ABOUT THE AUTHORS

Christopher Black, M.A. is the founder and director of College Hill

Coaching. He has been a consultant to the nation's leading educational
McGraw-Hil 's SAT.
publishers and software developers and is coauthor of

Mark Anestis is the founder and director of The Learning Edge and
coauthor of McGraw-Hill's SAT.
 CONTENTS

Math Test-Calculator / 135

SECTION I
/ 147
Attacking the
Essay (optional)
New SAT: Twelve FAQs 1 Answer Key / 150
What's new in the redesigned Answer Explanations / 153
SAT? I 2
What ar the primary skills assessed Practice SAT 3 166
by the redesigned SAT? I 3 Reading Test I 174
What is the Format of the redesigned Writing and Language Test / 193
SAT? I 3 Math Test-No Calculator / 207
What kinds of scores are reported Math Test-Calculator / 213
by the SAT? I 4 Essay (optional) / 225
What will colleges do with my SAT Answer Key / 228
scores? / 4 Answer Explanations / 231
What control do I have over my SAT
scores? / 4 Practice SAT 4 246
Should I take the ACT as well? / 5 Reading Test / 254
What is the best way to prepare for Writing and Language Test / 27 1
the redesigned SAT? / 5 Math Test-No Calculator / 285
How can I get the most out of my Math Test-Calculator / 291
study sessions? / 6 Essay (optional) / 302
When and how often should I take Answer Key / 304
the SATs and Subject Tests? / 7 Answer Explanations / 307
What should I do the week before
my SAT? I 7 Practice SAT 5 322
What should I do on test day? / 8 Reading Test / 330
Writing and Language Test / 349
Math Test-No Calculator / 363
SECTION II Practice SAT 1 9
Math Test-Calculator / 369
Reading Test / 17 Essay (optional) I 37 9
Writing and Language Test / 36 Answer Key / 381
Math Test-No Calculator I 50 Answer Explanations / 384
Math Test-Calculator / 56
Essay (optional) I 68 Practice SAT 6 399
Answer Key / 71 Reading Test / 407
Answer Explanations / 74 Writing and Language Test / 425
Math Test-No Calculator / 438
Practice SAT 2 88 Math Test-Calculator / 444
Reading Test / 96 Essay (optional) / 456
Writing and Language Test / 115 Answer Key / 458
Math Test-No Calculator / 129 Answer Explanations / 461
Copyright© 2016 by McGraw-Hill Education. All rights reserved. Printed in the
United States of America. Except as permitted under the United States Copyright
Act of 1976, no part of this publicatiqn may be reproduced or distributed in any
form or by any means, or stored in a database or retrieval system, without the prior
written permission of the publisher.

1 2 3 4 5 6 7 8 9 RHR 21 20 19 18 17 16

ISBN 978- 1 -259-64336- 1

MHID 1-259-64336-0

e-ISBN 978- 1-259-64337-8

e-MHID 1-259-64337-9

SAT is a registered trademark of the College Entrance Examination Board, which

was not involved in the production of, and does not endorse, this product.

McGraw-Hill Education books are available at special quantity discounts

to use as premiums and sales promotions or for use in corporate training
programs. To contact a representative, please visit the Contact Us pages at
www.mhprofessional.com.

College Hill Coaching" is a registered trademark under the control of

Christopher F. Black.

Visit the College Hill Coaching website at www.collegehillcoaching.com.

ACKNOWLEDGMENTS
We would like to acknowledge the help of those who have contributed to this
project: Elizabeth, Sarah, and Anna Black for their patience and support;
Stephanie Anestis for her invaluable efforts in reading and editing the text and
for her incredible love and support; and Robert, Janice, Michael, and Matthew
Anestis, who also gave their insight on the work in progress. We appreciate
the hard work of those at McGraw-Hill Education who made this project work
and the thoughtful help of our agent, Grace Freedson. Finally, we would like
to thank all the students of College Hill Coaching who have contributed to the
growth of these materials over the years.
McGraw-Hill Education

Fourth Edition

Christopher Black

Mark Anestis

and the Tutors of College Hill Coaching™

New York Chicago San Francisco Athens London Madrid

Mexico City Milan New Delhi Singapore Sydney Toronto
ATIACKING THE
NEW ·SAT: TWELVE FAQs

1. What's new i n the redesigned SAT? 2

2. What a re the prima ry ski l ls assessed by the redesigned SAT? 3

3. What is the format of the redesigned SAT? 3

4. What ki nds of scores a re reported by the SAT? 4

5. What w i l l col leges do with my SAT scores? 4

6. What control do I have over my SAT scores? 4

7. Should I take the ACT as well? 5

8. What is the best way to prepare for the redesigned SAT? 5

9. How can I get the most out of my study sessions? 6

1 0. When a n d how often shou ld I take the SATs a n d S u bject Tests? 7

11. What shou ld I do the week before my SAT? 7

12. What shou ld I d o o n test day? 8

00000 0 0 0

1
2 McGraw-Hill Education: 6 SAT Practice Tests

Beginning in spring 2016, the redesigned SAT features vocabulary by challenging you to read and analyze
ten major changes. college-level prose in the liberal arts and sciences,
and to answer questions about how vocabulary is
I. More time per question
used to clarify ideas, establish tone, and indicate
The redesigned SAT gives you more time per ques­ point of view.
tion, making it less likely that you will underperform
Bottom Line: Prepare to be tested on words in the
due to time restrictions.
context of the reading passages you encounter on
Old SAT Time New SAT Time test day.
Section Per Question Per Question 5. Return to the 400-to-1600 point scale
Writing and 43 seconds 48 seconds The redesigned SAT scores return to the 400-to-
Language (49 questions, (44 questions, 1600 point scale, based on the sum of the Reading
35 mins) 35 mins) and Writing test score (from 200 to 800) and the
Mathematics 78 seconds 84 seconds Mathematics test score (from 200 to 800). The Essay
(54 questions, (57 questions, component is no longer mandatory.
70 mins) 80 mins) Bottom Line: Now you can compare your SAT scores
Reading 63 seconds 75 seconds with your parents' SAT scores!
(67 questions, (52 questions,
6. Essay optional, and a new essay task
70 mins) 65 mins)
On the new SAT, you have the option of taking the
Essay component, in which you are given 50 minutes
Bottom Line: The new SAT should give you a bit more
to read and analyze an argumentative essay that
time to breathe.
examines an idea, debate, or trend in the arts, sciences,
2. "Rights-only" scoring culture, or politics. You are then expected to "pro­
The redesigned SAT no longer penalizes you a duce a clear and cogent written analysis in which
quarter point for getting a multiple-choice ques­ [you] explain how the author . . . builds an argu­
tion wrong. Now your raw score on each section is ment to persuade an audience through the use of
simply the total number of correct answers on that evidence, reasoning, [and] stylistic and persuasive
section. The College Board claims that this will elements."
encourage you to make educated guesses, and dis­ Many competitive colleges will require you to sub­
courage you from "thinking strategically" about mit the SAT Essay score with the rest of your SAT
whether to guess on a question, since that is not scores. If you are considering applying to any of
central to the reasoning skills the SAT is designed to these schools, you should choose the Essay option
assess. when you register to take the SAT. Check the college
Bottom Line:
tion. On the new SAT, answer every ques­
On the toughest questions, just pick an answer
websites for their policies on the SAT Essay.
Bottom Line: Get yourself ready for the new SAT
and move on rather than leaving it unanswered. You Essay by doing the six sample essays in this book.
can't hurt your score, and you may help it.
7. More advanced math questions
3. Four choices instead of five The redesigned SAT Math test includes questions on
All multiple-choice questions now have four choices topics from trigonometry and second-year algebra,
instead of five. This makes guessing on tough ques­ such as complex numbers, trigonometric identities,
tions even more beneficial, since the chances of and analysis of polynomials.
getting the question right by luck alone have now Bottom Line: As you do the practice tests in this
increased from 20% to 25%. book, identify which of the advanced topics give you
Bottom Line: All the more reason to guess rather the most trouble and use the detailed answer expla­
than leaving a question unanswered. nations to help you master those concepts!
4. Academic vocabulary in context 8. Calculator and no-calculator math questions
The SAT no longer includes "sentence completion The redesigned SAT Math test is composed of two
questions" or any other specifically vocabulary­ sections: a calculator section and a no-calculator
focused questions. Rather, it tests your knowledge of section. The no- calculator section is designed to
SECTION I I ATIACKING THE NEW SAT: TWELVE FAQs 3

assess your arithmetic and algebraic fluency, which Bottom Line: SAT Reading isn't just about textual
are essential to mathematical problem solving. analysis anymore, it also includes a bit of graphical
Bottom Line: As with the advanced math concepts, analysis.
practice makes perfect here! After each test, review 10. Lots more data
the detailed answer explanation for each question
In addition to the basic Math and Reading/Writing
you miss so you are ready for it the next time it comes
scores, the new SAT will also supply you (and colleges)
your way!
9. Graphical analysis required in some reading and
with up to sixteen (yes, you heard right) other "Test
Scores," "Cross-Test Scores," and "Subscores . "
writing questions Bottom Line: Don't worry about all these extra
Some of the passages in the redesigned SAT Reading scores . They're just the College Board's way of show­
and Writing tests include information in the form of ing you that it's really good at statistics . The only
graphs, diagrams, or tables that you may be expected scores that really count are the Math score and the
to interpret and synthesize with the content of the Reading and Writing score.
passages.

SAT Reading SAT Math

• Interpreting, analyzing, and drawing inferences • Solving algebraic problems involving equations,
from college-level texts across the liberal arts and inequalities, systems, formulas, and functions
sciences such as arguments, narratives, and personal • Solving data-analysis problems involving concepts
or expository essays such as ratios, proportions, percentages, units, and
• Interpreting and drawing inferences from data in the numerical relationships
form of graphs, tables, and diagrams that accompany Solving problems in advanced mathematics involv­
reading passages ing concepts such as quadratics, polynomials, angles,
polygons, areas, volumes, exponentials, complex
numbers, and trigonometry
SAT Writing and Language
• Analyzing sentences and paragraphs in terms of their
grammatical correctness and semantic coherence SAT Essay (Optional)
• Analyzing essays in terms of their overall develop­ • Writing an effective essay that analyzes and critiques
ment, tone, and effectiveness a given argumentative passage

The redesigned SAT is a 3 -hour test (3 hours 50 minutes 1. Reading Test 52 questions 65 minutes
44 questions
with Essay) consisting of four mandatory sections and
2. Writing and 35 minutes
an optional Essay.
Language Test
3. Mathematics Test 20 questions 25 minutes
Total Time: 3 hours (3 hours 50 minutes including Essay) (No calculator)
4. Mathematics Test 38 questions 55 i:ninutes
(Calculator)
5. Essay (optional) 1 question 50 minutes
4 McGraw-Hill Education: 6 SAT Practice Tests

WHAT KI NDS O F SCORES ARE REPORTED BY THE SAT?

The new SAT returns to the classic 1600-point, scores are enhanced with what the College Board calls
"Math + Verbal" format (although now the sections are "Insight Scores," which include three or four "Test Scores,"
called "Math" and "Reading and Writing"), but these two "Cross-Test Scores," and seven to ten "Subscores."
SAT Insight Scores

(400-1600)
,.

Composite Score Optional

Sections (200-800) Math Reading and Writing

Test Scores (10-40) Math Writing and Language Reading Essay (6-24)
Cross-Test Scores Analysis in History/Social Studies
(10-40) Analysis in Science

Heart of Algebra Relevant Words in Context Reading (2-8)

Subscores Problem Solving and Data Analysis Command of Evidence Analysis (2-8)
(1-15) Passport to Expression ofldeas Writing (2-8)
Advanced Math Standard English Conventions

Your SAT scores show colleges how ready you are to do most good colleges are interested in your grades, your
college-level work. Students with high SAT scores are curriculum, your recommendations, your leadership
more likely to succeed with the challenging college-level skills, your extracurricular activities, and your essay.
math, writing, and reading assignments. Recent studies But standardized test scores are becoming more impor­
have also shown that SAT scores correlate strongly with tant as colleges become more selective. Without excep­
postcollege success, particularly in professions like medi­ tion, high SAT scores will provide you with an admission
cine, law, the humanities, the sciences, and engineering. advantage, even if the college does not require them.
Students with high SAT scores are more likely to graduate Some large or specialized schools will weigh test scores
from college and to have successful careers after college. heavily. If you have any questions about how heavily a
But let's face it: one reason colleges want you to send certain college weighs your SAT scores, call the admis­
them SAT scores is that high scores make them look good. sions office and ask.
The higher the average SAT score of their applicants, The majority of colleges "superscore" your SAT, which
the better their rankings and prestige. This is why most means that they cherry-pick your top SAT Reading and
colleges cherry-pick your top subscores if you submit Writing score and your top SAT Math score from all of
multiple SAT results. (It's also why some colleges have the SATs you submit. So, for instance, if you submit your
adopted "SAT-optional" policies: only the high-scoring March SAT scores of 520R/W 6 1 0M ( 1 130 composite) and
students are likely to submit them, and so the college's your June SAT scores of 550R/W 580M ( 1 130 composite),
average scores automatically increase, thereby improv­ the college will consider your SAT score to be 550R/W
ing its national rankings.) In addition to your SAT scores, 610M ( 1 160 composite). Nice of them, huh?

No college will see any of your SAT or Subject Test you the maximum possible SAT "superscore," and (2) to
scores until you choose to release them to that particu­ identify students who are inappropriately test-obsessed
lar school. So you never have to worry about a college (for instance, those who have taken the SAT five or more
seeing a score you don't want to release. Most colleges times).
also allow you to use Score Choice to select which par­ So don't worry about taking the SAT two or three
ticular SAT and SAT Subject Test scores are submitted to times, if you need to. In fact, most colleges encourage
the colleges among all that you've taken. Some colleges, students to take multiple tests, since one data point
however, may request that you not use Score Choice, isn't as trustworthy as multiple data points. But don't go
and instead submit all scores of all SATs you've taken. overboard. If you take it more than four times, a college
Typically, colleges do this for two reasons: (1) to give might think you're test-obsessed.
SECTION I / ATIACKING THE NEW SAT: TWELVE FAQs 5

The ACT is a college admissions test-administered inde­ addition to the SAT and Subject Tests in order to have
pendently of the SAT by a completely different company­ as many possible options as possible when submitting
that you may submit to colleges in lieu of your SAT and their applications.
perhaps even your Subject Tests. It is roughly the same Some students prefer the ACT to the SAT, and some
length as the SAT and tests roughly the same topics: do not. You owe it to yourself to check it out and consider
grammar, math, reading, and science, as well as an it as an option. You can find out more about the ACT at
optional rhetorical essay. Many students take the ACT in ACT.org.

"Start where you are. Use what you have. Do what you can." Step 5: Use online tutorials
-Arthur Ashe You can find a lot of SAT advice and review material
online, some of it good, most of it mediocre, some of
Step I: Make a testing schedule
it horrible. For the redesigned SAT, the College Board
First, decide when you will take your first SAT. Sit down has partnered with Khan Academy to offer online video
with your guidance counselor early in your junior year tutorials on many of the key topics for the SAT.
and work out a full testing schedule for the year, taking The best review, of course, comes from actually tack­
into account the SAT, SAT Subject Tests, AP tests, and ling the test yourself and getting direct feedback on your
possibly the ACT. Once you have decided on your sched­ performance and specific advice on how to improve.
ule, commit yourself to beginning your SAT preparation Nevertheless, it can still be helpful to watch someone
at least 3 months prior to your first SAT. Commit to set­ else working through tough problems and explain­
ting aside 30-40 minutes per night for review work and ing strategies in a lecture format. Many of the Khan
practice, and to taking at least two or three full-scale Academy lessons also include linked discussions where
practice tests on the weekends. you can ask questions about the lectures.

Step 2: Take a diagnostic SAT or two Step 6: Read as often as you can from the College Hill
When you're ready to begin your SAT preparation (ide­ Coaching Power Reading List
ally 3 months before your SAT), you'll first need to assess Engaging big ideas and honing your analytical read­
your readiness. Use the first test in this book as a diag­ ing skills are keys to success in college and on the SAT.
nostic SAT. It requires 3 hours (or 3 hours and 50 minutes Make a point of working your way though these books
if you include the essay) . Take it on a Saturday morning, and checking these periodicals regularly.
if possible, at roughly the time you will start the real SAT
(around 8:00 a.m.), and make sure that you have a quiet Online/Periodical
place, a stopwatch, a calculator, and a few #2 pencils.
This will give you a solid idea of what the experience of
The New
BBC News York(Views,
TimesAnalysis,
(Op-Ed, Science Times, Front Page)
Background)
taking the new SAT is like.
The Atlantic
Slate (Voices, (Feature Articles)
Innovation)
Step 3: Learn from your mistakes
The detailed answer keys after each practice test will
Scientific
The EconomiAmerican
s t (Feature Articles)
&
(Debate, Science Technology)
give you plenty of feedback about the topics that you
may need to review in order to prepare for your SAT.
TED
The TalksYorker
New (Innovation, Culture, Politics, Inspiration)
(Talk of the Town, Feature Articles)
After completing each test, review each question that
you have missed to help you learn from these mistakes
ProPublica
Edge (Feature Articles)
(Essays)
heading forward. Radio/ab (Weekly Podcast}
Step 4: Take practice tests regularly and diagnose
Books
your performance
This book contains six full-scale practice SATs. Use them.
To Kill a Mocki
Macbeth, ngbird, Harper Lee
William Shakespeare
Take one every week or two.
6 McGraw-Hill Education: 6 SAT Practice Tests

Frankenstein,
The Color Mary Shelley
Purple, Alice Walker
AGuns,
People'Germs,
s History
and ofSteel,the Jared
UnitedDiamond
States, Howard Zinn
Pride
Jane and
Eyre, Prejudi c e, Jane Austen
Charlotte Bronte
A Short History ofNearly Everything, Bill Bryson
Heart ofDarkness,
Narrative of the Life Joseph Conrad
ofFrederick Douglass, Frederick
Step 7: Take strong math courses
Challenge yourself with strong math courses that intro­
Douglass duce you to the ideas, skills, and methods of advanced
The GreatHenry
Walden, Gatsby,David
F. Scott Fitzgerald
Thoreau
mathematics, such as trigonometry, analysis of polyno­
mials, statistical reasoning, plane geometry, and even
The
NotesAmerican
of a Language,
Native Son, H. L. Mencken
James Baldwin
complex numbers. These advanced topics have become
a greater focus for both the SAT and ACT.
Theght,Stranger,
NiAnimal Albert Camus
Elie Wiesel Step 8: Take strong writing courses

Things Farm,Apart,George
Fall Orwell
Chinua Achebe
Take courses from teachers who emphasize strong writ­
ing skills, particularly by giving challenging writing
The Mis
The Language
measure Instinct,
of Man, Steven Pinker assignments and providing timely and detailed feed­
back. Reading and writing skills are at the core of both
The Republic, Plato Stephen J. Gould the SAT and the ACT, so working with strong reading
and writing teachers is invaluable.

I. Create a schedule, a study log, and place to study. clearly? What examples would you use to illustrate
Stick to a firm schedule of 30-40 minutes a day for SAT them? What tough questions might the students
preparation. Write it down in your daily planner and ask, and how would you answer them? How can you
commit to it like you would to a daily class. Also, keep a explain the concepts and strategies in different ways?
log of notes for each study session, including key strat­ How can you help the students to manage potential
egies, important formulas, vocabulary words, and difficulties they might have in a testing environment?
advice for your next test. Then make an effective study 6. Sleep on it. A good night's sleep is essential to a good
space: a well-lit desk with a straight-back chair, plenty study program. You need at least eight hours of sleep
of pencils, a timer for practice tests, flashcards, your per night. To make your sleep as effective as possible,
study log, and even a stash of brain-healthy snacks. try to fall asleep while thinking about a challenging
2. Eliminate distractions. Turn off all alerts on your problem or strategy you're trying to perfect. As you
phone and laptop, and tell everyone in the house that sleep, your brain will continue to work on the prob­
this is your study time. Make sure everyone is in on lem by a process called consolidation. When you
the plan. Even kick the dog out of the room. (But do it awake, you'll have a better grasp on the problem or
nicely!) skill whether you realize it or not.
3. Stick to focused 30- to 40-minute sessions. Set a very 7. Make creative mnemonics. Whenever you're chal­
clear agenda for each study session, such as "Review all lenged by a tough vocabulary word, grammar rule,
the explanations to the math questions I have missed in or mathematical concept, try to visualize the new
tests 1 and 2 so far." Then find your study spot, shut out idea or word as a crazy, colorful picture or story. The
all distractions, and set to work. Try not to go beyond memory tricks are called mnemonics, and the best
40 minutes for each session: stay focused and engaged, ones use patterns, rhymes, or vivid and bizarre visual
and keep it brisk. images. For instance, if you struggle to remember
4. Do 30-second checks. Once you've completed what a "polemic" is, just turn the word into a picture
your session, take out your study log. Give yourself based on its sound, for instance a "pole" with a "mike"
30 seconds to write down the most important idea(s) (microphone) on the end of it. Then incorporate the
that helped you through that study session. Reread meaning into the picture. Since a polemic is a "strong
your notes just before you begin your next session. verbal attack, usually regarding a political or philo­
5. Learn it like you have to teach it. Now step away sophical issue," picture someone having a vehement
from your log and imagine you have to run into a political argument with someone else and hitting
class of eighth graders and teach them what you just him over the head with the "pole-mike." The crazier
learned. How would you communicate these ideas the picture, the better. Also, feel free to scribble notes
SECTION I / ATIACKING THE NEW SAT: TWELVE FAQs 7

as you study, complete with helpful drawings. Write need to focus more on my relaxation exercises? Should
silly songs, create acronyms-be creative. I try to improve my reading speed? Should I ask differ­
8. Consider different angles. Remember that many ent questions as I read? Should I refresh myself on my
math problems can be solved in different ways: trigonometry? Having a clear set of positive goals that
algebraically, geometrically, with tables, through you reinforce with inner dialogue helps you to succeed.
guess-and-check, by testing the choices, etc. Try to Banish the negative self-talk. Don't sabotage your work
find elegant, simple solutions. If you struggled with a by saying, "This is impossible," or "I stink at this."
problem, even if you got it right, come back to it later 10. Make a plan to work through the struggles. Before
and try to find the more elegant solution. Also, con­ you take each practice test, have a clear agenda.
sider experimenting with pretest rituals until you Remind yourself of the key ideas and strategies for
find one that helps you the most. the week. But remember that there will always be
9. Maintain constructive inner dialogue. Constantly challenges. Just meet them head-on and don't let
ask yourself, What do I need to do to get better? Do I them get you down.

Most competitive colleges require either SAT or ACT you plan well, you will have some choices about which
scores from all of their applicants, although some schools scores to submit.
are "test-optional," allowing you to choose whether or Even if your favorite colleges don't require stan­
not to submit your standardized test scores with your dardized tests, you may be able to submit them anyway
application. Many competitive colleges also require two tQ boost your application. The Subject Tests, specifi­
or three Subject Test scores. The Subject Tests are hour­ cally, can provide a strong counterbalance to any weak­
long tests in specific subjects like mathematics, physics, nesses in your grades. For instance, a strong chemistry
chemistry, foreign languages, U.S. history, world history, Subject Test score can offset a poor grade in chemistry
and literature. class.
If you want to be able to apply to any competitive col­ Take your Subject Test when the subject material is
lege in the country, plan to take the SAT at least twice, as fresh in your mind. For most students, this is in June, just
well two to four SAT Subject Tests, by the end of spring as you are preparing to take your final exams. However,
semester of junior year, and retake any of those tests, if if you are taking AP exams in May, you might prefer to
necessary, in the fall of your senior year. This way, you take the SAT Subject Tests in May, also. Learn which SAT
will have a full testing profile by the end of your junior Subject Tests your colleges require, and try to complete
year, and you'll have a much clearer picture of where you them by June of your junior year. You can take up to
stand before you start your college applications. Also, if three SAT Subject Tests on any test date.

@i@ WHAT SHOULD I DO THE WEEK BEFORE MY SAT?

