause, we can feel very good that “doubt” has been “cast”.

Test5 - Section1, Module1 - #7(R7)

What throws some people off here is how direct things are within this particular specific task Q.

The question wants us to determine what some “historians suggest about Maya civilization”. In the last sentence, it states, “Some historians suggest that Maya mathematicians inherited it from the Olmec civilization”. From having read the blurb in its entirety, we likely comfortably know that the “it” being referred to in the last sentence is the “use of zero”. The test writers were not seeking to do anything clever here, and the correct final answer is indeed option (A).

Now, if you read (A) and were concerned that it was a bit too direct to be the correct answer, let’s acknowledge two things that could assist you in feeling more comfortable with clicking on (A) here.

1. As we read the remaining options, we could feel better about selecting (A), as we could realize that the other options just can’t be our correct answer. We could consider all three wrong answers here to be classic how do we know wrong answer options.

2. Maybe one your balances can be calibrated a bit differently. It is a thing that many questions can feel very direct/straightforward, especially on test day, especially as we have trained to make this so.

That said, to close out this analysis, we do agree that the answer here feels particularly direct, and we do wonder a bit whether the test writers will actually be this direct on future exams.

Test5 - Section1, Module1 - #8(R8)

Things lean toward the denser side of the spectrum here, so this could be a prime opportunity for some note writing.

We read the first sentence of the blurb and could write down….

talking about ridges on Europa(moon of Jup)

We read the second sentence of the blurb and could write down….

now claim ridge similar to something in Greenland

After reading the third sentence, we could write down….

how it happened in Greenland

After reading the final sentence, we could write down….

how it could have happened on Europa

If mapping out what’s above feels uncomfortable, then consider the idea that this question could be sacrificed and you’d still be squarely on the Path you’re currently on.

If mapping out what's above feels ok(and we remind ourselves that any kind of note is a good note/there areno wrong notes that can be written), then let's see what’s in store within the answer options now.

How do you feel about the idea that, having written notes like we’ve done above, we could read option (A) and see how it is pretty much bringing together what we’ve just read? This is our correct final answer.

On test day, there is something to be said for reading (A) and liking it enough to click on it without evaluating the remaining options. That said, as this is a training exercise we’re in the midst of, let’s go further with our analysis.

On one hand, option (B) is a classic wrong answer to a “ main idea Q ” in that it too specifically is focused on whether the ridges are “parallel”. On the other hand, this option is also wrong because it’s actually not true, as the first line of the blurb states that the ridges on Europa are parallel.

With option (C), we could put forth that when things happened is a bit of a who cares kind of moment.

We could put option (D) within the general family of an opposite wrong answer option. Based on the final sentence of the blurb, it appears that the researchers do have a sense of how Europa could have acquired its ridges even without liquid surface water.

Test5 - Section1, Module1 - #9(R9)

This main idea Q gives us a good opportunity to highlight a type of wrong answer that we would not be surprised to encounter within this type of question: an answer option that is putting the emphasis on the wrong thing.

Does the blurb mention “fireplaces”? Yes. Is this what the blurb is trying to put the emphasis on? No. And so, we strike out option (A).

The blurb acknowledges three different “Paleolithic light sources”. As evidenced by the phrase “each likely had a specific purpose", it does not seem that the blurb is trying to put the emphasis on any particular light source. We could go further by acknowledging that the last sentence compares two of the three, and seemingly does so, again, without putting the emphasis on any one of the three.

That option (B) spotlights two of the three could make us think this is another error of emphasis. And, if we wanted to critique this option further, we could assert that it is giving us a statement that seems to run opposite to what’s being articulated within the last sentence of the blurb.

Speaking of opposites, we can levy this same critique against option (C). This option states that Medina-Alcaide and team had “difficulty” with replicating light sources. The blurb states that the team was able to test things “using replicas”. Option (C) states that the team was “reluctant" to draw conclusions; the final sentence of the blurb seems to clearly be a drawn conclusion.(We could deem the word "learned" within the final sentence to be a linguistic cue that a conclusion was drawn.)

There is quite a bit of power we can draw from an awareness of how the test writers may be crafting wrong answers. In the case of this question, we could find issue with the first three options and select option (D) as our correct final answer by default.

Test5 - Section1, Module1 - #10(G1)

Given what the question(which we read first, yes?) here is asking, it should likely appear that this is a Graph Question (GQ) for which we can indeed end up only reading the last sentence of the blurb and then we can head to the answer options. Let’s bring what we’re talking about here to life.

The question itself wants us to support the underlined claim. The underlined claim states that “there were more medicine and health research topics submitted in 2019 than in any other year”.

What is going on with option (A)??? This is a trainwreck of an answer option with that we could cite as both adata mismatch (the numbers that are being mentioned are the same are not the same) and a task mismatch (this option is talking about two topics other than the one that is mentioned within the underlined claim).

A primary issue with option (B) is that it is another data mismatch.

Feel free to critique option (C) how you would like to now choose to do so.

The correct final answer here is option (D). What’s being stated both matches the data in the graph and fulfills the task of supporting the claim that 2019 was the peak year for medicine and health research topics.

Take this question as an opportunity to have gleaned a bit more about how some GQ’s can be built. Maybe also see it as an opportunity to be a bit more deliberate, as one way to misfire here could be to either misread an answer option(often a byproduct of haste and overmindfulness of the clock) or to not have paid close enough attention to which symbol was which according to the graph’s key.

Test5 - Section1, Module1 - #11(R11)

We could cite the presence of the word “illustrates” within the question itself as an indicator that we are dealing with a support/weaken Q. Let’s head to the blurb and see what claim it is that we are seeking to illustrate (support).

We could QUOTE the claim from the blurb as being “she prefers her hometown to other places”. Let’s head to the answers and see which option it is that will support (illustrate) this claim.

It is not clear what or where option (A) is referring to. Maybe, let’s table a decision here and see what else is on offer.

Positive things are being said within option (B), and it would even seem that they are potentially about the narrator’s hometown(“the village”). It is quite understandable why this option would draw attention and be selected. But….

….option (C) is better. First, in the second half of this option, it is definitively stated that the narrator(“I”) has “never taken greater delight” than in things that are part of her “native town”. What’s quoted here is already enough to feel good that (C) is our correct final answer. But….

….if you want to see something kind of cool, let’s now lock on to the word “prefer” from the blurb, a word that may have seemed rather innocuous. The word “prefer” implies something being above something else. And, the comparative word “greater” indicates that a comparison is being made and something is indeed above something else. Cool, né?

To close out, let’s say two things….

i) If you’re also seeing the QUOTE-connectedness of “other places” from the blurb to “journeying” from option (C), this is quite cool as well.

ii) This question has more craft to it than it might have initially seemed, especially given the very short blurb.(There’s something to talk about here….) So, vibe on what’s above, but also give yourself the breathing room to have missed this one.

Test5 - Section1, Module1 - #12(R12)

There’s a bit more than usual being articulated within the question itself here, but ultimately, we are dealing with a support/weaken Q. Let’s read the blurb and see what the explanation is that we are intended to support.

The blurb starts by describing a type of marketing, but then the second sentence introduces a bit of twist: “rearranging a store’s layout”. The final sentence within the blurb goes on to explain how this layout change can cause shoppers to buy something “they hadn’t planned” on purchasing. Let’s bring this explanation to life via one of the answer options.

Within option (A), what the person was looking for was not “in their regular place”. This matches with rearranging a store’s layout. The person saw an “interesting notebook”(which was not part of the “needed…cleaning supplies”) and bought it as well. This matches the purchase of an unplanned item. This is our correct final answer.

Option (B) is missing the unplanned purchase. We can make the same comment about option (C). We can also say that neither of these options explicitly mention anything tied to a store’s rearranged layout. Within option (D), it is clearly being stated that the store is “larger”, which is not the characteristic we are concerned with.

To close things out here….

i) QUOTING is powerful. Seeing the quotable connections between the blurb and option (A) is arguably the most reliable away to arrive at a confident answer here.

ii) Depending on your degree of confidence, there is something to be said for clicking on (A) without evaluating the remaining answer options.

iii) Maybe missing this question in training or on test day is a question of being more deliberate.

Test5 - Section1, Module1 - #13(R13)

The first sentence within the blurb of this completes the text (ctt) question is fairly direct in acknowledging that many writers still prefer to work initially by hand.

The second sentence is a bit less direct. It acknowledges two things….

i) it would be interesting to know how a book could be different if it was written in a different manner

ii) but, each novel is unique

We’re spotlighting the “but” in the blurb, because we could put forth that this is the linguistic cue that is the linchpin to this question. To rephrase things a bit, we could say that the blurb is acknowledging something that would be cool if it could happen, but there is a reason it won’t happen, which is where the test writers were heading with their correct answer.

Heading right to our correct final answer of (D), we come to the statement that it isn’t possible to do the tempting thing that the blurb is acknowledging because the “unique” nature of each novel would make things “different” if the “circumstances” were different.

If things feel a bit murky still, consider….

i) that we could miss this question and still be on our amazing current Path.

ii) how we could also maybe attach to the phrase “no way” toward the start of option (D). Again, we could re-phrase things as, it would be cool to do something, but there’s a reason why there’s “no way” it can be done.

If you’re determined to secure this question, but you’re not feeling super confident with how we are arriving at (D), consider the default path to the correct answer here, which includes the following critiques….

i) Why is option (A) talking about “efficiency”?

ii) Why is option (B) talking about “success”?

iii) Why is option (C) talking about “time”?

Maybe we could spend more time with the power of ONE WORD idea. It’s a cool idea.

Test5 - Section1, Module1 - #14(R14)

Some of us do not love when blurbs are about science-y things. This is something that you want to potentially discover about your test-taking self.

What could make this particular completes the text (ctt) question challenging could also be its rather bulky blurb. But, this is where note taking could swoop in for the assist.

Lastly, before we get in to the details of this particular question, let’s acknowledge that, sometimes, it isn’t what a blurb is about or the bulk of a blurb. It could be how crafty the test writers decided to be as they developed each answer option.

We could read the first sentence of the blurb and write down….

scientists studying field and lab spiders

We could read the first part(before the semicolon) of the second sentence and write down….

different associations with protein/fat and field/lab

We could read the second part and write down….

also different preferences with flowers

With these notes in places, heading to the answer options, we could end up having a fairly classic ctt thing happen, which is that things have nicely built to what’s being stated in the correct answer.

We know that both field-collected spiders and lab-reared spiders have been compared, and we know that differences were found between the two types of spiders. This can lead us to thinking that whether they came from the field or were raised in a lab affects how they behave, which is what option (A) is articulating. This is one path to arriving at the correct final answer here.

If you’re wondering about your potential note-taking, we do want to encourage the idea that, as with so much of what we do together, experience is going to sharpen things on this front. If you remain doubtful, you could consider developing other awarenesses.

For instance, we could cite option (B) as being a classic wrong answer to a ctt in that it only really ties to one particular part of the blurb. We could say something similar about option (D), which is making a statement only about lab-reared spiders.

We could come back round to where we started and simply be aware of the idea that we can choose to not love certain questions and we’re still very much on the Path that we’re currently choosing to be on.

Let’s close by acknowledging that it’s also a valid exit to have been ok with a blurb and just not loved the answer options. In such a situation, we can simply click on an option and smoothly continue down the path.

Test5 - Section1, Module1 - #15(W1)

Some of us do not love when blurbs are about science-y things. This is something that you want to potentially discover about your test-taking self.

What could make this particular completes the text (ctt) question challenging could also be its rather bulky blurb. But, this is where note taking could swoop in for the assist.

We could read the first sentence of the blurb and write down….

scientists studying field and lab spiders

We could read the first part(before the semicolon) of the second sentence and write down….

different associations with protein/fat and field/lab

We could read the second part and write down….

also different preferences with flowers

Test5 - Section1, Module1 - #16(W2)

Let’s start with what differentiates options (A) and (C): the it’s. Knowing that this it’s is the contraction for “it is”, we can rule out both of these options, since reading “it is” back in to the sentence should naturally not sound correct.

Down to (B) and (D), we are tasked with deciding whether we want the apostrophe that is with the word “protagonist”. What comes after the word “protagonist” is not something that can be possessed, and so we select (D) as our correct final answer.

Test5 - Section1, Module1 - #17(W3)

This is about as classic an example of an appositive as can maybe be crafted.

If we put a comma after “sisters”, which is what option (C) does, we have bracketed the comma that is already in the sentence that comes after the name of the novel.

The phrase within the commas is describing the novel.

If we were toremove the phrase bracketed by the commas, what’s left, “Julia Alvarez’s 1994 novel In the Time of the Butterflies can sere as a starting point…” is still a complete sentence.

Option (C) is our correct final answer. If you’re wondering about option (A), if we were to add the word “and” in and we read the sentence without the appositive, things should now sound a bit off kilter.

_________________

This novel by Julia Alvarez was highly enjoyed by some of us. :)

Test5 - Section1, Module1 - #18(W4)

It will be a good indication of how you feel aboutcolons, when you see a question like this one, and it is crystal clear to you that option (B) is the correct final answer.

What’sbeforethe colon is a complete sentence. Check.

What’safter the colon, “it’s as heavy as two thousand blue whales…” iselaborating/continuing to talk about the “sheer size” of the vessel. Check.

Seeing that the colon in (B) is doing precisely what we have trained ourselves to evaluate, we follow through with agreat habitand click on (B), feeling very comfortablenotevaluating the other options.

Test5 - Section1, Module1 - #19(W5)

Become the master of IDPs, because it’s possible to become such a master.

Before the comma within the sentence, we are getting a description, “Woven from recycled yarn and hand tufted…” What is getting described must come immediately after the comma.

The blank starts right after the comma. And so, option (A) is our correct final answer as it is “the topological tapestries” that are woven from the recycled yarn.

Like the typical IDP, the other options could be disregarded once we realize what/who is getting described. That said, to potentially cement things one degree further here, let’s acknowledge that option (D) makes it seems like “Alexandra Kehayoglou” is what’s woven from the recycled yarn.

Test5 - Section1, Module1 - #20(W6)

We cultivate thegreat habitof evaluating an option with a period first.

It is likely clear that “Jamaican British artist Willard Wigan is known for his remarkable microsculptures” is a complete sentence. What might be less clear is whether what comes after the potential period within option (C) is a complete sentence.

“Creations so small that they are best viewed through a microscope, Wigans’ sculptures…” is indeed also a complete sentence. Confirmation of two complete sentences would have us confidently selecting (C) here as our correct final answer and moving forward.

If you’re feeling in any way uncertain that the second complete sentence here really is a complete sentence, give our conversation about how sentences can start a read. It could also be helpful to keep in mind the potential impact of reading all the wayto the endof things.

*potential for master mapping to seeing other things such as the Occupation Q and an IDP

Test5 - Section1, Module1 - #21(TQ1)

We can let your natural comfort level of Transition Questions (TQ) shine here and simply leave things as it is clear to you why (D) is the correct final answer.

If you’re seeking a bit of structure, then let’s acknowledge a category of transitions that we can refer to as sequence transitions.

Within the blurb here, we are told of what happens when a dig “begins”. We are “Then” told of the next thing that happens. That nicely brings us to what “Finally” happens.

Test5 - Section1, Module1 - #22(TQ2)

We could see the word “first” in the sentence before the blank and think that the “Next” in (B) is how things are meant to transition. Thinking this, we could confidently arrive at (B) as our correct final answer.

That the final sentence includes another sequence transition, the word “Lastly”, could further cement that what we’re assessing here is indeed on the right path.

Test5 - Section1, Module1 - #23(TQ3)

There’s something cool that we can notice here that we certainly are not obligated to notice.

It works wonderfully if you notice how the general statement that Latimer improved upon the design of the lightbulb that is made in the first sentence of the blurb is more “Specifically” expanded upon within what comes after the blank. Noticing this, we can quite confidently select (D) as our correct final answer.

If you did want to notice something kind of cool, you could notice that both “Regardless” and “However” indicate that something contrasting is about to be said.

ex. Milton studied for the physics quiz. Regardless, he got a -2.

Milton studied for the physics quiz. However, he got a -2.

Given how similarly these two transitions behave, it would seem to be quite reliable that we could think that neither of them could likely be a better option than the other. And so, if both appeared within a different TQ in the future, we could feel good aboutknockingthem both out, even without knowing what’s happening within a given blurb.

Test5 - Section1, Module1 - #24(TQ4)

This TQ is a strong example of how we can control questions by evaluating what we know we are already more comfortable with.

The transition “Conversely” can be categorized as a contrast transition. We could acknowledge the presence of the word “also” in what follows the blank as a reason to be confident that we are not looking for a contrast transition here.

The transition “For instance” is just like saying “For example”. If it’s clear that we’re not seeing an example after the blank, we could say farewell to (C).

We could equate “In particular” to the frequently-appearing Bluebook transition “Specifically”. We could also acknowledge that it does not appear that we are going from a general statement to a more specific one.

If you select (B) because you like how “In so doing” fits here, this is a happy thing. If you select (B) because you can articulate why the other three options do not really fit here, this is a happy thing. The default move is definitely a path to the correct final answer of (B).

Test5 - Section1, Module1 - #25(N1)

This is about as classic a Notes Q as there is.

We read the first sentence within the question itself and the word “similarity” likely jumps off the screen.

We read option (A) and think that this is not likely our answer. We have the same reaction to option (B).

The first word in option (C), “Both”, could immediately make us think that we are likely seeing the correct answer.

Similarly, the “not” in (D) could immediately make us think that this is not the correct answer.

We could further cement that (C) is the correct final answer since it mentions both the Choctaw and Navajo Code Talkers.

That’s it for this one.

Test5 - Section1, Module1 - #26(N2)

This is about as classic a Notes Q as there is.

Within the first sentence of the question for this Notes Q, the word “advantage” is key. If that word does not currently leap out at you, you can be sure that with experience, it will. Let’s head to the answer options.

Very simply, option (A) is not our answer because it does not seem to be presenting us with an advantage.

Very happily, option (B) does appear to be presenting us with an advantage: “provides more access to these materials”.

For many of us, it is understandably natural to want to read options (C) and (D). If you choose to select (B) as the correct final answer without reading the remaining two options, there can be some benefits to doing so.

Test5 - Section1, Module1 - #27(N3)

This is about as classic a Notes Q as there is.

This is a good example of a Notes Q for which a single word is not likely meant to jump out to us when we read the first sentence within the question itself. We could think the word “support” is key; we could think that the word “contribution” is key.

It turns out that the word “quotation” ends up being quite helpful to latch on to a bit, as options (A) and (B) do not give us quotes, allowing us to smoothly eliminate both of these options.

In choosing between (C) and (D), it would be great to connect “impact” in (C) with “contribution” from the question. We can certainly also acknowledge the direct mention of rock ’n’ roll as another reason to click on (C) as our correct final answer.

Test5 - Section1, Module2 - #1(F1)

This is about as classic a Notes Q as there is.

As you may already know well, building vocabulary is not a primary aspect of how we are training. That said, let’s start the analysis of this FitB by acknowledging that both “tentative” and “warranted” are good words to have somewhere on our radars.

If we have tentative plans, it means that our plans are not locked; we could say that the plans are a bit shaky. A tenuous situation is similar, and we could think of a tenuous situation as being an uncertain one. It is not a coincidence that “ tentative” and tenuousare related.

A warrant for someone’s arrest can be thought of as the reason the person is being arrested. When something is warranted, it is justified; we can say that there is a reason for why it is happening.

Organically building some vocabulary is a good thing, but it is not the thing. Keep that in mind. Let’s now get in to why (B) is the correct final answer here.

We are told that Mary Engle Pennington made a substantial impact, but then there is a very impactful “ but” for us to notice within the sentence. After the blank, we are told about another woman, Stephanie Kwolek, who we are told “will long be remembered”.

Since Stephanie Kwolek will be long remembered and there is acontrast within this sentence(as indicated by the “but”), we can come to the decision that Mary Engle Pennington’s place in our historical memory is shakier.

Test5 - Section1, Module2 - #2(F2)

This is about as classic a Notes Q as there is.

This might be the top example of secondary definitions within the currently published questions.

When most of us think of the word exploit, we think of the negative way that it can be used to indicate that someone is being taken advantage of. Knowing this, the test writers might use the word to more innocuously mean to use, which is how option (D) ends up as the correct final answer here.

Aroba Saleem and colleagues want to “demonstrate” something. To do so, they are using a particular tendency of some metals. If you want to view what’s being articulated within this blurb as A.S. and colleagues are taking advantage(but in a good way) of a particular property of certain metals, doing so works nicely.

It will be interesting to see if the test writers use the word “exploit” on a future exam, as they have done on past exams….

__________________

Something we kind of never talk about when we’re talking FitB’s is how the word in option (A) just kind of sounds off when we read it back in to the sentence. We kind of never talk about this, because it kind of never happens. But, it is happening here, so we’re taking this mini-moment to acknowledge it.

Test5 - Section1, Module2 - #3(F3)

For many of us, the best we’ll arrive at here is a 50-50 guess. Having said that, if you guessed (A) here, there may not be much to strategically glean from what’s below. Let’s see.

The opening sentence of the blurb indicates a problem with many of the studies being mentioned, which is that “highly unrepresentative subject pools” have been used. Acknowledging this, a prediction could very naturally come to mind when we hit the blank. This problem is seeking to be fixed.

Whether we are now thinking something like “ To fix” or “ To improve” as ways to start the second sentence within the blurb, either way, we are nicely positioned to eliminate an answer option or two.

We do not consider any of the words within the answer options here to be everyday words.(To some degree, we’re not expecting any of the words to be, given where we are.) That said, if you’re not comfortable eliminating at least either “rationalize” in (C) or “postulate” in (D), then this is probably not the question to be tangling with. In this case, we may have wanted to have sacrificed this question before even reading the blurb. A peek at the answer options could have warded us off from the very start.

Barring you having an extensive knowledge of French and therefore you recognize the word “ameliorate”, we are likely facing four words that all are just words we either know or we don’t.

So, even with a crystal clear understanding of the blurb, we are likely facing….

i) either a very broad guess among all or most of the answer options….

ii) or a 50-50 guess between (A) and (B), because we eliminated the other two.

That option (B) is the correct final answer because the word “ameliorate” is a rather unnecessarily-complicated-feeling-way to say to make better is definitely not something we need to realize in order to open so many exciting future doors.

Test5 - Section1, Module2 - #4(F4)

There’s two primary things to highlight here.

Let's start with the logic cue we get from the very beginning. The sentence starting with the word “Though” indicates we’re going to get some kind of opposite.

Though Derek doesn’t like vegetables, he always eats any that are put before him.

So, though hedgehog tenrecs are “not closely related” to true hedgehogs, apparently they do share similarities, and the correct final answer here is option (D). Anyone wanting to also draw attention to the word “share” as another clue to push us toward (D) would be pinpointing something insightful.

Maybe, though, the more significant thing to highlight here is that some people feel concern that they’re missing something if they select (D) here. There is a potential concern about things being too straightforward if the answer to be (D). This is an understandable concern. Our reply is threefold….

i) Keep in mind a fundamental thing we know about standardized tests is that questions are not in order.

ii) We also know that a savvy move of the test writers could be to put very manageable questions here and there.

iii) With experience and with trusting ourselves as our default setting, we get better and better at realizing when we may get a delightfully surprising friendlier question when we might have been expecting something craftier. Maybe, that is the craft.

Test5 - Section1, Module2 - #5(F5)

It feels like this question should be less of a conundrum than it turns out to be, at least for most of us. This one kind of makes our heads hurt. If it does to you as well, maybe take some solace in us being on similar wavelengths. More importantly, remember the breathing room you have while on whatever Path you may currently be on to miss this question.

Because he was in what is now Spain, Ibn Rushd was not influential? His works being “primarily available thousands of miles” gives off vibes that he was influential. According to the first sentence, some claims have been “undermined”. Something “indisputable” is also being acknowledged.

We’re not trying to make things confusing. We are acknowledging, though, the three branches that probably split off from this question.

Branch #1 is that you did not find the blurb challenging to comprehend, which should mean that you clicked on option (D) as the correct final answer, and then we’re sort of wondering what you’re doing here.

Branch #2 is that you did find the blurb challenging to comprehend, which probably means the move to make is to sacrifice the question.

Branch #3 is that you did not initially think the blurb was challenging but then you saw that you missed the question and you’re wondering what went amiss. Well, let’s see what you think of this sequence of thoughts.

To really figure out what recent scholarship is undermining, we may be compelled to do something we pretty much never do: confidently sort out the back end of the blurb in order to determine what the front end is really trying to say. So, let’s start with acknowledging what it is that is stated to be indisputable.

Ibn Rushd was thousands of miles west of the time period’s Islamic center. We are meant top glean from this that he would not have been influential. Noting now the logic cue that is the word “While”, we can state that the ultimate point of what’s before the comma is to indicate the opposite of what is stated after the comma. So, what is before the comma is meant to indicate that Ibn Rushd was influential. If he was influential, then what was undermined is the idea that he is not influential, which brings us round to (D).

How do you feel?

Test5 - Section1, Module2 - #6(R6)

Let’s see what this underlined Q has in store for us.

The blurb starts with a credit to where the blurb is coming from. After that, we get the mildly helpful information that Israel is wandering through New England.

Within the more impactful part of the blurb, we get a first sentence that indicates what Israel was supposed to be paid for his work. The beginning of the second sentence makes it clear that Israel’s employer is not following through with the payment, as the employer is stated to be “proving false”.

This brings us to the underlined portion and to two potentially very potent comments.

i) We may not need to understand precisely what is being said within what’s underlined.

ii) The presence of logistic cues can be why we do not need to understand everything within what’s underlined.

Right from the start of what’s underlined we can bring the second comment above to life. Saying that Israel “however brave-hearted” indicates two things….

i) Israel is brave-hearted

ii) but, we’re going to be talking about something(a situation) that indicates Israel not really being brave-hearted

The “nevertheless” that appears halfway through what’s underlined could further guide us toward the idea that Israel is not being brave-hearted, as instead, as we get from the end of what’s underlined, Israel is showing his “mildness”.

That, in this instance with the employer, Israel is being mild versus brave-hearted is further supported by what comes after what’s underlined: Israel is compelled “to look round for other means of livelihood”, since he is not getting what he was supposed to be getting from the employer.

We could potentially critique (A) in two ways. First, it’s probably taking things a bit too far to characterize any aspect of Israel’s personality as a “flaw”. Second, it’s also likely taking things too far to say that Israel “treasures” something about his personality.

In evaluating (B), we can end up agreeing that Israel was “thwarted”, because he was not paid as promised by his employer and he ended up looking round for another way to earn his livelihood. The “aspect of his character” that is leading to being thwarted is the “mildness” that is overtaking any brave-heartedness he might otherwise display.

Let’s just leave (C) as a rather poor option and move on.

The word “courageous” in (D) can resonate with the mention of “brave-hearted” in what’s underlined. However, at this stage, we know why (D) is not correct, as the “however” or the “nevertheless” within what’s underlined is indicating to us that, in this instance, Israel is not being courageous and brave-hearted. Option (D) can be deemed an example of an opposite wrong answer.

The correct final answer here is (B).

Were you wondering at all about the word “evinced” by the way? If you were, it is understandable. But, consider the very happy idea thatunknownwords often do not affect our ability to arrive at correct final answers.

Test5 - Section1, Module2 - #7(R7)

The question indicates that we are being tasked with determining the overall structure of the blurb. Let’s really dissect things here and see if doing so opens a new door.

Sentence1 - Two things happen. A statement is made. It is indicated that the strength of this statement is “unclear”.

Sentence2 - Two more things happen. A hypothesis is put forth. What people did to test this hypothesis is given.

Sentence3 - We are given results. There is an issue.

Within the last sentence, we see a cool linguistic cue (or maybe two!) How do we know that we are given results? The sentence starts with the word “They found”. How do we know that there is an issue? The presence of the word “though” indicates something contrasting is being said. We are very ready to head in to the answer options.

Option (A) - First part, great. Second part - great. Last part - starts great, but then….“refine”? This option is both a great example of the starts right, finishes wrong wrong answer and the power of ONE WORD.

Option (B) - The scientific question is “unresolved”, as supported by the word “unclear”. We clearly are getting the people’s hypothesis. The “observation” is what “They found”. The “though” we noticed within the blurb leads us to believe that what was found “conflicts” with the hypothesis. This is our correct final answer.

Option (C) - We could think that the use of the word “unclear” here is an example of the matches the blurb wrong answer. Beyond that, we should not be able to get past the next part that mentions “competing hypotheses”.

Option (D) - We might want to have an issue with the word “debate”. Maybe, more powerfully, we can acknowledge the mismatch between the linguistic cue of “though” and the word “validate” here in (D).

Notice the power of QUOTING we’ve demonstrated throughout this analysis. Whether we dissect things precisely the way we have above or not, quoting can engender a very organized thought process.

Test5 - Section1, Module2 - #8(R8)

If you currently do not like Text 1/Text 2 Q’s, maybe this is the one to bring you around to the other side.

Like the current classic version of this question, this question allows us to lock on to one of the two Texts, if we so choose. According to the question, the author of Text 2 is responding, and so this can be our initial focus.

Text 2 begins by acknowledging a bit of an issue that is tied to two different types of painting using a “very similar color palette”. The blurb finishes by acknowledging how two people were able to get around this issue, and in so doing, they helped demonstrate how “innovation is possible” within the discussed realm.

Option (A) sounds like something the author of Text 2 would say. Text 2 gives us Ravneet Singh Arora and Ahmed Elgammal achieving a “high degree of accuracy” by innovatively running different classification models atop one another. The word “advances” could be the ONE WORD we really really like within (A).

Options (B) and (C) both indicate that the author of Text 2 would criticize people in some manner. But, from only reading Text 2, we could glean that its trying to praise a technological achievement, not criticize anyone.

Option (D) seems to be wandering a bit toward the realm of the who cares wrong answer option. Are we interested in having people develop more “uniform and accepted ideas”? Text 2 does not appear to be.

So, (A) is our correct final answer, and maybe this kind of a question is a friend. Or, at the least, it’s feeling friendlier?

Test5 - Section1, Module2 - #9(R9)

If we wanted to categorize this question, we would refer to it as a specific task question. This particular version of this question particularly wants us to indicate why the finding about the “microorganism community composition” is important.

Per usual, we read the entire blurb. But, when we come across the specific mention of “microorganism community composition” in the second half of the final sentence, we perk up. And, in reading that particular part of the sentence, we very particularly notice that it is stated that “microorganism community composition was unchanged”.

Why is it significant that microorganism community composition is unchanged? Apparently, it is because that factor being “unchanged” allowed Kaštovská and squad to attribute what they found to another factor(the “temperature-induced increases in microorganism activity”). Option (C) articulates that “It ruled out a potential alternative”, and so we have found our correct final answer.

Test5 - Section1, Module2 - #10(G1)

It is a very valid maneuver to mcm all Graph Questions (GQ) within the tougher second section. If you did execute that here and then returned to this question, it is possible that you’d be more likely to get it.

As many GQ’s permit us to do, reading only the last sentence works smoothly with this one. In that sentence, it is clear that we are here to compare the two groups in the table. And, as we are establishing the correct point of comparison, it is also particularly important within this GQ to note that the participants “aware of taking a placebo” are the focal point of the answer option.

Option (A) is giving us information about the right participants, but in only giving us the numbers from the left-side column, we are not getting a proper comparison.

If we understand which numbers option (B) is indicating for us to compare, we can see this answer option as a classic data mismatch. For the first measure of “Global improvement”, the placebo number is 5.0 and the control number is 3.9. Continuing to read through the remaining two rows in the same manner, we can come to the fact that all three numbers for the placebo group are higher than the control group.

Option (C) is a glaring data mismatch. We remind ourselves that the way things leave off in the blurb, the numbers involved in the correct answer are meant to correspond to the placebo group. The numbers in (C) are numbers from the control group.

Combining our understanding of how to read/interpret option (B) with our understanding of why (A) is not quite right, we could confidently realize why option (D) is our correct final answer. The “three measures” that are all higher are the 5.0 to 3.9, 92.00 to 46.00, and the 11.4 to 5.4. We did not draw attention to a similar word within option (B), but let’s now also spotlight the comparative word “higher” in (D), which helps us realize that we are properly comparing the placebo group and the control group.

If everything above is vibing, amazing. In order for some things to click in to place, sometimes, we just want a bit of space to allow them to do so. Sometimes, we create that space by leaving a question for later. We can talk more about this….

Test5 - Section1, Module2 - #11(G2)

As you may know by know, we are not fans of the word “easy”, partly because of its inherent relative nature. What one of us might find “easy”, another of us might find much more challenging. We are fans of comparative words like “better”. And so, let’s acknowledge that within the realm of Graph Questions(GQ), it could be a thing that GQ’s with bar graphs are better than some other GQ’s.

Something else we will like about this GQ is that it does allow us to follow through with the last sentence thing. The last sentence within this blurb is clearly giving us the conclusion that we are here to support: longer leave times may not be better than shorter leave times. Let’s analyze the answer options.

Option (A) is….ok? What’s being said matches up with the information in the bar graph. It feels a little strange/not quite as logical to be mentioning the 2-4 days bar and the no-leave from the second set and then the no-leave and the 1-5 weeks bar from the third set. Let’s table our decision and see what else we can chew through.

Option (B) is where the logic of things either starts to come together or we probably have to be ok with missing this question(which we very likely have the breathing room to do). The conclusion is that longer leave times, which must mean the 1-5 weeks might not be better than shorter leave times, which must mean the 2-4 days. Option (B) is presenting us with the opposite of what we are seeking then, as the 1-5 weeks bar is higher than the 2-4 days bar.

If you were not sure yet that higher in this case means better, we can acknowledge the label of the vertical axis, which indicates that higher test scores indicates greater attentiveness. With that confirmed, let’s next confirm why option (C) is our correct final answer.

We are here to support the conclusion that longer leave times is not necessarily better than short ones. Option (C) is drawing attention to the fact that within two sets of bars, the 2-4 days bars is higher than the 1-5 weeks bar. And, unlike what is happening within option (A), the mention of both the second and third sets within this option should likely feel more naturally logically sound.

To close things out, let’s acknowledge that we could consider option (D) a task mismatch. We are not here to compare shorter leave times with none at all.

Test5 - Section1, Module2 - #12(G3)

There’s only one sentence within this blurb, so let’s read it.

We start with the seemingly logical idea that whether we are chasing prey or escaping from a predator, the move to make is go full speed. But, apparently, this may not be the ideal move, and heading in to the blank, “escape” is particularly the focal point. Let’s stay nitpicky and head to the answer options.

Option (A) might be an interesting hybrid of a data mismatch and atask mismatch. Given the way the blurb finishes, our focal point is, again, meant to be escape. This option is mentioning both escaping and predating. On the data side of things, there’s confusion. Let’s just leave that there.

The escaping bars are the lighter bars. There are four of them that are not the 90-100. The bars could be tallied, though, it’s likely enough to see that there are four of them to support the statement in option (B) of “multiple lizard species”. The blurb put forth that not going full speed could be good “even in escape contexts”. Here are a bunch of lizards not going full speed; option (B) is our correct final answer.

It would likely be good to give option (C) some attention, as it is definitely an option the test writers anticipated many people clicking on. Data-wise, what this option is saying is true. But, task-wise, we could say two things.

i) The statement is leaning in the opposite direction we’re trying to go, as we are seeking to support the idea that max speed might be disfavored.

ii) Beyond the first critique, we could also put forth that even with what option (C) is stating being true, it does not change the fact that many other bars show lizards escaping whilst utilizing less than 90% of their maximal speed. The blurb is not saying that all lizards are disfavored by going max speed; the blurb is not even saying that most lizards are. The blurb is more mildly saying that going max speed can be disfavored.

Option (D) is bad.

Test5 - Section1, Module2 - #13(R13)

We’ve read the question, so let’s head in to the blurb and see what the claim is that we want to illustrate.

Reading the principal sentence within the blurb, we run in to the interesting word “ambivalence”. Before we talk more about this word, let’s very happily acknowledge that if we do not know what this word means, it turns out not to matter. The sentence continues to tell us that the speaker acknowledges both “merits” and expresses “displeasure”.

Heading to the answer options, we could potentially critique option (A) for not being about poetry. We could potentially critique option (B) for not giving us an indication as to the “merits” of poetry. Option (C) might be even clearer to critique for leaning solely toward the “displeasure” side of things. We could now potentially select (D) now by default.

That said, let’s take a moment now to dissect option (D) in more detail.

Let’s start with how the back half gives us the “merits” that we are looking for by mentioning that poetry gives “a place for the genuine”. Then, let’s point out the linguistic cues of “however” and “after all”, which can indicate that within the sentence there is contrast, which we do want, since the speaker from the blurb is acknowledging merits and “displeasure”.

To cement that (D) is indeed our correct final answer, it would certainly help if we knew that “contempt” is a very negative word. To organically add this word to our vocabularies, we could remember it by thinking that it is essentially the opposite of feeling content.

And now, as we are talking about vocabulary, this nicely brings us back round to the word “ambivalence”, a word that we can connect to the word “ambidextrous”. If you know that ambiambi valence means to feel more than one(both) way about something.

Test5 - Section1, Module2 - #14(R14)

Somewhat bulkier blurb. Let’s write some notes, shall we.

We read the first sentence of the blurb and could write….

T.n. has super big head

We read the second sentence and could write….

new fossil found / something about flight

We read the rather bulky third sentence and could write….

more physical features - flight difficult/maybe walked?

As we finish reading the final line in the blurb, we could be feeling the natural buildup that regularly is part of completes the text (ctt) Q’s. It’s off to the answer options.

Option (A) seems to be veering in the opposite direction, as “longer flights” does not mesh well with the idea of “made sustained flight difficult”.

We could have potentially also critiqued (A) for making a comparison to “other pterosaur species”, which borders on a who cares kind of moment. Option (B) is erroneously going down that same path. Plus, how do we know that T.n. had longer wings??

We could cite option (C) as being a fairly classic wrong answer option to a ctt in that it is only tying things back to the head of this majestic pterosaur.

Option (D) is our correct final answer. The blurb opens with a mention of the head, which leads into a mention of flight, which leads into a mention of physical features other than the head that also tie to flight, and in particular, to flight being difficult. So….asserting that maybe our friend T.n. did more walking and less flying feels like we’ve put a bow on things here, and we’re ready to smash more questions.

Test5 - Section1, Module2 - #15(R15)

Once we’ve read the blurb for this completes the text Q, we could potentially pinpoint that options (B) and (D) are the weaker options.

The mention of “people who do not live in the same society” in (B) can feel like a classic who cares wrong answer. We also get who cares vibes from (D) when it mentions “different outcomes”. We could also say that it is a bit suspect in (D) to say that what people with “different” roles might similarly do would end up being considered “equivalent”.

Now, down to two options, there are definitely times when we will figure out a strong reason to eliminate the remaining wrong answer, allowing us to pick the correct answer even if we do not know why it is correct. This is what we call the default move.

There are other times when it may be clearer why the correct answer is better than the other remaining answer. Let’s go that route here and articulate why (A) is the better of the two remaining options.

The blurb opens with the idea that some people believe that some “good” is just good. Then, a philosopher gives us insight into an Aztec philosophy that puts forth that evaluating whether something is good requires context, particularly a person’s “role in society”. This nicely leads us to what (A) is saying when it acknowledges that the Aztecs would have “disputed” the ability to assess people “independent of the individual’s social circumstances”.

Test5 - Section1, Module2 - #16(W1)

Let’s start by acknowledging that it certainly seems possible that the Writing Q’s within the tougher second section could start with an instinct question. If we wanted to give this question a name, we could call it the which verb form Q.

How do you know that the verb form that you want is not what’s within option (B)? Because, it probably sounds crazy to you, especially if you actually say it aloud.

How do you know that you want to click on (A) as your correct final answer? Because, it both sounds good to you and both options (C) and (D) likely sound as terrible to you as (B) did.

Test5 - Section1, Module2 - #17(W2)

Let’s start by talking about the 3/4 SvP Pattern, and then we’ll see if you want to keep talking.

We see the “was” and the “has” within options (A) and (B), and we can think that this Pattern is in play. With experience, it also very much becomes a thing that we can just spot-check a question like this and realize that we’re seeing this Pattern.

Options (A), (B), and (C) are all singular. The lone plural option is option (D), and so the Pattern tells us that we should feel great about clicking on (D) as our correct final answer.

If what’s above is not humming, click on the link, yes? Learn more about this Pattern and have it ready for the future.

If what’s below is not humming, maybe it’s really not an issue(unless you’re on the Path to 700+).

The subject of the sentence that contains the blank is the plural “objects”. This is the grammatical reason why the correct verb here, “reveal”, is also plural.

A cool way to arrive at “object” being the subject is because it is the word right before the appositive within this sentence.(As a bonus, do you know precisely what the appositive is within this sentence?)

Test5 - Section1, Module2 - #18(W3)

Is the good habit of evaluating an answer option like option (C) locked in yet?

If we haven’t already had this conversation, we are not saying that answer options with semicolons are more likely to be correct; we are acknowledging, though, that if an option with a semicolon does correctly connect two sentences, it pretty much has to be the correct answer.

Here, what is before the potential semicolon likely very naturally seems like a complete sentence, and it is.

If it was the part after the potential semicolon that threw you off for a moment, maybe keep two things in mind….

i) The power of whispering out loud is not to be undervalued.

ii) Maybe seeing the appositive, which here is the phrase “which is classified as translucent”, and remembering that you can remove it can help cement that what is coming after the potential semicolon is indeed also a complete sentence.

We will confidently click on (C) as our correct answer.

Before we go here, if you’re on the Path to 700+, it would be impactful to notice the comma splice that is option (A), and the incorrect compound sentence that is option (D). We’re good.

Test5 - Section1, Module2 - #19(W4)

Eventually, this question could scream to all of us the 3/4 SvP Pattern!

A) underlies

B) is underlying

C) underlie

D) has been underlying

The “is” and the “has” within options (B) and (D) respectively are our signals here that this pattern is in play.

Using some reliable way(there are various ways) to determine which options are singular and which ones are plural, we come to the assessment that options (A), (B), and (D) are singular and only option (C) is plural.

The pattern tells us to select (C) as our correct final answer, and so we do so with confidence!

Test5 - Section1, Module2 - #20(W5)

Depending on how much experience you’ve cultivated up to the point at which you are now reading this, this could be a very fascinating question. That said, it’s also ok if you do not end up finding it fascinating and you see it solely as yet another example of a properly used colon.

What i sbefore the potential colon in option (A) is a complete sentence. Check.(If you’re not sure that this is the case, maybe there’s something to read now about the word “ however”.)

What is coming after the potential colon is elaborating on what the five dances that are included in international ballroom dance competitions are. Check.

If you’re cool with these two checks, we could be done here. Maybe, we should take a moment to acknowledge that the issue with option (C) is that what comes after the potential semicolon is not a complete sentence. Ok, now maybe we’re done here.

If we’re not done here, then maybe there’s two more things you’re seeking to acknowledge….

i) It is definitely a move of the test writers to end a sentence with the word “ however”. If you’re aware of this move and you were therefore drawn to option (C), it is very understandable. It is equally understandable for it to be tough to tell that what’s coming after the potential semicolon is not a complete sentence. Maybe, a bit of a bottom line here is that this question seems to be an outlier, and so, we have the wiggle room to miss it(especially since this is in practice….)

ii) It is also a thing that the test writers seem to intentionally not put a list after a correctly used colon. The test writers most definitely know that the typical student is still being taught that colons and lists go hand in hand, which is not something that we think. It isnot a coincidence that this is the only instance of a list appearing after a correctly used colon. So again, maybe, a bit of a bottom line here is that this question seems to be, you see where we’re going with this. Signing off for now.

Test5 - Section1, Module2 - #21(W6)

There are reasons that could have distracted you from seeing this classic illustration of a properly used colon. Let’s focus for now solely on why the colon in option (D) is indeed correct.

What is before the colon is a complete sentence. Check.

What is coming after the colon is elaborating on the idea that “goats are notoriously indiscriminate”, as apparently, goats will “devour all kinds of shrubs and weeds…”

If you were not sure what “indiscriminate” means, we’re good, as this word is certainly not a go-to word of the test writers. Missing this question in practice is ok, especially if you’re vibing with the explanation that is above.

If you selected option (B), you want to read about comma splices. If you selected option (A), you may want to read about what a proper compound sentence is like. If you think you missed this question for another reason and want a chat about it, we’re here for it.

Test5 - Section1, Module2 - #22(T1)

Well, if you were interested in seeing how the oddball transition “on the other hand” would be potentially correctly used within an SAT question, here you have it friend.

Right before the blank, we are told about something that happens at “lower elevations”. Right after the blank, we are being told about something different that happens at “higher elevations”. This super direct contrast between direct opposites is perfectly suited to the transition “on the other hand”.

Missing this question because you were expecting something more clever is understandable, but then, maybe give this a read. Missing this because you simply have never seen “on the other hand” used before is certainly understandable.

It’s not likely we’ll see a question like this one on test day. That said, it is quite plausible that seeing this question would lead us to smoothly noticing a future question that similarly correctly brings “on the other hand” to life. But, it’s not likely. But, we’ll be ready if it happens.

Test5 - Section1, Module2 - #23(T2)

The transition “Conversely” would be among the lesser known members of the contrast family, and for that reason, it is not strange for this question to slip by many of us.

The first sentence is talking about one type of election and how it tends to lead to two parties. After the blank, we are told about another electoral system that tends to lead to “many political parties”. Here is the contrast that justifies selecting option (B) as our correct final answer.

If you’re wondering about the other options, it could be better to not. As the link above will echo, see the contrast answer option, see the contrast within the blurb, select and seek to continue down the path.

Test5 - Section1, Module2 - #24(T3)

Option (B), “However”, is a classic contrast transition.

Option (C), “For instance”, like “For example”, is a classic that likely speaks for itself.

Option (D), “Hence”, like “Therefore”, is a classic cause & effect transition.

We might not see “That being said” on test day as it leans oddball. If you do see it, think that it also leans contrast. And now….

It’s not as airtight as other examples, but we can now think that we are seeing aknockout of two contrast transitions, which could nicely bring us down to (C) and (D).

Maybe we pick (D) now because we do not think it is (C). Maybe we pick (D) because we see how the cause of the shell appearing to be “external” leads to the effect of people assuming it is an “exoskeleton”.

Test5 - Section1, Module2 - #25(T4)

If you’re not categorizing the transition “That said” within the contrast family, this is where we will start this analysis.

We studied for the German quiz. That said, we ended up not getting good grades.

If it feels like “That said” is not as contrast-y as super classic contrast transitions such as “However” and “Nevertheless”, we can get behind that idea. That said, “that said” is still going to be currently put in with this family of transitions.

If it is not clear that we’re not looking for a contrast transition to fill this blank, we’ll see what you think after you continue to read what’s below.

If you do not know that the transition “Accordingly” is part of the cause & effect family, this is where we want to continue this analysis.

We studied for the German quiz. Accordingly, we ended up getting good grades.

If “Accordingly” is not as familiar to you as super classic cause & effect transitions such as “Therefore” and “As a result”, it’s understandable. But now, it’s on your radar.

In the first sentence of the blurb we are told that a gene is affected by “many factors”. Because of this idea, it then makes sense that it should not be that only the human genome is focused upon and why the human proteome(whatever that is!) is also being considered. This is one way to articulate the cause & effect between the two sentences and why option (D) is our correct final answer.

If you’re not quite vibing with what’s above, consider that you can miss this question and still be squarely on the Path to 650+ (and quite possibly still very much on the Path to 700+).

What might be more important at this stage to reinforce is an overarching TQ strategy of evaluating a contrast option before other options and evaluating a cause & effect before other options.

Test5 - Section1, Module2 - #26(N1)

We appreciate the necessary lighter-side second section questions that we know exist.

The key word within this Notes Q is unquestionably “similarity”.

Option (B) is giving us a similarity. We love the use of the word “both” within this option. We click on this option as our correct final answer.

Again, we appreciate the existence of a question like this within a section that is going to require some serious brainpower from us. Danke schön test writers.

Test5 - Section1, Module2 - #27(N2)

The first sentence within this particular Notes Q gives us a solid bit more to process than usual. So, unlike we often do, after reading this particular first sentence, we’re not going to latch on to a particular word. And, as we read through the answer options, we may want to go back to the first sentence to confirm precisely what it is tasking us with noting.

After reading Option (A), the savvy move could be to tableit. There’s a reason it could seem like the answer we are looking for. There’s a reason why it could be ruled out. Let’s take our own advice for now and table our final decision in regards to this option.

It might be significantly clearer after we read option (C), but an issue with option (B) is that we do not actually get the “category” that the first sentence is compelling us to indicate.

In option (C), we are directly being told that “most routine diplomatic correspondence is classified as Confidential”. The first sentence of this Notes Q is asking us to “indicate which category most routine diplomatic correspondence belongs in”. The fact that “Confidential” is written with a capital “C” makes it clearer that this is a category. We can also go further and assert that the start of option (C) fulfills what the back half of the first sentence within the question is mentioning when it states “based on how sensitive information is classified”.

Having read the previous three options and feeling the correct answer vibes that (C) could be giving us, we likely do not end up giving option (D) much consideration.

So, we tabled our decision on option (A), yes. Part of why tabling can be a very effective test-day move is because it allows us to forgo making a potentially more challenging decision because something else becomes apparent. If it would have been very clear to you that (C) is indeed our correct final answer, then we would not have needed to realize that (A) falls short because it does not actually clearly indicate which category most routine diplomatic correspondence falls in to.

Test5 - Section2, Module1 - #1

We definitely want certain core items that are part of the Understanding Equations (UE) family to be locked.

Reading the part about the 25 calories “per” pound, we can realize that the 25 is the coefficient in front of x. Then, factoring in the “additional 11 calories”, we can click on (D) as our correct final answer.

Test5 - Section2, Module1 - #2

If you are seeking a highly organized way to approach this question, you could choose to see it as an example of the 3VP.

The conversion gives us two values. The given depth of 39 fathoms is our third value. So now, we can set up a proportion.

^{1 fathom}/_{6 feet}=^{39 fathoms}/_{x feet}

Cross-multiplying, we arrive at1x = 234, which means our correct final answer is (A).

Test5 - Section2, Module1 - #3

We all head in to our exams knowing that angles like the ones we see here that are directly across from each other are equal. We happily click on (C) as our correct final answer and continue down the path.

__________________

We could take a moment to acknowledge the “Note: Figure not drawn to scale.” and keep in mind that when this note is not present, it means that a given diagram is indeed accurately drawn.

Test5 - Section2, Module1 - #4

This is a classic way to test functions, and here, we are getting the version for which we set the given function equal to the number that we are given. Doing so, we have….

14 + 4x = 58

Subtracting 14 from both sides(bringing the great habit of showing a max level of work to life), we arrive at 4x = 44. Dividing both sides by 4, we arrive at the correct final answer of 11.

Test5 - Section2, Module1 - #5

As is so regularly the case, we have options here.

You could start out old school and solve the given equation for x. You could go a bit new school and realize that desmos can solve this equation for us.(If you’re wondering what desmos-word is present within this question, it would be potentially impactful to realize that there is not one here.)

Whichever way you go above, once we know thatx is 1, we can then do precisely what the question is tasking us with answering. If x is 1, then the value of x - 7 is 1 - 7, which leads us to option (C) as our correct final answer.

*potential for master mapping to trick equations

Test5 - Section2, Module1 - #6

Here we are presented with a foundational way to test percents that we all likely want to get back in some sort of groove with.

The amount of the bill is $50. We are being tasked with determining 20% of that amount.

We can take the mathematical statement of 20% of 50 and….

i) convert the 20% to .20

ii) realize that we multiply

Computing .20 x 50, we arrive at the correct final answer of 10.

Test5 - Section2, Module1 - #7

If you’re one of the many of us who read a question like this one and do not instinctively have a reaction, then going the desmosroute may be the path to choose.

We can click on desmos, then the “funcs” key on the right, scroll down a smidge, and click on the “mean” button. To determine the mean of the original data set, we can now type in 149, 144, 148, 136, 139(remembering to type in the commas) and desmos shows us a mean of 143.2.

Clicking on the next line of desmos, we can hit the “funcs” key and “mean” key again, and then type in 149, 144, 148, 136, 139, 121 to determine the mean of the new data set. Seeing a new mean of 139.5, we can see that the mean of the original data set is greater, and we can confidently click on (A) as our correct final answer.

To be clear, to anyone who is a fan of computing mean via their calculators, we’re here for that path as well. Bottom line is that we all smoothly execute this question.

Test5 - Section2, Module1 - #8

With a natural amount of experience, it likely just springs to mind to employ desmos here.(Technically, we could also certainly notice the word “solutions” within the question.)

If we type the equation in (A) in to desmos, we see a graph that is completely different than the one we see in the question. With option (B), the wrong side of the line is shaded in. Like option (A), option (C) should look completely wrong.

Typing in the equation that is in option (D), we see the same graph as what is given, and we can confidently click on (D) as our correct final answer.

Test5 - Section2, Module1 - #9

We have options here. Anyone who chooses to go the Sub Numbers route is certainly making a great decision. Anyone choosing to go the old-school algebra route of combining like termsis certainly making a great decision.

For those of us going the combining like terms route, there is a mini-trap to dodge, which is selecting option (D). Taking too quick a look at the terms that we are being tasked with combining, it is very easy to see the +8 in the first set of parentheses and the -2 in the second set of parentheses and have 6 pop into mind.

But, since the two set of parentheses are being subtracted, when we combine the numeric terms, we are doing 8 - (-2), which is how we arrive at the correct final answer of (B).

Test5 - Section2, Module1 - #10

We have options here; consider going the PiP route.

We are given two points. Typically, when we are executing Plugging in Points(PiP), we are disinclined to use points that include 0 or 1. But, here we only have such choices. Between these two choices, we opt to use (1, 17), as 0 is an even more coincidence-inducing number than 1.

Plugging 1 in for ‘x’ within each option, option (D) yields the corresponding value of 17 for ‘y’ that we are looking for.

Test5 - Section2, Module1 - #11

We see the word “solution”, and we think desmos.

With experience, we know that in order to employ desmos here, we are going to swap out the d’s that we are given for x’s. Zooming out twice, we see click-able dots at -30 and 30.

Knowing we can type in either of those solutions as our correct final answer, we either type in the -30 or the 30.

Test5 - Section2, Module1 - #12

Let’s all smash this question testing us on a foundational idea within what we call Understanding Equations (UE).

The final question is asking about the smaller containers. According to the setup of the question, x is the variable associated to those containers. Within the given equation, the coefficient in front of x is 4.51.

We get accustomed to UE questions via experience, and we learn that many UE’s are not meant to be terrible. Like so many things within the SAT, UE’s are meant to test our SAT-specific knowledge. We learn to associate the word “each”(third to last word in the final question) to coefficients.

Knowing what we know, we type in 4.51 as our correct final answer, and maybe we even do so with a smile. :)

Test5 - Section2, Module1 - #13

Let’s all smash this question testing us on foundations within exponential equations.

By test day, we all know that the value in front of the parentheses within an exponential equation represents a starting amount or an initial amount.

The key to this particular question is then equating the mention of the “surface” to astarting/initial amount. Making this connection, we confidently select (A) as our correct final answer.

Knowing that the 0.5 that is inside the parentheses is tied to the rate and that the 12 within the exponent is tied to time certainly assists us in making the decision above. Gaining the natural experience of doing this question will assist us in making a similar decision on test day.

This process can joyfully be much less complicated than it could seem to be. We train. We earn success.

Test5 - Section2, Module1 - #14

This is a foundational example of a graphical shift that we all pretty much choose to flat out memorize.

When we get to the end of the question itself and see the + 5 (that is on the outside), we know we are looking for a graph that shifts up 5 units.

Options (A) and (B) are clearly not what we are looking for. We may have to be a touch careful to realize that (C) is not what we want either.

In (D), we could notice that the original point at (9, 1) is now at (9, 6). Whether we notice the upward shift of this particular point or not, we all confidently click on (D) as our correct final answer.

Test5 - Section2, Module1 - #15

At its heart, this is a Rearrangement Q, but for many of us, the smoother path is likely going down a Sub Numbers (SN) trail.

It appears that the test writers gave some thought to what could go wrong, which is why option (C) exists. If you would have selected this option, then definitely consider the SN route, which starts by subbing in numbers for N and C.

We are being very deliberate in subbing in numbers for N and C first. The idea is that doing so naturally leads to getting a value for P.

So, let’s say that we sub in 7 for N and 4 for C. Using these values….

P = 7(19 - 4)—>P = 7(15) = 105

….we get a value of 105 forP. With numbers in place for all three variables, we can smoothly head to the answer options.

C = 19 -^P/_N

Option (D), which is above would work out to be 4 = 19 -¹⁰⁵/₇, which would become 4 = 19 - 15, which would become 4 = 4, making it clear that (D) is our correct final answer.

Test5 - Section2, Module1 - #16

Many of us do not love 3D geometry, but even when this is the case, this question may be very accessible. Part of why this can be the case is that we do not need to have a formula memorized for surface area.

If we imagine any single side of this box, we can say that it has an area of 841(29 x 29). Then, we notice a very significant part of this questions, which is that the box we are talking about “does not have a lid”. Realizing this, we can acknowledge that there would be 5 total sides to our box, each with an area of 841.

Multiplying 841 by 5, we arrive at our correct final answer of 4205, and we do so without having to be masters of 3D geometry or memorizers of uncomfortable formulas.

Test5 - Section2, Module1 - #17

We see the word “solution”, and we think desmos.

Typing in the equation, we would then have to zoom out twice to see that there are two x-intercepts. To determine the value of each of these intercepts, we would have to zoom in and move around. After doing so, we should end up with solutions of -9 and 27.

The final question wants the “sum”, and so, adding our two solutions, we arrive at a correct final answer of 18.

Test5 - Section2, Module1 - #18

We can use our physical calculators for this question, but, given that desmos is, by default, in radian mode, this is likely another great opportunity to let desmos do what it can do.

We click on desmos, and then click on the “funcs” key that is on the right side. We immediately see the six trig functions, and we can click on “tan”. After typing in “92π/3”, desmos shows us a value of -1.73205080757.

How we finish things is your call. We could go to our physical calculators now to confirm that option (A), -√3, works out to be the same -1.732050…as we are seeing in desmos. We click on (A) as our correct final answer and smoothly smash another question. Next.

Test5 - Section2, Module1 - #19<

This is about as classic an example of our friend Sub Numbers (SN) as is out and about. Seeing the classic SN clue, the word “equivalent”, we could potentially spring right in to action.

As is the case with classic SN situations, we are free to select any numbers that we want for a and k. Let’s say that we chose to sub in 2 for a and 3 for k.

Now, we work out the value of the original expression, which means are are computing….

⁴²⁽²⁾/₃+ 42(2)(3)

Firing that computation in to our calculators, we get 280.

Using our same values of 2 for a and 3 for k, the correct answer must equal the same 280 we just computed.

Option (A) yields 56.

Option (B) yields 504.

Option (C) yields 112.

Option (D) yields 280 and is our correct final answer. SN is a trusted friend.

Test5 - Section2, Module1 - #20

This could be a question for which the experience that we are organically cultivating within this process will very nicely guide us.

Given the equation that we are seeing here, the thought to type it in to desmos can very naturally come to mind, again, particularly because of experience. Once we do input the equation, we probably want to zoom out and move around a bit, so we can better see the circle.

If we were to then click on the rightmost edge of the circle, we could see coordinates of (7, 19). Clicking on the leftmost edge of the circle, we see coordinates of (-15, 19).

The question is asking for a “possible value of a” and given the statement that “point (a,b) lies on the circle”, we can acknowledge tha ta is an x-coordinate.

From our clicking about from above, we can realize that we can get x-coordinates from -15 to 7, which means that -16, 11, and 19 are all outside the range of possibilities for a. Realizing this, we happily click on (B) as our correct final answer, as -14 is indeed a possible x-coordinate of a point that lies on the circle.

__________________

Looking back the given equation, if you do not see how it reveals to us that the circle has a center of (-4, 19) and a radius of 11, then it would be worthwhile to read up on the equation of a circle that is written in the form we find within this question.

Test5 - Section2, Module1 - #21

Our friend Sub Numbers (SN) could be the ideal way to avoid an abstract misfire here.

Let’s say that we sub in 10 for x, which is the length of the prism’s base. This means that the width of the prism’s base is 3(10 - 7), since the question states that the length is “7 inches more” than the width.

That statement about the length being “7 inches more” puts a “+” sign in many people’s minds, which is why we could definitely contend that both options (A) and (C) are crafted wrong answers. Via SN, we are likely dodging making the mistake of selecting (A) or (C).

We have our length of 10. We have our width of 3. We were already given a height of 9. Knowing that a right rectangular prism is just another way of saying a box, we can compute a volume for this box of 270(10 x 3 x 9).

Heading to the answer options, we will continue to use 10 forx and find the option that works out to also equal 270. When we get this result with option (D), we know we have found our correct final answer.

Test5 - Section2, Module1 - #22

There’s some interesting aspects of this question. That said, ultimately this is an oddball, so consider whether or not reading this analysis is worth your very valuable time.

As we sometimes do, let’s start this question by drawing out anxy-graph. Plotting the point (-24, 0), we can put a dot at some point solidly on the left side of graph on the x-axis.

Next, we couldinterpretthe statementf(24) < 0 as indicating that we have a point with an x-coordinate of 24 and a negative y-coordinate. It could feel a touch odd to do so, but we could then put a second dot below the x-axis at around where x would equal 24.

With these two dots in place, we could potentially make two decisions, though it is important to acknowledge that both of these decisions are taking some things for granted.

i) Interpreting option (A) as meaning that (0, 24) must be a point on this graph, we could think that this option is not likely correct. Given our two dots, it likely feels intuitively strange for (0, 24) to also be part of the graph of this function.

ii) Interpreting option (B) as meaning that (0, -24) must be a point on this graph, we could think that this option is possible but that it is not something that “must be true”. If we connected the two dots we drew, we could imagine how the y-intercept could comfortably be a point much higher than (0, -24).

If we do take some things for granted for now and say that we are down to options (C) and (D), we could now interestingly maybe bring desmos + SN in to the fray.

Option (C) states that a > b. Let’s sub in 7 for a and 2 for b and then type f(x) = 7√x + 2 in to desmos. If we zoomed out a few times, we could see that this graph arcs upward, and seemingly very far away from the second dot we had drawn below the x-axis where x = 24.

Now, if we flipped a and b, subbing in 2 for a and 7 for b, though the graph gets flatter, it should still seem like it could never get to our second dot.

Eventually, though, we could think to make a negative. Doing so(for instance subbing in -2 for a), we finally get a graph that would arc downward. Seeing this, we could feel justified in thinking that a must indeed by less than b, leading us to click on (D), which is indeed the correct final answer.

What we may have been taking for granted earlier is something that maybe we’ll discuss live sometime. For now, let’s let this oddball be what it is, and maybe let’s get some gelato. Fav flavor?

Test5 - Section2, Module2 - #1

This is a bit of an old school classic that the test writers do not seem as interested in throwing at us much anymore. That said, it is likely something we can be very ready for by even only reviewing the Pythagorean Theorem this one time.

Since we are given the two legs of this right triangle, we have our a and b. We are trying to determine our c, the hypotenuse. Let’s write things out.

11²+ 9²= c²

Working through the computations, we arrive at….

121 + 81 = c²

That statement becomes 202 = c². Lastly, to determine c, we square root both sides, bringing us to our correct final answer of (B).

Test5 - Section2, Module2 - #2

Let’s let PiP do its thing here.

We are directly given two points within the question itself; let’s use the second of the two, (9, 25).

If we plug in 9 as x in to option (A), we get 1. This is not our answer.

If we plug in 9 as x in to option (B), we get 25. This is the correct final answer.

If we plug in 9 as x in to option (C), we get 84. This is not our answer.

If we plug in 9 a sx in to option (D), we get 106. This is not our answer.

It is a valid decision to not actually go through all four answer options. If you’re wondering if using the second of the two given points was a random decision, it was not. It’s far from a momentous decision, but there is a reason why that choice was made.

Test5 - Section2, Module2 - #3

Eventually, we will all read this question and smoothly(and quite uncreatively) think of it as a margin of errorQ.

Knowing the first thing we talk about when it comes to MoE questions, we confidently select option (B) as our correct final answer, as it is the only option that contains two numbers.

That’s it. Next.

Test5 - Section2, Module2 - #4

We can start by acknowledging that this particular question is not trying to be tricky when it mentions “the number of 25-pound crates, x, and the number of 62-pound crates, y”. This means that within the correct answer, we should have 25x and 62y, which is why options (C) and (D) are out.

From here, we could realize that we want a “≤” sign, since the question mentions a “ maximumweight”. The correct final answer is (A).

Before we leave this question, it is worth a moment to acknowledge the 190 that is given within the question. As mapped out above, we are not compelled to realize that if we subtract this 190 from 5630, we get the 5440 that is within option (A). But, seeing how that 190 does factor in to the correct answer is a solid example of the idea that the test writers typically do not give us superfluous information within questions.

Test5 - Section2, Module2 - #5

We are appreciative of a question like this within a tougher second section.

We see the word “solution”, and we think desmos. We type in the two equations. Maybe we zoom out(-) once. We click on the point of intersection, revealing coordinates of (-2, -5). We click on (C) as our correct final answer. We whisper a happy “thank you” to ourselves, to the test writers, to a universe that might be listening.

Test5 - Section2, Module2 - #6

We flat out must have multiple definitions of range at our fingertips by test day.

In this case, given the numbers that we have been provided with, we know that we want the highest number(52) and the lowest number(23). Subtracting these two values, we arrive at the correct final answer of 29.

Before we leave this question, we acknowledge that if a question like this one appeared on a future test day, it is definitely possible that the test writers could present us with the numbers out of order, so we do not assume that the first and last numbers will be the numbers that we will end up subtracting.

Test5 - Section2, Module2 - #7

This is a super classic UGA situation. One of the four answer options must be the price of 1 dozen eggs. Let’s see if the correct answer is (C).