I. Get plenty of sleep. Don't underestimate the power come if you focus on getting plenty of sleep and stay­
of a good night's sleep. During sleep, not only do you ing positive and relaxed. If you're feeling anxious,
restore balance and energy to your body, but you also take out your flashcards for a few minutes at a time,
consolidate what you've learned that day, and even or review your old tests just to remind yourself of
become more efficient at tasks you've been practicing. basic strategies, but don't cram.
2. Eat healthy. Don't skip meals because you're study­ 6. Keep perspective. Remember that you can take the
ing. Eat regular, well-balanced meals. SAT multiple times, and that colleges will almost
3. Exercise. Stick to your regular exercise program the certainly "superscore" the results, so don't get down
weeks before the SAT. A strong body helps make a about any single set of test results. Also, keep in mind
strong mind. that colleges don't base their acceptance decisions
4. Visualize success. In the days before your SAT, envi­ on SAT scores alone.
sion yourself in the test room, relaxed and confident, 7. Lay everything out. The night before your SAT, lay
working through even the toughest parts of the test out your admission ticket, your photo ID, your #2
without stress or panic. pencils, your calculator (with fresh batteries), your
5. Don't cram, but stay sharp. In the days before the snack, and directions to the test site (if necessary).
SAT, resist the urge to cram. Your best results will Having these all ready will let you sleep better.
8 McGraw-Hill Education: 6 SAT Practice Tests

I. Wake up early and get some cardiovascular exercise. yourself that you are prepared, and you will perform
A good 20-minute cardiovascular workout will get your better if you are relaxed rather than tense. It works
blood flowing, wake up your brain, and release stress. wonders.
However, if you do not regularly exercise, we wouldn't 5. Dress in layers. Since you won't know whether your
suggest you do so for the first time on test day! Be smart test room will be hot or cold, dress in layers so you'll
about it! be ready for anything.
2. Eat a good breakfast. Don't skip breakfast. Your 6. Don't worry about what anyone else is doing. If
brain needs energy for a three- to four-hour workout! you've been practicing as this book recommends,
3. Bring a snack. You'll have a couple of short breaks, dur­ you will have a good sense of your own pacing and
ing which you can have a quick snack. Bring a granola game plan. Trust your preparation, and resist any
bar or some other quick burst of energy. You'll need it! temptation to take your cues from what anyone
4. Take slow, deep breaths-often. Most test takers around you is doing.
feel some anxiety before and during the test. Don't 7. Don't panic when things get tough. Don't psych
worry-it's a normal physiological response to keep yourself out every time you get to a hard question or
you on your toes. If this anxiety begins to overwhelm even a hard section. That might be an experimental
you, just take three long, deep breaths and remind section! Just stay positive and keep going.
PRACTICE SAT 1

1. Rea d i n g Test

65 M I N UTES 52 QU ESTIONS 17

2. Writi ng a n d La ng uage Test

35 M I N UTES 44 QU ESTIONS 36

3. Math Test- No C a l c u lator

25 M I N UTES 20 QU ESTIONS 50

4. Math Test-Calcul ator

55 M I N UTES 38 Q U ESTI ONS 56

5. Essay (Option a l)

50 M I N UTES 1 QU ESTIO N 68

0 0 0

9
 ANSWER SHEET

13 @@©@ 25 @@©@ 37 @@©@

14 @@©@ 26 @@©@ 3 8 @@©@
1s @ @ © @ 27 @ @© @ 39@@© @
16 @ @ © @ 28 @ @© @ 40@@© @
17 @@©@ 29 @@©@ 4 1 @@©@
18 @@©@ 30 @@©@ 42 @@©@
19 @@©@ 31 @® ©@ 43@@©@
20 @ @ © @ 32 @ @© @ 44@@© @
21 @ @ © @ 33 @ @© @ 45@@© @
22 @ @ © @ 34 @ @© @ 46@@© @
23 @@©@ 35 @@©@ 47 @@©@
24 @@©@ 36 @@©@ 48 @@©@

1 @@©@ 11@ ® ©@ 31 @® ©@ 41 @® ©@
2 @@©@ 12 @@ ©@ 32 @@©@ 42 @@©@
3 @@ © @ 13@@ © @ 33 @ @ © @ 43 @ @ © @
4 @@ © @ 14 @ @ © @ 34 @ @ © @ 44 @ @ © @
s@@©@ 15@@ ©@ 35 @@©@
6@@©@ 16 @@ ©@ 36 @@©@
7 @@©@ 17 @@ ©@ 3 7 @@ ©@,
8 @@ © @ 1 8@@ © @ 38 @ @ © @
9@@ © @ 19@@ © @ 39 @ @ © @
10@@ © @ 20@@ © @ 40 @ @ © @
SECTION II I PRACTICE SAT 1 11

1 @@©@ 1 1 @@ ©@
2@@©@ 12 © ® ©@
3 @@© @ 13 © ® © @
4 @@© @ 14 © ® © @
s @@©@ u@@ ©@
6 @@©@
7 @@©@
a @@© @
9 @@© @
10 © ® © @

Student-Produced Responses
ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID Will BE SCORED. YOU Will NOT
RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES.

16 17 18 19 20

0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @
'(i) (i) (i) CD ' (i) (i) (i) CD © (i) CD CD 0- (i) (i) CD 0 (i) CD CD
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 @
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
© © © © © © © @ © © © © © © © @ © © © @
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
12 McGraw-Hill Education: 6 SAT Practice Tests

®®©© 1 1 @®©@ 21 ® ® ©@
®®©© 1 2 ® ® ©@ 22 @®©@
3 @@© © 13 ® ® © @ 23 @@© @
4 @@© © 14 ® ® © @ 24 @@© @
s @®©© 1 5 ® ® ©@ 25 ® ® © @
6 @@©© 1 6 ® ® ©@ 26 @@©@
7 @@©© 1 7 ® ® ©@ 27 @@©@
8 @@© © 18 ® ® © @ 28 ® ® © @
9 @@© © 19 ® ® © @ 29 @@© @
10 ® ® © © 20 ® ® © @ 30 @@© @

Student- Produced Responses

ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED. YOU WILL NOT
RECEIVE CREDIT FOR ANYTHING WRITIEN IN THE BOXES ABOVE THE CIRCLES.

31 32 33 34

0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
@ @ @ @ @ @ @ @ @ @ @ @
CD CD CD CD CI5 CD CD CD CD CD CD CD CD CD CD CD
0 0 0 0 0 0 @ @ 0 0 0 @ 0 0 0 0
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
© © © © © © © © © © © © © © © ©
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®

35 36 37 38

0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

cD CD
@ @ @ @ @ @ @ @ @ @ @ @
CD CD CD CD CD CD CD CD CD CD CD CD CD CD
0 0 @ @ 0 0 @ @ 0 0 @ @ 0 @ @ @
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
© © © © © © © © © © © © © © © ©
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
SECTION II I PRACTICE SAT 1 13

SECTION 5 : ESSAY

You may wish to remove these sample answer document pages to respond to the practice SAT Essay Test.

Begin your essay here.

If you need more space, please continue on the next page.

14 McGraw-Hill Education: 6 SAT Practice Tests

ESSAY

If you need more space, please continue on the next page.

2
SECTION II I PRACTICE SAT 1 15

ESSAY

If you need more space, please continue on the next page.

3
16 McGraw-Hill Education: 6 SAT Practice Tests

ESSAY

STOP here with the Essay.

4
SECTION II I PRACTICE SAT 1 17

Reading Test
6 5 MI N U T E S, 5 2 Q U E ST I O N S

Turn to Section 1 of your answer sheet to answer the questions in this section.

DIRECTIONS

Each passage or pair of passages below is followed by a n u m ber of questions. After reading
each passage or pair, choose the best answer to each q uestion based on what is stated or
i m pl ied i n the passage or passages and i n a ny accompanying g raphics (such as a ta ble or graph).

Questions 1 - 1 0 are based on the 20 surface instruments. NASA satellites record a

fol lowing passages and supple- host of vital signs includi�g the levels of atmo-
menta ry material.
:
spheric aerosols (tiny wind-borne particles
created by such things as factory emissions, wild-
This passage is adapted from Holli Riebeek, "Is Cu rrent fires, desert sandstorms, or volcano eruptions) ,
Warming Natural?" originally published i n The Earth 25 concentrations of atmospheric gases (including
Observatory Newspaper (earthobservatory. nasa .gov)
: greenhouse gases) , the intensity of energy emit-
in 201 0. ted from the sun or radiated from the Earth's
surface, fluctuations in ocean surface tempera-
Before the Industrial Revolution, Earth's tures, changes in the global sea level and the
:
30 extent of polar ice sheets and glaciers, changes
climate frequently changed due to natural causes
:
Line unrelated to human activity. For instance, tiny in plant extent and growth, levels of rainfall, and
wobbles in Earth's orbit or variations in the sun's even varieties of cloud structure. On the ground,
many agencies and nations support networks of
5 intensity sometimes produced variations in sun- :
: weather and climate-monitoring stations that
light intensity at different parts of the Earth's sur-
35 maintain temperature, rainfall, and snow depth
face. Also, occasional volcanic eruptions spewed :

particles high into the atmosphere that reflected records. In the ocean, buoys measure surface
sunlight, brightening the planet and cooling the water and deep ocean temperatures and salinity.
10 climate. In the deep past, more frequent volca- Taken together, these measurements provide an
nic activity over millions of years also increased ever-improving record of both natural events and
40 human activity for the past 150 years.
greenhouse gases, contributing to episodes of
global warming. Scientists integrate these measurements into
Such natural causes are still in play today, sophisticated computerized climate models in an
15 but their influence is too small or too slow to attempt to re-create temperatures recorded over
explain the rapid warming we have witnessed in :
the past 150 years. Those simulations that con-
45 sider only natural solar variability and volcanic
recent decades. We know this because scientists
closely monitor natural and human activities aerosols fit the observations of global tempera-
that influence climate with a fleet of satellites and tures very well from 1750 until 1950. After that

:
:

CONTINUE
18 McGraw-Hill Education: 6 SAT Practice Tests

point, the trend i n global surface warming cannot 70 the climate is 100-200 times the effect of all the
be explained without including the contribution world's volcanoes.
50 of the anthropogenic greenhouse gases, that is, Changes in the brightness of the sun also
those produced via non-natural human activities can influence the climate from decade to decade,
like burning fossil fuels. but an increase in solar intensity falls short as an
Granted, natural changes to Earth's cli­ 75 explanation for the warming we've seen in the
mate have also occurred in recent times. For last 65 years. This is because the warming pat­
55 example, two maj or volcanic eruptions, in tern produced by an increase in solar radiation
1982 and in 1991, pumped sulfur dioxide gas is different from that produced by an increase in
high into the atmosphere, creating tiny par­ greenhouse gases. When the sun becomes more
ticles that lingered for more than a year. These 80 intense, it warms both the lower atmosphere
reflected sunlight and shaded Earth's surface, (the troposphere) and the upper atmosphere (the
60 and temperatures across the globe dipped for stratosphere). However, greenhouse gases warm
about three years. However, although volca­
noes are active around the world, the amount
the troposphere and cool
the stratosphere. The
data from the last 65 years show the latter effect,
of c arbon dioxide they release is extremely 85 not the former.
small compared to that released by human Those who dismiss environmental scientists
65 activities. On average, volcanoes emit between as global warming "alarmists" would do well
130 and 230 million tons of c arbon dioxide to look more closely at the data. While it is true
per year, whereas the burning of fossil fuels that "Earth's climate has always been changing,"
releases about 26 billion tons of carbon dioxide 90 there is little doubt now that humans have funda­
every year. In other words, human influence on mentally changed the equation.

Global Surface Temperature Anomaly

and Solar Intensity, 1978-2007

1 .5

Bold lines = running averages

Source: The United States Global Change Research Program (USGCRP) 2009

C O N T I N UE
SECTION II I PRACTICE SAT 1 19

• •
Which choice best summarizes the main point of Which choice provides the best evidence for the
the passage? answer to the previous question?
A) Many natural phenomena, like solar and A) Lines 7-10 ("Also . . . climate")
volcanic activity, continue to drive global B) Lines 20-32 ("NASA . . . structure")
climate change.
C) Lines 44-47 ("Those . . . 1950")
B) The recent improvements in climatological
data gathering will soon yield a deeper D) Lines 69-7 1 ("In . . . volcanoes")
understanding of the greenhouse effect.
C) Recent trends in global temperatures cannot
be explained without including data associated •
with human activities. As used in line 21, "host" most nearly means
D) The Industrial Revolution provided new A) presenter.
technologies that have allowed scientists B) multitude.
unprecedented insight into climate change.
C) carrier.
D) subset.
II
In the fourth paragraph (lines 53-71), the author
anticipates which of the following objections to the •
main thesis of the passage? As used in line 42, "sophisticated" most nearly
A) Current climatic computer models are means
inaccurate and hence unreliable. A) highly complex.
B) The science of climatology is still in its B) refined and worldly.
infancy. C) widely appealing.
C) Non-anthropogenic drivers of climate change
D) reliably functional.
overwhelm anthropogenic ones.
D) Natural causes have been driving climate
change for much longer than humans have. •
Which statement is most strongly supported by the
..
data in the graphs, taken as whole?

The passage as a whole characterizes modern-day A) Global temperature changes correlate strongly
volcanic activity as with fluctuations in the sun's intensity.
B) Both global temperatures and solar energy
A) a significant source of greenhouse gases.
have been steadily increasing since 1978.
B) a relatively minor contributor to global climate
C) Changes in solar energy cannot fully account
change.
for the recent increase in global surface
C) the primary cause of stratospheric cooling. temperatures.
D) a complicating factor in the gathering of global D) Volcanic activity must be factored into climate
climatic data. models to better account for the steady
increase in recent global temperatures.

CONTI N U E
20 McGraw-Hill Education: 6 SAT Practice Tests

.; ______

According to the graph, when the running average Which choice best supports the author's claim that
of global surface temperatures reached a peak in recent atmospheric measurements confirm that
2004, natural causes do not explain recent global tem­
A) solar energy was near its short-term maximum
perature trends?
and beginning to decline. A) Lines 20-32 ("NASA . . . structure")
B) solar energy was near its long-term average and B) Lines 41-44 ("Scientists . . . years" )
declining. C) Lines 54-58 ( "For example . . . year" )
C) solar energy was near its short-term minimum D) Lines 83-85 ("The data . . . former" )
and beginning to increase.
D) solar energy was near its long-term average and
increasing.

In the context of the passage, the quotation in line

89 is best regarded as
A) a widely held delusion.
B) a little-known fact.
C) an inadequate explanation.
D) a surprising discovery.

C O N T I N UE
SECTION II / PRACTICE SAT 1 21

Questions 1 1 -2 1 a re based on the who have declared their independence and

following passages. 35 maintain it, and whose independence we have,
on great consideration and on just principles,
Passage l is from President Jomes Mon roe, Message acknowledged, we could not view any interpo ­
to Congress, g iven on December 2, 1 823, a n nouncing sition fo r the purpose o f oppressing them, or
what hos come to be known as the Monroe Doctrine. controlling in any other manner their destiny, by
Passage 2 is from President Theodore Roosevelt, 40 any European power in any other light than as
Message to Congress, g iven on December 6, 1 904, the manifestation of an unfriendly disposition
a n nouncing what come to be known as the Roosevelt toward the United States. In the war between
Corollary to the Mon roe Doctrine. those new Governments and Spain we declared
our neutrality at the time of their recognition,
Passage 1 45 and to this we have adhered, and shall continue
to adhere, provided no change shall occur which,
Line American continents, by the free and inde- in the judgment of the competent authorities of
pendent condition which they have assumed and this Government, shall make a corresponding
maintain, are henceforth not to be considered as change on the part of the United States indis-
subjects for future colonization by any European 50 pensable to their security. It is still the true policy
5 powers. of the United States to leave the parties to them­
In the wars of the European powers in mat­ selves, in hope that other powers will pursue the
ters relating to themselves we have never taken same course.
any part, nor does it comport with our policy
to do so. It is only when our rights are invaded Passage 2
1O or seriously menaced that we resent injuries
or make preparation for our defense. With the It is not merely unwise, it is contemptible, for
movements in this hemisphere we are of neces­ 55 a nation, as for an individual, to use high-sound­
sity more immediately connected, and by causes ing language to proclaim its purposes, or to take
which must be obvious to all enlightened and positions which are ridiculous if unsupported by
15 impartial observers. The political system of potential force, and then to refuse to provide this
the allied powers is essentially different in this force. If there is no intention of providing and
respect from that of America. This difference 60 keeping the force necessary to back up a strong
proceeds from that which exists in their respec­ attitude, then it is far better not to assume such
tive Governments, and to the defense of our own, an attitude.
20 which has been achieved by the loss of so much The steady aim of this Nation, as of all
blood and treasure, and matured by the wisdom enlightened nations, should be to strive to bring
of their most enlightened citizens, and under 65 ever nearer the day when there shall prevail
which we have enjoyed unexampled felicity, this throughout the world the peace of justice. All
whole nation is devoted. We owe it, therefore, that this country desires is to see the neighboring
25 to candor and to the amicable relations existing countries stable, orderly, and prosperous. Any
between the United States and those powers to country whose people conduct themselves well
declare that we should consider any attempt on 70 can count upon our hearty friendship. If a nation
their part to extend their system to any portion of shows that it knows how to act with reasonable
this hemisphere as dangerous to our peace and efficiency and decency in social and political
30 safety. matters, if it keeps order and pays its obligations,
With the existing colonies or dependencies it need fear no interference from the United
of any European power we have not interfered 75 States. Chronic wrongdoing, or an impotence
and shall not interfere. But with the Governments which results in a general loosening of the ties of

CONTIN U E
22 McGraw-Hill Education: 6 SAT Practice Tests

civilized society, may in America, as elsewhere, their inability or unwillingness to do justice at

ultimately require intervention by some civi­ home and abroad had violated the rights of the
lized nation, and in the Western Hemisphere the United States or had invited foreign aggression
80 adherence of the United States to the Monroe 90 to the detriment of the entire body of American
Doctrine may force the United States, however nations. It is a mere truism to say that every
reluctantly, in flagrant cases of such wrongdoing nation, whether in America or anywhere else,
or impotence, to the exercise of an international which desires to maintain its freedom, its inde­
police power. pendence, must ultimately realize that the right
85 We would interfere with them only in the last 95 of such independence can not be separated from
resort, and then only if it became evident that the responsibility of making good use of it.

CO NTI N U E
SECTION II / PRACTICE SAT 1 23

• •
On which policy do the authors of both passages
most strongly agree?
1
The author of Passage suggests that the circum­
stances by which the United States is "more immedi­
A) The United States must remain neutral in
continent are
13
ately connected" (line ) to the rest of the American
disagreements between European powers and
their colonies. A) historically unique.
B) The political systems of all European countries B) long established.
must remain essentially different from those in C) self-evident.
the American continents.
D) reluctantly acknowledged.
C) The European colonies on the American
continents must be allowed to resolve conflicts
on their own.
Ill,�--------- -----------------�---
D) European nations must not attempt to control
any part of the American continents. As used in line 23, "unexampled" most nearly means
A) without precedent.
B) lacking illustration .
•• C) without basis.
Which choice provides the best evidence for the
D) lacking reliability.
answer to the previous question?
A) Lines
85-91 ("We1-5 ("American . . . powers") and lines
. . . nations")
B) Lines 15-17 ("The political . . . America) and As used in lines 37-38, "interposition" most nearly
lines 63-66 ("The steady . . . justice") means
C) Lines 31-33 ("With . . . interfere") and lines
68-70 ("Any country . . . friendship) A) interruption.

D) Lines 50-53 ("It . . . course") and lines 70-75

B) interpolation.
("If . . . United States") C) intermingling.
D) intervention.

•-�-�
1
The first paragraph of Passage functions primarily
to
A) provide historical background.
B) announce a conciliatory initiative.
C) declare an authoritative position.
D) reject a philosophical premise.

CO NTI N U E
24 McGraw-Hill Education: 6 SAT Practice Tests

•
The author of Passage 1 mentions the war between
Spain and its former colonies in order to make the
2
The author of Passage would most likely respond
to the statement in lines 9-11 ("It . . . defense") by
point that the United States adding that
A) has exhibited notable restraint in a troubling A) hostilities between nations on the American
situation. continent can be a legitimate threat to the
B) is preparing for a vigorous defense of the United States.
American continents. B) European nations have a history of reneging on
C) recognizes Spain's particular penchant for their agreements with foreign colonies.
aggression. C) military intervention is antithetical to the
D) is willing to act as a mediator in international United States' policy of promoting peace in the
disputes. Americas.
D) the United States respects the sovereignty of all
independent nations .
•
Both authors acknowledge that American military
force may be required to Ill
Which choice best exemplifies the kind of "wrong­
A) achieve independence from foreign oppressors.
doing" mentioned in line 75?
B) rehabilitate American colonies that are
becoming dissolute or corrupt. A) Spain's founding of a new colony in Africa
C) support American allies in foreign wars. B) A Central American nation instigating
rebellion in a neighboring country
D) prevent European expansionism on the
American continents. C) Portugal's establishment of an embassy in a
former colony in South America
D) Great Britain's sending naval vessels to the
Ill North American coast
Which choice provides the best evidence for the
answer to the previous question?
A) Lines 6-9 ("In . . . do so") and lines 50-53
(It is . . . force")
B) Lines 17-24 ("This . . . devoted") and lines 63-66
("The steady . . . justice")
C) Lines 24-30 ("We . . . safety") and lines 85-91
(We . . . nations")
D) Lines 50-53 ("It . . . course") and lines 91-96 ("It
is . . . of it")

CO N T I N U E
SECTION II I PRACTICE SAT 1 25

Questions 2 2-32 a re based on the 40 the historians must weigh all evidence, using
fol lowing passage. the intuitive skills they have honed from years
of training, before arriving at a conclusion. All of
This passage is adapted from Matthew Edward, this analysis serves not merely accuracy but also
"H istorical Frameworks." ©20 1 4 by Matthew Edward. narrative cogency. The objective is to construct a
45 story that provides an explanatory framework as
Professional historians often struggle to well as a compelling tale.
understand those distant historical events that The second approach, the quantitative­
Line are "lost in the mist of time." Even those events positivistic approach, applies methods from fields
that were depicted vividly in primary sources like statistics and information analysis to the
5 must often be reconsidered as new information is 50 study of history. Historians who gravitate toward
uncovered or old information is reinterpreted. this approach adopt a paradigm very much like
For example, Richard III of England has the scientific method, by which they construct
long been regarded as one of the most vicious clear historical theories and apply quantitative
and heartless monarchs in history. Yet now methods such as Bayesian logic and multivariate
10 the Richard III Society has uncovered facts 55 regression in order to assess those hypotheses.
suggesting that this image was distorted by Here, the key elements are the clearly defined
Shakespeare's famous representation, which in variable and the testable hypothesis. For exam­
turn was based solely on the Tudor version of ple, Brazil in the 19th century saw pronounced
Richard's reign. Since the Tudors were eager to economic growth as well as increased foreign
15 vilify Richard and legitimize Henry VII's usurpa­ 60 investment in railroads. Whereas historians in
tion of the throne from the Plantagenets, their the past might have assumed a causal relation­
representations can hardly be regarded as his­ ship between the two, quantitative-positivistic
torically objective. historians now have the means to scrutinize this
America has its own distortions to contend connection. Using multivariate regression, they
20 with. For instance, for a long time most American 65 can compare one statistic gauging economic
schoolchildren were taught that Andrew Jackson growth, such as real wages or per capita gross
represented everything good in American domestic product, to multiple other variables
democracy. Then, during the Civil Rights Era, evi­ like trade deficits or foreign investment levels, to
dence came to light regarding the land-lust and determine any correlations among those data.
25 latent racism behind his Indian Removal Act. 70 The third approach, the cultural criticism
To discern reality through the mist of approach, takes a skeptical view of hierarchies,
time, historians must turn to careful analytical hegemonies, and institutions and the way such
methods. These methods can be organized into power structures can misrepresent historical
three predominant approaches, each with its accounts. An essential postulate of this approach
30 advantages and disadvantages: the "classic nar­ 75 is that history is written by the powerful, the
rative" approach, the "quantitative-positivistic" victorious, and the literate. Since the vast major­
approach, and the "cultural criticism" approach. ity of people in history were none of these things,
The classic narrative approach stresses the historians must read between the lines of histori­
historian's skills in writing and discernment. cal documents, which may distort, or merely
35 By this method, historians evaluate the validity BO hint at, the lives of the less privileged classes.
of evidence by considering diverse sources. For These documents include written laws, merchant
example, when evidence in a personal journal ledgers, personal journals, government decrees,
conflicts with that in a newspaper, and both con­ and court decisions. One notable example is
flict with the information in a government report, the documentation of the "tribute system"

CO NTI N U E
26 McGraw-Hill Education: 6 SAT Practice Tests

85 established by Christopher Columbus on the isle Each of these approaches represents a set of
of Hispaniola in the early 16th century, by which skills for dealing with the fundamental prob­
natives were required to bring him gold and cot­ lems of history: distortion and deficiency. None
ton or risk having their hands amputated or being 95 is a perfect method for determining truth, but
sold into slavery. By analyzing the documents of all seek to peer more clearly through the mist
90 the empowered, historians can begin to assemble of time.
the lives of the downtrodden.

CONTIN U E
SECTION II / PRACTICE SAT 1 27

The passage as a whole is best regarded as The passage implies that reliable historical analysis
is most significantly hindered by
A) an argument for adopting a particular
historical method over the alternatives. A) a lack of appropriate analytical methods.
B) a discussion of several obstacles to impartial B) biased .and incomplete documentation.
historical analysis. C) technical disputes among historians who use
C) an introduction to various methodological different methodologies.
systems for examining history. D) political and philosophical differences among
D) an illustration of some of the technical debates academic historians.
among modern academic historians.

Which choice provides the best evidence for the

Compared to each of the other approaches dis­ answer to the previous question?
cussed in the passage, the quantitative-positivistic
A) Lines 19-20 ("America . . . with" )
approach is more.
B) Lines 28-32 ("These . . . approach" )
A) objective.
C) Lines 74-76 ( "An essential . . . literate" )
B) embellished.
D) Lines 92-94 ("Each . . . deficiency" )
C) skeptical.
D) popular.

The passage suggests that historians using the clas­

sic narrative approach are most concerned with
The second paragraph mentions Shakespeare pri­ producing
marily as an example of
A) persuasive prose.
A) a famous figure whose identity and background B) even-handed portrayals.
are in dispute.
C) imaginative stories.
B) an exemplary author of riveting historical
plays. D) verifiable data.
C) an early pioneer of the classic narrative
approach.
D) an abettor to an act of historical
misrepresentation.