If 1 dozen eggs cost 4.15, we could subtract 4.15 from 19.42 and say that 4 loaves of bread then would cost 15.27. Dividing 15.27 by 4, we could already realize that this is not our answer, since we get 3.8175. We could further confirm that this is not our answer by computing 3.8175 + 2(4.15), which yields 12.1175. For 1 loaf of bread and 2 dozen eggs, we are supposed to get 12.45.

From seeing that (C) is not correct, we could realize that we want a higher price for the dozen eggs. If this is not something that would seem evident, we’re still in great shape to simply try another answer option. Either way, it will not take much more from us to confidently arrive at (D) as the correct final answer.

If 1 dozen eggs cost 4.34, we can subtract 4.34 from 19.42 to then say that 4 loaves of bread would cost 15.08. Dividing 15.08 by 4, we get 3.77. Adding 3.77 + 2(4.34), we get the 12.45 we are supposed to get for 1 loaf of bread and 2 dozen eggs.

Test5 - Section2, Module2 - #8

We can see the word “intersect”, thinkdesmos, and appreciate that the test writers are basically required to put some lighter questions within a tougher second section.

After typing in the two equations, we can zoom out twice and see that the two graphs do not intersect and confidently click on option (D) as our correct final answer.

Test5 - Section2, Module2 - #9

We can see the word “solution”, think desmos, and appreciate that the test writers pretty much have to put some friendlier questions within a tougher second section.

After typing in the two equations, we can see that the two graphs intersect at two points: (-9, 0) and (-6, 3). Given the answer options, there is no debate that the correct final answer is (A).

That said, in the future, if a question just like this one appeared, be prepared for the other x-value (in this case -9) to be one of the other answer options. If -9 had been an option here, we still would have selected -6 as our answer, since it is the “greatest” possible value of x.

Test5 - Section2, Module2 - #10

We have options here. Let’s map out two of them.

First, let’s go the route that would likely be considered the most traditional, one that revolves around the equation of a line in the form of y = mx + b.

We are given the slope of the line as -⁵/₃, so now we know that m is -⁵/₃. The question is asking us for the y-intercept, which is what b represents.

Because we are also given a point(which could have been any point, not solely the other intercept), we have the components to insert in to the equation of a line to determine the unknown value. To be crystal clear, from the point that we have, we can use 0 as y and -6 as x. Writing things out, we have….

0 = (-⁵/₃)(-6) + b

This leads to….

0 = 10 + b

Subtracting 10 from both sides, we arrive at -10 = b. Again, since b is the y-intercept, we have our correct final answer and we can confidently type in -10 in to the answer box.

If you’re vibing on the first route above, you could certainly consider not reading what’s below.

A second route we can take starts by drawing an xy-graph and plotting the point that we are given.

From there, we can maybe re-visit something we may have learned about slope from middle school: the idea of rise over run. A slope of -⁵/₃ can be thought of as going down 5 (rise) and then right 3 (run).

From the point (-6, 0), going down 5 and right 3 brings us to (-3, -5). From that point, going down another 5 and right another 3 brings us to the y-intercept of (0, -10).

For this particular question, if either route that we’ve now mapped out really vibes with you, it is a very happy thing.

Test5 - Section2, Module2 - #11

Feeling like you understand everything that is happening within this question, inside, outside, backward, and forward is a strong indication that Understanding Equations (UE) is an aspect of this exam that you have firmly mastered.

On one hand, it is understandable when (A) is selected, as it indicates that things are kind of feeling a bit out of sorts here overall. On another hand, we could contend that we could smoothly veer away from (A), as we are directly told that x is what represents the number of suits that Kaylani made.

We can make a similar duo of comments about option (B). When it gets selected, it means that what’s happening here is not naturally falling in to place. Happily, if we realize that we are being directly told that y is what represents the total amount of fabric, things do not need to casually fall in to place. Instead, we can confidently realize why (B) is not our answer.

Realizing that the term 5x is what represents what option (C) is talking about is when we are solidly flexing our UE skills. The term 5x, containing both a coefficient and a variable, is the “total” amount of yards used to make the suits, since we are told in the first sentence that each suit uses 5 yards of fabric and we know that x suits were made.

Eliminating (C), we can select (D) as our correct final answer by default. But, for the full flex, we can close things out by acknowledging that since y is how much total fabric was bought and 5x is how many yards were used to make all of the suits, then the difference between these two must be how much fabric remains, which can be re-worded as “Kaylani purchased 6 yards more fabric” than she used to make the suits she made.

Test5 - Section2, Module2 - #12

This question starts out fairly straightforwardly: we see the word “solutions”, and we think desmos. It might not be obvious, though, what we are seeing after we type the given equation in to desmos.

The graph that we get lies directly on the y-axis. And the solution that we are getting is revealed by the click-able dot that we can see. What can be a bit disorienting is that that dot is right on (0, 0), which means that the one solution here is 0.

Because the solution itself is 0, it’s understandable when the thought to click on option (D) flutters through our minds. However, the correct final answer is (A), since there is exactly one solution, which happens to be 0.

Test5 - Section2, Module2 - #13

We see the word “solution” here, and we think desmos.

Typing in the equation within option (A), we can see that there is a solution/x-intercept. The same with option (B). With option (C), we see two solutions, and so we already know that (D) is our correct final answer.

That said, understandably, if you typed in the equation within (D) just to be sure of what’s happening, when you see no x-intercepts, you can be that much more certain that (D) is the answer we’re looking for.

Test5 - Section2, Module2 - #14

The final question is very directly asking for the value of p. The answer options are solely numbers. These conditions bring Use the Given Answers (UGA) to mind and one half of our overall approach here is in place.

What do you think? Shall we go….

i) UGA + SN

ii) UGA + desmos

Either mashup is going to work wonderfully. Th UGA + SN path has us now subbing in a number for x. Let’s say 3. This means that we can now directly compute the value of (1.84)^3/4, which is 1.579840952. Continuing to sub in 3 for x and now using the numbers within the answer options one by one, we can determine that (A) gives us the closest match, as (1 +¹⁶/₁₀₀)³= 1.560896. Option (A) is our correct final answer.

The UGA + desmos path has us typing the original equation in to one line of desmos. Then, using the answer options one by one, we can eventually see that typing in 16 for p into the equation (1 +^p/₁₀₀₎^x gives us a graph that almost perfectly overlays on to the original graph. Option (A) is our correct final answer.

What do you think? Do you prefer one of the two paths?

Test5 - Section2, Module2 - #15

Like so SAT Math questions, we have options here. Let’s see what you think of this approach to confidently determining the answer to a question tied to a no solution system.

Looking at the bottom of the two given equations, we could have the natural impulse to add 5w to both sides. Doing so, we then have em>7r = 10w + 11. Technically we could already jump to the next step, but in case it makes things even clearer, we can next subtract 11 from both sides.

Keeping the first equation as it is and writing the second equation as you’ll see below, we can say that both equations are aligned.

6 + 7r = pw

-11 + 7r = 10w

With the equations aligned, we can set up a proportion with the coefficients. The proportion we will set up will mirror how things currently look.

6+ 7r =pw

-11+ 7r =10w

We put the first 7 over the 7 that is below it, and we set this equal to p with 10 below it.

⁷/₇=^p/₁₀

Cross-multiplying, we arrive at 7p = 70. Dividing both sides by 7, we arrive at p = 10, which is the correct final answer.

There is something to be said for just knowing that what we’ve done above is legitimate, training yourself to mimic the steps, and then smashing a similar question in the future, if one appears. If you’re wondering why setting up a proportion in this circumstance is legitimate, it is because a system like what’s here would have “no solution” if the lines were parallel, which means that their coefficients must be proportional when aligned in the manner that we set things up.

Test5 - Section2, Module2 - #16

A great way to start this question is by realizing that the c within the given equation represents the y-intercept. From the graph, we can see that the y-intercept is -6, and so we know that c = -6.

Now, we could put forth that we’re actually dealing with anunknown value Q.

We want to know what b is. We can acknowledge that we know that (-2, -6) is a point on the given graph. So, we can plug in -6 as y and -2 as x, and we can determine b. Writing things out, we come to….

-6 = 2(-2)²+ b(-2) - 6

Working things through, we can next write out….

-6 = 2(4) - 2b - 6

That becomes….

-6 = 8 - 2b - 6

That becomes….

-6 = 2 - 2b

Subtracting 2 from both sides, we arrive at -8 = -2b. Dividing both sides by -2, we arrive at b = 4.(Our step by step written-out work virtually guarantees accuracy.)

The final question wants the value of bc. As our b is 4 and our c is -6, our correct final answer is -24.

Test5 - Section2, Module2 - #17

We have an excellent example of the crafted wrong answer here.

Before we elaborate on that idea, let’s acknowledge that it is definitely good to be able to look at the line that we are given here and know that it has a negative slope, since, from left to right, the line goes down.

Next let’s acknowledge that f(x) must also have a negative slope, which means that our answer must either be (A) or (B).

Why must f(x) and the line that is shown have the same slope? Because, the only difference between the two lines is that the line that is shown represents a vertical shiftof 19.

Ok, now we can talk about th ecrafted wrong answer that is option (B).

The y-intercept of the line that is shown is clearly positive, as it appears to be at 3. Looking at the answer options and seeing that d represents th y-intercept, option (B) is meant to draw attention. The test writers very much anticipate a very substantial number of test takers to click on (B). We see what they have crafted, and we dodge this expected misstep.

The graph is the result of shifting f(x) up 19 units. If the given graph has a y-intercept at 3, it must mean that the y-intercept of f(x) is negative(-16 to be more particular), which means that (A) is our correct final answer.

As we will regularly acknowledge, the test writers are very good at what they do. But, so are we.

__________________

We could also use this question to continue to reinforce the idea that the presence of the word “ constants” pretty much never affects what we do.

Test5 - Section2, Module2 - #18

First, this question is significant if you’re on the Path to 700+. Second, for the many of us not on that Path, we can quite happily see the multiple shapes and think that we can smoothly bypass this question on our paths to our amazing scores. So, consider whether now is the time to read through what’s below, or if the savvier move to make is to spend your time elsewhere.

….

Ok, if you’re still reading, let’s acknowledge that we can employ the Pythagorean Theorem to determine the length of BC. Doing so, we could write out….

3²+ x²= (√34)²

That becomes9 + x²= 34. Subtracting 9 from both sides, we arrive atx²= 25, which leads t ox = 5. So, now we know that side BC is 5.

This brings us to the compulsory epiphany that triangle ACB is similar to triangle AED. Both triangles share angle A and both triangles have a 90˚. This means that angles B and D would also have to be the same.

Knowing that we have similar triangles, we can then say that side BC corresponds to side DE. We can also say that side AC corresponds to side AE. We know that AC = 3 and BC = 5. We can also determine that AE = 24, since AE is both AC (3) and CE(21) combined. A classic mistake the test writers knew that many would make is using the 21 directly, versus adding it to 3 to arrive at 24 for the length of AE.

With our sides sorted, we can set up the proportion below….

³/₂₄=⁵/_x

Cross-multiplying, we arrive at3x = 120and dividing both sides by 3, we arrive atx = 40. So, now we know that the length ofDE is 40. The next classic mistake that gets made is thinking that 40 is the final answer to the question, but the length of DE is not what’s being asked for.

What is being asked fori s the area of triangle ADE, which we can now compute, since we know its base (the 24 that is AE) and its height( the 40 that is DE).(We could consult the Reference area for the equation of the area of a triangle.)

¹/₂(24)(40)

Firing the above calculation in to our calculators, we arrive at the correct final answer of 480.

Test5 - Section2, Module2 - #19

This is what we call the 400% Q.

Let’s first acknowledge that the 60 that is mentioned within the question is the end result. Realizing this is how we avoid ending up with either (C) or (D) as our answer.

Now, let’s bring Use the Given Answers (UGA) in to the mix. Either 12 or 15 is the value of x.

If we do 400% of 15, we get 60(4.00 x 15). This is why so many testers would select (B) on test day, and this is why this question has its own name.

Option (B) is not our correct answer here because of a very impactful word within the question: “increasing”.

If we do 400% of 12, we get 48(4.00 x 12). Since we are increasing the value of x by 400%, we would now take this 48 and add it back to the original 12, resulting in 60.

Get rid of the word “increasing”(which would mean the question would have to be reworded a bit) and the answer should be (B). Because of the word “increasing”, we are selecting (A) as our correct final answer.

Test5 - Section2, Module2 - #20

The most strategically significant thing to acknowledge here is that, likely without exception, we should be initially skipping this question. If this were #20 in test day, there is a very real possibility that one of the two subsequent questions is a much friendlier question than this one. Choose to stay in control of sections.

With that said, the next thing to acknowledge is that this question is only part of the Path to 750+ and it is even questionable if its part of that Path. There is a unique-ness to this question that arguably makes it part of no Path. So, maybe, we simply give respect to this question’s existence but we do not really concern ourselves with gleaning anything from it.

Getting anywhere with this question likely requires us to start with drawing a diagram, and this in and of itself is not an unsubstantial thing.

We could begin by plotting center C with coordinates (h,k) somewhere in the first quadrant of an xy-graph. Up and slightly to the right, we could then plot point A with its coordinates of (h + 1,k + √102). Connecting C and A, we can begin to a sense of what this circle could look like.

FromC, we could draw a line right and slightly down to whereB could lie on the circle. We’re keeping in mind that we have been told that angle ACB is a right angle. Having plotted B, we could both draw a rough outline of what the circle itself could look like(not massively important), and we can connect A to B(very significant, since this is what we are ultimately being tasked with determining the length of).

With an accurate-looking diagram in place, we could realize thatAB is the hypotenuse of an isosceles triangle, since CA and CB are both radii of the circle. If we know what those lengths were, we could use the Pythagorean Theoremto determine AB. Determining the length of a CA is an issue that would be understandably tough to get around. One way to do would be to bring the distance formula in to the mix.

(h + 1 -h)²+ (k + √102 -k)²= c²

What do you think of what’s above? Should we maybe just let this question exist separately from us? Isn’t it a very happy thing that your exceptionally bright future cannot really come down to a question like this one.

If you’re running things out to the finish, we could now have written out….

1²+ (√102)²= c²

….which then becomes1 + 102 = c², which becomes103 = c², which means thatc = √103.

Now that we know that CA has a length of √103, which also means that CB has a length of √103, we can write out….

(√103)²+ (√103)²= c²

….which then becomes103 + 103 = c², which becomes206 = c², which finally leads to our correct final answer of (A), since c = √206.

We’re ready to swish some water in our maths, take a bit of a walk, and maybe get a snack. What do you think?

Test5 - Section2, Module2 - #21

The first thing to acknowledge is that a question of this bulk, regardless of whether we were in the second section or the first section should be an insta-skip for essentially all of us.

The second thing to acknowledge is that we are within thesecond section. So, though there is only one question after this one, knowing the likely challenge this question presents, again, it should pretty much definitely be an insta-skip for all of us.

The third thing to acknowledge is that no matter which college doors(even the most difficult ones to try to earn our way through) we are seeking to open, this question is far, Far, FAR from a question that we must get. Happily knowing this, you could choose to move on with your wonderful day and read no further. Spending time elsewhere within our door-opening site likely is time much better spent than continuing to read what’s below.

….

Ok, if you’re sure that you want to keep reading, let’s acknowledge that this idea of electric flux is being defined as the product of two things: the electric field’s strength and the area of the surface.We can then acknowledge that we are given an electric field strength of 29.00 and a total electric flux of 4,640. With these two numbers, we can determine that the total area is 160(4,640 ÷ 29). This total area of 160 is divided between two squares, one smaller and the other with a side length that is 3 times that of the smaller square.

If everything is vibing so far, great. But, this is where it can get a bit wonky.

We know that one square has a side length that is 3 times the other. This means that the larger square has an area that is 9 times that of the smaller square. One way to demonstrate why this is so is if we said that the side length of the smaller square is x, which means its area is x². The other square could then be said to have a side length of 3x, which means it has an area of 9x²(3x times 3x).

So, we know that we have two squares, one of which has an area that is 9 times the area of the other. We also know that the combined area of these two squares is 160. What we now want to know is how that 160 splits between these two squares.

It definitely is worth a moment to acknowledge that a Trial & Error approach can most definitely lead us to a clear and confident determination. That said, as this conversation has leaned toward the more traditional side of the Math spectrum, let’s close things out a bit more traditionally and see what you think.

As acknowledged above, we could put forth that the area of the smaller square is x² and the area of the larger square is 9x², so the total area would be 10x². Setting 10x² equal to 160, we can determine the value of x.

10x²= 160

Dividing both sides by 10, we arrive at x²= 16. Square rooting both sides, we arrive at x = 4. So, the smaller square is 4 by 4, and the larger square is 12 by 12, which means the area of the larger square is 144(12 x 12).

Now that we know the area of the larger square, we can multiply this 144 by 29 to determine the electric flux of the electric field that passes solely through the larger square. Our calculators spit out 4176, which is our correct final answer.

Test5 - Section2, Module2 - #22

Seeing this question as a Plugging in Points(PiP) situation with a bit of a twist very happily indicates that you have a strong handle on our friend PiP.

Focusing on the line(since that is what the question is asking about), we could say that (12, 30) is approximately a point on the line. So, courtesy of a graph, we have a point.

Now, comes the bit of a twist, as the question indicates that data set F is created by particularly multiplying the y-coordinates of data set E(which is represented by the graph) by 3.9. Doing what we are being told to do, we can multiply the 30, our y-coordinate, by 3.9 to get 117. This means that (12, 117) is approximately a point within data set F. Time to head to the answer options.

Plugging in 12 for each answer option, we are looking for the option that gets us closest to 117. Option (A) yields 117.6. It will likely be tough to get any closer to 117 than this, and it is a near-zero probability that anything coincidental is happening here. So, if you opted to stop at (A) and select it as the correct final answer that it is, it would be a very fair decision.

Test6 - Section1, Module1 - #1(F1)

It very much works if you would not quite be able to put in to words why you are selecting what does indeed turn out to be the correct answer here.

If you wanted to agree on a pinpointed reason to click on (D) as the correct final answer, we could acknowledge the phrase “drawing from” as a quotable clue that supports why “inspired by” is what best fits the missing blank.

Test6 - Section1, Module1 - #2(F2)

This FitB is a classic example of how a clue and alogic cue are meant to work together to help us arrive at the answer.

Theclueis that the painters’ work is actually a “range” of styles. The logic cue is at the start of the blurb, “Disproving the common misconception”. The missing blank must be a word that would be the opposite of “range”, since there is a “misconception”.

Connecting“homogeneous” to a word like “homophone”, we can understand why homogeneous things would be the same, which is why this is the word we are looking for and (D) is our correct final answer.

Test6 - Section1, Module1 - #3(F3)

This is one of several examples of a cool grammar crossover tied to colons.

Knowing what a colon does, we can realize that the key clue within this blurb is what comes after the colon. Reading that the measured mass was “seven standard deviations higher”, we can get the idea that the blurb is talking about the “scale” of things, and we can select (D) as our correct final answer.

Test6 - Section1, Module1 - #4(F4)

This is a FitB for which it is likely important to push toward a prediction prior to heading to the answer options, as doing so would indicate that we’ve properly assessed the blurb itself. If we head to the answer options without a prediction, it is very possible that we will be pushed and pulled a bit toward multiple options.

Now, it’s significant to acknowledge that if it does not feel comfortable to assess what the blurb itself is trying to get it, this is a FitB that definitely can be sacrificed.

Birds can apparently communicate over great distances. But, apparently “densely vegetated habitats” necessitate birds singing differently(“at lower frequencies”). This means then that dense vegetation must reduce the distance that sounds can travel, and with this idea in mind, we can select (B) as our correct final answer.

Test6 - Section1, Module1 - #5(R5)

We can categorize this question as a main purpose Q, but it likely is not necessary to do so. The most interesting place to probably take this analysis is to a dissection of the wrong answers.

What is the “unusual topic” that option (A) is referring to? In general, Francie is “a reader”. We could raise the same issue with option (D). What is this particular book that she admires?

Option (B) is the best of the wrong answer options. It is crystal clear that Francie is a serious reader. That said, we could pinpoint that the ONE WORD that can define why (B) is not our answer is the word “why”, as the blurb does not indicate why Francie has the plan that she has.(Technically, we could also dispute whether reading is what she prefers to other activities. How do we know that she doesn’t love to swim and that she does that for hours every day too?)

The correct final answer here is (C). How do we know that Francie has the “determination to meet a goal”? We could QUOTE the part of the blurb that states, “she had to admit that some of the B’s had been hard going”. We could also certainly point to the statement that she “had been reading a book a day for a long time now”.

Test6 - Section1, Module1 - #6(R6)

This underlined Q is a truly excellent example of how linguistic cues can directly unlock certain questions.

Within what’s underlined within this question, the first word, by itself, goes quite a ways toward helping us pinpoint the correct answer. Starting a sentence with the word “While” hints at back-tracking.

While Dante planned to finish his assignment by Saturday,….

We all know that Dante did not finish his assignment. Likewise, reading, “While such amenities were available mainly to town dwellers”, we could realize that these amenities were then likely not available to other people.

To confirm that (C) is our correct final answer, there could be two more things we would want to ping.

i) The “amenities” being referred to within the underlined portion include the “public bathhouse” that is mentioned in the sentence before what’s underlined.(This is a rather classic underlined Q thing to do.)

ii) It definitely helps to know that one way to define the word concedes is to say that it means to admit something.

Both items above are great things to ping. But, if one or both did not quite register whilst working through this question, it certainly would not be surprising if the “While” still carried us to another correct answer.

Test6 - Section1, Module1 - #7(R7)

We read the question and acknowledge that it is asking about the main purpose. We read the blurb, and we likely feel generally good in regards to having understood things. Let’s analyze the answer options.

We could potential critique option (A) because what it’s saying is not really being done within the blurb. We could also assert that focusing on the “pieces of music” is a bit too narrow.

We could very comfortably QUOTE-support why option (B) is the correct final answer. That Argerich’s performances look “effortless” is supported by phrases from the blurb such as “she seems relaxed and natural” and “apparent ease”. The mention of how she “prepares” is back up by pretty much everything that is said after the word “however” that is in the middle of the blurb.

Let’s nitpick option (C)’s mention of “most comfortable”. And, to close things out, let’s ONE WORD our way away from option (D). What Martha Argerich is doing seems awesome, but we do not know that it is “unique”.

Test6 - Section1, Module1 - #8(R8)

This is a classic Text 1/Text 2 question.

The question itself indicates to us that we want to know how the author of Text 2 would respond to something stated within Text 1. This places the importance on Text 2, and it means that we may be able to answer the question by solely reading Text 2.

Reading Text 2, we could notice the word “premature” in the first sentence. Within the final sentence, we could notice that the author is further emphasizing that what was uncovered has “not been accompanied” by other discoveries that that author would apparentlywant.

With those thoughts in mind, we can head to the answer options and think that (A) is incorrect because of the word “plausible”. The author of Text 2 is likely too doubtful to state that there is a plausible connection.

We could read (B) and maybe really like it. The phrase “not sufficiently supported” connects very nicely with the idea that what’s been uncovered has “not been accompanied” by other discoveries.

Option (C) is wrong for a similar rationale as (A), as it is taking things too far to think that the author of Text 2 thinks that “it will most likely be proved”.

Option (D) is something that makes this particularText 1/Text 2 question interesting. We may approach this question by not even reading Text 1. By doing so, we probably end up giving little consideration to (D), since the mention of “the Clovis people” is not a part of Text 2. For someone having read Text 1, option (D) becomes much more tempting.

Now, to be clear, we are not saying that a person who wants to read both texts should not read both texts. But, it is interesting that if we had not read both texts, we may have more smoothly arrived at (B) as our correct final answer.

__________________

If you’re wondering, we could eliminate choice (D) because it would be strange for the author of Text 2 to mention “the Clovis people”, since we have no evidence from Text 2 that this author is even thinking of the Clovis people.

Test6 - Section1, Module1 - #9(R9)

We believe that there’s a strong chance that you will agree that the blurb here is ultimately pretty friendly. We’re given two terms: fabula and syuzhet (neither of which we need to try to pronounceon test day!) We’re given a particular movie to bring those two terms to life. And then, we are given a particular person’s belief, which is likely pretty clear in stating that the two terms from before are not quite enough(“insufficient”). Let’s head to the answer options.

Upon reading option (A), we could really like it. The phrase “not fully encompassed” connects very nicely to the “insufficient”/not quite enough idea we were just acknowledging. We certainly know what the “two concepts” are that are being mentioned within this option. And, we could say that the “important characteristics” mentioned toward the start of this option tie back to the blurb’s acknowledgement of the significant of the “interactions between the artist, the work, and the audience”.

If we saw all the quotable connections above on test day, we could be in a position to select (A) as our answer even without evaluating the other options. This is something to contemplate friend. That said, as we are in training mode right now, let’s evaluate the remaining options.

We could assert that (B) is a classic wrong answer option within a main idea Q. Too much emphasis is being put on the “audience”, which is mentioned at the end as part of a trio of things that are potentially interacting with each other.

Option (C) fails to bring the opinion of Mikhail Bakhtin in to the mix. In addition, where is the idea of the film’s methods being “unusually complicated” coming from?

Option (D) is kind of a mess. It is also putting a bit too much emphasis on “audiences”. We could also put forth that the mention of “chronological order” is a bit of a who cares kind of wrong answer.

So, option (A) is indeed our correct final answer, and whether it is because we like (A) and/or dislike the other options, we can maybe agree that we could click on this option quite confidently.

___________________

There is something to be said about initially skipping this question because, overall, it leans toward the bulkier side of the spectrum. With experience, you may come to a point when you realize that some bulkier questions are ultimately rather friendly. This could lead you to more so embracing the idea of exit strategy and deciding to initially give some bulkier questions a go when you first encounter them.

Test6 - Section1, Module1 - #10(G1)

We read the question itself. Thinking this could be one of the many Graph Q’s for which it is possible to only read the last sentence of the blurb, we read that sentence next.

Reading “this problem” in that last sentence, we could realize that we likely now want to read the previous sentence in order to discover what the problem is. Reading that sentence, we could QUOTE “the longer a species has been extinct” as being at the center of the problem.(Before we head to the answer options, let’s be clear that if you simply prefer to read the entire blurb of any GQ, we are not trying to compel you to not do so.) Now, let’s head to the answer options.

Option (A) seems to be the opposite of what we are looking for, with its mention of “extinct only a few years after”.

Option (B) appears to be what we want with its mention of “extinct 11,000 years ago”.

Option (C) could be a bit tricky to sort out, but it ends up being an example of a data mismatch. According to the table, the woolly mammoth became extinct after the saber-toothed cat, not “before”.

We do not need to comment on (D), yes? Let’s click on (B) as our correct final answer and continue down the path.

Test6 - Section1, Module1 - #11(R11)

This is yet another wonderful opportunity to bring the potent idea of QUOTING to life.

Let’s imagine we’ve read the question and so now, we’re heading to the blurb. With experience, while reading the blurb, we could notice that the words “mixed feelings” are likely the key words to have pinpointed from the blurb.

With those words in mind, we could eventually read option (C) and feel confident that we are reading the correct final answer. The word “fond” indicates a positive feeling; the word “horrid” indicates a negative feeling. And so, we have our “mixed feelings”.

Before we leave this analysis, though, let’s take a moment to acknowledge the very cool linguistic cue that is also present in (C): the word “but”.

Knowing that we are looking for an answer that conveys “mixed feelings”, we could think that the presence of the word “but” all by itself reveals that we’ve found what we are looking for. If we acknowledged the “fond” that is before the “but”, we would only feel that much more certain that we have located the option that we want to click on.

Test6 - Section1, Module1 - #12(G2)

As we will acknowledge within various analyses of GQ’s, if you prefer to read the entire blurb, we are not seeking to compel you to do otherwise. That said, you might want to notice how this GQ(like many others) allows us to only read the last sentenceof the blurb and stay on the path toward a correct answer.

The last sentence acknowledges two species, which we can see represented within the table. The last sentence is acknowledging that both species likely benefited, and from the percent increases shown in the last column of the table, this statement is supported. The last sentence leaves off by mentioning C. quitensis, which is the species within the bottom row of the table. Let’s head to the answer options.

The primary issue with option (A) is that it is a classic data mismatch. D. antarctica did not cover a smaller area. The table shows a percent “increase” of 28%. If we wanted to go further, we could think that, from what we currently know, there does not appear to be any indication that one species is interacting with the other.

The first half of option (B) is undeniably true, as 55% is greater than 28%. It could take a moment to register that the second half of this option is also true, since a percentage higher than 50% would be deemed to be “more than half”.

Eliminating option (C) could be facilitated by confirming thelabelof the last column: “Percent increase in area…” Unlike option (B), which is mentioning “increasing the area of land”, option (C) is mentioning an increase in the “size of individual plants”.

Option (D) brings to life the rather rare bait-ish wrong answer. The presence of the 55% within this option should draw a fair amount of natural attention, and so, it is understandable when many testers click on this option. However, the 55% is not a number that is being used to compare. Each of the two plants(as initially suggested by the last sentence) are separately seeing increases.

As we click on (B) as our correct final answer, we carry with us some potential helpful nuggets that will lead to us smashing future GQs.

Test6 - Section1, Module1 - #13(R13)

Let’s see where this support/weaken question takes us.

The first sentence of the blurb gives us a solid amount to digest. This can be an excellent time to acknowledge the idea of purpose vs. contentIf we did not feel like we absorbed all of the content of the first sentence here, we could still feel quite confident that we see the purpose of the sentence. Part of the purpose is to define “NFM”. We could also glean that NFM is “in favor” over another thing.

The second sentence of the blurb is clearly giving us information regarding what Gil de Zúñiga and Diehl did, and the third sentence is clearly giving us their idea: “NFM may reduce voting probability through an indirect effect”. This is the idea we are meant to support. Let’s head to the answer options.

Actually, we should pause for a moment to acknowledge valid exits from this question.

i) This question is bulkier than the typical Reading Q. This is a valid reason to not love it.

ii) As mentioned above, the first sentence of the blurb is rather off-putting to many of us.

iii) If we did not mcm the question earlier, upon arriving at the answer options, we could potentially think that this is not our favorite question and that it is still a very savvy move to exit the question at this stage.

Clicking on a random answer and moving on, we could always possibly return to the question later. And, if later turned in to never, then we are very much still likely on the path to your next-level score.

Ok, with that interlude completed, let’s acknowledge that option (A) seems to be a classic opposite wrong answer. We are seeking to support the idea that “NFM may reduce voting”; this option is talking about a situation in which people are “more likely to vote”.

The presence of the words “negative” and “positive” can be a bit disorienting in (B), but this is the option we are looking for. NFM has a negative impact on “political knowledge and interest”. There is a strong positive connection between “political knowledge and interest and the likelihood of voting”. So, if NFM negatively affects “political knowledge and interest”, it also negatively affects voting, which brings us back round to the idea we are seeking to support.

There is something to be said for potentially realizing that (B) is our correct final answer and not evaluating options (C) and (D), especially if this was test day.

That said, taking a moment to examine the remaining two options, we can start by saying, if NFM shows little correlation to the two things being mentioned in (C), then why are we talking about them. We could go further and say that (C) is another opposite wrong answer.

We could potentially assert that all three wrong answers here are in the realm of the opposite. With option (D), we could also put forth that there are who cares vibes with the mention of “the size of people’s social networks”.

Test6 - Section1, Module1 - #14(R14)

Thiscttquestion runs a fairly direct route.

The first sentence of the blurb indicates something about how English is spoken in Scotland. The second sentence acknowledges that people in the Upland South speak English in a similar manner. The third sentence states that people from Scotland colonized the Upland South. So….

….option (A) completes this stream of ideas very smoothly, when it acknowledges that the English that is spoken in the Upland South is a byproduct of the English from Scotland. If this were test day, is this the time for you to click on (A) as your correct final answer without evaluating the other options? Something to consider friend.

Option (B) is a classic how do we know wrong answer, and option (C) is a classic opposite wrong answer. It would be fair to categorize (D) as another opposite wrong answer as well, since it would seem like the people from Scotland who came to the Upland South most definitely did not abandon their way of speaking.

Test6 - Section1, Module1 - #15(R15)

For many of us, the subject matter of this blurb is simply tougher to sift through, which is something that we could realize after reading even just the first sentence. For those of us who feel this way, the move to likely make is to mcm the question.

For some of us, the move we make could be quite permanent. There is a lot to be said about making the powerful choice to sometimes sacrifice a question outright. To score door-opening scores, very simply and very happily, most of us do not need to address this question. So, maybe that’s all for now here, and we’ll talk more outside of this question friend.

If you’re still reading, let’s acknowledge a bit of a linguistic cue within the first sentence. After the appendix is acknowledged, we get the phrase “but is generally thought to”. This phrase definitely hints that what was just said is in some way going to get overturned later.

In the second sentence, after we get some initial information about what a particular team did, we are told that it is significant that the appendix hasn’t disappeared. The third sentence further emphasizes(this is a nice opportunity to see the transition “ Moreover” in action) that there could be a reason why the appendix has not disappeared. Let’s head to the answer options and see where the three previous sentences are intended to lead to.

Option (A) is clearly not where the three sentences are meant to lead to. We’ve been building to there being a reason why the appendix is still around. This option is taking us in the opposite direction. Plus, who cares about “nonmammal species”.

What we’ve been building to is option (B). The appendix is generally thought to have no function, but it’s present in a whole mess of mammal species. It’s attached to something that has something to do with supporting immune responses. So, maybe it has stuck around all these years because it too provides benefits to certain mammal species’ immune systems.

Option (C) is about as classic a how do we know wrong answer as maybe can be written. This option is effectively predicting(“will”) something that we simply do not know will be the case.

Maybe kind of interestingly, option (D) is taking us in time in the other direction but is still leaving us in a how do we know kind of place.

If after selecting (B) as your correct final answer here, some things that we’ve just analyzed are really humming, some 700-ish vibes are sort of resonating in our universe my friend. Cool stuff, ja?

Test6 - Section1, Module1 - #16(W1)

At some point, it would be a bit odd to select option (C), because we know things about dashes.

At some point, it would be rather horrid to select option (A), because we have trained to check to see if what’s before a prospective colon is acomplete sentence, which is most certainly not the case here.

Down to (B) and (D), we are very cool with you simply selecting (B) as your correct final answer by instinct. That said, if you want to know some metrics to support this decision, happily we have some that you can read about. :)

Test6 - Section1, Module1 - #17(W2)

If you haven’t read about the 3/4 SvP Pattern, maybe now’s the time, so that you could notice these answer options, and very smoothly arrive at (D) as the correct answer.

One execution of the 3/4 SvP Pattern involving the use of the word “they” would lead us to whispering aloud….

A) [they] create

B) [they] are creating

C) [they] have created

D) [they] creates

When we notice that (D) sounds different than the others, we could know that we have found our correct final answer.

Test6 - Section1, Module1 - #18(W3)

Why are options (B) and (C) better than options (A) and (D)? The answer is likely simply because (A) and (D) sound strange when we whisper them aloud.

How do you know to click on (B) as the correct final answer? The answer is likely simply because you can instinctively tell that a question is not being asked.

What’s there to study here about question marks? The answer is probably nothing. :)

Test6 - Section1, Module1 - #19(W4)

A first peek at the answer options could instantly lead us to realizing that tense is getting tested, as the presence of the words “will” and “would” point in that direction.

Realizing that tense is getting tested, we can read the entire blurb knowing that we will likely arrive at the blank and instinctively know which option is correct.

If it does not feel instinctive to click on (B) as your correct final answer, let us know by clicking here and maybe we can chat a bit.

Test6 - Section1, Module1 - #20(W5)

There are two primary ideas getting tested here.

The first is the difference between its & their. Knowing that “its” is used when what’s being referenced is singular, we can narrow the options down to (A) and (D). What is being referenced is a singular phrase.

The first idea getting tested goes hand in hand with the second idea getting tested: where should the apostrophe go?

Because we are talking about a single phrase, the apostrophe belongs before the “s”, making option (D) our correct final answer.

Test6 - Section1, Module1 - #21(W6)

If you know what the Occupation Q is, it should likely feel fairly comfortable to fold this question in to that family.

If we think of “the character” as the occupation of “Tamatoa the crab”, we would then anticipate an like option (A) as the correct final answer.

If we know the Occupation Q, our execution of this question could entail not evaluating the other answer options.

Test6 - Section1, Module1 - #22(T1)

As of now, there are two heavyweights within the TQ realm: transitions that indicate contrast and transitions that indicate cause & effect. Here we find a prime example of the latter.

The cause is a technique called reduction firing that involves smothering a flame surrounding a clay vessel. The effect is apparently the vessel taking on a shiny, black hue.

Knowing what a transition such as “As a result” indicates, we confidently click on (D) as our correct final answer and continue down the path.

Test6 - Section1, Module1 - #23(T2)

If you wanted to get a sense of what a transition like “Likewise” or “Similarly” feels like as a correct answer, this is a great question to bring those transitions to life.

The first sentence within the blurb tells us what Albert Popa did, indicating that an aspect of his art was “unconventional”. In the next sentence, we are being told about a different person, Albert’s son David, who is doing something similar to his father by choosing an “unusual” canvas.

A transition such as “Likewise” essentially applies a similar thing to a different thing. We can train for a marathon. Likewise, we can train for the SAT. Our correct final answer here is (D).

Test6 - Section1, Module1 - #24(T3)

If you have not seen a Transition Question (TQ) with a correct answer of “ Specifically”, now is the time to spotlight this transition.

The sentence before the blank finishes with a statement that we could consider to be rather general, since it generally says that Mary Ellen Pleasant earned her nickname “after successfully challenging discrimination in the state”.

After the blank, we now specifically get information regarding how Mary Ellen successfully challenged discrimination in the state, as we are told that she in 1866 (a specific year), “she sued a streetcar company for denying her and other Black riders service”. We are even further told that she “won”, so we do know that she specifically was successful in her challenge.

Seeing the flow from general to specific, we confidently select (D) as our correct final answer and continue down the path.

Test6 - Section1, Module1 - #25(T4)

The transition “In other words” is a bit of an oddball here. Happily, with many, many Transition Q’s, we never really need to consider an oddball.

We can categorize “As a result” as a cause & effect transition. The remaining two transitions probably do not need to be categorized. When you’re seeing an example, you’ll likely know, and you’ll pick a transition like “For example”. If a transition like “In addition” is correct, you will also likely know, as you’ll see how the statement after the blank is building upon the statement made before the blank.

Here, before the blank, we are that quipus are used to “record countable information”. After the blank, we are given a second thing that quipus could have done, which is to “record more complex information”. This is a perfect time for the transition “In addition” to swoop in to place, and so we select (C) as our correct final answer.

Test6 - Section1, Module1 - #26(N1)

Executing classic Notes Q protocol, we start by reading the first sentence within the question itself. Within that sentence, we could pinpoint “achievement” as the key word.

Reading option (A), we can think that this sounds a lot like an achievement! We could particularly love the phrase “succeeded in creating”. Maybe, we could love this answer enough to consider not even reading the other options….

If we do read option (B), we can acknowledge that this is telling us something that ISCI wanted. Option (C) is giving us background information about the situation Janaki Ammal found herself within.

We could think that option (D) is ok, but it is definitely better to specifically mention Janaki Ammal, as (A), the correct final answer, does.

Test6 - Section1, Module1 - #27(N2)

Within the first sentence of the question itself, the key word is “how”.

We could assert that option (A) tells us what happens versus how it happens.

Option (B) puts us closer to a correct answer and would therefore be a miss we might end up being ok with. We are getting a how (how the stored energy “can be used”), but not the how(“enables energy storage”) that we are looking for.

A somewhat nerdy thing to love about option (C) is how it starts with the word “When”. We could consider this a linguistic cue that we are about to get a how, which we are indeed getting here and which is why this is our correct final answer. Apparently, it is the salt solidifying at room temperature that leads to the energy to stop flowing that allows the energy to be stored in the battery.

How much of the charge remains after a certain time frame, which is what (D) is acknowledging, is not addressing what we are seeking to have addressed.

Test6 - Section1, Module2 - #1(F1)

If we did not add a single word to your vocabulary, there is a very real chance that you would still achieve your goals within this process.
That said, given that there are two connect-able words within the answer options, let’s mix things up a bit and lead with a mini-convo on vocab.

We can connect “tenuous” to tentative. We can connect “contentious” to contend. We’ll bring what we’re talking about here more to life as we dissect things further within this question. But, if you’re eager to already know more about these connections, there’s the link above, yes.

After a review of the blurb, we definitely love it if you noticed the colon, but given the distance between the blank and the colon, it is not surprising that the quotable clue that we are latching on to here is not after the colon. For this FitB, it appears the key clue is the word “overshadowed”.

If the War of 1812 is being “overshadowed” by another conflict, it means that the War of 1812’s place in history is shakier, less certain. You can see maybe where we’re about to take things. Tentative plans are not quite locked in; they’re shakier. When something is tenuous, it is not secure. Option (A) is our correct final answer.

If you’re not loving the sequence of thoughts up above, we could see if you prefer a default route here.

i) Option (B) is kind of the opposite of what we want here, as something “enduring” would not likely be “overshadowed”.

ii) A “contentious” place in history would indicate that things are being rather heatedly debated, but an overshadowed war is not likely the source of a spicy debate.

iii) If we know what “conspicuous” means, we could put forth that we have a secondopposite wrong answer, as the War of 1812 apparently does not stand out.

We do not have to love this question. We are not focusing on finding connections between words. But, if one of the connections within this question sticks, this is a good thing, another step forward. A thousand steps forward may get you farther down the path than you imagine.

Test6 - Section1, Module2 - #2(F2)

There are two primary reasons so many of us miss this FitB.

Reason #1

What the blurb is getting at is a bit elusive.

Reason #2

We’re coming across what most of us should likely consider to be one of the not-so-frequent examples of a secondary definition in action.

Let’s see what you think about working past either of these reasons.

Morris printed books using “preindustrial” methods. So, even if we do not quite know what “repudiation” means, we can still potentially glean that Morris is not a fan of “industrialization”. He reveals that he preferspreindustrial to industrial via published editions that use “handmade materials” and that are similar to “medieval” manuscripts.

As we are sorting through the blurb, maybe apredictioncomes to mind. Let’s return to the idea of revealing from the previous paragraph and put forth a prediction of revealed by or shown by.

Ok, that’s how we could address Reason #1 from above. As for Reason #2, we’re not sure what you might particularly think of first when you see the word “manifest”, but it is definitely understandable if equating “manifest” to reveal or show is not where your mind goes.

With a strong grasp of the blurb, could we arrive at (B) as our correct final answer by default? That feels possible. Complicated by and in sensible to should likely feel kind of opposite to what we are looking for. And, depending on how you feel about the word “scrutinized”, you could potentially strike out all three wrong answer options here.

That said, when secondary definitions are in any way potentially a part of a FitB, things can feel slippery. Maybe, let’s see this conversation as part of a future path toward getting a question correct, now that you have a better sense of what the test writers may be cooking up.

Test6 - Section1, Module2 - #3(F3)

There are two primary reasons so many of us miss this FitB.

Reason #1

What the blurb is getting at is a bit elusive.

Reason #2

We’re coming across what most of us should likely consider to be one of the not-so-frequent examples of a secondary definition in action.

Let’s see what you think about working past either of these reasons.

As we are sorting through the blurb, maybe apredictioncomes to mind. Let’s return to the idea of revealing from the previous paragraph and put forth a prediction of revealed by or shown by.

Test6 - Section1, Module2 - #4(R4)

Ahh, hello old friend. Not you, though if we are old friends to any extent as well, this is a happy thing indeed. We're talking to the “most nearly mean”(mnm) Q that we are here to analyze.

It's fair to put forth that there are ties between mnm’s and FitB’s. There are definitive differences between the two, but let’s lean a bit toward the similarity side of the spectrum and employ a move that is more closely tied to FitB’s to facilitate things here. Let’s make a prediction.

The “they” in this sentence are in the way. There are “wagons, handtrucks” and “bursting baskets” all kind of blocking the narrator’s passage. To come to the prediction of blocking as what the word “disputing” most nearly means within this sentence, we may have found it compelling to read the entire blurb. After introducing the title and author, the blurb helpfully tells us that the narrator is riding down a street “lined” with people. The very beginning of the insert mentions “The multitude”.

If you feel good about coming to the prediction we’ve come to, you likely now feel good about clicking on (D) as our correct final answer, as “Providing resistance to” is the closest that’s here to blocking.

If you’re not vibing on the predictive path we’ve laid out above, let’s spotlight something else that would not be surprising to come across within an mnm.

It is probably readily agreeable that the primary definition of “disputing” is what option (A) is capturing. It is not shocking then that (A) is not our answer. We could potentially extend this comment to option (B) as well. That the correct answer can be considered a secondary definition of the underlined word is an mnm-ish thing.

If generally you’re not loving things here, keep in mind that there will likely be 1 or 0 mnm’s on your future exam. And, a future mnm could lean much more toward the straightforward side of the spectrum than this one does.

Test6 - Section1, Module2 - #5(R5)

This question feels like the one that led to underlined Q’s existing.

Whatever line is underlined is obviously significant within an underlined Q. But that a preceding line or subsequent line is a key part of arriving at a correct answer is kind of what makes this a standardized test question.

The first line of the blurb tells us that William H. Johnson’s style experienced “an abrupt transformation”. We could immediately think that the next sentence is about to tell us about this transformation, which it does. We’re going to talk more about this question, but now, let’s jump right to confirming that option (A) is our correct final answer.

Sometimes, things can be this direct in a question. And, they feel even more direct when we have cultivated experience and awareness of things specifically tied to this process.

If we see a middle sentence like this underlined in the future, could the correct answer be something like what option (B) is articulating? Most definitely. That an underlined sentence could be giving us information that is meant to feed/connect to what’s said after what’s underlined feels as classic a move as the move we are actually seeing within this question.

Ok, that’s it for now here. Directness is good when it’s possible. Let’s take advantage of that being the case here.

Test6 - Section1, Module2 - #6(R6)

Missing this question is almost a gift, as it has led you to this analysis. There’s so much cool stuff to discuss, so let’s dive in!

First, we immediately get an underlined Q when we see the significance of what comes immediately after what’s underlined. This same part, “making it seem uniformly radical”, can be said to contain an awesome linguistic cue. If something is making something seem one way, it implies that it actually is not that way.

Second, let’s highlight the power of QUOTING and let’s do so via the assistance of the correct final answer, option (C).

i) “a common approach” <—> “tends to focus”

ii) “obscures the…diversity” <—> “making it seem uniformly”

If it was not clear that the Chicano movement was composed of a diverse set of participants, we could cite the mention toward the end of the blurb of the “array of political orientations and approaches” tied to the participants.(We can geek out a bit on theplural “orientations” and “approaches” that helps clarify the diverse nature of things.)

Third, let’s analyze some cleverly-composed wrong answer options.

It would be fair to assert that option (A) and (C) are quite similar in that both are indicating that the characterization of the participants within the underlined part is not correct. The difference is that (C) only acknowledges that the “text” is noting this issue. Option (A) is taking things further(and too far) in saying that this misrepresentation has actually been “reevaluated by researchers”. If this difference feels subtle and nitpicky, we agree. As mentioned, to start this final portion of this analysis, there was some clever composing going on here.

If the word “overemphasized” in (B) drew attention, as it connects wonderfully to the phrase “tend to focus”, it’s very understandable. The issue with (B), which is why we could categorize this option as a part right, part wrong wrong answer option, is how the option finishes. To attribute the flawed focus to “political orientations” is to add something to this blurb that is not there.

We could say three things about option (D)….

i) It starts great, so it could again be deemed a part right, part wrong kind of wrong option.

ii) We could ONE WORD-critique it for the word “effectiveness”, as whether any projects/institutions were effective is not where we want to go with things.

iii) We could even cite this option as a bit of a light example of the matches the blurb issue that we are more attuned to noticing when we’re here in the tougher second section.

Cool stuff, right? Lots of it. Because there was lots here, do not hesitate to let us know if you want to chat more about anything. Vamos.

Test6 - Section1, Module2 - #7(R7)

Within the specific task we are being assigned here, there is a key word: “skeptical”. We do not consider this an everyday word, so let’s acknowledge a good way to articulate what it means to be skeptical is to be doubtful. So, let’s find out why critics are doubting this Bosco Verticale thing.

The first two lines lean toward the straightforward side of the spectrum, and they are giving us info about BV.

Then, quite nicely for the sake of what we are here to do, we hit the “However” at the start of the third sentence. Know this word as a transition within the realm of TQ’s, or see this is alinguistic cue. Either way, we are clearly about to get the information we are looking for.(And, it turns out we did not even need to know what the word “skeptical” means, since with our friend “However” appears the word “skepticism”.)

Ok, so the issue is apparently tied to whether the trees used in BV “can thrive” in the unusual setting they find themselves within. Time to head to the answer options.

We are not interested in “locations other than Milan”. Option (A) can be struck out (and maybe we register this answer as a who cares kind of wrong answer.

The issue is not how varied or not varied the trees are. We canstrike out option (B). We’re also striking out option (C), yes? The concern is over the trees. Option (D), with it’s mention of "plant life” is the correct final answer we are looking for. Good stuff.

Oh, and did you see that colon in the blurb too? :)

Test6 - Section1, Module2 - #8(R8)

Our eyes twitch a bit when we first see this. No matter what it’s about, this certainly looks like a proper time to mcm, and so, let’s imagine doing so.

….

Ok, we’ve done other questions that came after this, ones that were simply not as bulky as this one. Do you know where we’re going next, given this question’s bulk? If you’re thinking writing notes, then we are on the same wavelength friend. Let’s do it.

First sentence —> E.A. identifies negative corr.

Writing more for this first note is certainly ok. There are no wrong notes. That said, maybe we could leave the details of what the negative correlation is actually between for later, if we feel compelled to think more about it.

Second sentence —> seems counter, but there’s a reason why

Ok, that second sentence was kind of ridiculous. It was certainly full of information. In fact, this rather dense blurb was full of details. Given this mini-flood of details, we went the route of writing purpose-driven notes.

There’s stuff that we’re momentarily going to circle back round to before we leave this analysis. Before we do so and before we say anything about the answer options, maybe the impactful conversation that we really want to be having now is tied to whether we should exit from this question at this stage. A Path to 700+ can definitely include moving on from this question. So, maybe, if there were test day, we would simply click on an option and continue forward.

It’s cool to know that a negative correlation does not necessarily mean something bad is happening. You can read more about it. More importantly, if you haven’t read our bit about purpose v. content, give that a read first. Ok, circle closed. What’s left within this analysis could be rather unpleasant. Reading it may not move the needle at all. So….

….see you in another analysis, yes. Okay cool. Ciao.

….

For those that are still here, it’s cool and all, but it’d be great if you were here for sound reasons. Ok. Vamos.

The most impactful thing to note in regards to the answer options is that option (B) here is one of the best examples of a matches the blurb wrong answer option that is currently in circulation. Given the blitz of information that is hitting us, when we read (B), we could be drawn to the phrases “boom-bust cycle” and “vulnerability to external shocks”. Remembering or seeing that those exact phrases are within the blurb and feeling overwhelmed, we may click on (B) hoping that this is our answer. It would seem likely that the test writers are preying on these feelings/thoughts, and so it is not surprising that (B) is not the correct answer.

If we actually read all four answer options here, for many, many, many of us, they would feel like a blur by the time we finished reading (D). If we had the matches the blurb idea on our radar, we could strike out one of the options. But, seeing that single strikeout, we could maybe see that as a cue that now it’s time to exit.

We are exerting control over the exam when we make such a move. It’s a master-level move to not let something perturb us. So, now we’ll see you elsewhere, yes. Tchau.

….

It’s not necessarily a good thing to still be reading. Here’s our last torrent, and if you want to somehow still talk more about this question, you’ll have to have a rather clear reason for wanting to do so.

It would be thought that countries with natural resources to extract would draw in foreign investors, but there is apparently a negative correlation between these two things because within natural-resource industries there is volatility(“destabilize local currencies”) and “vulnerability” that leads to “uncertainty” that foreign investors are not fans of. What’s been mentioned heretofore presents the “unattractive conditions” that are mentioned within the correct final answer of (C).

Test6 - Section1, Module2 - #9(R9)

The question itself here seems fairly innocuous(think “ innocent”). Let’s read the blurb.

Apparently, NH ₃ can help reveal if there is life on a planet. But, Huang, Seager, and the squad found that mini-Neptunes are an apparent exception.

It may be tough to dodge option (A), but this is not our answer because the presence of NH ₃ would not make it “more likely” that a planet is a mini-Neptune. It’s just that a mini-Neptune can have NH ₃.

Option (B) might be even tougher to dodge. We know that NH₃can indicate life, but this does not mean that a lack of NH ₃ means that there is for sure no life.(If you see why this statement is what it is, a future in law might be your path….)

Option (D) should likely be considered the worst of the options.

Option (C) is our correct final answer as it addresses the idea that mini-Neptunes are a bit of an exception while maintaining the legitimacy of NH ₃ working as a biosignature gas.

Test6 - Section1, Module2 - #10(R10)

We’re going to QUOTE things here, and we’re going to get right to doing so.

It is mentioned that the speaker in a poem has “contradictory feelings”. Within option (D), we get a “sweet mood” and “pleasant thoughts”, while also getting “sad thoughts”. These are contradictory feelings, and option (D) is our correct final answer.

We could critique (C) for only giving positive vibes. We could assert that both options (B) and (A) lean neutral, with maybe a touch of positivity.

This question falls under the umbrella of support/weaken Q’s, and sometimes we’re not seeking to do anything spectacular within these questions. A poem is being referenced within this question, and though this is not technically a poetry Q, it’s not surprising that we are QUOTING our way directly to the correct answer.

Test6 - Section1, Module2 - #11(G1)

Things get a bit nitpicky here, but all in all, this feels like a get-able Graph Question(GQ).

Part of why it could feel get-able is that we are able to pull off the GQ move of only reading the last sentence within the blurb. That sentence gives us Ibáñez and colleagues’ conclusion: some kind of nitrogen can offset negative growth due to climate change, given "that change is moderate rather than extreme”. Let’s head to the answer options.

It’s understandable how option (A) can be read as the correct answer, but when we get to the actual correct answer, it will be even clearer why (A) is not it. Bottom line here is that we are not interested in nitrogen(current climate) being higher than nitrogen(moderate change).

Let’s pause for a moment to have you read about former and latter, if these terms are not squarely on your radar. We’ll be here when you return.

Whether you’re back or you never left, let’s critique option (B) now. The issue with this option is that we are not interested in what happens “without nitrogen” when there is moderate change. The conclusion that we are supporting is that nitrogen can do something cool when there is moderate change.

Heading to option (C), our eyes are starting to cross a bit. Blink and we can easily misread what we’re reading. Let’s take a mini-break shall we. Deep, slow breath. A crack of the knuckles. A lovely push backward of our shoulders. Whatever is your pleasure madame ou monsieur.

Ok, back to option (C), as we’ll see momentarily, when we finally reveal option (D) as our correct final answer, we’re not interested in comparing with and without nitrogen under moderate change.

What we are very interested in is that growth “with nitrogen under moderate change” is a taller bar than the one for growth “without nitrogen under the current climate”. This supports the conclusion that nitrogen can offset issues tied to climate change. What we also are very interested to read is that “the latter”(which is growth without nitrogen under the current climate) is exceeding growth “with nitrogen under extreme change”. The condition of nitrogen having the effect it has was that the change was “moderate rather than extreme”.

Nitpicky. It seems so. Get-able?

Test6 - Section1, Module2 - #12(R12)

The question is indicating to us that we should “support” the hypothesis. Let’s read this blurb and see what it is that we are seeking to support.

The first sentence indicates what water molecules are like under normal pressure. The next sentence reveals that under extreme high pressure, some negative(“destabilizes”, “ impede”) things happen. But, then we are told that some interesting organisms have adapted. Within the last sentence, we are told that TMAO has something to do with this adaptation and this leads to the researchers’ hypothesis “that TMAO reduces water’s compressibility”.

Let’s pause for a moment to acknowledge two things.

i) Even if everything mentioned above about the blurb is vibing, it would still be fair to feel less comfortable with this blurb than other blurbs. Feeling this, we could make the very savvy decision toexitthe question.

ii) Even if everything mentioned above is vibing, we may end up finding these answer options difficult to sort through. Assessing this, we could make the equally savvy decision toexitat that point.

Option (A) is theoppositeof what we are looking for. The hypothesis is putting forth that TMAO is helping. From the blurb’s second sentence, we get a sense that compressing water’s structure is bad, and TMAO is reducing this potential compressibility. If water is “impervious” to TMAO, it would mean that it isn’t letting TMAO do what it can apparently do.

Maybe option (B) is the smoothest option to eliminate, as it can be potentially categorized as our friend the who cares wrong answer. Why are we talking about the “shape” of anything.

Speaking ofwrong answer categories, let’s discuss how (C) is an example of our friend the matches the blurb wrong answer. The words “positive correlation” should almost definitely stand out within this option, which is something the test writers are likely expecting. The use of the word “compresses” likely continues to push many people toward this option. If you do not quite vibe with what (C) is actually saying, maybe allow this matches the blurb idea to carry you away from this option. If you are vibing with what this option is saying, then you should be seeing another opposite.

It is possible at this point to select (D) bydefault. Alternatively, we can acknowledge that if TMAO helps make things more “stable” within water’s structure under high pressure, then it seems like what the researchers are hypothesizing is indeed a thing.

Test6 - Section1, Module2 - #13(G2)

First, this Graph Question (GQ) is a prime example of why so many of us choose to initially skip GQs, particularly within the second section.

Ok, so the question itself indicates to us that we want to support the conclusion put forth by Persad and colleagues. Heading directly to the last sentence of the blurb, we can happily see that their conclusion is there. The conclusion is rather bulky in and of itself, which is likely why most of us would find this GQ to be quite challenging.

A linguistic cue could provide us with a nice assist here. It could be asserted that it is significant to factor in the entire conclusion that we are being given. But, it could also be asserted that the part after the “but” is what’s most significant. Thinking this, we can then posit that the change in irrigation being “highly sensitive to the baseline concentration” is what we are meant to key in on. The first column of the table indicates that there are two “Baseline concentrations”.

Option (A) seems to be doing something good, which is comparing the two types of baseline concentrations. However, the odd thing that (A) is doing is mentioning the numbers from the third and fourth columns from the “somewhat concentrated” row and the number from the second column for the “evenly distributed” row.

In contrast, option (B) more logically compares the values from the third and fourth columns from the “somewhat concentrated” row to the values from the third and fourth columns of the “evenly distributed” row.

Option (C) falls short because it is only recounting the numbers from the “somewhat concentrated” row. In order to show that the change in irrigation is “highly sensitive to the baseline concentration”, we would want to compare the two different baseline concentrations the table is giving us.

Option (D) seems to be trying to be option (B), except it’s doing some things wrong. The most prominent issue is that there’s a data mismatch. The numbers that should be mentioned are 9.0% and 7.9%, not 11.0% and 9.0%.

Option (B) is our correct final answer, partly for what we already articulated above, partly because the noticeable difference in the two sets of numbers(0.4 & 0.9 for one row and 9.0 & 7.9) would lend credence to the idea that there is a high sensitivity within this precipitation situation.

Whew. Do we get bonus points for getting a question like this….

Test6 - Section1, Module2 - #14(R14)

This completes the text question is a particularly good example of how impactful it can be to develop your awareness of what makes wrong answers wrong.

Option (B) is a classic example of the who cares wrong answer. Why are we suddenly talking about gender? Who cares?!

To eliminate the next two options, it would have been significant to understand from the blurb that a distinction is being drawn between captive lions and wild lions. If you made this distinction, then it should feel fairly natural to eliminate option (C) and the word “similar” should likely stand out as particularly an issue.

Potentially tougher to eliminate(but still quite manageable maybe?) is option (D). Stereotypic behavior is the issue afflicting captive lions. It is not the case that both captive lions and wild lions are exhibiting this behavior.

Eliminating (D), we could very nicely arrive at selecting (A) as our correct final answer, even if we do not quite know why (A) is correct, a great habit to potentially develop.

That said, there is something kind of nerdily cool happening within the blurb that can bring us round to the correct answer of (A).

The definition of stereotypic behavior is being given to us within parentheses. By placing this definition within parentheses, the test writers are, intentionally or not, potentially drawing our attention to this definition. Within (A), we can find something “purposely repetitive” - “extensive gnawing beyond the point of nutrient extraction”.

*potential for master mapping to grammar crossover nerd idea

Test6 - Section1, Module2 - #15(W1)

Let’s see this question as an example of the 3/4 SvP Pattern and flat out crush it, shall we.

The presence of “has” in (B) and the “was” in (D) is what can lead us to thinking we seeing this Pattern. Now, let’s employ one of the various ways to execute the Pattern and say the word “she” in front of each option.

A) epitomize“she epitomize”

B) has epitomized“she has epitomized”

C) epitomizes“she epitomizes”

D) was epitomizing“she was epitomizing”

We are listening for which option isdifferent, which in this case should be (A), our correct final answer.

*potential for master mapping to subject verb agreement

Test6 - Section1, Module2 - #16(W2)

This question is a current Bluebook icon. Feeling great about this question is a solid indication that you are heading toward full Writing mastery.

The test writers know that a substantial percentage of test takers will immediately rule out option (B) because the part after the period starts with the word “Because”. We know that not only is it ok to start a sentence with “Because”, but the test writers might also deliberately try to ward people away from what turns out to be the correct answer by intentionally starting a sentence with a word like “Because”.

“A ray diagram reveals how this works” is a complete sentence. “Because the…ensuring a clear image” is a complete sentence. Option (B) is our correct final answer.

Now, if you read option (B) first, because you follow through with the great habit of evaluating an option with a period first, you may never even consider option (D). But, let’s take a moment to have an exciting nerd-convo about (D).

Because we know that the idea behind what comes after a colon is that it elaborates/continues to talk about what is said right before the colon, it would be redundant to use a colon and then also use the word “because”. The colon is already signaling to us that we are about to get the because.

The test writers are very good at what they do. So are we.

*potential for master mapping to words that would be unlikely to follow a colon

Test6 - Section1, Module2 - #17(W3)

Looking too quickly at this one, we could select (A). But, there are already two dashes within the blurb, so this is not likely our answer.

It could be a bit tough to tell, but if you know the key idea about colons that what comes before should be a complete sentence, then we can eliminate option (C).

To close things out, it would be excellent to realize that we are seeing an example of the Occupation Q, which means that our correct final answer is (B).

Test6 - Section1, Module2 - #18(W4)

This is the variant of dash question that we call the full description. The idea here is that the full description should be between the dashes.

Knowing that dashes classically are used as a duo, most of us immediately think the answer here is either option (B) or (C). So, now, what we are tasked with determining is whether the phrase “from hair to grass to sculptures” belongs within the dashes.

Realizing that what is getting described here are the “photographs” that are mentioned right before the first dash, we could realize that “from hair to grass to sculptures” is indeed part of the full description of the “photographs”, leading us to the correct final answer of (B).

Test6 - Section1, Module2 - #19(W5)

For most of us, the likely best way to arrive at the correct answer here is by noticing that there is an appositive within the sentence. The comma after the word “environment” in the sentence could be part of what clues us in to the presence of the appositive. That two of the answer options are giving us the opportunity to add a comma to the sentence is also a potential clue that an appositive could be in play.

Now, it would be great to make a rather nerdy connection: appositives are classically used to describe and gerunds(verbs ending in “-ing”) are also classically used to describe. This connection can lead us to confidently selecting (C) as our correct final answer.

American abstract artist Richard Serra, intending his installations to make…the physical features of one’s environment, assembles large-scale steel plates…

Putting our ideas together, we can say that the highlighted phrase above, one starting with a description-inducing “-ing” word, is nicely being used to describe Richard Serra.

*potential for master mapping to difference between gerund and action verb

Test6 - Section1, Module2 - #20(W6)

We see the words “is” within option (A) and “has” within option (D), and we think the 3/4 SvP Pattern.

In whichever way we choose to move our way through this awesome pattern, we confidently arrive at the correct final answer of (B), which is the lone plural option.

Until we have compelled the test writers to change things, we will continue to exploit them.

____________________

And, when we have compelled the test writers to change things, we’ll figure out what those changes are, and then we’ll adapt again.

Test6 - Section1, Module2 - #21(T1)

In case you’re reading this analysis to confirm whether it would be ok to select option (D) largely by instinct, let’s go ahead and confirm this to be the case. So, maybe we’re done here, and we’ll talk elsewhere.

If that’s not why you’re here, then let’s acknowledge that “though” is a classic contrast transition, and let’s confirm the contrast between what’s being said in the first sentence of the blurb and the second sentence.

In the first sentence, we are being told that we would be “exaggerating” if we were to put forth that Mr. Jelly Roll invented jazz music. But then, we are immediately hit with a sense of contrast when the second sentence starts by saying that “No one can deny”. It could further cement that (D) is our correct final answer here as we continue to read that, even if it is taking things too far to say that JRM invented jazz, his skills undeniably helped shape jazz.

Let’s close out here by acknowledging that if you’re not loving this TQ, there is a strong likelihood that more experience is going to lead you to getting more and more comfortable with TQ’s like this one. And, depending on what path you may currently be on, there are certainly ways to navigate around a TQ like this, which is something we could talk more about.

Test6 - Section1, Module2 - #22(T2)

There are three cool things to potentially unpack here.

i) a knockout that exists with options (A) and (C)

ii) a potential execution of our friend the default move

iii) a strong illustration of how the transition“ in fact” could be used

The transition “nevertheless” is a classic member of the contrast family. It certainly tracks for the transition “by contrast” to also be part of this same family. Accordingly, though not impossible, it would be strongly unlikely for either of these options to be better than the other.

Having knocked out (A) and (C), we could also think that (D) is simply not the transition we are looking for here. And so, by default, even if we were not quite sure how “in fact” works here, we could still nicely end up selecting it as our answer.

How the transition “in fact” can be used to emphasize is on firm display here. We glean from the first sentence of the blurb that Michael Gorra has second thoughts about his work and tends to tinker. The second sentence tells us about a particular book that has major differences between editions. The final sentence further emphasizes the severity of these differences by putting forth the idea that some critics even consider the editions to be “different novels altogether”.