CO NTI N U E
28 McGraw-Hill Education: 6 SAT Practice Tests

• .. ,____

Which choice provides the best evidence for the The passage discusses the economy of Brazil in the
answer to the previous question? 19th century primarily to make the point that
A) Lines 33-34 ("The . . . discernment") A) some countries can see dramatic economic
B) Lines 35-36 ("By . . . sources") growth over a matter of decades.

C) Lines 36-42 ("For . . . conclusion") B) some historical theories should not be taken for
granted.
D) Lines 42-46 ("All of . . . tale")
C) some political leaders are inclined to suppress
historical facts.
D) some historians find it difficult to frame
historical phenomena in mathematical terms.
According to the passage, the "documentation"
mentioned in line 84 is notable because it
A) confirms the validity of a well-established Ill,
______

belief.
As used in line 90, "assemble" most nearly means
B) contradicts the evidence provided by other
sources. A) represent as a coherent whole.

C) contributes reliable data for quantitative B) forge from rudimentary materials.

analysis. C) gather for a cultural event.
D) provides insight into an often unacknowledged D) categorize as a social group.
aspect of history.

•
In line 55, "regression" refers to an act of
A) political subjugation.
B) scientific conjecture.
C) mathematical calculation.
D) social deterioration.

CO N T I N U E
SECTION II I PRACTICE SAT 1 29

Questions 33-42 a re based on the evening, and in the morning he would give orders
following passage. to provide it a nurse. "Yes, sir," says she, "and I
hope your worship will send out your warrant to
This passage is adapted from Henry Fielding, Tom Jones, 40 take up the hussy its mother, for she must be one
originally published in 1 749. In this story, Mrs. Debora h of the neighbourhood; and I should be glad to
Wilkins is Mr. Allworthy's longtime servant. see her committed to Bridewell, 1 and whipt at the
cart's tail. For my own part, it goes against me to
Mr. Allworthy had been absent a full quar­ touch these misbegotten wretches, whom I don't
ter of a year in London, on some very particular 45 look upon as my fellow-creatures. Paugh! how it
Line business. He came to his house very late in the stinks! It doth not smell like a Christian. If I might
evening, and after a short supper with his sister, be so bold to give my advice, I would have it put
5 retired much fatigued to his chamber. Here, in a basket, and sent out and laid at the church­
having spent some minutes on his knees-a warden's door. It is a go0d night, only a little rainy
custom which he never broke through on any 50 and windy; and if it was well wrapt up, and put
account-he was preparing to step into bed, in a warm basket, it is two to one but it lives till it
when, upon opening the clothes, to his great is found in the morning. But if it should not, we
10 surprise he beheld an infant, wrapt up in some have discharged our duty in taking proper care of
coarse linen, in a sweet and profound sleep, it; and it is, perhaps, better for such creatures to
between his sheets. He stood some time lost in 55 die in a state of innocence, than to grow up and
astonishment at this sight; but, as good nature imitate their mothers; for nothing better can be
had always the ascendant in his mind, he soon expected of them."
15 began to be touched with sentiments of compas­ There were some strokes in this speech which
sion for the little wretch before him. He then rang perhaps would have offended Mr. Allworthy, had
his bell, and ordered an elderly woman-servant 60 he strictly attended to it; but he had now got one
to rise immediately, and come to him, and in the of his fingers into the infant's hand, which, by its
meantime was eager in contemplating the beauty gentle pressure, seeming to implore his assis­
20 of innocence, appe a ri ng in those lively colours tance, had certainly out-pleaded the eloquence of
with which infancy and sleep always display it. Mrs. Deborah, had it been ten times greater than
Mrs. Deborah Wilkins had given her mas­ 65 it was. He now gave Mrs. Deborah positive orders
ter sufficient time to dress himself; for out of to take the child to her own bed, and to call up a
respect to him, and regard to decency, she had maid-servant to provide it pap, and other things,
25 spent many minutes in adjusting her hair at the against it waked.
looking-glass, notwithstanding all the hurry in Such was the discernment of Mrs. Wilkins,
which she had been summoned by the servant, 70 and such the respect she bore her master, under
and though her master, for aught she knew, lay whom she enjoyed a most excellent place, that
expiring in an apoplexy, or in some other fit. her scruples gave way to his peremptory com­
30 When she entered into the room, and was mands; and she took the child under her arms,
acquainted by her master with the finding of the without any apparent disgust at the illegality of
little infant, her consternation was rather greater 75 its birth; and declaring it was a sweet little infant,
than his had been; nor could she refrain from cry­ walked off with it to her own chamber.
ing out, with great horror of accent as well as look,
35 "My good sir! what's to be done?" Mr. Allworthy
answered, she must take care of the child that 1a p rison a n d hos p i ta l

CO N T I N U E
30 McGraw-Hill Education: 6 SAT Practice Tests

..
,__________ _____

Which choice best summarizes the passage? Mrs. Deborah's emotional reaction to the infant is
best described as evolving from
A) A man and his sister have divergent reactions
to receiving an abandoned infant and different A) shock to indignation to resignation.
opinions about what to do with it. B) fear to disappointment to compassion.
B) A servant comes to resent her master because C) surprise to righteousness to indifference.
of his indifferent treatment of an abandoned
infant. D) outrage to tenderness to sullenness.

C) A master orders his servant to take care of an

abandoned infant, and the servant resents the
task but acquiesces.
D) A master criticizes his servant for the lack of Which choice best describes Mrs. Deborah Wilkins's
respect she shows for an abandoned infant and general attitude toward Mr. Allworthy as character­
the infant's absent mother. ized in the passage?
A) She regards herself as a pragmatic
counterbalance to his unreasonable vanity.
B) She feels she can speak candidly with him yet
As used in line 11, "coarse" most nearly means she respects his authority.
A) brusque. C) She feigns to tolerate him but in fact considers
him wretched.
B) essential.
D) She is openly scornful of his easygoing
C) rough. temperament.
D) vulgar.

Which choice provides the best evidence for the

The second paragraph suggests that Mrs. Deborah answer to the previous question?
reacts to Mr. Allworthy's bell-ringing with
A) Lines 22-29 ("Mrs. Deborah Wilkins . . . fit")
A) nonchalance. B) Lines 30-35 ("When . . . done?"')
B) earnestness. C) Lines 46-49. ("If . . . door")
C) deference. D) Lines 69-76 ("Such . . . chamber")
D) contempt.

Mr. Allsworthy is not offended by Mrs. Deborah's

As used in line 40, "take up" most nearly means speech primarily because
A) take into custody. A) he has learned to ignore her tirades.
B) give shelter to. B) he cannot manage the estate without her.
C) become friends with. C) he values her blunt opinions.
D) undertake as a project. D) he is distracted by the infant.

CON T I N U E
SECTION II / PRACTICE SAT 1 31

11
Ill •
The narrator indicates that Mrs. Deborah eventually
takes the infant in her arms primarily because she
As used in line 65, "positive" most nearly means
A) optimistic.
A) regards it with pity and compassion. B) heartening.
B) wants to remain in Mr. Allworth's good graces. C) unequivocal.
C) fears the wrath of Mr. Allworth if she disobeys. D) practical.
D) realizes that neglecting it would be immoral.

C O N TI N U E
32 McGraw-Hill Education: 6 SAT Practice Tests

Questions 43-52 are based on the 40 when aneuploid embryos are viable and do sur­
fol lowing passage. vive to term, babies can develop syndromes like
Down, Turner, Klinefelter, or Cri-du-chat. Other
This passage is ada pted from Edward Ditkoff, MD, viable aneuploid embryos that a�e carried to
"Setti n g You r Biological Clock by Oocyte term sadly die soon after delivery, as in Edwards'
Cryopreservatio n . " ©20 1 4 by Edwa rd Ditkoff a n d 45 syndrome. Fortunately, these complications in
CNY Ferti l ity. older first-time mothers are not universal, and
this problem has not yet risen to crisis propor­
Today, couples are marrying much later than tions. In fact, many older mothers conceive, carry
they did in previous generations and are starting to term, and deliver perfectly healthy children.
Line families later still. With careers, homes, and lives 50 Nonetheless, the medical community believes
comfortably in place, however, these couples are the situation certainly deserves serious consid­
5 facing a new problem of modern family plan­ eration as more and more couples delay starting
ning. Forty may be the new thirty, but not when it families.
comes to having babies! Today's mature would-be mothers have a
All female infants are born with approxi­ 55 new option. The techniques of oocyte cryopreser­
mately one million eggs in reserve. By puberty, vation, or egg freezing, have improved dramati­
10 this number diminishes by about one half, and cally over the past decade. In fact, egg freezing
continues to decline by approximately 750 every has not been considered experimental by the
month thereafter. The quality of these eggs begins American Society of Reproductive Medicine since
to decline as well when a woman hits her 20s, 60 2012. The process involves stimulating the ovaries
and after she reaches the age of about 35 her eggs to ripen multiple eggs, then retrieving these
15 begin to degenerate. For women over 40 who have eggs while they are healthy and freezing them to
never given birth, fertility rates are significantly preserve their quality. Then, when the prospec­
lower than those for younger women, or for older tive mother is ready to conceive (or to donate to
women who have already given birth. 65 a surrogate), the eggs can be thawed, fertilized,
One cause of age-related infertility is the and transferred to the uterus as embryos.
20 increased likelihood of "mitosis errors," in which Experimental evidence suggests that previ­
the genetic material in a fertilized egg or embry­ ously frozen oocytes work nearly as well as fresh
onic cell fails to distribute itself evenly to daugh­ ones with regard to fertilization and pregnancy
ter cells. (Mitosis is the process by which cells 70 rates. Perhaps even more importantly, frozen
divide to form new cells.) This disorder is called eggs do not seem to be as susceptible to degra­
25 aneuploidy, which yields embryonic cells that dation and the many associated developmental
lack the necessary complement of 23 chromo­ deficits that could result. This process may sound
some pairs, usually with one chromosome too frighteningly futuristic, but it is showing a great
few or too many. This discrepancy is significant. 75 deal of potential.
Missing even one of the hundreds of threadlike For women who are leading busier lives,
30 structures on a single chromosome can have a obtaining advanced education, pursuing suc­
major effect on a developing embryo. cessful careers, and starting families later in
The vast majority of aneuploid embryos are life, frozen eggs can effectively slow down their
nonviable and will not implant in the wall of the 80 biological clocks. A woman of 35 or 40 can now
uterus. Therefore, older women often require have a child with her own egg that was collected
35 more prolonged and more complicated fertility when she was 25, when she was in her reproduc­
treatments. Even if implantation does occur, early tive prime. Prudent family planning in partner­
miscarriage (pregnancy loss) is common, which ship with modern medicine can give today's
not only causes emotional and physical trauma, 85 older potential parents a better chance to have a
but also delays potential childbearing. And even successful pregnancy and a healthy baby.

CO N T I N U E
SECTION II I PRACTIC E SAT 1 33

Impaired Fecundity 1 among Women Aged 15-44, in 2006-2010

40%

32%
-
30.2

"' -
26.5
<lJ
E
No Births
0
:::
24%
One or More Births
....
0
E -
1 6.9 I;
<lJ 1 6%
Ii
i:
<lJ
�
-
1 1 .2 1 1 .3
- - -
1 0 .6 1 0.9 10.8
9.3
-
8.0 - ,___-
___
8% >--- >---

Total 1 5-29 years 30-34years 35-39 years 40-44 years

Age Group
1
impaired fecundity: significant difficulty (unrelated to surgery) with getting pregnant or carrying a baby to term

Source: Centers for Disease Control and Prevention, National Center for Health Statistics, National .Survey of
Family Growth, 2006-20 10. Analysis conducted by the National Center for Health Statistics

CONTI N U E
34 McGraw-Hill Education: 6 SAT Practice Tests

• --- •
In context, the primary purpose of the first para­ Which choice provides the best evidence for the
graph is to answer to the previous question?
A) propose a solution to a problem. A) Lines 12-15 ("The . . . degenerate")
B) describe a sociological phenomenon. B) Lines 32-34 ("The . . . uterus")
C) identify a common misconception. C) Lines 36-39 ("Even . . . childbearing")
D) advance a new medical theory. D) Lines 39-42 ("And . . . Cri-du-chat")

• - --
The data in the graph best supports which statement According to the graph, which of the following
from the passage? groups of women is LEAST likely to encounter
impaired fecundity?
A) Lines 1-3 ("Today . . . still")
B) Lines 9-12 ("By . . . thereafter") A) Women aged 30-34 who have never given birth
C) Lines 12-15 ("The . . . degenerate") B) Women aged 30-34 who have given birth at
least once
D) Lines 15-18 ("For . . . birth")
C) Women aged 40-44 who have never given birth
D) Women aged 40-44 who have given birth at
•�-- --------�
least once
As used in line 25, "yields" most nearly means
A) generates.
B) surrenders. As used in lines 75 and 85, "potential" most nearly
C) gives way to. means, respectively,
D) displaces. A) power and latent.
B) promise and prospective.

• -
C) prospect and undeveloped.
--

D) possibility and inherent.

The passage indicates that the most common result
of aneuploidy is
A) oocyte degeneration.
B) miscarriage. The passage suggests that the promise of oocyte
C) developmental syndromes. cryopreservation lies primarily in its ability to
D) failure to implant. A) reduce the need to utilize surrogates.
B) ensure the even distribution of genetic material
during mitosis.
C) arrest the egg's degeneration process.
D) reverse the effects of aneuploidy and its
associated syndromes.

CONTI N U E
SECTION II I PRACTICE SAT 1 35

Ill
Which choice provides the best evidence for the Which of the following is a potential drawback to
answer to the previous question? oocyte cryopreservation as it is described in the
passage?
A) Lines 19-23 ("One . . . cells")
B) Lines 29-31 ("Missing . . . embryo") A) It requires advance planning.

C) Lines 63-66 ("Then . . . embryos") B) It is very expensive.

D) Lines 70-73 ("Perhaps . . . result") C) It has not been thoroughly tested.

D) It is less effective with younger women.

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section of the test.
36 McGraw- Hill Education: 6 SAT Practice Tests

Writing a nd La ng uage Test

3 5 M I N U T E S, 44 QU E STI O N S

Turn to Section 2 of your answer sheet to answer the questions i n this section.

DI RECTI O N S

Each passage below is accompanied by a n u m ber of q uestions. For some questions, you will
consider how the passage might be revised to improve the expression of ideas. For other ques­
tions, you wi l l consider how the passage might be ed ited to correct errors i n sentence structu re,
usage, or pu nctuation. A passage or a question may be accom panied by one or more g raphics
(such as a ta ble or g ra ph) that you will consider as you make revisi ng and ed iti ng decisions.

Some q uestions will d i rect you to a n u nderli ned portion of a passage. Other q uestions will d i rect
you to a location in a passage or ask you to th i n k a bout the passage as a whole.

After reading each passage, choose the answer to each q uestion that most effectively i m p roves
the q u a l ity of writi ng in the passage or that m a kes the passage conform to the conventions of
sta ndard written English. Ma ny q uestions include a " N O CHANGE" option. Choose that option
if you th i n k the best choice is to leave the releva nt portion of the passage as it is.

Questions 1 - 1 1 are based on the following

passage a n d supplementa ry material.
•
A) NO CHANGE
B) your throat is sore
Cold, Flu, or Allergy?
C) a sore throat
- 1 -

D) soreness in you're throat

You've got the sniffles, a cough, and D
you're throat is sore. Is it a cold, flu, or allergies? 1111
Understanding the differences among these illnesses A) NO CHANGE

will help you choose the best treatment. Dr. Teresa B) advises everyone to be learning
C) advises that everyone learn
Hauguel, an expert on respiratory diseases, IJ advises
D) advises the importance of everyone learning
that learning is important about the causes, symptoms,
and treatments of these common upper-respiratory ail-
ments. With the right knowledge, we can avoid taking
medications that at best are ineffective, and at worst
can exacerbate conditions or even create new ones.

CO N TI N U E
SECTION II / PRACTICE SAT 1 37

Cold, flu, and allergies all affect the respiratory •

II system. they cause breathing problems. However, A) NO CHANGE
each condition has distinctive n symptoms that B) system and cause breathing problems
C) system in causing breathing problems
set it apart.
D) system; to cause breathing problems

•
A) NO CHANGE
B} symptoms setting them apart
C} symptoms
D) symptoms that set them apart

Symptoms Cold Flu Airborne Allergy

Fever Rare Usual, high (100°-102° F or sometimes Never
higher in young children), lasts 3-4 days
Headache Uncommon Common Uncommon
General aches and pains Slight Usual, often severe Never
Fatigue or weakness Occasional Usual, can last up to 3 weeks Occasional
Extreme exhaustion Never Usual, at onset of illness Never
Congested or runny nose Common Occasional Common
Sneezing Usual Occasional Usual
Sore throat Common Occasional Occasional
Cough Common Common, can be severe Occasional
Chest discomfort Mild to moderate Common Rare, except with
allergic asthma
Adapted from Vicki Contie and Carol Torgan and the National Institutes of Health (newsinhealth.nih.gov}

CO N T I N U E
38 McGraw-Hill Education: 6 SAT Practice Tests

-2-
•
According to Dr. Hauguel, colds and flu are caused At this point, the writer wants to add specific infor­
mation from the table. Which choice adds the most
by different viruses, while allergies are most commonly relevant and accurate information?
caused by airborne pathogens like pollen or dander. A) NO CHANGE
All three illnesses usually involve II congestion and B) fever and sneezing, but the flu is commonly
distinguished by sore throat and congestion.
sneezing. but the flu is commonly distinguished by
C) fatigue and headache, but the flu is commonly
high. prolonged fever as well as headache and often distinguished by cough, sore throat, and mild
fever.
severe pain.
D) congestion and headache, but the flu is
commonly distinguished by high, prolonged
fever and sore throat.

C O N T I N UE
SECTION II I PRACTICE SAT 1 39

-3- •
II Contrary to a cold or flu infection, a respira- A) NO CHANGE

tory allergy is an immune response to a particular B) Differently from

C) In opposition to
particle in the air, called an allergen. When an allergy
D) Unlike
sufferer II imbibes an allergen, the nose and airways
l!I overreact. Delicate respiratory tissues become
•
inflamed, and the nose may feel stuffed or drippy. A) NO CHANGE
Itchy and watery eyes are also common allergy symp­ B) inhales

toms IJ that are not usually seen with the cold or flu.
C) ingests
D) imparts
Another sign that the problem is allergy and not illness
is the duration of the symptoms. Cold and flu symp-
toms almost never last longer than two weeks. Allergy
Which choice most logically and effectively com­
symptoms, on the other hand, can last as long as the bines the two sentences'?

allergic person is exposed to the allergen. For some A) overreact: delicate

B) overreact where delicate
sufferers, this could be as long as 6 weeks during the
C) overreact because delicate
pollen season. D) overreact, delicate

The writer is considering deleting this underlined

portion to make the sentence more concise. Should
the author make this change'?
A) Yes, because the distinctive qualities of
allergies have already been listed.
B) Yes, because these symptoms are actually
common with the cold and flu.
C) No, because the sentence should stress that
these symptoms are unique to allergies.
D) No, because this phrase provides important
treatment advice for allergy sufferers.

CO N T I N U E
40 McGraw-Hill Education: 6 SAT Practice Tests

21
- 4 -
•
It's important to select your medication carefully A) NO CHANGE

according to your condition. Specialized prescription B) logical

C) valuable
treatments are available for flu and allergy sufferers,
D) suitable
but over-the-counter medications can be effective for
mild cases. Dr. Hauguel also suggests selecting medi­ Think a bout the previous passage as a
whole as you answer question 1 1 .
cines with only the active ingredients m convenient

to your condition. One popular medication contains a Ill

pain reliever, a fever reducer, an antihistamine, and a
To make the passage most logical, paragraph
should be placed
5
decongestant. Such a product would overmedicate an A) where it is now.
allergy attack that typically requires only an antihista- B) after paragraph 1 .
C) after paragraph 2.
mine for relief.
D) after paragraph 3.
-5-
"Read medicine labels carefully-the warnings,
side effects, and dosages," Dr. Hauguel says, "and if
you have questions, talk to your doctor or pharmacist,
especially if you have children who are sick."

Question m asks a bout the previous

passage a s a whole.

CONTIN U E
SECTION II I PRACTICE SAT 1 41

Questions 1 2-22 a re based on the fol lowing

passage.
A) NO CHANGE
B) an idea that has been reworked
To Catch a Cyber-Thief
C) an idea that had been reworked
In Alfred Hitchcock's classic film To Catch a Thief, D) the idea of which being reworked
m the idea of which has been reworked in many
books, films, and television shows ever since, a retired Ill
jewel thief is tasked with using his skills to catch a At this point, the writer is considering adding the
following sentence.
copycat burglar. But old-time cat burglars have noth-
In Hitchcock's film, the retired thief is
ing on today's super thieves who ply their trade on the initially the key suspect, even though he is
Internet and in the computer networks of corporations innocent.

and governments. m Today, we need a new generation Should the writer make this addition here?
A) Yes, because it provides a relevant detail about
of detectives who can think like these cyber thieves.
Hitchcock's film.
m Nevertheless, colleges and universities B) Yes, because it explains why modern detectives
might want to employ ex-thieves.
have begun offering both bachelor's and master's
C) No, because disrupts the transition to a
degrees in cyber security. According to US News and discussion about modern crime.
World Report, in the past few years the demand for D) No, because it emphasizes property theft rather
than security breaches.
cyber security services m have grown twice as fast as
that for the general information technology (IT)
Ill
services. As unscrupulous hackers imagine more
A) NO CHANGE
B) In addition
C) Next
D) Accordingly

Ill
A) NO CHANGE
B) has grown
C) had grown
D) will grow

C O N T I N UE
42 McGraw-Hill Education: 6 SAT Practice Tests

ways to break into computer systems, we need a •

workforce to imagine more ways Im for stopping the A) NO CHANGE
intrusions. B) in which to stop

FBI Director James Corney m encapsulated

C) in stopping
D) to stop
the situation in a speech to the Senate Committee

•
on Homeland Security and Governmental Affairs on
November 14, 2013. He said that FBI experts "anticipate A) NO CHANGE
that in the future, resources devoted to cyber-based- B) enveloped
C) concocted
threats will equal or even eclipse the resources devoted
D) supplemented
to non-cyber-based terrorist threats." II!J Other
agencies. like the NRA and CIA. often have different
•---
priorities with regard to national security. By accessing
Which choice best maintains the logical cohesive­
personal, corporate, financial, medical, and military ness of the paragraph?

m networks, far more than just expensive pieces of A) NO CHANGE

B) Nevertheless, our law enforcement agencies
jewelry can be stolen by hackers. must also engage networks of potentially
violent criminals.
C) These resources must be used to thwart
cyber criminals attempting to exploit our
dependency on the Internet.
D) In recent decades, the FBI has been vigilant
against threats to our major cities and power
sources.

•- -
A) NO CHANGE
B) networks, hackers can steal far more than just
expensive pieces of j ewelry.
C) networks, hackers would be stealing far more
than just expensive pieces of jewelry.
D) networks, far more than just expensive pieces
of jewelry would be stolen by hackers.

CO N T I N U E
SECTION II I PRACTICE SAT 1 43

Cyber security serves a growing need, and the

field is so new and dynamic ElJ but it provides many A) NO CHANGE
opportunities for entrepreneurs. Governments, corpo- B) and
C) that
rations, and individuals must protect their computers,
D) because
networks, programs, and data so that they cannot be
accessed, stolen, or destroyed by unauthorized users.
The idea is simple, but the reality is not. Without physi­ A) NO CHANGE
cal doors and locks to protect, m access cannot be B) access would not be monitored in any
conventional way by using armed guards
monitored in any conventional way by using armed
C) armed guards would not be used to monitor
guards. How can anyone guard the Cloud? This new conventional access in any way

kind of security requires a great deal of technical D) armed guards cannot be used to monitor
access in any conventional way
expertise and diligence. It also requires the ability to
be m as clever. if not more so. than a criminal.

A) NO CHANGE
B) as clever, if not more, than a criminal does
C) as clever as a criminal, if not more so
D) as clever, if not more clever than a criminal

CONTI N U E
44 McGraw-Hill Education: 6 SAT Practice Tests

Questions 23-33 a re based on the following

passage.
Ill
A) NO CHANGE
B) energetic, pioneering and groundbreaking
,

" Satchmo "

C) energetic and it broke ground
Louis Armstrong (1901-1971) was perhaps the most D) energetic and groundbreaking
famous jazz musician of all time. His music was EIJ
energetic and it was groundbreaking, and his trumpet Ill.
playing technique stood out from m other musicians
A) NO CHANGE
B) the playing of other. musicians
of his day. He mastered what came to be the hallmark
C) that of other musicians
of jazz-the art of improvisation-advising his music D) the music of other musicians
students to "never play a thing the same way twice."
New Orleans at the turn of the 20th century ElJ
A) NO CHANGE
provided fertile ground in which to nurture young
B) nurtured young Armstrong's special talents
Armstrong's special talents. Music was in the streets, with it's fertile ground.
where performers played for attention and perhaps a bit C) provided fertile ground nurturing young
Armstrong's special talents.
of coin. As a boy, Armstrong had a job selling coal from
D) was providing fertile ground on which to
a cart and played a tin horn to m accommodate nurture young Armstrong's special talents.

customers. He also spent a lot of time in "honkey

m
tonks," cheap bars or dance halls where live music was
A) NO CHANGE
played by some of the most innovative musicians of the B) afford
day. m Sadly. these establishments would largely C) assist
disappe ar from American cities within a few decades. D) attract

He idolized musicians like Bunk Johnson and Joe

Oliver, who became his mentors.
Which choice provides the most relevant and effec­
tive transition between the previous sentence and
the sentence that follows?
A) NO CHANGE
B) Armstrong knew that these establishments
attracted criminal elements as well.
C) Armstrong came to these establishments not
only to listen, but also to learn.
D) The energy in these establishments inspired
many of the great novelists of the era.

CO N T I N U E
SECTION II I PRACTICE SAT 1 45

From New Orleans, Armstrong moved to l'l!J •

Chicago. to join Joe Oliver and his King Oliver Creole A) NO CHANGE
B) Chicago to join
Jazz Band. His next big move was to New York, where
C) Chicago; joining
the "Harlem Renaissance" was in full swing. Here,
D) Chicago; to join
Armstrong met and collaborated with artists of all
types-painters, poets, writers, actors, and musicians
•
m -and embraced an artistic culture even richer At this point, the writer wants to indicate a specific
effect that Armstrong's experience in New York had
than that in New Orleans. Soon afterward, he moved on his work. Which choice does this most effectively?
back to Chicago and formed his own group, The Hot A) NO CHANGE
Five. Now Armstrong liI!J was back in a city he knew B) -many of whom became legendary artists in
their own right.
well and had the opportunity to let his genius soar. He
C) -and so his performances became more
sought new ways to expand his style and technique. He theatrical and comedic.
D) -and later would recall this period as one of
added "scat" -rhythmic but nonsensical syllables-to
the most influential in his career.
his songs. He also supported aspiring young musicians

in his ensembles, giving them improvisational solos to

showcase their skills. Which choice most effectively sets up the informa­
tion that follows?
A) NO CHANGE
B) was his own artistic director
C) had a new shot at success
D) could find new musical mentors

CO N T I N U E
46 McGraw-Hill Education: 6 SAT Practice Tests

Louis Armstrong, or "Satchmo" IJI as millions

called him, did more for jazz music m than any A) NO CHANGE
B) that he was called by millions
musician has ever done. Near the end of his career, he
C) which was what millions called him
recorded the now-iconic "What a Wonderful World," a
D) being what millions called him
fitting final tribute m for his musical legacy.

Ill
A) NO CHANGE
B) than any musician
C) than what any other musician
D) than any other musician

•
A) NO CHANGE
B) about
C) to
D) of

CONTIN U E
SECTION II I PRACTICE SAT 1 47

Questions 34-44 a re based on the following

passage.
•
A) NO CHANGE
B) believes
Certainty and Economic Growth
C) sustains
In modern political science, two competing D) endorses
theories about economic development have emerged.
The first theory m contends that broad cultural ..
m factors: such as social values and gender traditions, A) NO CHANGE

determine a nation's path to economic development. B) factors-such

C) factors, such
The second contends that governmental institutions
D) factors; such
play the primary role in driving this development.

•
Scholars who subscribe to this latter theory are called
"institutionalists." A) NO CHANGE
Institutionalists define institutions as social con- B) These institutions will establish the "rules of
the game"
structions that regulate social activities, particularly
C) These institutions establish the "rules of the
those pertaining to exchanges of goods and services. game"

liJ The "rules of the game" are established by these D) The "rules of the game" would be established
by these institutions
institutions for a society's economic activities.
Institutionalists believe that an economy grows
..
m on decreasing uncertainty. If two parties are not A) NO CHANGE
secure in the belief that a mutual transaction will turn B) as uncertainty decreases

out as they believe it should, m they are unlikely to

C) when decreasing of uncertainty occurs
D) when they decrease uncertainty
make that transaction in the first place. Therefore,
in order to maximize economic growth, institutions
1!11
must reduce the inherent uncertainty that curtails Which choice provides information that best sup­
transactions. ports the main claim of the paragraph?
A) NO CHANGE
B) they may try to renegotiate the terms of their
agreement.
C) they may seek professional advice on the matter.
D) it is probably because they did not do sufficient
research.

CONTIN U E
48 McGraw·Hill Education: 6 SAT Practice Tests

One important way that a country can minimize

uncertainty, according to institutionalists, is by A) NO CHANGE

m obtaining laws that ensure robust private prop­ B) adopting

erty rights. Im With institutionalizing such rights and

C) achieving
D) completing
establishing punishments for violating them, a nation
enables individuals and companies to have confidence
that their rights will be maintained as they partici- A) NO CHANGE
pate in investments, purchases, and other kinds of B) Because of

exchanges. C) From
D) By
[l] Consider two countries. [2] In the first, laws
guarantee the terms of economic transactions, such as
•
the purchase of a house. [3] In this country, a purchaser
The author is adding the following sentence to this
will have confidence putting down money for the house paragraph.

and securing a mortgage with a bank, because the In addition, well-regulated institutions like
banks ensure a dependable third party to
future is relatively clear. [4] Even though the purchaser these transactions.
understands that such transactions bear inherent risks, Where should this sentence be placed?
he or she can nevertheless plan in relative security. m A) Immediately after sentence 1
In the second country, private property rights are B) Immediately after sentence 2

m unconvincing. so a potential purchaser cannot be C) Immediately after sentence 3

D) Immediately after sentence 4
sure that a seller will be held accountable for possible
cheating. Additionally, without structured and regu­
Ill
lated institutions like banks m to boot, a purchaser A) NO CHANGE
would likely have to pursue unreliable loans at usuri- B) tenuous
ous rates. Furthermore, the lack of stable economic C) exhausted
D) timid
institutions would make runaway inflation more likely,
making it much harder for buyer and seller to agree on
a price.
A) NO CHANGE
B) in addition
C) on top of that
D) DELETE the underlined portion

CONTIN U E
SECTION II I PRACTICE SAT 1 49

Uncertainty hinders economic activity and thereby ID

impedes growth. Without the stability, enforcement, A) NO CHANGE

and predictability that m is afforded by a reliable sys- B) are afforded by

C) affords
tern of institutions, a nation cannot prosper.
D) afford

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section of the test.
50 McGraw-Hill Education: 6 SAT Practice Tests

Math Test- No Ca lcu lator

2 5 MI N U T E S , 20 Q U E ST I O N S

Turn to Section 3 of your answer sheet to answer the questions in this section.

DI RECTI O N S

F o r questions 1 -1 5, solve each problem, choose the best a n swer from the choices provided,
and fi l l i n the correspond i n g circle on you r answer sheet. For questions 1 6-20, solve the
p roblem and enter you r a n swer in the grid on the a n swer sheet. Please refer to the directions
before q uestio n 16 on how to enter you r answers i n the grid. You m ay use a ny avai lable space
i n you r test booklet for scratch work.

UMUI
1 . The use of a calcu lator is not permitted.
2. All va riables a n d expressions used represent rea l n u m bers u n less otherwise ind icated .
3 . Figures provided i n this test a re d rawn to sca le u n less otherwise ind icated .
4. All fig u res lie i n a plane u n less otherwise ind icated .
5 . U n less otherwise ind icated, the domain of a g iven function f is the set of a l l rea l n u m bers x for which
f(x) is a rea l n u m ber.

G D w 6 b � � 45°

A =lw b
x

�
A=C=21t7tr2r
45°

x ./3
a

Special Right Triangles

.. . - - h-, .. . ,,. "' ' h

@ 4 & w
,
,

l
,,. � - - - - - -

V=lwh V=�m3 V= �1tr2h 3

V= -lwh 3 3
I

The n u m ber of deg rees of a rc in a c i rcle is 360.

The n u m ber of rad ians of a rc i n a circle is 2n.
The sum of the measures i n degrees of the a n g les of a tria ngle is 1 80.

CONTIN U E
SECTION II I PRACTICE SAT 1 51

• •
If � a+ � b = 7 , what is the value of 9a + Bb ? 2x + y = 3x + 4
A) 64 x + 5y = 2
B) 72 Based on the system of equations above, what is the
C) 84 value of x + y ?
D) 96 A) -3
B) -2
C) -1
• D) 1
Raj can exchange 15 Euros for 1 1 British Pounds. At
this exchange rate, approximately how many British
•
Pounds should he receive in exchange for 100 Euros?
A) 21 4(2x + 3)2 + 2x
B) 73
Which of the following is equivalent to the expres­
C) 137
sion above?
D) 340
A) 4x2 + 14x + 9
B) 8x2 + 12x + 9
.. C) 16x2 + 48x + 36
If ax+ b = cx+ d, which of the following gives the D) 16x2 + 50x + 36
value of x in terms of a and b ?
A) X = � + d - b
a •
b
B) x = c+ d - - y = ax3 + 2x2 + 5x + d
a
(d - b) The graph of the function above in the xy-plane has
C) X = --
ac an x-inte rcept at x = 3 and a y-intercept at y = 2. What
d-b is the value of a?
D) X = --
a-c
A) 35
27
• B) 31
Jeff received a gift card worth $50 and plans to use 27
it to download music and movies. Each song down­ C) 3 1
load costs $1 .25 and each movie costs $3. If Jeff 27
downloads 4 songs and 1 movie each month, which
D) 35
of the following indicates the number of dollars, d, 27
left on Jeff's gift card after m months?
A) d = 53 - 5m
B) d = 50 - 2m
C) d = 50 - 8m
D) d = 45 - 3m

CONTI N U E
52 McGraw-Hill Education: 6 SAT Practice Tests

Ill.���--��--- -------------�
1 1 1
-+-= -
6 x 4

Mrs. Perry can paint a fence in 6 hours, but ifher son

Jason helps her, they can finish it in 4 hours. If the
equation above models this situation, what does the
term 2- represent? In the figure above, what is the measure of the larger
x angle?
A) The number of hours it takes Mrs. Perry and
Jason to paint the fence working together A) 65°
B) The number of hours it would take Jason to B) 80°
paint the fence alone C) l 15°
C) The part of the job Jason completes in one hour D) 125°
D) The part of the job Mrs. Perry completes in one
hour

y
• ---- ---
Luis budgeted no more than $500 to purchase a s
suit and shirts for his new job. He found the suit for 4
\
$264 and shirts for $24 each. Which of the following 3
I
could be used to find the number of shirts, x, Luis 2
l I
could purchase while staying within his budget?
I
�
x
A) 500 � 264 - 24x o '

B) 500 � 264x + 24 I/_ - -- ·----- L__

C) 500 � 264 + 24x

The function y = g(x) is graphed in the xy-plane
D) 500 � 264x - 24 above. Which of the following equations could
describe g(x)?

Ill, �-------- ------� A) g(x) = (x + I)(x+2)(x - 4)2

f(x) = ax2 + b B) g(x) = -(x -1)2 (x-2)(x - 4)

In the function above, a and b are constants,.f(O) = 2, C) g(x) = (x - I)2 (x - 2)(x - 4)

and.f(l) = 5. What is the value of.f(-3)? D) g(x) = -(x+I)2 (x+2)(x + 4)
A) -43
B) -25
C) 29
D) 47

CONTI N U E
SECTION II I PRACTICE SAT 1 53

Ill
y = 3x - 4
2x + y = 1

When graphed in the xy-plane, the lines described

by the equations above each include a diameter of a
circle. If the circle includes the point (-2, -5), which

( )
p
D of the following is the equation of the circle?
1 1 2
A) (3x - 4)2 + 2 - y = 29
2
B) (x+2)2 + (y + 5)2 = 29
C) (x-1)2 + (y+1)2 = 29
D)
C, AP
In the figure above, two tangent segments, and (x -1)2 + (y + 1)2 = 25
BP, are drawn to the circle with center
measure of arc ADB and the
is 240°. Which of the following
must be true?
A) b.ABP is a right triangle 3 - 2i
B) AB > AP 4 + 5i
C) b.ABP is an equilateral triangle Which of the following expressions is equivalent to
the expression above? (i = H )
D) BP<AP 2 23 1.
A) -9-9

B) 2 23 .
-
41 41 1
22 7 1.
C) 41 +9

D) 41 - 9 1
22 23 .

CO NTI N U E
54 McGraw-Hill Education: 6 SAT Practice Tests

DI RECTI O N S .]_
12 Answer: 2.5
Answer:

F o r questions 1 6-20, solve the problem and enter you r Write answer ---+- 7 I 1 2 2 5
• CD ..,_ Fraction
(]) (])
in boxes.

00 0 0 0 0 • 0 .,...__ Decimal
answer i n the g rid, as described below, on the answer line
�
sheet.
CD CD • CD CD CD CD CD
® ® ® ® ® ® point

CD CD CD • CD - CD CD
CD CD CD CD CD CD CD CD
CD CD CD CD CD CD CD CD
1 . Although not required, it is suggested that you write
� -<
Grid in

your answer in the boxes at the top of the columns to result.

®® ® ® ® ® CD •
CD CD CD CD CD CD CD CD
help you fill in the circles accurately. You will receive • (J) (J) (J) (J) (J) CD (J)
credit only if the circles a re filled in correctly. CD CD CD CD CD CD CD CD
� CD CD CD CD CD CD CD CD
2. Mark no more tha n one circle in a ny column.
Answer: 2 0 1
3 . No q uestion has a negative answer. Either position is correct.

4. Some problems may have more than one correct 2 0 2 0 1

answer. In such cases, g rid only one answer. (]) (]) (]) (])
00 0 0 00 0 0
@ • @
CD CD CD e CD CD e CD
e ® ®
2
5. M ixed n u m be rs such as 3 _! must be g ridded as
7. CD • CD CD e CD CD CD
® CD CD CD ® CD CD CD
3 . 5 or -
2
©© © © © © ©
4
[If 3 ;, eotered loto the g,;d a• �· It will be
. 31 1
mterprete d as 2 , not 3 '2 . )
Acceptable ways to grid t are:

2 I 3 6 6 6 6 6 7
6. Decimal a n swers: If you obtai n a decimal answer (]) - (]) (]) (]) (])
with more digits than the grid can accommodate, it 00 0 0 eooo eooo
CD CD CD CD CD CD CD CD CD CD CD CD
® CD CD ® CD ® ® CD ®
may be either rou nded or truncated, but it must fil l the
CD - CD CD CD CD CD CD CD CD CD CD
CD CD CD • ® CD CD CD ® CD CD CD
enti re grid.
CD CD CD CD © © CD © ©© CD ©
® ® CD ® ® ® CD ® ® ® CD ®
'-- - '°"'
""<.. .© • CD • • CD
7 .

CONTI N U E
SECTION II I PRACTICE SAT 1 55

• Ill
A bag of apples and oranges contains twice as many Pei-Sze has an average score of 89 on the six tests
apples as oranges. If there are 15 total pieces of fruit she has taken in her Physics class. She has two more
in the bag, how many apples are in the bag? tests left to take, and wants to raise her average to at
least 90. If all tests are weighted equally, what is the
minimum possible average score Pei-Sze must get
on the two remaining tests to raise her average for
the eight tests to at least 90?

A shade of green paint called Groovy Greenis made

by combining yellow paint and blue paint so that
the ratio, by volume, of yellow to blue paint is 12 to
5. How many tablespoons of blue paint are needed
to make 34 cups of Groovy Green? (1 cup =16 If x 2 )3 and 5x
= = J3Y, what is the value of y?
tablespoons)

m
Points A, B, A B
and C do not lie on the same line. If the
distance from to is 4 units, and the distance
B
from to C is 5 units, then what is the largest pos­
A
sible integer distance between points and C?

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section of the test.
56 McGraw-Hill Education: 6 SAT Practice Tests

Math Test- Calcu lator

55 M I N UTES, 3 8 QU ESTI O N S

Turn to Section 4 of your a n swer sheet to a n swer the questions i n this section .

DI RECTION S

For questions 1 -30, solve each problem, choose the best a n swer from t h e choices provided,
and fi l l i n the corresponding c i rcle on you r answer sheet. For q uestions 3 1 -38, solve the
problem and enter you r answer i n the grid on the answer sheet. Please refer to the d i rections
before q uestion 31 on how to enter you r answers i n the grid. You may use a ny available space
i n you r test booklet for scratch work.

Ut•)i\j
1 . The use of a calcu lator is permitted .
2 . All va riables and expressions used represent rea l n u m bers u n l ess otherwise i n d icated .
3 . Figures provided in this test a re d rawn to sca le u n less otherwise ind icated .
4. All fig u res lie in a plane u n less otherwise ind icated .
5 . U n less otherwise ind icated, the domain of a g iven fu nction f is the set of a l l rea l n u m bers for which f(x)
is a rea l n u m ber.

G o �
bA= J.bh ,�
�x 45°

A= rrr2 A =lw a
c2 = a2 b2
�
C=2rrr
45°
..

1
J3
x
+ Special Right Triangles

h 1h
@ � �
'

,.. ",, w
'

- - - - -r- ...
,, :- - - - - -

V= lwh V= rrr2h V= �rrr3

3
V= �rrr2h 3
V= -lwh
I
1

The n u m ber of degrees of a rc i n a c i rcle is 360.

The n u m ber of radians of arc i n a c i rcle is 2n.
The sum of the measures i n deg rees of the a n g les of a triangle is 1 80.

CON T I N U E
SECTION II / PRACTICE SAT 1 57

• •
When Shondra makes an online purchase, a 15% Mark took a test with two kinds of questions:
discount is applied to the retail price and then a some worth 5 points and some worth 8 points.
6.25% tax is added to this discounted price. Which of He answered a total of 14 questions correctly and
the following represents the amount Shondra pays, earned a total of94 points. How many 5-point ques­
in dollars, for an item with a retail price of x dollars? tions did Mark answer correctly?
A) x - 0.15 + 0.0625x A) 9
B) l .0625x - 0. 15x B) 8
C) l.0625 (0.85x) C) 7
D) x - 0.15 ( 1.0625x) D) 6

• ..
In Connecticut, the highest recorded temperature A pool ill the shape of a right rectangular prism
over the past 100 years was 109°F in 1995 and the holds 450 cubic feet of water. If the length and width
lowest recorded temperature was -37°F in 1943. of the pool are 10 feet and 15 feet, respectively, what
How many degrees higher than the lowest recorded is the depth of the water in the pool?
A) 3
temperature was the highest recorded temperature?
A) 72°F B) 6
B) 95°F C) 7
C) 124°F D) 10
D) 146°F

..
At Petro's Restaurant, the owner will sometimes
push smaller tables together to form one long rect­
angular table. If she pushes two tables together,
she can seat 10 people. If she pushes three tables
together, she can seat 14. Which equation best
describes the relationship between the number of
people, P, who can be seated at t tables that have
been pushed together?
A) P = 4t + 2
B) P = 5t
C) P = t + 4
D) P = 4t - l

C O N T I N UE
58 McGraw-Hill Education: 6 SAT Practice Tests

• •---
y
y + 2 = x2 - k
In the equation above, k is a constant less than zero.
Which of the following graphs in the xy-plane could
represent the solutions to this equation?
/ !
-� __ _ _ + __ , ___ 7L.,_1 A) y

0/
x

/
i ,,v ,\ X
-f-
i/ I

r - -- --- \: - - -�-

Which of the following equations best describes the

graph above?
2 3
A) y = 3 x + y
z- B)
B) y = 2x - l
� �- ;+.c.... ;i._.. . .j-· --·+- ·+ .. i
/
C) 2x - 3y = 0
'\!
--··· -·- ·-·

D) 2x - 3y = 3
-+t--+- I
-+-�'-+--+-�!\-tt---+-+-i-+- X
•
-/ --- :---1-- \ __

I \
I 11
J(x) = 4x2 - 7x + 3
__

g(x) = 2x2 - 5x - 4
C) y
If h(x) = J(x) - g(x), which of the following is equiva­
,- - Ii� i----n -- o -
lent to 2h(x) ?
\! Ii
A) 4x2 - 4x + 14 �- ,_ _ - �-- •<-'t-
-- t-+--+ -

B) 4x2 - 4x - 2 -.--+---+-�I \-+---+-�,-++--+-+--<-+- X

C) 1 2x2 - 24x - 2 ' I
D) 4x2 - 4x - 14 . - - __ J __ \..}_ __ _ _ _ __ - -

D) y

-- - -- f - --- - 1- j - --
--- -

I\. /

-++-1-+--+-+-t-t--+-+-__.___+--+- x

CONTIN U E
SECTION II I PRACTICE SAT 1 59

The line of best fit for these data has the equation
Questions 9 and 1 0 refer to the following y= 0.12x + 3.37, where x represents the total square
information. footage of the house, and y represents the selling
price, in thousands of dollars, for the house. Which
Home Selling Prices and Square Footage
600 choice best describes the meaning of the number
§ 500 • •
0.12 in this equation?
�
A) The selling price of the smallest house in the
� ---- •
;; 400
•
8
• v area is about $1,200 .
• ' •
_,_
300
,_..-1•
•
� 200 � •
• •
B) The average selling price of a house, in
1j
�

--- thousands of dollars, is about 12% of the size of

Ql 1 00
rll the house in square feet.
1 ,000 1 ,500 2,000 2,500 3,000 C) For every increase of 1 square foot in the size of
Square Feet the house, the average selling price increases
by about $120.
The scatterplot above shows the selling price and
area, in square feet, for 20 homes in a suburban
D) For every increase of 1 square foot in the size of
the house, its average selling price increases by
area, as well as the line of best fit for the data. about $0.12.

The Lees have budgeted between $200,000 and

$300,000 for their new home. Approximately what
percentage of the houses shown in the graph are
priced within the range of this budget? Approximately 3 million U. S. students graduated
from high school in 2014, and of those, 70% of the
A) 35% women and 65% of the men enrolled in college. The
B) 40% U.S. school population is approximately 49% male
and 51 % female. Which of the following is the best
C) 45%
estimate of the number of 2014 female high school
D) 55% graduates who did not enroll in college?
A) 459,000
B) 509,000
C) 907,000
D) 1,080,000

CONTI N U E
60 McGraw-Hill Education: 6 SAT Practice Tests

x -z (
x+x+x
x+x
) 1990 2000 2010
STATE Population Population Population
Which o f the following i s equivalent t o the expres­ Alabama 4.041 4.447 4.780
sion above for all positive values of x ? Georgia 6.478 8. 186 9.688
A) 1 Louisiana 4.220 4.469 4.533
x North
6.629 8.049 9.535
B) 3x 3 Carolina
2 South
3.487 4.012 4.625
C) 3 Carolina
2x
D) 3
The table above shows the populations, in millions,
2x2
of 5 Southern states, according to the U.S. Census
for 1990, 2000, and 2010. How many of the states
Ill shown saw a population increase of 10% or more

h(x, y) = ­
y
Kx2 from 2000 to 2010?
A) One
K
If is a constant in the definition of the function h
above, and h(m, n) 2, what is the value of h(3m, 2n) ?
=
B) Two
C) Three
A) 4.5 D) Four
B) 6

•
C) 9
D) 18
The legs of a right triangle have measures 15 and
36. What is the sine of the smallest angle in this
triangle?

A) 15
36

B) 15
39
C) 36
15
D) 36
39

CO N T I N U E
SECTION II I PRACTICE SAT 1 61

• -- --
2 1
- -x < - 3 y

Which of the following describes all solutions of the

inequality above? .J
I \ I
I
A) X > -6 J I \
B) x < -6 I \' ! I x
I ' I
C) x > 6 or x < -6 ' I \ I
'
D) 0 < x < 6 \I

The current price of a share of stock A is one-fifth the The function y = f(x) is graphed on the xy-plane
price of a share of stock B. If the price of stock A were above. On the interval -4 � x � 4, for how many dis-
to increase at a constant rate of $5 per month and tinct values of x does f(x) = ? �
the price of stock B were to decrease at a constant
A) Zero
rate of $3 per month, then in 6 months the two stock
prices would be equal. What is the current price of a B) Three
share of stock A? C) Four
A) $12 D) Five
B) $18
C) $42
Ill
D) $60
Mr. Johnson collected data on salaries of 20 ran­
domly selected employees in his company. He found
that their median salary was $37,500, but their aver­
age salary was $49,500. Which of the following would
best explain the discrepancy between the median
and the average values?
A) More than 20 employees were included when
calculating the median.
B) One or more very high salaries pulled the
average up.
C) One or more very low salaries pulled the
median down.
D) Fewer salaries were included in calculating the
median than the average.

CO NT I N U E
62 McGraw-Hill Education: 6 SAT Practice Tests

In a poll of n students at a local college, 45% of these y

i
students identify themselves as liberals. Of these,
I
60% support universal health care. If 405 students
.\
of these students are liberals who support universal \
health care, what is the value of n ? ,......_

A) 109 r-..... x
i\
B) 675
C) 900
I
D) 1,500 i i

x-1
f(x) = ­
x-2
Light travels through a vacuum at a speed of approx­
imately 186,000 miles per second. Approximately The function y = f(x) is graphed on the xy-plane
how many miles will a ray of light travel through a above. If the equation y = x - 1 is drawn on the same
vacuum in one day? set of axes, which of the following is a point of inter­
A) 6.7 x 108 miles section of the two graphs?