Recognizing any of the three things here is a very positive sign of the path you’re on; recognizing all three of them speaks to a level of immersion within this process that will have some very happy door-opening reverberations.

Test6 - Section1, Module2 - #23(T3)

Picking option (A) here means that there is some fundamental work that may be better to backtrack to and this particular question need not be a worry right now.

Selecting option (D) here is also a bit of a glaring misstep. First, when the transition “For example” is correct, it is usually very clear that we are getting an example of what is said in the previous sentence. Second, within this particular blurb, what’s in the previous sentence does not seem to be something for which an example could really be given.

If we do eliminate the two mentioned options, we are left with the oddball “Then” and “Moreover”, a transition that many of us would never actually use in real life.

We could arrive at selecting (B) by thinking that “Then” is a sequence transition and noticing that the mention of the 1800s is giving us a time reference.

We could also arrive at selecting (B) as our correct final answer by eliminating (C). The transition “Moreover” can be thought of as a bit of a combination of the transition “In addition” and the intent of adding emphasis.

Test6 - Section1, Module2 - #24(T4)

Let’s choose to go the systematic route here, shall we.

We could classify “Afterward” as a sequence-based transition, and we could acknowledge that often, when such a transition is the correct answer, it could nicely be instinctively clear.

We could categorize “In other words” as an oddball transition, one in which we could end up arriving at as the correct answer via our friend the default move.

Both “Additionally” and “However” are TQ classics, and let’s transition this analysis by next concretely eliminating option (D), as there is no contrast between what’s being stated before the blank and what’s after the blank.

It would be quite fair if it felt a bit trickier to eliminate option (C). We could put forth that if (C) had been intended to be the correct answer, then what is after the blank would have been something else that the researchers examined. Instead, we are getting more information about the same thing that is mentioned within the sentence before the blank.

If what’s right above is not quite satisfactory for you, it would be fair to assert that seeing “In other words” in action here could already implant it within our minds how it could be used within a future question. We are given three terms, two of which most of us should likely have never seen before, and then we are being told what these terms mean in English that we can more comfortably comprehend.

Clicking on (B) as the correct final answer because we’re vibing on what “In other words” is doing here is cool. Clicking on (B) because we have eliminated the other three options might be cooler. Embracing that we could miss this question and still be squarely on the Path that we are currently on is possibly even cooler.

Test6 - Section1, Module2 - #25(N1)

The first sentence is indicating to us that we want a “similarity”. In option (A), we could really really like the presence of the word “both”.(Seeing this word as a linguistic cue could be quite empowering.)

Option (B) is presenting us with a comparative difference.

Option (C) is only mentioning one of the types of waves.

If you’re reading this analysis, maybe you selected (D). Here are two things to consider….

i) The way the sentence is set up in (D) is meant to emphasize what is stated after the comma. This idea is essentially true of any sentence that starts off with the word “Although”.

Although Professor Steiner likes fruit, she is not a fan of kiwis.

What we’re meant to take away from the above example is not the professor’s general liking of fruit, but rather, how she apparently feels about kiwis. And so, within option (D), it is the difference between the two types of waves that is being emphasized.

ii) It really appears that the test writers are seeking to reward us when we notice the presence of a word like “both” in (A).

It cannot be contested that the test writers are sometimes seeking to mislead, but the use of the word “both” here is not one of those instances. As is so regularly the case for us within this process, experience very naturally helps us sort which instances may be which. For now, let’s click on (A) as our correct final answer and continue down the path.

Test6 - Section1, Module2 - #26(N2)

This Notes Q definitely differs from most of the others.

Starting by reading the first sentence within the question, per usual, we realize that the correct answer is supposed to reveal the “classification category” of this particular frog. Cool, simple enough.

Reading option (A), we could think we have already found our answer, as it indicates a classification of either “endangered or threatened”. But wait. when we read option (B), it appears that the classification is “at-risk”. Reading option (C), we would think the classification is just “endangered”, and option (D) makes us think it is “threatened”.

Apparently, we must head to the notes given on the left side and actually confirm what the actual FWS classification is. The very last note confirms that the frog we are talking about is “to soon become endangered”, which the second-to-last note confirms indicates a classification of “threatened”, making (D) our correct final answer.

Test6 - Section1, Module2 - #27(N3)

We want to be ready to spot what the test writers consider a generalization within a Notes Q.

We could pinpoint two issues with option (A). It is likely too specific to mention the particular material of “coconut palm fiber” for this option to be the generalization that we are looking for. This option is also not talking about “dhow replicas”.

We could potentially say that option (B) is not a generalization, that it is not talking about dhow replicas, and that it is not talking about “materials”.

Ahh, option (C)….

i) is talking about “dhow replicas”.

ii) is talking about “materials”.

iii) and, arguably most importantly, it is giving us the kind of broad, non-specific information we want for an SAT generalization.

You can see why it is not option (D), and we’re good to click on (C) as our correct final answer, yes?

Test6 - Section2, Module1 - #1

Math questions are not in order of difficulty, but the first question in the first section is generally intended to be a friendly question.

So, if it feels natural to multiply here, excellent, since that is what we are doing to arrive at the correct final answer of (A).

Test6 - Section2, Module1 - #1

We have core slope-intercept facts memorized.

The given slope of 4 means that the answer must be either option (C) or (D). The given point of (0, 6) pushes us to (D) as our correct final answer.

_________________

We know that the point (0, 6) is the y-intercept because a definition of the y-intercept is that x is 0.

Test6 - Section2, Module1 - #3

As is so often the case, we have options here. We could go a Sub Numbers (SN) route. We could re-explore the old-school math of factoring. Because we likely won’t do so very often, let’s take the latter path.

We could say that each of the three terms within the given expression contain an x³, and so, we can factor that part out of each term.

Factoring out x³ from5x⁵, we are left with 5x². Factoring out x³ from-6x⁴, we are left with -6x. And, factoring out x³ from8x³, we are left with just the 8. Put all of those leftovers within parentheses, and we have option (B) as our correct final answer.

Test6 - Section2, Module1 - #4

We could call this question a particular type of question, but the key thing here for most of us may be….

i) Read things carefully(which could mean whispering aloud.)

ii) Use our calculators to avoid any quick mental misfire.

Reading things carefully and then plugging in 1440 - 670 in to our calculators, we arrive at (B) as our correct final answer.

Test6 - Section2, Module1 - #5

This is a wonderful example of what we call the 3VP.

The first fraction for ourproportion can be ¹⁶/₂₀, since of the 20 randomly selected employees, 16 of them fit the random thing(being “enrolled in exactly three professional development courses”) that this particular question is weaving as its story.

Now, since we’re trying to get an estimate of what would happen with all 400 employees, our second fraction can be^x/₄₀₀.

Setting the two fractions equal to each other, we can thencross-multiply our proportion.

¹⁶/₂₀=^x/₄₀₀—>20x = 16(400)—>20x = 6400

Dividing both sides by 20, we arrive at our correct final answer of (B).

Test6 - Section2, Module1 - #6

As is so often the case, we have options here. Let’s explore a bit.

If the thought crossed your mind to divide both sides of the given equation by 7, you could immediately realize that (A) is the correct final answer.

If you see the word “solution” and immediately think desmos, you have options within this option.

1) You could type the original equation in to desmos, see the dot at the x-intercept, and realize that x is 6. You could then plug 6 in to each answer option to see which one also works.

2) You could type the original equation in to desmos and see the line that is generated. Typing in option (A), you could then notice how the original line changes color, since the graph of option (A) is the same as the graph of the original equation, revealing that again (A) is our answer.

You could also old-school solve the original equation from the start. But, you want to give some thought to the idea that this is probably the furthest intention of the test writers.

Test6 - Section2, Module1 - #7

The best way to likely see this question is as a baseline example of a Rearrangement Q.

Classic Rearrangement Q’s give us a rather random-looking equation, which we have here. These questions are asking us to isolate for something different, which in this case, as we could notice from the answer options, is c.

From the original equation, if we added 7 to both sides, we would arrive at what we see in option (A), which is indeed the correct final answer.

Test6 - Section2, Module1 - #8

This is an old-school classic, one testing us on fundamentals of exponential equations.

We are being told that the population is increasing by 3%. We could convert that 3% to a decimal by moving the imaginary decimal point after the 3 two places to the left. Doing so, we have .03.

We add this .03 to 1, giving us 1.03, and this reveals that option (C) is our correct final answer.

Test6 - Section2, Module1 - #9

This question is a classic way to bring Sub Numbers to life.

Let’s say we choose to sub in 2 for ‘x’. Doing so, we can now use our calculators to determine the value for the expression given within the question. Doing so, we get 204. Heading to the answer options now, we will continue to sub in 2 for ‘x’, looking for the option that also yields 204. Option (B) is our match, and our correct final answer.

The presence of the word “equivalent” within the question is the clue that could lead us to going the SN route from the start.

__________________

There are choices to be made here. First, when (B) matches, you could choose to stop and click on (B) and move on. Part of why you could potentially make that choice is because you deliberately chose 2 to sub in for ‘x’. With the other numbers within the original expression being 11 and 5, we could consciously choose 2 because it is even. Diversity within the numbers should make coincidences near impossible within SN situations.

Test6 - Section2, Module1 - #10

This veers a bit from the classic Understanding Equations (UE) question because we’re dealing with a quadratic(there’s a squared term within the equation). That said, the key to the question is a very UE kind of thing.

Within most equations, a value by itself represents a starting value, and that is what the 18 within this equation indeed represents.

The key to realizing that 18 is our correct final answer is in interpreting that what we’re being asked for is a starting value. Since the egg is about to be thrown(and the time, t, is technically 0), we are talking about the starting point. Or, we could word things as, at the moment we are about to throw the egg, it is at its initial height.

_________________

If it helps, realizing that at the moment we are going to throw the egg that t = 0, it would mean that plugging in 0 for t within the given equation, we arrive at h = 18.

Test6 - Section2, Module1 - #11

As is so regularly the happy situation, we have options here. Let’s pull on the desmos thread here and see what you think.

With test-taking experience, we could know that desmos can be employed to solve a variety of equations. So, we could type in the given equation in to desmos.

Moving over to the right a bit, we could see that line is going through the x-axis at 8. Knowing now that x is 8, we can plug that in to what’s being asked, 6x, and arrive at the correct final answer of (B).

Test6 - Section2, Module1 - #12

Consider seeing this question as our friend PiP.

The question directly tells us that when ‘x’ is 2, the value of ‘y’ is 18. This information is essentially a point, hence the reference to Plugging in Points(PiP).

Plugging in 2 for ‘x’ within each option, (C) gives us 18 for ‘y’, and we could be done.

_________________

If reading the second sentence within the question, you instantly thought that the slope of the line is 8, we are not saying that you should ignore this thought. But, it is still quite test-savvy to see this question as PiP.

Test6 - Section2, Module1 - #13

It would be great if a question just like this one came up on test day, as maybe even seeing one like it just once would put this idea firmly back in our minds: no number squared can ever equal a negative value.

If we square -2, we get positive 4. If we square 2, we get positive 4. Since it is not possible to square x and get a negative result, our correct final answer is (D).

Test6 - Section2, Module1 - #14

Therange of a box plot is determined by subtracting the values at the outermost brackets.

The far right bracket for Class A is at 5, and the far left bracket is at 0. The range for Class A is 5(5-0).

The far right bracket for Class B is at 10, and the far left bracket is at 1. The range for Class B is 9(10-1).

The correct final answer is 4(9 - 5).

Test6 - Section2, Module1 - #15

3-dimensional geometry has the potential to get very dangerous on test day. That said, we could factor two thoughts in to our discussion of this particular question.

1. It is part of the first section.

2. It is dealing with a box.

Now, it might not be obvious that this question is dealing with a box, since the test writers are choosing to refer to the box as a “right square prism”, but if we see such a reference in the future, we can instantly realize we’re dealing with a box.

We are being given the volume of this box. Within theReferencearea, we could confirm that the formula for the volume of a box is lwh.

A challenge for many of us when it comes to 3D geometry questions is potentially drawing the shape tied to particular questions. In this case, it’s not required that we draw this box, but doing so could definitely be helpful, as it could make it clear that we have been given two of the three dimensions.

Since the base of this box is a square, and we are told that the edge of the base is 6, we can realize that we know that the l and the w of this box are both 6. This leads us to….

6 x 6 x h = 2880

Solving for ‘h’, which means we could have the interim step of 36h = 2880 and then we divide by 36, we get a height of 80 and a correct final answer of (D).

Test6 - Section2, Module1 - #16

Within an exponential equation, the value inside of the parentheses is tied to the rate of increase/decrease.

Since we can see that the graph is moving downward from left to right, we know that the number inside of the parentheses must be less than 1. This leads us to confidently selecting option (A) as our correct final answer.

Test6 - Section2, Module1 - #17

Let’s talk SohCahToa.

It might be instinctive to see the right triangle here and jump into using the Pythagorean Theorem to get the missing side. But, it turns out that doing so is unnecessary.

We know that the side labeled 28 is the hypotenuse(h). In reference to angle x, the side that is unlabeled is the opposite side. This leaves the side labeled as 11 to be the adjacent (a) side to angle x.

The “Cah” in SohCahToa indicates thatcos = ^adj/_hyp. We are being asked for cos, and we already know both the a and the h. Putting the 11 over the 28, we have our correct final answer of ¹¹/₂₈.

Test6 - Section2, Module1 - #18

As you get more and more in tune with the particularities of the SAT, it likely gets tough to not see this as another opportunity to bring desmos in to the mix.

We see the classic desmos buzzword “solution” and we spring in to action, typing the given equation in to desmos. We see three x-intercepts (which aresolutions when there is a single equation). One of the x-intercepts seems to clearly be 5, and so we confidently select (C) as our correct final answer.

__________________

If you strongly prefer the traditional mathematics here and you set each set of parentheses equal to 0 and solve, it’s definitely a viable route to choose my friend.

Test6 - Section2, Module1 - #19

Let’s start by acknowledging that for many of us, this question has the highest threat value within this section. For many of us, that there are two triangles here elevates this question in to the category of complex geometry. High threat value questions that we could consider complex geometry are questions that most of us simply do not need to get in order to earn scores that allow us to retire from this process.

If you’re still reading, let’s pretend that we assessed the danger this question poses and that we initially skipped this question and have returned to it.

We begin by recreating this diagram on our scrap paper and labeling what we’re given. Having done so, there is a key realization we’ll want to make, which is that the two angles by Q are equal(as they arevertical angles). This allows us to realize that side WX of the triangle on the left can be thought of a counterpart to side YZ of the triangle on the right, since these are the two sides that are opposite to those two equal angels by Q.

Now, since we know that the angles by W andY are both a˚, and we know that the two angles by Q are equal, we know that the angles by X andZ are also equal. This then means that side WQ is the counterpart to side YQ.

Knowing all that we know, we can set up the proportion below.

⁷⁰/₆₀=⁶³/_x

The proportion indicates that one side of the triangle on the left is over another side of that same triangle, which is set equal to the counterpart sides of the triangle on the right.

Cross-multiplying, we get 70x = 3780. Dividing both sides by 70, we get our correct final answer of 54.

Test6 - Section2, Module1 - #20

We could call this the unknown value version of a functions-based question. The key to this question is realizing that we want to first determine what ‘t’ is and that we can do so because we are given a point.

Given the point (24, 0), we can plug in 24 for ‘x’ and 0 for ‘y’[g(x)].

0 = (24 + 14)(t - 24)—>0 = 38(t - 24)

Whether we now choose to divide both sides by 38 or to distribute the 38, either way, when we are done solving, we arrive at t = 24. We can now insert that value of t back in to the original equation.

g(x) = (x + 14)(24 - x)

Now, we can determine the value of g(0), leading us to our correct final answer of 336.

g(0) = (0 + 14)(24 - 0)=(14)(24) = 336

Test6 - Section2, Module1 - #21

We can make this question more CONCRETE by bringing our friend Sub Numbers( SN) in to the mix. Because a percent is involved within the question, we consciously will choose to sub in 100.

So, let’s say that in 2014, there are 100 zebras. This means that there are 127(100 x 1.27) zebras in 2018.

This brings us to the percent idea of “is over of”, which can provide a nice assist in helping us finish things out here. The question states that “ 2014 is”p% of the zebras from 2018, which means that we put the 2014 number(the “is”) over the 2018 number(the “of”).

Executing what’s above, we get 100/127 = 0.787401575 on our calculators. Moving the decimal point two places to the left to convert this decimal to a percent, we now have 78.7401575.

Lastly, we keep in mind that how we input that answer to a non-multiple choice question is sometimes something the test writers are trying to slip by us. This question clearly states “to the nearest whole number”, which is why 79 is our correct final answer.

Test6 - Section2, Module1 - #22

We see the word “shifting” within the question, and we think desmos.

If we were to type in the equations for either option (C) or (D), it should seem clear that we are moving in the wrong direction.

Typing the equation given in (B) in to desmos, it should appear that we are moving in the right direction(down 6 units), but it should also likely look like the radius is unchanged.

Typing the equation given in (A), it should appear that we have both things that we are looking for and that we have our correct final answer.

This question is a great example of the Mathmentalitywe have tied to an awareness of the questions not being in a precise order of difficulty.

_________________

If you’re not satisfied with justseeing that (A) is the answer, reviewing some circle foundations could be a great move. :)

Test6 - Section2 - Module2 - #1

We have an initial inventory 0f 4,500 cups. The question is wondering when this inventory will drop down to 1,700, which means that 2,800(4,500 - 1,700) cups would be used. We have further been given an estimate of 70 cups being used per day.

Dividing 2,800 by 70, we arrive at 40 as the number of days it will approximately take to see the inventory drop down to 1,700, and we have our correct final answer of (B).

Test6 - Section2 - Module2 - #2

As is pretty much always the case, the test writers definitely very much know what they are doing here. Happily, we also know what the test writers are doing here.

You probably have no issue remembering that there are 180˚ in a triangle. What you could have issue with is realizing how that idea is being played around with within this question.

We already know that angle R is 63˚. The question is asking about angle S. If we say that angle S is 118˚, which is option (B), it would mean that two of the three angles of this triangle already add up to 181˚(63˚ + 118˚). And so, we see that (B) is not correct.

If we say that angle S is 116˚ and add that to angle R, we get 179˚(116˚ + 63˚), which does leave us room for angle T to be 1˚. As strange as it may seem for an angle of a triangle to only be 1˚, it is certainly possible, and so (A) is our correct final answer.

Test6 - Section2 - Module2 - #3

We definitely do not need to call this reverse PiP, but we do want to very comfortably handle this question.

We are given an inequality and the answer options are all different tables. Within one of these options is a table that has three sets of points, each of which works with the given inequality. Let’s dive right in and see if option (A) works.

The given inequality is y > 4x + 8, and the first row of (A) is 2 for x and 19 for y. Plugging in those values, we have….

19 > 4(2) + 8—>19 > 8 + 8—>19 > 16

So far, so good. Let’s head to the next row, which gives us 4 for x and 30 for y. Plugging in those values, we have….

30 > 4(4) + 8—>30 > 16 + 8—>30 > 24

It certainly would not be unusual for the test writers to set this up so that the first two points work but the third one does not, so let’s see how the third point of (A) goes. Plugging in 6 for x and 41 for y, we arrive at….

41 > 4(6) + 8—>41 > 24 + 8—>41 > 32

We gladly accept that the test writers set it up for (A) to be the correct final answer.

Test6 - Section2 - Module2 - #4

This is a functions classic, and it is one that we could blink and end up missing.

It is understandable when many people take the 5 that is mentioned at the end of the question and plug it in for x. But, that is what we would do if the final question was, “what is the value of f(5)?”

Since, we are being told thatf(x) = 5, what we are compelled to do is set the original function equal to 5.

⁹/₇x +⁸/₇= 5

Now, to arrive at the correct answer, we can manually solve for x. We can also know that desmos can solve this equation for us and type the equation in to desmos. Doing so and then clicking on the x-intercept, we arrive at the correct final answer of 3.

Test6 - Section2 - Module2 - #5

For multiple reasons, the test writers craft some of the questions within a tougher second section to be friendly. This is one of them.

It is understandable if you were wondering if something was happening here that would somehow make the answer not (D), but (D) is indeed the correct final answer. And so, maybe all you want to know here is that it is not odd for there to be a second section question as friendly as this one.

Test6 - Section2, Module2 - #6

The test writers definitely know that many people will select (C) here, since where the graph “ends” is at a y-value of 8.

Perhaps we can use this question as a potent example of the power of whispering out loud(which is something that many of us will be doing throughout the entire exam!)

Reading the first sentence aloud via whisper, we may naturally catch that we are being told that the graph models what happens “after the end of November 2012”, which means that the start of the graph is the end of November 2012. Realizing this and seeing that the graph starts at a y-value of 5, we can then confidently acknowledge that (B) is the correct final answer.

Test6 - Section2, Module2 - #7

The test writers definitely have a sense that many of us are very successfully PiP-ing our way to some correct answers. This might be a rare example of when the test writers may be trying to ding some of us for doing so. Quite happily, there is something that we can consciously do to thwart what the test writers may be crafting in a situation like this one.

We should take a moment to acknowledge that it is not strange to not automatically view the mention of h(28) = 15 and h(26) = 22 as points that we can use to execute PiP. But, like so many things within this process, with experience, you will see statements like h(28) = 15 and h(26) = 22 and near instantly translate them in to the points (28, 15) and (26, 22).

Ok, with it firmly cemented that we have points to be able to execute PiP, we can next acknowledge that if we plugged in 28 as x, both options (A) and (D) work out to be the 15 we want. If we plug in 26 as x, only (D) works out to be the 22 we want. The correct final answer is (D).

We can’t be certain that the test writers are trying to thwart testers employing PiP by setting it up that (A) works if we use the first point that we are given. What we can do, though, is potentially add something to our PiP-plan: if we are given two points, use the second of them to possibly avoid a potential intentional trap laid by the test writers.

Test6 - Section2, Module2 - #8

At some point within our SAT careers, this question should scream PiP to us!

Looking at the third line of data, we can use 10 for c (the number of cars) and 559 for p (the number of passengers and crew).

Plugging in those numbers in to option (A), we get….

55(10) - 559 = -9

550 - 559 = -9

-9 = -9

Ping. Next.

Test6 - Section2, Module2 - #9

We see the word “solution”, and we think desmos.

As we are about to type the given equation in to desmos, we remember that we want to swap the w’s within the equation for x’s.

Seeing the graph, we can see there is a dot that we can click at the solution/x-intercept. Doing so, we see 2.7178.

Now, we compute each option until we find the one that gives us the same value, which is (D), our correct final answer.

Test6 - Section2, Module2 - #10

One of the many cool aspects of desmos is how it can reveal intercepts to us and typically, all we must do is type in the equation that we are given precisely as we see it.

So here, we type^3x/₇= -^5y/₉+ 21 directly in to desmos.

We then zoom out three times, and we can see the dot at the y-intercept. Clicking on it, we see our correct final answer of 37.8.

Test6 - Section2, Module2 - #11

One of the many happy things we regularly acknowledge is that, within this process, EXPERIENCE wins.

With experience, a question like this likely screams DESMOS to us and there is no particular word that we would have to notice within the question in order to have this happen.

Typing in the two equations given in (A), we likely see that the graphs that are generated are not the same as the ones that are within the diagram that we are given.

Typing in the two equations given in (B) and (C), things are wildly off, and there should be virtually no chance that any of us would think that either of these options are correct.

Typing in the two equations given in (D), we could acknowledge a couple of things to cement that this is indeed our correct final answer.

i) We could click on the dot where the two graphs meet and see that this point of intersection is (8, 0), which is where the two graphs meet within the diagram that we are given.

ii) If we had just done #11(which we also would have used desmos for), we could remember to potentially hit the button with the house(theDefault Viewport button). Seeing the lines within this default view of desmos, we likely feel that much more certain that these lines are the same as the ones in the given diagram.

Test6 - Section2, Module2 - #12

If this particular section was part of our real exam, it could seem a bit surprising to potentially be employing desmos for a fourth consecutive time. Bottom line, when we know when desmos is available, we will use it regardless of what we’ve just done.(This line of thinking is similar to the idea that we do not hesitate to at least initially skip consecutive questions.)

With the presence of the word “solution” within the question, this is about as classic a time to bring desmos in to the mix as is out and about. We type both equations in to desmos. We zoom out a few times. We see the point of intersection of the two graphs. We note that the x-coordinate of the point of intersection is 281.5.

The solidly savvy test takers we are, we are completely unsurprised that this question is not asking usfor the value of x. To determine the value of 6(x - 2), as compelled to do by the question, we fire 6(281.5 - 2) in to our calculators and arrive at the correct final answer of 1677.

Test6 - Section2, Module2 - #13

It does not appear as much throughout Bluebook, but the word “minimum” is indeed another cue that can push us toward using desmos.

Typing the given function in to desmos, we are going to end up zooming out a good number(nine to be exact) of times in order to see the graph.(You could then choose to move around and zoom in a bit to better see the minimum.) Clicking on the dot that indicates the minimum(a.k.a. the vertex of the parabola), we see coordinates of (24, 1728).

It is understandable if it is not immediately clear which of the two coordinates we type in as our final answer. Here are some things you can consider….

i) The “minimum” itself is the y-coordinate, so the correct final answer is 1728.

ii) If the question wanted the the x-coordinate, it is highly likely that the question will directly mention x.(see Test10 #14)

Test6 - Section2, Module2 - #14

We can indeed see the word “solutions” and think to use desmos. There just might be one thing we will end up wanting to be a bit careful about.

Typing -49x = -98x in to desmos, we might not initially fully notice what we are seeing, which is that the graph of the line created by what we input is right on top of the y-axis. And, as desmos classically does, it is showing us a solution via a click-able dot.

Because that dot is at (0, 0), it could feel a bit odd. That said, because there is that single dot/solution, we can say that (B) is our correct final answer.

Test6 - Section2, Module2 - #15

Let’s go the traditional math route here and see what you think.

We can see that the given function is already factored. Therefore, if we wanted to determine the solutions to this function, we could set each factor equal to 0, meaning we could write out….

x = 0

x - 2 = 0

(x +6)²= 0

Now, we could acknowledge that we are being given ‘7 - w’ in parentheses. Within the realm of functions, we know that what’s within parentheses like this representsx. Knowing this, we can rewrite out three statements from above as….

7 - w = 0

7 - w - 2 = 0

(7 - w + 6)²= 0

We can now solve each statement.

The first one would yield w = 7. The second one yields w = 5. The third one yields w = 13. Adding up these three values we arrive at the correct final answer of 25.

Test6 - Section2, Module2 - #16

The first thing to acknowledge here is that the uniqueness of this question should likely be a signal to pretty much all of us to initially skip the question.

Part of the uniqueness of this question is the way the question is delivering the information about the two types of trees. If we know that there are 6 rows of birch trees and that within each row, 8 trees are 20 feet or taller, we then know that there are 48(6x8) birch trees that are 20 feet or taller. If we know that there are 5 rows of maple trees and that within each row, 9 trees are 20 feet or taller, we then know that there are 45(5x9) maple trees that are 20 feet or taller.

Why are we only talking about the trees that are 20 feet or taller right now? Because, the final question says “given that the tree is 20 feet or taller”. The phrase “given that” is a key probability cue, as it should reveal what is meant to comprise our denominator. In this case, our denominator is meant to be 93(48 + 45), all of the trees that are 20 feet or taller.

Now, of those 93 trees, we know that 45 of them are maple trees; this is our numerator. Our initial final fraction is 45/93, which reduces down to the correct final answer of (C).

Knowing precisely which information to sort out within the question(which can be a significant challenge to most of us) is at the very heart of knocking this question out.

Test6 - Section2, Module2 - #17

Let’s start by acknowledging that the savvy move to make on test day is to embrace the great habit that would advise initially skipping this question.(For most of us, the move is actually to skip this question period.)

With that said, let’s acknowledge that for those seeking to do this question, our work pretty much has to begin with drawing an accurate diagram. We could start by drawing a rectangle and then drawing a circle around our rectangle that touches the four corners of the rectangle. Then, we draw the diagonal within the rectangle. Drawing the diagonal, we likely realize that that line is simultaneously the diameter of the circle, which is what the final question is asking for.

We can label the short side of our rectangle ‘x’, and we can label the diagonal we just drew as ‘2x’. This is per what the question indicates is true. From here, we have a choice.

The more direct route to a final answer likely lies in realizing that we are dealing with a special triangle. That there is a √3 within the question, could push us toward realizing that we are dealing with a 30˚/60˚/90˚ triangle. The fact that the diagonal is twice the length of one of the other sides could also push us to the same realization. Realizing that we are dealing with a 30˚/60˚/90˚ triangle(and possibly having clicked on the Reference area), we could now label the other side of the rectangle x√3.

We are in the end game now. The area of the rectangle is 1089√3. We can acknowledge that the area of this rectangle can be determined by multiplying x and x√3. Setting….

x(x√3) = 1089√3

….we can determine ‘x’. Doubling this ‘x’, we arrive at our correct final answer of 66.

Test6 - Section2, Module2 - #18

This is an ideal time to employ our friend Sub Numbers (SN).

With experience, it would become an automatic move to choose to sub in 100 for ‘c’. We are using 100, because it is a number particularly well-suited for SN situation involving percents. We are starting by subbing in a number for ‘c’, because doing so sets off a very natural chain reaction.

If ‘c’ is 100, then ‘b’ is 83(since 83% of 100 is 83). Now, we get ‘a’, which is 2241% of the sum of b and c, which is 183.

2241% of 183—>22.41 x 183 = 4,101.03

Now that we have ‘a’, we can answer the actual final question: What percent of b is a?

We could remember the idea of “is over of” to help us know that we are going to divide 4101.03(‘a’) by 83(‘b’).

4101.03 / 83= 49.41—>4941%

When we initially get 49.41, we do have to sidestep the mini-trap of actually selecting option (B), which is not correct, since after compute our decimal answer, to turn it in to a percent, we are obliged to move the decimal point two places to the right, leading us to the correct final answer of (D).

Test6 - Section2, Module2 - #19

We have options here. Let’s see what you think of the route below for this no solution system.

We can start by adding ⁷/₈y to both sides within the top equation, which leads to….

¹⁴/₈y -⁵/₈x =⁴/₇

For the bottom equation, we can start by subtracting ⁷/₄from both sides, which leads to….

⁵/₄x = py + 2

If we then subtract py from both sides, we have….

-py +⁵/₄x = 2

Our two equations are now aligned, with the y-terms first, then the x-terms, and the numbers on the other side of the equation. With the equations aligned, we can set up aproportion with the coefficients, which means we have ¹⁴/₈over -pset equal to -⁵/₈over ⁵/₄.

Cross-multiplying, we get….

⁵/₈p =⁷⁰/₃₂

Multiplying both sides by ⁸/₅, we get p = 3.5, which is the correct final answer.

Test6 - Section2, Module2 - #20

Let’s start by acknowledging that this is a unique question within Bluebook. Unique questions have little(to quite likely zero) carryover value, meaning that the specific things we’re about to do below are things that may never apply to any other question. Embracing both this idea of a lack of carryover value and the savvy move to leave unique questions for later is more important than what’s below.

We are using a point from the table here, but this isn’t PiP.

According to the table, (21, 5) is a point within g(x). According to the question, g(x) =^f(x)/_{x + 3}. Combining these two things, we can determine a point within f(x).

5 =^y/_{21 + 3}—>5 =^y/₂₄

Multiplying both sides by 24, we arrive at a y-value of 120. So, we now know that (21, 120) is a point withinf(x). Let’s repeat this process with another point from the table, (-27, 3).

3 =^y/_{-27 + 3}—>3 =^y/_-24

Multiplying both sides by -24, we arrive at a y-value of -72. So, we now know that (-27, -72) is another point withinf(x).

With two points for f(x), we can determine its slope.

^{-72 - 120}/_{-27 - 21}=^-192/_-48=4

With the slope and either of the points, we can determine the y-intercept of f(x).

y = mx + b—>120 = 4(21) + b—>120 = 84 + b

Subtracting 84 from both sides, we arrive at b = 36, making (A) our correct final answer.

Test6 - Section2, Module2 - #21

We’re not going anywhere here if we cannot fluidly draw this diagram to start. Let’s take a moment to acknowledge that we do not need to go anywhere with this question in order to still score something as exceptional as a 750. Something to think about my friend.

Ok, so to create this diagram, we draw a circle and label its center G. From G, we could draw a line up and to the right and mark the point at which we hit the circle as M. From G, we could draw a second line down and to the right-ish and when we hit the circle, we can label that point N. Where we put M and N does not need to be precisely pinpointed.

What is more consequential to be precise about is H’s position. When H connects with M and N, it should create right angles with GM and GN respectively. These right angles are necessary because we are told that “line segments MH and NH are tangentto the circle”. A line tangent to a circle should form a 90˚ angle.

Ok, the final part of our drawing is connectingG toH, and this distance is what the question is asking us to determine.

We can label both GM and GN as 168, as we know both segments are radii. We know that the overall perimeter of GMHN is 3856. If we subtract 168 and 168 from this number, we can determine that sides MH and NH must add up to 3520(3856 - 168 - 168). We are going to divide this 3520 by 2 to determine that MH and NH are both 1760.

One justifiable reason for us thinking the MH and NH are the same is oursolidly drawndiagram. If we’re drawn things as mapped out above, those two segments should likely look equal. The mathematical reason that could cement that these two segments are indeed equal ties back to the fact that they are both tangent to the circle. And, this brings us back round to how significant it is to acknowledge that we have right angles at both M and N.

We are being asked for the value of GH. We can see GH as the hypotenuse of a right triangle, which means we can write out….

168²+ 1760²= c²

Solving this, we next arrive at….

28224 + 3097600 = c²

….which then becomes 3125824 = c², which after square rooting both sides, leads us to a value of 1768 and (D) as our correct final answer.

Before we leave this analysis, let’s take a moment to acknowledge that (C) is a bit of bait. There’s little question that many testers would have selected (C) on test day. Maybe, we can close out here by acknowledging that if (C) was the correct answer, it would feel as if this was not quite a proper second section question.

Test6 - Section2, Module2 - #22

There sort of was a question like this at the end of Test2, which was removed from the Bluebook program. Many questions from Test1, Test2, and Test3 were spliced into Test8, Test9, and Test10. That question from Test2 was not one of them. That could mean something.

Keep front and center the thought that we could score a 99th percentile Math score and not know how to do this question.

There’s a thing in math that says that ^-b/_2ais the x-coordinate of the vertex of a parabola. There’s another thing in math that says that the x-coordinate of the vertex of a parabola is the midpoint of the two x-intercepts.

We are given the two x-intercepts of 7 and -3. So, the x-coordinate of the vertex of this parabola(it’s a quadratic, so it’s a parabola) is 2. Knowing this, we can then say that^-b/_2a= 2.

If we then had the thought to multiply bothy sides by 2a, we would then have -b = 4a. Dividing both sides by -1, we can say that b = -4a.

Knowing that b = -4a, we could say that a + b, solely in terms of a, is a - 4a, which is -3a.

The question states that “ a is an integer greater than 1”. If a was 2, then -3a would be -6. The correct final answer here is (A).

What is worth taking a moment to acknowledge is the significance of the word “ could” within the question. We are not being asked what the value of a + b is. We are being asked what the value of a + b could be. The presence of the word “could” adds to the unconventionality of this question.

Test7 - Section1, Module1 - #1(F1)

There is an intended clue phrase within the first sentence. There is a clue word that has been intentionally left for us within the second sentence. With experience, we can smoothly spot both and confidently arrive at (D) as our correct final answer.

From the first sentence, we find out that maple trees “thrive in a wide variety” of situations. From the second sentence, we could pinpoint the word “alterations”, or we could pinpoint the word “changing”. All of these quotable clues are meant to lead to “adapt to”, and so we click on (D) and continue down our path toward door-opening scores.

Test7 - Section1, Module1 - #2(R2)

It probably causes no issue whatsoever if you think of this question as a bit of a quirky FitB. But, if you’re reading this, maybe you will indeed find it helpful to consider it its own thing, a thing with a very uncreative name: the most nearly mean(mnm) Question.

This particular mnm follows the classic replacement idea.

Swapping in the word “simple” for “clear” should sound weird when reading things through. Alternatively, swapping in the word “transparent” likely sounds great, and this is a very legitimate reason to click on (D) as our correct final answer.

If you do want to go further and quote“almost invisible” as a reason to select (D), we’re here for that as well.

Test7 - Section1, Module1 - #3(F3)

This question itself is a bit of an “oddity”, as the quotable clues we pounce upon are rarely numbers.

The first sentence tells us that the recent burst lasted for “200 seconds”. At the end of the blurb, we are informed that, “typically”, bursts last “fewer than 2 seconds”. So, this recent burst is unusual. Oddities are odd and unusual, and option (D) is our correct final answer.

Are you wondering what “reprieve” in option (B) means? Maybe, don’t. Maybe, train yourself to ignore the word.

Test7 - Section1, Module1 - #4(F4)

On one hand, we could consider this FitB to lean toward the friendlier side of the spectrum, as the quotable clue here could stand out. As you read the blurb, it likely stood out that Franklin was very “popular”.

On the other hand, it would definitely be understandable to have read the answer options and not be sure which option aligns with our quoted clue. Let’s rule two options out first.

As you may have also done, crossing out option (C) first could be the move to agree upon executing. As you may or may not have done next, crossing out option (A) could be what we execute next, as “thoughtfulness" does not align enough with popularity.

When we are sincere, we are truthful and genuine. Being truthful and genuine can lead to being popular, but we’re stretching things a bit to make things sort of work. If we could eliminate option (D), we could then click on (B) as our correct final answer by default.

Being able to pull a dictionary-like definition of the word “esteem” is of little importance, as we will likely not encounter this word on a future exam, and since we have illustrated how we could potentially arrive at the correct answer here without such a definition.

That said, if the idea to cross-reference “esteem” to self-esteem crossed your mind, this is something to mildly encourage. Our self-esteem is part of us liking ourselves. We can then further see how esteem does indeed work here. We like you by the way. :)

Test7 - Section1, Module1 - #5(R5)

This is a cool opportunity to talk about linguistic cues.

Saying that something was believed “at the time” is already setting us up to realize that it is no longer believed. That’s the linguistic cue within what’s underlined. The “But” that starts the second sentence is another linguistic cue that can push us toward the realization that what was believed at the time is not true.(As a Writing bonus, if you did not know yet that it is ok to start a sentence with a word like “But”, then there’s a link to give a gander.)

Reviewing the answer options, it is fair if the word “disagreement” stood out within option (C), but Tharp and Heezen are on the same team when it comes to this discussion on ocean floor.

We get why option (D) gets some attention, but we can critique this option on two fronts….

i) What’s underlined is not “data”, as data should pretty much always be represented by numbers.

ii) And, it’s a bit backwards to say that what’s underlined is supporting T & H, as this is the initial thought that T & H end up showing is not correct.

You’re good on why option (A) is the correct final answer now, yes? And, if not, we’re here for additional questions friend.

Test7 - Section1, Module1 - #6(R6)

Let’s start this analysis by acknowledging something pretty classic to underlinedQ’s.

A reason why option (A) is incorrect is because what this option is articulating is what we a different line within the blurb is doing. We could say that the first sentence of the blurb is indeed making a comparison between radio and television.

Another aspect of underlined Q’s that is coming to life here is how what’s right before what’s underlined, the start of the second sentence, is giving us key context that feeds into understanding the function of the underlined phrase. In that part, we are being told that “advertisers hesitated”. In what follows, which is the underlined phrase, we are being told why they felt hesitant.

What is the “reason” that option (B) is referring to? It is that the “manufacturing of new television sets was stalled”.

To further cement that (B) is our correct final answer, we could even put forth that “particularly” is a linguistic cue (something else we would not be surprised to encounter within an underlined Q) that hints to us that we’re about to get something “specific”.

Test7 - Section1, Module1 - #7(R7)

It would not be unusual to be generally comfortable with main purpose Q’s but find this particular one to be less comfortable. The second sentence of the blurb in particular could put many of us off. We embrace the idea that not loving a blurb is a very valid reason to make the choice to move on from a question(or, at the least, mcm a question).

That said, there is also quite a bit to be said about there being something that we do not quite understand within a blurb but still being able to arrive at the correct answer. Let’s bring this thought to life here.

We read the first sentence of the blurb and we get a sense of what “pteropods” are. We read the second sentence and we can get a sense that there is some issue, potentially revealed by the phrase “especially vulnerable”. If we’re not quite understanding precisely what the issue is, as it pertains to “acidification” or “dissolution” or “pH”, we could still come out of that sentence thinking that something might not be great for our friends the pteropods.

But then, in the next sentence, we could realize that the issue might not be the issue that some “thought [it] to be”(from the second sentence) because some crazy thing called the “periostracum” apparently “prevents this dissolution”. The final sentence goes even further(which the transition “ Moreover” indicates) by stating that if something happens to the periostracum, pteropods can still help themselves out by “rebuilding the inner shell wall”.

So, even without fully understanding each part of each sentence and without maybe knowing words such as “mitigate”, we could still arrive at the overall understanding that there seems to be a problem, but maybe it’s not really a problem. Let’s head to the answer options.

The start of option (A) could ward us away, as we do not seem to be hearing a “call for additional research”.

We could potentially cite (B) as an example of a wrong answer option to a main purpose Q that is too narrow, since this option seems to be putting a bit too much weight on the importance of calcium carbonate.

We could say that (C) has a similar issue as (B), putting too much emphasis on “acidification”. We could also say that neither (B) nor (C) captures a key thing that we’re about to see within (D).

Option (D)’s mention of “a concern” is already good. What potentially seals things is the indication that this concern “may be unwarranted”, which captures our earlier thought that the issue might not really be an issue.

This analysis stretched a bit, but we think its length is warranted. On the path toward clicking on (D) as our correct final answer, there are some cool things to have acknowledged. If you’re still reading, see what you think of this roundup….

i) We do not need to be content experts to get some main purpose Q’s.

ii) A phrase like “thought to be” is a linguistic cue that already hints at the idea that the thought that’s being mentioned may not be as potent as some people think.

iii) As we’re potentially whispering aloud to ourselves, we would just say “whatever” to ourselves, instead of trying to actually pronounce a word like “periostracum”.

iv) A knowledge of transitions like “Moreover” can help us outside of actual TQ’s.

v) We do not need to be walking dictionaries to be very well-prepared for test day, but if an occasional word like “warranted” does organically get added to your working vocabulary, cool things are afoot.

Ok, that’s finally a wrap.

Test7 - Section1, Module1 - #8(R8)

On one hand, this Text 1/Text 2 (TT) question can be seen as a classic example of this type of question. On the other hand, it most certainly works if you do not end up agreeing that this is the case.

What we probably want to definitively agree upon is that, based on the question itself, Text 2 is the more important Text, as it is the author of Text 2 that is doing the responding here. So, per protocol for the classic TT question, let’s read Text 2 first.

Why it could be contended that this TT is a classic example of what this type of question can be like is because we could put forth that after only reading Text 2, we could head directly to the answer options and select (D) as our correct final answer without ever having read Text 1. Assisting our ability to be able to do so is a solid ability to notice what can make a wrong answer option wrong.

We could acknowledge that it’s a bit of a classic who cares kind of moment to read about “temperature” within option (A). Text 2 makes no mention of temperature, and therefore, we would be hardpressed to attribute a comment mentioning temperature to the author of Text 2.

Option (B) is also mentioning temperature. Option (C) is also mentioning temperature. If we had not read Text 1, we could maybe guess that Text 1 probably mentions temperature. But again, Text 2 is not talking about temperature, and it is Text 2 who is doing the responding. And so, with a minimal understanding of what option (D) is articulating, we could still select it as our correct final answer by default

Now, we could also certainly like how (D) mentions “a different timeline”. We can see that Text 2 ends with “may have been occurring as early as 4.2 billion years ago.” We could also like the mention of a “more definitive form of evidence”, which we can QUOTE-connect to “any plausible claim…must rest on empirical evidence”.

Having said what’s been said above, many students have told us that, for this particular TT, they felt more comfortable reading both Texts. This is a very legitimate stance to take here, as we were acknowledging at the start of this analysis.

If you do read Text 1 here, keep in mind this idea particular to TT’s. It’s possible that the test writers know that reading Text 1 will put “temperature” on our radars. Having it on our radars could influence us toward considering one of the other answer options other than (D). This does not mean it’s bad to read both Texts. But, being clued in to how the test writers think and how they think we think is part of this process.

Test7 - Section1, Module1 - #9(R9)

Per usual, we read the question itself first. We read the blurb, and it is likely that we feel generally comfortable with the blurb. There’s this place beneath the ocean with lots of octopuses(some would say octopi!) The reason they’re there is apparently due to the temperature. Let’s head to the answer options and let’s bring the potent habit of QUOTING to life.

Option (A) states these octopi leave at an “intermediary stage”. Heading back to the end of the final sentence of the blurb, we see that the Octopus Garden has “adults, hatchlings, and eggs”, but noticeably “no juveniles”. This lack of juveniles definitely supports what (A) is stating, and (A) is indeed our correct final answer.

The mention of “stable” and “variations” in (B) are not things we can connect back to the blurb.

The comparison that is being made in (C) is not something that we can support by finding quotable connections within the blurb.

Option (D) is likely the second best option, but we could potentially critique it in two ways. First, it’s possible that the Garden is an ideal feeding ground for hatchlings, but there is nothing that we canquote that cements that this is the case. Second, we could maybe even go further and quote that the blurb says the Garden is “used exclusively for reproduction”, which we could interpret as then not encompassing any other activity, such as “feeding”.

Test7 - Section1, Module1 - #10(R10)

Per usual, we have read the question itself first and we’re planning to read the blurb in its entirety.

From the first sentence of the blurb, we can glean that conservationists are working on protecting ecosystems. It would be cool to then acknowledge that what the second sentence is doing is giving us an example of what is mentioned within the first sentence. The final sentence is providing more information about the given example and indicating that what was done did something positive.

If we had not mapped things out a bit as we just did above, we could likely agree that the blurb itself here leans toward the friendlier side of the spectrum. Some blurbs are tougher to digest than others; this one is likely one of the more digestible.

The challenge within this particular main idea Q could be making a final decision between the better two options. But, before we talk more about how to potentially assist ourselves in making this final decision, let’s acknowledge issues with the bottom two options.

We could see option (C) as the kind of wrong answer option to a main idea Q that is a bit more bluntly putting the emphasis on something that is not quite the right point of emphasis. What this option is saying is true according to the blurb, but it is not the main idea of the blurb.

As for option (D), we can certainly say that the blurb is giving us a nice example of how a nature-based method is effective. But, we could contest whether the point of this blurb is to compare nature-based methods with non-nature-based ones. If we wanted to get a bit test-sophisticated, we could also potentially ONE WORD-critique the mention of “long-term”.

Ok, so we’re down to options (A) and (B), both of which are true statements based on the blurb. This could be the time to pose to ourselves a question that could help clarify which option is really the main idea of the blurb.

Ultimately, we could potentially think that option (A) is putting a bit too much emphasis on the particular partnership that is being used as an example within the blurb.(In the case of this answer option, we could assert that leading with the mention of the “partnership” puts the emphasis there.)

So, if we had asked ourselves, “Is this blurb trying to emphasize the particular example or the more general idea that nature-based methods can work?”, it could be clearer to us that it is the latter of the two, and we could click on (B) as our correct final answer.

To close things out, if you eagle-eyed the particular mention of “preserving diversity” within option (A), you’d have another reason to think that (B) is better than (A). According to the first sentence of the blurb, conservationists are working toward protecting ecosystems from “habitat destruction and biodiversity loss”. It could seem rathernitpicky, but to question why (A) is only picking one of those two things to particularly mention is a very legitimate question.

Test7 - Section1, Module1 - #11(G1)

This pretty much has to be an mcm moment for all of us. If this is not such a moment for you, we would expect you to have a fairly compelling reason why it isn’t.

Before we broach anything that is particular to this question, let’s take things one step further and acknowledge that for many, many, many of us, this is a question that we can very much sacrifice, and we are very much still on our particular Path.

So….

….maybe….

we just leave this conversation here and squad up somewhere else? That’s probably the move.

We’ll give you a moment to gather your things.

….

See you somewhere else.

If you’re still here(which you really might want to think about still….), then we’ll next acknowledge that the question wants us to “support” the given conclusion. Let’s see if the last sentence of this Graph Question (GQ) is giving us that conclusion.

The last sentence within the blurb is indeed giving us the conclusion; the issue for most of us is figuring out what this last sentence is actually saying. Should we still just head to the answer options, as we regularly do with GQ’s? Should we read more of the blurb? Should we consider exiting from the question at this juncture?

We’ll give more of us a moment to gather our things.

….

Since you’re still reading, you did not make the very very legitimate choice to exit. If you also made the choice to read more/the rest of the blurb, it would not be strange if doing so has not really clarified much. Let’s see what we can make of the answer options.

Many, many, many of us would read option (A) and be like, “Huh???” Now imagine that it is 9am-ish and we’re still only within the first section of an hours-long exam. We could exit at this stage. What do you think? Or, if we imagine that this is the final question we’re working on within this section, and we know that Module 2 of R/W is coming, maybe we make the choice to shut things down and relax.

….

Ok, just keep in mind that it is not necessarily admirable to still be reading. We’re going to close things out here by now just acknowledging why option (B) is the correct final answer.

The label of the horizontal axis along the bottom of the graph makes it clear that this part of the graph is tied to the “participants”. Option (B) makes a statement about the participants with scores of 5 or less that is true, since from 1 to 5(along the bottom axis), all of the boxes(ignoble-trait candidates) are below their respective triangles(admirable-trait candidates). What comes after the comma within option (B) is also true, as at a participant score of 6, it looks like the box is on top of the triangle, and then, at a participant score of 7, the box is above the triangle. We know that option (B) putting forth information that corresponds to the graph does not necessarily make it the correct answer. What cements that (B) is the correct answer is that this data supports what the researchers are concluding when they articulated that the participants with high ignobility scores(those apparently with scores of 6 or 7) would be different than the participants with lower ignobility scores.

It is possible that getting this question correct could be the difference between scoring 780 and 770. What you may want to contemplate if you’ve read all the way to this point is whether that is the margin you’re trying to close? And if so, why are you seeking to close such a margin?

Test7 - Section1, Module1 - #12(R12)

This question is a shining example of why we read the question itself first when it comes to Reading Q’s in general. Not catching the presence of the word “weaken” would alter our perspectives quite a bit. Ok, let’s head to the blurb and see what claim it is that we are here to weaken.

Ok, so we’re trying to sort out whether Puerto Rican guinea pigs came from Colombia or Peru, and ultimately the blurb is settling on Colombia. Let’s see which option weakens that assertion.

Option (A) is saying that some guinea pigs in PR are genetically “less similar” to some guinea pigs in Colombia. This option immediately seems to be what we are looking for.

If we read option (B), we could deem it to be a classic who cares kind of wrong answer.

With option (C), since all three places are being lumped together, it makes it less likely that option is particularly weakening the idea that PR guinea pigs came from Colombia.

Reading option (D) a bit too quickly, we could think that this option is better than it actually is. If guinea pigs from Colombia were much larger than guinea pigs in Puerto Rico, it would hint at maybe they are not related. But, this is not what this option is saying. This option is saying that size of the “population” is much larger, which could be deemed another who cares kind of thing.

We clock the “weaken” in the question, and it could be a smooth path toward clicking on (A) as our correct final answer.

Test7 - Section1, Module1 - #13(R13)

Per usual for a Reading Q, we read the question itself first and we see here that we are intended to “support” the researcher’s hypothesis. Per usual as well, we then head in to the blurb to read it fully.

Compared to other blurbs, this blurb leans a bit bulkier. This could be the time to go the note writing path. Let’s model what this could actually look like.

We read the first sentence and write on our scrap paper….

Ad recall

We read the second sentence and write….

social media site doing surveys

We read the third sentence and write….

particular study showed differences

We read the final sentence and write….

high levels of c.e.(?) leads to high recall

Ok, let’s unpack some highlights from what’s above.

i) As we will acknowledge anytime we’re talking about writing notes, there are no wrong notes that can be written. The sheer act of writing these notes helps keeps many of us better focused as we are going through denser blurbs.

ii) Instead of writing out “cognitive engagement” within the last note, it could work well to write initials.(This may be particularly ok because we do not intend to read our notes later.)

iii) The question mark(?) in that final note is there to acknowledge that if we did not quite get what cognitive engagement is, it still could be quite effective to note that high levels of it leads to high recall.

(Want feedback on any notes you write? We’reherefor it.)

Now, before we head to the answer options, let’s acknowledge that it could be deemed that the final sentence is the most important sentence within the blurb, since this is where we are getting the hypothesis that we are seeking to support. That said, for pretty much all of us, for various reasons, it is significant to have read the preceding lines.

Ok, as we are about to head in to the answer options, let’s keep in mind that the hypothesis has something to do with high levels of c.e. leading to high levels of ad recall. Let’s see what the answers options are up to.

Even if we did not fully vibe with everything within the blurb, we could still potentially eliminate (A), as this option is basically telling us that clicking on a “like” button is the number one way for people to interact with an ad. We want information tied to how people are recalling the ad; within this option, we are only getting information about how people are interacting with the ad.

Option (B) gives us an awesome opportunity to talk about the power ofONE WORD. With experience, a word like “purchase” can really stand out to us, and we can embrace the very cool idea that the presence of that ONE WORD is indeed reason enough to eliminate this option. We are not here to sort out when people might purchase anything; we’re here to sort out things about people’s recall.

It is understandably tougher to sift through options (C) and (D) here.

i) Both options are talking about recall, as they both discuss people’s ability to “remember” an ad.

ii) Both options are giving us behaviors mentioned within the blurb. Option (C) brings up commenting on an ad and option (D) brings up sharing an ad.(A peek back at the third sentence of the blurb shows up that commenting and sharing are mentioned right after the first mention of “cognitive engagement”.

Where the these two options differ, though, is the comparison that each one is making.

Option (C) is comparing different user actions. Some users “clicked on links” versus different users who “commented” on the same ad.

Option (D) is comparing different time frames: “two days later” versus “a week later”.

We could potentially come to (C) as our correct final answer by realizing that a comparison of time frames does not really tie to the hypothesis we are seeking to support. It is certainly very cool to arrive at (C) as your answer because you now see how what's being stated there is indeed supporting the hypothesis.

There was quite a bit for us to be able to talk about here. If some pieces are vibing, but others not, keep in mind that progress down your path is still nicely being made. If everything is vibing, that’s certainly a happy thing as well friend.

Test7 - Section1, Module1 - #14(G2)

It is definitely a thing for Graph Questions (GQ) that, for many of them, we can read only the last sentence within the blurb. This is just likely not one of those GQ’s.

The last sentence here isn’t really giving us much. If we thought this, we could now go one of two routes, both of which could be quite viable. We could choose to read the entire blurb, and admittedly, it isn’t anything overly heavy here. Alternatively, we could see if reading the second-to-last sentence provides enough insight. And, it definitely can be put forth that it turns out to do so.

The second-to-last sentence here defines what a “period” is. We can also see that “Period” is thelabelof the middle column within the table. Equipped with this information, let’s explore some answer options, shall we.

Option (A) is talking about the shortest“ amount of time between consecutive pulses”, which we now know is the definition of a “period”. Option (A) is referencing J0614-03, which we can find within the bottom row of the table. Its period is 0.136, which is indeed the smallest number within the Period column.

Again, we have a choice as to how to proceed. It definitely works to click on (A) as the correct final answer without evaluatingthe remaining options. It definitely works to evaluate the other options. How you currently and particularly feel about GQ’s is probably a key thing to consider regarding which path you take here.

If we did evaluate the remaining three options, we could see that they are all classic GQ data mismatches. J0545-03 and J0121+53 do not have the same periods. Bye (B). J1654-2335 does not have the longest period, since J0121+53 does. Bye (C). Of the two items mentioned in (D), one of them has a period that is “more than one second”, but the other does not. Bye (D).

Let’s close out this analysis with a trio of comments….

i) There’s something to be said for using your finger to make sure that you’re seeing things correctly within the table. Yes, we mean literally putting your finger near your screen and moving it across to ensure that you’re seeing the numbers right.

ii) Ultimately, it turns out that within the table, only the middle column was part of our path to our answer. This is not surprising. There very much is a kind of just-do-what-we’re-told kind of thing going on with some GQ’s(and some other questions).

iii) Having said all we’ve said here, if you do end up feeling like it would have been possible to answer this GQ by still only reading the last sentence, we’re not here to argue against that. Doing so definitely depends on how you feel about GQ’s.

Test7 - Section1, Module1 - #15(R15)

The second sentence mentions the “tusk” of a narwhal. The third sentence continues to talk about this “tusk”. The fifth sentence gives us one theory about this “tusk”, which we find out in the next sentence that marine biologist Kristin Laidre disagrees with. The final sentence in the blurb is still talking about the narwhal’s “tusk”.

Things are building toward a final statement about this tusk, and so we can feel quite confident in eliminating options (A) and (D).

Down to options (B) and (C), it is definitely great to like (C), which is indeed our correct final answer. Reading things now, you will likely agree that it flows smoothly to finish this blurb by acknowledging that if tusks did something as important as letting narwhals know if water around them is about to freeze, then “more narwhals would have a tusk”.

It is equally great to be able to articulate issues with (B). First, we probably want to keep specifically talking about narwhals and not “marine animals” in general. Second, if what’s in the previous paragraph is vibing, then it is clear that this option is veering in the opposite direction.

Test7 - Section1, Module1 - #16(W1)

The great habit of noticing something within the answer options is in effect here, as seeing what we’re seeing here, we can instantly think about the 3/4 SvP Pattern.

A) have been

B) is

C) were

D) are

One execution of the Pattern involves us saying the word “they” in front of each option.

A) have been they have been

B) is they is

C) were they were

D) are they are

Following the idea of the Pattern, we pick the option that sounds different. Our correct final answer is (B).

Test7 - Section1, Module1 - #17(W2)

If you know what the 3/4 SvP Pattern is, it would be understandable to think that this is another example.(It could be even more understandable to think this if you had just completed the previous question, #16, which is indeed that Pattern.)

But, the presence of the word “will” in option (B) is the signal here that tense is getting tested. Realizing that tense is what’s getting tested and having read the entire blurb, we could think that (B) simply sounds wrong. We might think this about the other two wrong answer options.

We might also just think that (C) sounds best, which would be great, since it is indeed our correct final answer.

Test7 - Section1, Module1 - #18(W3)

One of the many great habits we consciously cultivate is evaluating option (C) first within this question.

There is likely little question that, “For centuries, scholars dreamed about locating a copy of this legendary lost work” is a complete sentence.

If there is any doubt that what comes after the potential period is also a complete sentence, there are two things we could potentially acknowledge….

i) Maybe whispering out loud would help cement that it is indeed a complete sentence and that (C) is indeed our correct final answer.

ii) If you think it feels a little weird to start a sentence with the word “That”, it’s understandable. But, like the rest of us, you’re going to adapt to some things that could initially feel a little weird.

Test7 - Section1, Module1 - #19(W4)

Having peeked at the options first, we could immediately notice the Punctuation Knockout with options (A) and (C).

We could then acknowledge that we are not seeing the classic use of dashes, since there is no other dash within the blurb, which leads us to not select (B).

So, we can confidently arrive at the correct answer of (D), and we could do so without thinking about why we are using the comma within this option. Part of great execution can include arriving at a correct answer because we have eliminated the other options.

If you are seeking to understand why (D) is correct, maybe it’s time to talk more about the idea comma = describe….

Test7 - Section1, Module1 - #20(W5)

The classic aspect of this question is that we must know the difference between “it” and “they”. But, knowing that “it” is singular and “they” is plural, we still face a very solid challenge here: what is actually being referred to within this sentence?

It would be very fair to think that the plural “start-up costs” or the plural “barriers” are being referred to. It would also be fair to see that between the dashes, two examples(“water and electricity”) are being given. Everything that we’re mentioning so far would push us toward (B) as the answer.

However, the correct final answer is (C), and let’s explore some thoughts that could lead us to confidently making this selection.

i) What is really being referred to is the singular “industry”.

ii) It is generally more likely that within a question like this, the true subject is earlier within the sentence.

iii) Speaking of the dashes, we can acknowledge that the phrase between the dashes is a classic appositive. We could then acknowledge that it would be highly likely for the subject of a sentence to be what is right before the first dash. A rather nerdy acknowledgment that we can also make is that nothing within an appositive should be the subject of a sentence.(This thought could particularly vibe if we’re clued in to the remove idea tied to appositives.)

Test7 - Section1, Module1 - #21(T1)

This is an example of how a classic cause & effect transition works.

What is being said in the sentence before the blank, that “the tower was rotating in a concerning way” is why it’s saying in the sentence after that blank that “city officials closed the area”.

If you’re looking for TQ foundations….

Test7 - Section1, Module1 - #22(T2)

Let’s clinically dissect this Transition Q and show an aspect of how we can potentially smash TQs.

“Additionally” is a transition that should give a second something, whether that second something is a second example, a second reason, etc.

We categorize “Previously” as a sequence transition.

It is likely that the transition “In conclusion” is not going to be the answer to any future TQ. There is a reason this is likely the case. For now, let’s just leave it as a thing.

“Instead” is a fairly classic transition that indicates contrast.

Within this TQ, the sentence right before the blank gives us one thing that the cells that are being discussed do. The phrase after the blank gives us a second thing that they do. Our correct final answer is (A); we confidently select it and stride down the path.

Test7 - Section1, Module1 - #23(T3)

When the transition “In addition” is the correct answer, we often instinctively know.

The transition “Instead” is a part of the contrast family, and we can likely comfortably acknowledge that the two sentences within this blurb more go together than go against each other.

Two transitions that we have spotlighted are “Similarly” and “Indeed”. If you’re on a Path to 650+, you want to be quite familiar with them both. That said, let’s give “Indeed” its moment here, since it is the correct answer.

The core aspect of the transition “Indeed” is its ability to add emphasis. The first sentence within the blurb states that Duchamp wanted his sculpture to “challenge”. After the blank, we get the phrase “did just that”, which nicely emphasizes that Fountain did what Duchamp had hoped it would do.

The core aspect of “Indeed” can definitely be enough here to click on (B) as our correct final answer. That said, it’s worth taking a moment to acknowledge that “Indeed” has some “Specifically” vibes to it, and those vibes are resonating here as well. The phrase “whether displaying any object in an art gallery could be said to transform” is specifically how Fountain challenged “then-prevailing conceptions”. We could add as well that telling us that Fountain is a urinal adds another point of specificity.

Test7 - Section1, Module1 - #24(T4)

For many Transition Questions (TQ), it is never compulsory for us to know what certain oddball transitions mean/indicate. So, if you’re wondering when you might want to use the transition “Admittedly”, maybe your brainpower is better directed elsewhere.

We go in to the exam knowing precisely what a transition like “ Specifically” does. The first sentence of the blurb more generally acknowledges a model and how certain supernovas are “responsible for the formation of new stars”. In what follows the blank, we could immediately connect “this model detailed” to the use of the transition “Specifically”. Cementing that (D) is our correct final answer is the specific information about how “the bubble’s expansion trapped interstellar clouds of gas and dust” leads to star formation.

Let’s close out this conversation by acknowledging that if you don’t already think of “Hence” as a cause & effect transition and of “However” as a contrast transition, it’s worth clicking on the link in this sentence.

Test7 - Section1, Module1 - #25(N1)

With even a modicum of experience, we read the first sentence here and the word “contrast” leaps off of the screen.

Reading option (A), we could see the linguistic cue“both” and acknowledge that this option is the precise opposite of what we are looking for, as we are getting a similarity between the two songs.

It could be very cool to immediately notice the presence of the linguistic cue “While” at the very start of option (B). Such a word can immediately give us a sense that we are about to read something that indicates a “contrast”. Continuing to read this option, we come across another linguistic cue that indicates that a difference between the two songs is being articulated: “Whereas”. Either of these words could have made us think that we are reading the option we are looking for, and indeed, we have found our correct final answer.

Option (C), which only refers to one of the two songs, is not likely an option that we should give any serious consideration to. And, we can make the same comment about option (D).

____________________

If you’re wondering at all about the “both” that is present in option (B), we can take a moment to acknowledge how the “While” negates the “both” to lead us to realizing that we are, in fact, about to read about a contrasting difference between the two songs.

Test7 - Section1, Module1 - #26(N2)

It is likely that the word “conclusion” stood out to you here within the first sentence. Understandably, though, which option is the one that the test writers intend to be a conclusion is not quite as apparent.

Let’s be clear. We do want to get to a position at which it would be surprising to miss any Notes Q on test day. To achieve this objective, we clue in to what the test writers are looking for when they ask for an “aim” or for the “significance” of something or for a conclusion.

Before we get in to why (D) is our correct final answer, let’s critique option (B) on two SAT-specific fronts.

i) This option is apparently a bit too specific/too detailed to qualify as the kind of statement the test writers would deem to be a “conclusion”.

ii) We could also put forth that this option feels more like a statement of fact than it does conclusion, again, particularly within the eyes of the test writers.

Within option (D), we are getting a statement that sounds more like something that was found out, which is apparently what the test writers want a conclusion to sound like.

Now, it would be quite fair if you’re not quite loving things still. If this is the case, then let’s go down two more avenues, shall we.

i) We know that, typically, we ignore the notes that are given on the left side. But, we also know that if there is uncertainty after we’ve read through the answer options, then heading to the notes is a potential power move to execute.

ii) Reading the final note, we could latch on to the linguistic cue of “determined” to assist us in realizing that we’re reading the intended conclusion.

Test7 - Section1, Module1 - #27(N3)

Within the first sentence, the word “disadvantages” eventually stands out to all of us.(If you thought that the keyword here is “compare”, it’s understandable, but then, give this a read friend.)

It’s understandable for option (A) to be tempting, as it leads with a negative about dockless programs; the issue with (A) is that it finished with a positive about docked programs. We want disadvantages for both types of programs.

Option (B) is a bit more roundabout, but it continues to not give us the negative that we are looking for for both types of programs, as we are only informed that dockless programs are less flexible than docked programs.

Option (C) could feel even more roundabout, which is probably why this option so readily sneaks by many of us. Actually, let’s table our decision on (C) for a moment and head to option (D).

We could put forth that option (D) is giving us the precise opposite of what we are looking for, as we are getting advantages of both types of programs.

So, we could potentially arrive at clicking on (C) as our correct final answer by default (which is quite the power move on test day), and we could call it a day here.

That said, there are some things that could be worth picking at within (C), so let’s close out with this trio of statements.

i) Being “resource-intensive” is the negative thing that is being levied against docked programs.

ii) Within the sentence, since “Docked programs” are mentioned first and “dockless programs” are mentioned second, the dockless programs are the “ latter”.

iii) Therefore, the negative thing that is articulated about dockless programs is their “organizational challenges”.

Test7 - Section1, Module2 - #1(F1)

This is a good potential opportunity to talk about the not-so-common, but helpful-when-it-helps move of predicting.

The first sentence within the blurb is fairly clear: Black residents in the mentioned town did not have certain banking options. As we read the next sentence, it is quite possible for a word like “fix” to organically pop in to our minds.

Now, let’s branch off.

Branch 1 - If you’re not feeling comfortable with making a potential prediction here, it is quite likely that you can make thechoice tosacrificethis question and still comfortably remain on the Path that you’re currently on.

Branch 2 - You’re good with coming to our prediction here, and now, heading in to the answer options, you either know that “rectify” would work here as a synonym for “fix” and then click on (B) as your correct final answer, or you know that the other three options are not what we’re really looking for and you select (B) by default.

Test7 - Section1, Module2 - #2(F2)

After reading the first sentence within the blurb here, we should likely suspect that the kind of process that’s being acknowledged here is about to be described in the next sentence.(If this idea is not vibing, consider the idea that you could score precisely what you want to score without this question….)

In that next sentence, the word “painstakingly” could come forward as our key quotable clue. Very happily, if either “painstakingly” did not stand out as a key clue, or if we did not know what “painstakingly” meant, we could latch on to how Reiniger and her colleagues had to “repeatedly…invent entirely new” things. Bottom line is that the process was a lot of work. Let’s head in to the answer options.

If you thought that “ineffectual” spells very similarly to “ineffective”, you would have had a very legitimate thought. And, such a thought could lead us to eliminating option (C).

Let’s delve a bit deeper into legitimate spelling connections and acknowledge a way to potentially add “contentious” to our test-day skillset. We could connect contentious to contend. Thinking contend, as in to compete, we could come to why something contentious is heated or controversial or strongly debated. These thoughts are a path to eliminating option (B).

Having eliminated two options, we could be at a classic FitB 50-50, and at such a juncture, it would be great if we were more than ok with guessing wrong. The correct final answer here is (D), as something “arduous” is challenging or something that requires some serious work.

To close things out here, let’s acknowledge….

i) remembering what “arduous” means is not the key takeaway here.

ii) that it is not valid to connect “haphazard” to “hazard”.

iii) that, being the professionals that we are, we do not get excited if we guess correctly, just as we are not dejected if we do not. Feelings are amazing. But, on test day, being more of an emotionless robot is kind of an amazing-er thing.

Test7 - Section1, Module2 - #3(F3)

For most of us, this is a tough blurb to digest. The answer options are no treat either. Consider the power you wield in making the deliberate choice to sacrifice a question.

With that said, we can get in to an interesting, rather nerdy conversation about the word “merely” that appears within this blurb. If some fish are merely euryhaline, it implies that these other(diadromous) fish are different. Realizing this, we could come to the idea that the blank is trying to say that diadromous fish can be distinguished from euryhaline fish.

Heading to the answer options, we could potentially confidently eliminate (D). If we make the connection with “conflated” to the Spanish word “con”, which means with, we could potentially also veer away from (C). If it happens to be that you also know that (B) is not the word you’re looking for, you could now arrive at (A) as your correct final answer by default.

Test7 - Section1, Module2 - #4(F4)

Some theorize that when answer choices contain heavy-duty words such as “desultory” and “spurious”, one of those words will end up being the correct answer. This theory leans rather spurious.

You can be sure that we are keeping sharp eyes out for any trends and patterns. And, you can be sure that we are keeping those same eyes out for how any current patterns or trends change(as they inevitably must….) Ok, let’s assess the blurb, shall we.

The first sentence gives us a theory about the origin of the Moon. In the second sentence, we could say that we have three clues/linguistic cues working together.

i) “Until recently”

ii) “now”

iii) “have identified”

Putting these fun pieces together, we can arrive at the idea that the theory of Theia was just a theory, one that had not been back up yet, at least notuntil recently. But now that peopl ehave identified some things, we have a sense that Theia is more than just a theory. But, very importantly in regards to blank we are attempting to fill, before these pieces had been found, Theia was only a theory, just an idea.

The above assessment is far from a direct thing to arrive at for most of us. So, here’s where we take that moment to discuss whether we even would have wanted to engage with this FitB in the first place. On nearly every Path, a question like this one can be sacrificed. This is good news, impactful news.

What is far less impactful is sorting through these precise answer options. Well, what has at least some impact is acknowledging something that we could do and something that we do not want to do.

i) It is a thing to connect the word “veritable” to words like verify, verdad, and verité.

ii) It is not a thing to connect the word “spurious” to “spur”, as “spur” is an entire word.

Why spurious means false, we do not know. That option (D) is the correct final answer here we do know, but we also know that knowing that (D) is the answer to this question is far from the key to you scoring the door-opening score that you’re walking toward.

Test7 - Section1, Module2 - #5(R5)

How you feel about option (A) not being the correct answer here can help you sort out how you might feel about Poetry Q’s, particularly ones within the tougher second section.

Option (A) is a nice example of a wrong answer to a Poetry Q being wrong because it leans toward being too literal. From the opening line of the blurb, we glean that the speaker is outside, and so the “wind” in the first line of the poem does seem to be actual wind. But, it’s taking things a touch too far to say that the wind is what’s actually causing the speaker to feel the way she or he feels.

If what’s above is a comfortable thought, this is good. If what’s above is not a comfortable thought, this is also good. Knowing our preferences translates to power on test day. Let’s next head right to why option (C) is our correct final answer.

We can agree that (C) starts out in a similar manner as (A), acknowledging the wind(“an occurrence in the natural world”). Where (C) differs from (A) is that instead of asserting that the wind leads to how the speaker feels, option (C) more so indicates that the wind is kind of setting the tone for what’s to come.

This idea of what’s to come is something we can nicely tie to ho w underlined Q’s classically operate, when lines either before or after what’s underlined are part of how we arrive at our correct answers.

That the lines after what’s underlined within this poem portray a “turbulent inner state” we can QUOTE-support. “My thoughts tear me”, “I am scattered”, “fever”, and “whirl” all make contributions.

To close things out, if you’ve read our page tied to Poetry Q’s, you’ll have read that we often can head directly to supporting a correct answer and leave the wrong answer options un-minded. That said, since we did open the door a bit on this front with how we started, you’re welcome to close that door if you like by ONE WORD-critiquing the remaining two options. Send any thoughts here friend; we’ll read them(and likely reply).

Test7 - Section1, Module2 - #6(R6)

Let’s spotlight the potential power of linguistic cues within this analysis. We’re going to also acknowledge a thing tied to underlined Q’s, but the two sometimes innocent words of “For example” have command of the stage right now.

Why we do often give examples? One compelling answer to this mostly hypothetical question is that we do so to “support” something we've just articulated. This very cool thought could have already put us on option (B), which is indeed the correct final answer.

Ok, what's the underlined Q thing? It is quite classic that within these questions, a non-underlined line is impactful. In this case, what’s right before what’s underlined cements that (B) is the answer we want to click.

We are told that the workers “developed and refined their joining process over the course of production”. Then, within what’s underlined, we are given the specific example that “later” joins do not have the “misalignment" that can be seen within the “first" join.

It was definitely great to have had this conversation. That said, if we had this conversation because you missed this question(which is often why we are having these conversations with students), maybe you should ding yourself slightly for missing this one. If you want to defend the choice you selected, we’re here to read such defenses. Alternatively, maybe smoothly securing this question is more about finding a gear that is consistently more deliberate.

Test7 - Section1, Module2 - #7(R7)

The test writers put some serious care in to how they crafted this quartet of answer options. So, if you read through the choices and felt a bit bewildered as to what was what, the savvy move to have made on test day would have been to exit. A choice like this maintains control over the section. And, if we imagine that we were actually doing #7, meaning that there are a fair number of other Reading Q's still to come, it is not difficult to imagine that various other questions that are in waiting are more favorable situations for us.

That’s the most important thing we are here to say. Those of us on a Path to 650+ or a Path to 700+ and, maybe even those of us on a Path to 750+, could leave things to lie here. There’s power to be found in such a choice.

….

We gave you a moment to choose. We’ll give you one more.

….

Ok, vamos, if this is what you seek from us here.

Hans Castorp is apparently an "ordinary" person. The story involving Hans is apparently weightier, as we are told that it is "very much worth telling”.

It’s what we are then told parenthetically that ends up being quite significant.(This is apparently kind of a mini-thing.) We’ve already been told that Hans’ story > Hans himself, but the statement within the parentheses is conceding that it adds to Hans’ credit that this important story is his. If this feels a bit fuzzy, it’s fair.

The blurb closes by acknowledging the story is old and therefore it must be told with words that match the story’s oldness.

Option (A), which almost feels like a blurb unto itself, could maybe be critiqued for two reasons….

i) The story’s oldness does not make anything difficult to understand. We are only told that the story’s oldness compels certain past-tense-laden verbs to be used.

ii) The blurb tells us this story is worth telling, even though Hans is rather ordinary. The start of option (A) is distorting things quite a bit by stating all people are “unique” and attributing the interestingness of stories to this uniqueness.

We are getting a clear sense that the story is important, but we are not getting a sense of why it is important. And, option (B) is further inappropriately mish-mashing things by looping in the age of the story as a reason for the story’s importance.

We could potentially critique option (C) in two ways as well….

i) The way the story is being told(with verbs that make it clear the deepest past is being recounted) is a separate thing from why the story itself is important/consequential. In this way, options (C) and (B) have a similar flaw.

ii) We could also feel the desire to veer from the rather strong word “all”. Do we know something about all stories about any particular type of person?

Let’s tick off some reasons to support option (D) as our correct final answer.

i) “It is a remarkable story”. Check.

ii) “that happened to an unremarkable person”. Check.

iii) But, because “the story is valuable”, some additional “value” falls to the person the story is about.

Can we say “Check” to the last comment? Well, if we gleaned the significance of the parenthetical comment, we can.

It feels like we’ve been here for quite some time. We’re feeling snacky. Hbu?

Test7 - Section1, Module2 - #8(R8)

We are meant to support the researchers’ conclusion, so let’s head to the blurb and see what it is that we’re seeking to support.

The first sentence of the blurb can already feel like a challenge, and there are many of us who do not love science-y blurbs. If you are among the many who feel this way, consider the power you wield in choosing to sacrifice this question while staying on the path to nearly any next-level score.

If you’ve chosen to see if you can sort through this one, let’s next acknowledge that part of the challenge within some second section Reading questions is knowing what might be more significant to notice as we are reading a particular blurb. For instance, it turns out that there is a key part to pick out from the first sentence of the blurb. With experience, we definitely get better and better at realizing what might end up being more significant. That said, some key bits can prove rather elusive.

We’ll talk more about the first sentence(because we are going to have to), but for now, let’s acknowledge that what’s impactful to notice within the second sentence is potentially more up front. In this sentence, we’re getting what the researchers investigated: “the timing of the transition” that is mentioned in the first sentence. The final sentence is likely the most direct of the three, as it gives us the date that the researchers believe is correct.

Ok, before we start to analyze the answer options, let’s acknowledge that if we did feel ok with the blurb here, it could end up turning out that the answer options leave our heads spinning a bit. If you do not already know about exit strategy, now may be the time to get acquainted.

If you’re still chugging along here, let’s do some answer option analyzing now, shall we. To firmly assert that (A) is not the answer we are looking for, let’s remind ourselves that the researchers’ conclusion is that the date of the transition is 3.2 billion years ago. Let’s also remind ourselves that the transition is when the two types of materials/rocks would have mixed with each other. And so, which type of rock is more abundant either more than or less than 3.2 billions years ago really has nothing to do with what the researchers are putting forth.

Option (B) is likely the most compelling wrong answer, and if we read a bit in to things, we could that much more readily convince ourselves that this is the answer. But first, it can be contended that “compositional diversity” is part of why this option is not the correct answer. Certain rocks being more or less compositionally diverse does not definitively mean that mixing has taken place; those rocks could have just been more diverse in the first place. Second, if there was mixing, it doesn’t seem clear why one type of rock would end up being more compositionally diverse than the other. If what’s here is vibing, great. If what’s here is not vibing, maybe just remember that we have wiggle room to just miss some questions.

If someone wants to put forth that option (C) is the most compelling wrong answer, we’re willing to entertain that discussion. Bottomline, though, is that it is still not correct. We could assert that its primary issue, with its mention of a “positive correlation”, is that it makes it seem like the two types of rocks have generally been increasing in similarity. The researchers are indicating that there is a more definitive moment when mixing occurred versus there being a generally existent relationship.

This finally brings us to the correct final answer of (D). For many of us, the use of the words “younger” and “older” when discussing things from the past can be quite disorienting.(Yet another reason why it really really would have been ok for some of us to exit this question or outright sacrifice it.) That said, the “younger than 3.2 billion years” rocks would be rocks from after the transition date. If there was indeed mixing at that moment of transition, it would explain why these “younger” mantle-derived rocks have lithospheric stuff that “older” mantle-derived rocks do not have.

If what’s above is your first exposure to something mildly(to not so mildly) wonky feeling that is tied to time/dates, this is something to potentially keep track of somewhere closer to the back of your mind. As we’ll likely talk more about, knowledge of our preferences allows us to powerfully act on test day.

Test7 - Section1, Module2 - #9(R9)

If you are not already aware of how nitpicky the test writers can occasionally be, this is an opportunity to put this idea on your radar.

If you are not already aware of how you feel about questions that have ties to time or dates, this is an opportunity to further flesh out some of your preferences or non-preferences.

The question itself here is straightforward, as it is clear that we are here to support a conclusion. The conclusion we are seeking to support, and the blurb in general lean toward the clearer side of the spectrum, but things still get a bit sticky for most of us. Let’s delve in, so you can get a clear sense of what’s brewing here.

The blurb starts with acknowledging how nearly all fiction makes references to time. We then get a claim from researchers that a pattern reveals a shift in human behavior. Now, we get to something strategically cool.

When we start reading the third sentence and hit the word “this”, we could realize that what we just read within the previous sentence is a likely key to this question. It’s excellent of you if you already had this realization, but for the many of us who may have read the previous sentence a bit casually, we are now alerted to the idea that the conclusion we are seeking to support is what was at the finish of the second sentence. This is the cool potency of a linguistic cue like “this”.

Ok, so let’s rewind for a moment and cement the precise conclusion that we are here to support: there’s a pattern that “reflects a shift in human behavior prompted by the spread of electric lighting”.

Ok, returning to the third and final sentence, we can acknowledge that this conclusion is based off a solid sample size. We also get a sense of how the researchers went about things and what constituted a time reference to them. Let’s head to the answer options.

Reading option (A), we can begin to get a sense of whether we are somewhat disinclined toward questions with ties to time/dates. For many of us, reading (A) leaves us with a “What?” in our minds, as we’re not quite sure how to process whether what’s being stated is good or bad in regards to what we’re here to do. Let’s table our decision here for now.

Very understandably, we could have that same feeling after we read option (B). But now, let’s go ahead and explain why this is our correct final answer.

Though both (A) and (B) mention a particular time, it is much more impactful to what we’re trying to do here that (B) mentions 10 p.m., a time after the sun would have set. If more activities are occurring after 10 p.m., there is an implication that there would be some necessary light source to allow those activities to happen. The shift that the researchers are talking about is stated to be “prompted by the spread of electric lighting”.

What do you think?

There likely will be a sizable camp of people that find this question to be almost silly. This feels like a fair stance. It could bring us to a question we may find ourselves asking ourselves every so often: “What are they actually testing us on here?”(This could lead to the maybe bigger question of, “ What’s this really all about?”)

If you’re in another camp, one that kind of finds this question to be a cool little puzzle, we do love that that’s where you’re residing with this one.(Do you happen to be a fan of Benoit Blanc?)

To close things out, we could potentially assert that option (C) is the weakest of the options, as it does not seem to matter which type of reference mentioned at the end of the blurb appeared more. Why option (D) is wrong is subtler for many of us, as the primary issue with this option is that it doesn’t give us the effective comparison that (B) provides.

There’s something impactful that we can all take away from this. We are curious as to what your primary takeaway is.

Test7 - Section1, Module2 - #10(G1)

If you are a fan(and we are) of sometimes only reading the last sentence of a Graph Question (GQ), it is likely crystal clear that that’s not going to get the job done here. So, the question becomes, should we just end up reading the entire blurb, or is going back one more sentence enough.

Actually, in reading either or both remaining lines, maybe the real question is how you feel about either the subject matter of economics or the lines themselves. If anything is making you less comfortable, the savvy move to make period could be to say goodbye to this GQ and see what else there is to tackle within this section.

Part of our training regimen is getting acutely familiar with any preferences that we have so that we can act upon them come test day. Keep that firmly in mind as you read or don’t read what’s to come within the rest of this analysis.

At some point, it seems significant that we glean from the blurb that Mahtta et al. believe that as governments become more efficient, the importance of GDP per capita growth to ULE increases relative to the importance of population growth. That’s quite a statement. We could try to mildly condense things by saying that as governments become more efficient, there is a positive correlation between the GDP growth and population growth, which are the two things that the different colored bars are representing in the graph.

A review of the answer options here indicates that it would be quite helpful if we could determine whether governments became more or less efficient. Here’s what we could put together….

i) Mahtta et al. posit that the GDP thing and the population thing would both increase as governments became more efficient.

ii) Looking at the two sets of Region 1 bars, the population bar from 1970-2000 is rising to the bar from 2000-2014, indicating an increase, while the GDP bars indicate a corresponding decrease.

iii) Looking at the two sets of Region 2 bars, the opposite is happening.

iv) For both Regions then, we are not getting the matching increases that Mahtta et al. articulated would indicate more efficient governments, so we come to the conclusion that the governments became less efficient.

A valid reason to now select (A) as our correct final answer is that it is the only one indicating “declines in efficiency”. This feels like a good place to leave things here. If you want to talk more, let us know. If you know more about yourself and your preferences, though, strides are being made friend, and this is a good thing indeed.

Test7 - Section1, Module2 - #11(G2)

Let’s get a bit quirky here and see what you think about this path to a solid 50-50 guess.

i) We read the question itself first, per usual, and see that we are here to support an assertion.

ii) We read only the last sentence of the blurb, as we can regularly do, and see what the assertion is, though we maybe don’t quite understand what it’s saying.

iii) Heading to the answer options anyway, we see that option (A) is a classic data mismatch. We also find option (D) to be strange in that it is comparing the 2006 number from one category to the 2000 number in another category.

iv) We realize that we have thebreathing roomto miss this question, we’re feeling hesitant to read more of the blurb, and we know there are other questions remaining that we might find more comfortable. So, we guess on (B) or (C) and we merrily continue onward.

What do you think?

If you’re not sure what to think, you could read what’s below, which could further solidify your position, whichever position that ends up being. Ok, let’s go.

The assertion is that initial efforts at trade liberalization were shaped by “limited capital” but that this situation changed(“resolved”). The rather massive second sentence reveals that “capital” is particularly tied to “processing with inputs”. Option (B), our correct final answer,is pulling our attention to the bigger jumps within the “processing with inputs” bars. If capital was limited, but this limitation was resolved, it would explain why the “processing with inputs” jumps happened.

Ok, now what do you think? We don’t have a rooting interest here. Actually, that’s not true. We’re obviously rooting for you. :)

Test7 - Section1, Module2 - #12(R12)

Bulk within a tougher second section probably should = note writing. Let’s see what you think.

We could read the first sentence and write down….

two branches(N & S)

Ok, maybe we’re not writing out an ampersand(Did you know that that’s what that thing is called?) Ok, we could read the second sentence and write down….

similarities confirm connection and origin maybe SW US

We could read the third sentence and write….

exception with maize vocab

The blurb leaves off by telling us that evidence indicates that maize originated from Mexico and moved north.

With the notes laid out as they are, it could be suggested that this could be a ctt for which a prediction is possible. Please note, that we are definitely not implying that a prediction should be made; we are more innocuously acknowledging that maybe a prediction could materialize.

Two languages with the same origin branched at some point. There’s differences in vocabulary when it comes to maize, which is something that worked its way north. So….

….when we get to option (D), we could maybe think “Bingpot!” The branches splitting off before(“preceded”) the acquisition of the crop[maize] would tie in nicely to why there are differences in vocabulary on that front.

Ok, for now, we’re not going to talk about any issues with the other answer options. We’re going to let the idea of writing notes marinate a bit, and then, if you want to talk more about what’s cooking here, you can reach us. We’re accessible. Cool, cool, cool, cool, cool, cool, cool.

Test7 - Section1, Module2 - #13(R13)

We can discuss the merits of mcm-ing here. That said, if we’re doing this question at whatever point we’re doing it, let’s definitely give some attention to the merits of writing notes.

We read the first sentence of the blurb and could write….

taped two people to wall for mural

We read the second sentence and could write….

women for constraints, man left unexplained

We could read up until the semicolon in the next sentence and write….

non-muralists hitting wall

Time to critique some wrong answer options and piece things all together and see how what we’ve read builds up to the correct answer to this ctt.

The key to not picking (A), which is likely the option that the test writers intended more than 50% of us to click on, likely lies with a linguistic cue. The second sentence is the one that puts forth the idea that Valdez’s presence in the mural was to illustrate the “constraints put on women”. But, the third sentence leads with the word “We should instead”, and this phrase reveals two things here….

i) First, that a different idea is coming.

ii) Second, that the first idea is actually not correct.

If what’s above is vibing, then we are going to strike out option (B) for essentially the same reason we are ultimately eliminating (A): the blurb is building up to offer a different interpretation, one that does not attribute Valdez’s presence to a statement regarding the limitations women faced.

And so, we are nicely in front of option (C), our correct final answer. Here, we are getting the repudiation of the first interpretation and getting a second one, one that we can see how things had been constructed to arrive at.

1. The first interpretation is tied to the constraints put on women but it essentially ignores the other member taped to the wall.

2. “We should instead” gives us the sense that this first interpretation is not correct.

3. Nonmuralist artists “had long been” restricted and struggled to display their work.

4. So, given that both genders were represented, the work is not a call to notice a gender issue but a more general nonmuralist issue.

Let’s briefly acknowledge that option (D) is indicating that the work of the muralists has an issue. But, the blurb isn’t saying anything negative about the work of the muralists; it is geared toward the lack of exposure the nonmuralists were facing.

If you’re not vibing on this question, vibe on the potential power of a potent linguistic cue. The phrase we’ve been highlighting can be seen as central to both critiquing the top two options and supporting our correct answer. And, to close, we could even cite another, somewhat lower-key linguistic cue toward the end, the phrase “opens an interpretation”. This phrase further pushes us toward the idea that we’re heading to a new interpretation.

Test7 - Section1, Module2 - #14(R14)

There are a couple of Reading Q’s that feel like questions from the LSAT(we have expertise with this gateway to law school as well). Given that this is one of them, you will not be surprised to read that even if you’re on the Path to 750+ you can miss this question.

Now, there could be some initial rebuttals of our assessment here, as it could be put forth that, though bulky, the blurb leans toward the more straightforward side of the spectrum. We do not necessarily take issue with that assertion.

An analysis of coins reveal a change. That change was tied to there being less silver in the coins. This change caused coins to look more yellow-y. Coins with less than 80% silver were deemed unworthy of trade, and so a bit of a crisis ensued. This crisis was relieved….

….when the person mentioned at the end brought coins back to the 80% or higher threshold, right? Nothing so heavy-duty here. Oh wait. There’s no answer option that says that. Mmm.

We certainly understand why so many of us select option (A) here, as this could appear to be saying that we just said. But upon further inspection/evaluation, we believe you’ll agree that this option is not what we are looking for. And, if you do not agree, then can we agree on this question being something that we can just be ok with not getting then?

Abd’aštart I proclaiming that coins suitable for trade are more than 80% silver falls short for two reasons.

i) People already think this, which is why the crisis came about.

ii) Proclaiming this proclamation does not mean that anything was done about these below 80% coins.

On the other hand, if the amount of silver in the below 80% coins is kept the same, but the overall weight is decreased, the percentage of silver in these coins can rise back above 80%. This is a sound rationale for clicking on (B) as our correct final answer.

Here are questions that we could ponder on our way out here….

i) If this question appeared on test day, would we have come to the rationale up above?

ii) More importantly, would such a thought process likely populate a future question?

iii) How would the coins from option (C), which would still be conspicuously yellow resolve the crisis?

iv) Why would mining for copper, as mentioned in option (D), resolve anything?

If your answers to all of the questions above are negative, well then, maybe we are agreed here at the end in regards to being very, very ok with not getting this question in training.

Oh, and on a personal note, it was cool that the s-key could be held down to reveal the option for that gnarly ‘š’ in Abd’aštart I’s name.(We got to do it thrice!)

Test7 - Section1, Module2 - #15(W1)

If you had an instinct that option (C) was correct here but then second-guessed that instinct, part of your current journey likely includes calibrating the degree to which you trust yourself.

That said, some concrete metrics can further engender an ideal degree of self-trust. So, if it helps to know how unsurprising a punctuation-less correct answer is, this is another happy thing.

Before we potentially agree to confidently select (C) here as your correct final answer, though, let’s see if you want to further vibe with any of the following three additional items….

i) We cannot select (A) because it violates the colon idea about what should come before a correctly used SAT colon.

ii) We’d be currently pretty surprised for (B) to be the answer since there is no second dash to accompany the dash within this answer option.

iii) It’s a rather nerdy thought, but if you want to have this thought about it being out of character for the test writers to want there to be a comma right before a verb, it’s a thing.

Ok, let’s get in to some more good stuff. Vamos.

Test7 - Section1, Module2 - #16(W2)

Let’s explore this classic example of an IDP.

The sentence starts with a description: “A government body officially known as the Althing”.

Then, there is a comma.

Now, immediately after the comma must come what is getting described by the start of the sentence.

Option (A) begins with “the world’s oldest parliaments”. Option (B) begins with “Iceland’s parliament”. Option (C) begins with “the first meeting”. Option (D) begins with “930 CE”.

Apparently, “Iceland’s parliament” is “A government body officially known as the Althing”. Option (B) is our correct final answer.

Test7 - Section1, Module2 - #17(W3)

This is a gem of a question to have come across with interesting things to discuss, though it could also be a question for which there could be a very direct thing to memorize, allowing you to not be interested in what could be interesting. Let’s start with that and then see if you want to continue reading.

There is a semicolon already within the blurb. This is likely a surefire signal that the correct answer is option (C), which we can see also contains a semicolon. You can read more about why two semicolons would be used within the same sentence. You could also choose to trust the idea that the presence of the existing semicolon is reason enough to select (C) as the correct final answer, which it is.

Enough? Ok, talk to you again somewhere further down the path friend.

Still want more? That’s cool too.

There are apparently three things the US librarian of Congress does. One is “overseeing the Library of Congress’ s collections, which boast more than 162 million items”. Two is “managing the US Copyright Office, which registers copyright claims and advises Congress on copyright law”. Three is “appointing the US poet laureate”. This brings to life how two semicolons can be used to separate the items within a more complex list.

Still want more? Cool cool cool cool cool.

It’s cool to know about the PK that could have happened with options (C) and (D). This is the current lone exception to that idea. And, happily, the presence of the existing semicolon within the blurb could be a clear signal of this exception’s presence.

That’s it. Tchau for now.

Test7 - Section1, Module2 - #18(W4)

It would be excellent to immediately notice the Punctuation Knockout that eliminates both (A) and (B) here.

Down to options (C) and (D), it certainly works if you instinctively like the comma in (D). If you are looking for a more concrete reason to select (D), we can come round to the potent idea of comma = describe.

Everything after the comma that would be after the word “supposed” is a phrase that is describing the idea mentioned right before the comma. So, what we’re saying is that “a finding that, if true, would overturn current theories…” is describing “that interactions between…10,000 years earlier than was previously assumed”.

Test7 - Section1, Module2 - #19(W5)

Let’s start with a thing about the word “ though”. If this word appears within the middle of a sentence, we anticipate it being bracketed by punctuation. Knowing this, we can immediately lean away from option (B).

We also know that it is very possible that the test writers might purposely end a sentence with the word “though”. This could bring our attention to option (D). But, this is not our answer either, as what would be before the potential semicolon is not a complete sentence.

What would be before the potential semicolon in regards to (C) is also not a complete sentence.

Maybe, by default now, we confidently select option (A) as our correct final answer.

Test7 - Section1, Module2 - #20(W6)

As we regularly acknowledge, with experience, all sorts of good things naturally become clearer and more readily apparent. And so, with experience, coming to a question like this one, we would pretty immediately notice option (B).

There are two things we could immediately notice within this option….

i) It contains a semicolon, and we have the good habit of evaluating such an option before others.

ii) It is putting the word “ though” at the end of a potential sentence.

What could derail many of us here is what’s coming before the potential semicolon within option (B).

They are hardly pristine, though.

If you naturally think this is a complete sentence, cool, because it is.

If you have an issue with the “though” at the end, then click the link above and learn yet another SAT-particular thing.

If the shortness of the sentence is throwing you off a bit, it’s understandable, but what’s above is indeed a sentence. There is a subject(the “They”), and there is a verb(the “are”), leading to there being a predicate.

We’re not really here to talk about subjects and predicates. Maybe we could comfortably arrive at the idea that what’s above is a complete sentence because we know things about how the test writers might construct certain sentences.

Switching now to what comes after the potential semicolon within option (B), we can likely more smoothly agree that “many chondrites…with other objects.” is also a complete sentence.

Having confirmed the presence of two complete sentences, we can select (B) as our correct final answer and potentially do so without evaluating the other options.

Test7 - Section1, Module2 - #21(W7)

A couple of mini-debates could in play here.

Should we evaluate the option with the colon first, or should we evaluate the option with the semicolon first? Either way is strong execution of a good habit.

Knowing that the format of what comes after acolon can be anything, is the colon correct here, or is the semicolon correct? Let’s get a bit nitty gritty.

First, let’s establish that both what’s before the potential colon/semicolon and what’s after are complete sentences. If you’re doubting at all that “establishing its precise coordinates proved more divisive” is a complete sentence, give this a read. If you’re having any issue with starting the first sentence with the word “ That”, give that same link a click.

The thing to now really ask ourselves is whether what’s coming after the potential colon is elaborating orcontinuing to talk about what is mentioned right before the potential colon. This answer is no, which is why (D) is our correct final answer.

Maybe the best way to illustrate why what’s here is not doing what a colon would do within an SAT question is by showing what would have worked in place of what’s actually given here.

That the geographic center of North America lay in the state of North Dakota was conceded by all involved: the scientists and the laypeople both agreed on this fact.

If the colon was correct, the information after it would have continued to talk about the “all involved”.

This is kind of cool, isn’t it? You’re on the path toward becoming an utter master of colons. You can find this cool. It’s ok.

Test7 - Section1, Module2 - #22(T1)

For any of us who have seen a lot of Transition Questions (TQ) in Bluebook, it could seem like the test writers love the transition “Specifically”. It would appear quality control may have interceded here and compelled the test writers to vary things up a bit.

The likely ideal way for most of us to come to (A) as the correct final answer here is to have a firm grasp on how the transition “ Specifically” operates and that “in particular” is synonymous with this transition.

The opening sentence of the blurb ends with the general mention of “certain grains”. The following sentence specifies in particular that we are talking about “maize and wheat”.

It feels like we can keep what we’re talking about here pretty direct. Let’s move on, shall we. Vamos.

Test7 - Section1, Module2 - #23(T2)

As we do from time to time with certain Transition Questions (TQ), let’s be rather systematic here.

We all want to know precisely what the transition “ Specifically” does.

We likely all want to know that the transition “ That said” is part of the contrast family.

Generally, if “ For example” is the correct transition to use, it will be quite clear.

The transition “ Morever” is maybe the most intriguing of the options here.

What’s stated before the blank is not the general-sounding kind of statement we likely want in order to think that “Specifically” is the correct transition. We’re also not getting contrast between what’s being mentioned before and after the blank.

Yourinstinctscould be telling you that “For example” is not correct here. If you wanted to buttress those instincts, you could acknowledge that the linguistic cue of “such as”, which appears before the blank, indicates that we’ve already been given an example, which would then make it odd for the part after the blank to start by saying “For example”.

If what’s above is vibing, we could come to clicking on (D) as our correct final answer by default. If what’s above is not quite vibing, then let’s highlight how two aspects of the transition “Morever” are indeed on display within this question.

i) We’re getting the in addition aspect of “Morever” here, as we are getting a second step that Benjamin Franklin took.

ii) And, it could be deemed a bit subtle, but we are also getting the emphasis aspect of “Moreover” here, as potentially evidenced by the phrase “that proved difficult”.

Test7 - Section1, Module2 - #24(N1)

Sometimes, what a particular Notes Q can be tasking us with doing is so direct that it almost is disorienting.

Nothing clever is meant to be happening here. The first sentence is indicating to us that we want the correct answer to “identify what type of scientist” Chaudhuri is, so let’s see which option does precisely this.

The only option that mentions Chaudhuri is (D). This option also tells us that Chaudhuri is a sedimentologist. Check and check, so we can click on (D) as our correct final answer.

Maybe, the most significant takeaway here is that we can be within the tougher second section of R/W and still encounter Notes Q’s that are as direct as this one.

Test7 - Section1, Module2 - #25(N2)

This feels a bit like lazy practice test writing. But, maybe things are so direct here that that directness threw you off a nudge.

The first sentence wants a “year”; only option (C) gives us a year. The correct final answer here is (C). That’s it.

Ok, maybe just as one more comment, keep in mind that even with the tougher second section of R/W, there really could be a Notes Q as direct as this one.

Test7 - Section1, Module2 - #26(N3)

Within the first sentence of this Notes Q, we get a word we do not encounter much: “overview”.

It could be difficult to define what an overview is if put on the spot. That said, even without a crystal clear definition, we can likely eliminate both option (B) and (C). By pinpointing specific languages, these options are veering from what an overview does.

We should take a moment to acknowledge that for the typical Notes Q, specificity is good. But, for this particular Notes Q, we do prefer something broader.

Now, to push us toward the correct final answer of (D), let’s acknowledge that by “overview”, the test writers appear to want a statement that sounds a bit conclusion-y, something that gives off summation vibes. We could contend that (A) is more of a statement of fact, whereas (D) brings us to the final point that, though there is a difference between the various languages, there is also ultimately an overall similarity.

Test7 - Section1, Module2 - #27(N4)

There’s no other currently published official Notes Q that contains the words “historical context” within its first sentence. This could indicate that ultimately this particular question is of little importance, as its potential uniqueness means that we will likely not encounter a similar question on test day.

The current uniqueness of this question also can lead to some understandable misfiring regarding what we want our correct answer to do/articulate. It is quite understandable to be drawn to the mentioned date of 1927 within three of the four answer options. But, each of these three options has an issue: none of them mention “Einstein’s argument”, which is the thing that we are intended to put within “historical context”.

It could seem like option (B) is mentioning Einstein’s argument, but it is not, as what comes after the “that” is Bohr’s argument. It is likely clearer that option (D) is focused on Bohr’s argument. Option (C) is clearly not giving us particular information about Einstein’s argument.

So, we could potentially come to option (A) as our correct final answer by default. But, again, it would be understandable for this not to have happened. And, again, maybe it does not really matter if this did not happen in practice.

Those things said, let’s close out by acknowledging the two things that (A) does that we want it to do.

i) We are getting Einstein’s argument: “the independent reality of some subatomic particles”.

ii) We could contend that the opening phrase of “During the dawn of quantum theory” is giving us the historical context we are tasked with finding. We could also put forth that Bohr’s argument becoming “the widely accepted view” also gives historical context. If you don’t quite agree, it is likely more than ok. Let’s see what else there is for us to analyze friend.

Test7 - Section2, Module1 - #1

We can technically categorize this question under the banner of Understanding Equation (UE) questions. But, it certainly works quite nicely if your thought process naturally flows like what’s below and you don’t really think about what type of question this may be.

There’s two different things being purchased and altogether, they total $9.60. Since the $9.60 is what it all adds up to being, we can think that we want one of the answer options involving addition.

Lastly, we acknowledge that the $2 for the box of cereal should stand by itself, versus the $1.90, which is the “per” pound price for strawberries. Let’s click on option (A) here as our correct final answer and continue down the path.

Test7 - Section2, Module1 - #2

We are told that x is 2. Let’s plug in 2 forx within the given function and determine the value of 25(2) + 30. Our calculators say that this is 80, so we click on (C) as our correct final answer.

__________________

If you want a bit of a functions bonus here, we could acknowledge that if the question has said, “What is the value of f(2)?”, we would have done exactly the same thing we did above.

Test7 - Section2, Module1 - #3

The question is asking us about the y-intercept, which we can see from the graph is 225.

Knowing that a classic interpretation of the y-intercept is that it is a starting point, we can read (A) and confidently realize that we have already read our correct final answer.

It certainly also can assist us that the x-axis of the graph is labeled as “Number of months after purchase”, which means that at the y-intercept 0 months have passed.

Test7 - Section2, Module1 - #4

It is great if the correct answer just stands out to you. If it does not, and you are a fan of desmos, going the desmos route here to confidently arrive at the correct final answer of (B) works very nicely. We may just have to remember that when we plug the given equation in to desmos, we swap out the ‘p’ for ‘x’.

It is worth taking a moment to acknowledge the presence of the classic desmos word “solution” within this question.

Test7 - Section2, Module1 - #5

Upon a first read, this question can seem a bit more complex than it turns out to be.

It turns out that we do not need to remember that “congruent” is another way of saying equal.

What ultimately matters is that we are being told that between the two triangles, E, F, and G correspond to J, K, and L respectively, meaning that E corresponds to J, F corresponds to K, and G corresponds to L.

Knowing that E corresponds to J and that angle E is 45˚, we can then say that angle J is also 45˚, and our correct final answer is (B).

Test7 - Section2, Module1 - #6

This is a great example of how knowing where we are within the exam can help us modulate our thought process.

We know that it’s not an exact thing, but we are within the first half of the first section of Math, so it is not surprising that what we are being tasked with doing is only to read things carefully.

During the first part of an experiment, a ball is being launched from a 7-foot platform. The question states that during the second part of the experiment, the platform will be 2 feet shorter.

The y-intercept of the original graph is 7. The y-intercept of the graph in option (B) is at 5. We have found our correct final answer, and we can merrily continue down the path.

Test7 - Section2, Module1 - #7

This is a prime example of what we call the 3VP. Particularly getting 2 of our 3 values as part of a ratio, we are really within the realm of the 3VP.

We set up the proportion 9 over 5 = 162 over y. We know to put the 162 on the top of the second fraction because it is an x-value and the the x-value of 9 is on the top of the first fraction.

Cross-multiplying, we arrive at 9y = 810. Dividing both sides by 9, we confidently arrive at the correct final answer of 90.

Test7 - Section2, Module1 - #8

We will all be masters of Understanding Equations (UE) questions like this one.

As is the case for all UEs, we are not being tasked with solving an equation; we are being tasked within understanding the given equation.

The coefficient of 80 in front of the ’S’ reveals that each square token is worth 80 points. The coefficient of 90 in front of the ‘C’ reveals that each circle token is worth 90 points.

We dodge the mini-traps of selecting either options (B) or (C). Since we are not being asked about the value of either type of token individually, neither of those options is correct.

Given what the question is actually asking, we subtract 90(what a circle token is worth) and 80(what a square token is worth) and confidently arrive at the correct final answer of 10.

Test7 - Section2, Module1 - #9

We see the word “solution”, and we think desmos.

When typing the given equation in to desmos, it could helpful to use brackets for the top part.

[(x + 9)(x - 9)]/x + 9 = 7

Zooming out and in a bit, we can see that the line intersects the x-axis at 16 and (C) is our correct final answer.

Test7 - Section2, Module1 - #10

As is so regularly the case, we have options here. Let’s explore the Sub Numbers (SN) approach first, and then, we can talk about the “trick” aspect of this question.

The phrase “in terms of” could steer us toward SN. We could initiate this classic test-smashing Alternative by subbing in 2 for t. We could then sub in 5 for b. We then realize that we are not subbing in a number for c, as what we have subbed in for t andb lead to c.

12t + b = c—>12(2) + 5 = c—>24 + 5 = c—>29 = c

The final question wants “the value of c - b”, which, using our numbers, would be 29 - 5.

Now, we want the answer option that would also equal 24, using 2 as t. The option that yields our match is (D), which is our correct final answer.

We do not need “tricks” in order to earn our next-level scores. That said, every so often, it could be worth a moment to explore something that the test writers are certainly intentionally embedding within certain questions.

We are given the statement 12t + b = c. If we were to subtract b from both sides, we would arrive at….

12t = c - b

We could then realize that we already have a reason to select (D) as our correct final answer.

On the path toward an exciting Math score, we all want to gain a level of mastery when it comes to a classic technique like Sub Numbers. If we also happen to pick up a trick or two along the way, cool.

Test7 - Section2, Module1 - #11

As is so regularly the case, we have options here.

We love the testers who immediately see the old-school mathematics. We love the testers who see the mention of an “intercept” and think desmos.

If we go the desmos route, let’s acknowledge that after typing in the equation, we see three dots at the three x-intercepts. Clicking on any of these dots gives us an answer to type in to the box.

So, happily, typing in 14 or typing in -4 or typing in -5, we will have typed in a correct final answer.

Test7 - Section2, Module1 - #12

This is a foundation of functions that we all want to be exceptionally comfortable with.

The number that we are being given within the parentheses, the ¹/₄, is what we are supposed to plug in for ‘x’ within the given function.

5(¹/₄-¹/₄)²+¹¹/₄

Now we compute. If you do the work by hand, great. If you use your calculator, great. Bottom line, be sure that you’re doing the work correctly and confidently arrive at the correct final answer of 2.75.

Test7 - Section2, Module1 - #13

Here we find one of the many things within Math that we can all choose to flat out memorize.

When we are given the equation of a circle in the form that we are given here, we can say two things….

i) the center of this circle is (13,k), because we switch the signs of the numbers that we see within the parentheses.

ii) the radius is 8, because we know that the number that the equation is set equal to represents the radius squared.

With certain direct ideas memorized, we crush many questions, and in this case, we confidently select the correct final answer of (A).

________________

Theform of the equation referenced above is one that involves parentheses as we see within this question. Given the equation of a circle without such parentheses, we cannot make the same statements as we have above.

*potential for master mapping to more complex info

Test7 - Section2, Module1 - #14

Let’s start by acknowledging that we are not compelled to remember the formula for the area of a circle, since it is provided within the Reference area.

Knowing the formula for the area of a circle and knowing that the radius is 2.1, we can determine that the area of this circle is….

πr²—>π(2.1)²=4.41π

Within most SAT questions, we leave π as π. Within this question in particular, we definitely want to leave π as π, since the question is only asking us for the number that ends up in front of π, which is where the correct final answer of 4.41 comes from.

*potential for master mapping to quirky info

Test7 - Section2, Module1 - #15

Generally, the prudent thing to do is to read everything that we are being provided. In the case of this question, we will eventually arrive at the fact that we are being asked to determine the average rate of change.

Our next realization is that average rate of change is another way of asking us to determine slope.

We are specifically being asked to use x = 5 and x = 7 as our reference points. According to the graph, at x = 5, the y-value is 14, and at x = 7, the y-value is 24.

Let’s say we chose to go the rise over run route to determine slope. If we did make this choice, we would then say that to go from a y-value of 14 to a y-value of 24, we would go up 10. Then, to go from x = 5 to x = 7, we are going right 2.

A rise of 10 over a run of 2 leads to a slope(or average rate of change) of 5, which is our correct final answer.

Test7 - Section2, Module1 - #16

We see the word “solution”, and we happily head directly to desmos.

We type in both given equations. We zoom out a click. We see where the two graphs intersect, which is at (0.46154, 6.28205).

The final question is asking for the value of 39x. According to desmos, the x we want is 0.46154. Multiplying that by 39, we get 18.00006. We click on (D) as our correct final answer. We are good at this whole SAT thing.

__________________

If you’re curious about getting 18.00006 and clicking on (D), which is exactly 18, we can talk a bit about how desmos rounds.

Test7 - Section2, Module1 - #17

This is a question testing us on one of various classic things that can get tested in regards to an exponential equation: the time.

The question is clearly asking us about the “time, in minutes”. The equation that we are given is stated to be in minutes.

As long as we know that the exponent itself is tied to time, nothing clever is happening here. The number within the exponent is 790, and so, our correct final answer is (B).

Test7 - Section2, Module1 - #18

When this question screams DESMOS to you, it will be a strong indication that you are particularly vibing with this current iteration of the SAT.

Desmos can do many things - one of which is solve a variety of equations. If we type in the equation that we are initially given, we will see an x-intercept at -2.25. This is our solution, which we can now plug in for x within what the question is particularly asking us to determine the value for.

We should definitely take a moment to acknowledge that the test writers do anticipate many people typing in -2.25 as their final answers. We develop the great habit of not assuming that a question is asking us for the value of x.

As this question wants the value of 2 - 4x, we can type 2 - 4(-2.25) in to our calculators and arrive at the correct final answer of 11.

*potential for master mapping to trick equations

Test7 - Section2, Module1 - #19

It would likely be a very good thing if a question like this one screamed UGA to you.

The final question is directly asking us for the number of dragonflies on January 1. One of the numbers within the answer options must be that number.

Let’s say we started with option (B), which means that there were 87 dragonflies on January 1. From that date, there is a 12.5% increase. Computing 12.5% of 87, we get 10.875(.125 x 87). Adding this increase of 10.875 to 87, we get a result of 97.875. We are supposed to get 99.

Given that 97.875 is under 99, but it isn’t under by much, it would pretty much have to mean that (A) is our answer. That said, it is likely the move for most of us to make to confirm that things really do work with (A).

Computing 12.5% of 88, we get 11(.125 x 88). Adding this increase of 11 to 88, we get a result of 99. Option (A) is our correct final answer.

Test7 - Section2, Module1 - #20

We see the word “solution”, and we can think desmos. Typing in the equation that we are given, we can then click on the x-intercept on the right and see that one of the solutions is 4.73861.

An aspect of this question that makes it more challenging for many of us than the typical desmos-based question is the wording. When it says that one solution “can be written as^{8 - √k}/₄, it means that we can now set that expression equal to the solution we just got from desmos. Doing so, we have….

4.73861 =^{8 - √k}/₄

Multiplying both sides by 4, we get 18.95444 = 8 - √k. Subtracting 8 from both sides, we get 10.95444 = -√k.

Technically now, with what’s above, we should divide both sides by -1 to ge t-10.95444 = √k, and now we can square both sides to arrive at a value of k of 119.9997557. This brings us to something about desmos we won’t likely talk much about: desmos rounds.

When we see the solution of 4.73861 via desmos, it is a rounded value. Because it is rounded, as we use that within our other calculations here, we get a final answer that is super close to 120 but is not actually 120 in our calculators. But, 120 is indeed the correct final answer here.

If it is enough for you to be cool with getting something like 119.9997557 and knowing that desmos rounds and then thinking that the true answer must actually be 120, since 119.9997557 is so close to 120, it would be great. If that’s not enough, maybe we can talk more about this my friend.

And, if you prefer not to even go down a desmos path here, it is also cool. We’re not going to get in to how the quadratic formula would apply here, but if you already know and that is the path that you want to take, we’re here for it.(And, we’ll take a moment to shout out our dude Ishant from Texas, who took yet another path.)

Test7 - Section2, Module1 - #21

It’s nice to have options within this process.

One option is to simply not like this question and understand that we can score wonderful door-opening scores by simply moving on.

Another option is to acknowledge that the final question is asking us for an interpretation of the “ x-intercept”, which can make us think that this means that y = 0. Then, when we read option (A) and see that it says that “ f(x) = 0”, we could remember that that statement can be rewritten as y = 0, which could reveal to us that this option is talking about the x-intercept, which is what the question wants us to do and is one way to then arrive at (A) as our correct final answer.

If you prefer to write out an equation, because when you read “The function f(x) is defined as 19 more than 4 times a number x”, it naturally pops in to your mind that this means that f(x) = 19 + 4x, this is great too. From here, we have additional options, one of which is to type this equation in to desmos to see that the function has an x-intercept at -4.75, which is the -¹⁹/₄that is within option (A).

It’s nice to have options. It’s even better to train enough within this process to be able to exercise various options and know what we may choose to execute on test day.

Test7 - Section2, Module1 - #22

Let us smash this “ trig” question, shall we.

Given that the default setting for desmos is radians, we should likely have our handheld calculators set to degree mode.

Equipped with a calculator that we are very comfortable with, we can literally fire (sin 24˚)(cos 66˚) + (cos 24˚)(sin 66˚) in to our calculators and have them spit out a result of 1.

*It is significant to note that depending on your calculator, there may be more or fewer parentheses to type in to ensure that your calculator correctly interprets what we want it to execute. This is why we mention above that we are equipped with a calculator that we are “very comfortable” with.

To confidently arrive at our correct answer, we head to the answer options, firing them in to our calculators one by one, to find which option yields the same value of 1. Seeing that option (C) does so, we know we have found our correct final answer.

Test7 - Section2, Module2 - #1

On one hand, this is kind of a silly question. On the other hand, we want to be a touch careful about dismissing “silly” questions.

There’s certainly a reason why many people read this question and then mistakenly select (A). It’s also not strange for someone to read this question and be a bit befuddled by what’s even being asked.

We are meant to see that the first bar within the bar graph indicates how many days received a charge of 0 kWh. That bar goes up to 6 and so the correct final answer is (D).

This question could definitely be a one-off, here within this exam, never to be seen again. That said, maybe even just seeing this question here, if something like it did appear again, we would then be able smoothly execute it.

Test7 - Section2, Module2 - #2

The key to this question could be finding the right initial reference point.

Focusing on the line(and not the dots, since the question is asking about the line), we could say that it roughly looks like (2, 5) is a point on the line. We could also say that (3, 7) looks like a point on the line.

It’s worth taking a moment to acknowledge that it throws many of us off that the axes are labeled differently. That said, as long as we are feeling unhurried (which is our ideal natural test-day state), we can determine the approximate coordinates of the two points mentioned above.

From here, as is so often the case, we have options.

We could put our finger on the screen at (2, 5) and think via rise over run that we are going up 2 and over 1, bringing us to (D) as our correct final answer.

We can certainly use the more formal computation for slope and also arrive at (D).

Being able to make choices is a happy thing. :)

Test7 - Section2, Module2 - #3

It’s a very valid thing to not really like questions tied to percents. There are certain percent-based questions that would be great for all of us to get. This one does not need to be one of them.

It’s a very very valid thing to get this question viaTrial & Error(TE). If it crosses your mind to think that the answer cannot be 100, since 88 out of 100 would be 88%, you could then check to see what 88 out of 105 would be(which would be roughly 83.81%). You could then check to see what 88 out of 110 would be. Dividing 88 by 110, we get 0.8. Moving the decimal point two places to the right, we convert this decimal to 80%, and so, we have found our correct final answer with 110.

It certainly works to go a more formal route here, which could mean realizing that 88 over the unknown total must equal .80(the decimal equivalent of 80%). This realization can mathematically translate to….

⁸⁸/_x= .80

Multiplying both sides by x, we arrive at .80x = 88. Dividing both sides by .80, we arrive at x = 110.

There are many paths to SAT retirement. This is another happy thing. :)

Test7 - Section2, Module2 - #4

Classic PiP involving a table of values.

If we plug in 2 for x, the correct answer will yield ¹/₆₂₅.

Option (A) yields -625, and option (B) yields -¹/₆₂₅. Option (C) yields 625, and option (D) yields the ¹/₆₂₅ that we are looking for. We confidently click on (D) as our correct final answer.

We could have chosen to plug in -1 for x to see which option yields 25. If it crossed your mind to plug in 0 or 1 for x, give the link above a click to read a bit more about our friend Plugging in Points.

Test7 - Section2, Module2 - #5

We could type 8x = 6 in to desmos and to determine that x =0.75. We could divide both sides of 8x = 6 by 8 to determine that x = ⁶/₈ (the same thing as 0.75).

From either launching point, we could then compute that the value of 72x is 54(72 x 0.75 or 72 x⁶/₈), and then click on (C) as our correct final answer.

We could even notice that if 8x = 6, then 72x must equal 6 x 9, since multiplying 8x by 9 would result i n72x.

Maybe, the most important thing to take away from this question is that it is not surprising for #5 in the tougher second section to be a question on the friendlier side of the spectrum.

Test7 - Section2, Module2 - #6

Like so many Math questions, we have options here.

We are big big fans of anyone who sees the word “equivalent” here and chooses to go the SNroute.(If we were going the Sub Numbers route, we would have used 2 for h and 5 for q.)

That said, let’s highlight the old-school math tied to exponentsthat underpins this question.

When terms like we’re seeing here are divided, we subtract the exponents. So, dividing h¹⁵byh⁵, we get h¹⁰.

With the q terms, similar action leads to arriving at q¹⁴. But, since the q term with the larger exponent is on the bottom of the original fraction, the q¹⁴ we end up also sticks around within the bottom, leading to (A) as our correct final answer.

If you’re not loving the old-school math here, take solace that SN is another path that can be taken. Many Paths, one destination - an earned score that opens new doors.

Test7 - Section2, Module2 - #7

p>We could consider this to be the classicmargin of error Q.

The classic correct answer to a margin of error Q will have two numbers. Knowing this, we are already down to options (A) and (B).

The word “between” is a word that naturally ties to the concept of margin of error. Knowing this, we now select (A) as our correct final answer.

_________________

If you’re seeking validation for the numbers involved, the 22.91 is definitely a byproduct of subtracting 0.19 from 23.1 and the 23.29 is definitely a byproduct of adding 0.19 to 23.1.

Test7 - Section2, Module2 - #8

A question like this one within the tougher second section is a gift that we gladly accept on test day.

We know the word “solution” is a near automatic push toward desmos. After we type in the given equation and thrice zoom out, we can click on the dot at the x-intercept. We type 42 in to the answer box as our correct final answer and happily surge ahead.

Test7 - Section2, Module2 - #9

Let’s see what you think about mashing things up here and bringing our friends desmos and Use the Given Answers (UGA) together!

We are given two functions, one of which has a missing piece, b. We are also being shown the end result of multiplying those two functions together. Let’s initiate the desmos side of things by typing that product (9x⁴- 26x³- 3x²) in to desmos, which yields a delightfully odd-looking graph.

Now, on a separate line of desmos, we can type in f(x) in one set of parentheses and g(x) in another set of parentheses, as shown below.

(x²+ bx)(9x²- 27x)

This brings us to the UGA side of things. The final question is asking for the value of b. One of the four numbers within the answer options must be that value. Let’s use them one by one in place of b within f(x), until we find the one that creates an identical graph to the one we already are seeing in desmos.

When we see that using b as ¹/₉ creates the same graph, we can be certain that (C) is our correct final answer.

Test7 - Section2, Module2 - #10

Let’s start this analysis with an acknowledgment of the crafted wrong answer that is option (D).

The test writers know that it is very natural to see the given point of (4, d) and leap to plugging in 4 as x within the given equation. Doing so yields a value of 74, which leads to many testers selecting a very intentionally designed wrong answer.

There are two things to potentially be situationally aware of….

i) We are within the tougher second section.

ii) If all we had to do was plug in 4 for x, what is the mention of the point (0, 0) and that we have lines that are “parallel” doing in this question?

Having a sense of the unlikelihood that that other info is unnecessary and knowing that we are within the tougher second section, we can really suspect that (D) is a crafted wrong answer. Now, let’s get to the real answer.

Looking at the equation y = 18x + 2, we can determine that the slope of this line is 18. We know line s is parallel to that line, so it also has a slope of 18. We also know that line s passes through the point (0, 0), which means it has a y-intercept of 0.

Putting things together, we can say that line s has the equatio ny = 18x. This is the equation that we want to plug 4 in as x, and doing so, we get a y-value of 72. The final question is asking for this y-value, and so we have our correct final answer of (C).

Test7 - Section2, Module2 - #11

We see the word “minimum”, and we can think desmos.

We type in the given function. We zoom out until we see the parabola. We click on the bottom of the parabola to reveal that the vertex(in this case a.k.a. our minimum) is at (45, -1).

We acknowledge that the question is asking for the “value of x”, and so we confidently select (B) as our correct final answer.

If the test writers had wanted us to select (D), the y-coordinate, the question would likely have said something like, “What is the minimum of f(x)?”

Test7 - Section2, Module2 - #12

If your first reaction here is to trust that you do not love geometry and therefore it is very ok to simply move on from this question, we do want to acknowledge the validity of this reaction. To score between 550-600, this reaction to this question works quite nicely.

That said, if you do not love this question, but you are reading this, then consider the following idea tied to geometry Q’s that, in particular, do not supply us with a diagram: if we can draw a rather ok-looking diagram, that may be the linchpin of the question.

Now here, it could seem like this is going to be a challenging diagram to draw. But, if we go piece by piece, a fairly well-drawn diagram may very naturally materialize. Drawing a right triangle and labeling the 90˚ angle ‘Y’ is nothing extraordinary. We could then feel comfortable labeling the other two vertices ‘X’ and ‘Z’.

The next move could feel a touch weird, but it is also really nothing crazy to execute. We can put P literally anywhere on the side of the triangle XZ.(This side should be the hypotenuse of the right triangle by the way.)

It’s this next move that could be the most dodgy to execute, but maybe not? We put Q on YZ. Now, depending on how you’ve labeled things, Q should line up vertically with P or it should line up horizontally with P. Either way, Q must be in a position so that when we connect P to Q, this line is parallel to XY.

If you’re diagram is in good shape, we’re not far from arriving at a confident correct answer.

The angle that we label as 63˚ is the angle by vertex Z. We can go a couple of different ways here. We could realize that within the smaller triangle PQZ, we know that there is another 90˚ angle, which means that the remaining angle (QPZ) is 27˚(180 - 90 - 63). This means that the angle directly next to it is 153˚(180 - 27), which is our correct final answer, since the question is asking for that angle, angle XPQ.

If you’re not loving what’s above, we could go from labeling the angle by vertex Z as 63˚ to then labeling the angle by vertex X as 27˚, since we know that angle Y is 90˚. We could then see PQYX as a quadrilateral that must have a total interior degree measurement of 360˚, since this is a fact of all 4-sided shapes. We know that three of the angles are 27˚, 90˚, and 90˚, and so we can type 360 - 90 - 90 - 27 in to our calculators and again arrive at 153.

To sum up a bit here, to score a 600, we can still just jump over this question. To score a 650, we would at least want to see how smoothly we could draw a diagram for this question. We do not have to love geometry. But, we also do not have to love geometry to secure this question.

Test7 - Section2, Module2 - #13

This question is a really great example of a particularly powerful idea: after we read a question, if we do not have a crystal clear first step to execute or a clear approach to the question, we make the test-controlling choice to move on. Whether this means that we aremcm-ingthe question or permanently moving past it, either way, we are continuing forward.

Given this question’s precise opening, once we have read “In a set of four consecutive odd integers”, a thought should already likely spring to mind, and if not, again, we should likely be moving on. The thought we’re talking about could definitely be aided by peripherally noticing the answer options.

If x is the first of the four consecutive odd integers, then x + 2 is the next one. (In an SN-like manner, we could think, for instance, that if x is 5, then x + 2, which would be 7, is indeed the next odd integer.) Further following through with this thought, we can say that x + 4 is the third of the four consecutive odd integers and x + 6 is the fourth.

Knowing how the fourth consecutive odd integer can be expressed here, we can eliminate options (C) and (D), since the question states that “the fourth odd integer” is being multiplied(“product”) by 12. Down to options (A) and (B), we could finish things out in one of two ways.

Maybe the somewhat “better” way to arrive at (A) as our correct final answer is connecting the phrase “at most” to the inequality sign of ‘≤’, the less than or equal to sign. That said, if you also smoothly realize that the righthand side of things is improperly reversed in (B), that’s certainly a happy thing as well.

Test7 - Section2, Module2 - #14

As is so regularly the case, we have options here. Let’s explore two of them.

One way to articulate what it means when a system of equations has infinitely many solutions is that one equation is a multiple of the other. Knowing this, we could divide 5/2 by 2/7 to determine that the bottom equation is the top equation multiplied by 8.75.

Now, we can multiply 2/5 by 8.75 to determine that g is 3.5, and we can multiply 7/5 by 8.75 to determine that k is 12.25. Addressing what we are being asked to determine, which is the value of ^g/_k, we can divide 3.5 by 12.25 to arrive at the correct final answer of 0.285714286, which we could fill in to the answer space as .2857.

A completely different way to approach this question has us setting up a proportion with the coefficients (which is something that we can do when a system of equations has either infinitely many solutions or when it has no solution).

The proportion that we would set up is….

(²/₅) / g = (⁷/₅) / k

Cross-multiplying, we get ⁷/₅g = ²/₅k. We could then divide both sides by k. This could feel like a random move, but we are doing so because the value of ^g/_k is what we are being asked to determine.

Multiplying both sides by ⁵/₇, so that all we have on the left side is ^g/_k, we end up with ^g/_k=²/₇, which is the fractional equivalent of 0.285714286. Typing in 2/7 as our correct final answer will also then certainly work.

Test7 - Section2, Module2 - #15

The presence of the s’s within the table can be a bit disorienting. But, with experience, we could all come round to having this question wonderfully scream PiPat us!

A classic PiP situation is when we are given a table. The difference between this table and other ones we might see is the presence of the additional variable s. Quite happily, though, we can saunter right on to a traditional PiP path even with these s’s.

Let’s say we choose -2s for x and 24 for y. Let’s start plugging this point in for each answer option.

A) sx + 3y = 18s—>s(-2s) + 3(24) = 18s

When we multiply what’s above, we get -2s² + 72 = 18s.

B) 3x + sy = 18s—>3(-2s) + s(24) = 18s

When we multiply what’s above, we get -6s + 24s = 18s. Further combining the like terms on the left, we end up with 18s = 18s. Option (B) is our correct final answer.

What do you think? PiP is cool, sim?

Test7 - Section2, Module2 - #16

We have options. Let’s see what you think of going the discriminant route.

We are going to execute a classic math move with both original equations: isolate them for the same variable, in this case y.

Subtracting k from both sides within the first equation, we now have y = x + 26 - k. Adding k to both sides within the second equation, we now have y = x²- 5x + k. With both equations set equal to y, we can come to….

x + 26 - k = x²- 5x + k

Let’s continue with some classic math and bring everything to the same side by first subtracting x from both sides, bringing us to….

26 - k = x²- 6x + k

Subtracting 26 from both sides, we have-k = x²- 6x + k - 26. And now, we can add k to both sides to arrive at 0 = x² - 6x + 2k - 26. Time to bring the discriminant (b²- 4ac) in to the mix.

For there to be “exactly one distinct real solution”, the discriminant must equal 0. Knowing this and knowing thata = 1,b = -6, andc = 2k - 26, we can write out….

(-6)²- 4(1)(2k - 26) = 0

We then get 36 - 4(2k - 26) = 0. Distributing the -4, we arrive at….

36 - 8k + 104 = 0

Combining the 36 and 104, we have 140 - 8k = 0. Subtracting 140 from both sides, we get -8k = - 140, and then dividing both sides by -8, we arrive at k = 17.5, our correct final answer.

Test7 - Section2, Module2 - #17

It could feel strange for this question to be what it is, where it is. But, it is what it is. And, maybe it’s positioning here within the tougher second section is kind of clever-ish. Or, there may be a smidge of let’s-not-overthink-things that we also want to sprinkle in here.

This really is the functions classic that it appears to be, and we are going to arrive at the correct final answer of (D) by plugging the 4 that is inside the parentheses in for x. Doing so, we arrive at….

¹/₂ (4 + 6)

Calculating what’s above, whether by hand or via calculator(and preferably not just in our heads), we arrive at a final result of 5.

For those of us who do not love the Math portion of the exam, if we came across a question like this within the tougher second section, we should be happy to receive this gift.

For those of us who prefer the Math portion of the exam, seeing this question, we might be a bit suspicious at first, as a question this direct does not tend to come this late within the tougher second section. The test writers might be thinking that putting such a question in this position will be a bit disorienting. Given that this is really the only question past a certain point within the Mod2’s that is this direct, either way, it does not seem that the test writers are avidly interested in pulling such a move, if we even end up seeing this as a move. That said, like so many things within this process, having seen it here, we can have it somewhere on our radar if we see something like it on a future test day.

Test7 - Section2, Module2 - #18

Consider the following idea. The test writers know that many test takers who will go the route of writing an equation here will pick option (C).

Consider a different path, one that could lead to a guaranteed correct answer.

What if x, the banner’s length, is 40. This would mean that the width is 16(40 - 24). In turn, this means that the area is 640(40 x 16), which is considerably under the stated area of 2661.

Let’s raise the length to 80, which makes the width 56(80 - 24), and the area 4480(80 x 56). So, we’re too high now.

If the length is 60, the width is 36(60 - 24), and the area is 2160. If the length is 65, the width is 41(65 - 24), and the area is 2665. This result could tell us two things….

i) 65 is close enough, since 2665 is close enough to 2661.

ii) The actual length is a decimal that is a touch under 65.

In the case of this question, we do not require the exact value for x, as getting close, as we have will be good enough.

Using x as 65, we can see which option gets us closest to 0.