B) 1.6 x 1010 miles A) (0, 1)

C) 3.2 x 1010 miles B) (0, 0.5)
D) 4.6 x 101 3 miles C) (1.5, -1)
D) (3, 2)

Ill,
___

f(x) = x2 - 6x - 475
g(x) = 3 - 4x
Given the definitions of the functions above, if
f(2a) = 3g(a), which of the following could be the
value of a?
A) -9
B) 11
C) 1 2
D) 121

CON T I N U E
SECTION II / PRACTICE SAT 1 63

ID II
y=x2+k y
2x + y = 5
II
When the equations above are graphed in the xy­
---+--- x
plane, they intersect in exactly one point. What is
III IV
the value of k ?
A) 6
B) 5 +
If the system of inequalities y s 2x 3 and y > x - 4
are graphed in the xy-plane above, which quadrant
C) 1
contains no solutions to the system?
D) 2.5
A) Quadrant II
B) Quadrant III
Ill C) Quadrant IV
Every box of Weitz water crackers has a label
D) There are solutions in all four quadrants.
that indicates it contains 6.5 ounces of crackers.
However, industry standards allow these boxes to
contain anywhere between 6.45 and 6.75 ounces
of crackers. If x represents the number of ounces of
crackers inside a box of Weitz water crackers that
D �----� E
meets industry standards, which of the following
9
expresses all possible values of x?
c
-
A) Ix 6.601 s 0.10
8 12
B) Ix - 6.601 s 0.15
A
C) Ix - 6.501 s 0.05 B
D) Jx - 6.50J s 0.25
In the figure above, segment AB is parallel to seg­
ment DE, and segment AB is perpendicular to seg­
ment DB. What is the area of triangle DCB?
a+b<b<a-b A) 27

a b
Let and be numbers that satisfy the inequality
above. Which of the following must be true?
B) 28
C) 32
I. a<O D) 36
II. b<a
III. b<O
A) I only
B) I and III only
C) II and III only
D) I, II, and III

CONTI N U E
64 McGraw-Hill Education: 6 SAT Practice Tests

·· -

b b c
If the average of a and is x, the average of and
c
is 2x, and the average of a and is 3x, what is the
b, c,
average of a, and in terms of x?
2x T
A)
3
5x R
B)
3
C) 2x
D) 6x

In the figure above, SR = 10 and TS = 24. If the area of

the circle is ht, what is the value of k?

A) 13
B) 26
C) 169
D) 531

CONTIN U E
SECTION II I PRACTICE SAT 1 65

DI RECTI O N S 7
12 Answer: 2 . 5
Answer:

Write answer - 7 I 1 2 2 5
F o r questions 3 1 -38, solve the problem and enter your
- CD
in boxes.

0
answer i n the grid, as described below, on the answer
..__ Fraction
CD CD
0 0 0 line
00 - 0 -+- Decimal
sheet. CD CD CD CD CD CD point

-
CD •
CD CD CD CD CD CD CD
CD CD CD - CD CD
CD CD CD CD CD CD CD CD
1 . Although not required, it is suggested that you write Grid in
CD CD CD CD CD CD CD CD
your answer in the boxes at the top of the columns to result. __..... CD CD CD CD CD CD CD -
CD CD CD CD CD CD CD CD
- CD CD CD CD CD CD CD
help you fill in the circles accurately. You will receive
credit only if the circles are filled in correctly. CD CD CD CD CD CD CD CD
CD CD CD CD CD CD CD CD
2. Mark no more than one circle in any col umn.
Answer: 20 1
3 . No question has a negative answer. Either posirion is correct.

4. Some problems may have more than one correct 2 0 2 0 1

answer. In such cases, g rid only one answer. CD CD CD CD
0 0 0 0
• CD CD
00 0 0
5. Mixed numbe rs
CD CD • CD
CD e CD
such as 3 � must be g ridded as
• CD CD CD
2 CD CD CD e
7. CD e CD CD
3.5 or - CD CD CD CD CD CD CD CD
2
�
CD CD CD 97'

4
CD CD CD CD
r2'

(11 3 ;, eoteted l oto the gild a• · It will be

. 2
Acceptable ways to gnd 3 are:
. 31 1
interprete d as 2 , not 3 2" . )
2 I 3 6 6 6 6 6 7

6. Decimal answers: If you obtain a decimal answer CD • CD CD CD CD

00 0 0 e o o o e o o o
with more digits than the g rid can accommodate, it CD CD CD CD CD CD CD CD CD

CD •
may be either rounded or truncated, but it must fill the CD CD CD CD CD CD CD CD CD CD CD CD
CD CD CD CD CD CD CD CD CD CD
entire grid. CD CD CD - CD CD CD CD CD CD CD CD
CD CD CD CD CD CD CD CD CD CD CD CD
CD CD CD CD ® CD CD CD ® CD CD CD
I©
'--
- CD e e CD
- -
_____,_
7 -

CO N T I N U E
66 McGraw-Hill Education: 6 SAT Practice Tests

------- ..- -------

The points (1, 3) and (4, k) lie on a line with a slope of

� · What is the value of k ? Questions 33 a n d 34 refer to the following
i nformation.

Opinions on Immigration Reform

Age Group Support Oppose No Opinion Total
21-40 68 22 10 100
41-60 55 39 6 100
61+ 30 45 25 100
Total 153 106 41 300
Th e maximum load that a certain boat can carry is
4,000 pounds. The boat is to carry n identical crates, A questionnaire about immigration reform was
each weighing 60 pounds. If the crew and equip­ given to 300 people whose opinions were tabulated
ment weigh a total of 950 pounds, what is the maxi­ in the table above.
mum value for n that will still keep the weight of the
load beneath the maximum?
111�------------------------------'
If one of the supporters of immigration reform is
chosen at random fr om the table above, what is the
probability that he or she is in the 21-40 age group?

The "indifference factor" for a group of people is

defined as the number of people in the group who
indicate no opinion on an issue divided by the num­
ber of people in the group who do indicate an opin­
ion on the issue. According to the table, how much
greater is the "indifference factor" on the issue of
immigration reform for the 61+ age group than for
the 21-40 age group?

------- � -------

CONTI N U E
SECTION II I PRACTICE SAT 1 67

Ill
If(x-a)(x- a + x2 -9x + 7 for all values of x, what is
the value of
b) =
b? Questions 3 7 and 3 8 refer to the following
i nformation.

Ms. Hamid has established a trust fund for her

daughter, Aisha. Aisha will be allowed to withdraw
4% annually from this fund once she reaches 21 years
of age. Ms. Hamid uses the formula
A= 5,ooorn
• to approximate the amount of money, in dollars,
remaining in the trust fund n years after Aisha
Degrees Awarded by Hawthorne University turns 2 1 .
in 2015
Bachelors Masters Doctorate Total
Male 45 48 27 120 Ill
Female 55 52 23 130 What should Ms. Hamid use for the value of r ?
Total 100 100 50 250

The table above shows the numbers of bachelor's,

master's, and doctoral degrees awarded by
Hawthorne University in 2015, broken down by
gender. What fraction of the males who earned a
degree from Hawthorne University in 2015 earned
doctorates?
m
To the nearest cent, how much more money, in dol­
lars, can Aisha withdraw from the trust fund in the
second year after she turns 21 than she can in the
third year? (Note: Disregard the $ sign when grid­
ding your answer.)

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section of the test.
68 McGraw-Hill Education: 6 SAT Practice Tests

Essay
S O MI N U T E S , 1 Q U E S T I O N

DI RECTIO N S

The essay gives you the opportu nity to show how effectively you can read and comprehend a
passage and write a n essay analyzing the passage. I n your essay, you should demonstrate that
you have read the passage carefully, present a clear and logical ana lysis, and use language
precisely.
Your essay must be written on the li nes provided in your answer booklet; except for the Planning
Page of the answer booklet, you will receive no other paper on which to write. You will have
enough space if you write on every line, avoid wide margins, and keep your handwriting to a
reasonable size. Remember that people who are not familiar with your ha ndwriting will read
what you write. Try to write or print so that what you are writing is legible to those readers.
You have 5 0 min utes to read the passage a n d write a n essay i n response to the
prompt provided inside this booklet.

As you read the passage below, consider how Zeba Kha n uses
• evidence, such as facts or examples, to support claims
• reasoning to develop ideas and connect claims and evidence
• styl istic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas
expressed

Adapted from Zeba Khan, " Muslim Americans Missing from the Political Fray.'' ©2009 by Zeba Khan.
Originally published November 21, 2009, in the Huffington Post. Reprinted by permission of Zeba Khan.

I remember the day my Indian Muslim family became Latino. It was 2006 and Ted Strickland was running as
the Democratic nominee for governor of Ohio. My father declared our new identity with a "Latinos Unidos par
Strickland" bumper sticker on the back of our minivan. "We want him to win, right?" he reasoned.

2 My father's attempt to change our family's ethnic and religious identities into something he believed
would be more acceptable to our neighbors reflects the sad reality of the role of Muslims in public life in
the United States .

3 I t i s n o secret that many Americans are wary o f Muslims. A 2007 report published b y the Pew Forum indicated
that just 43 percent of Americans held a favorable view of Muslims. This fact was not lost on the Republicans
who launched a whisper campaign the following year to frame Obama as the Muslim Manchurian Candidate.

CONTI N U E
SECTION II I PRACTICE SAT 1 69

4 The "Tea Party" demonstration in Washington, D.C., on September 12, 2009, illustrated that using the term
"Muslim" as a slur is still acceptable in many parts of the country as protesters exclaimed they were afraid
"Muslims are moving in and taking over" -an echo of their leader Mark Williams' comments about candidate
Obama being an "Indonesian Muslim" during the presidential campaign.

5 That Muslims aren't well liked hasn't been lost on Muslim Americans themselves. But rather than confront the
stereotypes and misunderstandings that led to the negative views, most Muslim Americans seem to have gone
into hiding and decided not to participate in American political life.

6 During the 2008 presidential campaign, for example, Muslim American leaders debated for months whether or
not to publicly support Barack Obama's candidacy. Although Muslim Americans lean overwhelmingly towards
the Democratic Party, many community leaders feared that their public support of then-candidate Obama
would ultimately hurt his campaign. So, instead of mobilizing the community, many determined they could best
help Obama by sitting quiet. One such leader, who ran MuslimsforKerry.com in 2004, went so far as to register
a website for Muslim supporters of Obama but then ultimately decided not to develop the site, concerned that
public support from Muslims would hurt the candidate.

7 If we think we're that toxic, how do we expect anyone else to think differently?

8 Muslim Americans certainly have a legitimate reason to complain about the discrimination and stereotyping
we face in America, but if we want to actually do something about it, we need to reach the hearts and minds of
our fellow Americans. A poll conducted by the Pew Forum last week suggests that higher levels of familiarity
with Islam, and especially knowing someone who is Muslim, are associated with more positive views of the
religion. In our case, familiarity breeds regard and respect.

9 Muslims also need to be politically invested in the country. A recent Gallup report showed that Muslims
vote in far lesser numbers than other religious groups. This trend is particularly acute with young Muslims.
Some 78 percent of Protestants under 30 are registered to vote, while only 5 1 percent of young Muslims are
registered.

10 Finally, Muslim Americans need to field some candidates for political office, where we are painfully absent. Like
the Muslim American community, both the Jewish and the Mormon American communities each comprise
approximately two percent of the U.S. population. But unlike these two groups, Muslim Americans have virtu­
ally no representation in our federal legislative body. Currently in the Senate, there are 15 Jewish senators, five
Mormon senators, but no Muslim senators. In the House of Representatives, Keith Ellison, the first Muslim con­
gressman in history, was elected in 2006 and was joined by the second, Andre Carsen, in 2008. By comparison,
there are currently 33 Jewish and 14 Mormon Representatives.

11 Until Muslim Americans claim their seat at the political table, we will continue to be vulnerable to slurs and
mis perceptions, and our many contributions and service to this country we love will go unnoticed. We will con­
tinue to be defined by extremists abroad and political fearmongerers at home because we have not fully stepped
into our American identity.

CO N T I N U E
70 McGraw-Hill Education: 6 SAT Practice Tests

12 Our lack of political involvement at the local, state, and federal levels not only hurts the community but hurts
the political health of the entire country. This democracy cannot work without its citizens participating and we
all suffer when one group is silent.

13 Our presence in our country's political life is the most powerful testament to the Muslim World that the United
States truly is a nation founded on the idea that all are created equal. It is time to peel away any false bum­
per sticker identities and educate our fellow Americans on who Muslims really are while demonstrating to the
Muslim World the ideals of this great country.

Write an essay in which yo u exp l a i n h ow Zeba K h a n b u i l d s an a rg u ment to persuade h e r a u d ience that M u s l i m

A m erica n s s h o u l d be more politica l ly active. I n you r essay, a n a lyze h ow s h e u s e s one o r more of the features l i sted
in the box a b ove (or features of yo u r own c h o ice) to stre n g th e n the l o g i c a n d persuasiveness of her a rg u ment. Be
s u re that you r a n a lysis foc uses o n the most rel eva n t features of the passage.

You r essay should N OT expl a i n whether you a g ree with Khan's c l a i m s, but rather exp l a i n how she builds a n a rg u ­
ment t o persuade her a u d ience.
SECTION II / PRACTICE SAT 1 71

SAT PRA CTICE TEST 1 A NSWER KEY

Section 1 : Section 2 : Writing Section 3: Math Section 4: Math

Reading and Language (No Calculator) (Calculator)

1. c 1. c 1. c 1. c
2. c 2. c 2. B 2. D
3. B 3. B 3. D 3. A
4. D 4. c 4. c 4. D
s. B s. A s. B s. A
6. A 6. D 6. D 6. D
7. c 7. B 7. A 7. A
8. B 8. A 8. c 8. D
9. c 9. c 9. c 9. B
1 0. D 1 0. D 1 0. c 1 0. c
11. D 11. A 11. c 11. A
1 2. A 1 2. A 12. B 12. D
1 3. c 1 3. c 13. c 1 3. c
14. c 14. D 14. D 1 4. c
1 5. A 1 5. B 1 5. B 1 5. B
1 6. D 1 6. D 1 6. 10 1 6. D
1 7. A 1 7. A 1 7. 1 60 1 7. A
1 8. D 1 8. c 1 8. 8 1 8. D
1 9. c 1 9. B 1 9. 93 1 9. B
20. A 20. c 20. 1 00 20. D
21. B 21. D 21. B
22. c 22. c 22. D
23. A 23. D 23. B
24. D 24. c 24. A
25. B 25. A 25. B
26. D 26. D 26. B
27. A 27. c 27. D
28. D 28. B 28. A
29. D 29. c 29. c
30. c 30. B 30. c
31. B 31. A 31 . 5
32. A 32. D 32. 50
33. c 33. c 33. 4/9 or .444
34. c 34. A 34. 2/9 or .222
35. A 35. c 35. 9
36. A 36. c 36. 9/40 or .225
37. A 37. B 3 7. . 96
38. B 38. A 38. 7.6 8
39. D 39. B
40. D 40. D
41 . B 41 . B
42 . c 42. B
43. B 43. D
44. c 44. B
45. A
46. D
47. B
48. D
49. B
so. c
51 . D
52. A

Total Reading Points Total Writing and Total Math Points

(Section 1 ) Language Points (Section 2) +
(Section 3 Section 4)
72 McGraw-Hill Education: 6 SAT Practice Tests

Scoring Your Test

1. Use the answer key to mark your responses on each section.

2. Total the number of correct responses for each section:

1 . Reading Test Number correct: _______ (Reading Raw Score)

2. Writing and Language Test Number correct: _______ (Writing and Language Raw Score)

3. Mathematics Test-No Calculator Number correct: _______

4. Mathematics Test-Calculator Number correct: _______

3. Add the raw scores for sections 3 and 4. This is your Math Raw Score: _______

4. Use the table on page 73 to calculate your Scaled Test and Section Scores (10-40).

Math Section Scaled Score (200-800):

Reading Test Scaled Score (10-40):

Writing and Language Test Scaled Score (10-40):

5. Add the Reading Test Scaled Score and the Writing and Language Test Scaled Score (sum will be 20-80), and
multiply this sum by 10 to get your Reading and Writing Test Section Score (200-800).

Sum of Reading + Writing and Language Scores: _______ x 10 =

Reading and Writing Section Score:

SECTION II I PRACTICE SAT 1 73

Scaled Section and Test Scores

Math Reading Writing/ Math Reading Writing/

Raw Section Test Language Raw Section Test Language
Score Score Score Test Score Score Score Score Test Score

58 800 29 540 27 29

57 790 28 530 26 29

56 780 27 520 26 28

55 760 26 510 25 27

54 750 25 510 25 27

53 740 24 500 24 26

52 730 40 23 490 24 26

51 730 39 22 480 23 25

50 720 39 21 470 23 24

49 710 38 20 460 23 24

48 700 37 19 460 22 23

47 690 36 18 450 22 23

46 680 35 17 440 21 22

45 670 35 16 430 21 21

44 660 34 40 15 420 20 20

43 660 33 39 14 410 20 20

42 650 33 38 13 390 19 19

41 650 32 37 12 370 18 18

40 640 32 37 11 360 18 17

39 630 31 36 10 350 17 16

38 620 31 35 9 340 16 16

37 610 30 34 8 320 16 15

36 600 30 33 7 300 15 14

35 590 29 33 6 280 14 13

34 580 29 32 5 270 13 12

33 570 28 32 4 250 12 11

32 570 28 31 3 230 11 10

31 560 28 31 2 210 10 10

30 550 27 30 l 200 10 10
74 McGraw-Hill Education: 6 SAT Practice Tests

PRA CTICE SAT 1 A NSWER EXPLA NATIO NS

Section 1: Reading 6. A Word in Context

these measurements into Scientists integrate

In lines 41-44, the passage states that
computerized
sophisticated
1. C
This passage focuses on the impact humans have had on
climate models
General Meaning

recorded over inpastan attempt

the 150 toAre-create
years. temperatures
computer model that
the climate since the 1950s. Lines 47-52 state, After that attempts to incorporate vast amounts of information to
point (1950), the trend
be explained without in global surface warmi
including greenhouse n g
the contribution cannot
ofthat
the make difficult predictions must be highly complex.

anthropogenic
iburning
s, thosefossil
produced[human-created}
via non-natural human gases,
activities like 7. c Inference from Data

fuels. The data show that changes in solar energy cannot fully
account for the recent increase in global surface tem­
peratures. The bottom curve is sinusoidal, that is, oscil­
2. C Interpretation
lating in a fairly steady cycle. However, the top curve
The fourth paragraph begins by stating:
raltimes.changes to Earth' s climate have al s o Granted,in recent
occurred natu­
(for global surface temperature) shows a steady climb,
implying that the solar energy change is not telling the
It then goes on to cite two recent volcanic erup­ entire story.
tions that occurred in 1982 and 1991.
Immediately after mentioning the two volcanic B 8. Inference from Data
eruptions, the passage states:
noes are active around However,
the world, the although
amount of volca­
carbon When the running average of global surface tempera­
dioxide they
released byonhuman release is
extremely small
activities. . . . Intimes compared to that
other thewords,effecthuman
tures reached a peak in 2004 (top graph), the solar energy
was near its long-term average and declining (bottom
influence
the world's volcanoes. the climate is 100-200 of all graph). In 2004, the general trend line on the bottom
curve is near the "mid line" (the long-term average value)
for the curve, and heading downward.
General tip: Underline contrast words like but and how­
ever in reading passages, as they often precede crucial C 9. Interpretation
author opinions. In the final paragraph, the passage states that those
All of this information reinforces the notion that
non-anthropogenic drivers of climate change overwhelm who "alarmists"
ing dismiss environmental scientists as global warm­
might argue that "Earth's climate has
anthropogenic ones. always been changing" and that there is no reason to be
so concerned about human impact. However, the pas­
3. B Inference sage states that there is little doubt now that humans have
In lines 62-71, the author classifies volcanoes as a relatively
minor contributor to global climate change: the amount of
fundamental ly changed the equation. Thus, the author
disagrees with the quotation in line 89 and considers it
carbon
compared dioxide
to that theyreleased
(volcanoes)
by human releaseactivities.
is extremel
On y small tomental
average, be an inadequate explanation of the current environ­
situation.
volcanoes
dioxide emit
perbilyear, between
whereas 130 and
the burni230 million
ng ofevery tons
fossilyear.of carbon
fuelsInreleases 10. D Interpretation
about 26 li o n tons of carbon dioxide other The fifth paragraph (lines 72-85) gives the evidence sup­

ewords,
ffect ofhuman influences volcanoes.
all the world' on the climate is 100-200 times the porting the hypothesis that solar intensity cannot fully
explain recent global warming. In particular, lines 83-85,

4. D Textual Evidence
Theformer,
the data fromrefersthe last 65 years show the latter effect, not
directly to the fact that recent data
As mentioned in the explanation to question 3, lines 62-71 supports the "greenhouse gas" theory and not the "solar
contain the best evidence for the answer. intensity" theory.

5. B Word in Context D 11. Cross-Textual Inference

including wideNASA
In saying that

provide a
satellites record a of vital signs nents, by the free and independent condition
host
. . . the author indicates that these satellites
variety multitude
of information, or a of have assumed and maintain, are
American
henceforth
conti­
The first sentence of Passage 1 states,
which they not to be
vital signs. considered as subjects for future colonization by any
SECTION II I PRACTICE SAT 1 75

European powers. In other words, Monroe is cautioning to our peace and safety.
In lines 85-91, Roosevelt declares
that the United States would intervene if a foreign coun­
European nations against trying to control lands in the
American continents (North and South America). try hadforei
invited violated
gn the rightstoofthethedetriment
aggression United States
of theorentire
had
In lines 85-91 of Passage 2, Roosevelt states that
would interfere withevident
them onlthaty intheirthe last We
resortor, andunwill­ body may
then force ofAmerican nations. Thus, both men indicate that
only if it became inability be required to prevent European expansionis m
ingness to do justice at home andorabroad
the rights of the United States had had foreign on the American continents.
violated
invited
aggression to the detriment of the entire body
nations. In other words, Roosevelt is saying that anyone ofAmerican 19. c Cross-Textual Evidence
As mentioned in the explanation to question 18, lines
who violates the rights of the United States or any of the 24-30 and lines 85-91 contain the best evidence for the
Americas would face consequences. answer.

12. A Cross-Textual Evidence 20. A Cross-Textual Interpretation

As mentioned in the explanation to question 12, lines Roosevelt would agree with Monroe's statement that
1-5 and lines 85-91 contain the best evidence to answer
that question.
It is onlthaty when
aced we our riinjuries
resent ghts areorinvaded
make or seriouslfor
preparation y men­
our
13. c
de f
Specific Detail
ense, but would make a special point that our rights
include the right to protect against flagrant cases of . . .
In the first paragraph of Passage 1, Monroe cautions the
European nations not to attempt to control nations in the
wrongdoing or impotence (lines 82-84) that could pre­
vent neighboring countries from being stable, orderly,
Americas. The President of the United States is declaring
an authoritative position. and prosperous (line 68). In other words, hostilities that
destabilize American nations are considered a legiti­
mate threat to the rights of the United States.
14. C General Purpose
In lines 12-15, Passage 1 states that the United States isof 21. B Interpretation
necessit y more immediatel
in the Western hemisphere],y connected
and [to other countries that
by causes which must
Lines 76-77 indicate that the "wrongdoing" is the type
results inamong
a general loosening of the ties of civi­
be obvious to all enlightened
That is, they are self- evident.
and impartial observers. lized society the American nations. The only
choice that gives an example of such disruption on the
American continents is B.
15. A Word in Context
In saying that we have enjoyed unexampled felicity,
Monroe is saying that there has never before been
22. c General Purpose
This passage introduces three methodological systems

precedent. without
an example of this felicity, and therefore it is for examining history: the
(line 33), the
classicsticnarrative
quantitative-positivi approach
approach
(lines

16. D Word in Context

47-48), and the cultural criticism approach
(lines 70-71).

The phrase any interposition [by{theanyGovernments

European power] 23. A Interpretation
forAmericas
the purpose
who of oppressi
have n g
declared their of the
independence], The quantitative-positivistic approach uses statistics
and information analysis to study historical evidence
Monroe is referring to the intervention in the affairs of and evaluate historical theories. Because it uses data
American countries to which he objects. rather than opinion, it is a more objective
approach.

17. A Interpretation D
24. Specific Meaning
Monroe refers to Spain's war with its former colonies
as an example of the United States' policy of neutrality,
The passage states that
depictedasvivinewdlyinformationEven those
in primary issources events that were
mustoroftenold beinforma­
recon­
even in times of war. Thus, the United States is exercising
restraint in a troubling situation. sidered uncovered
tion is reinterpreted (lines 3-6), then gives the example of
Richard III, who has long been regarded as one ofthe most
18. D Cross-Textual Inference vicious and heartless monarchs in history (lines 7-9), but
In lines 27-30 of Monroe states that we should consider whose reputation has been distorted by Shakespeare's
any
theirattempt
system toonany[thportion
e part ofofEuropean nations]as dangerous
this hemisphere to extend famous representation (lines 1 1-12). That is, Shakespeare
aided in an act of historical misrepresentation.
76 McGraw-Hill Education: 6 SAT Practice Tests

25. B Inference 33. c General Purpose

In lines 92-94, the passage states that
approaches represents a set of skills for Each with
dealing of thesethe In this passage, Mr. Allworthy finds an infant in his room
and sends for his servant to help take care of the baby
fundamental
ciency.
problems of history: distortion and defi­
In other words, reliable historical analysis is
overnight until he can assign a nurse to it in the morn­
ing. In lines 38-58 we hear the servant's tirade against
most significantly hindered by biased and incomplete the baby and the mother who abandoned it. But the final
documentation. way to hi s 69-76)commands;thatandhershe scruples
paragraph ( lines
peremptory states
took the gave
child
26. D under her arms, without any apparent disgust. Despite
Textual Evidence
her disdain for the child, she does what her master tells
As indicated in the previous explanation, the final para­
graph provides the best evidence for the answer. her to do.