A) 0 = 65²- 24(65) - 2661—>0 = 4

B) 0 = 65²- 24(65) + 2661—>0 = 5326

C) 0 = 65²+ 24(65) - 2661—>0 = 3124

D) 0 = 65²+ 24(65) + 2661—>0 = 8446

The correct final answer is (A). Crafted wrong answer eluded. Correct answer locked. Consider this Trial & Error (TE) approach. Consider the power of flexibility within this process.

Test7 - Section2, Module2 - #19

If 3D geometry is not your favorite, you’re far from alone, and there is a lot to be said about simply letting this question float away. Away, away, away….

It is definitely significant to acknowledge that the Pathyou may currently want to be striding along far far far from compels you to access this question.

If you are still reading and indeed want to see where this question takes us, a solution here can start out in a few different ways.

We’re certainly big fans of anyone who chooses to start out by drawing a cone. It would also be quite fair to start out by determining the radius of the base of the cone, since we are given the area of the cone’s circular base. We could even begin by determining the height of the cone, since we know both the cone’s base area and the cone’s volume.

Whichever way we start things here, let’s take a moment to acknowledge the Reference area and two formulas that we could potentially access there. The area of a circle is πr²and the volume of a cone is¹/₃πr²h.

The base of a cone is a circle, and we know that this cone’s base has an area of 5929π. Setting 5929π = πr ², we can divide both sides by π to arrive at 5929 = r². Square rooting both sides, we arrive at a radius of 77.

The volume of this cone is 71,148π, and we know now that r = 77. Setting 71148π =¹/₃πr²h, we could then replace the r with 77….

71148π =¹/₃π(77)²h

To determine h, we have options, one of which is to multiply both sides by 3 in order to get rid of the fraction that is currently on the right side. Doing so, we arrive at….

213444π = π(5929)h

We also squared the 77 above. Our next move could be to divide both sides by 5929π, leaving us with h = 36.

Now, either our own drawing or the cone that we see within the Reference area will come nicely in to play. Even without a strong familiarity with “slant height”, we may be able to realize that seeing it as the hypotenuse of a right triangle involving both the height and radius is how we can close things out here.

36²+ 77²= x²

1296 + 5929 = x²

7225 = x²

Square rooting 7225, we arrive at 85 and click on the correct final answer of (D).

Test7 - Section2, Module2 - #20

The Path to 700+ very much includes smashing this question.

As is so often the case, experience pushes us very naturally forward. In the case of this question, it is very possible to arrive at a point on a future test day at which seeing answer options like what we’re seeing here reveals that you’ve seen a question like this before.

We start by inputting the first equation in to desmos. When we type the second equation in to desmos and see that it lies directly on top of the graph of the first equation, we could realize three things….

i) that this system of equations has infinitely many solutions.

ii) that we’ve maybe seen this variant of a question that turns out to have two equations that are actually the same equation.

iii) that we’re going to arrive at our correct answer via SN.

Let’s say we said r is 2.

This means that the xy-coordinates within option (A) are (2, -1). (Adding ^-12/₇+⁵/₇ becomes -1.) Checking the graph on desmos, we can see that (2, -1.5) is a point on the graph, not (2, -1). And so, option (A) is not our answer.

Seeing that (A) is not correct, we could potentially realize quite quickly that (B) is not correct either. But, it is certainly a legitimately prudent decision to run things through and confirm that the coordinates within option (B) would be (2, ¹⁹/₆), which is a point that is definitely not on the graph of the line we see in desmos.

Heading to option (C), continuing to use 2 as r, we get coordinates of (5.5, 19.5), which is a point that is not even remotely on the line we see.

The coordinates within option (D) would be (-1, 2). This is indeed a point on the graph of the line within desmos, and so, we can now confidently click on (D) as our correct final answer.

Test7 - Section2, Module2 - #21

This is a standardized test classic. With experience, you would recognize a similar question to this one if it appears on test day.

Let’s start by acknowledging that the test writers expect most testers to select (B). This option is about as good an example that exists of a crafted wrong answer. Reading the question, we all could be forgiven for thinking that it seems completely logical for the correct answer to be (B). But, it is not. And, to prove it is not, we are going to loop in our friend Sub Numbers (SN).

Let’s sub in 3 for d, meaning then that we’re renting this carpet cleaner(who comes up with these back stories?!) for 3 days. The cost for the first day is $52. The cost for the second day is $26, and the cost for the third day is $26. So, the total cost is $104($52 + $26 + $26).

Now, we head to the answer options and continue to sub in 3 for d, looking for the answer option that gives us the same result of 104. Subbing in 3 for d within option (A), we get 104, and we have found our correct final answer.

If you are curious, and you sub in 3 for d for option (B), you would get 130. Why (B) does not mathematically work out to be our answer is not something that we are curious about or concerned about on test day.

We are not taking a math test in school; we are executing a separate skill that we have wonderfully separately cultivated.

Test7 - Section2, Module2 - #22

Let’s see what you think of a dimensional analysis approach.(We apologize if this gives you less-than-pleasant chemistry flashbacks!)

We are given an initial value of 7.3^meters/_{second squared}, and we are being tasked with converting this to ^miles/_{minute squared}.

At the heart of dimensional analysis is the idea that we arecross-canceling units in order to end up with the units that we want to end up with.

7.3^met/_{sec sq}x^{1 mi}/₁₆₀₉_metx⁶⁰^sec/_{1 min}x⁶⁰^sec/_{1 min}

In what’s above, we know to multiply by ^{1 mi}/_{1609 met}versus^{1609 met}/_{1 mi}because we want the met (meters) to cross-cancel. For the same logic, we have the sec (seconds) as numerators in the other two fractions.

Paying a bit of homage to the Conversion Trick, we also know that we want two fractions tied to ^sec/_min, since only one such fraction would not convert the “squared” unit.(Option (A) is the crafted wrong answer here.)

With everything organized, we can fire 7.3 divided by 1609 multiplied by 60 multiplied by 60 in to our calculators and arrive at (B) as our correct final answer.

Test7 - Section2, Module2 - #22

Let’s see what you think of a dimensional analysis approach.(We apologize if this gives you less-than-pleasant chemistry flashbacks!)

We are given an initial value of 7.3^meters/_{second squared}, and we are being tasked with converting this to ^miles/_{minute squared}.

At the heart of dimensional analysis is the idea that we arecross-canceling units in order to end up with the units that we want to end up with.

7.3^met/_{sec sq}x^{1 mi}/₁₆₀₉_metx⁶⁰^sec/_{1 min}x⁶⁰^sec/_{1 min}

With everything organized, we can fire 7.3 divided by 1609 multiplied by 60 multiplied by 60 in to our calculators and arrive at (B) as our correct final answer.

Test8 - Section1, Module1 - #2(F2)

What artist Marilyn Dingle is doing, “no factory can reproduce”. Earlier in the blurb we are given a sense of what “Dingle skillfully” does as she makes her baskets.

We have our clues, and it is time to select (B) as our correct final answer.

Test8 - Section1, Module1 - #3(F3)

Here we have a lovely confluence of things.

1. We have a key clue in the phrase that “Most writers prefer working alone”.

2. We have a logic cue in the word “few”, which let’s us know that the missing blank runs opposite to the idea of what most writers prefer.

3. In this question, we have a classic first section FitB that is not seeking to drive us mad.

Since most writers prefer working alone, Hurston and Hughes are apparently one of the few examples of “collaboration”. Let’s click on (C) as our correct final answer, shall we.

Test8 - Section1, Module1 - #4(R4)

The word “hardly” is acting as a bit subtler of a logic cue than some other words that are meant to guide us along. But, subtle or not, depending on your opinion, the presence of this word is telling us to flip things. Now, let’s confirm what it is we are going to be flipping.

The clue within this blurb is that “painters around the world” followed what Velázquez did. Given this widespread attention, it could now be clear that our dude Diego’s influence was hardly “confined”.

The correct final answer here is (C), and our skills continue to put us further and further down the path.

Test8 - Section1, Module1 - #5(R5)

This is a good example of a FitB for which the test writers have cooked up a sentence for which many words can very naturally fill in the blank.

Many of us find biodiversity loss to be “concerning”. Given how concerning it is, some could find biodiversity loss to be “common”. For those with an arguably pessimistic leaning, biodiversity loss could be found to be “undeniable”. Maybe happily, we can show how this sentence is indicating to us that biodiversity loss is “preventable”.

Since “simple steps” can be taken, apparently biodiversity loss is “preventable” and (A) is our correct final answer.

This FitB is also a very good example of why we usually find a clue to base our decision off of versus maybe thinking that an option just kind of sounds like it could work.

Test8 - Section1, Module1 - #6(R6)

Let’s explore this overall structure question and see what linguistic cues the test writers may have left for us to potentially notice.

You’ll likely agree that the first two sentences within this blurb are fairly straightforward and that they are giving us information about a good thing that is happening for consumers.

It’s the third sentence that starts to give us proper overall structure vibes. We could comment on the start of the sentence with the use of the words “In turn”. But, what may be an even clearer cue is the word “too”, which nicely pushes us toward an even clearer understanding that companies are benefiting along with consumers.

Then, the final sentence hits us with what is definitely intended to be a key aspect of this question. By noticing that this sentence starts with the word “Still”, we could immediately be clued in to the idea that something contrasting is about to be said. This is indeed the case, as the sentence is giving us something “difficult” that can arise. Ok, we are very well equipped to head to the answer options.

Before we potentially nitpick any of the wrong answer options, let’s head directly to why (C) is clearly our correct final answer.

“It introduces a trend” - We can say this is what the first two sentences do.

“how the trend both benefits” - We can say that the third sentence is contributing to the validity of this statement.

“and poses a challenge” - This is clearly what the final sentence is meant to have revealed.

Sometimes, we read the answer options, we see the correct answer, and we do not think about really why the wrong options are wrong.

That said, to close out this analysis, let’s take a moment to nitpick option (A), as it is a nice example of the power of ONE WORD. It is definitely an awesome indication of how things may be developing when we start to read this option and the word “several” stands out as pretty immediately being an issue.

Test8 - Section1, Module1 - #7(R7)

We do not have to love poetry in general in order to confidently smash some SA Tpoetry questions. Let’s find some quotable reasons to select the correct answer within this question.

Option (A) mentions “repetitiveness”. The use of the word “same” in lines 7 and 8 of the poem link us nicely with repetitiveness.

Option (A) acknowledges that the repetitiveness can be “rewarding”. We could potentially see the “new roads”(line 1) and the “fresh seeing”(line 3) as rewarding.

Option (A) acknowledges that the repetitiveness can also be “challenging”. The “backs bending”(line 7) and the “sad feet”(line 8) can speak to this challenge.

Quoting this trio of connections is a way to arrive at the correct final answer here of (A).

Test8 - Section1, Module1 - #8(R8)

Let’s start by acknowledging that this question leans toward the bulkier side of the spectrum. So, consider the great habit of initially skipping this question and coming back to it later. With that said, let’s now get right into analyzing the answer options.

Option (A) is just a bit of a mess. If this mess is not clear to you, it could just be that this isn’t your question. And then, keep in mind that in order to score what you want to score, many questions can just not be your questions.

Option (B) is much more persuasive, but it isn’t quite right. The primary issue is the mention of an “alternative method” and “two methods”. The blurb is all about using this NCP thing. Some animals apparently already have a way to take advantage of this thing, and people were trying to figure out a way to do so as well.

Option (C) is also more persuasive but still not quite right. It’s not that animals and people use the NCP in different ways; it is more that animals can perceive the NCP in a way that people cannot.

Maybe the most significant thing to highlight within this analysis(outside of the very legitimately powerful idea ofinitially skipping this question in the first place) is how to recognize a top drawer answer option.

i) There is an “obstacle”: the NCP is apparently “discernible only at night.”

ii) There is a navigational ability of animals that researchers were inspired by.

iii) The “polarimetric camera” is the “optical device”.

Ping. Ping. And, ping.

Test8 - Section1, Module1 - #9(R9)

Being able to effectively threat-assess is a very potent test-taking skill. It would be great to eventually agree that this particular main idea question has a low threat value.

The blurb clearly focuses on Smart-Grosvenor’s book. Knowing this, we wouldn’t’ likely give much consideration to (B).

Both options (C) and (D) could potentially be deemed how do we know wrong answers. How do we know for sure that Smart-Grosvenor inspired many others to cook for themselves? How do we know for sure that her book didn’t receive praise when it was first published?(We could potentially argue that the blurb seems to indicate the opposite.)

Maybe, the most strategically interesting thing to acknowledge here is how you feel about….

i) reading the question itself(our usual routine)

ii) reading the blurb and generally feeling good about having understood it

iii) reading option (A), thinking it is right, and clicking on it without reading the other options

We certainly do not need to feel compelled to do what’s mapped out right above. We’re simply planting the seed that it is possible to feel certain that (A) is the correct final answer and select it without reading all of the remaining options.

Test8 - Section1, Module1 - #10(R10)

Let’s start by acknowledging that we’re not likely to get a lot of Shakespeare on the day of our exam(which is probably a very happy thing for most of us!) There is power to found within the great habit of choosing to sacrifice certain questions. So, maybe you want to choose to not even continue reading this articulation….

If you’re still reading, let’s acknowledge the rather particular thing this question wants us to do: figure out the point that Prospero is most directly making about “Miranda and her memories”.

From the second line in Prospero’s dialogue, we can get a sense that he is surprised(“how is it…”) that Miranda has a particular memory that she apparently has about “Four or five women” that once attended to her. Then Prospero wonders what “else” Miranda might remember. In the final line of his dialogue(which is fairly brutal for most of us to interpret), he postulates that if Miranda can remember this thing about her former attendants, maybe she can remember more. The “If” at the start of that line and the “mayst” at the end of that line can help us come to this understanding of that last line.

From a strategy standpoint, the comment we will make about option (A) is arguably the most impactful. With the use of words like “melancholy” and “discontented”, the tone of this option feels too negative to be the answer we are looking for here.(We could maybe deem the blurb as a whole as being neutral.)

The word choice in option (B) is better, with the words “doubts” and “clouding”. We nitpick (B), though, by noting that it isn’t a “place” that she is recollecting. This can seem quite nitpicky, but the test writers can definitely get this nitpicky. We could also poke at the use of the word “reluctant”.

From what we mapped out above, we can arrive at selecting (C) as our correct final answer. The phrase “may also be able” is particularly key to how we potentially know that (C) is our answer.

Option (D) is likely pushing things a bit too far by suggesting that Miranda is thinking of something that did not actually happen.

Test8 - Section1, Module1 - #11(R11)

Reading the question itself first, we could get two vibes. The presence of the word “illustrate” means that we could categorize this question as a support/weaken question. Given how particular what we are being compelled to do is, we could also categorize this question as a specific task question. Let’s read the blurb.

Reading the blurb, we can determine that the student’s claim is one that “criticizes” historians for evaluating Patrice Lumumba “primarily as a symbol rather than in terms of his actions”. Let’s head to the answer options.

We are looking for mention of the mildly contrasting ideas of being a “symbol” versus “actions” that were taken. Option (A) does not appear to be mentioning what we are looking for.

Option (B) is probably even more clearly not what we are looking for, as merely mentioning Lumumba’s “beliefs” does not seem to resonate with either him being a symbol or any of his actions.

Ahh. Option (C) has what we are looking for. Passing over Lumumba’s “practical accomplishments” would be a way of ignoring Lumumba’s “actions”. Being the “personification of Congolese independence” makes Lumumba sound like a “symbol”. Option (C) is our correct final answer.

Sometimes, a correct answer is more clearly correct because of how clear it is that the other options are wrong. Sometimes, the correct answer being the correct answer stands out more than the wrong answers being wrong.

____________________

Fun fact - I was reading The Poisonwood Bible byBarbara Kingsolver at the time this analysis was written.

Test8 - Section1, Module1 - #12(R12)

Uncreatively, we refer to this question as a support/weaken question. Let’s see what the hypothesis is that we are meant to support.

The first sentence of the blurb pretty clearly spells out the hypothesis: a decline in dusky sharks led to a decline in eastern oysters. The second sentence gives us a reason why the researchers are hypothesizing what they’re hypothesizing: dusky sharks eat the dudes[cownose rays] who eat eastern oysters. Let’s head to the answer options.

This question could be one of the better examples of tabling a decision that are within Bluebook. Many of us would read option (A) and not quite be sure what to make of it. If this were the case for you, instead of forcing yourself to decide how you feel about (A), why not decide later, if it turns out to even be necessary to decide….

….because, maybe, it will not be necessary to decide later, as a subsequent answer option could reveal itself to be our answer. Option (D) states that these cownose rays have increased in abundance as their predators, the dusky sharks, have decreased in number. We already knew that dusky sharks have declined in number, but this did not automatically mean that the number of cownose rays would have increased. But, if we knew that that was indeed the case, which is what (D) is telling us is the case, we would definitely have support for the hypothesis that the dusky shark decline is indeed leading to the decline in eastern oysters.

Option (D) is our correct final answer and sorting out precisely what some of the other options mean within this set of answer options is not required.

Test8 - Section1, Module1 - #13(R13)

Here we have a rather classic completes the text Question, one that requires us to bring the blurb together.

In 2016, Jesse Green had found the storytelling of Hadestown to be “very confusing”. In 2019, Jesse Green “enthusiastically praised” the storytelling. So….

….to complete the text, this discrepancy would make total sense if between 2016 and the Broadway premiere in 2019, Hadestwon had “improved greatly”. Option (D) is our correct final answer.

Let’s take a moment to acknowledge that (A) is a classic opposite wrong answer option.

Let’s also take a moment to acknowledge that if you have a chance to see Hadestown, you should seize it!

Test8 - Section1, Module1 - #14(R14)

There appears to be a bit of a subcategory within completes the text questions that involves a situation that is a bit puzzling and the correct answer brings things together and resolves the seeming conundrum. As you are anticipating, this is an example of that potential subcategory.

The first sentence of the blurb tells us that there are artifacts that make it seem like the settlement date is around the thirteenth century CE.

The second sentence tells us that there is other evidence that suggests the date is actually the fourteenth century CE.

To bring the situation up to the status of puzzling conundrum, the final sentence throws in the idea that everything that’s being said so far is true. But, how can different evidence that points to two different dates all be correct? Let’s see where the answer options take us.

What option (A) is saying does not help us resolve things. Artifacts from one time period being “more commonly recovered” than artifacts from another time period is a who cares kind of wrong answer.

Ahhhh….but reading option (B), we can see a resolution! The artifacts from the first sentence, which indicate a time frame of the thirteenth century CE, are indeed from the thirteenth century. But they don’t reveal the settlement date, because they are not originally from the settlement. These artifacts “eventually reached” the settlement, which can then have been settled in the fourteenth century CE. So, everything is true when we add what (B) is saying in to the mix.

Let’s close out this analysis by acknowledging that if we encounter a completes the text Q in the future that seems like an unsolved mystery, we are anticipating that the correct answer will solve the mystery.

Test8 - Section1, Module1 - #15(R15)

This could be deemed a very classic completes the text Q.

The first two sentences of the blurb give us information about how carotenoids affect feather color and how this can lead to an “honest signal” of a bird’s health.

We then get the a classic linguistic cue with the third sentence starting with “However”, indicating to us that we are about to get some contrasting information, which we do end up getting, as we find out that some can manipulate light to make it seem like they have amazing, healthy feathers.

Why we could consider this particular ctt to be a classic is because it seems we are now being tasked with bringing things together, which is what option (D), our correct final answer, is doing.

We know what an “honest signal” is. We know that some birds can manipulate the situation. So, we now know what a “dishonest signal” would be like.

Test8 - Section1, Module1 - #16(W1)

If you’re looking for some structure here, we can indeed provide some.

Seeing the words “had” in (B) and “will” in (D) can indicate to us that tense is getting tested.

This could mean that you are simply going to trust your English-speaking instincts. So, when option (A) just sounds a bit off to you, you do not need to think about why it does. You will just trust that it does.

When option (B) sounds right to you, again, you do not need to think about why. This is even more the case when you read options (C) and (D), and they both sound off to you.

We could talk more about this question, but it definitely works if you’re good with selecting (B) as your correct final answer and continuing down the path.

Test8 - Section1, Module1 - #17(W2)

This is a classic it v. they battle.

Knowing that the word “they” is used for plural situations, we can confidently select (B) as our correct final answer when we confirm that the “they” being referred back to are the “ two memorable woodcuts”.

Test8 - Section1, Module1 - #18(W3)

It likely feels natural not to use a comma between the two people’s names as we see in (D).

It may not feel as natural to not use the comma after “researchers” that we see in both options (A) and (B), but this is where knowing the idea we call the Occupation Q comes in to play.

We can say that “researchers” is the occupation of both Roberto Scandone and Christopher Kilburn. Since that occupation is coming before the names of these people, we know not to use the commas that we see in (A) and (B), and we know that (C) is our correct final answer.

Test8 - Section1, Module1 - #19(W4)

The word “ however” is an interesting word within the realm of the SAT.

We could start by memorizing that it is basically a 0% thing that (A) is the answer we are looking for, because we anticipate the word “however” to be bracketed by punctuation when it appears in the middle of a sentence.

Now, things could be a bit challenging from here, because we generally really want to trust our ears, but sometimes, some things are tough to tell.

The issue with option (B) is that the part after the potential semicolon is not a complete sentence. If you really thought that both parts were complete sentences, you want to give yourself some wiggle room to just miss this one. We are going to say the same thing about option (D): what is coming after the potential semicolon is not a complete sentence.

So, we could end up selecting the correct final answer of (C) by default, which we know can be a very good thing.

Test8 - Section1, Module1 - #20(W5)

We become masters of colons.

First, we develop the great habit of checking an option like (A) first.

Second, we see that “The number of jams available for tasting varied” is a complete sentence.

Third, we acknowledge that “some shoppers had twenty-four different options, others only six” is elaborating or continuing to talk about how the number of jams varied.

We select our correct final answer of (A) here and very possibly(likely?) do so without contemplating the other options.

Test8 - Section1, Module1 - #21(W6)

First, we develops the great habit of checking an option like (B) first. The idea is that if the semicolon is serving its classic purpose of connecting two complete sentences, then there should be no need to evaluate other options.

It is likely clear that what would be before the semicolon is indeed a full sentence. It is what comes after that could be less clear. Two things could help cement things for us.

i) We continue with another great habit of whispering aloud.

ii) We know that essentially any word can start a sentence.

“in that era, even shows that varied only slightly from other shows still attracted sizable audiences” is a complete sentence, and our correct final answer is (B).

Test8 - Section1, Module1 - #22(TQ1)

This is a Transition Question (TQ) that you want to ensure feels very secure, so that if a TQ with the same kind of correct answer appears on test day, you will feel confident that you are clicking on the correct answer.

“Consequently” is a classic cause & effect transition.

In the first sentence of the blurb we are told that the gold deposits that people dreamed of finding were “beyond the reach” of these people. Because of this, it makes sense that what comes after the blank indicates that “many had given up”.

We have our cause and our effect, and our correct final answer is (C).

Test8 - Section1, Module1 - #23(TQ2)

There’s a lot of good stuff to mine here, so let’s do some significant exploring.

We can deem “Earlier” a sequence transition.

“Specifically” is a spotlighted transition that we all want to be familiar with by test day.

Both “Regardless” and “However” are classic contrast transitions.

And now, because both “However” and “Regardless” are transitions that indicate contrast, we can do something that we likely won’t find ourselves doing very often: knocking them both out.

When a sequence transition is correct, we typically can find other clear signals within the blurb that something sequential is going on. With no such signals here, we can veer from (D), which could lead us to select option (B) by default.

That said, we want to feel comfortable with seeing when “Specifically” is our answer. The sentence before the blank makes the general statement that “Their research was extremely influential”. In what comes after the blank, we more specifically get information as to how their research was extremely influential, as we find out that “it laid the foundation for a 1987 treaty”.

We have reasons not to select the other options; we have a clear sense of why (B) is our correct final answer. We are on a path toward your final test day.

Test8 - Section1, Module1 - #24(N1)

Per usual, we read the first sentence within the question itself. It is quite clearly instructing us to indicate “the order” in which Alaska and Hawaii became states. Let’s head to the options.

Upon reading (A), we should likely feel like we have already found the correct final answer. Both states are mentioned. The mention of “49th” and “50th” give us a clear sense of “the order”.

Option (B) is silly. Option (D), which only mentions Hawaii, is not much better. Option (C) does at least give us the numbers that we would want, but it lacks the specificity of (A).

Test8 - Section1, Module1 - #25(N2)

With experience, when reading the first sentence of this Notes Q, we should all likely agree that the word “contrast” should jump off the screen.

Option (A) is the opposite of what we want, since it is telling us something that both reflective metal fibers “and” silicon carbide fibers do.

Option (B) is bad. Like terrible.

Option (C) is okay.

Option (D) is better than option (C) because it gives us specific numbers to understand that there is a contrast. We also get great linguistic cues to indicate contrast with the words “Whereas”(right from the start) and “just”.

Test8 - Section1, Module1 - #26(N3)

Per usual, we start by reading the first sentence of the question itself. Within that sentence, more than one word could stand out. So, if you thought that “misconception” is the key word to keep in mind, great. If you thought that “the role” is important to notice, also cool. Let’s head to the answer options.

Option (A) should likely get little consideration no matter what word(s) initially drew attention from the first sentence.

Option (B) could get some consideration. Let’s table our decision for now.

If we are thinking that the word “misconception” is key, then nothing in (C) should seem to match up properly.

In contrast, we could love the start of (D). Saying “Thinking it was an island” hints at the idea that the people thinking this are wrong, which matches up with being a “misconception”. And, though we did not mention it above, if you think to connect “called a peninsula California” with “naming of a place” from the first sentence within the question, then you should be even more confident that (D) is our correct final answer.

To close out this analysis, let’s very happily acknowledge that one reason we table some decisions is because it may turn out that we do not end up needing to expend any brainpower forcing ourselves to make a decision with certain options. Feeling great that (D) is correct, we do not need to think about why (B) is not.

Test8 - Section1, Module1 - #27(N4)

With experience, we get better and better at pinging things. Reading the first sentence of this Notes Q, we can ping that “the aim” is what defines this task.

Option (A) is telling us what the satellite did and what some interesting cosmochemist(that’s a thing?!) did.

Option (B) is telling us what that interesting person “wondered”.

The phrase “set out to determine” in option (C) indicates to us that we have found information about “the aim” of the research study.

Option (D) is telling us what cosmochemist Kentaro Terada found out.

We confidently select (C) as our correct final answer, and, if this were test day, we might now be heading back to the start of the section.

Test8 - Section1, Module2 - #1(F1)

It would be fair if the correct answer just came to you here. Sometimes, this happens.

That said, for the many of us for whom answers to FitB’s do not just arrive, here are some things that can be considered.

We could put forth that options (A) and (C) are toned wrong. This interesting system/“web of relations” seems to be a good thing, so negatively-toned words like in decipherable and obscure are not likely the words we want for our blank.

We could point to the phrase “web of relations” as a clue to lead us to “intricate”, as the phrase can give off the vibe that what we’re talking about is complex. Along a similar line of thinking, since this “intercropping system” involves three different items, we could think that this is not a simple process. Seeing the various details that are coming after the colon, we could also get the sense that this system/web has quite a bit that’s involved.

To come back round to where we started, it is very legitimate here to select (D) as your correct final answer, even if your analysis is not very intricate.

To close out, let’s take a brief moment to acknowledge that to say something is “ornamental” can mean that it is just for show and does not serve a significant purpose. And, to talk grammar for a moment, if you have not seen a sentence before with multiple semicolons, you may want to know what this interesting grammar idea is all about for a future Writing question.

Test8 - Section1, Module2 - #2(F2)

This FitB is a classic example of when the test writers are leaving us a clue to unlock the question. It is also a very cool example of how a coloncan be used as a linguistic cue.

Knowing what a colon does, we could think that the key clue within this blurb is coming after the colon that is right after the blank. This turns out to very much be the case, as the intended clue for this blurb seems to be “creatively transformed”. This phrase can very nicely lead us to selecting the correct final answer of (B).

Test8 - Section1, Module2 - #3(F3)

This FitB can be a good time to make a prediction. It can also be another great example of there being a clue that the test writers are very intentionally leaving for us to notice. The clue we could notice is “fails to account”.

The weakest option here is (D). If you made a prediction, you probably should comfortably also dodge selecting (A). Very legitimately, we could be down to a good 50-50 guess, and ultimately, if we select the wrong option, we are strategically unbothered.

If you want to go beyond taking a guess here, you could make a connection between the word “ tenuous” and “tentative”.(As a side note, this isn’t one of our stronger connections.) Thinking that something tentative is kind of shaky could push us toward thinking that tenuous is the correct final answer.

Test8 - Section1, Module2 - #4(F4)

Some Fill-in-the-Blanks questions are challenging because the blurbs are challenging to decipher. Some FitB’s are not trying to hide what the word is meant to be that fills in the blank; the test writers are more so challenging us to see how we’ll sort through the options.

We read the blurb, and it is likely clear that the intended clue is “rejection”, and that the word we want for our answer is a synonym.

If it is clear to you that options (B) and (C) are not the synonyms we are looking for, then you are pretty immediately down to two options. If it is not clear that these two options are not the words we are looking for, then it would have been very ok to simply not have spent much time contemplating the options here. We would click on an option randomly and very productively choose to move forward.

Down to options (A) and (D), in our sometimes humble opinions, there does not seem much to strategize about. To repudiate means to reject and (A) is the correct final answer.

Guessing (B) or (C) here because you did not feel very comfortable with the answer options as a whole is a fair decision. Just don’t linger.

Guessing (D) here is also a very fair decision. Also, just don’t linger.

Good things are ahead.

Test8 - Section1, Module2 - #5(R5)

We could consider this underlined Q a bit different than basically all of the others, as it could be contended that what’s underlined here could solely reveal the correct answer. With that said, there’s fun stuff to explore here, so let’s do so.

But, before we do so, let’s acknowledge why (D) is the correct final answer. This options states that John “longs to experience a larger life”. We could connect that to the end of what’s underlined, which states that John “wanted to follow them”. The “them”, as acknowledged earlier within what’s underlined, are the “twigs” that are sailing away. We could even put forth that that the start of the part that’s underlined, when it says that John “loved to wander” puts us on (D).

Now, let’s have some fun analyzing the remaining options.

It should seem fair to assert that (A) is simply not what’s happening. What’s underlined is not really a description of the place that John likes to go to; it’s more an acknowledgment of what John is thinking and what it is he wants.

We could say that (B) is a mild fakeout, as it does seem to be a true statement. The first line of the blurb acknowledges that John “was puzzling to the folk”. But ultimately, this option is not correct, since what’s underlined does not reveal that some people are confused by John’s behavior. That’s what the first sentence did.

Option (C) is a very good example of our friend the how do we know wrong answer. It would be great if you read (C) and you actually think, how would we know whether this is true or not.

Test8 - Section1, Module2 - #6(R6)

This is a classic Text1/Text2 question.

We are being asked how the people in Text 2 would respond, so this puts more weight on the significance of Text 2, and the move to make is likely to read Text 2 first.

Reading Text 2, we could note that Focarelli and Panetta think that some researched has focused too much on the “short-term”. Using a specific example, they show the important of the “long term”. Equipped with this information, we may not even need to read Text 1.

The mention of “near-term” in (A) puts us off of what F & P seem to care about.

Option (B) is meant to draw many people in with its direct mention of “long term”, but this is not our answer.

Option (C) is our correct final answer. It mentions an “extended period”, which corresponds nicely to the idea of “long term”. Just as importantly, by encouraging to investigate over an extended period, the option nicely echoes the idea that without understanding what happens over the long term, what’s really happening may not be clear.

If you want to talk about (D), maybe we should talk about this great habit first.

Test8 - Section1, Module2 - #7(R7)

We can categorize this Reading question as a specific task Q. We are very specifically being tasked with indicating how the Lord Chancellor responds to the crowd. Let’s read the blurb.

Per usual, we read the entire blurb. That said, it certainly can be asserted that when we get to the end of the blurb, we should perk up a bit as this is where we get dialogue from the Lord Chancellor. Let’s sort through this dialogue via the answer options.

We occasionally acknowledge the idea ofbaitwithin certain Math questions, but it’s worth acknowledging for a moment here with Option (A), which is a solid example of bait. This is definitely an option the test writers wrote in order to lure in many testers. This option is also a classic starts right, finishes wrong wrong answer.

Given that the Lord Chancellor’s dialogue begins with, “What can it all mean?”, the start of (A) seems right on target. But, nothing that comes after that opening line of dialogue indicates that the Lord Chancellor “claims to know what the crowd wants”.

Option (B) is not great, and it does not seem to warrant much of our attention.

In option (C), neither of the two words that express feelings, “sympathy” and “annoy”, should ping anything.

As we acknowledge from time to time, this could leave us with selecting (D) as our correct final answer by default. That said, it is very much worth our time to close out this analysis with an evaluation of (D).

The word “unanimity”(the final word in the blurb) is certainly not an everyday word, but it pings precisely with the start of option (D), which states that the Lord Chancellor describes the crowd as “united”.(The word “unanimity” is the noun version of “unanimous”.)

The second half of option (D) is a great example of why our general approach to Reading questions is to read everything within the blurb.

Only from having read the first big chunk of the blurb, which finishes with, “but no one seemed to know what it was they really wanted”, would we acknowledge that the crowd is not “united”, meaning that it “clearly appears otherwise”.

Test8 - Section1, Module2 - #8(GQ1)

From the question, we see that we are meant to support the claim made in the blurb. From the middle of the blurb, we can see that the claim is that the “likelihood of voting” is partially driven by confidence. The grammar cue of the dash could indicate that what’s to follow is of significance. Post dash, we read that more informed means more confident and more confident means more likely to vote.

The data matches what option (A) is saying, as each darker bar is indeed higher than each corresponding lighter bar. Being higher means a higher likelihood of voting. The darker bars represent “high information”. This is the answer we are seeking, and (A) is our correct final answer.

If you continue to evaluate the other answer options….

….you should probably deem option (B) as being too narrowly focused on a very specific bar.

You could think that both option (C) and (D) are wrong for bringing “political orientation” and being “Democrats” and “Republicans” to the forefront, when the claim we are seeking to support is more general.

*potential for master mapping to the grammar idea of a solo dash and to picking (A) and moving on

Test8 - Section1, Module2 - #9(GQ2)

In many ways, this is a classic Graph Question (GQ).

1. For those of us who find GQs challenging, this is another good example of why we would choose to initially skip this GQ and come back to it later.

2. To answer this GQ, we may only end up reading the end of the blurb. The question wants us to support the people’s suggestion. We could potentially notice that the suggestion we are meant to support is being mentioned in the last two lines of the blurb: “an estimate of dinosaur bite force may be significantly influenced by the methodology used”.

3. Opti0n (A) is the classic wrong answer that is wrong because it does not match up with the data. The Meers study produced a bite force between 183,000-235,000 and most definitely then did not produce the “lowest” value.

4. Option (B) is the classic wrong answer that gives us information that matches up with the data but does not address what it is that we are supposed to address.

Option (C) is what we are looking for. The top study and the bottom study both used muscular and skeletal modeling as the method, and both studies ended up with similar bite force numbers. The middle two studies used different methods and ended up with different kinds of bite force numbers. So, apparently the methodology used is influencing the bite force estimates.

Test8 - Section1, Module2 - #10(R10)

The word “undermine” within the question indicates that we are dealing with a support/weaken Q. Let’s see what this hypothesis is that we are seeking to weaken here.

The first two sentences of the blurb set up a bit of a mystery. Sea otters damage eelgrass, but in this particular part of Canada where there are sea otters, the eelgrass is living its best life. The next sentence give us information about what Foster did. In the final sentence, we get what she found and the hypothesis that we are meant to weaken: the sea otters damaging the eelgrass is actually allowing the plants to reproduce more quickly.

Heading to the answer options, let’s start with why (C) is our correct final answer. Option (C) says that there are places where sea otters and eelgrass meadows are correlating “negatively”, meaning that they are not doing well together. If there are other places that were not included in the study that show the exact opposite of what’s happening in the site that is part of the study, the potency of the study is definitely undermined.

Option (D) can be classified as a classic who careswrong answer. In discussing Foster’s hypothesis, who cares about “plants unrelated to eelgrass”.

Option (B) could be a bit trickier to eliminate, but maybe not. That there are places with sea otters and no eelgrass does not mean that the sea otters are responsible for there being no eelgrass. Maybe, these are simply places that never had eelgrass to begin with.

Option (A) could be the trickiest to eliminate; it could even be put forth that is does indeed undermine Foster’s hypothesis. That said, if this were test day, maybe instead of trying to articulate what is wrong with (A), we could just like (C) better.

Test8 - Section1, Module2 - #11(R11)

This question is yet another good example of why we generally read the question itself first when working through Reading questions. Here, after reading the question, it is clear that we are being tasked with supporting Paredes’s argument. Let’s head to the blurb.

Per usual, we are reading the entire blurb, but it is certainly fair to think that it is sensible to keep a particular lookout for Paredes’s argument, which we can see comes in the final sentence. Reading the full blurb, we can come to the thoughts that Paredes’s argument….

i) disagrees with other people’s arguments.

ii) acknowledges Spanish influence, but contends that the “ongoing interactions of various cultures in Mexico and the United States” is more important.

Option (A) is the opposite of what we want.

Option (B) is a who cares in regards to similarities between various regions.

Option (C) is another who cares in regards to the folklore being “previously unknown”.

Option (D) mentions a “recent” origin, which corresponds nicely to Paredes’s reference to “ongoing” interactions. We could also assert that “social life” corresponds nicely to “interactions”.

Here, we can potentially confidently select (D) as our correct final answer because of how we are QUOTING connections between the answer and the blurb. We could also confidently select (D) because the other options fall under classicwrong answer categories. Either way, we’re good.

Test8 - Section1, Module2 - #12(GQ3)

Depending on which Path you may currently be walking upon, arriving here could be a bit of an exciting find. Alternatively(again, depending on the path), this could be another question that you could quite happily not be concerned about, especially since it’s a currently rare example of a particular idea. Let’s see how things shake out.

Given that this is a bit of a hybrid between a completes the text question and a GQ, it is likely that we want to read the blurb in full.

Within the blurb, in a bit of a linchpin Math-move kind of way, is the significant mention that “Subjects included flies identified by mutation silencing…” So, within the graph, a type B fly is a fly whose DptB(which helps “combat pathogens and foster beneficial microbes”) has been silenced.

When reading option (A) and looking at the graph, very understandably, we could think that we are already seeing the correct answer. But, because of what we’ve just acknowledged about the “silencing” of things, (A) is the opposite of what we are looking for. The type A flies that are showing a high survival rate in the graph are flies that had DptA silenced, which then means that DptA is apparently not needed for these flies to defend against the bacteria.

We could eliminate (B) for the same reason we are eliminating (A). And, depending on how comfortable we are with the final sentence of the blurb, if we had initially thought that (A) is correct, upon reading (B), we could potentially realize why both (A) and (B) are not the answers that we are looking for. According to the final sentence of the blurb, we already know that DptA helps with resisting the P.r bacteria. So, if the graph is showing us that DptA also helps with resisting the A.s bacteria, it should seem like options (A) and (B) are equally correct. We could go a bit further here, but let’s leave things here for now.

If what’s above is solidly vibing, then we are ready to embrace (C) as our correct final answer. The two lines within the graph that have steep drops in survival rate are the ones tied to type B and type AB. This reveals that “silencing” DptB apparently has a serious effect, leading us to believe that DptB does have the ability to defend against A.s bacteria.

If you want to give a name to the idea that is very much at the heart of this analysis, you can consider what we’re seeing here an inversion, which is when something is intentionally being flipped on us. The line in the graph with the black triangles should make nearly everyone instinctively think that “A” is good, while the other two lines within the graph should make nearly everyone naturally think that “B” is bad. Hence, the inversion.

Test8 - Section1, Module2 - #13(R13)

Let’s explore this challenging completes the text question.

Like many Reading questions that we may find challenging, this one potentially poses a bit of a content issue. It’s possible that we could arrive at the correct answer without firmly understanding the blurb, but, for this particular question, an understanding of the blurb may end up being required.

This brings us to maybe the most important strategic thing to acknowledge. We cannot likely control not understanding something that might just be difficult to understand. What we cancontrol is realizing that we are finding something difficult to understand and then making the choice to sacrifice the question and move on.

With that said, let’s break down some of the content of the blurb. From there first line, we get the idea that some economists believe that “productivity gains” have led to using more automation. The next sentence, though, makes it rather clear that people like Daron don’t agree with this assessment and that apparently something about the “tax code” is the real reason why there is more automation.

With these thoughts in mind, we can maybe eliminate (A) for mixing the two thoughts together. The productivity gains idea and the tax code idea are not being smushed together within the blurb. We could contend that option (D) is doing something similarly wrong. We could also contend that (D) is just kind of not great, as it is not the case that productivity is sort of secretly declining.

This brings us to maybe the most impactful aspect of this particular analysis, which is the classic thing happening with option (C), the bait option. By mentioning the “tax code” and “capital expenditures” and “automation technology” and “labor” and “productivity” and “adoption”, it seems to be pinging everything from the passage. But, this is a false pinging, one that we can train to be leery of.

Maybe we can think of what’s in the previous paragraph as this. When we are dealing with a question that we deem complex, seeing an option chock-a-block with some many things from the blurb is a potential signal that it is actually a contrive wrong answer.

Maybe we end this analysis here.

*potential for master mapping to not needing to understand content

Test8 - Section1, Module2 - #14(R14)

This question could be an interesting exploration of the idea that we do not need to understand the content of certain parts of a blurb in order to still confidently arrive at the correct final answer.

The first sentence within this blurb has quite a bit going on. If we did not feel confident that we fully understood what is being said, we could still confidently acknowledge three things….

i) Because of our knowledge of dashes, we know we are getting a description of “echinoderms”.

ii) The sentence is talking about making “comparisons” to other animals(and maybe it is clear to you that we’re being told that doing so is difficult).

iii) Because of what’s within the parentheses, we have a sense that “anterior” relates to heads and “posterior” relates to tails.

Now, the next sentence pretty clearly states that sea stars are thought to be headless(some could say anterior-less).

The blurb closes with another bulky sentence, but one that we can confidently glean something from, again, even if we don’t understand the sentence word for word. Acorn worms, which apparently are similar to sea stars, display activity “only in anterior genes” across the entire body.

Heading to option (A), we could say that it is putting too much emphasis on posterior genes, when the blurb seems to be trying to make a point about anterior genes.

That option (B) has no mention of “anterior” or “head” is a reason to think this is not the answer we are looking for.

Without fully understanding the blurb, we could think that (C) feels off. It does not seem likely that the blurb makes mention of the acorn worms being similar to sea stars to then ultimately make the point that they’re actually not that similar.

In evaluating option (D), we can also acknowledge something we know about classic complete the text questions: a classic correct answer is one that ties things within the blurb together. We know that “anterior” ties to heads. It was thought that sea stars are headless. But, acorn worms, which are “close relatives” of sea stars, show anterior gene activity across the entire body. So….maybe sea stars, “rather” than having experienced an “elimination of a head region”….“consist primarily of a head”.

Let’s close this solidly hefty analysis with an acknowledgment that we can score 700 and not do anything with this question other than mcm. But, if by reading what’s above, a new door(or two) feels like it is opening, cool things are afoot.

Test8 - Section1, Module2 - #15(W1)

The word “study” within option (C) could throw things off a touch, but at some point, that is likely not possible. This is another example of the 3/4 SvP Pattern, and therefore, we will smash this question.

A) is studying

B) has studied

C) study

D) studies

We see the “is” in (A) and the “has” in (B) and this pattern comes to mind. Now, through whichever way works best for you, you will determine that options (A), (B), and (D) are all singular and option (C) is the lone plural answer.

The pattern tells us to select (C) as our correct final answer. Pattern applied. Question smashed.

Test8 - Section1, Module2 - #16(W2)

We have the great habit of noticing that option (A) here contains a colon. Knowing what a colon does, we can make a confident evaluation of this option first.

The part before the potential colon is solid chunk to read, so maybe follow through with another great habit of ours and whisper that part out loud. Doing so, we can hopefully confidently confirm that it is a complete sentence, and so, the first thing we check for in regards to a colon has checked out.

The part after the potential colon is also a solid chunk to read, which is why many of us could find this to be a bit more challenging of a colon evaluation than usual. That said, we can put forth the following. Before the potential colon, we are told that “roundworms in the Southern Hemisphere move in the opposite direction of Earth’s magnetic field when searching for food”. We can consider what comes after the potential colon, “in the Northern Hemisphere, the magnetic field points down, into the ground, but in the Southern Hemisphere, it points up…” as an elaboration or continuation of the idea that roundworms in the Southern Hemisphere move in the opposite direction.

Ok, again, it is definitely fair to think that things are just a bit bulkier here than usual. If that bulk masks that the colon in (A) is correctly being used, it is understandable. That said, if you do see that the colon is indeed being correct used then….

i) you confidently select (A) as your correct final answer.

ii) you do not need to evaluate the other options.

Test8 - Section1, Module2 - #17(W3)

We have the great habit of evaluating certain answer options first within certain Writing Qs. Here, we would notice the colon in (C) and head right to evaluating whether it is correct.

1. What comes before the potential colon is a complete sentenceas it should be. Check.

2. What comes after the potential colon is elaborating or continuing to talk about what is said right before the colon. Check.

Option (C) is our correct final answer, and it is a savvy move to click on (C) and move forward.

If you haven’t encountered many correctly used colons yet, it's worth taking a moment to more fully articulate that “whereas rennet-coagulated cheesemaking…, acid-heat coagulation methods” elaborates upon the statement that “divergent strategies for preserving milk emerged”.

Test8 - Section1, Module2 - #18(W4)

The presence of the three commas after the blank can muck things up a bit here. But, at some point, when we are all masters of appositives, such muckiness becomes a zero factor.

Let’s recap what makes a classic appositive a classic appositive.

i) It is a phrase that is in the middle of a sentence that is describing something or someone.

ii) We can remove the phrase from the sentence and what’s left is still a complete sentence.

iii) The phrase is bracketed by either two commas or two dashes.

Within this sentence, it is the “extensive changes” that are being described, which is why we want a comma that we see in either option (A) or (D). The appositive ends with the word “material”, which is why there is already a comma there.

To cement the removal aspect of an appositive, we can acknowledge that, “These extensive changes reflected the poet’s evolving literary perspective and experience of the US Civil War” is a complete sentence.

So now, the best way to close things out could be to memorize that verbs ending in “-ing” go very nicely with appositives, as both are classically used by SAT test writers to forge descriptions. Knowing this, we can select (A) as our correct final answer.

If you’re not comfortable with finishing this question via a memorizable idea, you are most welcome to read more about gerunds.

Test8 - Section1, Module2 - #19(W5)

This question could be a test of how masterful we are when it comes to appositives.

This question also employs a little-used move: if we can spot and “eliminate” another appositive that is within the sentence, it can help us assess the rest of the sentence. The appositive we are talking about here is the phrase within this sentence, “at the time…early twentieth-century modernists”. The presence of that part of the sentence seems to muck up how many of us process this sentence.

The “primary” appositive(only meaning that it is what is directly being tested) is correctly created by option (C), our correct final answer. If we were to remove “much admired…the decades that followed” and the appositive mentioned above from the sentence, we would have….

English poet and Shakespeare contemporary John Donne’s works had been essentially gathering dust for the intervening 250 years.

You likely agree that what’s above works well; it is just tough to have gotten to the position to evaluate solely what’s above.

If you’re still wondering why (B) is not correct, it would come down to another little-used thing: given what an appositive classically does(describe), it would be basically impossible for an appositive to start with a verb.

*potential for master mapping to the eliminate the appositive move and the idea that appositives shouldn’t start with verbs

Test8 - Section1, Module2 - #20(W6)

This repurposed question is a BB original that stumped people but that we would handily smash, seeing it as yet another example of the 3/4 SvP Pattern.

The answer options are chock-a-block with the words(“is”, “are”, “was”, “were”, “has”, “have”) that classically tip of this pattern.

A) are (plural)

B) is (singular)

C) were (plural)

D) have been (plural)

The Pattern dictates that we pick the lone singular option, and so, we confidently select (B) as our correct final answer and continue down the path.

*potential for master mapping to identifying the subject

Test8 - Section1, Module2 - #21(TQ1)

A transition that indicates contrast is within the core categories of transitions. Option (B), “By contrast”, is definitely a contrast transition.

The first sentence acknowledges that a firefly is using muscles “to draw oxygen into” its body. After the blank in the blurb, it mentions when the firefly “stops drawing in oxygen”. This is the contrast that makes (B) our correct final answer.

Contrast transitions are great transitions to evaluate first, because if we do clearly assess the presence of a contrast within the blurb, we can potentially select our answer and not evaluate the other options.

Test8 - Section1, Module2 - #22(TQ2)

It’s not a classic contrast transition, but “On the contrary” is within that family. “As a result” is a classic cause & effect transition. “Additionally” pops up here and there for sure, and we can put “Next” within the family of sequence transitions.

With four fairly(to very) familiar transitions in play, we likely want to evaluate the very familiar ones first. So, is there contrast here?

The first sentence indicates to us that “ one might assume” that a hole had opened in the street. But….apparently, it is just an “illusion” created by an expert artist. So, there is contrast here, and option (B) is our correct final answer.

Test8 - Section1, Module2 - #23(N1)

We start this block of Notes Q’s with one that should appear fairly standard at the start. We read the first sentence, we notice the word “distance”, we head to the answer options.

Option (A) tells us that this turnpike covers sixty-two miles. This is a distance. This is our correct final answer.

Option (B) does not give us a distance. Option (C) does not give us a distance. Option (D) does not give us a distance. Option (A) is still our correct final answer.

Next.

Test8 - Section1, Module2 - #24(N2)

Reading the first sentence of the question itself, we should likely think that we are facing a very classic Notes Q, one in which the key word really stands out: “advantage”.

Reading option (A), we could think that each room containing suffrage artifacts is a good thing, but this may not clearly enough be an advantage.

Option (B) should likely not get much consideration.

Within option (C), we get the phrase “allowed them to control the experience”, which definitely seems like an advantage of the “Women and the Vote” format.

We certainly can finish things out by reading (D), but (C) is our correct final answer.

Test8 - Section1, Module2 - #25(N3)

What this Notes Q is tasking us with doing is a bit more complicated than what we often are doing as we sail through the typical Notes Q. After we eliminate two of the options, let’s see how you feel about how to arrive at a final decision.

Knowing nothing about “malapportionment in the Storting”, we can still confidently eliminate option (A). The first sentence of the question indicates that we are to “refute” that “small urban districts” are being favored. Option (A) is stating that smaller urban districts have “an unfair advantage”, so this option is the opposite of what we are looking for.

Option (C) is entirely too general, as it does not particularly talk about the Storting. Also acknowledging that malapportionment happens in both situations of overrepresentation and underrepresentation is not likely fulfilling the task that we are seeking to fulfill.

Ok, so we are down to (B) and (D), and it is quite understandable if anyone is simply drawn to (B) and selects it, even though it is not the correct answer. The first part of (B) clearly is refuting the claim that malapportionment is favoring small urban districts. We might only be able to determine an issue with (B) if we consulted the notes on the left, which we do not typically do.

The last note within the notes indicates that “Less populated” districts are the ones that receive “a disproportionate number of seats”. The second half of (B) is indicating that “more populated” districts are being overrepresented. And so, as happens(though not commonly), option (B) is contradicting what we are being told within the given notes.

If we realize why (B) is definitely wrong, we could now select (D) as our correct final answer by default. We could also confirm that the last two notes that are given indicate that the malapportionment happening in the Storting is tied to more points being awarded based on land and that the “less populated rural districts” are benefiting from this, versus the small urban districts that are more populated.

Test8 - Section1, Module2 - #26(N4)

This Notes Q is tasking us with doing two things, so let’s make sure that our answer fulfills both.

Option (A) appears to be mentioning the study and giving some of its results/findings.

Reading option (B), we should likely think that it is going to be tough to beat this option.

i) The first part of the option, “Seeking to understand…”, is presenting us with the study.

ii) From the word “used”(a lovely action verb to have here) to the end of the sentence, we are getting part of the study’s “methodology”.

Given how clear it could feel that this is indeed our correct final answer, there is a lot to be said for not evaluating the remaining two options.

Test8 - Section1, Module2 - #27(N5)

This should likely feel like another classic Notes Q. Reading the first sentence of the question itself, we can latch on to the word “aim” as the primary key word. Let’s head to the answer options.

Reading option (A), we could get some linguistic cue vibes. The phrase “wanted to know” can be a clear indication that we are about to be told the “aim” of the study.(We could also be getting some QUOTING vibes.)

We could also be getting some maybe-we-do-not-need-to-even-read-the-other-options vibes. Depending on your precise second section ambitions, it could be significant to trust yourself at a moment like this and actually click on (A) as your correct final answer without evaluating the other options.

Test8 - Section2, Module1 - #1

We do not assume that #1 is going to be an “easy” one; we are just not surprised when it turns out that the first question of the first section is straightforward.

The graph is showing us the y-intercept is at 8, and so we click on (D) as our correct final answer.

Test8 - Section2, Module1 - #2

If you do not know that this question could have been set up differently(the final question could have asked us for the value of f(-8)), then you may want to read up on some foundationa lfunction facts.

That said, here, we plug in -8 for x and compute that -3(-8) + 60 is equal to 84, and our correct final answer is (D).

Test8 - Section2, Module1 - #3

This question could technically fall under the auspices of Understanding Equations (UE).

That said, it very much works here if it naturally stands out to you that the question states that there are two different types of segments. The 1-minute segments are represented by x, which is why there should be a nx (we could say that there is an imaginary 1 in front of the x) within the correct answer. The 3-minute segments are distinctly represented b3 y, which is why there should be a separate 3y within the correct answer.

Adding both types of segments together would equal the total length of 70 minutes of the video. Option (D) is our correct final answer.

Test8 - Section2, Module1 - #4

A deliberate (which can mean slow and careful) read here, which could also include whispering aloud to ourselves, should ensure a correct answer.

We are told that 9 ounces of water remain, which means that 11(20 - 9) ounces are gone. We are told that the amount of water decreases by 1 ounce every 4 days. So, if 11 ounces are gone, multiplying 11 by 4 reveals that 44 days have passed and that (D) is our correct final answer.

Test8 - Section2, Module1 - #5

As is so often the case, we have options here. Let’s explore how desmos can swoop in for the assist here.

Click on desmos and click on the “funcs” button that is on the right. Scroll down to the third category of options, which is “STATISTICS” and there, find the button labeled “stdev”.

Once we click on that button, we can now input the values that make up Class A. We would start by typing in a single 1 and a single 2, since there are individual dots at both 1 and 2. Then, we would type in three 3’s and four 4’s. As we are typing in the numbers, we can see that desmos is calculating the standard deviation. Typing in five 5’s, six 6’s, and then seven 7’s, we get a final result.

We can then click on “funcs” again and on “stdev” again. Heading to Class B, we can input a single 14, a single 15, three 16’s, etc.

When desmos shows us precisely the same result for this second standard deviation computation, we can confidently select (B) as our correct final answer.

Test8 - Section2, Module1 - #6

If you’re already familiar with our good friend SN, you can certainly go that route here. That said, even if you would take the Sub Numbers path, it is probably worth finishing out the read here.

The other path to take here is the old-school algebra one of combining like terms.

In the first set of parentheses, we have the term 7x³. In the second set of parentheses, we have the like term 6x³. The two sets of parentheses are being subtracted, so we subtract 7x³ and 6x³ to arrive at a new first term of just x³.

The other term in the first set of parentheses is 7x, and the other term in the second set of parentheses is -3x. As we now subtract these two terms, we definitely want to be aware that we are minus-ing a minus, which is why we end up with a new second term of 10x.

The correct final answer here is (A). If you’re not loving the combining like terms path, thank you for reading anyway.

Test8 - Section2, Module1 - #7

We all must know that the three angles of a triangle add up to 180˚. So, if we subtract 54˚ and 90˚ from 180˚, we can determine that angle C must be 36˚. Now is one of the many moments when we think like the test writers and realize why (A) is not the correct answer.

Angle C is definitely 36˚, but that isnot whatk is.

We are told that ^k/₂is the measure of angleC, which means that^k/₂= 36, which means that k itself is 72˚ and the correct final answer is (C).

As we acknowledge from time to time, the test writers are definitely quite good at what they do. But, very happily, so are we.

Test8 - Section2, Module1 - #8

Time to let desmos do its thing.

We type the given equation in to desmos. We can see three x-intercepts, one at -5, one at 0, and one at 4. Among the answer options, we do not see -5 or 4, but we do see 0. We click on (B) as our correct final answer and continue to move down the path.

Test8 - Section2, Module1 - #9

If this question were #9 in the second section, we might feel a bit suspicious. Even at #9 in the first section, this question could feel a bit suspicious, but it should allay some concerns that we are indeed within the first section.

We are told that the 56 mL mixture is made up of water and acetic acid. We are told that the volume of the acetic acid is 10 mL. So, the volume of the water is 46(56 - 10), which is indeed our correct final answer.

Test8 - Section2, Module1 - #10

Let’s come at this Conversion Q from the larger unit-to-smaller unitapproach.

We are given an initial value of 354 furlongs. Furlongs is the larger unit, since 1 furlong = 220 yards. So, to convert 354 furlongs in to yards, we can multiply 354 by 220, yielding a result of 77880.

In discussing yards and feet, yards is the larger unit, since 1 yard = 3 feet. So now, we can take our 77880 yards from above and multiply that by 3 to arrive at 233640 and a correct final answer of (D).

Test8 - Section2, Module1 - #11

We see the word “intersect”, and we think desmos. After we type in the two equations, we likely can readily see that the two lines are parallel, and so they never intersect. We confidently select (A) as our correct final answer.

_________________

It’s certainly not a bad thing if you saw the two equations and knew that they both have a slope of 2 and would therefore be parallel lines that would never intersect.

Test8 - Section2, Module1 - #12

This is a classic “is” over “of” percent question.

The number tied to the word “is” in this question is 13. The number tied to the word “of” in this question is 25.

So, to determine what percent is 13 of 25, we put the “is”(the 13) over the “of”(the 25). Hitting enter on our calculators after typing in 13 / 25, we get 0.52.

We convert this decimal to a percent by moving the decimal point two places to the right, bringing us to our correct final answer of 52.

Test8 - Section2, Module1 - #13

This is a question that we all eventually crush. Let’s get in to this classic example of an exponential equation question.

Within an exponential equation like what we are seeing here, the exponent is tied to time. The question is directly asking us about the “time”. The equation is in minutes, and the question wants an answer in minutes. And so, the correct answer is literally the number that is within the exponent.

We confidently type in 410 as our correct final answer and very smoothly move forward.

Test8 - Section2, Module1 - #14

Nothing clever is meant to be happening here at the start. We are being told that the value of an investment “increases”, and so, the correct answer is indeed either (C) or (D).

From here, we are going to flat out memorize this baseline example of a linear v. exponential question. Seeing the percent, we think exponential, and we select (C) as our correct final answer.

Test8 - Section2, Module1 - #15

To smoothly arrive at the correct answer here, it turns out that we do not really need to be very fluent with circle knowledge.

Plotting the two given points on an xy-graph is a great way to start. Connecting the two points, we can see the diameter of this circle. Seeing that this line goes from a y-value of 4 up to ay-value of 14, we can determine that the diameter of this circle is 10.

Now, even without knowing a certain form of the equation of a circle, it is not surprising if many people correctly assumed that the r that is being asked for is the radius. Knowing that the radius of a circle is half the diameter, we can come to the correct final answer of 5.

Having said what we’ve said here, if you look at the equation we are given within this question and do not know that the center of the circle is (2, 9), it would be a good idea to click on the link that’s above. :)

Test8 - Section2, Module1 - #16

For many testers, this question is in the Top2 for questions that they do not love within this particular section. If you happen to be among these many testers, consider the happy news that you could just click on a random answer here and still be on the path to a 700+ score. For the many of us who do not even remotely need a score that high, we could just laugh at this question and continue very happily along with our day.

A solution to this question could begin by drawing a right triangle. Knowing that angles R and S add up to 90˚, we know that the right angle of this right triangle should be labeled as T. Labeling the right angle T, we can then choose to label either of the other angles as R or S.

Vi a SohCahToa, we can next label the side opposite the angle that we labeled R as √15. We label thehypotenuse as 4.

Now, before we jump in to determining the unknown side, we could realize that it turns out that we are not being compelled to determine it.

The final question is asking for the value of cos (S). Knowing that cos = ^adj/_hyp, we could notice that we already know the adj side to S. It is the √15 we have already labeled. We know the hyp is 4, and so the cos (S) is^√15/₄, and the correct final answer is (B).

Before we leave this question, let’s acknowledge a trig idea that you could memorize that would also lead to selecting (B) here.

We know that angl eR and angle S add up to 90˚. When two angles add up to 90˚, it is a fact that the sin of one of the angles is equal to the cos of the other angle. Clearly, we this is not a fact that we must know to answer this question. But, if you like it and it sticks, or if it seems familiar now that you’ve read it, these are all good things my friend.

Test8 - Section2, Module1 - #17

Some people see this is a Rearrangement Q; some people see this is a Sub Numbers (SN) question. Some see both. Let’s see what you think.

The Rearrangement Q view of things starts with us multiplying both sides by ‘4j + 9’ in order to clear the fraction. Executing this move, we now have….

(4j + 9)p = k

Now, we could realize that the way the test writers wanted us to rearrange this particular situation is to have ‘4j + 9’ by itself. We can achieve this with one more move: dividing both sides by ‘p’. Executing this move, we can arrive at the correct final answer of (A).

The SN view of things potentially starts with us subbing in numbers for ‘k’ and ‘j’. We could give some thought to the numbers that we use; we could just sub in virtually any numbers and still quite confidently arrive at the correct final answer.

The give it some thought view of things could have us subbing in 2 for ‘j’(which leads to a denominator of 17) and then 34 for ‘k’. With those numbers in place, it would mean that ‘p’ must be 2, since 34/17 is 2.

With numbers in place for all three variables, we can now evaluate the answer options. Option (A) would be 4(2) + 9 = 34/2, which would lead to 17 = 17, which is how SN could bring us to the correct final answer of (A).

Test8 - Section2, Module1 - #18

Desmos is an option here, but it is likely not our best path this time round. Let’s head right to option (A) instead.

Per the first row of the table in (A), let’s see what happens when we plug in 3 for x and 21 for y within the given inequality.

21 > 13(3) - 18—>21 > 39 - 18—>21 > 21

As 21 is not greater than itself, we can eliminate option (A).

The values within the first row and the second row of (B) will work out. But, if we plug in 8 for x and 86 for y, we get….

86 > 13(8) - 18—>86 > 104 - 18—>86 > 86

As 86 is not greater than itself, we can eliminate (B).

Option (C) fails with the first row of values.

16 > 13(3) - 18—>16 > 39 - 18—>16 > 21

There is something to be said for selecting option (D) now by default. But, if you do end up choosing to confirm that all three rows of values do indeed work in order to arrive at (D) as your correct final answer, it’s cool.

If you know what PiP is, you might see why we can call what we’ve done here reverse PiP.

___________________

If you also want to see what we’re doing here as a reverse-PiP kind of thing, that could be interesting….

Test8 - Section2, Module1 - #19

Seeing the word “ perpendicular” within the question, we can spring in to action and start to rewrite the given equation so that ‘y’ is by itself.

3y + 12x = 5

Subtracting ‘12x’ from both sides, we get….

3y = -12x + 5

Dividing both sides by 3, we get….

y = -4x +⁵/₃

We now know the slope of this line is -4. We then would know that our correct final answer is¹/₄, since we know that the slopes of perpendicular lines are opposite reciprocals.

Test8 - Section2, Module1 - #20

Let’s start with the direct math here that is tied to factors & solutions.

Each set of parentheses is a factor. The first set of parentheses indicates that d is a solution. We know that a “solution” is another way of saying an x-intercept.

Continuing with this line of thought, we can say that the second set of parentheses indicates a second x-intercept at -d, and the third set of parentheses indicates a third x-intercept at -g.

If we move a touch too quickly at this moment, we may end up clicking the designed mini-trap answer of (A). But, if we notice that the fourth set of parentheses(which is the same as the first set of parentheses) would yield an x-intercept of d that we already have, we can realize why the correct final answer here is (B).

You could stop reading here. You could read below about how desmos addresses this question as well. Technically, what we are about to do is what we call a desmos mashup.

Seeing that the question is asking about intercepts, we could think to employ desmos. We would then need to realize that in order to bring desmos in to the mix, we are going to also Sub Numbers (SN) for ‘d’ and ‘g’. Subbing in basically any numbers in for ‘d’ and ‘g’ and typing the equation in to desmos, we should smoothly see that there are 3 x-intercepts.

Test8 - Section2, Module1 - #21

If we were creating a Top2 List of the least liked questions within this particular section, for many testers, this question would likely top such a list. For many of us, it’s the wording of the question that is difficult to sift through. The path through this process does include conscious sacrifices; this question could definitely be one.

That said, if, when you see the mention of f(1), it springs to mind to plug in 1 for x (as is the case for a classic functions situation), maybe you could smoothly get past the rather non-standard wording within this question.

If we plug in 1 for x within option (A), we get 128.

If we plug in 1 for x within option (B), we get 128.

If we plug in 1 for x within option (C), we get 128.

If we plug in 1 for x within option (D), we get 128.

It could feel like we’ve achieved nothing, but there is a reason why getting all of these 128’s reveals that (C) is the answer. Only within the function that is given in option (C) is 128 a part of the function, as the 128 is the coefficient.

Within each of the functions, the base is the 1.6 that is within the parentheses. What this question wanted to see materialize is getting either 1.6 or the coefficient that is within any of the given options when we plugged in 1 for x.

So, if plugging in 1 had led option (D) to equaling 204.8, then (D) would have been the correct answer. But, since it was option (C) for which we got the 128 that is also the coefficient of that function, it is (C) that is our correct final answer.

Test8 - Section2, Module1 - #22

We may not see it as much as we see other words, but the word “minimum” is yet another signal that we can head to desmos. As is often the case, we have options here. Let’s go the route that likely feels very natural and that allows us to review a math idea about shifting a graph.

We can type the f(x) function that we are given at the very top in to desmos. Doing so(and maybe after zooming out), we can see that the current minimum is at (-8, 6).

Now, we can process the given information that g(x) = f(x + 5) as indicating to us that we are shifting left 5, leading us to selecting option (A) as our correct final answer.

Horizontal shifts occur when a number is added/subtracted on the inside, as is happening here. Horizontal shifts are opposite to instinct, so the +5 which likely instinctively makes us think ‘right’, actually means to go left.

Test8 - Section2, Module2 - #1

Clearly, we can start by solving for x and then arrive at the correct answer. If we wanted to, we could also employ desmos.

Those things said, let’s take a moment to acknowledge that if subtracted 6 from both sides, we would arrive at 4x = 12, which is what is within option (C), our correct final answer.

Test8 - Section2, Module2 - #2

It would definitely not be strange for the second question within the tougher second section to be as direct a question as this one.

It could feel very instinctive to plug in 400 for x. If it did not feel instinctive to do so, we can acknowledge that the question states that x represents “the monthly payment” and that we are being asked to determine a total cost when the monthly payment is 400.

Plugging in 400 for x, we get 15,400, and option (C) is our correct final answer.

Test8 - Section2, Module2 - #3

As is often the case, we have options here. Let’s go with the following….

We see either the mention of an “intercept” of that shifting is involved, and we think desmos.

Typing the given equation in to desmos, we see that the current y-intercept is up at 9.

Shifting this graph down 5 units, the y-intercept would then be at 4. So, we click on the correct final answer of (A).

Depending on where you are at within your personal SAT journey, there’s a thought you may want to read more about.

Test8 - Section2, Module2 - #4

Your knowledge of slope-intercept form could instantly inform you that the correct final answer here is (B); desmos can show you that the graph of the given line has a y-intercept at (0, -2). That’s it. Vamos embora.

Test8 - Section2, Module2 - #5

This question could become a classic example of Plugging in Points (PiP) for you.

The answer options are different equations. We are given a graph. We can pull a point from the graph. All conditions that could smoothly lead us to a confident PiP-based solution.

Let’s say that we chose the point (30, 20) from the graph. Using this point, meaning that ‘x’ is 30 and ‘y’ is 20, option (A) becomes 20 = 8(30) + 12, which is not true. Using this same point, option (B) becomes 8(30) + 12(20) = 480, which is true, and (B) is our correct final answer.

The chances that either option (C) or (D) also works are exceptionally low. Your call as to whether you check those options or not my friend.

Test8 - Section2, Module2 - #6

With experience, a question like this becomes a ultra-classic desmosquestion.

We see the word “solution” and head to desmos to type in the two given equations. Having done so, we can see the dot where the two lines intersect, and, clicking on it, we see that x is 2 and y is 3.

To close, it’s a matter of computing the latest random-ish thing a particular SAT question is compelling us to compute. Firing ¹⁷/₂(2) + 18(3) in to our calculators, we arrive at 71 and click on (D) as our correct final answer.

Test8 - Section2, Module2 - #7

With experience, we may very naturally hear some helpful murmurings that push us toward desmos when we see this question. If we wanted to latch on to something more tangible, we could acknowledge that the f(x) -3 within the question is indicating that a graph is getting shifted.

We can type the given equation in to desmos, and we can append a “ - 3” to the end of the equation.

Now, clicking on the graph, we could see that (-6, -3) is a point on the graph. Seeing this point, we could realize that only options (B) and (C) are potential contenders to be the correct answer.

Continuing to click on the graph, we could see that (-5, -3) is also a point on the graph, and we could thus cement that (B) is our correct final answer.

Test8 - Section2, Module2 - #8

Maybe, an ideal way for you to start here is to realize that we have a point that we can PiP.

Plugging in 0 for x, only options (C) and (D) give us the 14 that we should get.

Now, we can loop in some exponential equation know-how. The decimal below 1 that we see in option (C) reveals that the situation is decreasing, in contrast to the decimal above 1 that we see in option (D), which reveals that the situation is increasing. As “decreases” is stated within the question, we can now confidently click on (C) as our correct final answer.

Test8 - Section2, Module2 - #9

With experience, we get better and better at realizing when certain moves are great to make. Here, it is a very happy thing if it organically comes to mind to bring desmos in to the mix.

Typing the given equation in to desmos and then maybe clicking to zoom out three times, we can see a few dots on the graph that we can click on. Let’s discuss three of these points.

We could acknowledge that the y-intercept at (0, 12.09091) indicates to us the starting depth of the submersible is 12.09091.

We can next acknowledge that the vertex/maximum of the graph at (8, 13.25455) reveals that at a time of 8 minutes, the submersible reaches its maximum depth of 13.25455.

This brings us to the third point of interest, the x-intercept that is at (35, 0). One way to explain why 35 is our correct final answer is that we are being asked to determine when the submersible would “reach the surface”, which would mean its depth(which is its y-value) is 0. It can also help to acknowledge that we know that x within this equation is tied to “minutes”. We could then fully articulate that the x-intercept of (35, 0) indicates that at 35 minutes, the submersible has a depth of 0.

Test8 - Section2, Module2 - #10

Maybe drawing things out here is helpful. Maybe not.

Whether we draw out a cube with a circle-looking sphere thingy within it or not, we are going to compute the volume of this cube. We could click on the Reference to see that we are going to multiply 68 by 68 by 68 to determine that the volume of the cube is 314,432.

We are going to also compute the volume of the sphere, and for that formula, it’s almost for sure that most of us would click on Reference for the formula V = ⁴/₃πr³. With a given radius of 34, we have….

V =⁴/₃π(34)³

Cubing 34, we arrive at ⁴/₃π(39304). Multiplying everything out now(which we typically do not do), we arrive at a volume of 164636.2102.

Subtracting the two volumes we have, we arrive at 149,795.7898, which can lead us to clicking on (A) as our correct final answer.

If it does not vibe with you to subtract the two volumes to determine “the volume of the space in the cube not taken up by the sphere”, then you probably want to chalk this question up to being another 3D geometry Q that you can very happily choose not to like. :)

Test8 - Section2, Module2 - #11

This question is one of the many examples of how impactful it can be to whisper aloud throughout the exam.

At some point, it becomes routine to see the word “solutions”, click on desmos, and type in the given equation. We can then click on both x-intercepts to see the two solutions of 7 and 2.66667.

Putting just one of the two solutions would be a misfire here, since the question is asking us for the “sum” of the solutions. The sum of the two solutions here is 9.66667.

Maybe because we whisper the question out loud to ourselves, we very smoothly note what is particularly being asked for here. In addition, because we know how the test writers compel us to type in certain answers, we know that we can type 9.666 as our correct final answer in to the answer box.

Test8 - Section2, Module2 - #12

Give this question a name or do not, but it is a mandatory question for us all to smash.

Looking at the first row of values within option (A), we can see that if x is 3, y is 20. Plugging those values in to the inequality that we are given, we get….

20 < 6(3) + 2

What’s above becomes 20 < 18 + 2, which becomes 20 < 20. As 20 is not less than itself, we know now that (A) is not our correct answer.

Heading to first row of option (B), we can see that if x is 3, y is 16. Plugging those values in to the inequality, we get….

16 < 6(3) + 2

Computing what’s above, we arrive at 16 < 18 + 2, which becomes 16 < 20, which is a true statement. This does not mean that (B) is our correct answer yet, but it does mean that we should continue to check the next row of values.

Plugging in 5 for x and 36 for y, we get….

36 < 6(5) + 2

Computing what’s above, we arrive at 36 < 30 + 2, which becomes 36 < 32, which is not a true statement, which now means that we know that (B) is not our correct answer either.

If, when we head to option (C), we did not work things out fully for the first two rows, it would be fair. We already know from (B) that 3 for x and 16 for y works within the given inequality. We could also say that we know that plugging in 5 for x, we get 32 on the right side of the inequality. So, the second row of values within (C) would lead to us arriving at the true statement of 28 < 32.

The third row of option (C) has us plugging in 7 for x and 40 for y. Doing so, we get….

40 < 6(7) + 2

Computing what’s above, we arrive at 40 < 42 + 2, which becomes 40 < 44. With this true statement confirmed, we can confidently click on (C) as our correct final answer.

If you want to call a question like this reverse PiP, cool; if it remains nameless, also cool.

Test8 - Section2, Module2 - #13

We could employ desmos here, and we’ll talk more about doing so. But, for a couple of reasons, it is likely better to smash this question via some flat-out memorized knowledge tied to circles.

Given the type of circle equation that we are being given here, we can state that the radius of this circle is 4(the square root of 16). Knowing that the diameter of a circle is twice the radius, we confidently arrive at our correct final answer of (B).

Now, to briefly circle back to our friend desmos, we can certainly type the equation that are given in to desmos. Zooming out once, we could then see that there are click-able points both at the top and bottom of the circle. Clicking on these points, we can determine that the distance from a y-coordinate 7 to a y-coordinate of -1 is 8. If you like this desmos route, cool. But, that should probably not affect you choosing to ensure that some circle facts are also flat out memorized.

Test8 - Section2, Module2 - #14

At some point this question should likely scream desmos + UGA to all of us, and we will all smoothly mash up these two classic test-taking techniques to smash this question.

If we were to use 0, which is option (B), for c and type in to desmos -9x ²+ 30x + 0 = 0, we would see a graph with two x-intercepts, revealing to us that this is not the answer we are looking for.

Changing the 0 for -25, which is option (C), we would see a graph with one x-intercept. We want an answer that yields “exactly one solution”, and it appears we have found it.

It is definitely understandable(and only a few more moments of typing) to see what happens if we use 3 and -53, which are the two remaining options. Using 3, we see two x-intercepts again. Using -53, we do not see anything within the standard desmos window. Having checked these two other options and having seen what we have seen, we should feel very confident that (C) is indeed our correct final answer.

Test8 - Section2 - Module2 - #15

Even if we were on the Path to 700+, we could very much choose to sacrifice this question. So for the many many many of us on various other Paths as well, it’s probably time to just say goodbye to this question and move on with our excellent days. Tchau.

If you’re still reading about this oddball that is rather uniquely combining SohCahToa with some geometry, you likely better have already drawn triangle XYZ. Having done so, the idea of SohCahToa could organically cross your mind, seeing that we’re dealing with a right triangle and that both an angle and a side have been labeled.

Seeing that “tan 33˚” is part of the question is certainly another cue that SohCahToa plays a role in what we’re being tasked to do here. Keying in to the Toa part of SohCahToa, we can write out the statement….

tan 33 =^xy/₂₆

Multiplying both sides by 26(which is often a generally good thing to within various situations), we arrive atxy = 26tan 33. Seeing this statement, many would likely put 26 as a final answer, but we still have work to do.

We are told that the area of the triangle can be expressed as k tan 33˚. Looking at our triangle, we can see that YZ (which we know is 26) and XY (which we articulated earlier as 26tan 33) would be the base and height of this triangle.

If we decided to use YZ as the base and XY as the height(since we could make the reverse decision and end up at the same correct answer), we could express the area of the triangle as….

¹/₂ (26)[26tan 33]

Multiplying the ¹/₂ and the two 26’s, we arrive at….

338tan 33

….which reveals to us the correct final answer of 338.

We’re not saying this question is impossible to sort through, but we are definitely saying it is odd. And quite happily, oddities do not dictate our SAT futures.

Test8 - Section2 - Module2 - #16

Most questions tied to percents give us very happy test-taking options. We can regularly bring Sub Numbers (SN) or Use the Given Answers (UGA) to bear in such questions. Here, we have a bit of a one-way street.

We start our execution of this question with a classic percent-based computation, as we want to determine what 80% of 11.70 is. Firing .80 x 11.70 in to our calculators, we get 9.36. Since the sale price of the shirt is 80% less than the regular price, we can subtract 11.70 and 9.36 to determine that the sale price of the shirt is 2.34.

There is no question that the test writers are anticipating that many testers will now determine 30% of 2.34. But, the very savvy test takers that we are, we realize that this is a misstep. Computing 30% of 2.34 would mean that “the store’s cost” is 30% greater than the sale price. But, things are the other way round, which is why we likely want to more formally write out….

2.34 = x + .30x or, if you prefer2.34 = 1.3x

It is the sale price that is 30% greater than the store’s cost. Therefore, if x represents the store’s cost, then that value plus 30% of that value is what equals 2.34.

Eventually, we could divide 2.34 by 1.3 and arrive at the correct final answer of 1.8.

Test8 - Section2 - Module2 - #17

It appears that you maybe want to talk about triangle congruency.

We say maybe because, before we start re-hashing acronyms like SSS andSAS, let’s acknowledge that for most of us, this is a low-priority item. That said, if reading what’s here(or what’s within the link above) leads to some old geometry knowledge to come rushing back in to your mind, then cool.

For both of the triangles mentioned within this question, we are given two equal angles. Via either AAS or ASA now, we could arrive at congruency. Knowing that it does not actually matter whether we know the side between the two given angles or the side adjacent to either of the angles, we could acknowledge that option (C) is giving us corresponding sides within the two triangles and realize that this is our correct final answer.

If what’s in the above paragraph is not vibing, maybe we can let this question go.

And, regardless of how you feel about this question, before we depart from this conversation, let’s take a moment to acknowledge something about option (D), which states “No additional information is necessary.” Such an option is quite unlikely to be the correct answer we are seeking. There is a reason why this idea is what it is. Knowing that reason may not be something that is overly impactful. Knowing that this is a thing is also far from a huge thing. But, it’s certainly a cool thing to have somewhere on the radar.

____________________

We could say two things about option (A). First, we could think that this option is not correct, because we could already know that angle A is 112˚, since we know what angles B and C are. Second, we could also acknowledge that knowing the third angle is a path toward similarity, not congruency.

For option (B), knowing an additional piece of information about only one of the triangles is simply not enough for anything here.

Test8 - Section2 - Module2 - #18

We can call this a no solution system. Like many Math questions, this one gives us options. Consider the following path.

We start by aligning the two equations, meaning that we rewrite them so that components line up with each other. With the top equation, we can subtract ‘30y’ from both sides, leaving us with 48x - 102y = 24. With the bottom equation, we add ‘16x’ to both sides, leaving us with 16x + ry = ¹/₆.

48x- 102y = 24

16x+ ry =¹/₆

With the two equations lined up, we can set up a proportion with thecoefficients, and we do so by keeping things in the same spots they’re basically already in. In this case, we end up with ⁴⁸/₁₆=^-102/_r.

Cross-multiplying, we get 48r = -1632, and then, dividing both sides by 48, we get our correct final answer for ‘r’ of -34.

What do you think my friend?

Test8 - Section2 - Module2 - #19

If you’re very in-tune with desmos, this could seem like another opportunity to employ our friend. But, before we potentially talk more about desmos, let’s see what you think of this articulation.

We can see that all of the answer options have a first term of 3x². This could lead us to realizing that if we know that (x + 2b) is a factor, then the other factor must have a ‘3x’, since only a factor with ‘3x’ within it could FOIL back out with (x + 2b) to create the first term of 3x ².

Next, we could notice that all of the answer options have a last term of 14b. This could lead us to realizing that we then actually fully know the other factor, as it must be (3x + 7).

With both factors in place, we can FOIL and arrive at….

(x + 2b)(3x + 7)—>3x²+ 7x + 6bx+ 14b

The middle terms are spotlighted above, as they will be the key to how we finish things out. We know that ‘b’ is a “positive integer”. If ‘b’ is 1, then the middle terms above would combine to be 13x (7x + 6(1)x). If one of the answer options had been 3x²+ 13x + 14b, it would be our answer, but that is not a given option.

If ‘b’ is 2, then the middle terms would combine to be 19x (7x + 6(2)x). If ‘b’ is 3, then the middle terms would combine to be 26x (7x + 6(3)x). You see where this is going, sì?

If ‘b’ is 7, then the middle terms would combine to be 49x (7x + 6(7)x). As we finally have the middle term of one of the provided answer options, we are done, and we can select (D) as our correct final answer.

At the heart of this question is the idea that there is not one definitive answer. Depending on what ‘b’ actually is, an infinite number of answers could have been supplied. For anyone reading this who loves desmos, this is why desmos would not provide the direct answer that we might have expected it to.

What do you think my friend?

Test8 - Section2 - Module2 - #20

We draw an equilateral triangle. We divide the given perimeter of 624 by 3 and can then label all three sides of our triangle 208.

We now draw the height inside of this triangle, which splits it in to two 30˚-60˚-90˚ triangles.

Let’s say we focus on the 30˚-60˚-90˚ triangle that is on the left. We know its hypotenuse is 208, as this is already labeled. We can nicely next acknowledge that its shorter leg is 104, as the height that we drew cuts the 208 of the bottom side equally in half.

Now, our friend the Reference area could swoop in for the win. Clicking on the Reference area, we can see that the longer leg of a 30˚-60˚-90˚ is the whatever the shorter leg is times √3. Our shorter leg is 104, so our longer leg is 104√3.

The longer leg is the height that this question is talking about. So, to close things out, if the height is represented by k√3, and we know that the value of the height is 104√3, we now know that the value of k is 104, our correct final answer.

Test8 - Section2 - Module2 - #21

The linchpin aspect of this unique question is interpreting each bar.

We must look at the first bar within Data Set A and realize that the three(that’s the associated frequency) values that comprise that first bar can be anything from 20-29. They are not allowed to be 30. Similarly, the next bar, which has a frequency of four, indicates that those four values can be anything from 30-39. They are not allowed to be 40.

If how we are interpreting the bars above is not vibing, then this question really can’t go anywhere.

If the interpretation is vibing, we still must realize another key thing: in seeking to create “the smallest possible difference” between the mean of data set A and data set B, we want the values in A to be as small as possible and the values in B to be as large as possible.

That realization leads to us asserting that data set A will be made up of {20, 20, 20, 30, 30, 30, 30, 40, 40, 40, 40, 40, 40, 40, 50, 50, 50, 50, 50, 50, 50, 50, 50}. The mean of this set can be computed to be 39.56521739.

We can further assert that data set B will be made up of {19, 19, 19, 29, 29, 29, 29, 39, 39, 39, 39, 39, 39, 39, 49, 49, 49, 49, 49, 49, 49, 49, 49}. The mean of this set can be computed to be 38.56521739.

The difference between the two means is 1, and we have our correct final answer of (B). (If you realize why (B) is correct without actually calculating the means, this is certainly a happy thing my friend.)

Test8 - Section2 - Module2 - #22

You have come to one of the questions we consider iconic: the Angel Cruz Q.

If you’re here, and you thought that option (C) is the correct answer, this is part of why this question is an icon. There’s all sorts of good stuff to unpack, so let’s get about the business of doing so, shall we.

First, option (C) does correctly represent the number of votes that Angel Cruz would be expected to get. Skip to the next paragraph if you confidently arrived at this statement. If you did not already make that determination, let’s talk about setting up the proportion ⁴⁸³/₈₀₃=^x/₆₄₂₄. Solving this proportion leads to the 3864 in (C).

The reason (C) is not our answer is because the question is asking us how many votes Angel Cruz would be expected to get; the question is asking us “BY how many votes” Angel would be expected to win by.

Two little letters, one tiny, but impactful word. It is the “ by” within the final sentence that compels us to take the 3864 we have and subtract it from 6424 to determine that Terry Smith is expected to get 2,560 votes. Lastly, subtracting 3864 and 2560, we can arrive at the 1,304 that is within option (B), the correct final answer.

It’s worth being aware of the potential impact of a word like “by”. What’s likely even more impactful is knowing the two things below….

1. Option (C) here is about as good an example of a crafted wrong answer as there is.

2. This #22 is also an outstanding illustration of how the test writers may intentionally arrange a section in a manner in which the questions are clearly not in order of difficult.

Within this particular Module 2, there is little doubt that the test writers are expecting many, many, many testers to get entangled in some combination of questions from #15-21, which only makes it that much more likely that they will not be able to smoothly assess and execute #22. Will we allow the test writers to triumph? It’s your move.

Test9 - Section1, Module1 - #1(F1)

This is a classic example of a FitB containing a designed quotable clue, and the clue within this blurb is the word “uncontrollable”.

Latching on to that word, we could potentially confidently arrive at the correct final answer here of (A).

As we acknowledge here and there, with experience, we get better and better at confidently identifying the quotable clues within various FitB’s.

To close out this analysis, let’s acknowledge that if you’re not loving this particular FitB, maybe it means that the path you could currently be walking is a FitB-less one.

Test9 - Section1, Module1 - #2(F2)

We're going to be ready for this move on test day: the key clue within the blurb is what’s after the colon.

After the colon, we are made aware of Ofelia Zepeda’s “many accomplishments”.

If you do not know what “pragmatic” in option (A) means, ignore it for now.

We would have to stretch things rather thin to make “controversial” the correct answer here.

Here, in option (C), we have the word we want, as “extensive” contributions would mean that Ofelia has done many things.

The word “universal” in option (D) is taking things too far, as this would mean Ofelia’s contributions are everywhere.

We click on (C) as our correct final answer, and we do not care what pragmatic means for the moment.

Test9 - Section1, Module1 - #3(F3)

If you are not yet the master of colons, this is something to remedy. For now, we can acknowledge a Fill-in-the-Blank (FitB) tie-in to colons, which is that it could be a rather classic move for the test writers to put the key clue after a colon within a FitB blurb.

So, the correct answer essentially means “present yet having no effect”.

Now, as long as you don’t stretch any of the other options to “work”, you could arrive at the correct answer here without knowing anything about the word “dormant”. None of the words “decisive”, “lacking”, or “variable” directly match with the quoted phrase from up above. So, we could potentially quite confidently click on (D) as our correct final answer by default.

That said, there are connections that could be made to the word “dormant” that could be worth poking at. Sabes la palabra ‘dormir’?

Test9 - Section1, Module1 - #4(F4)

We have a few fun things in play within this question. Let’s start to bring them to life, shall we.

We could say that the quotable clue within this blurb is that Butler “broke into” the field. We could point to the colon as helping us realize that this is the key clue within the blurb.

Then, we also want to bring in the logic cue that comes before the blank that helps us understand what the missing word is meant to be like. That butler “did not” view the genre as something is the cue we’re referring to.

So, Butler broke into the field, revealing that she did not view it as something that could not be accessed or, we could say, penetrable. Our correct final answer here is (B).

If what's here is vibing, excellent. If you’re not solidly clued in to the things we’re linking to above, give them a read. Good things will blossom from doing so. Vamos.

Test9 - Section1, Module1 - #5(R5)

There is a very classic aspect of this underlined Q that we can bring to life here. After we do so, we’ll take a moment to critique the wrong answer options as well.

Within underlined Q’s, what’s underlined is clearly important. But, it is regularly the case that a great path toward the correct answer combines what’s being stated within what’s underlined with another sentence within the blurb.

In this case, we could point to the context that we are given from the very start, when “Oral histories” are both described and we are given a sense of why they can be helpful to researchers. Now, smashcut to the underlined sentence, and we can connect that Karida Brown did indeed gain “valuable insights” from the oral histories she gathered from her “interviews”, which are mentioned in the sentence before the underlined sentence. This all leads to us clicking on option (D) as our correct final answer.

What do we want to say about the wrong answer options here to close things out? Well, let's keep it fairly simple and acknowledge that each option is stating something that the underlined sentence just isn’t doing. What’s the “geographical fact”? The underlined sentence is asserting that Karida Brown is an “expert". Lastly, what “major historical event”??

Test9 - Section1, Module1 - #6(R6)

Let’s start this analysis by classifying the wrong answers.

We could categorize option (A) as being toned wrong. The mention of “calm”, the “bright cool evening”, and singing birds(“golden robins”) clash against the word “worried” within the first answer option.

We could put option (B) in to the potentially powerful family of ONE WORD. Though we could maybe stretch things in regards to Miss Pyne, there is definitely no evidence from the blurb that Martha has “changed”.

Sticking with the power of ONE WORD, we could pinpoint “contrast” as being an issue within (C). Miss Pyne is sitting and sitting calmly. She clearly does not contrast with the “stillness outside”. If one wanted to cite Martha as being in contrast with the stillness, again, things would have to be stretched.

We could put forth that both options (B) and (C) are hybrids of answer options that are wrong because of ONE WORD and options that are not direct enough to be the answer we seek.

With compelling reasons to eliminate the top three options, we could select option (D) as our correct final answer by default. That said, if we pressed you to give us somequotablereasons why (D) is correct, we are quite confident you could do so.

Test9 - Section1, Module1 - #7(R7)

A misfire here almost has to be a matter of feeling hurried.

In both of Mrs. Higgins’ lines, there are indications that she wants her son to leave. In her first line she states that Henry offends all of her friends and that they “stop coming” when they meet him. In her second line, she outright says, “you mustn’t stay”. The correct final answer here is option (B).

We understand why things can feel hurried. Happily, we also know that we can channel a different vibe in training and on test day, a more deliberate vibe. :)

Test9 - Section1, Module1 - #8(R8)

Ok, give everything a read here, but when we’re done with this analysis, if there are some shakier vibes still tied to this question, just keep in mind that you are still very much on your Path.

Many of us find the subject of economics to lean toward the more challenging side of the spectrum. To mitigate against any perceived challenges, writing notes could swoop in for a potent assist. Vamos.

The first sentence of this blurb is quite a chunk. Maybe our note could be something like….

new requirements in response to some concerns

Our note for the second sentence could be….

E.S. finds msgs have small effects

We can definitely write a note for the last sentence as well.(Generally, if we’re in note-writing mode, we’re planning to write a note per sentence.) That said, what is likely more impactful to acknowledge right now within the last sentence is the potential potency of the word “nevertheless”.

We come across “Nevertheless” as a transition within TQ’s. We could contend that here it is wonderfully acting as a linguistic cue. Whether we name its presence here or not, we want to capitalize on the fact that it indicates contrast.

And so, even if we do not know what the word “ negligible” means within what’s underlined, we can still get a sense that E.S. & company are trying to say the messages are worth sending, even though(“nevertheless”) they’re having a small effect. Let’s see what we can say about the answer options.

The correct answer sounds like it could be option (A). We now know that the messaging is not being dismissed despite(“nevertheless”) a “limited”(small) effect. Maybe let’s table our final verdict on this option and see what else the test writers cooked up.

Option (B) is sort of taking a shot at Seira et al. If this is not clear, that’s very ok, but this is a reason to think this is not our correct answer.

Oof. Option (C) is a tough one to sort out. Let’s table our decision here as well.

Option (D) is not a treat either, but let’s go ahead and critique it now for a similar reason as we levied against (B). What’s being said here is effectively critiquing the study, which is not where this blurb or this question is trying to go.

Ok, let’s come back round to where we started this analysis and acknowledge that if vibes are feeling shaky here, it’s not strange. There’s various reasons why this question could be a miss on test day. What’s more important is that we have the breathing room for a question like this to be a miss on test day.

If there is a final concrete thing to potentially take away here, it could be learning what “ conceded” that appears in (D) means. On one hand this is a negligible thing to learn. On the other hand, it can be another step forward.

When something is negligible, it is small enough to basically be a non-factor. And so, what Seira et al. were acknowledging is that even if the messaging isn’t doing much, it costs so little that it might as well be done. This is what option (A) is acknowledging, and why this is our correct final answer.

If you’re on the Path to 700+, it would be cool if we ONE WORD’ed option (C). It's not that Seira et al. “recommended” messaging. The phrase “may nevertheless be worth pursuing” is more in line with not dismissing something.

Test9 - Section1, Module1 - #9(R9)

Our specific task within this specific task question is crystal clear: determine something about Mrs. Ochiltree’s acquaintances. Let’s head in to the blurb.

It is clear that Mrs. Ochiltree has a “strong” personality, but it is understandably less clear what is meant when it is said that her “frankness” is “startling”. Happily, what is mentioned next is clear: people avoid her. The last line of the blurb makes it clear that she is aware of things. But again, there could be a tougher thing to sort at the end when it mentions she “rather exulted in it”. Let’s see what the answer options have to say.

It’s understandable why option (A) gets selected. The idea of being “upset” is very much within what’s being discussed here. Let’s table our decision on this option.

Option (B) is likely less of a draw than (A). The word “unable” could feel wrong, as there’s no issue within the blurb of being able or unable to do anything. And, though Mrs. Ochiltree is being avoided, it is apparently not the case that she wants to spend more time with her acquaintances.

Option (C) is maybe even less of a draw, as the mention of being “too preoccupied” does not seem to be supported by anything from the blurb.

In contrast, being “offended” can be supported by things from the blurb. We know that Mrs. Ochiltree is being avoided. One reason this could happen could be that she is offending her acquaintances. We also know that Mrs. Ochiltree is making “comments upon her acquaintances” and that these comments are apparently “startling”. Option (D) is our correct final answer.

It could be stated that there is a bit of an interpretive aspect to what we are doing here to arrive at (D) as our answer. If this is not something that you love, it would be quite ok not to love it.

To close out, let’s return to option (A) and maybe possibly somewhat rebuff the claim of interpretation that some could levy against this question. Option (A) make the acquaintances the prime actor, whereas (D) makes Mrs. Ochiltree the primary actor. From the blurb, we could assert that it is clear that Mrs. Ochiltree is the prime force, and acknowledging this is another path toward clicking on (D) here.

Test9 - Section1, Module1 - #10(R10)

Let’s revel a bit in the amazingness of the name Mrs. Spring Fragrance and in the awesome power of QUOTING. We’re heading directly to the correct answer within this support/weaken Q.

The claim we are illustrating (supporting) is that Mrs. Spring Fragrance has “concern for what’s happening at her home”. Reminding someone to “care for the cat, the birds, and the flowers” sounds like someone thinking about what’s happening at home. Telling a loved one presumably to also “not eat too quickly nor fan too vigorously” also gives clear concern-for-home vibes. Option (C) is our correct final answer.

Cultivate your QUOTING skills. Consider naming your child Spring Fragrance. We’re out.

Test9 - Section1, Module1 - #11(R11)

We have read the question first and we see that we are here to support the student’s claim. Let’s head to the blurb, read everything, and see what the claim is that we are here to support.

A poem was published and then republished with notes written by the poet, and the student believes this was a “marketing device to help sell” the republished work. Let’s see what the answer options have to say.

The texts of the two poems not being identical could feel like a who cares kind of wrong answer option. Let’s strikeout option (A).

We might also say who cares about what some critics believe. Maybe, more impactful and more support/weaken-y is that option (B) might weaken the claim, as a “less interesting” poem would likely be less likely to sell. So, let’s strikeout (B) as well.

Ahh, with option (C), we could latch on to two things….

i) If the publishers requested these notes from the poet, it makes things feel more marketing-ish.

ii) If readers who already had the originally published poem would find this republished item “attractive” because of the notes, sales could indeed be pushed forward.

It appears we have found our correct final answer. But, as there is but only one remaining option, let’s see what it has that could draw us in.

Actually, maybe nothing. Kind of who cares if the notes went through “several drafts”. Striking out options can be a good habit to develop(and it kind of feels sort of fun!) Knowing reasons to strike out options is a cultivated power we bring to test day. We are good at this whole thing, aren’t we?

Test9 - Section1, Module1 - #12(G1)

Reading the question itself first, we can see that we are being tasked with supporting the hypothesis put forth by Ayalew and her colleagues.

Heading to the blurb, we can see that the hypothesis is articulated in the second sentence, and it has something to do with how the plants respond to kanamycin and the connection this has to metals like iron and zinc.

Heading to the first option, it appears we need to sort out which plants are the “control” plants. It definitely works if you just know that the controls here are the plants without kanamycin. It definitely works if you glean this information from the last sentence within the blurb.

Knowing which plants are which, we can confidently eliminate option (A) as a classic data mismatch. The zinc bar without kanamycin is lower than the iron bar.

Option (B) is a task mismatch. We are trying to support the idea that kanamycin is “altering” things. So, we are not looking for an option that lumps everything together; there should be a difference between the two sets of bars.

Option (C) is another data mismatch, and so, we could arrive at (D) as our correct final answer by default. That said, we can also comfortably see that what (D) is saying is true, and it gives us the difference that (B) did not give.

Test9 - Section1, Module1 - #13(G2)

Per usual, we read the question itself first here. Nothing unusual for a Graph Question (GQ) to ask us to support something. Now, let’s see if we can pull the GQ-move of only reading the last sentence within the blurb.

Reading what Rodriguez and colleagues “announced” within the last sentence, we can think that we have indeed found the assertion we are here to support. Now, let’s see if there is an answer option that makes it clear that there are four hot Jupiters and one warm one.

That option (A) opens by making a statement about all five(“None”) makes this option seem unlikely to be the option we are looking for. But, an even more glaring issue is that what it’s saying about all five is not true according to the graph. As one of the five does indeed have an “orbital period” above 10, we can definitively cite this option as a classic data mismatch.

Option (B) could be an even more glaring data mismatch. We just looked at orbital period numbers, and though one of them is above 10, none of them are even close to something like 153. Ahh, the 153 is from the other column. If you had selected (B), as silly as it may seem, this would be a good example of why using our fingers to align things on test day is a real move.

Speaking of which, maybe our fingers would help us see that we’d be seeing things wrong if we thought that option (C) is our answer, as the wrong exoplanet is being acknowledged here as the one having an orbital period above 10.

As only option (D) matches up with the data in the graph, we have reason enough to confidently select it as our correct final answer.

To close things out, keep in mind that we are not trying to convince anyone that, for GQ’s, the move that must be made is only reading the last sentence. We’re more illustrating the legitimacy of the move(and wondering about whether the test writers are actually seeking to reward some of us who execute this move).

If you noticed that the blurb here is only two sentences and it inspired confidence within you to read both sentences, we’re here for that.

As we like to acknowledge from time to time, we have more choices than it might sometimes seem.

Test9 - Section1, Module1 - #14(R14)

Option (D) draws some people in with its mention of “writing”, but selecting this option is more likely an indication that a bit more deliberate-ness is on order.

The tomb of Queen Meredith is excavated. Some think she ruled Egypt. A tablet is found indicating she was in charge of some things. So, even if she did not rule as pharaoh, she still did “important” things.

We click on option (A) as our correct final answer, and we are hungry to see what else we can devour.

Test9 - Section1, Module1 - #15(R15)

This could be a time for some note writing. This could be a time to exit a question. Let’s see what you think.

The first sentence within the blurb is fairly straightforward, and we could write a note like….

social media lets linguists study lang

The second sentence could start to make some of us less comfortable, but we could also write a note like….

an example - Indonesia

The beginning of the third sentence could start to make some of us even less comfortable, and so….maybe we would be well-suited to exiting the question now and sacrificing it. We can make this move and still be on a Path to 650+. This is something to strongly consider.

If you’re going to continue with this question, then we do think the note-taking path is the route to take, and so we could write for the first half of the third sentence something like….

what linguists observed about meng-

And then, for the rest of the third sentence, our note could be something like….

users increase use of it

The fourth sentence pretty directly states that “it” then moved into spoken language. The “it” is the meng- thing, right. The final sentence starts by acknowledging that similar examples exist in other languages. Let’s see where the answer options take us.

We can see how it could be tough to make a clear decision on option (A). The move to make, therefore, could be to table our decision.

Given how the blurb ends, we could put forth that option (B) is a classic opposite wrong answer option.

We could say that option (C) is toned wrong. The presence of the word “misleading” makes things more negative han the blurb felt.

We could close things out here by seeing option (D) as a solidly classic example of things build together within completes the textQ’s.

The initial example we are given shows how social media users used this meng- thing and that eventually it began “to move into spoken Bahasa Indonesia”. So, apparently social media does not just reflect potential changes in languages but can actually create changes.

If you’re now feeling good about how (D) is our correct final option, then there would be little concern for why (A) is not our answer. If you’re not feeling great about how (D) is our answer, then maybe we come back round to the idea that we could be on some very awesome Paths and not get this questions.

Test9 - Section1, Module1 - #16(W1)

Reading “to use” in to the blank, we might all instinctively feel that something just is not quite right.

Reading “have used” in to the blank, we might all instinctively think that the sentence just now sounds better.

To better ensure that we hear what potentially can be heard, we all whisper aloud.

If you read options (C) and (D) and option (B) simply seems better, this is great, as (B) is indeed our correct final answer. If you’re hesitant to select (B), there could be some things for us to talk about, but it is definitely a very legitimate thing to simply like (B) best here and continue down the path.

Test9 - Section1, Module1 - #17(W2)

For the typical question that provides us with options that include question marks, we plan to trust our instincts.

So, why do you naturally think that options (C) and (D) are better? Because, your instincts are in sync with “Standard English” and you naturally recognize that a question is being asked.

Why do you naturally think that (D) is the correct final answer? Because, your instincts are in sync with “Standard English” and you naturally think that (C) sounds goofy.

Test9 - Section1, Module1 - #18(W3)

We develop the great habit of noticing that there is a period in option (A) and immediately checking to see if there are two complete sentences.

What’s before the potential period is a complete sentence. Check.

As long as we are following through with another great habit of ours of whispering, it is likely that we are also quite confident that what comes after the potential period is also a complete sentence. Check.

We confidently click on (A) as our correct final answer, and we can wave ciao to the other, un-evaluated options.

Test9 - Section1, Module1 - #19(W4)

Let’s see this as the 3/4 SvP Pattern, shall we.

We see “are” within two of the options. We see “have” and we see “is” within the other two options. These four words are among the classic linking verbs, which leads us to thinking that this Pattern is in play.

Through whichever way you choose to execute the Pattern, the option that is different from the others is (D), which is our correct final answer.

*potential for master mapping to subject/verb agreement

Test9 - Section1, Module1 - #20(W5)

It is a great habit to evaluate option (A) here first.

As long as you maybe read things aloud(another great habit), it is likely clear that what would come after the potential semicolon is indeed a complete sentence. For many, what comes before the potential semicolon is a bit less clear.

“Jetties can sometimes have the opposite effect, though”

For many people, it seems unusual to end the sentence with the “ though” that we see above. But we, knowing the test writers the way we know them, know that….

1. It is ok to end a sentence with words like “though” and “however”.

2. The test writers might purposely end sentences with such words to throw people off.

Knowing what we know, we confidently select (A) as our correct final answer.

Test9 - Section1, Module1 - #21(T1)

Let’s see two ends of a potential spectrum here.

It is absolutely fabulous to see that the second sentence of the blurb starts with the word “First” and then to think that it would work quite nicely to start the next sentence with the transition “Second”.

On the other end of the spectrum, it’s certainly very cool to know that “Instead” is a classic contrast transition and to know precisely when to use the spotlighted transition of “Specifically”. Knowing these things should only further cement that when you get to (D), you’ll know that it is the transition that you are looking for.

It works beautifully to keep some TQ’s lowkey. It works wonderfully to see categories of transitions and deem “Second” to be an example of a sequence transition. Either way, we all will select (D) as our correct final answer here.

If you want to really flex that you’re pushing toward the highkey end of the spectrum, you could articulate that “Still” has notes of contrast to it, so….

Test9 - Section1, Module1 - #22(T2)

For whatever reason, the transition “Specifically” is the correct answer to a bunch of currently published official questions. Classically, when this spotlighted transition is correct, we can see how the sentence before the blank is more general and how what comes after the blank specifies.

We can certainly assert that what’s being mentioned above is happening here. But, let’s pinpoint what we could consider to be a crossing-over linguistic clue that makes a nice appearance within this TQ. Seeing that the first sentence is speaking “broadly”, we can definitely think that what’s coming next is about to speak specifically.

As we acknowledge our confident clicking of option (A) as our correct final answer, we will take a moment to also acknowledge that the remaining options are all words that could readily appear within future Transition Q’s.

Test9 - Section1, Module1 - #23(T3)

If you had just done #22 within this same section, you could be slightly disoriented by this being the very next question, but probably only slightly. :)

We would not do so on test day, but here, let’s evaluate the options from (D) to (A).

The transition “In contrast” indicates contrast. :) There is no contrast within this blurb.

The transition “As a result” indicates cause & effect. What is being said within the sentence right before the blank is not a cause that leads to an effect within the final sentence.

A tiny thing to maybe make a mental note of is that the transition “In conclusion” radiates some bait vibes. Because the blank is at the start of the final sentence within the blurb, there is a bit of a natural inclination toward such a transition. But, not only is (B) not the correct answer here, but we could maybe also go a bit further by acknowledging that “In conclusion” is quite possibly never going to be the correct answer to any future TQ.

Our correct final answer here is (A), the transition “To be exact”. The sentence before the blank states that there will be wind turbines in Virginia. Within what comes after the blank, we are specifically being told that the plan calls for exactly 176 turbines at a location that is particularly “27 miles east of Virginia Beach”. So, if “To be exact” is giving you some “Specifically” vibes, it is to us as well.

Test9 - Section1, Module1 - #24(N1)

This question is a good indication of how the test writers could mix things up a bit on test day.

With experience, we all get very comfortable with Notes Q’s. Not just comfortable, but very comfortable. And so, the test writers must know that throwing in the occasional Notes Q that takes us in to much choppier waters than usual is a way to disorient so many of us. We’ll talk more about how to prepare for such a moment. For now, let’s do some analyzing.

Reading the first sentence, per usual, we could assess that we want the correct answer to present us with a “sequence of events”. Reading option (A), with its mention of “two events”, one that came “first” and the other that comes “second”, we could already be thinking we’ve found the option we are looking for.

We likely give option (B) little consideration.

But then, when we arrive at option (C), we could realize that we’re dealing with the rather anomalous Notes Q, as within this option, we appear to be getting a potential sequence as well. The “then” in the final phrase helps signify the sequential nature of the statements within this answer choice.

It could be that much clearer we’re treading in different Notes Q waters when we arrive at option (D) and see more sequence-related words, such as “First”, “next”, and “finally”.

Ok, so, after maybe taking a moment for a rejuvenating mini-break to clear our heads, we can mildly reluctantly head to the actual notes and see what’s actually being said there.

Reading through the notes, we can see why (A) is not correct. The notes state that “the resulting debris formed Saturn’s rings”. Option (A) is stating that “debris from Saturn’s rings” is causing a moon to break apart.

Having eliminated (A), we can now discuss why (D), for a very different reasons, is not correct either. Though (D) uses words that would indicate a sequence, the option is ultimately not addressing what this Notes Q is seeking to have us address. The question is asking us for the “sequence of events” that is proposed by the researchers. Option (D) is giving us a sequence of steps taken by the researchers.

If the difference articulated above seems a touch too subtle, or, if how the test writers crafted the wrong answer option of (D) is too tempting to pass up, consider the OK-ness of missing this question.

That said, if everything above is vibing, and you feel good about clicking on (C) as the correct final answer here, cool my friend, quite cool.

The test writers are quite excellent at what they do; but, we are training and adapting and becoming quite excellent as well. And, we can become more and more ready for a surprise.

Test9 - Section1, Module1 - #25(N2)

Let’s start with a touch of interpretation here, especially since the keyword of &ldquo significance” could quite readily appear within a Notes Q on test day. Seeing this word within a future Notes Q, we can think that the correct answer is going to indicate why something is important.

Option (A) seems to just be giving us factual information. We could assert the same thing for option (B).

There are two things that could catch our attention within option (C).

i) The indication that the fossil is “rare” would lend to the idea that what we’re talking about here is important.

ii) And then, as innocuous as it might seem, the presence of the verb “illustrates” could further cement that what we’re talking about here is important, as it would mean that what’s being mentioned is actually showing/sort of proving something.

We could make a couple of nice contrasts to close things out here.

i) We do not have as clear a sense of the fossil’s importance by calling it a “transitional fossil”, as it is referred to as within option (D).

ii) And, simply acknowledging that it was “found” is not as impactful as showing what it “illustrates”.

We click on the correct final answer of (C), and we continue down our path.

Test9 - Section1, Module1 - #26(N3)

Within the first sentence of the question itself, the key phrase is definitely “difference in the origins”. Now, if you read option (A) and are convinced it is the correct answer you’re looking for, you could consider clicking on (A) and moving on.

If you read all four options and are considering whether the correct answer is (A) or (D), it is understandable, since both options indicate that the two words have different origins. A reason that option (A) is better, though, is because it is giving us specific details that (D) is not.

If you haven’t already read up on our core Notes Q protocol, give what’s here a read.

Test9 - Section1, Module1 - #27(N4)

We love Notes Q’s like this one!

We read the first sentence, and with even a modest amount of experience, the word “similarity” likely jumps off the screen to us.

Option (A) is not our answer as it simply does not present us with a similarity between the two mentioned paintings.

Option (B) is presenting us with the precise opposite of what we are looking for, as it emphasizes differences.

Within option (C), we could immediately love the linguistic cue that is the word “both”. We could also simply like that this option is making it clear that the similarity between these two paintings is that they are huge.

Your call regarding reading option (D) or not, but either way, (C) is our correct final answer.

Test9 - Section1, Module2 - #1(F1)

The way things are set up here can definitely appear within a future FitB. A primary clue is coming after the blank. The accessory spleen may “actively” be providing some support; so, the role of this organ is not _____(the opposite of “actively”).

The word “replicable” in option (A) looks like the word “replicate”, which means to copy, and would therefore not be the word we are looking for.

If something is “predetermined”, it is already determined, and this is not what we are looking for either.

The word “operative” in option (A) could be associated to “operates”,which can mean that we’re talking about something that is working/going(think maybe operating a motor vehicle). This has us along the same lines as “actively”, and we want the opposite.

We could arrive at (D) as our correct final answer by default, having eliminated the other three options. It also is quite ok if this simply was a question that we’d be ok withnot getting. As strange as it could initially seem, knowing the word “latent” is maybe the least significant thing to know here.

Test9 - Section1, Module2 - #2(F2)

This FitB contains arguably the best example of a stretched/sort of answer option within the currently published questions. Let’s set the table first with a review of the blurb.

As we’re reading the blurb, the prediction aspect of FitB’s may very nicely come to life here too. It seems clear that the place being mentioned is difficult to get to. Knowing this, we could quite smoothly eliminate option (C).

As many of us do not know what “unobtrusive” in (A) means, let’s follow some of our other advice and initially ignore this unknown word.

This brings us to option (B). Darken the room and put a spotlight on the word “concealed”, a word the test writers are expecting soooooo many of us to click on if this were test day.

Knowing that something “concealed” means it is hidden, we could definitely be tempted to click on (B). But….is hidden really what this sentence is getting at. Rhetorical question, yes.

Even if we had not made a prediction, we could possibly recognize(especially with experience) that the test writers are baiting us here. If Xoconochco’s location was hidden, it would be difficult to get to, but the mention of “a long overland journey” isn’t there because this place is hidden. That mention is there because this place is tough to get to.

It really is tempting, though, to click on (B). The test writers whipped up a good one here. But, you’re getting savvier. We can feel it. And maybe, we can spin some of that savvy in to one more interesting point of conversation here, one about secondary definitions.

When we first see the word “peripheral”, many of us will likely think of our peripheral vision, which is our ability to see from the sides of our eyes. Maybe this isn’t the most classic illustration of the idea of secondary definitions, but can you see how we can spin things a bit from the classic association of the word “peripheral” to what it does legitimately work to mean here, which is that Xoconochco’s location is so off to the side, so outlying(legitimate secondary definition) that it requires this long overland journey.

Ok, as we click on (D) here as our correct final answer, a fleeting final thought could go back to option (A). That final thought - that we can leave that word ignored.

Test9 - Section1, Module2 - #3(F3)

There are multiple things within this question that make this one a challenge. Maybe, the foremost thing we should acknowledge here is that we are within the tougher second section, and we anticipate there being at least 1 FitB that we may give little brainpower and attention to.

Let’s talk about a couple of words next, and then you can maybe decide to exit from this analysis and go on with the rest of your amazing day.

If you know that someone who is ambidextrous can use both hands or feet, then you can potentially make a connection now to the word “ambiguous”. If something is ambiguous it is unclear. We could think of the word as meaning that something has two potential meanings in the same way that someone who is ambidextrous can use two hands.

We are not going to make the same kind of connection with the word “preclude”. Making such a connection is often what misleads people to thinking that this word has something to do with “include”, which is possibly why the test writers will come back to it from time to time. To preclude something is to prevent it from happening. As a final comment here, it’s worth taking a moment to acknowledge that when we make connections between words, typically it is not via the way the words end.

Ok, if you’re on a Path to 650+, it is definitely worth considering to wrap it here, as the particulars to why option (C) is the correct final answer may not really be very door-opening. On the other hand, depending on the weather where you’re currently at, taking a bit of a promenade could actually open another door or two.

Knowing what the word “preclude” means, we can sort things here more directly. The essence of the blurb is that there are doubts regarding the evidence of gravitational waves. But, the blurb closes by acknowledging a 99+% level of confidence, indicating that the doubts have been removed/precluded.

Knowing what “ambiguity” means, we can see how things are coming together and how we could re-frame the final sentence in more day-to-day English as saying, “Detailed statistical analysis helped get rid of claims of the event’s uncertainty, confirming the signal…”

For multiple reasons, it’s quite understandable why other answer options here get selected. Trust us for now that exploring those reasons is not the ideal use of our time currently. Vamos.

Test9 - Section1, Module2 - #4(F4)

Ok, this is probably that time when a peek first at the answer options would allow us to make the savvy choice to simply sacrifice this FitB and move on to what else there is to conquer within a tougher second section.

We could perfectly assess what’s being said in the blurb and still just end up guessing with these rather ludicrous answer options. We’re going to break down the word in option (C) in a moment, but after we do so, maybe set on out for greener, more productive pastures elsewhere within our amazing site.

Not that anthropology is an every day word, but it can be connected to our friend here “misanthropic”. Anthropology is the study of people. Someone who is misanthropic does not like people. You’re seeing the “anthro” that’s in both words. You’re feeling the negative vibe that the “mis- ” at the start of misanthropic is emanating. Maybe, we have nicely more organically put another word more firmly on your board.

It’s definitely a good thing to see how a word like “misanthropic” can be connected/dissected. That said, having a strong sense of this word here would only allow us to strike out an option, as this word is not what this blurb is going for.

Ok, time to mosey on, yes? Nothing left to really see here that is going to be key to you earning your retirement from this process. We’ll see you. Auf wiedersehen.

….

If you’re still reading Freunde, there are some compelling things to dissect from the blurb. But again, even after we make these dissections, we’re going to knock back up against a mini-wall and end up guessing.

The second sentence starts with the word “While”, which we can see as a linguistic cue that something contrasting will be said within this sentence. Even if we do not know what “ lauded” means, we could still ascertain that the first part of the sentence is positive (“has a welcome transparency”). Combining these ideas, we arrive at the idea that the second half of the sentence leans negative.

This brings us to the logic cue that is the word “less”, which ends up indicating to us that the word that is filling this blank is positive, since something being less positive could then be negative.

If you’ve made it to this point in the analysis, could we maybe think that you knew that “earnest” is not the word we are looking for? If that is not the case, then this really kind of has to be a question that we’re ok with missing on test day. If it is the case, then we can close things out by acknowledging the50-50 guessthat we would potentially now have arrived at. Why option (A) is the correct final answer is not something of strategic import to us right now. And, we are very happy to acknowledge that we’re not a very good dictionary.

Test9 - Section1, Module2 - #5(R5)

This is a wonderful opportunity to discuss the particular synergy that seems to exist between Poetry Q’s and QUOTING.

“Ever repulsed, yet ever rushing on” matches up quite nicely with the word “relentless” in option (B).

Something that “will not know defeat” sounds like something that could be characterized as “enduring”.

Now, let’s touch upon something that is rather particular to underlined Q’s, which is how a preceding non-underlined line provides some clarifying context. In the first line of the poem, it is established that we are talking about “waves”.

We can nicely exploit the above-mentioned synergy to directly support (B) as our correct final answer. We shall leave the remaining answer options un-critiqued. Though, if you do not know a connection that can be made with the word “ambivalent” in option (C), give the link a click.

Test9 - Section1, Module2 - #6(R6)

Some very classic Text 1/Text 2 vibes emanating from this one. It’s kind of exciting. Let’s dive in.

We read the question and ascertain that Text 2 is the more significant Text, as Behrenfeld and colleagues are our hypothetical responders. Let’s read Text 2, shall we.

Behrenfeld and colleagues start by talking about the microscopic size of phytoplankton and acknowledge that they’re spaced far apart. This spacing leads to the idea that they don’t interact much. This low level of interaction leads to the conclusion that they don’t compete with each other.

There’s a cool thing we’re going to further acknowledge about the last comment within Text 2, but for now, let’s head to the answer options.

We could be immediately struck by the idea that the correct answer could be (A). Text 2 finishes by talking about how phytoplanktons(can we make them plural?) do not really compete with each other, so to say it is a “misconception” that they do compete is right up Text 2’s alley.

Given that Text 2 makes no mention of “routine replenishment of ocean nutrients”, we would be hard pressed to attribute what option (B) is stating to Behrenfeld and company. Let’s strike out this option, yes.

We could like the mention of “compete” in option (C), but things appear to be going a bit off the rails here. It would be a bit of a leap to say that Behrenfeld and colleagues are mentioning that phytoplankton does not compete with itself in order to then explain that it competes with larger organisms.

We could critique option (D) for two potential reasons. We’d be happy to read any critiques of this option that you might have, if you want to send any our way. Option (D) is not what we’re looking for, and (A) is indeed our correct final answer.

Before we head off to other pastures, we have one more cool thing to acknowledge, yes. The last three words of Text 2, “than previously thought”, definitely suggest that Behrenfeld and colleagues are disagreeing with another opinion. This linguistic cue nicely adds to why we could really like the word “misconception” from (A). Cool.

Test9 - Section1, Module2 - #7(R7)

We have been a task, a specific task: articulate why the discovery of the T.x. fossil is significant. Let’s go.

We are potentially given a clue, a linguistic cue in the very first sentence of the blurb. For many years, there was “only” one existing fossil of a particular thing. In the second sentence, we are told that a discovery “expands our understanding of the geographical distribution” of some particular things. It appears we are well equipped to assess the answer options.

In reading through the options, we may discover that we are seeing a prime example of the nitpickiness that underpins certain questions. What did the discovery particularly do? It expanded our understanding of the “geographical” distribution of mixopterids(kind of a fun word actually).

We are bee-lining to the correct final answer of (D), which is the only option that ties back to the “geographical” distinction acknowledged within the blurb. The phrase “outside the paleocontinent of Laurussia” is this tie-in.

We could talk a bit more about the wrong answer options if you’re interested in doing so. We could ONE WORD critique option (C), for instance, with its mention of “evolution”. But, at the heart of this analysis is bringing to life how specific/nitpicky things can get within a specific task Q.

Test9 - Section1, Module2 - #8(R8)

The first sentence of the blurb defines “difrasismo”. The next sentence gives us an example. The final sentence seems to have a solid amount going on, and it would be quite ok if we did not feel as if we understood everything within that sentence. That said, we should likely come away with the idea that difrasismos have two functions and that they might be difficult to understand.

Option (A) is what we call the matches the blurb wrong answer. It could stand out that this answer includes the word “semantic”, which we can see is within the blurb. It is probably not a coincidence that this option is the only option that contains the word “difrasismo”. Including these somewhat memorable words is likely intentional bait.

It could be contended that (B) is another matches the blurb bait option. The mention of “unintelligibility” and the “formal function” likely draw attention. To go beyond this critique, we could also assert that this option is toned a bit too negatively. The blurb does seem to indicate that difrasismos are difficult to understand, but that does not necessarily warrant flat out deeming them as unintelligible. And, we might even say that the mention of “present-day readers” feels a bit who cares-ish.

Wording the difficulty of understanding a difrasismo as “apparent obscurity” does not carry the same bit-too-negative vibe we get from (B). To further cement (C) as our correct final answer, we can connect a “proper cultural context” with the idea that difrasismos are “only intelligible” when “observed in Aztec ceremonial culture”.

*potential for master mapping to consciously changing the wording within tougher questions

Test9 - Section1, Module2 - #9(G1)

On one hand, this is a special GQ that brings an often rather vexing idea to life. On the other hand, this is a completely unimportant question to most of us that can be completely ignored on our way to earning scores that allow us to retire from this process.

We’re seeking to word things quite strongly above. Let’s double down. For most of us, this question can be completelyIGNORED.

Commence with your chosen ignoring, and we’ll talk elsewhere.

Nice.

….

Inversions appear to be at the core of this GQ. In keeping with that spirit, let’s invert things a bit here and go right to explaining why option (B) is the correct final answer, and then we’ll see how we feel about talking more about other things.

Within the blurb, the date/time given that is tied to L.p. for the Alboran Sea is 9,000 years ago. Looking at the graph, for the Alboran Sea(the triangle line), this appears to be in the middle of a decline in the manganese to calcium ratio (the label of the vertical axis). But actually, given the label of the horizontal axis(years before present), we should look at the graph from right to left, as doing so would be moving forward in time to the present. So, at 9,000 years ago and moving forward, the L.p. mang/calc ratio is increasing. Now, according to the second sentence within the blurb, this ratio is “inversely” correlated to ocean oxygenation levels. This means then, at the time we’re talking about, ocean oxygenation levels are decreasing. The sharp slope of the line at the 9,000 mark for the Alboran Sea is thus indicating the "substantial local decline in oxygenation” mentioned in option (B). That’s the heavy lifting. The second half of option (B) seems more visually coherent, as kind of no matter where we look or in which direction we look at the square-line for the Mauritanian Coast, things do not seem to be fluctuating much.

To arrive at (B), we are compelled to process the direct mention of an “inversely" correlated situation mentioned within the blurb. We are also compelled to sort out the inverted manner within which to interpret the graph.

Ok, here’s a bit of a grabbag of items to close out with.

i) It would appear necessary to read the entire blurb for this GQ, so we definitely are veering from the last sentence only idea that successfully carries us through so many GQ’s. How would we know to make this deviated move? The answer is probably the massive confusion we’d be feeling if we tried sorting through this question by only reading the last sentence.

ii) Speaking of confusion, many people seem to have a disinclination toward questions that are in some way tied to dates or time. Maybe, this is also you. If it is, it’s definitely not a worrisome thing. Such questions are generally considered pretty awful by the lot of us.

iii) We certainly understand why option (A) draws so many people in, as the first part of that option seems to correspond to the dropping line in the graph that we end up reading as an increasing line. The second part of (A) could maybe have helped up realize that this is not the answer we are looking for, and so, technically, we could potentially categorize this option as a part right, part wrong wrong answer option. That said, we’d also understand if that felt a touch debatable.

iv) If we keep talking about rising or falling or higher or lower levels of oxygenation, our heads might temporarily explode. That’s probably not good.

Test9 - Section1, Module2 - #10(R10)

A first glance at this question makes it seem like we’re going to have to digest quite a bit. Maybe, mcm?

Whether we mcm’ed or not, if we imagine we’re not on the question, again given what there is to take in here, maybe write notes? Let’s explore.

The first sentence of the blurb leans bulky, but ultimately we could write a fairly direct note like….

awe defined and how can help us connect

The second sentence leans bulky as well, but our note could be something like….

study - look at tree(awe), look at building

The final sentence is a bit of a cliffhanger, one that we are apparently meant to complete. Let’s head to the answer options.

After reading option (A), we could put forth the following….

i) The first sentence acknowledged that awe can help us connect and inspire us.

ii) The second sentence indicates that looking at the tree leads to a feeling of awe.

iii) If the tree-gazers helped pick up many more pens that were spilled in the final sentence of the blurb than the building-lookers, it would appear that we have support for what the researchers were claiming.

If this were test day, and we had come to the logic above for option (A), this could be an ideal time to click on (A) as our correct final answer and continue to whatever we have left to complete without evaluating the remaining, rather bulky answer options.

As this is training, it is worth taking a moment to critique the remaining options.

i) We could potentially categorize option (B) as a who cares kind of wrong answer option, as the mention of the “positive words” could be deemed superfluous to the act of actually picking up the pens.

ii) Option (C) could be categorized as an opposite wrong answer option, as awe was meant to lead to people being more inspired to help.

iii) Let’s ONE WORD critique option (D). That participants would “notice" the dropped pens is not at issue

On test day, when we read various wrong answer options, we are not necessarily articulating why they’re wrong. But, doing so in training can very nicely translate to smoothly recognizing future wrong answer options on test day.

Test9 - Section1, Module2 - #11(G2)

If you’ve worked through this section, you may have already come across #9, the other Graph Question (GQ). By most accounts, that question is worse(maybe because of the line graphs) than this one. That said, depending on precisely where you are within this process, it is quite possible that you could sacrifice both GQ’s. And, if not, barring you significantly preferring GQ’s(which we’ll come back round to) to other questions, at the least, mcm-ing this question is likely the savvy initial move to make.

Ok, with all of that disclaimer-esque commentary now laid out, let’s see what there is for us to analyze within this question.

The question itself indicates that we want to support a conclusion; let’s see if the last sentence feeds us that conclusion. Ahh, very nicely, indeed it does. Apparently, Taylor and colleagues have come to the idea that spray coating has the potential to improve the power conversion efficiency of something.

Reading that the conclusion is particularly tied to “spray coating”, we could have our attention naturally gravitate to the key of the graph, which reveals that spray coating is represented by the lighter of the two bars, which we might also notice are the higher of the bars within the graph itself. Ok, let’s see what’s happening within the answer options.

What option (A) is stating is supported by the graph. Our issue with (A) is that telling us something that both spray coating and spin coating do would not particularly support our conclusion that is solely about spray coating’s ability.

What option (B) is stating is also supported by the graph: the spray coating bar for “lowest performing” is a touch under 16 and the spin coating bar for “highest performing” is a touch under 14. If we interpret things as the “lowest performing” spray coating (the ‘worst’ of the spray coatings?) has a higher power conversion efficiency (see the label of the vertical axis) than the “highest performing” spin coating(the ‘best’ of the spin coatings?), then spray coating is apparently the boss of this power conversion efficiency mini-universe. This could be our correct answer.

Option (C) is a classic data mismatch and happily, little brainpower is required here to strike out this option.

We can posit two things about option (D) that will help us feel really great about clicking on (B) as our correct final answer.

i) Is the approximately less than 2% difference, according to the graph, something that can be deemed “substantial”?

ii) Even if that number is considered substantial(who knows what’s maybe happening in the wild, interesting world of power conversion efficiency), how does that difference support the conclusion that spray coating has some promising ability?

Ok, now that you’ve read through this analysis, let’s return to the idea of preferences. Ask yourself….

i) Do you maybe actually prefer some GQ’s to other Reading Q’s?

ii) Does it maybe make a difference, even if you do not know why, whether the graph involved is a bar graph, a line graph, or a data table?

iii) Even if you prefer some GQ’s to other Reading Q’s, is mcm-ing still the right move for a question like this one?

We train to get a better sense of our preferences so that on test day, we can more effectively act on them. Very good things are ahead friend, jolly good.

Test9 - Section1, Module2 - #12(R12)

Let’s start by acknowledging that this is an exceptionally good example of why we start the typical Reading Q by reading the question itself first. It is clearly significant to notice that we are being tasked withweakeningsomething. It is clearly significant to note that what we are seeking to weaken is the claim made by people who favor the traditional view of voter behavior.

Reading the blurb, we can happily see that we are immediately being given the claim that we are being asked to weaken: “voting in an election does not change a voter’s attitude toward the candidates in that election.”

We could have two issues with option (A). The phrase “predicted by the subjects’ general political orientation” could feel like a who cares moment. The end of the option indicates that whether one was old enough to vote or not is not significant. But, to most effectively weaken the claim we are trying to weaken, we likely want an option that shows how voting leads to a difference.

Option (B) is putting the emphasis on the wrong group of subjects. The claim centers on people who voted.

Option (C) is putting the emphasis on the group that we want emphasized. The claim is that voting “does not change a voter’s attitude”. Option (C) is directly indicating that the “attitudes” of people who voted became “more polarized”. This change runs completely counter to the claim, and this is our correct final answer.

Option (D) can be a tempting option. Now, it might not have been tempting, as it would not necessarily even be read, if we were confident that we already found our correct answer in (C). That said, if you want a bit of a 700+ heat-check, if it stands out to you that there is a difference between expressing negative attitudes or positive attitudes and there being a change in attitude, you may very well be on a path toward 700+….

Test9 - Section1, Module2 - #13(R13)

All in all, we probably want to agree that this blurb is not one of the worst.

A bunch of animals naturally like faces. Elisabetta Versace and colleagues made a 3-dot face to test tortoises. Baby tortoises seemed to like the 3-dot face. Let’s see where things could get clever-er within the answer options.

We would probably have to dig back a bit in to the blurb to confirm why option (A) is not correct. The tortoises that were tested “live alone and do not engage in parental care”. This means that (A) is an opposite wrong answer option. These baby tortoises, which are part of this no parental care species, liked the face, so what the second half of (A) is saying is definitely not correct.

Option (B) could be a bit tough to sort out what’s being said, but as (A) is incorrect, (B) is correct. Our Testudo tortoises live alone and are not engaging in parental care, but their hatchlings are liking the face. This leads us to the idea that it “should not” be assumed that “social interaction or parental care” are required in order to like face-like stimuli.

On test day, it would be very cool to read a correct answer option and be confident enough that it is correct that we do not read the remaining options. But here, in training, there are some worthwhile things to poke at still, so let’s head in to options (C) and (D).

Let’s start a bit quirky with (C) and acknowledge that it might be a thing that the test writers would incline more toward having a correct answer “not assume” than assume. More pointedly, we could say that option (C) is contradicting what the first line of the blurb is saying. And, if that is not clear, maybe, after we eliminate (D), which we will do momentarily, if we were down to (B) and (C), we could end up liking (B) better versus disliking (C).

As for (D), how do we know how “adult” Testudo tortoises respond?

Ok, let’s now click on (B) as our correct final answer and continue down our path.

Test9 - Section1, Module2 - #14(R14)

In general, we do not talk about tone very often(though we do talk a bit more about a toned wrong wrong answer option). This particular

completes the text Q is a somewhat rare time when we will bring the idea of tone toward the forefront of our analysis.

From the first sentence within the blurb, the word “neglected” gives us a definitive negative vibe. The second sentence does not do anything to change this vibe, as it gives us more background information on what was done within the study. We are then left with completing a statement that is tied to the results of this study that apparently has issues.