27. A
34. c Word in Context
Inference
In lines 33-34, the passage states that the classic nar­
The word coarseroughis being used to describe the texture of
rative approach
andserves
discernment. stresses the historian'
Lines 42-46 point out that
s ski l ls in writing
this analThey­ 35.
the sheets, so is the best fit.

sisobjective inot
s to merely accuracy
construct a story but narrative
that provides cogency.
an explana­
A
Nonchalance
Word in Context
is the state of being coolly unconcerned
tory framework as well as a compelling tale.
words, those who use this approach are concerned with
In other and
when
indifferent,
she
which perfectly describes Mrs. Deborah
receives an urgent call from Mr. Allworthy.
producing persuasive prose. She responds without haste or concern, [spending] many
minutes
standing in
alladjusting
the hurryherin hair atshethehad
which looking-glass,
been notwith­by
summoned
28. D Textual Evidence
As mentioned in the explanation to question 27,
the servantin,anandapopl
expiring thoughexyheror some
master,otherforfit.aught she knew, lay
lines 42-46 provide the best evidence for the answer.
36. A
29 . D Specific Purpose
Inference
warrant
The opening sentence of the culturalthecriticism
paragraph (lines 70-74) states that
approach
cultural criticism to take up Mrs. Deborah wants her master to send out a
the hussy i t s mother. A warrant is a document
approach .
. . takes a skeptical view of hierarchies, hege­
monies, and institutions and the way suchThepowerdocumenta­
structures
issued by a legal or government official authorizing
the police or some other body to make an arrest. Mrs.
can misrepresent historical accounts.
custody. taken into
Deborah wants the mother to be arrested or
tion referenced in lines 83-89 is notable because it pro­
vides insight into an often unacknowledged aspect of
A
history, namely Columbus's exploitation of the natives. When 37.
Mrs. Deborah first walks in the room to see the
Tone/Attitude

30. c infant,
horror
Specific Meaning sheaccent,
of [cannot] refrain from crying out, with great
This sentence is discussing quantitative methods, which
so she is clearly shocked. She then goes
on a tirade about the hussy mother ( line 40) and the baby
are the mathematical calculations used to analyze data. that stinks ( line 46), revealing her indignation. Finally,
she becomes resigned, accepting what Mr. Allworthy
31. B Interpretation wants her to do despite her indignation.
The reference to Brazil's economy begins with the
phrase for example, indicating that it exemplifies the
use of the quantitative-positivistic approach to examine
38. B Inference
Mrs. Wilkins' vicious verbal attack against the aban­
testable hypotheses. In this case, the example shows that
the assumed relationship was not
causal and was in fact
doned infant and his mother clearly demonstrate that
she feels secure enough in her position to speak openly,
merely a correlation. This refutation demonstrates that
some theories are not to be taken for granted.
or candidly, to Mr. Allworthy. On the other hand, she
changes her attitude in an instant when she realizes
that he does not share her opinions. As the narrator
32. A Word in Context discernment
explains, she is a woman of who respects
In saying that historians can begin to the lives
assemble Mr. Allworthy's authority and power over her and
of the downtrodden, the author means that historians most excellent place enjoyed she in his household, and
the
are trying to represent those lives as a coherent whole. she does not want to risk his bad opinion.
SECTION II / PRACTICE SAT 1 77

39. D Textual Evidence 46. D Inference

As mentioned in the explanation to question 38, the In lines 32-34, the passage states that the vast majority of
evidence for this answer can best be found in the last
paragraph ( lines 69-76). Notice that she leaves the room
aneuploid
in the wall embryos are nonviable and
of the uterus. will not implant

without any apparent disgust

at the baby. Again, the
narrator makes her hypocrisy evident to the reader if not 47. B Textual Evidence
to Mr. Allworthy. As mentioned in the explanation to question 46, the best
evidence for the answer is in lines 32-34.
40. D Interpretation
Lines 59-64 indicate that Mrs. Deborah's speech
haps would have offended Mr. Allworthy, had he per­y 48. D
strictl Inference from Data
Just look at each choice and pick the one with the lowest
attended
theto imploreto i t; but
infant'shihand, he had
which, now
by i t sgot one
gentle of his fingers
pressure, into
seeming impairedfecundity rate:
Choice A: Women ages 30-34 with NO BIRTHS: 17%

eloquence ofMrs. s assistance,

Deborah.hadThatcertainl y out-pleaded the Choice B: Women ages 30-34 with l+ BIRTHS: 1 1%
is, Mr. Allworthy is not Choice C: Women ages 40-44 with NO BIRTHS: 30%
paying attention to what Mrs. Deborah is saying because Choice D: Women ages 40-44 with 1 + BIRTHS: 9%
he is distracted by the baby who is grabbing one of his Choice D is the winner!
fingers.

41. B 49. B Word in Context

Interpretation
The final paragraph indicates that because of the great
In line 75, the statement that oocyte cryopreservation
showipromise
ng a great deal of potential means that it is show­
is
respect Mrs. Deborah has for her master's authority, and ing of being successful and a real treatment. In
because she has enjoyed a most excellent place
as his ser­ line 85, the statement that this process can givea success­
today's
vant, she does what he asks and ignores her own nega­
tive feelings. She wants to remain in his good graces.
older potential parents a better chance to have
ful pregnancy means that it gives prospective parents
more hope.
42. c Word in Context
The sentence He now gaveMrs. Deborahdefinitive,
positive orders
...
unam­ 50. c Inference
indicates that Mr. Allworthy gave her In lines 67-73, the passage states that experimental evi­
biguous, unequivocal
or directions. dence suggests that previouslto ydegradation
frozen oocytesand. the. . domany
not
43. B General Purpose
seem to be as susceptible
associated developmental deficits that could result. In
The paragraph sets the stage for a discussion about the other words, the promise of oocyte cryopreservation lies
sociological phenomenon that more couples are start­ in its ability to arrest the egg's degeneration process.
ing families later in life: couples are marrying much later
than theylaterdidstill.in previous generations and are starting 51. D
families Textual Evidence
As mentioned in the explanation to question 50, the best
evidence can be found in lines 70-73.
44. c Inference from Data
The graph indicates that as women get older, the percent 52. A Specific Meaning
of women who experience impaired fecundity increases The final sentence of the passage states that prudent
for women who have not previously given birth. This
supports the statement in lines 12-15 that The qual it y of family planning is required to take advantage of oocyte
cryopreservation. In other words, a woman must plan
these20s,eggsandbegins
her after to decline
she reachesasthewellagewhen
of a woman
about 35 her hits ahead carefully and harvest the eggs many years before
eggs she intends to use them.
begin to degenerate.
45. A Word in Context
The statement that aneuploidy
lack the necessary complement yields
of 23embryonic cellspairs
chromosome that
indicates that this disorder generates genetically mal­
formed cells.
78 McGraw-Hill Education: 6 SAT Practice Tests

Section 2: Writing and Language 9. C · Clear Expression of ldeas/Development

Paragraph 3 is about allergies and how they differ from
1. C Standard English Conventions/Parallelism infections. The underlined portion of the sentence sup­
ports this purpose.
Words or phrases in a list should have the same grammat­
ical form. This is theLaw of Parallelism. In this case, all
three items are common nouns that represent symptoms. 10. D Clear Expression of Ideas/Diction/Idiom
The point of this paragraph is that medicines should
2. c Clear Expression of Ideas/Idiom
The original phrasing does not coordinate well with ing specific symptoms. Though logical suitable to
contain only active ingredients that are treat­
might not seem
totally incorrect, it would be idiomatically incorrect to
the prepositional phrase that follows. Advises is most
often followed by a that-clause in which the subjunctive follow it with the preposition to.
form of the verb is used to indicate a suggestion or indi­
rect command. 11. A Clear Expression of Ideas/Organization
Paragraph 5, where it is now, aptly concludes the passage
3. B Standard English Conventions/Punctuation/
Comma Splices
with general advice to the reader about treating all sorts
of illnesses.
The original phrasing contains a comma splice. A comma
splice variation of a run-on sentence occurs when two 12. A Coordination/Verb Tense
independent clauses are connected with only a comma. Choice A may seem awkward but is semantically and
Many good corrections to this problem are possible. grammatically sound. Choices B and C illogically equate
Choice B creates two parallel predicates. the film To Catch a Thief
with an idea,
and choice D is
4. C Clear Expression of ldeas/Redundancy
missing a required verb.

The original phrasing is redundant:

"set apart."
distinctive means 13. C Development
Although you might want to know more about the film,
5. A Clear Expression ofldeas/Support/DataAnalysis the passage is about modern-day cyber thieves, and the
sentence disrupts the transition from introduction to
Choice A is the only one that correctly matches condi­ thesis.
tions with symptoms in accordance with the table.

6. D Clear Expression of ldeas/Diction

14. D Clear Expression of ldeas/Diction
The transition here should signal a cause-and-effect
Although all four choices correctly signal a contrast,
only Unlike offers a logical one. Infection and allergy
relationship between the thesis and the first body para­
are not in a contest (in opposition), nor are they contrary
graph, which indicates a logical consequence of the
(opposite or contradictory). Differently from does not
situation described in the first paragraph. Choice A
indicates a contrast, and choices B and C merely signal
match the structure of the rest of the sentence.
sequence.
7. B Clear Expression of ldeas/Diction
15. B Number Agreement/Verb Tense
Choices A, B, and C all have variations of "taking in" as
a meaning, but only inhales also logically relates to the Notice that the subject of this clause is demand, not ser­
upper respiratory effects that follow. Choice D, impart, vices;number
in
therefore, the plural verb have grown disagrees
with the subject. Since the verb indicates a
means "bestow or disclose," which is unrelated to the
context. present consequence of a situation that extends into the
past, the "present perfect" (or "present consequential")
8. A Punctuation/Coordination form is required, as in choice B. Choice C is incorrect
because it indicates the "past perfect." Choice D is the
The two sentences are related in that the second provides
future tense.
an explanation for the statement in the first, The colon
in choice A provides a logical way of linking the two
clauses, since it implies that the second clause explains 16. D Idiom
the first. Choice B misuses the pronoun where,
choice C
incorrectly signals a cause-and-effect relationship rather
The phrase
tive form toways
stopfor stopping
is not idiomatic. The infini­
is needed to indicate function or pur­
than an explanatory relationship, and choice D contains
a comma splice.
pose. Choice B is incorrect because the preposition is
illogical.
in
SECTION II I PRACTICE SAT 1 79

17. A Clear Expression of ldeas/Diction 25. A Clarity of Expression

Choice A is the correct answer because the sentence The original phrasing is best. Choice B is incorrect

essentialfeatures ofsuccinctly. summarize express the

requires a word that means or it's
because it is,
is the contraction of which is illogical.
Choice C is awkward, and choice D is in the wrong tense.

18. c Cohesiveness 26. D Cohesiveness/Diction

Choice C is the only one that does not detract from the The previous sentences states that performers played for
main topic of the passage, cybersecurity. attention and perhaps a bit ofcoin. Similarly, Armstrong
played his horn to attract customers.
19. B Misplaced Modifiers/Verb Tense
27. c
In the original sentence, the participle accessing dan­ Cohesiveness/Organization
gles, because its subject is not the subject of the main The sentence that follows this one mentions musicians
clause. Choices A and D illogically imply pieces ofjewelry that Armstrong idolized; therefore, this sentence should
are accessing networks. Choices B and C both indicate, introduce this idea. Choice C is the only one that indi­
correctly, that hackers are doing the accessing, but the cates that Armstrong came to these establishments . . . to
verb mood in choice C is incorrect. learn from his idols.
20. c Idiom 28. B Punctuation
This sentence uses the idiomatic phrase so {adjective The phrase requires no punctuation.
phrase] that {clause],
with choice C .
which is only completed correctly
29. c Development
Choice C is the only choice to present any specific effect
21. D Misplaced Modifiers/Verb Tense that Armstrong's New York experience had on his work.
The original phrasing and the phrasing in choice B are
incorrect because they cause the prepositional phrase
that starts the sentence to dangle. The subject of the main
30. B Development
Choice B aptly moves from the Armstrong's career from
clause must represent the noun modified by the phrase the creation of a new group to his seeking new ways to
without physical doors and locks. Choices C and D both
contain the proper subject, but only choice D correctly
expand style and technique.
indicates the inability of armed guards to implement
cybersecurity.
31. A Standard English Conventions
The sentence is correct as written.
22. c Idiom/Comparisons
32. D Logical Comparisons
A sentence must remain grammatically intact even when
interrupting modifiers are removed. Notice that choices The original phrase forms an illogical comparison.
A and B violate this rule, since the phrase as clever than
is unidiomatic. Choice D is incorrect, because the com­
Armstrong cannot do more than he, himself, did; there­
fore, the logical phrasing is that he did more than any
parative idiom as clever as is not completed. other musician.

23. D Parallelism
33. c Clear Expression of Ideas/Idiom

Words or phrases in a list should follow the same gram­ Choice C correctly completes the idiomatic phrase
matical form. In this case, choice A and choice C do not tribute to.
do so. While choice B presents a list in parallel structure,
it contains an error of redundancy by adding pioneering. 34. A Clarity of Expression/Diction
A theory cannot logically believe or endorse anything.
24. c Logical Comparisons The nature of a theory is to make a contention.
The original comparison is illogical: Armstrong's trum­
pet playing technique is compared to other musicians. 35. c Punctuation
The only choice that indicates a logical comparison is C, The correct available choice creates a parenthetical
which compares Armstrong's technique to that of other phrase that must be set off by commas. This means that
musicians. there must be a comma before and after the phrase.
80 McGraw-Hill Education: 6 SAT Practice Tests

36. c Verb Tense, Mood, and Voice Section 3: Math (No Calculator}
This phrase must indicate a clear idea as well as coor­
dinate logically with the prepositional phrase that fol­ 1. c Algebra (linear equations) EASY
lows. The original phrase is in the passive voice, which
is stylistically weak, and it separates the prepositional
34 23
-a+-b=7
phrase from the noun phrase it modifies, the "rules of Multiply by 12 (the common denominator):
the game." Choice D commits the same error and is in
the wrong mood to boot. Choice B is in the wrong tense.
Only choice C is clear and effective.
12 ({ a+ � b=7)
Distribute:
364 a+ 243 b=84
37. B Clarity of Expression
Simplify: 9a+Bb= 84
The underlined phrase is an adverbial phrase that modifies
the verb grows.
The context of the sentence requires that it
indicate some way that an economy grows. The only choice 2. B Algebra (ratios) EASY
that does this logically and idiomatically is choice B. Set up a proportion:
1115Pounds
Euros 100 Euros
x Pounds
38. A Clarity of Expression/Cohesiveness Cross-multiply:
Divide by 15:
15x=
X= 3 1,
73. 1 00
3
The original phrasing most logically supports the main
claim of the paragraph because it is the only one that
expresses the idea that uncertainty hinders economic 3. D Algebra (solving equations) EASY
activity. Subtract ex and b from each side:
ax+b=cx+d
ax-cx=d-b
39. B Factor out x: x(a-c) = d-b
X= -­
Diction
The correct choice must express what a country Divide by (a -c): d-b
do with laws
in order to ensureadopting.
robust property rights.might
The a-c
only reasonable choice is C,
4. c Algebra (equation writing) EASY

40. D Coordination In one month, Jeff spends 4($1. 2 5) = $5 on music and $3

on a movie, for a total of $8 per month. Therefore, in m
months, he spends $8m. The amount remaining on his
Choice D establishes the correct cause-and-effect rela­
card after m months is, therefore, $50 minus the amount
tionship between the two parts of the sentence.
he spends in m months: d = 50 -Sm.
41. B Coordination/Cohesiveness
The new sentence indicates an additional benefit provided 5. B Algebra (systems) EASY
by countries with strong economic institutions, so this
sentence should follow the sentence that indicates the first First equation:
Subtract 2x:
2x+y=3x+4
y=x+4
economic benefit of such countries, which is sentence 2. Substitute y = x + 4 into the second equation:
42. B Clarity of Expression/Diction
Distribute:
x+x+5x+20=2
5(x + 4) = 2
This sentence conveys the relative weakness of eco­
nomic institutions in the second country. The only word
Simplify:
Subtract 20:
6x+6x=-18
20 =2
among the choices that indicates this relative weakness
tenuous.
is B,
Divide by 6:
Substitute x = -3 into the equation to solve for y:
x=-3
43. D Redundancy Therefore, x + y = -3 + 1 = -2.
y=-3+4= 1
Since the sentence begins with the word
choices A, B, and C are all redundant.
Additionally, 6. D Advanced Mathematics (polynomials)
MEDIUM
44. B Subject-Verb Agreement 4(2x ++3)23) ++ 2x2x
The subject of this clause,
predictability, the stability, enforcement, and
is plural and so requires a plural verb.
Factor:
FOIL:
4(2x + 3)(2x
4(4x24(4x2+ 6x++ 12x+
6x+ 9)9) ++ 2x2x
Choice D provides a verb that agrees with the subject, Simplify:
but forms an illogical idea. Choices A and C include
verbs that disagree with the subject.
Distribute:
Combine like terms:
16x2 +48x+
16x2 + 50x36 ++ 2x36
SECTION II I PRACTICE SAT 1 81

7. A Advanced Mathematics
(analyzing quadratics) MEDIUM
12. B Advanced Mathematics (polynomials)
MEDIUM-HARD
If the graph has a y-intercept ofy = 2, then y = 2 when x = 0:

dd
2 = a(0) 3 + 2(0)2 + 5(0) + y

Simplify: 2= -n
5

{j
If the graph has au x-intercept at x = 3, then x = 3 wheny = 0:
4
0 = a(3) 3 + 2(3)2 + 5(3) + 2
!
3
Simplify: 0 = 27a + 18 + 15 + 2 !
2
Simplify: 0 = 27a + 35
Subtract 35: -35 = 27a
0
x
35
Divide by 27: - =a
27

8. c Algebra (expressing relationships) Notice that every choice is a polynomial function in

MEDIUM factored form. Since the graph clearly has x-intercepts
Equations about work are framed in terms of the part at x = 1, x = 2, and x = 4, then by the Factor Theorem the
of the job each participant can complete in one unit of polynomial must have factors of (x - 1), (x - 2), and (x - 4).
time. If Mrs. Perry can do the job in 6 hours, she does one This rules out choices A and D. Notice, also, that the graph
sixth of it in an hour. Together, she and Jason do the job contains the point (3, 4). This point satisfies the function
in 4 hours, so they do one fourth in an hour. The time it in B because g(3) = -(3 - 1)2(3 - 2)(3 - 4) = -(4)(1)(-1) = 4.
would take Jason alone is unknown, so if it is represented Notice that the function in choice C gives g(3) = -4.
by x, _.!:._ will represent the part of the job Jason can do in
x 13. c Additional Topics (angles in circles)
one hour. HARD

9. c Algebra (inequalities) MEDIUM

If each shirt costs $24, then Luis's total expenditure for
x shirts is $24x. If he also purchases a suit for $264, the
total expenditure is 264 + 24x dollars. If this must be less 240°
than or equal to 500, then 500 � 264 + 24x.

10. c Advanced Mathematics (functions)

D
MEDIUM-HARD

Iff(O) = 2: 2 = a(0)2 + b
Simplify: 2=b
If.f(l) = 5: 5 = a(l)2 + b
Simplify: 5=a+b
Substitute b = 2: 5=a+2 We can analyze this triangle completely by just mark­
Subtract 2: 3=a ing up the diagram with the measurements we are given.
Therefore, the function is: f(x) = ax2 + b = 3x2 + 2 First, let's mark arcADE with its measure: 240°. Since a
circle has 360°, the minor arc AB
must have measure
Therefore: .f(-3) = 3(-3)2 + 2 = 27 + 2 = 29 360° - 240° = 120°. Now we must recall an important
theorem called the Inscribed Angle Theorem: an angle
11. c Additional Topics (angles) MEDIUM that has its vertex on a circle intercepts an arc that is
Since the two angles form a linear pair, their sum is 180°: A B ABP
twice its measure. Since points and are both on the
circle, we can use this theorem. Since angle inter­
2x - 15 + x = 180
cepts an arc of 120°, it must have a measure of 120/2 = 60°.
Combine like terms:
Add 15:
3x - 15 = 180
3x = 195
We can say the same of angle BAP. Then, since the angles
in a triangle must have a sum of 180°, the remaining angle
Divide by 3: x = 65 in the triangle must have a measure of 180 - 60 - 60 = 60°.
Therefore, the larger angle has a measure of 2(65) - 15 =
130 - 15 = l l5°.
Since all of the angles in triangle
equilateral triangle.
ABP are equal, it is an
82 McGraw-Hill Education: 6 SAT Practice Tests

14. D Additional Topics {circles) HARD 17. 1 60 Algebra {ratios) EASY

First notice that each choice is an equation in the form Let's leave the conversion for the last step, and first find
(xwith
- h)2radius
+ (y (h,- k)2k) =andr2, which is the equation of a circle
radius r. We can find the radius
the number of cups of blue paint required. First set up a
proportion in which x represents the number of cups of
(h,(because
k) by finding the intersection point of the two lines blue paint required. Since this will produce 34 total cups
all diameters of a circle must intersect at the of paint, this mixture must also contain 34 - x cups of
center). yellow paint.
Substitute first linear equation (y = 3x -4) into the second: 12 (34-x)
5-
_

x cupscupsofofyellow paint
2x+ (3x-4)
5x-4= = 1
1 Cross-multiply:
blue paint
Simplify:
Add 4: 5x=5 Distribute:
12x12x== 5(34
l70-5x-x)
Divide by 5:
Substitute x = 1 into first equation to find the
x = 1 Add 5x: 17x=x =17010
Divide by 17:
y-coordinate of the center: y = 3(1) -4 = -1 Therefore, it requires 10 cups of blue paint, or 10(16) = 160
Therefore, the center of the circle is (l, -1), so the equation tablespoons of blue paint.
must have the form (x- 1)2 + (y+ 1)2 = r2•
This rules out choices A and B. We can finalize the equation 18. 8
by noticing that it must be satisfied by the point (-2, -5):
Additional Topics (triangles) MEDIUM

(-2-
(-3)2 + (-4)2 1)2+(-5+ 1)2=r2 If the three points are not all on the same line, they are
the vertices of a triangle. If the distance from A to B is
Simplify:
Therefore, the equation is: (x - 1)2= 9++(y16+=1)225==25r2 4distance
units, and the distance from B to C is 5 units, then the
between A and C must be less than the sum of
these two differences, so less than 9 miles. The largest
15. B Special Topics (complex numbers) HARD integer less than but not equal to 9 is 8.
3-2i
4+5i 19. 93 Data Analysis (central tendency)
Multiply the numerator and denominator by the conju- MEDIUM-HARD
gate of the denominator: 3-2i
4+5i 4-5i 4-5i If6(89)Pei-Sze has an average of89 for 6 tests, she has earned
x
= 534 points thus far. To earn an average of 90 for
all 8 tests, she needs a total of 8(90) = 720 points. That
FOIL the top and bottom:
means she needs an additional 720 - 534 = 186 points.
3-2i 4-5i - 12-15i-8i+l0i2
4+5i 4-5i 16-25i2
x
If she earns those 186 points on 2 tests, she will average
186 2 = 93 points per test.
+

Combine terms: 12-23i+l0i2

16-25i2 20. 1 00 Advanced Mathematics {radicals) HARD

Substitute -1 for i2:

12-23i+l0(-l) 12-23i-10 First equation: x = 2J3
16-25(-1) 16+25 Multiply by 5: 5x=lOJ3
2-23i Second equation: 5x=.j3y
Combine terms:
41 Use the Transitive Property of Equality: .j3y=lOJ3
Distribute division t o get standard a+ bi form: : -!� i
The square root of a product is the product of the square
1 roots. J3JY=10J3
Divide both sides by J3: JY =10
16. 1 0 Algebra (ratios/word problems) EASY Square both sides: y= 100
Let a represent the number of apples in the bag, and let
r represent the number of oranges in the bag. If there
are twice as many apples as oranges, then a= 2r. If there
are 15 total pieces of fruit in the bag, then a + r = 15. Section 4: Math (Calculator)
Substitute 2r for a and solve:

Combine terms:
r+ 3r2r== 1515 1. C Algebra (representing quantities) EASY
Divide by 3:
The bag contains twice as many apples as oranges, so it
r = 5 oranges If0.8x5xrepresents the retail price of the order, then x -0. 1 5x =
is the price after the 15% discount. If a 6. 2 5% tax is
contains 2(5) = 10 apples. added, the final price 0. 8 5x + 0.0625(0.85x) = l. 0 625(0. 8 5x).
SECTION II I PRACTICE SAT 1 83

2. D Data Analysis (data spread) EASY

Distribute:
Combine like terms:
8x2 - 14x + 6 - 4x2 + lOx + B
4x2 - 4x + 14
This requires simply finding the difference between
-37°F and 109°F: 109°F - (-37°F) = 146°F 8. D Advanced Mathematics
(quadratic functions) MEDIUM
3. A Algebra (linear functions) EASY
This equation represents a quadratic function in x, so its
We are given that P = 10 when t = 2 and P = 14 when t = 3. graph is a parabola. Since all of the choices are parabolic
The only equation among the choices that is satisfied by graphs, we must analyze the equation further to find the
both of these ordered pairs is A: P = 4t + 2. correct graph.
Given equation: y + 2 = x2 - k
4. D Algebra (word problems) EASY Subtract 2: y = x2 - k - 2
If Mark answered 14 questions correctly, and if x is the Express in vertex form: y = (x - 0)2 + (-k - 2)
number of 5-point questions he answered correctly, This means that this is an "open-up" parabola with a
then 14 - x must be the number of 8-point questions he vertex at (0, -k - 2), which is on the y-axis.
answered correctly. He earned 5x points for the 5-point If k is negative: k<O
questions and 8(14 - x) points for the 8-point questions. Multiply by -1 (and "flip" the inequality): -k > O
If he earned a total of 94 points: Subtract 2: -k - 2 > -2
5x + 8(14 - x) = 94 This means that -k - 2 (the y-coordinate of the vertex) is
Distribute: 5x + 1 1 2 - Bx = 94 greater than -2, so the vertex must be on the y-axis above
Combine like terms: 1 12 - 3x = 94 the point (0, -2). The graphs in choices B and D both sat­
Subtract 1 12: -3x = -18 isfy this criterion, but since the graph in B is open down
Divide by -3: x=6 instead of up, the correct answer is D.