Reading option (A), we could like it for multiple reasons….

i) It is giving us the negative tone that we are looking for within the correct answer for this particular question.

ii) We were told within the second sentence of the blurb that different monkeys were given quite different tasks but then “judged by the same criteria”. This thought connects nicely to the idea that (A) is conveying that some of the monkeys are possibly being unfairly judged.(Maybe all of the monkeys are the same and all of them could have done the simpler task and none of them could have done the tougher task.)

If what’s above feels in any way fuzzy, maybe you will prefer what’s below.

Option (B) is our classic toned wrong wrong answer. Starting with the idea that the results are “useful” is putting too positive a slant on things.

Option (C) is our friend the classic who cares wrong answer. Who cares about monkey species outside of the one that this blurb is particularly talking about.

Option (D) could be deemed a mishmosh of wrong answers. It’s toned a touch wrong, as “reveal more” at the start of the option hints at the idea that the results are useful. It has a bit of a who cares feel as well when it puts the emphasis on a potential difference between “artificial problems” and problems encountered in “the wild”.

Some of us should get this question by feeling very good about (A), which is indeed our correct final answer. Some of us should get this question (by default) by articulating issues with options (B), (C), and (D). Some of us should be ok with missing this question but, via this analysis, still continue to build up our growing skill sets.

*potential for master mapping to a lack of a linguist cue indicating that the logical flow is remaining the same

Test9 - Section1, Module2 - #15(W1)

Some great stuff here. Let’s unpack it piece by piece.

1. It would be highly unlikely for the correct answer to be (A), as there is no other dash within the sentence.

2. We would not select (D), because what is before the colon is not a complete sentence.

3. When we are facing a question testing us on punctuation, there is a bit of a natural tendency to assume that the correct answer should likely have some punctuation. But, with experience, we get better and better at recognizing when an option like (C) here is our correct final answer. There is no need for any punctuation within this sentence.

4. An idea about commas that we can continue to develop is the idea that if we do not have a concrete reason to use a comma, then we will likely veer away from using one.

*potential for master mapping to not using a comma before verbs

Test9 - Section1, Module2 - #16(W2)

It would be great to see this as a bit of a quirky example of the Occupation Q.

The typical Occupation Q give us something like, “ The famous astronaut Mae C. Jemison blah blah blah”, and we know to anticipate a correct answer with no commas.

In the case of this question, if we could view “chemical compound” as the occupation and “aluminum oxide” as the the name, we could then anticipate how “chemical compound aluminum oxide” appears within (D) without any commas and that this is our correct final answer.

If it feels like a stretch to you to consider this an example of the Occupation Q, it could be that that feeling will change as you other examples of the Occupation Q. Or, it could also just be ok to miss this one my friend.

Test9 - Section1, Module2 - #17(W3)

The most assured route to arriving at the correct answer here likely starts with seeing that option (A) has a colon. Then, knowing that you know precisely what a colon does, you potentially feel so confident that (A) is the correct final answer that you do not even evaluate the other options.

What is before the potential colon, “Hopper’s subsequent career would involve more than just equations, though” is a complete sentence. Check.

The content of what is coming after the potential colon is doing precisely what we want it to do: it is elaborating on the idea that Hopper’s subsequent career involved more than just equations.

If what’s enough is not enough to convince you that (A) is the correct answer, then maybe knowing this quirk about the word “ though” could seal things.

Test9 - Section1, Module2 - #18(W4)

We see the “has” in (B) and the “is” in (C), and we think the3/4 SvP Pattern.

A) attests (singular)

B) has attested (singular)

C) is attesting (singular)

D)attest(plural)

The pattern says to pick the lone plural item; we confidently select (D) as our correct final answer.

*potential for master mapping to subject verb agreement

Test9 - Section1, Module2 - #19(W5)

We’re going to get in to the grammar here, but before we do, we should acknowledge that maybe the most effective way to unlock this question is by knowing ahead of time that it seems like the test writers currently have a bit of a thing for gerunds and the special things that these “-ing” verbs can do.

Reading options (B) and (C) can lead to an unwarranted internal debate regarding the desired tense of our answer. Tense is not the issue here; the issue is that there is a different verb later in the sentence that would clash with the use of either “suggested” or “suggests”(or “has suggested”).

Imagine if we had the sentence below….

This hypothesis cannot stand, researchers Michael O’Connell and Karen Molloy counter, unless other explanations can first be ruled out.

You would probably naturally think it is a complete sentence, which it is. To exaggerate things a bit, let’s pretend that we saw what’s now below.

This hypothesis suggests cannot stand, researchers Michael O’Connell and Karen Molloy counter, unless other explanations can first be ruled out.

Again, we’re exaggerating things here, but what we’re trying to highlight is that we do not want another active verb like “suggests” because we already have “cannot stand” acting within the sentence to indicate what’s going on with this hypothesis. The same issue is presented by “suggested” and “has suggested”.

It would be fair if you are wondering why “suggesting” would be different. It would be awesome if this idea vibes: verbs ending in “-ing” can be used to describe.

So, inserting (A) in to the blank and reading the start of the sentence as, “This hypothesis suggesting that…”, we could think that the “suggesting” is indicating to us that what the hypothesis actually is is being described. This is contrast to thinking that the “suggesting” is indicating to us what the hypothesis is doing, which is what all the other options are incorrectly doing.

If you feel like you can confidently get a question like this one now via this somewhat nerdily fun thought about verbs ending in “-ing”, amazing. If that feels a bit tenuous, you can still consider the possibility of getting a question like this one because you know you are in the second section and you know that the test writers have this arguably quirky thing for gerunds.

Test9 - Section1, Module2 - #20(W6)

We see the words “will” and “had” within options (A) and (C), and we think tense.

Tense makes us think trust our instincts and whisper out loud.

If option (B), which is indeed our correct final answer, does not just sound best to you, let us know and we’ll see what else we can maybe talk about friend. :)

If you’re wondering how likely it is for the test writers to place a question like this in this position with Module 2, it’s definitely the kind of thing they do, and knowing it’s the kind of thing they do, we’re just that much more ready for it.

Test9 - Section1, Module2 - #21(W7)

Currently, this is the lone example within Bluebook of what we call an Improper Comparison (IC).

We don’t have a choice in regards to how the sentence starts. The sentence starts by talking about an attribute of alumina glass, versus talking about alumina glass itself. The “that of” is what indicates to us that we are reading about an attribute of alumina glass. How this sentence begins is then why both options (A) and (B) are wrong. It would be ok to compare “silica glass” to “alumina glass”. It does not work to compare “silica glass” to an attribute of alumina glass.

One way to finish out this question is to acknowledge that the attribute of alumina glass that is getting compared is its atomic arrangement. Realizing this, we can select the correct final answer of (D).

A second way to realize (D) is the correct final answer is to realize that what comes after the blank, which is what would come after the colon that is at the end of every answer option is elaborating on the “disadvantage” that is mentioned at the end of (D).

Test9 - Section1, Module2 - #22(T1)

If you’ve already seen the TQ after this one, things could be clearer or maybe not in regards to what call a knockout.

Marta was thinking about going to the new restaurant tonight. Instead, she decided to stay home.

Marta was thinking about going to the new restaurant tonight. Nevertheless, she decided to stay home.

We are not saying that the transitions “Instead” and “Nevertheless” are perfectly interchangeable, but it does seem like a thing that the test writers may be seeking to reward us for realizing that these two transitions are in the same family.

Down to options (A) and (C), we could end up selecting (C) as our correct final answer by default, as it could be clear that “Second” is not the transition we are looking for.

It is certainly very cool if you end up vibing on how “ Indeed” works here. The sentence before the blank is acknowledging how the experience can be “perplexing”. What comes after the blank adds to this description by stating that visitors are “dazzled and confused”. What comes after the blank also gives us more specifics about the experience.

Test9 - Section1, Module2 - #23(T2)

It should likely be clear that the classic transition “For example” is not the right option here. What is much less clear is that we have a lowkey knockout happening here.

It is not a major revelation to assert that the transition “By contrast” indicats contrast. It is definitely subtler that the transition “That said” also can fall under the umbrella of the contrast transition. When two transition options effectively do the same thing, we think that neither is the correct answer. Thinking this, we could arrive at the correct final answer of (D) by default.

Now, if it feels a bit shaky to equate “By contrast” and “That said”, it’s understandable. This is why we termed things up above as a lowkey knockout. But, knowing the test writers the way we know them, and realizing that examples like what’s below are legitimate, we could strongly considering embracing the path mapped out above to arrive at (D).

ex.Diana thought the oeuvre looked okay in blue. By contrast, she thought it looked amazing in bright yellow.

Diana thought the oeuvre looked okay in blue. That said, she thought it looking amazing in bright yellow.

Test9 - Section1, Module2 - #24(N1)

Missing a question like this one only speaks to how experience will lead to you smashing future versions of similar questions.

The keyword within the first sentence here is definitely “similarity”.

A close read of option (A) reveals that we are getting a difference. The word “fewer” indicates the contrast that this sentence is articulating.

We could say that getting the two different publishing dates highlights a difference. If we do not say this, we could still state that option (B) does not seem to be giving us a similarity.

The linguistic cue“ Unlike” that leads option (C) should put us off this option almost immediately. In contrast, we love the linguists cue of “both” in option (D), which is giving us the similarity we are looking for, and we can now click on our correct final answer and continue down the path.

Test9 - Section1, Module2 - #25(N2)

We could put forth that more than one word within the first sentence here is a key word for this particular Notes Q. That said, ultimately, it is likely the word “ conclusions” that most directly unlocks the correct answer here.

A great assist is definitely provided here if we are clued in to some ideas that tend to populate Notes Q’s. For instance, knowing that option (A) is what the test writers would consider to be the “ methodology” would allow us to smoothly veer from (A) as our answer.

To now particularly highlight why option (B) is our correct final answer, we can spotlight the idea that a conclusion will likely sound like something that was found out. This is what separate option (B) from the remaining two options.

Within (B), we find out that the archaeologists found out that cats may haven been “domesticated 5,300 years ago”. Option (D) could seem like it is giving us the same type of information, but what’s within (D), given how it is worded, is more just a statement of fact.

We could certainly also critique (D) for not mentioning the 2013 “analysis” that (B) mentions, which is how (B) also satisfies the “present” the study portion of what’s within the first sentence of this Notes Q.

Test9 - Section1, Module2 - #26(N3)

Sometimes, we want to be very literal when it comes to smashing a Notes Q. The first sentence here wants us to “introduce the artist’s 1983 poetry collection”, and so, let’s find the answer option that introduces the artist’s 1983 poetry collection.

Option (A) is mentioning two books to us, which does not quite feel right. More significantly, this option is really more about the artist exhibiting her visual art.

Option (B) is introducing the artist herself.

Option (C) is squarely introducing the “collection of poetry” that was published in “1983”.

Though we can see the word poemas within option (D), we’re seeing the wrong year and we’re not getting information about the collection of poetry.

Our correct final answer here is (C). That's it.

Test9 - Section1, Module2 - #27(N4)

With a natural amount of experience, the word “ aim” will stand out in neon lights within the first sentence of this Notes Q. Let’s find the answer option that tells us what the research study was trying to discover.

Immediately within (A), we can learn to love the phrase “wanted to know” (a bonafide linguistic cue), if we are familiar with the possibility of being asked within a Notes Q to find an “aim”. This is our correct final answer, and, if this was test day, there is quite a bit to be said for confidently clicking on (A) without reading the remaining options.

That said, because we are in training, let’s analyze the remaining options and be ready for other potential things that other Notes Q’s may task us with finding.

It would be amazing to read option (B) and realize that we are reading a conclusion of the researchers. The word “determined” helps reveal this to us.

Option (C) is really nothing within the realm of Notes Q’s, as it is merely a statement of fact.

Option (D) is the methodology of the research study, as we are getting the actions that were taken.

We can get really really good at this. It's kind of cool, né?

Test9 - Section2, Module1 - #1

Let’s talk the old-school algebra skill of combining like terms.

Combining2x² and x², we get3x².

Combiningx and 6x, we get7x.

Combining -9 and 1, we get -8.

The correct final answer here is (D). Next.

Test9 - Section2, Module1 - #2

If we think of the $37 as an initial payment, it should vibe that this number is by itself within the correct equation.

Then, we could notice the word “each”(a classic UE word to indicate that we are talking about a coefficient) is tied to $16.

Our correct final answer is (C).

Test9 - Section2, Module1 - #3

This is the base version of what we call the Rearrangement Q.

We have this random equation, and the answer options are showing us that we are meant to get m by itself. Quite happily, to make this happen, we only need to divide both sides by 7, leading us to (A) as our correct final answer.

Test9 - Section2, Module1 - #4

We must all have certain foundations of functions locked in stone by test day. This is the classic function question for which we are meant to take the number given to us inside the parentheses, plug it in for x, and compute.

g(3) = √8(3) + 1=√24 + 1=√25=5

Our correct final answer is (C).

Test9 - Section2, Module1 - #5

This is what we could consider a baseline probability question.

Like pretty much any probability question that we might encounter, we are going to start here by determining the denominator, which in this question appears to be something the test writers intended to be fairly straightforward.

Since the question is asking about the students in general, we can state that the denominator is the 80 total students. From here, the question is asking about the students who voted for “lion”, which we can see from the table is 20.

Putting 20 over 80 and simplifying/reducing, we arrive at the correct final answer of (C).

Test9 - Section2, Module1 - #6

It appears that this particular section of Math wanted to show us both function-foundation classics.

Out of habit, some testers would likely plug in 900 for x and come to an answer of 4280. But, if we were meant to plug in the 900 for x, the 900 would be inside of parentheses.

This being the other classic foundational way to test functions, we set the given function equal to 900.

900 = 5x - 220

Because we are committed to the great habit of showing a max level of written work, we take the time to show that we are adding 220 to both sides to arrive at….

1120 = 5x

Dividing both sides by 5, we now arrive at the correct final answer of 224.

Test9 - Section2, Module1 - #7

It is excellent to flat out know the math here. We can see that the y-intercept of the graph is positive, which rules out options (A) and (C). We can see that the dots would form a line that slopes downward from left to right, and so we could arrive at the correct final answer of (B). If you want to review the slope-intercept side of things, doing so can certainly be a happy thing to do.

Even if you have the math above flat out mastered, take a moment to consider the PiP route we could take here.

The coordinates of one of the points looks like (2, 6.5). Plugging in 2 for ‘x’ in to each option, we get -13.9 for (A), 6.3 for (B), -6.3 for (C), and 13.9 for (D). This is clear evidence that (B) is the match we are looking for.

As is so often the case, we have options when it comes to this question. Whichever option you might currently instinctively take, it could be a very good idea to be aware of the other option. Very good things ahead my friend.

Test9 - Section2, Module1 - #8

It is definitely very cool if you are very comfortable doing the traditional math here. That said, given that the test writers have given us access to desmos, it seems fairly clear that are giving us questions like this one to take advantage of the various things that desmos can do.

Within this question, we see the classic desmos word “solution”. Plugging both given equation in to desmos, we can see there is a clear point of intersection with the two lines. Clicking on this point, we can see that the y-coordinate is 1, which is our correct final answer.

Test9 - Section2, Module1 - #9

Sorry, not sorry to the person who wrote this question, but kind of what’s the point of this question??

If you were thrown off by the wording of the question, it is understandable. We suppose that could sort of be the point of the question.

That said, let’s acknowledge why 14 is the correct final answer here and be on our way. By “maximum data value”, the question is referring to the lefthand column. Within that column, the biggest number is 14.

Test9 - Section2, Module1 - #10

We can start with the happy reminder that we are not being compelled to have the formula for the area of a circle memorized, as this formula is within theReferencearea.

With the area formula, πr², and with knowing the radius of Circle K is 4, we can determine that Circle K’s area is….

π(4)²—>π(16) or 16π

From here, we note that we are already given CircleL’s area, so the area of the two circles together, 100π and 16π, is 116π, option (D).

________________

Sometimes, the mention of the units(in this case the mm and the mm²) throws people off. It’s understandable when this happens, since in some cases, we are meant to play close attention to the units. But, given the position of this question, it’s not surprising that things were designed here to be more direct and that the units did not end up mattering.

Test9 - Section2, Module1 - #11

This is a question that separates the current exam from the previous version. It could be a paradigm shift for us to see this as another opportunity to let desmos do some lifting for us.

We talk regularly about there being a word that signals that we may want to employ desmos. Here, there is no such word. What leads us to desmos is knowing that desmos can solve a variety of equations. It is also quite likely that, at some point, you’ll see a question like this and the idea to employ desmos will naturally come to mind.

So, here, we plug in the equation that we are given and desmos will show us what ‘x’ is, which is -4. Then, we very consciously dodge the mini-trap of selecting (B), since ‘x’ is indeed -4, but we are not being asked for the value of ‘x’.

Given that we are being asked for the value 4 - 3x, we now plug in -4 for ‘x’ and confidently arrive at the correct final answer of (D).

*potential for master mapping to trick equations

Test9 - Section2, Module1 - #12

Test9 - Section2, Module1 - #12

This question is a bit of a fake-out: it appears to be a trig question, but it really is just a regular geometry question testing us on a very manageable aspect of similar triangles.

We are given two similar triangles, and we are told that angle F corresponds to angle J. Given this correspondence, we can very happily say that if sin(F) = ³⁰⁸/₃₁₇, then sin(J) will equal the same fraction, leading us smoothly to selecting (B) as our correct final answer.

__________________

We can take a moment to acknowledge that since we know that right triangles are involved, the concepts tied to SohCahToa are in play.

Test9 - Section2, Module1 - #13

This is arguably the best example of the power of UGA within all of Bluebook.

The final question is very directly asking for the value of ‘x’. One of the numbers within the answer options must be ‘x’. So, let’s UGA.

If we started with (C), this means that ‘x’ is 56. Since the total length of the wire is 106, if ‘x’ is 56, then ‘y’ is 50(106-56). We could now see that these numbers would not make the other statement that we are given true, since we can not say that….

56 is 6 more than 4 times 50

We could realize that our current ‘x’ is too small and we could actually just select (D) at this point. That said, it is certainly understandable for anyone to want to be sure.

If ‘x’ is 86, then ‘y’ is 20(106-86). It is true that 86 is 6 more than 4 times 20.

Test9 - Section2, Module1 - #14

Let’s explore this solidly clever example of an Understanding Equations (UE) question.

One aspect of this question is quite blunt: the ‘x’ we’re being asked about is tied to the 5 and the 5 is tied to “industrial park”, so options (B) and (D) are out.

This brings us to the solidly clever aspect, as there is a natural pull toward option (C). The likely best way to avoid selecting (C) is to know that the test writers typically use the word “total” within UEs when what we are being asked about is a term with both a coefficient & a variable.

So, if the question was asking us for the interpretation of the ‘5x’, we could see the word “total” in (C) and feel very confident selecting it as our answer. But, since in this case, we are only being asked to interpret the meaning of the ‘x’, we want to dodge the word “total” in (C), which would leave us with selecting (A), the correct final answer.

_________________

If you’re interested in knowing why (A) is correct, it would be fair. But, you may want to consider selecting (A) by default, which is a powerful test day move.

Test9 - Section2, Module1 - #15

Let’s start with the traditional math here, which revolves around the idea of power over root.

Heading directly to the answer options, we can say that option (A) can be articulated as the 12th root of a¹³². We can rewrite this radical as a^132/12 (we put the ‘power’ of 132 over the ‘root’ of 12). Without doing anything else, we can likely see that option (A) is not the equivalent of a ^11/12.

Heading to option (B), we can rewrite this radical as a ^132/144. We could then use our calculators to realize that¹³²/₁₄₄is the same thing as¹¹/₁₂, and so (B) is our correct final answer.

If you’re interested in some further exploration, let’s see what you think of aSub Numbers(SN) approach that we could also have chosen to take here.

We are told that a > 0, so let’s say that ‘a’ is 3. We could now use our calculators to confirm that 3 ^11/12 is 2.737544264. To finish the question, we would have to be rather fluent with our calculators. Plugging in 3 for ‘a’ in to option (B), we get the same 2.737544264.

Test9 - Section2, Module1 - #16

We have another opportunity to bring desmos in to the mix. When a question involves “translating” a graph, there is a strong chance that we can click on desmos.

The function that we have been given is already in the right format to input directly in to desmos. Now, happily, factoring in the translation of “up 4 units” only compels us to tack on “+ 4” to the equation that we have just typed in to desmos.

We may fiddle now with either zooming out or manually moving up through desmos to confirm that the y-intercept, which is what we are being asked for, is 76, our correct final answer.

There may be some useful odds & ends we want to address to cement that everything above is vibing. For instance, a good nugget to have memorized is that asking for something like g(0) is just another way of asking for the y-intercept.

Test9 - Section2, Module1 - #17

We see the word “solution”, and we spring into desmos action!

We type both equations in to desmos. We then could zoom out(-) four times to see where the two lines intersect within the third quadrant. Clicking on that point, we see the coordinates (-12, -47).

The final question is asking for the value of x - y?

In order to avoid a not-so-uncommon misfire, we might want to use our calculators(being very aware of the helpfulness of using parentheses because negatives are involved) and type in….

(-12) - (-47)

When our calculators spit out 35, we have confidently arrived at our correct final answer.

Test9 - Section2, Module1 - #18

If upon reading the blurb and seeing the given equation, you know that the y-intercept is 8000, awesome. If, like many of us, this would not have jumped out to you, then we could begin by typing the given equation in to desmos(swapping out the ’t’ within the equation to an ‘x’). After zooming out, we could see that the y-intercept is indeed 8000.

Since the question is asking about the y-intercept, we can eliminate options (A) and (C) from contention, since they don’t contain the 8000 that we want in the correct answer.

As we could have started in more than one way, we can also finish things out in different ways.

If we did use desmos to see that the y-intercept is at 8000, we could also notice that it is clearly not the “minimum” of the function. Confidently eliminating (B), we can select (D) as our correct final answer.

If we have a solid handle on exponential equations, we could connect that asking about the 8000, which is the valuein front of the parentheses within the given equation, is asking about thestarting amount. According to the blurb, the equation is modeling what has happened “since the end of 1998”. So, the “starting” point within this situation is the end of 1998, and we have a reason to select (D) as our correct final answer.

And now, to really bring to life the idea that many questions give us options, let’s close out by acknowledging that it is a thing that within real-world scenarios, they-interceptin general represents astarting point. So, if we didn’t know anything about exponential equations, simply acknowledging that the question is asking us about the y-intercept could put it on our radar that the correct answer could have something to do with being a “starting” point.

Test9 - Section2, Module1 - #19

Let’s explore this very cool example of a 3VP.

Though our values here include variables, we do indeed still have three values (3V), and we can indeed set up a proportion (P).

We can put the 88x (ounces of water) over its corresponding time of 5y (minutes). This fraction we can set equal to another fraction of an unknown(?) over the other given time of 9y (minutes).

^88x/_5y=^?/_9y

As is always the case when a proportion is set up, it is important that units align, which is why the ‘9y’ goes on the bottom of the second fraction, to align with the ‘5y’ that we have in the denominator of the first fraction.

Now, cross-multiplying, we arrive at….

?(5y) = (88x)(9y)—>?(5y) = 792xy

Dividing both sides by ‘5y’, we get….

? =^792xy/_5y

Canceling the y’s, we are left with the correct final answer of (D).

Test9 - Section2, Module1 - #20

Let’s explore this very cool example of a 3VP.

Though our values here include variables, we do indeed still have three values (3V), and we can indeed set up a proportion (P).

We can put the 88x (ounces of water) over its corresponding time of 5y (minutes). This fraction we can set equal to another fraction of an unknown(?) over the other given time of 9y (minutes).

^88x/_5y=^?/_9y

Now, cross-multiplying, we arrive at….

?(5y) = (88x)(9y)—>?(5y) = 792xy

Dividing both sides by ‘5y’, we get….

? =^792xy/_5y

Canceling the y’s, we are left with the correct final answer of (D).

Test9 - Section2, Module1 - #21

It feels like the test writers got a little complacent within this section, or maybe we’re just being a bit nitpicky. Let’s explore again a question tied to similar triangles that might look worse than it really is.

Similar triangles share the same three angles. The test writers are telling us that within these two similar triangles, angle Z corresponds to angle T. We are told that angle Z is 20˚. Happily, this does mean that angle T is also 20˚, and our correct final answer is (C).

We could end this conversation here.

We could continue by acknowledging that maybe the test writers weren’t complacent here but, instead, a touch disingenuous.

The provided statement that 2 XY = RS is a bit of a fakeout.

i) It is not needed to arrive at the correct answer.

ii) It makes many testers think that they must either multiply or divide the 20˚ that are given, leading some people to mistakenly select (B) or (D).

A fakeout like what’s here is not a common thing, so it would be advisable to not make this a bigger thing than it currently is at the moment my friend.

Test9 - Section2, Module1 - #22

To continue to build your test-smashing skillset, let’s bring desmos and the concept of graphical shifts together here.

We are given the equation of f(x), and so, we could start things here by typing that equation in to desmos.

Next, we can acknowledge the significance of the statement g(x) = f(x + 2). Adding 2 on the insidei ndicates two things….

i) we have a horizontal shift

ii) the shift will be 2 to the left

To close things out, we can head back to desmos and type in the answer options one by one until we confidently arrive at the equation that produces a graph that looks like the graph of f(x) that we already have, but moved 2 to the left.

Option (A) produces a similar looking graph, but it is not moved over far enough.

Option (B) is our correct final answer.

If you typed in (C) and (D), you would see graphs that clearly cannot be the ones that we are looking for.

Test9 - Section2, Module1 - #22

To continue to build your test-smashing skillset, let’s bring desmos and the concept of graphical shifts together here.

We are given the equation of f(x), and so, we could start things here by typing that equation in to desmos.

Next, we can acknowledge the significance of the statement g(x) = f(x + 2). Adding 2 on the insidei ndicates two things….

i) we have a horizontal shift

ii) the shift will be 2 to the left

Option (A) produces a similar looking graph, but it is not moved over far enough.

Option (B) is our correct final answer.

If you typed in (C) and (D), you would see graphs that clearly cannot be the ones that we are looking for.

Test9 - Section2, Module2 - #1

We understand how possible it is for people to see that the correct answer here is 79. But, for the many of us who do not simply see the correct answer here, let’s say three things….

1. We must all flat out memorize that the median of a set of values is a middle value.

2. We do not assume that a set of values that we are given is in numerical order.

3. Taking the time to either physically write down all of the values so that we can physically cross out numbers or employing desmos and its ability to determine certain statistical items, we can confidently arrive at the correct final answer of 79.

Test9 - Section2, Module2 - #2

We could use this question to bring several ideas to life.

1. It is a thing that the tougher second section of Math will likely still have a solid chunk of friendly questions toward the earlier portion of the section.

2. Even those of us who do not love geometry will likely feel great about a question like this one, if a similar such question comes across our path in the future.

3. Starting by drawing out a pair of triangles is a great way to organically allow things to come together.

Having said what we’re saying in item #3 right above, it also works quite nicely if we come to the realization that we are being told that M corresponds to Q. And so, if angle M has a measure of 53˚, then so does angle Q. We click on option (B) as our correct final answer and smoothly continue down our path.

Test9 - Section2, Module2 - #3

The setup of this question is unique in regards to the other officially published questions. So, if what is below vibes quite clearly to you after you read it, it still is not strange that initially you were unsure of how to approach things here.

The question is asking for a, which, according to the given table, is a y-value. Tied to this y-value is an x-value of 3. And so, we are going to plug in 3 as x within the equation given within the question and see what value of y is yielded. Doing so, we have….

y = 4(2)³+ 3

We could fire the above calculation directly in to our calculators and come to a y-value of 35, leading us to click on (B) as our correct final answer.

Test9 - Section2, Module2 - #4

It would just be cool to flat out memorize that if we see something like 66x = 66x, that we are seeing a situation with infinitely many solutions.

The idea here is that we have identical things on both sides of an equation.

We happily click on (C) as our correct final answer and smoothly continue forward.

Test9 - Section2, Module2 - #5

This is a classic illustration of core ideas tied to exponential equations that we will all flat out master.

Knowing that the value in front of the parentheses represents a starting amount, we realize that the correct answer must be either (C) or (D) here. From here, it is fair if your instincts tell you to click on (D), which is indeed our correct final answer. That said, it definitely is a good thing if you know a reason(because there are multiple ways to explain things) why 1.04 is the value inside the parentheses.

We could convert 4% to the decimal .04. Since the population is increasing, we could then add the .04 to 1 and arrive at 1.04.

This is a smash-able question that we all plan to smash if it appears on test day. Vamos.

Test9 - Section2, Module2 - #6

We see the mention of intercepts, and we think desmos.

Typing 4x + 28 in to desmos, we can then zoom out(-) three times, so we can see the click-able dot that is on the y-axis and the one that is on the x-axis. Clicking on both, we see a y-intercept of 28 and an x-intercept of -7, so b is 28 and a is -7.

Seeing that we are being asked to add these two values together, we do so and arrive at (A) as our correct final answer.

Test9 - Section2, Module2 - #7

Should we go Sub Numbers (SN)? Or, should we go desmos? Let’s explore both.

The SN path starts with us choosing a number greater than 7. Noticing that we are going to end up subtracting 7 from ‘x’, let’s consciously avoid subbing in 8 for ‘x’(since we would get 1 when we do 8 - 7). Let’s say ‘x’ is 10.

Subbing in ‘x’ as 10 within the original expression, we get a value of 38.5. This is the value we want from one of the answer options now, subbing in 10 still for ‘x’. Option (B), our correct final answer, gives us that match.

The desmos path starts by typing in the original expression in to desmos. It may take a bit of fiddling and some parentheses or brackets, so if you’re going to go down this path, make sure that you’re comfortably typing in an expression like ^{8x(x - 7) - 3(x - 7)}/_{2x - 14} in to desmos.

Now, on a separate line within desmos, we can type in the expression that is option (A), which we can see gives us a completely different graph. Typing in the expression that is option (B), the graph of (B) lies perfectly on the existing graph we had from the original expression. This is the desmos way to prove that (B) is our correct final answer.

What do you think?

Test9 - Section2, Module2 - #8

This question is tailor made for Sub Numbers (SN).

To make things more concrete, we can sub in 2 for n. This means that the radius of circle A is 6, and the radius of circle B is 258.

The area of circle A is 36π(π x 6²) and the area of circle B is 66564π.

To determine how many times bigger the area of circle B is compared to that of circle A, we divide 66564π by 36π to get our correct final answer of (D).

_________________

It’s worth taking a moment to acknowledge that the formula for the area of a circle is given within the Reference area. It is also worth taking a moment to acknowledge that option (A) is a crafted wrong answer.

Test9 - Section2, Module2 - #9

Very happily, we do not have to like geometry to get comfortable with this question. And, getting comfortable with this question would be a cool thing to see develop.

You know that a triangle

What could certainly have fallen off your radar a bit is properly interpretingwhich anglesare being referred to when you see references to angles ROS and RSO.

But, if you have indeed drawn your circle with a center that is labeled as O and put points R and S on the edge of your circle and connected your dots to see the triangle, we are very much on the verge of nicely arriving at our correct answer.

The angle by where center O is (which is angle ROS) should be labeled 88˚. Now, it would be good if you confidently knew which angle the question is asking about, but it turns out that it sort of does not matter, since the other two angles within this triangle are equal.

Side OR is a radius of the circle. Side OS is a radius of the circle. And so, both sides are equal, which means that the angle by Rand the angle by S are also equal. We subtract 180 and 88 to get 92. We divide 92 by 2 and arrive at our correct final answer of 46.

Let’s close out by acknowledging how a solidly drawn diagram could obviate realizing the whole radius thing/isosceles triangle thing above. Even if you were not sure where to put R and S on the circle, after you connect your dots, we suspect that the angles by R and S will look equal. Feel free to send us a pic of your triangle if this does not appear to be the case. :)

Test9 - Section2, Module2 - #10

We see a somewhat bulky word problem. We see that the answer options are solely numbers. We think Use the Given Answers (UGA).

If we started with option (C), we’re saying that each chair is $172.84 before sales tax. To compute the sales tax of 7%, we can multiply by 1.07 to arrive at a new cost per chair of 184.9388. We multiply this number by 81(the number of employees), and we get 14,980.0428. This exceeds the stated budget of $14,000, and so we know that (C) is not our answer and that (C) is too big.

Heading to (B), we’re now saying that each chair is $161.53. Multiplying this by 1.07, we get a price of 172.8371 after now adding the sales tax. Multiplying that new price by 81, we get 13,999.8051.

It is definitely not a coincidence that the number that we just got is right under 14,000. Option (B) is our correct final answer. We crush this question via UGA.

Test9 - Section2, Module2 - #11

We are given the two legs of a right triangle, and so we spring in to action and use an old friend (a ² + b² = c²) to determine the unknown hypotenuse. Doing so, we write out….

24²+ 21²= c²

Working through the computations, we then have576 + 441 = c², which then becomes 1017 = c². This last part of executing the Pythagorean Theorem leads us to being able to state that c = √1017.

This brings us to one of the many CHOICES that we can make within this process.

We all want to get familiar again with a ² + b² = c², if that classic math idea has fallen off the radar. We do NOT all have reason to get familiar with reducing a radical like √1017.

This question is on the list of q’s we all want to see once - 700+ Edition for a very non-creative reason. If you’re currently on the Path to 700+, then it would behoove you to be comfortable reducing a radical. If you’re not currently on such a path, then we can very happily part ways at this juncture….

….

So, we want to divide/split 1017 into two numbers, one of which can be square rooted. Given that 1017 is odd, we could think that 4 is not going to work here, which could then nicely lead us to thinking that 9 would work.(There’s another indication that 9 is the number we want that we’ll talk about momentarily.)

Using our calculators, we can determine that 1017 is indeed divisible by 9. And so, we can split 1017 into 9 and 113. Writing things out could look like….

√1017—>√9 • √113

The √9 becomes 3, and we are left with 3√113.

The question states that we want a result that is written in the form 3√d, and so we have our correct final answer of 113.

To close things out here, we can come back round to what we parenthetically acknowledged up above. Seeing the 3 outside of the radical, we could realize that 1017 must be divisible by 9, since that 3 is the byproduct of a √9. If this comment vibes, great; if it does not, still great. Things are great. Yay.

Test9 - Section2, Module2 - #12

On one hand, this is a classic Sub Numbers (SN) situation involving percents. On the other hand, there is an added element to this one that could muck things up a touch. Let’s see what you think.

Let’s start by subbing in 100 for b. We do so, as this naturally allows us to say a is 230, since 230% of 100 is 230(2.30 x 100). This brings us to the possible mucky part.

The question tells us that “ a is 60% of the number c”. To determine what c is, we likely want to be more formal than we usually are when we are in the midst of a SN situation.

230 = .60c

If it doesn’t feel like an issue at all to generate the statement above, cool. Dividing both sides by .60, we arrive at c = 383.3333333.

Seeing what we now have for c, we could already realize that (D) is the answer. To close out a bit more formally, though, to determine what percent c is of b, we would divide 383.3333333 by 100, which gets us 3.833333333. Converting this decimal to a percent, we arrive at 383.3333333, which is closest to (D), our correct final answer.

Test9 - Section2, Module2 - #13

Within the classic linear vs. exponential question, the presence of a percent indicates that we are seeing an exponential situation. This question is currently a unicorn exception.

We are given the statement “ f(x) equals 201% of x”. This statement can be rewritten as the equation f(x) = 2.01x.

Graphing an equation like what’s above, we would get a line.(If we wanted to, we could prove this is the case via desmos.) It would also be a line with a positive slope, which leads us to (D) as our correct final answer.

We’re not expecting to see unicorns. So, if what’s above doesn’t resonate or isn’t retained, we’re still very much in control on test day.

Test9 - Section2, Module2 - #14

This is a strong example of the idea of a linchpin move. The question takes off if we realize that k is 5.

We are told that (k - 5, b) is the y-intercept. The definition of a y-intercept is that x is 0. In this case, then, we know that k is 5.

Now that we know k is 5, we can look at the table and say that (5, 13) and (12, -15) are both points on this line. Now, we have options.

One path we could choose is to draw an xy-graph and plot the two points. Going from (5, 13) to (12, -15), we could invoke the old-school classic or “ rise over run” to say that we are going down 28 and going right 7, a rise of -28 and a run of 7. Our slope is ^-28/₇= -4.

Equipped with the slope, we can use y = mx + b and either of the original points to determine the y-intercept of the line.

y = mx + b—>13 = -4(5) + b

We’re using the point (5, 13) above. We next get 13 = -20 + b. Adding 20 to both sides, we get b = 33, which is our correct final answer.

Test9 - Section2, Module2 - #15

If you’re reading this, it’s likely that you thought the correct answer here was option (A). Understandable indeed. But, moving forward, maybe you’ll either have a different understanding or you’ll flat out have memorized another thing that falls under the often quite-specific umbrella of this exam.

We are being asked for the interpretation of the term ‘5y’, a term that has both a coefficient (the 5 out front) and a variable (the y). Such a term dictates the use of the word “ total”. There’s a reason why, but if you’re not overly interested in that reason, what’s within this paragraph is already enough to potentially have you clicking on an option like (C) in the future.

One reason why the correct final answer here is (C) over (A) is that what option (A) is articulating is what ‘y’ itself represents. We could acknowledge that blurb within the question is indeed telling us that there are “ y large jars”.

A second reason that you can read more about by clicking the link above is tied to the fact that within a term like ‘5y’, there is multiplication involved.

If you go with the reason that you have memorized that seeing a term like ‘5y’, with a coefficient & a variable, makes you think the word “total” should be in the correct answer, it’s a very sound reason.

Test9 - Section2, Module2 - #16

Let’s talk desmos.

We could see the mention of the system having no solution, and we could confidently realize that desmos can show us which answer option will lead to such a situation.

We type the equation that we are given at the top of the question in to desmos and see the equation of a fairly flat looking line.

Now, when we type the equation that is within option (A) in to a separate line of desmos, we see the graph of another line, one that intersects with the original line, and so we know that this is not our answer.

Deleting that equation from desmos, we can then tape in the equation that is within option (B). Doing so, we should see the graph of a line that is parallel to the original line, meaning that the two graphs do not intersect, meaning that we have found a situation with no solution.

It would definitely be justified to confidently click on (B) already as our correct final answer. That said, if it inspires more certainty to confirm that options (C) and (D) are not correct, then typing in those two equations is certainly a very ok thing to do.

Typing in the equation that is within (D), we see another line that clearly intersects the original line.

When we type in the equation that is within (C), the original line changes color, as the graph of the new equation ends up lying directly on top of the graph of the original line. If you have not encountered this situation before, it indicates that the two equations form a system with infinitely many solutions.

Test9 - Section2, Module2 - #17

This is about as classic an example as currently exists of an opportunity to execute a mashup of desmos + SN.

The presence of the word “solutions” makes us think desmos. We can then realize that if we follow the given constraint that a > 30, we can bring Sub Numbers in to the mix and let desmos fully do its thing. Let’s say we decide to sub in 32 for a.

Typing in x - 29 = (x - 32)(x - 29) in to desmos, we can then zoom out to see that there are solutions at 29 and 33.

Looking at the Roman numerals, we can see that a itself, which is 32, is not a solution. But, a + 1, which would be 33(32 + 1), is a solution. And, 29 is clearly a solution as well. We have confidently arrived at (C) as our correct final answer.

Test9 - Section2, Module2 - #18

This is an standardized test icon. SAT test writers have been crafting questions like this one for a long time. We will see such a question in the future, and it will scream SUB NUMBERS (SN) to us!

We are told that 1 gallon stain can cover 170 square feet. We are then told that a fence has an area of w square feet. This is when we spring into SN action. Ever aware of the numbers that we are choosing when we execute SN, here, we could consciously choose to sub in 340 for w.

If w is 340, then we know that we would use 2(340 / 170) gallons of stain to stain the fence. But now, before we head to the answer options, we see that the question is asking us how many gallons of stain we would need to stain the fence “twice”. If we knew we would use 2 gallons to stain the fence, then we now know we would use 4 gallons to stain the fence twice. So, the value of S is 4.

With w as 340 and S as 4, we check through the answer options. Option (D) is the option that works, and we have our correct final answer.

Test9 - Section2, Module2 - #19

The presence of the word “intersects” could steer us toward desmos. That the final question is very directly asking us for the value of c and that the answer options are solely numbers could steer us toward UGA. So, it’s a wonderful time for a desmos + UGA mashup.

We type the first given equation in to desmos. Maybe we click zoom out(-) five times so that we can see the parabola.

The second equation is y = c, and again, we know that one of the given answer options is the correct value for c that we are looking for.

If we head to option (B), which means that we will now type y = -100 in to a second line within desmos, we can see that the new horizontal line intersects with the parabola in two places.(We might want to fiddle around a bit with moving within desmos and zooming back in a bit to see things clearly.) This is not the answer we are looking for.

If we head to option (C), which means that we can now type y = -³¹⁹/₄ in to desmos, it should look rather clear that this horizontal line is intersecting the parabola at “exactly one point”, making (C) our correct final answer.

___________________

Whether you type in options (A) and (D) is your call.

Test9 - Section2, Module2 - #20

It appears we may be required to lean mathematically formal here my friend.

Let’s start by acknowledging that quadratics are parabolas and that we are being given the coordinates of the vertex of this particular parabola. Since the “maximum depth” of our friend the seal is 302.4 meters, and this depth is achieved at 6 minutes, we know that the vertex is (6, 302.4).

If we knew the general equation of a parabola that is in the form a(x - h)²+ k, we could now write out….

g(t) =a(t- 6)²+ 302.4

From here, we can determine the unknown value of a by using the information that the seal reached the surface at the 12 minute mark, meaning that the seal’s depth at 12 minutes is 0.

0 =a(12 - 6)²+ 302.4

Solving the equation, step by step, we can come to 0 = a(6)² + 302.4 and then to 0 = 36a + 302.4. Subtracting 302.4 from both sides, we arrive at….

-302.4 = 36a

Dividing both sides by 36, we arrive ata = -8.4, and so our general equation from before can be written even more definitively as….

g(t) = -8.4(t - 6)²+ 302.4

To finish things out, we can compute the precise value that the question is seeking, which is the depth at a time of 10.

g(10) = -8.4(10 - 6)²+ 302.4

Firing that computation in to our calculators, we arrive at the correct final answer of 168.

Test9 - Section2, Module2 - #21

Dimensional analysis is likely the most organized way to arrive at a guaranteed correct answer here. Vamos.

We are given a value of 250 ^{square feet}/_hr. We are being tasked with converting this value into ^{square meters}/_min. To fulfill this conversion, we are going to multiply by three fractions, one of which will be ^{1 m}/_{3.28 ft}.

How do we know to multiply by that fraction and not the reciprocal of it? At the heart of dimensional analysis is the idea that we are trying tocross-cancel units.

250^square^ft/_hrx^{1 m}/_3.28_ft

By multiplying by the fraction we have written above, the ft unit will cross-cancel and leave the new unit of m up top.

Another fraction that we are going to multiply by is^{1 hr}/_{60 min}. We know to multiply by this fraction and not its reciprocal, because we want the hr unit that is currently in the denominator of the given value to cross-cancel with the hr unit within the numerator of the fraction that we are using. This will leave a new denominator in the min unit.

This brings us to the crossover idea of theConversion Trick, which leads us to realizing that the full computation that we want to make is what’s below.

250^square^ft/_hrx^{1 m}/_3.28_ftx^{1 m}/_3.28_ftx¹^hr/_{60 min}

The original value we are given has the unit of square feet; we are being tasked with converting that to the unit of square meters. Accordingly, we must use the ^m/_ft fraction twice. Not doing so only converts feet to meters, versus square feet to square meters.

Firing 250 divide by 3.28 divided by 3.28 divided by 60 in to our calculators, we arrive at the correct final answer of (A). If we had not realized what we realized about the Conversion Trick, we would have ended up selecting (B).

Test9 - Section2, Module2 - #22

Because perpendicular lines are involved, we are starting with some traditional math. Let’s isolate the top equation that we are given for y.

5x + 7y = 1

We start by subtracting 5x from both sides, leading to….

7y = -5x + 1

Now, we divide both sides by 7, which can lead to y = ^{-5x + 1}/₇, which can be rewritten as….

y = -⁵/₇x +¹/₇

So now, we know the slope of this line is -⁵/₇, which means that the slope of the line perpendicular to this line is ⁷/₅.

We have more traditional math to execute, as we are now going to isolate the bottom equation for y. Doing so starts with subtracting ax from both sides, leading to….

by = -ax + 1

Dividing both sides by b, we can arrive at….

y = -^a/_bx +¹/_b

Putting the work we’ve done up to this point together, we can say that the -^a/_b we now have must equal the⁷/₅from before.

Now we start to get off the path of traditional mathematics, as it would be great if knowing what we now know, we could be comfortable saying that a can be -7 andb can be 5 in order to satisfy the statement that -^a/_b=⁷/₅.

If we’re good with getting over the maybe quirky-feeling bump that’s right above, we can close things out here via our frienddesmos.

Heading to option (A), equipped with a being -7 and b being 5, we can type….

10x + 7y = 1

-7x - 2(5)y = 1

….in to desmos and acknowledge that we are not seeing another set of perpendicular lines.

Heading to option (B), we can type….

10x + 7y = 1

-7x + 2(5)y = 1

….in to demos and acknowledge that it does appear that we are looking at another set of perpendicular lines. Option (B) is our correct final answer.

How confident you are that you are seeing perpendicular lines via (B), you can decide whether you want to type in options (C) and (D).

Test10 - Section1, Module1 - #1(F1)

It’s pretty much always a cool thing when an answer organically jumps out to us. That said, if you want to acknowledge a cool grammar-based crossover here, that would also be rather cool.

Knowing that what comes after a colon elaborates or continues to talk about what is mentioned right before the colon, we could think that “by 1830, over 90 percent…” is a potential direct pathway to why the correct final answer here is (A).

Test10 - Section1, Module1 - #2(F2)

If we do not know what “highly experimental syntax” entails or what “opaque” means, we can still confidently select (C) as our correct final answer. Apparently John Ashbery’s poems often have “strange images”. That early comment could already be enough to propel us toward thinking then that his poems would be “difficult to” interpret.

We could also put forth that being “quite difficult to” interpret would then understandably lead to some “heated debate”.

This FitB is a strong example of the idea that not knowing something within a blurb or a sentence is potentially not the hindrance it might sometimes initially seem to be.

Test10 - Section1, Module1 - #3(F3)

This is a classic example of when the test writers have very deliberately left us a clue to unlock the question: the word “continuously”.

If Annie Dodge Wauneka “continuously” worked to do what she was doing, it would mean she was basically working all the time and being very persistent in her efforts. The correct final answer here is (C).

Let’s take a step back from the analysis of this FitB to acknowledge that if you’re not really vibing on this particular FitB, it could indicate that you do not vibe with FitB’s in general. This could seem like an issue; it could seem like part of what you may want to do is really raise your FitB-specific skills. But, this may not be the case. Your Path could be a virtually FitB-less one….

Test10 - Section1, Module1 - #4(F4)

After reading through the entire blurb, we could realize that the kind of environment that is being created is acknowledged within the sentence before the one with the blank. We could cite the word “This” as a linguistic cue, as the “This” that starts the sentence with the blank would reveal that what was just mentioned is important. And so, we could arrive at “slow down” as the key quotable clue within this FitB.

You can likely see how we’ve now unlocked things, and how we are going to confidently arrive at option (A) as our correct final answer.

If you’re not familiar yet with either the idea of quotable clues or the idea of linguistic cues, now’s a great time to click either of the links above and do some good reading. Many good things are ahead friend.

Test10 - Section1, Module1 - #5(F5)

By test day, be ready to take advantage of what we can take advantage of here. It’s a cool thing.

Seeing the colon within this sentence, we could think that we’re seeing something that the test writers have some inclination toward doing: putting the key clue within the blurb after a colon.

So, in this case, we could pounce on the phrase “has no direct bearing”. This is how we could potentially quite confidently arrive at option (B) as our correct final answer.

If we did not know what all four words within the answer options mean, it would be irrelevant if we knew this colon-based idea and know what “irrelevant” means.

If you do not know that this colon thing is a thing, then head here first. There, you’ll get a link to the Writing side of things to train up your colon knowledge. That is, if such training feels necessary.

Test10 - Section1, Module1 - #6(R6)

We’ve read the question itself first, and we can clearly see what it is tasking us with doing. We’ve read the blurb in its entirety, and we likely feel like it leans toward the friendlier side of the spectrum. Let’s already jump to critiquing the wrong answer options here.

What “musical instrument” is option (C) referring to? As there is no such instrument specifically mentioned within the blurb, we can feel quite good about striking out this option.

You can already see where we’re going with option (D). Who is this “famous dancer” that is being mentioned here? We can again feel quite good about striking out this option.

Option (A) may be the subtlest of the wrong answer options, or you may ultimately think that we could have smoothly eliminated all three wrong answers here. A very particular reason to strike out this third option is the mention of “audiences”.

While we asked ourselves why (A) is talking about “audiences”(and their preferences), what “instrument” in (C) is mentioned within the blurb, and who the “dancer” from (D) is, we could also acknowledge that the “dance form” that (B) is referring to is jazz tap.

We could further agree that the word “development” in option (B) works nicely. For one, we are getting different dates within the blurb that effectively map out how jazz tap developed. It is certainly excellent to click on (B) here as our correct final answer because we can justify why it is correct.

To close out, though, let’s talk about how it can feel tostrike outoptions. Each click, once, twice, three times within this question, on the strikethrough circle at the end of each option here can feel quite good.

Test10 - Section1, Module1 - #7(R7)

This is a great opportunity to highlight the power of QUOTING.

Let’s immediately acknowledge that the correct final answer here is (A).

How do we know that the play is “inoffensive”? We could quote three things from the blurb. We could start with calling what they are doing “a little amusement”. We could continue with the description of the play as “perfectly unexceptionable”. And though it might compel a touch of interpretation, we could even pinpoint the mention of “no greater harm or danger”.

We could quote-connect “assurance” from option (A) to “may be trusted”. And, we can connect “a small number of people” to “among ourselves” and the mention of “no audience, no publicity”.

As we acknowledge regularly, we have options and choices throughout this process. In this case, we’re kind of going the direct route one path with our ability to QUOTE something that connects every key part of (A) to something within the blurb. Vamos.

Test10 - Section1, Module1 - #8(R8)

It is excellent that you’ve found your way to this possible variant of the Text 1/Text 2 (TT) question. The classic TT has us contemplating how one Text would respond to the other. Here, we are being tasked with determining what the two Texts “agree” on.

The classic TT leaves the door open to only reading one of the two Texts. Here, it will not come as a surprise to read that we will feel compelled to read both Texts, as how else can we know what they agree upon.

Even if you do not love reading about art, you’ll likely agree that the two texts leaned toward the comprehensible side of the spectrum. Where we may end up flexing our skills is within our analyses of the answer options. Let’s head in.

Text 1 only loosely acknowledges paintings being “purchased”. Text 2 makes no such reference. Option (A) cannot be our correct answer.

It does not feel likely that we’re going to face this version of a TT on test day, but if we did, then we would not be surprised to get awrong answer option like (B), which we could consider to be a classic one-sided wrong answer. What’s being mentioned here is definitely something Text 2 thinks, but it does not tie to Text 1 as well.

Before we talk about option (C), let’s acknowledge that option (D) is a classic opposite wrong answer. In Text 1, it states, “Like many Impressionist painters, Degas”.

Let’s flex some QUOTING skills to cement now why (C) is our correct final answer.

We could pinpoint the word “intentional” within (C). Text 1 would agree that these painters were being intentional as they purposely chose colored frames to “distinguish themselves” and be in “contrast” to those who used gold frames. Text 2 would agree that these painters were being intentional as they purposely chose colored frames to “harmonize with the colors or subjects” in paintings.

If you have currently have feelings about not loving TT questions, you may want to reconsider those feelings. Maybe after having done a solid handful of them, you will discover that you regularly smoothly arrive at the correct answer.

Test10 - Section1, Module1 - #9(R9)

Text 1 only loosely acknowledges paintings being “purchased”. Text 2 makes no such reference. Option (A) cannot be our correct answer.

Before we talk about option (C), let’s acknowledge that option (D) is a classic opposite wrong answer. In Text 1, it states, “Like many Impressionist painters, Degas”.

Let’s flex some QUOTING skills to cement now why (C) is our correct final answer.

Test10 - Section1, Module1 - #10(R10)

Within the answer options in particular, there’s some cool stuff to analyze. So, let’s start by giving a nod to standard protocol by acknowledging that we’ve read the question and see that it’s asking us for themain idea and that we’ve read the blurb and generally found it to lean toward the friendly side of the spectrum. Ok, let’s talk answer options.

Let’s start with option (C), which leans a bit toward the odd side of the spectrum. It’s a bit odd for this option to lead with(and therefore kind of emphasize) Yamaoka’s role as a filmmaker. More directly an issue is when the option mentions that Yamaoka has “long supported” the two artists. How do we know this is the case?

Let’s head to option (B) next, and let’s acknowledge what the word “most” does here, which is make the option too strong. After reading the blurb, we could potentially put forth that designing disorienting spaces can create a physically stimulating environment. But, can we say that it is the most effective way to do so?(As you can read in the link within this paragraph, this type of wrong answer option used to be a go-to. For a particular reason or two, it seems like this type of wrong answer has fallen off. Things to keep in mind….)

Both of our remaining options bring a coollinguistic cueto life. When starting sentences with “Although”, the test writers appear to be consistently setting up a particular device, which is that what is initially mentioned is not really the point of emphasis. How both options (A) and (D) end is the point of emphasis.

So, in (A), we start by getting the information that what Gins and Arakawa have done can be “rejuvenating”. But, it appears that the real point of emphasis within this option is that it is “unsustainable”.

In (D), we start by being told that what they’ve done is “impractical”. But then, the real point of emphasis is that the design “may improve the well-being” of residents.

Now, we could critique (A) for being another how do we know kind of wrong answer, as we could wonder whether we have direct evidence from the blurb that supports the claim of unsustainability. This is one route to thinking (D) is the correct answer.

What is worth acknowledging as another awesome route to clicking on (D) as our correct final answer is contemplating whether we think the idea that this blurb is trying to emphasize is more positive or negative. We could point to the last sentence of the blurb as a strong indication that things are meant to lean positive. These are a duo of cool main idea Q ideas that we’re manipulating here to close things out.

Test10 - Section1, Module1 - #11(R11)

Missing this support/weaken Q could be a matter of having our focus drift a bit at some point while reading through a somewhat denser blurb. This could be an ideal time for writing notes.

We could read the first sentence and write down….

many insects irid, colors shimmer/change

We could read the second sentence and write down….

attract mates and predators

We could read the third sentence and write down….

but KK thinks maybe makes harder to see

We could read the fourth sentence and write down….

tested idea

We could read the last two sentences and write down….

some irid/some non changing purple or blue

Let’s remember that we’re here to “support” and let’s see what the answer options have for us.

Ahh, it’s (A), isn’t it. The new idea from Karin Kjernsmo(cool name, what is the ethnicity?) is that iridescence maybe makes things harder to see. So, if participants found more of the blue and purple wings and “far fewer” of the iridescent wings, this would lend support to the theory that iridescence is tied to making things harder to see. We maybe thank our notes as we click on (A) as our correct final answer.

If you’re interested in a rundown of wrong answer options….

i) Option (B) is a classic opposite wrong answer option.

ii) We could see option (C) as a fairly classic who cares wrong answer option.

iii) And, with option (D), it would appear we have a second opposite wrong answer option.

We are good at this, yes?

Test10 - Section1, Module1 - #12(R12)

The presence of the word “illustrate” can lead us to categorizing this question as a support/weaken Q. That said, if you did not make this categorization, it likely poses zero issue in regards to still being able to arrive at the correct answer.

The key to this question is likely determining what the claim is within the blurb.

Having read through the entire blurb,per usual, we could comfortably realize that the first sentence is giving us some context. The claim comes in the next sentence, where we read that Amal imagines the passing people to be “carefree even when engaged in work or chores”.

As we are already essentially in QUOTE-mode, let’s arrive at our correct answer in the same manner.

What is the “work” or chore articulated within option (B)? Answer - “flower gathering”.

How do we know the person is “carefree”? Answer - “feet seem so glad and your anklets jingle so merrily”.

If we wanted to go one step further to cement things, we can acknowledge that the blurb leaves off by acknowledging that Amal is the one talking. And so, the “your” and “you” within option (B) indicate he is acknowledging a different person.(We could critique a lot of the “I”s within the other options.)

To close things out here, if you are not feeling super comfortable with pinpointing the claim above, then keep two things in mind….

i) On many different Paths, we do have the wiggle room to mix this question.

ii) With experience, various skills and abilities sharpen. So, simply having this conversation potentially positions you better for future questions that have similar components to this one.

Test10 - Section1, Module1 - #13(G1)

This Graph Question (GQ) is one example of many of why we read the question itself first when we are working through Reading Q’s. Here, it is certainly pivotal to notice that we want to “weaken” the students conclusion. Now, let’s see if we can do what we are able to do within many GQ’s, which is only read the last sentence of the blurb.

Within the last sentence, we are clearly being given the conclusion we are seeking to weaken. The student believes that the spider count reduction is “entirely” due to the presence of lizards. Let’s head in to the answer options.

That the number of spiders is the same on day 1 seems to simply be how a typical fair experiment would be set up. So, the statement in option (A) seems to have no impact on the student’s conclusion.

Option (B) is our correct final answer. We can see that from the graph that the spider count drops in both the “no lizards” situation and the “with lizards” situation. This definitely makes it seem like something is going on that has nothing to do with the lizards, which goes against the student’s belief that the reduction in spiders is “entirely attributable” to the presence of lizards.

Before we leave this analysis, it is worth some time to acknowledge what’s happening within the remaining two answer options.

Within option (C), what is being stated is certainly true, as shown by the graph. But, we could put forth that what’s being stated here is the opposite of what we are looking for, as this statement seems to put the emphasis on the lizards. When people click on (C) here, it is often because things got a bit flipped in our minds, and we lost track of what it was that we were particularly seeking to do here. Though we would primarily categorize this question as a GQ, there is clearly a support/weaken aspect of it as well, and maybe this is a rare time when you would want to use the highlighter feature, as mentioned within the preceding link.

What we’ve just been talking about within (C) is what we could also potentially spotlight within option (D) as well. What’s being stated here seems to support more than weaken. A tiny thing we could close with is if we did happen to flip in our minds what we were here to do, seeing that both (C) and (D) lean more toward supporting, we could realize that we may have lost track of the idea that we are here to weaken.

Test10 - Section1, Module1 - #14(R14)

This question could be a good moment to remind ourselves of how we choose how we navigate through Reading Q’s and about legitimate exit strategies.

The type of question this is is at some point instantly identifiable; this is acompletes the text (ctt) question. If you have no particular dislike of this type of question, then it’s on to the blurb.

In reading this blurb, many of us would feel less comfortable. If you had such feelings, depending on how sharp they are, this could be a time to mcm or to choose to outright sacrifice the question. We could comfortably be on a Path to 650+ and choose tosacrifice this question. Accordingly, you could very much choose to close things out here and continue on with your excellent day.

We’ll give you a moment to exit and wave goodbye to this somewhat silly question about repelling mosquitos.

If you’re still reading, maybe this is a prime time to write notes while you’re reading through the blurb.

We could read the first sentence and write something down like “many repellents activate multiple”. We could read the second sentence and write something down like “insects develop resistance”. We could read the third sentence and write something down like “KD and team found new thing with 1 receptor that affects all”. If we were writing notes for this ctt, we probably do not write a note for the last sentence, as this sentence is now bringing us to the answer options. Let’s see what’s there now, shall we.

It is certainly not simple for many, many of us to do so, but it is possible that we could see how things are coming together to lead to what option (A) is articulating. This EBF thing is good, because it ties to the Or31 receptor thing that is present in all mosquitos. But, since we also know that insects develop resistance to things, it would good to find other things similar to EBF.

With option (B), it is not that we want to find other ways to extract EBF, but that we want to find other things like EBF, as mosquitos apparently will eventually become resistant to EBF.

We could potentially say that option (C) is a somewhat classic wrong ctt answer option that focuses a bit too narrowly on things.

To close, maybe instead of critiquing option (D), we can come back round to one of two things: how we could arrive at (A) as our correct final answer or how we could score a wonderful door-opening scorewithout this particular question.

Test10 - Section1, Module1 - #15(R15)

This completes the text (ctt) Question is a great example of how the correct answer brings together everything that’s being stated within the blurb.

This e.e. plant is apparently doing bad things to both plants and cattle. There’s stuff that can control e.e., but this stuff also kills other plants. But now, there’s research that can “exclusively” target e.e. And so….

….we are led nicely to what option (D) is stating, which acknowledges that e.e. can be taken care of without affecting other animals of plants(the “other organisms”).

If you initially missed this question but see how thingsbuild toward (D) as our correct final answer, it’s a very good thing, and the experience of seeing how this ctt comes together can very much assist within future ctt’s.

That said, if it further cements things for you here, let’s briefly acknowledge issues with the three wrong answer options….

i) We could say that option (C) is a classic wrong ctt answer in that it ties too particularlyto cattle.

ii) We could potentiall ONE WORD-eliminate option (A), as spotlighting “individual” e.e. plants is not quite right here.(This option also does not bring things together in the excellent way that (D) does.)

iii) Option (B) is kind of just bad. If we wanted to lean more formal and give a reason for the issue here, we could say that this option is toned wrong, as “benefits” is positive, and this blurb is clearly painting e.e. in a negative light.

Test10 - Section1, Module1 - #16(W1)

It definitely works to arrive at the correct answer here solely based on instinct. If options like (A) and (B) just seem wrong to you, this is a good thing.

That said, as usual, there are concrete ideas that we can dissect here, if you’re interested in doing so. One thing we could articulate regarding why not to select (D) is because it is not a correct compound sentence. The phrase before the “but” is not a full sentence. We could also critique this option for being redundant, as the “While” that leads the sentence already establishes what the word “but” would redundantly be doing later.

We could close out now with a somewhat obscure comment about how when sentence starts with certain words, commas naturally appear later in the sentence. One such word is the word “While”, which is why option (C) is our correct final answer over (B).

Test10 - Section1, Module1 - #17(W2)

Noticing the answer options first here, which is one of our various cultivated great habits, we can start out by spotting a Punctuation Knockout and eliminating options (B) and (C).

This brings us to one more decision: do we want the comma that is within option (A)?

One idea that can guide us when it comes to commas is that we anticipate having a clear reason to use a comma within an answer option that we are selecting. If we do not have a clear reason, we do not typically select an option with a comma. This is one way to bring us to the correct final answer here of (D).

An awareness of certain metrics tied to the idea of selecting an option with no punctuation could also push us toward confidently selecting (D) here.

*potential for master mapping to parentheses and other comma convos

Test10 - Section1, Module1 - #18(W3)

We don’t see many questions that are correctly using multiple apostrophes, but here we have one.

The playa possesses the “sediment”, so we do want an apostrophe with “playa”, which is why option (A) is not correct.

The blurb is discussing a single playa, which is why option (D) is not correct, as the apostrophe after the “s” there would indicate plural playas.

Down to options (B) and (C), we could then acknowledge that we are talking about the “mysterious migration” of the rocks, which confirms why the second apostrophe is present within option (C), our correct final answer.

Depending on what Path you're currently on, if some of what’s above feels shaky, you’re still very much on your Path. That said, some shakiness could potentially be nicely ameliorated by some good reading, so maybe give that apostrophe link above a click.

Test10 - Section1, Module1 - #19(W4)

Seeing that option (C) has a colon, we can follow through with the great habit of evaluating this option first.

We know that the format of what comes before a colon should be a complete sentence. This checks out.

Now is when we really flex our colon knowledge. The part that would come after the colon, “as light intensity increases, so does the rate…” is definitely further elaborating/continuing to talk about what is said right before the colon, when it is acknowledged that “light intensity affects the chemical reaction rate of photosynthesis”. This is precisely what a colon should do, and we have already found our correct final answer.

Test10 - Section1, Module1 - #20(W5)

Here we have a classic example of what we call the Occupation Question.

We can assert that “renowned twentieth-century US artists” is the “occupation” for the two people being mentioned.

So then, as is the case for the classic Occupation Q, the correct answer of (B) is a comma-less answer option.

Test10 - Section1, Module1 - #21(TQ1)

Sometimes, we select our answer to a Transition Question (TQ) simply because we just know it’s right. :)

So, if your thought here is that “Fittingly” works because it is fitting that this science thing was named a “Miyake event” to honor Fusa Miyake, we’re good to go.

It is certainly possible to go further and acknowledge that there is no contrast within this sentence, which rules out the classic contrast transition “However” and that what “ Similarly” does is not what’s happening here.

That said, particularly given that we are within the first section, it is likely better to read the blurb, see (A), like (A), select (A) as our correct final answer, and happily move forward.

Test10 - Section1, Module1 - #22(TQ2)

There’s some classic stuff happening here.

Let’s start by acknowledging the classic contrast transition that is “Nevertheless” in (D). We could go immediately to how this transition does indeed work within this blurb.

The first sentence of the blurb indicates that it was thought that John Kennedy lost the debate. But then, within what comes after the blank, we are told that the debate was actually considered a victory and that Kennedy “rated higher than his opponent”. Seeing this contrast, we can confidently select (D) as our correct final answer.

We can take a moment to acknowledge the presence of the classic cause & effect transition that is “Therefore”. We can also put a bit of a spotlight on the transition “ Likewise” and discuss how this transition would be used within an SAT question.

But, given that we already have evidence to support (D), maybe we can table discussions of other transitions for now. Maybe, what would be more impactful to close us out here is acknowledging the potential linguistic cue that is the word “suggested” within the first sentence of the blurb.

It can definitely be put forth that by using the word “suggested” in regards to the results of a poll, there is already a hint that the results might not be what they seem to be, a hint that could already have begun to put us on the path toward selecting a contrast transition as our answer.

Test10 - Section1, Module1 - #23(TQ3)

If the current Transition Questions(TQ) are an indication of what’s to come, then we apparently want to be ready to spot when to use the transition “ Specifically”. Within this blurb, we see the flow that we are looking for in order to select this transition.