5. A Additional Topics (volume) EASY 9. B Data Analysis (scatterplots) MEDIUM

The pool holds 450 cubic feet of water with a length and Home Selling Prices and Square Footage
a width of 10 feet and 15 feet. The volume of water can be 600
expressed in the equation: §'
o_
500
V= lwh • •
<A 400
Substitute V = 450, l = 10, and w = 15: 450 = (10)(15)(h) � • --- •

-� 300 • /
•
• I
Simplify:
Divide by 150:
450 = 150h
3=h � .....
r...-rt
•
•

• •
�
200

-.; 1 00
___;-- I
"'
6. D Algebra (linear analysis) EASY I I I

1 ,000 1 ,500 2,000 2,500 3 ,000

The graph shows clearly that the line has an x-intercept at
Square Feet
(1.5, 0) and a y-intercept at (0, -1), so we want to find the lin­
ear equation that has these features. One way to tell is sim­
The shaded region shows the range of prices that are
ply to substitute these ordered pairs into the choices, and
within the Lees' budget. Eight of the 20 data points are
eliminate those that don't work. Let's start by testing (0, -1):
� (0) + � = � (Nope. Eliminate.)
in this region, and these represent 8/20 = 0.40 = 40% of
A) -1 = the total.

B) -1 = 2(0) - 1 = -1 (Yes. Keep.) 10. C Data Analysis (scatterplot) MEDIUM-HARD

C) 2(0) - 3(-1) = 3 = 0 (Nope. Eliminate.) This is a linear equation in slope-intercept form, and 0.12
D) 2(0) - 3(-1) = 3 = 3 (Yes. Keep.) represents the slope. The slope is the rate of change of
the y variable with respect to the x variable. This means
Next we can test (1.5, 0) in the remaining choices:
that the average selling price of the house increases by
B) 0 = 2(1 .5) - 1 = 2 (Nope. Eliminate.) (0.12) thousand dollars for every additional square foot,
or $120 per square foot.
D) 2(1.5) - 3(0) = 3 - O = 3 (Yes.)
11. A Data Analysis (percentages) MEDIUM
7. A Advanced Mathematics (polynomials) Of 3 million graduates, approximately (0.51)(3 million) =
MEDIUM 1.53 million are female. Of those, 70% enrolled in college.
2h(x) = 2f(x) - 2g(x) Therefore, 30% are not enrolled: 30% of 1.53 million young
Use definitions off(x) and g(x): women is (0.3)(1.53 million) = 0.459 million or approxi­
= 2(4x2 - 7x + 3) - 2(2x2 - 5x - 4) mately 459,000.
84 McGraw-Hill Education: 6 SAT Practice Tests

12. D Advanced Mathematics (exponentials)

Simplify: 225 + 1,296 = h2

( )
MEDIUM-HARD Simplify: 1,521 = h2
x+x+x Take the square root: 39 = h
Original expression: x -2 The question asks for the sine of the smallest angle. The
( )
x+x ·
smallest angle in a triangle is always across from
Rewrite x-2 as �: _!_ x + x + x the smallest side, so the smallest angle in this triangle

()
x x2 x + x must be the one marked x. The sine ratio is defined as
1 3x the opposite side divided by the hypotenuse, so sin x =
Simplify:
x2 2x 15/39.

Simplify: : (�)
2 16. D Algebra (inequalities) MEDIUM

--x < - 3
3 2 1
Multiply fr actions: Original inequality:
2x2
Multiply by -1 and "flip": � »�
13. C Problem Solving and Data Analysis x 3
(variation) MEDIUM-HARD Notice that this inequality tells us that � is a positive
J<x 2 x
number, so x must be a positive number, and 3x (the
Definition of function: h(x, y) = --
y common denominator) must also be a positive number.
Km2 This means that if we multiply both sides by 3x, we don't
If h(m, n) = 2: -- = 2 need to "flip" the inequality.
n

( )( J
We want to evaluate h(3m, 2n): Multiply by 3x (and don't flip): 6 >x>0
K(3m) 2 _ 9Km2 - � Km 2
h(3x 2 y )=
17. A
(�}
' 2n 2n 2 n Problem Solving and Data Analysis
Km2 (rates) MEDIUM-HARD
Substitute -- = 2 : h(3x, 2y) = 2) = 9
n Let x denote the current price of stock A, and 5x denote
the current price of stock B . In 6 months, stock A will
14. c Problem Solving and Data Analysis have gained $5 per month, so it will have gained a total
(set relations) MEDIUM of ($5)(6) = $30, so its new price will be x 30. After the
same six months, stock B will have lost $3 per month,
+
Since the question asks only about the change from 2000 to
2010, we simply need to calculate 10% of the 2000 popula­ so it will have lost a total of ($3)(6) = $18, giving it a
tions and compare this to the difference in population from new price of 5x - 18. If the two stock prices are then
2000 to 2010. (Remember that calculating 10% of a decimal the same:
is easy: just move the decimal one place to the left. x + 30 = 5x - 18
Subtract x: 30 = 4x - 18
Increase from 2000
Add 18: 48 = 4x
10% of 2000 pop. to 2010
Divide by 4: 12 = x
Alabama 0.4447 0.333
Georgia
Louisiana
0.8186
0.4469
1 .502
0.064
18. D Advanced Mathematics (functions)
MEDIUM-HARD
North Carolina 0.8049 1 .486
South Carolina 0.4012 0.613 y

For three of these states-Georgia, North Carolina, and - - . i

South Carolina-the increase is greater than 10%. --- ·-- -

--7 t
15. B JI\ \
y = - - - - - - 1 - r-\ - - -- -
Additional Topics (trigonometry) MEDIUM I .: - 1
'
I
2 x
I
--�-
\\ I
--
--
-\ l-- -··-

If the two legs of a right triangle have lengths 15 and 36,

we can find the hypotenuse, h, with the Pythagorean Drawing a horizontal line at y = 112 shows that the func­
Theorem: 152 + 362 = h2 tion intersects with this line 5 times.
SECTION II I PRACTICE SAT 1 85

Multiply by (x - 2):
19. B Data Analysis (central tendency)
MEDIUM-HARD
FOIL:
(x - l)(x - 2) = x - 1
x2 - 3x + 2 = x - 1
Subtract x and add 1 : x2 - 4 x + 3 = O
The median of a set is not affected by extreme values, but �ctor: � - n� - � = o
the average is. Consider a simple set of numbers like 1, 2, Solve with the Zero Product Property: x = 1 or x = 3
and 3. It should be clear that the median and the average Plugging these values of x back into either equation gives
of this set are both 2. Compare this to the set 1, 2, and 300. the ordered pair solutions (1, 0) and (3, 2).
The median of this set is still 2, but the average is now
much larger: 101. If the average of a set is much larger
than its median, the likely explanation is that some very
23. B Advanced Mathematics (functions) HARD
Given functions: f(x) = x2 - 6x - 475
large outliers are pulling the average up without chang­
g(x) = 3 - 4x
ing the median.
Iff(2a) = 3g(a): (2a)2 - 6(2a) - 475 = 3(3 - 4(a))
20. D Problem Solving and Data Analysis
(percents) MEDIUM-HARD
Simplify:
Add 12a:
4a2 - 12a - 475 = 9 - 12a
4a2 - 475 = 9
Add 475: 4a2 = 484
If n students were polled, then the 45% of these who iden­ Divide by 4: a2 = 121
tify as liberals can be represented as 0.45n. The 60% of this Take the square root: a = ±l l
group that support universal health care can be expressed
as 0.60(0.45n) = 0.27n . If there are 405 students in this
24. A Advanced Mathematics (non-linear systems)
group, then 0.27n = 405. Dividing by 0.27 gives n =1,500.
MEDIUM-HARD
21. B Problem Solving and Data Analysis
(conversions) MEDIUM-HARD
Although the question gives us information about the
graphs of these equations, it is impossible to graph the
first equation precisely, because k is unknown. Therefore,
This is a fairly straightforward conversion problem. Just
it is probably easier to treat this as an algebraic system of
make sure you set up your conversion factors carefully
equations with only one solution.
and convert the answer to scientific notation.
Given equations: y = x2 + k
24 hours 60 minutes 60 seconds 2x + y = 5
1 d ay x x x --.--
1 day 1 hour 1 mmute Substitute y = x2 + k into the second equation:
186, 000 miles 2x + (x2 + k) = 5
x l.6 x 1 0 1 0 miles Express in standard quadratic form: x2 + 2x + k = 5
1 second
Subtract 5: x2 + 2x + (k - 5) = O
Recall that if a quadratic equation has only one solution,
22. D Advanced Mathematics (functions)
MEDIUM-HARD
then its discriminant, b2 - 4ac, must equal O.
The discriminant is 0: (2)2 - 4(l)(k - 5) = O
y
Simplify: 4 - 4k + 20 = 0
Combine like terms: 24 - 4k = O
I l I/ Add 4k: 24 = 4k
- \ � 1-- -·· Divide by 4: 6=k
\v

. -i--.,. /
I/ '-�
x
25. B Algebra (absolute values) MEDIUM-HARD

I/ \ 1-0. 1 5--+-0. 1 5 --1

/
I/' 6.45 6.60 6.75
/
It helps a Jot to draw the number line and indicate
the range of "industry standard weights." Since the
Since the graph is given, one way to solve this problem problem states that any weight between 6.45 and 6.75
is to simply graph the line y = x - 1 and notice that the ounces satisfies industry standards, we can represent
two graphs appear to intersect at (1, 0) and (3, 2). Then we this range with the dark line above. Notice that the
can confirm that these are solutions by plugging these midpoint of this segment is (6.45 + 6.75)/2 = 6.60, and
values back into the equations and confirming that they that this midpoint is 0.15 away from each endpoint.
work. This means that every value in this set is 0.15 units or
If you prefer the algebraic method, you can solve the less away from 6.60. Another way to put this is that "the
. x-1 x-1 distance from x to 6.60 is less than or equal to 0.15" or
equat10n x - 1 = -- for x: x - 1 = --
x-2 x-2 Ix - 6.601 � 0.15.
86 McGraw-Hill Education: 6 SAT Practice Tests

26. B Problem Solving and Data Analysis

(numerical reasoning) HARD
Cross-multiply:
Divide by 12:
1 2(CE) = 72
CE = 6
Original inequality: a+b<b<a-b Therefore, the area of triangle DCB is (6)(9)/2 = 27.
Subtract a: b < b - a < -b 29. c Problem Solving and Data Analysis
Subtract b: 0 < -a < -2b (averages) MEDIUM-HARD
Multiply by -1 and "flip": 0 > a > 2b sum
Recall the average formula: average
# of numbers
This indicates that both a and b must be negative, so we
have proven that statements I and III must be true. This And therefore: sum = (average)(# of numbers)
rules out choices A and C. To choose between B and D, Therefore, if the average of a and b is x:
we must determine whether b must be less than a. Here, a + b = x(2) = 2x
we might choose simple values for a and b that satisfy the If the average of b and c is 2x: b + c = 2x(2) = 4x
inequality. Notice that a = -1 and b = - 1 work, because If the average of a and c is 3x: a + c = 3x(2) = 6x
0 > -1 > 2(-1). Since this shows that a and b can be equal, Add these three equations together:
statement II is not necessarily true. Therefore, the correct 2a + 2b + 2c = 2x + 4x + 6x = 1 2x
answer is B, I and III only. Divide by 2: a + b + c = 6x
. a+b+c
27. D Algebra (graphing systems) HARD
Th e average o f a , b and c i s --- :
3
a+b+c 6x _
= 2x
3 3

30. c Additional Topics (Circles) HARD

1 80°

T
Since both linear inequalities are written in slope-inter­
R
cept form, you should be able to graph each line based
on its slope and y-intercept, and then shade accordingly.
The first line has a slope of 2 and a y-intercept of 3, and
is shaded below, to catch all of the y values that are less
than or equal to this line. The second line has a slope of 1
and a y-intercept of -4, and is shaded above, to catch all First recall the Inscribed Angle Theorem: if an angle is
of the y values that are greater than this line. This gives inscribed in a circle, it intercepts an arc that is twice
the shaded region shown above, which clearly contains
points in all four quadrants.
the measure of the angle. Since angle RST has a mea­
sure of 90°, it must intercept an arc of 180°, which is a

28. A Additional Topics (Triangles) HARD

semicircle. This means that TR is a diameter. We can find
the measure of this diameter by using the Pythagorean
D �--�� E Theorem:
Simplify:
(TR)2(TR)2
= 102 + 242
= 676
9

8
c
12
Take the square root: TR
Since this is the diameter of the circle, the radius must
= 26

be 26 + 2 = 13, and the circle has an area of 1t(l3)2 = 1691t.

A B Therefore k = 169.
Because AB is parallel to DE, alternate interior angles
A and E are congruent, as shown above. Also, since AB is 31. 5 Algebra (graphs of lines ) EASY
perpendicular to DB, the 'triangles contain right angles Slope formula: slope = YX2 -X- Y1
as shown. This proves that the triangles are similar, and
so corresponding sides must be proportional. We can 2 k-3
2 1
Substitute known values:
find the length of CE by setting up a proportion: 3 4-1
CE DC 2 k-3
AC CB Simplify:
3 3
Substitute values: CE 9 Multiply by 3: 2=k-3
8 12 Add 3: 5=k
SECTION II I PRACTICE SAT 1 87

32. 50 Problem Solving and Data Analysis 36. 9/40 or .225 Data Analysis (percentages)
(inequalities) MEDIUM MEDIUM
If the total weight of the crew, equipment, and cargo According to the table, 27 men were awarded doctorates.
cannot exceed 4,000 pounds: 950 + 60n < 4,000 The question asks what percentage of the males,
so the
Subtract 950: 60n < 3050 =
fraction is 27/120 .225 or 9/40.
Divide by 60: n < 50.83
Since n must be a whole number, the greatest value it can 37 96
. • Advanced Mathematics
take is 50. (exponential functions) MEDIUM
The formula is designed to find the amount of money
33. 4/9 or .444 Problem Solving and Data remaining in the account. If 4% is withdrawn, 96% will
Analysis (probability) MEDIUM
The table shows 153 respondents in support of immi­
remain. Ms. Hamid should use r= 0.96.

gration support, 68 of which are in the 21-40 age group. 38. 7.68 Algebra (extended analysis) HARD
Therefore, the probability of a supporter being in the According to the formula, the trust fund started with
21-40 age group is 68/153 = 4/9 =.444. =
$5,000, so Aisha can withdraw (0.04)($5,000) $200 the
first year. This means that the fund will have $5,000 -
34. 2/9 or .222 Data Analysis (analysis of
tabular data) MEDIUM
==
$200 $4,800 remaining, so Aisha can withdraw (0.04)
($4,800) $192 the second year. This means that the fund
The "indifference factor" for the 61+ age group is 25 +
+ =
(30 45) 1 /3 or .333. The "indifference factor" for the
==
will have $4,800 - $192 $4,608 remaining, so Aisha can
withdraw (0.04)($4,608) $184.32 the second year. This is

ence is .333- .lll = + =

21-40 age group is 10 + (68 22) 1/9 or
.222 or 2/9.
.lll.
The differ­ =
a difference of $192 - $184.32 $7.68.

35. 9 Algebra (identities) MEDIUM

FOIL:
(x-a)(x-b)ab =x2-9x+
x2-ax-bx+ =x2-9x+ 7
7
Combine like terms: x2 -(a + b)x +x,ab = x2 -9x +
7
If this equation is true for all values of then the two
quadratics must be identical, and so their coefficients
must match perfectly. This means that
ab= 7. a+b= 9 and
PRACTI C E SAT 2

1. Rea d i n g Test

65 M I N UTES 52 QU ESTI O N S 96

2. Writi ng a n d La nguage Test

35 MI N UTES 44 QU ESTI O N S 115

3. Math Test- No C a l c u lator

25 M I N UTES 20 QU ESTI O N S 129

4. Math Test - C a l c u l ator

55 M I N UTES 38 Q U ESTI O N S 135

5. Essay (O ption a l )

5 0 MI N UTES l QU ESTI O N 147

88
 ANSWE R S H E ET

1 @ @ © @ 13 @ @ ©@ 25 @ @ © @ 37 @ @ © @ 49 @ @ © �
2 @ @ © @ 14 @ @ ©@ 26 @ @ © @ 38 @ @ © @ so @ @ © �
3 @ @©@ 15 @@©@ 27 @ @© @ 39@@©@ 5 1 @@© @
4 @ @©@ 16 @@©@ 28 @ @© @ 40@@©@ 5 2@@© @
s @@©@ 17 @@©@ 29 @ @ © @ 41 @ ® © @
6 @ @ © @ 18 @ @ © @ 30 @ @ © @ 42 @ @ © @
7 @ @ © @ 19 @ @ © @ 31 @®© @ 43 @ @ © @
8 @ @©@ 20 @@©@ 32 @ @© @ 44@@©@
9 @ @©@ 21 @ ® ©@ 33 @ @© @ 45@@©@
10 @ @©@ 22 @@©@ 34 @ @© @ 46@@©@
11 @ @ © @ 23 @ @ © @ 35 @ @ © @ 47 @ @ © @
12 @ @ © @ 24 @ @©@ 36 @@ © @ 48 @ @ © @

1 @ @ © @ 11 @ @ © @ m m � m 31 @ @ © @ 41 @®©@
2 @ ® © @ 12 @ @ © @ m m � m 32 @ @ © @ 42 @ @ © @
3 @@ © @ 13@@ © @ m m � m 33 @@©@ 43 @ @ © @
· m m � m
SECTION
4 @@ © @ 14@@ © @ 34 @@©@ 44 @@©@
s @@©@ 15 @ @ © @ m m � m 35 @ @ © @
2 6 @ @ © @ 16 @ @ © @ . m m � m 36 @ @ © @
7 @@©@ 17 @ @ © @ m m � m 37 @ @ © @
8 @@ © @ 1 8@@ © @ = m m � m 38 @@©@
9@@ © @ 1 9@@ © © · m m � m 39 @@© ©
1 0@@ © @ 20@@ © @ · m m � m 40 @@© ©
90 McGraw-Hill Education: 6 SAT Practice Tests

1 @@©@ 11 @ ® © @
2 @@©@ 12 @ ® © @
3 @@© @ 13 @ ® © @
4 @@© @ 14 @ ® © @
s @ @ © @ 15 @ ® © @
6 @ @ © @
7 @ @ © @
a @@© @
9 @@© @
10 @@© @

Student- Produced Responses

ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED. YOU WILL NOT
RECEIVE CREDIT FOR ANYTHING WRITIEN IN THE BOXES ABOVE THE CIRCLES.

16 17 18 19 20

(/) (/) (/) (/) (/) (/) (/) (/) (/) (/)
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
© © © © © @ © © @ © @ @ © © @
(j) (j) (j) (j) �(j) (j) (j) (j) cD (j) (j) (j) '© (j) (j) (j) cD (j) (j) CD
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
G) G) G) G) G) G) G) @ G) G) @ @ G) G) @ @ G) @ @ @
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
© © © @) © © © © © © © © © © © @) © © © ©
SECTION II / PRACTICE SAT 2 91

1 @ ® © @ 11 @®©@ 21 @®©@
2 @ @ © @ 12 @ @ © @ 22 @ ® © @
3 @ @ © @ 13 @ ® © @ 23 @ @ © @
4 @ @ © @ 14 @ ® © @ 24 @ @ © @
15 A @ @ o 25 @ @ © @
16 @ @ ©@ 26 @ @ © @
17 @ @ ©@ 27 @ @ © @
18 @ ® © @ 28 @ @ © @
19 @ ® © @ 29 @ @ © @
20 @ ® © @ 30 @ @ © @

Student- P rod uced Responses

ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WIU BE SCORED. YOU WIU NOT
RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES.

31 32 33 34

(J) (J) (J) (J) (J) (J)

0 0 0 0 0 0 0 0 0 0 0 0
(J) (J)
0 0 0 0
@ @ @ @ @ @ @ @ @ @ @ @
CD� CD CD CD �<D CD CD CD CD' CD CD CD ' (D CD CD CD
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
© © © © © © © © © © © © © © © ©
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®

35 36 37 38

(J) (J) (J) (J) (J) (J) (J) (J)

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
D @ @ @ @ @ @ @ @ @ @ @ @
,c CD CD CD Q) CD CD CD """(]) CD CD CD ' (j) CD CD CD
_® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
© © © © © © © © © © © © © © © ©
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
® ® ® ® ® ® ® ® ® ® ® ® ® ® ® ®
92 McGraw-Hill Education: 6 SAT Practice Tests

SECTION 5 : ESSAY

You may wish to remove these sample answer document pages to respond to the practice SAT Essay Test.

Begin Essay here.

If you need more space, please continue on the next page.

 SECTION II I PRACTICE SAT 2 93

ESSAY

Q)
Qi
I
:;
u

If you need more space, please continue on the next page.

2
94 McGraw-Hill Education: 6 SAT Practice Tests

ESSAY

If you need more space, please continue on the next page.

3
SECTION II / PRACTICE SAT 2 95

ESSAY

STOP here with the Essay.

4
96 McGraw-Hill Education: 6 SAT Practice Tests

Reading Test
6 5 MI N U T E S , 5 2 Q U E S T I O N S

Turn to Section 1 of you r a n swer sheet to a n swer the questions i n this section.

DI RECTI O N S

Each passage or pair of passages below is followed by a number of questions. After reading
each passage or pair, choose the best answer to each question based on what is stated or implied
in the passage or passages and in any accompanying graphics (such as a table or graph).

:
Questions 1 - 1 0 a re based on the another naturally enough at the corner; and then
following passage came the horrible part of the thing; for the man
: 25 trampled calmly over the child's body and left
This passage is ada pted from Robert Louis Stevenson, her screaming on the ground. It sounds noth-
Strange Case of Dr. Jekyll and Mr. Hyde, orig i na l ly ing to hear, but it was hellish to see. It wasn't like
published i n 1 8 86. I n this story, Mr. Utterson, a law- a man; it was like some damned Juggernaut. 1 I
yer, is conversing with Mr. Enfield, a dista nt cousin, as
30
2
gave a view-halloa, took to my heels, collared my
gentleman, and brought him back to where there
they wal k on the streets of London .
was already quite a group about the scream-
Line "Did you ever remark that door?" Mr. Enfield ing child. He was perfectly cool and made no
asked, and when his companion had replied in resistance, but gave me one look, so ugly that it
the affirmative, "It is connected in my mind," brought out the sweat on me like running. The
35 people who had turned out were the girl's own
added he, "with a very odd story."
5 "Indeed?" said Mr. Utterson, with a slight family, and pretty soon, the doctor, for whom she
change of voice, "and what was that?" had been sent put in his appearance. Well, the
"Well, it was this way," returned Mr. Enfield: child was not much the worse, more fr ightened,
"I was coming home from some place at the according to the Sawbones, and there you might
40 have supposed would be an end to it.
end of the world, about three o'clock of a black
10 winter morning, and my way lay through a part :
But there was one curious circumstance.
of town where there was literally nothing to be I had taken a loathing to my gentleman at first
seen but lamps. Street after street and all the folks sight. So had the child's family, which was only
asleep-street after street, all lighted up as if for natural. But the doctor's case was what struck
45 me. He was the usual cut and dry apothecary,
a procession and all as empty as a church-till
15 at last I got into that state of mind when a man of no particular age and colour, with a strong
listens and listens and begins to long for the sight Edinburgh accent and about as emotional as
of a policeman. a bagpipe. Well, sir, he was like the rest of us;
All at once, I saw two figures: one a little every time he looked at my prisoner, I saw that
50 Sawbones turn sick and white with desire to kill
man who was stumping along eastward at a good
20 walk, and the other a girl of maybe eight or ten him. I knew what was in his mind, just as he knew
who was running as hard as she was able down what was in mine; and killing being out of the
:
a cross street. Well, sir, the two ran into one question, we did the next best. We told the man
we could and would make such a scandal out
:

CON T I N U E
SECTION II / PRACTICE SAT 2 97

55 of this as should make his name stink from one that I can't mention, though it's one of the points
end of London to the other. If he had any friends of my story, but it was a name at least very well
or any credit, we undertook that he should lose 80 known and often printed. The figure was stiff, but
them. And all the time, as we were pitching it in the signature was good for more than that, if it
red hot, we were keeping the women off him as was only genuine.
60 best we could for they were as wild as harpies. I took the liberty of pointing out to my gentle­
I never saw a circle of such hateful faces; and man that the whole business looked apocryphal,
there was the man in the middle, with a kind of 85 and that a man does not, in real life, walk into
black sneering coolness-frightened too, I could a cellar door at four in the morning and come
see that-but carrying it off, sir, really like Satan. out of it with another man's check for close upon
65 'If you choose to make capital out of this acci­ a hundred pounds. But he was quite easy and
dent,' said he, 'I am naturally helpless. No gentle­ sneering. 'Set your mind at rest,' says he, 'I will
man but wishes to avoid a scene,' says he. 'Name 90 stay with you till the banks open and cash the
your figure.' Well, we screwed him up to a hun­ check myself.' So we all set off, the doctor, and
dred pounds for the child's family; he would have the child's father, and our friend and myself, and
70 clearly liked to stick out; but there was something passed the rest of the night in my chambers; and
about the lot of us that meant mischief, and at last next day, when we had breakfasted, went in a
he struck. The next thing was to get the money; 95 body to the bank. I gave in the check myself, and
and where do you think he carried us but to that said I had every reason to believe it was a forgery.
place with the door?-whipped out a key, went Not a bit of it. The check was genuine."
75 in, and presently came back with the matter of
ten pounds in gold and a check for the balance, 1an im posing and seem in g l y u n stoppable force
drawn payable to bearer and signed with a name 2the shout made by a h u nter upon seeing a fox brea k cover

CO N TI N U E
98 McGraw-Hill Education: 6 SAT Practice Tests

Which choice best describes what happens in the As used in line 44, "case" most nearly means
passage?
A) legal action.
A) Two relatives discuss a strange experience they B) small item of luggage.
shared in a London neighborhood.
C) particular situation.
B) A man relates a story about a hideous event
that involves a reputable local figure. D) medical condition.