The first sentence makes a general statement: that Carl Sauer challenged certain prevailing views. After the blank, we more specifically get how Carl did so.

See the flow here. Confidently select (D) as your correct final answer. Take another empowered step down the path.

Test10 - Section1, Module1 - #24(N1)

The first sentence here is indicating that we want to know “where” the fossil was found.

Option (A) indicates that the fossil was found in “western India’s Thar Desert”.

With experience, maybe you will read the first sentence of this Notes Q, you will read option (A), and you will be confident enough that this must be the correct final answer that you will choose not to read the other options.

Test10 - Section1, Module1 - #24(N1)

What the first sentence of this Notes Q is tasking us with doing is quite particular. This is a good thing, as the specificity should likely make it that much clearer to us that we have located the correct answer. So, let’s find which option specifies the “reason the Pleiades’ appearance changed”.

Option (A) reveals how some people have described the Pleiades.

Option (B), which would definitely be selected by a solid chunk of people on test day, indicates that the appearance of the Pleiades has changed, but we are not getting the specific reason why.

Within the next option, we are told that two of the stars “have moved so close together that they now appear as one”. We have our specific reason, and we can confidently click on (C) as our correct final answer.

Test10 - Section1, Module1 - #26(N3)

The key word within the first sentence of this Notes Q is “significance”, indicating to us that we want the correct answer to reveal why Ochoa’s discovery was important.

Reading option (A), we could immediately think we have found our answer. The phrase “proved critical” gives us importance vibes. The later phrase “leading to a better understanding” could cement that (A) is indeed our correct final answer.

It’s worth taking a moment to consider whether the move for you to personally make would be to click on (A) without evaluating the other options.

If we did evaluate option (B) and compared it to option (A), it could stand out that similar phrases to the ones we really liked in (A) are not present in (B). We could also put forth that (B) is giving us some history in regards to Ochoa’s discovery, which is not what we are being tasked with emphasizing.

If we did evaluate option (C), we could assert that it is really focused on the PNPase enzyme itself.

Reading option (D), we could think that there is a bit of a clever/quirky way for an answer like this to reveal the “significance” of something. But, until further notice, let’s just say that this negatively-toned answer option is not likely to be what the test writers are intending us to consider the significant aspect of something.

Test10 - Section1, Module1 - #27(N4)

We read the first sentence here, and though several words could stand out, with experience, it is the word “why” that likely would stand out the most.

Option (A) could seem too focused on the “Lost Apple Project”.

Option (B) is fulfilling part of what this Notes Q is tasking us with doing, but it is not giving us information as to why the number of apple varieties went from over 14,000 to 15.

Now, we have the opportunity to highlight yet another linguistic cue present within a Notes Q. Like many linguistic cues, the word “Since” that is starting option (C) could seem rather innocuous. But, if we think that the word “Since” here is signaling to us that we’re about to get a ‘because’, we could already be thinking that this option is going to give us the why that we are seeking.

Option (C) acknowledges the “loss of thousands of varieties”. Option (C) tells us this is due to the “rise of industrial agriculture”. Check and check, and we can confidently click on (C) as our correct final answer.

Let’s take a last moment here to acknowledge the apple-less statement that is option (D), and how the test writers in general are not trying to be clever with manywrong answer optionswithin Notes Q’s.

Test10 - Section1, Module2 - #1(F1)

It is very understandable how regularly option (C) is selected here. The test writers definitely anticipated how things could get flipflopped here and how it could be a bit of a conundrum to decide whether things were moving apart(diverging) or coming together(intersecting).

We’re going to spotlight a trio of things, any of which could readily appear on your test day. Getting more and more familiar with these mechanisms supercedes getting this question, which quite nicely, we definitely have the breathing room to miss on test day and still score what we are training to score.

Thing #1 is the idea that what comes after a colon within a FitB is unsurprisingly a key clue.

Thing #2 is what appears right before the colon, when it is stated that Jamie Okuma “challenges this view”. The “view” being challenged is what was said earlier. The “this” is what clues us in to the idea that the “view” was just mentioned previously.

The “view” that is being challenged is what’s stated within the first sentence, and we definitely want to draw attention to the logic cue that is the word “rarely”, as this word has an inverting effect. This is thing #3.

Putting all three things together, we can state that Jamie Okuma shows how her work can be both displayed in a museum and sold via her online boutique. So, she is challenging the idea that art and fashion cannot coexist, which means the previous view is that they cannot coexist. This means that the missing blank is something along the lines of go together, since the “rarely” would invert things to lead to an understanding that fashion and art do not go together.

Without the logic cue of “rarely”, the correct answer would be a word like “diverge". With the presence of this logic cue, we see how our correct final answer is option (D).

Again, if you’re feeling in any way a bit twisted and turned, particularly as we are here in training, let’s not focus on getting this precise question; let’s be more mindful, rather, of the kind of moves that exist within FitB's, as this increased mindfulness will translate to more effective execution on test day.

Test10 - Section1, Module2 - #2(F2)

We’re not going to know everything because much of the evidence was “deliberately destroyed”. With an understanding of that key quotable clue, we could potentially predict that the blank is something like “a complete”.

Our next move could be to strike out both options (A) and (D), potentially leaving us with a 50-50 guess.

Neither the word “superficial" or “exhaustive” seems key to know. Guessing (B) here is still an indication that many things are moving in a good direction.

If it naturally implants something that could stick, we can close things out here by acknowledging that one way to think of why "exhaustive" works here is that everything has been tried/done(so we’re exhausted or things are exhausted), and so, the correct final answer is (C).

Test10 - Section1, Module2 - #3(F3)

After the colon here, we are getting a clear sense that Kiowa artist T.C. Cannon had multiple influences. Let’s head right to an analysis of the answer options.

Our answer is not (B), as the influences are clearly known.

Now, for anyone who crosses out option (A) thinking that what’s there is the word “complimentary”, it ends up working out, though “complementary” is a different word.

It would be good if we flat out knew that “disparate” is a somewhat fancier way of saying different or diverse, which is why option (C) is our correct final answer here.

It could also be good to potentially see how option (D) could be seen as an example of a sort of answer. Some stretching would likely be required to get “interchangeable" to really work here, as it is not so much that the influences are interchangeable, but just varied.

As a grammar bonus, if you do not know why two semicolons would be used within a sentence, you could see the idea coming to life within this sentence.

Test10 - Section1, Module2 - #4(F4)

We do not compel ourselves to make predictions with FitB’s, but there are particular FitB’s like this one for which making a prediction can be a key aspect of how we work through the question.

Maybe the word “hurt” could come to mind after we read the blurb. Maybe the word “reduce” could come to mind. If neither of these words resonate with you now, this would likely then just be a FitB that you would want to be ok with simply guessing and moving on from.

If one or both of the predictions above is resonating, our likely next move is to eliminate answer options that do not match our prediction. Maybe the first option to go is (B). If it is tough to eliminate another option, the likely move to now make is to click on one of the remaining options and move on.

Maybe the next option to go is (D). This could bring us to a solid 50-50 guess, as most of us do not know what either (A) or (C) means.

It is definitely less important to know that the word “stymie” works here and that (A) is the correct final answer. It is a bit more impactful to know what “disparage” means, which could allow us to eliminate (C). We keep in mind that random words such as “disparage” are not at the heart of how we earn our scores, but for some of us, it is a part of the process.

Test10 - Section1, Module2 - #5(R5)

Let’s start by acknowledging the skill of spotting a classic wrong answer.

Option (C) is a classic example of a starts right, finishes wrong wrong answer. There do seem to be concerns about delivering a letter. But, we do not get the details of “the contents” of the letter”.

Let’s now acknowledge that for some Reading questions, it is really great to see why all 3 wrong answers are wrong. But then, for other Reading questions, it is great to just like the correct answer.

In this case, we could potentially feel really great about option (A) being the correct final answer.

Test10 - Section1, Module2 - #6(R6)

Seeing much of what there is to potentially see here is a great portal to growth with your SAT-specific skillset.

We could definitely contend that option (A) is a type of wrong answer that we would particularly encounter within an underlined Q. Though the underlined sentence literally mentions the “landscape”, it is not doing what this option is articulating; the sentence after what’s underlined is the one that is providing a “detailed image of the physical setting”.

Option (B) is a great example of the ONE WORD idea. Within this option, the word “conflict” could really stand out as a very out-of-place word in regards to the underlined sentence. In fact, we could state that “conflict” is the opposite of the vibe we are meant to get from the presence of the word “calmness” within the underlined sentence.

With options (A) and (B) eliminated, we come to a kind of cool crossroads: deciding whether the underlined sentence is more significantly tied to the sentence before it or the one after it. Future underlined Q’s will definitely go either direction.

How we could potentially determine the way this one goes is by noting that the end of the first sentence says “her own sensations”. Within what’s underlined we are told that we are getting a sense of Lily’s “present mood” and that she “found of something herself”. These quotable connections can lead us to confidently selecting (D) as our correct final answer.

Test10 - Section1, Module2 - #7(R7)

For this underlined Q, what happens to be underlined is the very firstsentence of the blurb. Many people would read this sentence and feel uncomfortable. Therefore, many people who are also very savvy test takers could make the choice to exit from this question after even reading just the first sentence. In regards to this analysis, we could part here, and you would certainly be very much on the path to a very exciting score.

If you are still reading, maybe we could agree upon the idea that if we did not love the first sentence, we could still elicit two key things from it….

i) We could know that “Several studies” have been conducted,

even if we don’t quite understand what it is that those studies

found.

ii) The presence of the word “yet” indicates that something

contrasting/unexpected is happening.

For most of us, the second sentence is not pleasant either.(If you did not exit after only reading the first sentence, you could certainly choose to exit after reading the second sentence.) That said, again, even if we do not quite understand precisely what is being said, maybe we could still confidently put forth that the second sentence is giving us Evelyne Huebscher’s and colleagues’ explanation for the unexpected thing acknowledged in the first sentence.

With an understanding of things as mapped out above, we could potentially rule out (A) for two reasons. First, what’s underlined is not doing the explaining; this is what it appears the second sentence is doing. Second, it appears that the end of (A) is just wrong, which is something we could realize no matter how we feel about the blurb. It appears that everything being mentioned within the blurb is based off of “real-world data”.

For the same first reason that we do not like (A), we could like (B). The first sentence of the blurb is not the explanation; it is the unexpected contrast. Thinking this, we could very much like how (B) starts by asserting that what’s underlined is “a conflict between research findings and recent events”. It may not be comfortable to do so, but we could further QUOTE that the mention of “a complicating factor” matches up nicely with the blurb’s phrase “which has obscured”.

We could critique (C) in more than one way, but it would be potentially very powerful of you to put forth that “long-standing” is by itself ONE WORD that already pushes (C) towards being wrong.

It could seem hyper-nitpicky, but one issue we could have with (D) is the singular “a recent exception”. It does not appear that the underlined sentence is highlighting one particular exception. A second issue we could have with (D) is that the second sentence does not acknowledge “inconsistencies in the data”. Instead, the sentence is indicating that something that governments are doing is obscuring something that the scholars are trying to examine.

The correct final answer here is (B). But, maybe the most impactful thing to come away with, if you have read everything within this analysis, is that we could score essentially any score and just miss this question.

Test10 - Section1, Module2 - #8(R8)

We read the question itself first and see that we are being tasked with determining the main idea of the blurb.

Reading the first sentence of the blurb, we may have no idea what the word “putatively” means, but this lack of content knowledge will likely prove to be no issue. It becomes clear as we continue reading that the metaphor used by Smith is used “only once” and that it was “largely ignored”. But then, some economists “elevated” the metaphor.

Option (A) is bait. It is what we can call the matches the blurb wrong answer. The test writers know that many testers will notice the phrases “largely ignored” and “robust model”, as they match the blurb exactly. Too exactly for our savvy liking. We swim past this bait. Just keep swimming.

That the metaphor itself is or is not actually useful is not the main idea of this blurb. Thinking this, we could eliminate option (B).

The intended meaning of the metaphor, how the metaphor has been interpreted is also not the main idea of this blurb. Realizing this is how we could potentially veer away from (C).

What is the main idea is that a metaphor that Smith only used once that had been largely ignored was being used by certain economists for a reason. That reason, apparently, was to benefit themselves(“their own ends”). We could connect “not due to the importance of the metaphor” to the previousquotedreferences from the blurb or “largely ignored” and “only once” to further cement selecting (D) as our correct final answer.

Test10 - Section1, Module1 - #9(R9)

It would be fair to put forth that some interpretation is key here. If you do not love such interpretative moments, keep in mind then that you have the breathing room to not secure this question.

If it helps give a sense of organization, we can cite the word “illustrates” within the question as indicating that we are within the support/weaken family. The claim we are seeking to illustrate is not the potentially interpretive aspect of this question. Whitman is putting forth that he “deeply understands the reader”.

Let’s start our analysis of the answer options by simultaneously critiquing both options (B) and (D), which start with the phrase of “Whoever you are”. Such a question-sounding phrase would not indicate a deep understanding of the reader.

In contrast, what we could really like within option (A) is the word “true”. If the person’s(the reader) true soul and body are appearing before Whitman, it definitely can be gleaned from this that Whitman understands the person quite a bit. This is our correct final answer.

If you’re not loving what's right above, we get it. If you would want to put forth that the correct answer is option (C), we would counter with it being not direct enough. If you want to debate this a bit, we’re herefor it friend.

Test10 - Section1, Module2 - #10(G1)

This particular Graph Question (GQ) gives us a wonderful opportunity to highlight things about GQs that can really empower us on test day.

1. We read the question itself first and acknowledge that this GQ wants us to “support the researcher’s hypothesis”.

2. We go right to the last sentence of the blurb, as we see that the hypothesis is articulated there. Within this hypothesis, we could acknowledge that a statement is being made to show how there is a difference between the two animals being discussed. Even if we did not firmly understand precisely what the hypothesis is, we can know that this comment is being made.

3. We read option (A) and assess it as a classic data mismatch wrong answer. To know how long the marmots’ arousal episodes “lasted”, we would check the row labeled “duration per episode”, which reveals a value of 21.2 hours. This is not the “days” that (A) is mentioning, and so we can eliminate this option.

4. The hypothesis is telling us how these two animals are different. We do not want an answer that tells us what “both” animals do.

5. Not that we would skip over (C) on test day, but let’s do so for now, since we are training up your skillset. Reading (D), we could label both (D) and (B) as task mismatch wrong answers. The hypothesis that we are seeking to support highlight a difference between Arctic ground squirrels and Alaska marmots. We already acknowledged that (B) is showing us a similarity between the two animals. Option (D) fails for a different reason: it only mentions one of the two animals.

6. To close out, we can acknowledge that (C) is correct both because the data matches(marmot torpor bouts have an average of 13.81 days, which is “shorter” than 16.77 days and marmot arousal episodes lasted, on average, 21.2 hours, which is “longer” than 14.2 hours) and a difference between the two animals is being supported.

Test10 - Section1, Module2 - #11(R11)

This blurb leans toward the denser side of the spectrum for most of us. There are also many of us that find science-y blurbs like this one to be less comfortable. So first, let’s cement that even someone on the Path to 750+ could miss this question and still very much be on her or his path.

If we are going to try to embark on answering this question correctly, our path probably should include writing notes. Let’s head in to the blurb and bring this potent test-taking idea to life.

We could read the first sentence of the blurb and write….

two plants grow in tough area/rock

We could read up until the semicolon in the rather bulky second sentence and write….

two ecos determine roots have fine hairs

Reading the rest of that sentence, we could write….

more analysis reveals two acids

We could read the final sentence and write….

hypothesis - dissolve rock with acid for two key effects

This blurb was kind of locked in to two’s, no? Sorry, couldn’t help but notice that, though it doesn’t affect our analyses of the answer options, which we shall now head to!

Option (A) is not obviously bad, nor is it obviously good. Let’s table our decision on this option for now.

It would be cool to think of the mention of “different proportions” in option (B) as being a who cares kind of moment. Let’s strike out this option.

For many of us, a first read of option (C) could make it seem like this could be the answer we’re looking for, but it would not be obvious. So, again, let’s table our decision.

Interestingly, the reason we are about to strike out option (D) can end up helping us arrive at our final decision. We want to support the researcher’s hypothesis. Part of that hypothesis is tied to releasing “phosphates that provide the vital nutrient”. So, if these two plants can thrive on rocks without phosphates, it would appear that we are weakening the hypothesis. We could deem option (D) to be a classic opposite wrong answer within a support/weaken Q.

The attention that (D) may have brought to the phosphates is potentially how we can see why (C) is our correct final answer. The acids that are mentioned within the blurb do two things: create channels for growth and release phosphates. And so, if “cracks in the surface” are already available but the roots of these plants still “carve new entry points”, it would lend credence to the roots and acids doing their thing for the second purpose hypothesized by the researchers.

What do you think? Too much for a single question? Everything is vibing? Even if any particular skill or idea up above is vibing, we’re taking another step forward. Many good things are ahead.

Test10 - Section1, Module2 - #12(G2)

The word “This” within the last sentence of the blurb here is cool. Let’s say two things to kick things off here….

i) It tells us that we are going to read more than only the last sentence here, as we are compelled to discover what the “This” is.

ii) It dominos us back to the previous sentence, as that is where the “This” should be found.

Reading the previous sentence, in, dare we say, kind of a cool way, we get domino’ed back one more time, as we get another “this” that we are compelled to unearth. To determine what “this transition” that happened is, we are going to apparently end up reading the entire blurb this go around.

Reading the first sentence, we can come away with….

i) employment in the agricultural sector - down

ii) employment in the service sector - up

Let’s head to the answer options.

From 1900 to 1950, both agricultural numbers(the ones tied to France and the ones tied to the US) go down, from 43 to 32 in France and from 41 to 14 in the US. Within that same time period, the service numbers go from 28 to 35 in France and from 31 to 53 in the US. It appears that option (A) is giving us all that we want and that we have indeed found our correct final answer. That said, to get a bit more in to the heads of the test writers, let’s see what they wrote up for the remaining options.

Ahh, now we see some cleverness. For all of the answer options the numbers that are supposed to go down, go down, and the numbers that are supposed to go up, go up. What differentiates (A) from the other options is something that very understandably sneaks by.

In the second to last sentence, we are told that the way things happened was “different” in the two countries. If we go back to our numbers from option (A), we can see this difference, as the similar starting point of 43 for France and 41 for the US drops much lower in the US, and the similar starting place of 28 for France and 31 for the US goes up much more in the US.

In contrast, if we went to any of the remaining options, we would see comparable numbers. For instance, from 1800 to 2012, the agriculture numbers are 64 and 68 in the two countries in 1800 and then 3 and 2 in 2012.

As we acknowledge regularly, experience wins within this process. For the many of us that missed this one in practice, the sheer fact that we’ve now seen what lies underneath this question makes us a degree or two better trained for test day.

Test10 - Section1, Module2 - #13(R13)

It feels like there’s quite a few blurbs about plants and such. Any thought regarding how you feel about such blurbs? Subject matter matters.

When we’re feeling less comfortable with certain subject, and we choose not to sacrifice a question(which is something very much worth considering here), it can be quite impactful to write notes. Let’s bring that to life, shall we.

We read the first sentence of the blurb and could write down….

team investigating A.t. - something tied to high temps

We read the second sentence and could write down….

replaced a protein

We read the third sentence and could write down….

comparing plants, no diff at 22 but diff at 27

Let’s pause for a moment to acknowledge that sometimes when we write notes, quite a lot from a blurb is naturally comprehended and stays in our heads. The sheer act of writing seems to lead to this regularly happening. But then, other times, a blurb just might be a bitter tougher to digest and even after having written notes, we’re feeling a bit blustered. Depending on how you feel at this juncture, the savvy move to make could be to exit. >(Again, something legitimately worth considering.)

Now, whether we felt good about the blurb or not, we could train to eliminate option (A). We could cite the use of the word “unique” as leading to this wrong answer being too strong. We could also say how do we know that A.t. is the only plant that does whatever it is this blurb is saying that this plant does.

Again, maybe we could say whether we felt good about the blurb or not, we could realize that ELF3 is probably significant as replacing it seems to lead to some sort of difference later when different temperatures are tested. Let’s table both options (B) and (C) for a moment.

How do you feel about lumping option (D) in with (A) and deeming it too strong. “Required”? “At least 22˚”? We do not know what could happen at 21˚.

Ok, depending on how you’re feeling about having tabled two options and what we just said about option (D), we’d be at another valid exit point. (We’re not trying to convince you of anything; we’re more seeking to make it clear that we have choices, many choices.)

Ok, if you’ve journey this far with us, let’s close things out.

Option (B) is sort of backwards. It isn’t that A.t. increases production of ELF3; it’s that A.t. apparently kicks in when temperatures increase. This is why within the “unmodified”(meaning that they still have ELF3) plants, accelerated flowering occurred. In the “altered”(meaning that the ELF3 had been replaced) plants, no such flowering occurred.

To confidently click on (C) as our correct final answer, it seems that we were compelled to really get in to the exact details of this blurb and have a quite solid grasp of them. This is probably something that we cannot compel ourselves to do on test day. This is very much something worth considering, and not parenthetically.

Test10 - Section1, Module2 - #14(R14)

When time and dates are involved, many of our brains scramble for a bit. This question is a wonderful example of how we come to act on our preferences once we learn what many of them are.

To set the stage for some of what we shall discuss here, let’s make our way through the blurb and let’s do so via some note-writing.

We read the first sentence of the blurb and could write….

sweet potato comes from S.A.

The second sentence could yield a note of….

also in Poly islands and this is before sailing

The third sentence….

explaining how s.p. got to islands and conclusion - more than 100000 yrs

In the last sentence, we learn that people have only been on the Polynesian islands for the past 3,000 years.

Let’s come back round to where we started. We mentioned that many of our brains scramble when dates and time are involved. “Many” does not mean “all”. So, if your brain is not scrambling now and you see where this completes the text Q is building toward, this is a very happy thing(and maybe a testament to writing notes).

If the buildup here feels a bit elusive, then keep in mind what great execution entails and potentially act on your preferences and at the least mcm this question.

It’s time to cement the correct answer here and continue on with our amazing days. Botanist Pablo Muñoz-Rodriguez and colleagues concluded that Polynesian sweet potatoes date back to over 100,000 years ago. We also know that people were not around then, which leads us to what option (C) is articulating, which is that it appears that these sweet potatoes made it from South America to the Polynesian islands in a manner that did not involve “human activity”.

If clicking on (C) as our correct final answer is feeling like a confident move, that’s again a good thing. Though, maybe we want to be a touch cautious about thinking that we’re the rulers of questions like this one. If you’re wondering(and quite legitimately so) what’s the issue with options (A) and (B), maybe for now, let’s catalogue the possibility that questions dealing with dates and time may not be among our preferred preferences. Knowing our preferences is power. Acting on them is a cultivated skill.

Test10 - Section1, Module2 - #15(W1)

When we’re within the tougher second section, it can be challenging to de-celerate a notch and simply trust that the option that just naturally seems best to us really is the correct answer.

So, we could talk more about why option (B) is not the answer here, but it would be cool if you were cool with maybe just thinking that option (A) sounds better.

And, we could get in to a bit of a conversation about tense in order to rule out option (D), but again, it would be cool if your trustworthy instincts are telling you that (A) is the correct final answer here.

Test10 - Section1, Module2 - #16(W2)

Eventually, this question should likely scream THE OCCUPATION Q to you.

We can acknowledge that “plant cell biologist” is Yuree Lee’s occupation. Following through with what the classic Occupation Q is all about, we gravitate toward the comma-less option option (C), which is indeed the correct final answer.

__________________

If you’re in any way hesitant to merely follow through with the core tenet ofthe Occupation Q, we can take a moment to acknowledge that the comma before the word “plant” within the sentence is there because of the opening phrase of the sentence. A phrase such as “In a pivotal 2007 article” warrants a comma afterward. Knowing why that comma is present in the sentence could help further solidify why no other comma within the sentence is necessary.

Test10 - Section1, Module2 - #17(W3)

This is currently a Bluebook unicorn, as there is no other question that potentially compels us to notice the classic grammar error known as a comma splice.

It is likely that all three wrong answers sound find. This is because complete sentences sound correct!

“Known as the Brass Era, this period in automotive design is remembered for its grandeur and artistry” is a complete sentence. If we now slotted option (D) in to the blank, we would get, “its vehicles were highly prized by collectors for their ornate detailing and gleaming brass fittings”, which is also a complete sentence.

Option (D) is a comma splice, and therefore, is wrong. Options (A) and (B) also are comma splices. Only our correct final answer of (C) dodges the comma splice issue here.

Test10 - Section1, Module2 - #18(W4)

This routine will start with having option (C) jump out to you. And, it stands out even against option (D).(Read about this good habit if you do not know why (C) and (D) could stand out to you compared to the other two options.)

We could know that the test writers may be playing around again with ending a sentence with the word “ however”. Reading what comes before the potential semicolon within option (C), we could feel that much more certain that what’s there is indeed a complete sentence, particularly knowing this inclination of the test writers.

There is nothing test-particular to note about what comes after the potential semicolon in (C), as that likely just sounds like a standard complete sentence.

There are indeed two complete sentences within option (C), and we can confidently select it as our correct final answer. And, we could potentially quite nicely do so without evaluating the remaining answer options.

Test10 - Section1, Module2 - #19(W5)

If you happened to have recently seen #18 within this same section, we’ll make a comment worth giving some mild attention in a moment. If you have not seen #18, then please disregard this next comment.

It’s feels quite unlikely that the test writers would test essentially the same thing two questions in a row. This is likely only something that happens within a published practice test.(To the official test person reading this, it’s a little on the lazy side. Just saying.)

If #18 is fresh in your head and you missed this question, maybe it was because it felt strange to think the same thing two questions in a row.(And, maybe it added to the sensation that we’d be clicking (C) again.) If that’s the case, then you know what’s happening here, and it’s time to head on down other paths.

If you do not already have a keen sense of why (C) is the correct final answer here, let’s start by talking about how the test writers might purposely end a sentence with the word “ though”. Then, let’s talk about the good habit that would have us noticing options like (B) and (C).

Option (C) puts both ideas above together, and so, with experience, it is an option that would likely jump off the screen to us.

As long as you knew that not only would it be okay to end a sentence with the word “though”(or “however”) but that the test writers might do so intentionally, it likely would be quite clear that what is before the potential semicolon in (C) is indeed a complete sentence.

If it wasn’t quite clear that what comes after the potential semicolon in (C) is also a complete sentence, maybe reading about appositives would help cement things. (The appositive we’re talking about here is the phrase “lowering the cost of use”.)

We want this question locked. No wiggle room. Locked.

Test10 - Section1, Module2 - #20(W6)

Let’s pay respect to the 3/4 SvP Pattern first, and then we’ll talk grammar.

The “is” in option (A) is singular. The other three options are plural. The Pattern says to pick (A), and so we could quite confidently click on (A) as our correct final answer.

If you’re on the Path to 700+, you want the grammar we’re about to discuss to be locked. If you’re on a different path, what’s below is definitely on a different priority level. Keep this in mind as you potentially read what’s left here.

The singular subject that goes with the singular verb of “is” is the word “each”. Here are three potential ways to help realize that “each” is the subject here.

i) Flat out just keep a lookout for the word “each”, as this word seems to be a word the test writers like.(There’s a reason why they likely like this word. For now, let’s just acknowledge that it’s a thing.)

ii) Spot the preposition“of”, which is a classic preposition when it comes to the realm of singular v. plural. The word right before such a preposition is pretty much locked to be the true subject within an SAT sentence.

iii) Yet another thing you could keep in mind, particularly if you love yourself an appositive, is spotting the appositive that starts with the word “while”. The true subject of a sentence within an SAT sentence is also pretty much locked to be before an appositive, assuming an appositive is present.

Test10 - Section1, Module2 - #21(T1)

The blurb itself here likely leans toward the straightforward side of the spectrum. Everything before the blank leans positive. After the blank, we get a very different statement when it tells us that Amrita Sher-Gil “longed to return” to her childhood home.

We want a contrast transition.

“Still” in option (A) is a bit of an oddball. Let’s give the other options a look, and maybe think more about this option later.

“Therefore” in option (B) is a classiccause & effect transition and very much the precise opposite of what we want here.

If you have yet to encounter “ Indeed” in option (C), you could still potentially get vibes from it that lean you away from selecting it. “Indeed” likely does not feel like contrast.

Lastly, in option (D), we get “Furthermore”, which adds to what’s being said.

We could click on (A) as our correct final answer by default. That said, you also have options regarding how to categorize “Still”. There are reasons why it merits being with the other oddballs; it certainly works if you want to add it to your internal list of contrast transitions.

Test10 - Section1, Module2 - #22(T2)

Let’s start by acknowledging that we have two oddballs here and two old-school classics. Let’s give reasons to dump the two classics first.

If the intended correct answer here was “Similarly”, the part after the blank would likely be mentioning people other than mathematicians that were doing the same thing as the mentioned mathematicians.

It could be a bit tougher to confidently eliminate option (C) here, but if “Furthermore” was the intended correct answer, we would expect the information after the blank to be like a new second thing that the mathematicians were also doing. Instead, what we’re getting after the blank is still about the first thing we’ve already been reading about, the stuff about working alone/shifting away from working alone.

Now, moving to “For this reason”, it would be fair to think that this transition is within the cause & effect family. It could be contended that it’s a touch different. It could be contended that seeing similarities or differences between this transition and others is not largely significant, since this is a less likely transition to see on test day. For this reason, let’s head now to a discussion of “Increasingly”, which is pretty much the epitome of an oddball transition.

If the test writers decided to make this transition the correct answer on the day of a future exam, it is quite possible that simply seeing this question, you would then smash that future question. That said, it’s not likely that this exact transition will end up being the intended correct answer on a future question(unless the act of us writing this contributes to that happening….), so keep that in mind as you read what’s below.

Reason number one is that it is established that mathematicians have traditionally worked alone but that there has been a “shift” in the other direction, meaning that more (increasing) mathematicians are now “choosing to collaborate with their peers”, rather than work alone.

Reason number two is the later mention of “a rise in the number”.

Good reasons to select a transition we will likely never actually select on a future test. Or, will we??!

Test10 - Section1, Module2 - #23(T3)

It’s important to not select option (A) here, as there are certain transitions that we want to know certain things about. It is less important, but still potentially significant, to know that option (B) is not correct either. As odd as it may seem, it is also less important to know why (C) is better than (D) here.

One reason we could select (C) is that there are multiple time references within the blurb. The year 1884 and the 1980s are mentioned. It is noteworthy that “decades passed”. The word “increasingly” can also be a reason to select this oddball transition of “Again and again”.

The oddball transition “Granted” carries with it a touch of contrast. It could be asserted that there feels to be an element of contrast within this blurb. But, it can also be asserted that contrast is not the heart of this blurb.

Maybe, the most important assertion is that, for various reasons, this is not a critical question.

Test10 - Section1, Module2 - #24(N1)

There are times within Notes Q’s when we want the correct answer to sound more general. (A Notes Q tasking us with determining which option is an “overview” is such a question.) Then, there are times when we apparently are meant to look for something more specific. This is one of those times.

It’s on the subtler side of the spectrum, but a keyword we can pinpoint within thefirst sentence here is “ how”. Immediately, let’s acknowledge that option (A) is telling us that “pineapple extract” increased the growth rate of P. jav, but we are not specifically gettinghow it is doing so. And so, our search for our correct answer here continues.

Option (B) does indeed seem to be giving us a specific how: something called bromelain is apparently enhancing the hydrolysis of ingested proteins. This option has to be considered a contender at this point.

It is fair to critique option (C) for not directly mentioning “pineapple extract”.

When we read (D), we may hit a mini-conundrum, as this option seems to be delivering us pretty much the same how as option (B). This is an awesome opportunity to discuss an idea we all want to be comfortable with come test day.

For the typical Notes Q, we know that we can ignore the notes. A moment like we are currently facing is the precise time when we break from that usual path.

And, for this particular question, we can head in to the notes with purpose. The difference between options (B) and (D) is the mention of the “fish’s total food consumption” in (B). Let’s see what the notes say about this particular thing.

The third note states that the pineapple extract “did not” affect total food consumption, and so (B) is giving us something that contradicts the given notes. Seeing this, we can now click on (D) as our correct final answer.

If it seems like a challenge to know when to do what, we would agree, it is. Most of the times, we ignore the notes, but here, we likely feel compelled to read through them(at least some of them). In many cases, we want an answer to a Notes Q to begeneral, but then other times, we want it to be specific. The challenge is real. But, that’s why we’re here.

To close out, if it felt a touch instinctively odd to end with the mention of the fish’s food consumption the way option (B) ended, that does seem like a fair instinct to have trusted.

Test10 - Section1, Module2 - #25(N2)

Sometimes, on test day, we dial things down a notch and appreciate that the test writers are intermingling questions with various levels of difficulty.

The keyword within this Notes Q’s first sentence is definitely “advantage”.

Option (A) is not the option we are looking for for two reasons. First, it is a bit off-putting to lead with something that sound disadvantageous. Second, this option is talking bout “Nasa’s rovers”, not microprobes.

Option (B) is nicely making it crystal clear that we are talking about microprobes. The ability to “explore areas” that are “inaccessible” to the rovers sounds like a clear advantage.

Unlike the previous option, Option (C) is not detailing an advantage.

Option (D), which is likely the most compelling of the wrong answer options, by saying something that both microprobes and rovers can do, is not providing an advantage.

It would also be fair to state that (B) is better than (D) because it checks off the “explain" part of the question. Let’s click on (B) as our correct final answer here, and see what’s next to explore.

Test10 - Section1, Module2 - #26(N3)

If you thought that the keyword within this Notes Q is “emphasize”, it’s understandable, but then, head here for a read. The keyword within this question is “ methodology”.

On test day, there is no reason to go through the options from bottom to top. We are about to do so for pedagogical reasons.

What option (D) is articulating can be considered an “ aim”, what Terry Kind and her team were trying to do(“wanted to know”).

What option (C) is articulating can be considered the “ findings”, what they found out/discovered.

What option (B) is articulating can be considered the methodology that we are looking for, what they did. The opening phrase of “To find out” is a lingustic cue that we are about to read about the team’s methodology.

Option (A) is pretty much just a statement of fact, and within the realm of SAT Notes Q’s, what’s here is kind of nothing. :)

We tune in to what the test writers want when they ask for the aim or for a conclusion or themethodology, etc. In so doing, we smash a question like this one and confidently click on (B) as our correct final answer.

Test10 - Section1, Module2 - #27(N4)

Per how it sounds, a “ generalization” should be general. The issue with all of the wrong answer options here is that they give us some piece(s) of information that leans too specific.

Mentioning a specific artist(“John Lennon”) and a specific song(“In My Life”) is what makes option (A) too specific to be the correct answer here.

The number could sort of scream out to us that option (B) is definitely on the specific side of the spectrum.

Option (C) is mentioning a specific song again, as well as specifically mentioning two musical artists.

Within option (D), we are getting the general mention of “Researchers” versus the specific names of any researchers. We are also getting a general mention of “statistical methods” versus an actual statistic. And, instead of getting the name of a specific song or specific artists, we are getting the general mention of “authorship” and the “field of music”.

Missing this question in practice is a good thing, as it likely only further cements what’s happening here and why we are clicking on (D) as our correct final answer. If a similar question appeared on test day, we will be trained up and ready to smash it.

Test10 - Section2, Module1 - #1

Let’s not assume that #1 in the first section is going to be a super straightforward question, but let’s also not not assume that it could be.

We are told that 29 out of 100 have a defect, so the probability of selecting a bead with a defect is ²⁹/₁₀₀, and our correct final answer is (C).

Test10 - Section2, Module1 - #2

We are told that s represents speed and t represents seconds. We are asked to determine the speed when 5 seconds have passed. Since t is seconds, let’s plug in this 5 for t….

s = 40 + 3(5)

….which leads to s = 40 + 15, which leads to s = 55, which leads to (D) as our correct final answer.

Test10 - Section2, Module1 - #3

We can see 4x = 3and think to divide both sides by 4 to determine that x = .75. We can then plug in .75 as x in to 24x to determine that (C) is our correct final answer.

We can see 4x = 3, type this equation in to desmos, click on the x-intercept and determine that x = .75. We can then plug in .75 as x in to 24x to determine that (C) is our correct final answer.

We can see 4x = 3, notice that we are being asked for the value of 24x, and realize that multiplying both sides by 6 is a bit of a “trick” way to determine that 24x = 18 and arrive at (C) as our correct final answer.

We can see many things within this process.

Test10 - Section2, Module1 - #4

We do not have to agree on how to arrive at the correct answer here; we simply have to agree that we are all going to arrive at the correct answer.

We are big fans of PiP-ing this one.

A point on the line appears to be roughly (7, 10). So, if we plug in 7 as x in to each answer option, the option that yields a value closest to 10 is our dude.

Option (A) yieldsy = 10.4.

Option (B) yieldsy = 4.4.

Option (C) yieldsy = -3.6.

Option (D) yieldsy = -10.4.

Our correct final answer is (A).

Test10 - Section2, Module1 - #5

If you’re not familiar with the “is” over “of” idea tied to percents, this question is a solid introduction to the idea. The wording is slightly different, since we have the word “are” here, but the idea remains the same.

We take the number tied to the word “is”(in this case “are”), which is the 234,000 here and put it over the number tied to the word “of”, which is the 300,000 here.

Firing 234000/300000 in to our calculators, we get 0.78, which we technically can now convert to 78% by moving the decimal point two places to the right. We click on (D) as our correct final answer and continue down the path.

Test10 - Section2, Module1 - #6

This is one of the most classic examples of Plugging in Points (PiP) as we will come across.

Per our PiP-thoughts, we are very consciously going to choose to plug in x as 2 in order to see which option gives us 8 for y.

Option (A) gives us 49, while option (B) gives us 54, and option (C) gives us 3.

Option (D) gives us 8, and we have found our correct final answer.

Test10 - Section2, Module1 - #7

This is the classic version of a functions question that many of us will remember.

We take the 2 that is inside the parentheses and put it in for x in both places within the given function.

f(x) = x²+ x + 71 —> 2²+ 2 + 71—>4 + 2 + 71 = 77

We type in our correct final answer of 77 and we continue forward.

Test10 - Section2, Module1 - #8

As is so often the case with Math questions, we have options here. If you choose to go the SN route here, it is very cool. That said, for many of us, the traditional math may be the better route for this particular question.

When we multiply something like q⁴andq⁵, we get q⁹. The idea, as likely sounds familiar, is that when we multiply items withexponentslike what we have here, we add the exponents.

To finish things out here, as long as we remember that with something like ‘m’, we can imagine that there is an imaginary 1 as the exponent, we will confidently arrive at option (B) as our correct final answer.

Test10 - Section2, Module1 - #9

It would be fair(and actually kind of cool) to see this as an example of the 3VP. That said, we should probably be a bit more formal and consider this a question testing us on similar triangles.

Let’s take a moment to draw out our two triangles. We can start by drawing ABC and labeling side AB as 170 and side BC as 850. Then, we can draw a similarly shaped triangle and label it XYZ, putting the X in the same spot as where the A is within the other triangle and putting the Y in the same spot as where the B is. Then, we can label YZ as 60.

We are being asked to determine the length of XY, which is the side of that triangle that corresponds to side AB in the other triangle. Keeping this firmly in mind, we can write out the proportion….

¹⁷⁰/₈₅₀=^?/₆₀

Cross-multiplying, we arrive at….

?(850) = 10200

Dividing both sides by 850, we arrive at a length for XY of 12, making (D) our correct final answer.

Test10 - Section2, Module1 - #10

Like so many Math questions, we have options here. Let’s explore the Sub Numbers route.

Seeing the statements that ^x/_y= 4, we could initiate a SN approach by subbing in two values that would work within that statement. For instance, we could say ‘x’ is 12 and ‘y’ is 3.

We can then sub those chosen values in to the other expression and solve for ’n’.

²⁴⁽¹²⁾/_n(3)= 4—>²⁸⁸/_3n= 4

Multiplying both sides by ‘3n’, we arrive at….

288 = 12n

Dividing both sides by 12, we arrive at the correct final answer of 24.

Test10 - Section2, Module1 - #11

This is a super classic example of what we call Understanding Equations (UE). Therefore, you want to know what’s going on here every which way.

When we’re first getting started, it is ok to possibly think the answer here is (A). But, with experience, we see the given equation, we read the particular story of this question, and we know that the 300 represents the volume of liquid at the start, before anything starts to drain.

Knowing this only further cements that (D) is the correct final answer, as the other number in the equation, the 4, is how much drains “each” second.

If the “each” within the end of the question is not standing out to you yet, be sure to click on the link above and read up on our friend the UE question.

Test10 - Section2, Module1 - #12

With experience, we get accustomed to how some questions start out with setup information that is required to be there but that we are not required to factor in as we smoothly arrive at the correct answer. Everything within the first sentence(including the word “ constants”) is basically required to be there in order to make this an official question. But, there’s nothing that we are required to process within that first sentence.

What really matters is knowing that the question is asking us to count up the x-intercepts.

We could know that this is what we are being asked because we know that f(x) can be rewritten as y and that when y = 0, we are talking about x-intercepts.

There are 3 x-intercepts, and our correct final answer is (C).

Test10 - Section2, Module1 - #13

We train to be able to interpret exponential equations.

The question is asking us about the 3,000, which we can see is in front of the parentheses within the given equation. We know that such a value represents a starting amount. Seeing the word “initial” in (D), we can realize that we have found our correct final answer.

As a bit of a bonus, we can take a moment to acknowledge that it makes sense that the equation is showing how the program will “reduce” the population, since the number inside the parentheses is less than 1.

Test10 - Section2, Module1 - #14

We see the word “minimum”, and it can signal desmos to us.

After typing in the given equation, we can zoom out three times until we see the bottom of the graph and the point that we can click on there.

Clicking on the point, we see coordinates of (7, 27). The question is asking us for “the value of x”, and so our correct final answer is 7.

Test10 - Section2, Module1 - #15

Let’s see what you think of the Sub Numbers (SN) approach to this question.

Let’s say that the side length of square B is 2. This means that the side length of square A is 332(2 x 166).

The area of square B is 4(2 x 2). The area of square A is 110224(332 x 332).

To determine how many times bigger the area of square A is to that of square B, we divide 110224 by 4 and get the correct final answer of 27556.

___________________

It is understandable to read this question and think that the answer could be 166. That said, it would be a bit out of character for the test writers to have the answer be 166 here.

Test10 - Section2, Module1 - #16

We like seeing the word “solution”, as it is a very reliable indicator that we can let desmos do most of the lifting.

For this particulardesmos-moment, we do have to keep in mind that when we type in the two equations, we are going to swap out the a’s and b’s for x’s and y’s.

So, we type in 2x + 8y = 198 on one line and 2x + 4y = 98 on another line. We can then zoom out, as we looking for where the two lines intersect.

Here, we may need to be a bit careful and maybe move around and zoom in a bit in order to be certain that the point of intersection is (-1, 25). With that point secured, we acknowledge that the question is asking for the value ofb, which we swapped out for y, which means our correct final answer is 25.

Test10 - Section2, Module1 - #17

We like questions asking us about an “intercept”, as this is a very reliable indicator that we can let desmos be desmos and feed us a confident answer.

We type in the given equation. We zoom out a couple of times. We click on the y-intercept. We click on (A) as our correct final answer.

Test10 - Section2, Module1 - #18

Maybe the coolest way to confidently get this one is to see it as another example of PiP.

The second sentence tells us that when x = 0, y = 200, and so, so let’s plug in 0 for x and see what the answer options yield.

Option (A) spits out 0.

Option (B) spits out 4, and option (C) spits out 0 again.

When option (D) spits out 200, we can be confident that we have found our correct final answer.

Test10 - Section2, Module1 - #19

Desmos can swoop in here if you like.

Click on desmos, click on the “funcs” key that is on the right side, and click on “sin”. Type in “42π” and desmos spits out the correct final answer of 0, option (A).

________________

The default for desmos is radian mode, which is why desmos can dispatch this question handily. If you prefer to use your own calculator here, as long as you are also in radian mode, you should be good to go.

Test10 - Section2, Module1 - #20

When a question like this feels routine my friend, it will be a nice indication that you are really getting in to a groove with this particular version of the SAT.

The final question is asking for the value of h. Very happily, one of the four numeric answer options must be the value of h. This is where the Use the Given Answers (UGA) aspect of our solution comes in to play.

Our next epiphany is that if we use desmos here, we can see which value of h would lead to these two equations having “ no solution”.

We type in the top equation as it is given.

Now, let’s type in the bottom equation, but instead of typing in h, we will use -9 from option (A) as h. Doing so, we can see the two graphs intersect, indicating that they have a solution.

If we head to option (B) and swap out the -9 from (A) for 0, we again see that the graph intersect. The same thing will happen when we use the 9 that is option (C).

When we type in 18 for h, we might want to zoom in to be sure, but it will turn out to be the case that the two lines do not intersect, showing us that there is no solution, and very happily leading us to confidently click on (D) as our correct final answer.

Test10 - Section2, Module1 - #21

We see the word “solution” within the question and we can head todesmos. Clicking on the positive x-intercept, we can see that one of the solutions is 4.16228.

Without necessarily thinking about the idea of a desmos mashup, we could now bring UGA into the mix. Using the numeric answer options, one by one, we can see which one, when inserted in for ‘k’ into the give expression 1 + √k gives us a match to the 4.16228 we got as a solution via desmos.

Depending on your calculator, plugging in 10 for ‘k’, you could get 4.16227766, which is definitely what we are looking for(keeping in mind that desmos is rounding), and we know that our correct final answer is (B).

Test10 - Section2, Module1 - #22

This question looks sort of horrible. But, once we are clued in to the power of a mashup, we are then writing a very different script my friend.

The presence of the word “solutions” puts on the desmos path. Then, we realize that if we subbed in a number for c, desmos would show us solutions as it does for so many other questions. Let’s say we sub in 2 for c.

We type in the given equation, subbing in 2 for c. When we zoom out, we can see that there is a negative solution and a positive solution. It would be great to now notice that the answer options are all negative, which is why we will now zoom in to see the negative solution.(Because we have typed in radicals, desmos isn’t allowing us to just click on the x-intercepts as we often would.)

Zooming in, we can determine that the negative solution is close to -39, and, very importantly, it is between -39 and -40.

Now, looking at the answer options, continuing to use 2 for c, we can smoothly see that there is no way that (A) or (B) can give us the number we are looking for: something close to -39 that’s in between -39 and -40.

Subbing 2 in for c within option (C), we get -38.94868419. For a moment, this could seem like what we’re looking for, but it is not.

Subbing 2 in for c within option (D), we get -39.05124838, which is proof that (D) is our correct final answer.

Test10 - Section2, Module2 - #1

We can consider this question the baseline example of a linear function.

After reading through the question, we can feel confident immediately narrowing down the options to (A) and (B), since the altitude is going from 9,500 to 5,000.

From there, a legitimate thought that leads us to clicking on the correct final answer of (B) is that within the classic exponential situation, there is a percent involved within the question. Since there is no percent here, we can think that the situation is linear.

To be more formal, we could acknowledge that as each minute passes, we could subtract 400 feet of altitude. Because subtraction is the mathematical operation involved, we know we are dealing with a linear situation.

__________________

It is understandable if you thought that the key to the question is the word “ constant”. That said, if you had that thought, give the link in the previous sentence a click.

Test10 - Section2, Module2 - #2

Knowing the core aspects of slope-intercept form, we know that the slope of line k is ¹⁷/₇.

Knowing that parallel lines have the same slope, we know that the correct final answer is (B).

Test10 - Section2, Module2 - #3

The first thing we should likely do for this question is confidently determine that the y-intercept is 30.

Our knowledge of slope-intercept form could lead to us knowing that the y-intercept is 30. Typing the given equation in to desmos could also reveal that the y-intercept is 30. Whatever way we arrive at this determination, we can then acknowledge that the correct must be either (C) or (D).

It works quite nicely if you do instinctively know that (C) is the correct final answer. An understanding of the foundations of UE would also cement that the 30 is an initial amount, so we could love the presence of the word “began” in (C).

Test10 - Section2, Module2 - #4

We don’t seem to come across the word “vertex” very often. Let’s let desmos show us the vertex. After typing in the equation, we may have to mess about a bit with zooming out to confirm that the vertex is (5.6, 502). Seeing this vertex, we can indeed think that the correct answer is either (B) or (D).

To close things out, we can note from the question that x is the “seconds” and y is “height” in feet. The x-coordinate of our vertex is 5.6, so the time must be 5.6 seconds, leading us to our correct final answer of (B).

Test10 - Section2, Module2 - #5

This is what we call the unknown value Q. Let’s take it apart piece by piece and confidently arrive at a correct final answer.

We are given a function that contains the unknown value of k. We are then told that f(5) = 32. We can interpret that statement to mean that 5 is an x-value and 32 is a y-value. We will use these values to determine the value of k.

With f(x) = 4x + k(x - 1), we can swap in 5 for x and 32 for f(x), which is another way to refer to y. Doing so, we have….

32 = 4(5) + k(5 - 1)

That statement becomes….

32 = 20 + k(4)

Subtracting 20 from both sides and rewriting things a touch, we arrive at 12 = 4k. Dividing both sides by 4, we arrive at k = 3. This means that we can rewrite the original function now as f(x) = 4x + 3(x - 1).

Now that we have the complete original function, we can determine the value of f(10).

f(10) = 4(10) + 3(10 - 1)—>40 + 3(9)—>40 + 27 = 67

We type in our correct final answer of 67 and continue down the path.

Test10 - Section2, Module2 - #6

This question gives some people the wrong impression, making them think that they are required to recall geometry knowledge that they are concerned that they no longer recall. Quite happily, this is not the case, and we do not need to remember things about triangle congruency.

We are told that “A corresponds to D” and that both angles B and E are right angles. We can very naturally then think that C corresponds to F.

Knowing that the three angles of a triangle add up to 180˚, we can determine the measurement of angle C, since we know A is 18˚ and B is 90˚. Subtracting 18 and 90 from 180, we arrive at C = 72˚. And, since angle C corresponds with angle F, we can click on option (B) as our correct final answer.

Are we compelled to know a geometry fact? Yes, the one about the three angles of a triangle. Must we be masters of geometry and triangle congruency? Quite happily, the answer is an emphaticno.

Test10 - Section2, Module2 - #7

On one hand, this question does not look like the most traditional of desmos moments. On the other hand, it does contain the word “solution”.

Plugging in the first inequality in to desmos, we get a red area. Plugging in the second inequality, we see a blue area, and we see a purple area. This purple area is the overlap area that we seeking to find our correct answer within. That correct final answer is (D).

Test10 - Section2, Module2 - #8

As is so often the case, we have options here. As is also quite often the case, given the presence of desmos, employing our friend here could be the route to take.

We click on desmos and click on “funcs” key. We scroll down a bit and click on the “median” button. We can then type in 10,11,11,11,11,12,12,13,13,13,14,14,15,15,15,15,16 and desmos reveals that the median of Data Set A is 13. Clicking on a new line, clicking on the “funcs” key and the “median” button again, we can then type in 10,10,11,11,11,11,12,12,13,14,14,15,15,15,15,16,16 and desmos reveals that the median of Data Set B is also 13. So, Roman numeral I is correct.

Let’s continue to employ desmos to determine the status of Roman numeral II.

Clicking on “funcs”, scrolling down, and clicking on the “stdev” button, we can again type in the numbers that make up Data Set A. On a new line, we can type in the numbers that make up Data Set B. For one data set, we get a standard deviation of 1.837…and for the other we get a standard deviation of 2.121…, revealing that Roman numeral II is not correct.

Desmos is certainly not required here. What is kind of required is doing confident work that leads to clicking on (A) as the correct final answer.

Test10 - Section2, Module2 - #9

Clicking on (A) 0r (D) here means that a core idea tied to exponential equations should be reviewed, as eventually, it could scream off the screen that the initial 12,000 bacteria is what C is.

Within the given equation, r is within the exponent, which means it is tied to time. The time given within the question is 4 hours, and so, it would be quite understandable to click on (C). But, the correct final answer is (B).

Something to strongly consider is simply thinking that if you see a question like this on test day, once you’ve narrowed it down to (B) and (C), select the option that is the fraction. There is a mathematical reason for why the fraction should be the correct answer, but no one is going to be asking us to articulate this reason. So, it could be best to simply think to select the fraction and smoothly continue down the path.

____________________

You sure you still want to be reading this. There’s a reason why it’s below-the-line info. There’s a practicality that we can embrace within so much of this process, so maybe ciao for now and we’ll see each other somewhere else here.

Still reading?

Ok.

A way to interpret a fractional exponent is that it means that whatever is happening is happening once every whatever the given time frame is. So, in this case, since 4 hours later, the bacteria colony doubled, the exponent within the equation should be ^t/₄. Ifr was¹/₄, we would get such an exponent.

Test10 - Section2, Module2 - #10

Since a cube has the same length, width, and height, we can determine what each of these three dimensions are by doing the cube root of the given volume of 474,552.(On some calculators, the best way to do this would be to raise 474552 to the ¹/₃ power via the ^ key.) Doing so, we now know that this cube’s length, width, and height are 78.

Now from here, it definitely could be helpful to draw a cube. It certainly would have also been very cool to have started your work with this question by having drawn a cube. If we do have the image of a cube in front of us, we could label any of its edges 78. Doing so could help us realize that the area of any one particular side(face) of the cube is 6084(78 x 78).

Given that the cube has 6 identical faces, we can arrive at our answer by now multiplying 6084 by 6, yielding 36504. We type 36504 in to the answer box as our correct final answer; we maybe also appreciate that completing a question tied to surface areal ike this one does not compel us to have any memorized formula in our minds.

As a final comment, if you’re in any way concerned about the mention of “cubic units” or “square units” within the question, give this a moment of your time.

Test10 - Section2, Module2 - #11

At this stage of a tougher second section, we would be thrilled to come across a question just like this one. We see the word “solution”, we think desmos, we know that we are going to end up clicking on the point of intersection and confidently arrive at our answer.

To wind it back a bit, let’s walk through it all, which means after we click on desmos, we are typing the first equation that we are in to one line and then typing the second equation in to another line.

Seeing the two graphs, we might want to zoom in to confirm that they are intersecting on the y-axis. Desmos reveals that the solution to this system, the point of intersection, is at (0, 0.42857).

As we know not to assume what a given question may be asking, we are very ready to now compute the value of 8x + 7y, as tasked by the question. We could plug in….

8(0) + 7(.42857)

….and see a result on our calculators of 2.99999.

Now, knowing that desmos rounds (which means that the 0.42857 we see from the clicked on point is an approximated value), we confidently type 3 in as our correct final answer.

Test10 - Section2, Module2 - #12

This is what we call the Conversion Trick.

We are given 4.36 square miles. We are told that 1 mile = 1760 yards. It would be natural to multiply 4.36 by 1760 to convert to yards, and doing so will lead many test takers to select option (B).

But, option (B) is not the correct final answer, because in order to convert square miles to square yards, we would need to use the conversion twice.

Multiplying the 7673.6 that is still on our calculators again by 1760, we get 13505536, which is (D), our correct final answer.

Test10 - Section2, Module2 - #13

For probably a wide majority of us, this question is an immediate mcm. Quite happily, depending on which Path may be the primary one you’re walking, this question could be one that you immediately decide warrants zero of your time, so you don’t even mcm it, clicking a random option and moving on.

If you’re here because you are feeling quite solid about the choice that this question does deserve some of your time/attention/energy, then our analysis begins with plotting the three points that comprise triangle PQR.

Per usual, when we take the time to draw any sort of diagram, it can be impactful to draw our diagram rather big and to draw it solidly accurately. Plotting the points for triangle PQR and then connecting the dots to form the triangle, we could potentially organically notice that side PQ has a length of 2 and that side PR also has a length of 2.

Now, it could feel a touch strange to try to draw triangle LMN since we do not know what the value of k is. This is when it could be quite helpful to have noticed that trianglePQR has two equal sides, as we could realize that the coordinates of point M (4, 7 + k) and point N (6 +k, 5) are going to lead to triangle LMN just being a bigger version of PQR. Since PQ = PR, adding the same k to the y-coordinate of M and to the x-coordinate of N, we could realize that LM = LN.

If it crosses your mind that both triangles are 45˚-45˚-90˚ triangles, it is definitely a cool thing, since this realization allows us to say that angles Q, R, M, and N are all 45˚. And this is definitely one way to arrive at the correct answer of (C).

But, if the specific degree measurements of the angles did not naturally cross your mind, you’d still very much be on the path to the correct answer if you realized that because LMN is a bigger version of PQR, it means that the two triangles aresimilar. This means that angle N is equal to angle R.

We are told that angle Q is t˚. From our diagram, it should be clear that angle P is 90˚, which means that angles Q and R must add up to 90˚. Putting things all together, we can arrive at the fact that R is 90 - t, which means that N is the same, and we could arrive at clicking on (C) as our correct final answer in this manner.

What do you think? Was it worth it to you?(There are multiple “correct” answers to this question….)

Test10 - Section2, Module2 - #14

As is so often the case with SAT Math questions, here, we have options. Let’s explore what we call Trial & Error (TE).

A minimum of 200 candles must be purchased. Let’s say that 200 large candles were purchased. At $11.60 per candle, this would amount to $2,320, which is over budget.

Let’s drop the 200 large candles down to 190. Doing so means that we must buy at least 10 small candles in order to maintain the 200 candle minimum. Buying 190 large candles and 10 small candles amounts to 190(11.60) + 10(4.90), which equals $2,253, which still puts us over budget.

Dropping down to 180 large candles, we are then compelled to buy at least 20 small candles. Computing things, we get 180(11.60) + 20(4.90), which equals $2,186. Ahh! We are below budget, but we are not at our final answer.

Whether we go one more trial, two more trials, or more, we eventually will confidently arrive at the correct final answer of 182. Computing 182(11.60) + 18(4.90), we get $2,199.40.

As acknowledged above, the TE route is only one way to arrive at the correct answer That said, it is a very confident and sure way to arrive at the correct answer. This is something to contemplate my friend.

Test10 - Section2, Module2 - #15

Knocking out this question probably must begin by drawing out a solidly accurate diagram. The best way to do so probably starts by drawing a square and then drawing a circle around the square that touches all four corners of the square.

The linchpinmove within this question is drawing the diagonal within the square. Thinking to do so is typically a byproduct of experience(which, by reading this, now you have!) This line is both the diagonal of the square and the diameter of the circle.

We know that the radius of the circle is ^20√2/₂. This means that the diagonal we drew is 20√2, since it is twice the radius. From here we have options; let’s explore both of them.

We could go the Pythagorean Theorem route, and write out the expression x² + x² = (20√2)². This is based on thinking that the 20√2 is the hypotenuse of a right triangle whose other sides are both the same.

Solving what’s above, we arrive at 2x ² = 800. Dividing both sides by 2, we arrive atx²= 400. Square rooting both sides, leads to 20, and so, (A) is our correct final answer.

If you read what’s above and thought that we are not just dealing with a right triangle in general, but rather, we are dealing with a special right triangle, then you are the other path to arriving at 20 as the side of the square.

Because we have a square, the diagonal we drew created two 45˚-45˚-90˚ triangles. Whether we click on theReferencearea or not, we can then realize that since we know the hypotenuse is 20√2, we can divide that value by √2 to determine that the length of the legs is 20.

Test10 - Section2, Module2 - #16

We can see the word “intersects” and think desmos.

We can type the equation from option (A) in to desmos, zoom out once, and see that this circle does not intersect either axis.

We can type the equation from option (B) in to desmos, see that this circle touches the x-axis, then maybe think to ourselves that there will be other people who will click on this option, but that we will not.

We can type the equation from option (C) in to desmos, see that this circles touches th ey-axis, and potentially click on (C) as our correct final answer without typing in the equation to (D).

We are of the mind that we do not make decisions because of the clock; we make decisions that are simply good decisions to make.

Test10 - Section2, Module2 - #17

With experience, we should see a question like this and it should likely scream DESMOS to us. This is a very happy thing. :)

We can initiate our work by typing the equation that we are initially given in to one line of desmos.

If we then type the equation from option (A) in to a second line of desmos, we will see that the graph of the new line changes the color of the graph of the original line, since the graph of the new line is now lying directly on top of the graph of the original line. This indicates that we are seeing a system with infinitely many solutions.

Replacing the equation from (A) with the equation from option (B), we see two parallel lines, which graphically reveals that we have found our correct final answer. One way to articulate that a system has no solution is that the two graphs do not intersect.

If you were inclined to see what appears when you type in options (C) and (D), it is immediately clear that the two lines intersect when the equation from (C) is typed in. With option (D), we might feel compelled to zoom out, but it will be clear that the two lines are again intersecting.

Test10 - Section2, Module2 - #18

Sub Numbers (SN) definitely very smoothly handles this question. But, it is worth taking a moment to acknowledge that the computations could feel a bit heavier here than they feel within many other SN situations.

We could also go the desmos route here. And, because there is a bit of an interesting aspect within doing so, let’s take this path and see what you think.

Typing the original expression in to desmos, we could think we’ve done something wrong, as initially, we might not see anything. This brings us to the interesting quirk.

(y + 12)/x - 8 + (y(x-8))/x²y - 8xy = 5

What’s above is what we could end up typing in to desmos in order to arrive at a confident correct answer. There are two things we may want to draw attention to in what’s above.

i) We are setting the original expression equal to a number.

ii) We are using parentheses to ensure that we have the fractions that we are supposed to have from the original expression.

The number that we set the expression equal to can be any number. With that number, desmos can do its usual thing and generate a graph.

Now, we can type in each answer option, setting each option equal to the same number that we selected, and see which one generates the same graph.

(xy²+ 13xy - 8y)/x²y -8xy = 5

Typing in what’s above generates the same graph, and we have arrived at our correct final answer of (C).

Test10 - Section2, Module2 - #19

An ability to execute Sub Numbers (SN) here is likely an indication of endgame ability to execute this classic test-smashing Alternative.

Experience guides us to sub a number in for q first, and in particular, to sub in 2. We might then think to sub in 4 for r. And, it could then cross our minds to sub in 10 for s. This leads us to….

²⁰/_p=²⁰/₂-²⁰/₄-²⁰/₁₀

which is….

²⁰/_p= 10 - 5 - 2—>²⁰/_p= 3

Multiplying both sides by p, we arrive at 3p = 20, and then dividing both sides by 3, we arrive at p = ²⁰/₃.

The linchpin aspect of our execution of SN here is realizing that we are not choosing p, but rather determining p once we have subbed in our numbers for the other three variables. Finishing things from here is maybe the simpler part.

The question is asking for the value ofq, which we set as 2. It could be very clear that options (A) and (B) cannot possibly work out to be 2.

When option (C) does work out to be 2, we can essentially feel 100% certain that this is indeed our correct final answer. We leave it to you to decide whether you want to see what (D) computes to be.

Test10 - Section2, Module2 - #20

Let’s explore some traditional mathematics here.

If you have the natural instinct to distribute the x in front of the parentheses, this is a great natural instinct. Doing so, we arrive at….

kx²- 56x = -16

If you have another natural instinct to bring the -16 over to the left side by adding 16 to both sides, this is another great natural instinct. Executing this move, we now have….

kx²- 56x + 16 = 0

Now, realizing that the question is telling us that this quadratic has “no real solution”, we could bring the discriminant in to the mix. When a quadratic has no real solution, it means the discriminant (b²- 4ac) is less than 0.

Given this particular quadratic, our a is k, our b is -56, and our c is 16. Putting things together, we have….

(-56)²- 4(k)(16) < 0

This becomes 3136 - 64k < 0. Adding 64k to both sides, we arrive at….

3136 < 64k

Dividing both sides by 64, we arrive at 49 < k.

There are two things to note within the question itself. We are being asked for the “least possible value of k” and we are told that k is an “ integer”. The least possible integer that is greater than 49 is 50, and so we confidently type 50 as our correct final in to the answer box.

It’s understandable when 49 is put in to the answer box. But, with training, we very comfortably dodge such a misfire. The test writers know what they are doing when they craft their questions. Happily, we know what they are doing as well.

Test10 - Section2, Module2 - #21

With experience, it likely becomes a near instantaneous action to click on desmos after reading through this question. Typing in both equations, we can notice something that reveals that we are dealing with a particular variant on a system with infinitely manysolutions that the test writers might have a small thing for.

With the graph of the line appearing within desmos, we can now bring Sub Numbers (SN) in to the mix. The opening statement “For each real number r” is a definite push toward SN, as this statement indicates that any number that we sub in for r can reveal the correct answer. Let’s say we said r is 2.

Plugging in r as 2 in to option (A), we get coordinates of (7.4, 34.6). Plugging in r as 2 in to option (B), we get coordinates of (0.5, 2).

Plugging in r as 2 in to option (C), we get coordinates of (2,¹¹/₃).

Plugging in r as 2 in to option (D), we get coordinates of (2, 0.5).

We do not have to determine all four sets of coordinates on test day. But, for the sake of bringing to life here what we are seeking to bring to life, it can be helpful to see all four sets, as what we can now confirm is that only the coordinates from option (B) are actually on the graph that we see in desmos. This is proof that (B) is our correct final answer.

Master this variant if it feels organically possible to do so. It is a very happy thing that there are many paths to your SAT retirement.

Test10 - Section2, Module2 - #22

When you read through this question and Plugging in Points (PiP) comes rushing to mind, it could signal that we are very much in the endgame my friend.

According to the question, the cost for 5 hours is $400. So, if we plug in 5 for x, the correct answer must spit out a value of 400. Depending on what you do, you might end up seeing that both option (A) and (C) yield a value of 400.

Happily, the question is providing us with a second “point”. The cost for 2 hours is $220. Plugging in 2 for x, option (C) yields 160 and option (A) yields $220, cementing that (A) is our correct final answer.

If you did go the PiP route and started out by plugging in 5 for x and seeing that (C) gives you 400, it would be understandable to misfire a touch here and select (C). That said, maybe we could mention that the equation of f(x) = 80x could seem a bit suspect as the correct answer, which could lead us to checking to see if another option also works out to be 400 when plugging in 5 for x.