C) A local hero discusses the event that earned

him his reputation for bravery.
D) A gentleman describes a bizarre situation by
which he came into a small fortune. The name on the check is one that Mr. Enfield "can't
mention" because
A) he cannot recall it.
B) it belongs to a reputable man.
As used in line 19, "good" most nearly means C) it is traumatic to remember.
A) healthful. D) it is loathsome to him.
B) nimble.
C) brisk.
D) generous.
In line 72, the phrase "he struck" means that the
strange man
A) had a sudden brilliant idea.
Which choice best described the nature of the implicit B) lashed out violently.
agreement between Mr. Enfield and the doctor? C) made a deal with the crowd.
A) They would blackmail the strange man rather D) bolted away suddenly.
than kill him.
B) They would protect the girl from ever
encountering the strange man again.
C) They would abscond with the money that the When Mr. Enfield states that "the whole business
strange man offered them. looked apocryphal" (line 84), he implies that
D) They would take the strange man to the police A) it was hard to believe the cruelty with which
if they ever saw him in public again. the strange man treated the small girl.
B) the reaction of the crowd was a bizarre and
frightening thing to witness.
C) he was still not sure whether his encounter
Which choice provides the best evidence for the with the strange man was part of a dream.
answer to the previous question?
D) he did not trust that the strange man was going
A) Lines 37-40 ( "Well . . . to it" ) to keep his word.
B) Lines 51-53 ("I knew . . . best" )
C) Lines 72-74 ( "The next . . . door?" )
D) Lines 83-89 ( "I took . . . pounds" )

CONTI N U E
SECTION I I I PRACTICE SAT 2 99

• •
Mr. Enfield primarily regarded the strange man as Which choice provides the best evidence for the
answer to the previous question?
A) an emotionally detached brute.
B) a wildly unpredictable menace. A) Lines 18-22 ("All . . . street")

C) a scheming charlatan. B) Lines 32-34 ("He was . . . running")

D) a hapless and boorish dolt. C) Lines 56-58 ("If he . . . them")

D) Lines 66-67 ("No gentleman . . . he")

C O N TI N U E
1 00 McGraw-Hill Education: 6 SAT Practice Tests

Questions 1 1 -2 1 a re based on the 40 intra-cellular and extra-cellular environmental

following passage and supplemen· signals. The amino acid sequences in individual
ta ry material. proteins are specified by the genes that encode
them, but the behavior of those proteins within
This passage is ada pted from Ari Petronas, Ph. D., the cell depends on the complex interactions with
a n d Daniel Drell, Ph . D., editors, Genomes to Life: 45 other molecules (and particularly other proteins)
Accelerating Biological Discovery. ©20 1 5 the U . S . in the cell. The study of these interactions is
Department of Energy.
:
known as proteomics and will likely be the focus
of research for decades to come.
:
Line
Although monumental, the completion of
The Human Genome Project (HGP), an :

international scientific effort from 1990 to 2003, 50 the Human Genome Project in 2003 was only the
decoded the complete sequence of DNA base first step to understanding human genetics at
pairs and genes in the human genome, and made the molecular level. The next generation of study
5 this information available for further biological
:
is known as functional genomics, the investiga-
tion of gene interactions. There is still much we
study. This new knowledge has already produced
55 don't know about the purpose and interactions of
significant medical breakthroughs, and further :

applications are bounded only by the limits of many human genes, let alone the activities of the
scientists' imaginations. proteins they create. Understanding genes and
10 To appreciate the complexity and implica- other DNA sequences requires developing strate-
:
tions of this project, it's important to first under- :
gies for large-scale investigations across entire
:
stand some key terms. DNA (deoxyribonucleic 60 genomes. These investigations require overcom-
acid) is the double helix-shaped molecule that ing enormous technical hurdles. For instance,
provides each of our cells with instructions for efficient research requires creating complete sets
manufacturing proteins. The entire complement of full-length synthesized DNA molecules (called
15

of human DNA in our genome is arranged into :

cDNA), which encode only the expressed genes of
24 distinct chromosomes-physically separate
molecules that range in length from about 50
65 an organism, that is, those that actually produce
functional proteins. Another hurdle lies in under-
million to 250 millionbase pairs. Our genes, the
units of heredity that determine our biological
standing the mechanisms by which genetic infor-
mation leads to an actual observable trait, like
20

inheritance, consist of particular sub-sequences

: 70
blood type or eye color, called aphenotmutations
another is to understand how genetic
ype. Yet
of these base pairs.
Chromosomal abnormalities, such as having (changes in structure) occur, and how they affect
:
too many or too few chromosomes, are known :
the host organism. All of this work is enormously
25 to cause many genetic disorders, so understand- computational, and requires the development of
ing the chemistry of chromosomes is important :
efficient hardware and software techniques for
for preventing, diagnosing, and treating these 75 gathering and analyzing data.
potentially deadly diseases. It is also essential for Genomics and its associated disciplines
medical researchers to learn more about the pro- provide powerful analytical tools for human
30 teins that these chromosomes encode, because sciences as well, such as forensics, bioarchaeol-
these molecules perform most of life's essential :
ogy, anthropology, evolutionary psychology, and
: 80 human geography. It also extends well beyond
functions and make up the majority of cellular
:
structures. the human species, providing insights into
:
Proteins are large, complex molecules made agriculture, livestock breeding, and bioprocess-
35 up of smaller subunits called amino acids. The
constellation of all proteins in a cell is called
ing. The genomics of nonhuman organisms can
help us to solve challenges in energy production,
itsproteome. Unlike the relatively unchanging
genome, the proteome changes from minute
85 environmental remediation, carbon sequestra-
tion, health care, and agriculture. For instance,
to minute in response to tens of thousands of the genome of the mealworm (Tenebrio monitor)
CO N T I N U E
SECTION II I PRACTICE SAT 2 1 01

produces enzymes that enable it to digest

Styrofoam, a substance long thought to be non- 1 00
meta-discipline of bioinformatics,
which merges
biology, computer science, and information
90 biodegradable and a scourge on the environment. technology to manage and analyze information
Tobacco plants can be engineered to produce an derived from the genome and the myriad pro­
enzyme (a special digestive protein) that metabo­ cesses associated with it.
lizes explosives s�ch as TNT and dinitroglycerin. Progress in bioinformatics points to an
Other plants and animals are rich pharmaceuti- 1 05 exciting future. We can already see how this
95 cal resources, producing molecules with power­ research may lead to breakthroughs in medical
ful medicinal properties. diagnostics, treatments, and cures for diseases
Today, all of these diverse but interrelated like Alzheimer's and cancer, and even the mitiga­
investigations can be categorized into the tion of environmental degradation.

DNA

N "' N N ,,., � N N N ,,., N

N "<!' "<!' "tj" C"'i
"' <n N
--:
0 0 :! :! :!
"'c. "' "'c. "'c. ;:::;c. '.:; N
.,.;
N "'er "tj"
"'c. "'c. c. c. er er er
- -

"' � "' ,,., N N � N

,..;
"' N
� "'
N "' N "<!' C"'i "tj"
0 0 .e- c. C"'i er
.,.;
"'c. "' N N N N N "' "'
c. c. er er er "tj"
"'c. "'c. .e- :! :!
:!

Location of the MTHFR gene: on the short {p) arm of chromosome 1 at position 36.3, from base pair 1 1 ,785,729
to 1 1,806,102. The MTHFR gene provides instructions for making an enzyme that plays a role in the processing
of amino acids, the building blocks of proteins. Polymorphisms (variations) in this gene are associated with
many conditions, including an increased risk of spina bifida, a birth defect of the spine and spinal cord.

C O N T I N UE
1 02 McGraw-Hill Education: 6 SAT Practice Tests

• •
The primary purpose of the passage is to The author uses the word "encode" in lines
42 to indicate that
30 and
A) clarify the definitions of recently coined
.
scientific terms. A) the creation of new proteins within a cell
B) investigate promising new therapies for depends on the translation of complex
devastating diseases. molecular sequences.
C) argue for cooperation among researchers in B) the interactions among chromosomes within a
different areas of biology. cell can be very difficult to analyze and predict.
D) provide an overview of a broad domain of C) proteins contain information that must be
current scientific research. translated in order for observable traits to be
expressed.
D) proteins are composed of very long and
• complex sequences of amino acids.
As used in line 36, "constellation" most nearly means
A) arrangement •
B) structure As used in line 72, "host" most nearly means
C) cluster A) master.
D) collection B) abundance.
C) bearer.
Ill D) presenter.
According to the evidence in the passage and the
diagrams, which choice places the molecular units
in order from smallest to largest? Ill
The passage as a whole characterizes the Human
A) genes, base pairs, chromosomes, arms
Genome Project as
B) base pairs, arms, chromosomes, genes
A) the apex of research in genetics and cellular
C) base pairs, genes, arms, chromosomes chemistry in the 21st century.
D) arms, chromosomes, genes, base pairs B) an exciting area of biological research that has
also raised serious ethical questions.
C) the initial stage of investigation that opens
doors to research in many different scientific
fields.
D) a complex venture that has revealed surprising
similarities between humans and non-human
life forms.

CO N T I N U E
SECTION I I I PRACTICE SAT 2 1 03

Which choice provides the best evidence for the Which choice provides the best evidence for the
answer to the previous question? answer to the previous question?
A) Lines 10-12 {"To . . . terms") A) Lines 41-46 {"The . . . cell")
B) Lines 49-52 {"Although . . . level") B) Lines 54-57 ("There . . . create")
C) Lines 54-57 {"There . . . create") C) Lines 61-66 ("For . . . proteins")
D) Lines 97-103 ("Today . . . with it") D) Lines 97-103 ("Today . . . with it")

According to the passage, which of the following is a According to the diagrams, the number of base
true statement about cDNA? pairs in the MTHFR gene is
A) It is composed of le!lgthy sequences of amino A) less than 1,000.
acids. B) between 1,000 and 5,000.
B) It includes reconstructed portions of an C) between 10,000 and 50,000.
organism's chromosomes.
D) between 100,000 and 500,000.
C) It reveals the process by which genetic
mutations occur.
D) It enables bacteria to be programmed to
metabolize toxic substances.

·-
· --- --
A scientist who investigates how one class of mol­
ecules deactivates a particular enzyme in a cell is
most likely to be a specialist in the science of
A) functional genomics
B) bioinformatics
C) cDNA synthesis
D) proteomics

CO NT I N U E
1 04 McGraw-Hill Education: 6 SAT Practice Tests

I1 1 I
Question s 22-32 a re based on the preserve itself? I trust not. I believe this, on the
following passages. contrary, the strongest Government on earth. I
40 believe it the only one where every man, at the
Passage l is from Thomas Jefferson, " F i rst Inaugural call of the law, would fly to the standard of the
Address," g iven on March 4, 1 80 1 . Passage 2 is law, and would meet invasions of the public order
ada pted from Henry C h i lds Merwi n, Thomas Jefferson, as his own personal concern.
fi rst published in 1 901 .
Passage 2
Passage 1
For the presidential election of 1800, Adams
45
Line The contest of opinion being now decided by was again the candidate on the Federal side,
the voice of the nation, announced according to and Jefferson on the Republican side. Jefferson,
the rules of the Constitution, all will, of course, by interviews, by long and numerous letters, by
arrange themselves under the will of the law, and the commanding force of his own intellect and
5 unite in common efforts for the common good. character, had at last welded the anti-Federal ele-
50 ments into a compact and disciplined Republican
All, too, will bear in mind this sacred principle,
that though the will of the majority is in all cases party. The contest was waged with the utmost
to prevail, that will to be rightful must be reason- bitterness, and especially with bitterness against
able; that the minority possess their equal rights, Jefferson.
10 which equal law must protect, and t o violate Above all, Jefferson was both for friends
55 and foes the embodiment of Republicanism. He
would be oppression. Let us, then, fellow-citizens,
unite with one heart and one mind. Let us restore represented those ideas which the Federalists,
to social intercourse that harmony and affec- and especially the New England lawyers and
tion without which liberty and even life itself are clergy, really believed to be subversive of law and
15 but dreary things. And let us reflect that, having order, of government and religion. To them he
60 figured as "a fanatic in politics, and an atheist in
banished from our land that religious intolerance
under which mankind so long bled and suffered, religion"; and they were so disposed to believe
we have yet gained little if we countenance a everything bad of him that they swallowed whole
political intolerance as despotic, as wicked, and the worst slanders which the political violence of
20 capable of as bitter and bloody persecutions. the times, far exceeding that of the present day,
65 could invent.
But every difference of opinion is not a dif-
ference of principle. We have called by different The Federalists had a characteristic plan:
names brethren of the same principle. We are they proposed to pass a law devolving the
all Republicans; we are all Federalists. If there Presidency upon the chairman of the Senate,
25 be any among us who would wish to dissolve in case the office of President should become
70 vacant; and this vacancy they would be able to
this Union or to change its republican form,
let them stand undisturbed as monuments of bring about by prolonging the election until Mr.
the safety with which error of opinion may be Adams's term of office had expired. The chair-
tolerated where reason is left free to combat it. I man of the Senate, a Federalist, of course, would
30 know, indeed, that some honest men fear that a then become President. This scheme Jefferson
75 and his friends were prepared to resist by force.
republican government can not be strong, that
this Government is not strong enough; but would "Because," as he afterward explained, "that
the honest patriot, in the full tide of successful precedent once set, it would be artificially repro-
experiment, abandon a government which has duced, and would soon end in a dictator."
35 so far kept us free and firm on the theoretic and Mr. Adams, who was deeply chagrined by
80 his defeat, did not attend the inauguration of his
visionary fear that this Government, the world's
best hope, may by possibility want energy to successor, but left Washington in his carriage,

CONTIN U E
SECTION II I PRACTICE SAT 2 1 05

at sunrise, on the fourth of March; and Jefferson The purchase of Louisiana increased
rode on horseback to the Capitol, unattended, Jefferson's popularity, and in 1805, at the age of
and dismounting, fastened his horse to the fence sixty-two, he was elected to his second term as
85 with his own hands. The inaugural address, brief, 95 President by an overwhelming majority. Even
and beautifully worded, surprised most of those Massachusetts was carried by the Republicans,
who heard it by the moderation and liberality of and the total vote in the electoral college stood:
its tone. "Let us," said the new President, "restore 162 for Jefferson and Clinton; 14 for the Federal
to social intercourse that harmony and affection candidates.
90 without which liberty, and even life itself, are but
dreary things."

CONTIN U E
1 06 McGraw-Hill Education: 6 SAT Practice Tests

m ..
Which of the following best describes the relation­ The rhetorical question in lines 29-38 ("I know . . .
ship between the two passages? itself?") is an appeal to
A) Passage 2 provides the political background A) perseverance in the face of uncertainty.
behind the speech Jefferson gives in Passage 1 . B) honesty in the face of political posturing.
B ) Passage 2 is a critique o f the principles that C) reason in the face of irrationality.
Jefferson lays out in Passage 1 .
D) courage in the face of adversity.
C ) Passage 2 describes the variety o f popular
opinion that greeted Jefferson's speech in
Passage 1.
D) Passage 2 discusses the long-term social
The list of prepositional phrases in lines 47-49
impacts of Jefferson's speech in Passage 1.
("by interviews . . . character") represents a series of
A) scholarly talents.
m B) diplomatic efforts.
The first paragraph of Passage 1 is primarily an C) documentary sources.
argument
D) political principles.
A) for the universal value of democracy.
B) for the adoption of new Constitutional rights .
C) against the tyranny of the majority. •
Which choice from Passage 1 best exemplifies the
D) against the abandonment of religious
"moderation and liberality" (line 87) described in
principles.
Passage 2?
A) The "contest of opinion" (line 1)
Ill B) The "sacred principle" (line 6)
As used in line 4, "arrange" most nearly means C) The "will to be rightful" (line 8)
A) assemble. D) The "difference of principle" (lines 21-22)
B) dispose.
C) schedule.
D) transcribe.

CONTI N U E
SECTION I I I PRACTICE SAT 2 1 07

Passage 2 indicates that the election preceding As used in line 18, "countenance" most nearly means
Jefferson's first inaugural speech
A) endure.
A) demonstrated the strength of the two-party B) disrupt.
system.
C) face.
B) exemplified widespread corruption.
D) tolerate.
C) illustrated the dangers of political dynasty.
D) was dominated by scathing personal attacks.
• - - �

Passage 1 regards radical political debate primarily as

•��-----
A) essential to liberal democracy.
Which choice provides the best evidence for the
answer to the previous question? B) wasteful and unproductive.

A) Lines 44-46 ("For . . . side") C) unnecessarily bitter and divisive.

B) Lines 46-51 ("Jefferson . . . party") D) fundamentally disloyal.

C) Lines 51-53 ("The . . . Jefferson")

D) Lines 54-55 ("Above . . . Republicanism") Ill
Which choice provides the best evidence for the
answer to the previous question?
A) Lines 24-29 ("If there . . . it")
B) Lines 29-38 (I know . . . itself?")
C) Line 38 ("I . . . not")
D) Lines 39-43 ("I believe . . . concern")

CONTI N U E
1 08 McGraw-Hill Education: 6 SAT Practice Tests

I1 1 I
Questions 33-4 1 a re based on the prisoner is given over to criticism and resent-
following passage. 45 ment against existing things, especially to settled
: hatred of those who are responsible for his pun-
This passage is adapted from Clarence Darrow, Crime: ishment. Only a few, and these are the weakest,
Its Cause and Treatment, orig i n a l ly published in 1 92 2 . : ever blame themselves for their situation. Every
man of intelligence can trace the various steps
Line Neither the purpose nor the effect of punish- 50 that led him to the prison door, and he can feel, if
ment has ever been definitely agreed upon, even he does not understand, how inevitable each step
by its most strenuous advocates. No doubt the was. The number of "repeaters" in prison shows
idea of punishment originated in the feeling of : the effect of this kind of a living death upon the
5 resentment and vengeance that, to some extent inmates. To be branded as a criminal and turned
:
at least, is incident to life. The dog is hit with a : 55 out in the world again leaves one weakened in the
: struggle of life and handicapped in a race that is
stick and turns and bites the stick. Animals repel :
attack and fight their enemies to death. Primitive hard enough for most men at the best. In prison
man vented his hatred and vengeance on things and after leaving prison, the man lives in a world
10 animate and inanimate. In tribes n o injury was of his own; a world where all moral values are
satisfied until some member of the offending : 60 different from those professed by the j ailer and
tribe was killed. In more recent times family society in general. The great influence that helps
feuds have followed down the generations and : to keep many men from committing crime-the
until the last member of a family was destroyed. judgment of his fellows-no longer deters him
15 Individuals, communities and whole peoples : in his conduct. In fact, every person who under-
hate and swear vengeance for an injury, real or 65 stands penal institutions-no matter how well
fancied. Whether the victim is weak or strong, such places are managed-knows that a thou-
old or young, sane or insane, makes no differ- sand are injured or utterly destroyed by service in
ence; men and societies react to injury exactly as : prison, where one is helped.
20 animals react. A much larger class of people offers the
Even though increasing knowledge may have 70 excuse that punishment deters from crime. In
somewhat softened the language of vengeance fact, this idea is so well rooted that few think of
over the years, both religion and the law have : questioning it. The idea means that unless A shall
found their chief justification for punishment in be punished for murder, then B will kill; therefore
25 the doctrine of revenge. Still, most people are now : A must be punished, not for his sake, but to keep
ashamed to admit that punishment is based on 75 B from crime. This is vicarious punishment and
:
vengeance and, for that reason, various excuses can hardly appeal to anyone who is either just or
and apologies have been offered for the cruelty humane.
that goes with it. Some of the more humane So much has been written about the decrease
30 contend that the object of this infliction is the of crime that follows the reduction of penalties,
reformation of the victim. This, of course, cannot 80 and likewise about the numerous crimes of vio-
be urged of the death penalty or even punish- lence that generally follow public hangings, that it
ment for life, or for very long-term sentences. In is hardly necessary to recall it to the reader.
these cases there is neither inducement to reform : Punishment really means the infliction of
35 nor any object in the reformation. No matter how pain because the individual has willfully trans-
: 85 gressed. Its supposed justification is that some-
thorough the reform, the prisoner never goes back
to society, or he returns after there is no longer a : how the evil done is atoned for, or made good,
: or balanced if the author of the evil shall suffer
chance to be of use to the world or to enjoy life.
Those who say that punishment is for the : pain. Punishment means that the suffering by the
:
40 purpose of reforming the prisoner are not famil- victim is the end, and it does not mean that any
iar with human psychology. The prison almost 90 good will grow out of the suffering.
invariably tends to brutalize men and breeds bit-
terness and blank despair. The life of the ordinary

CO N T I N U E
SECTION I I I PRACTICE SAT 2 1 09

Ill Ill
The main purpose of the passage is to The passage argues that the use of punishment as a
deterrent is
A) highlight a political injustice.
B) argue against an irrational law. A) an abhorrent example of misplaced justice.

C) question an inefficacious practice. B) so obviously effective as to not require

justification.
D) advocate a traditional viewpoint.
C) based on sound principles but marred by inept
practice.

ID D) transparently illogical to all who consider it.

As used in line 3, "strenuous" most nearly means
A) resolute.
B) grueling. As used in line 78, "decrease" most nearly means
C) strained. A) reduced importance.
D) savage. B) lower incidence.
C) waning influence.
D) dwindling support.
The passage suggests that the desire to punish crim­
inals is
m
A) the result of peer pressure.
Darrow characterizes the prison system primarily
B) a natural emotional response. as
C) an imitation of animal behavior. A) a necessary means of keeping dangerous
D) a corruption of our social instincts. criminals off the street.
B) a breeding ground for hostility and
indignation.
C) a potentially effective instrument of criminal
Which choice provides the best evidence for the reform.
answer to the previous question? D) a network of unscrupulous commercial
A) Lines 1-3 ("Neither . . . advocates") institutions.
B) Lines 3-6 ("No . . . life")
C) Lines 7-8 ("Animals . . . death")
D) Lines 10-12 ("In tribes . . . killed")

CO N TI N U E
110 McGraw-Hill Education: 6 SAT Practice Tests

Which choice provides the best evidence for the In lines 78-82 ("So much . . . reader" ) Darrow is
answer to the previous question? asserting that
A) Lines 29-31 ("Some . . . victim" ) A) The number of books that have been written
B) Lines 35-38 ("No . . . life" ) about prison reform is overwhelming.

C) Lines 43-47 ( "The life . . . punishment" ) B) The public has grown weary of reading about
increasing rates of crime.
D) Lines 57-61 ("In prison . . . general" )
C) There is clear evidence against the
effectiveness of punishment as a deterrent.
D) The inhumanity of capital punishment is well
established.

CONTIN U E
SECTION I I I PRACTICE SAT 2 111

I1 1 I
Questions 42-5 2 a re based on the theory, a vacuum is never really empty. It is the
following passage. "vacuum state," the lowest energy of a quantum
:
system, in which quantum fluctuations produce
This passage is adapted from Sidney Perkowitz, "Light evanescent energies and elementary particles.
Dawns." Originally published in Aeon magazine (aeon. :
45 What's a quantum fluctuation? Heisenberg's
Uncertainty Principle states that there is always
co), September 1 8, 201 5 .
some indefiniteness associated with physical
Line We have now fixed the speed of light in a measurements. According to classical physics, we
c,
vacuum, at exactly 299,792.458 kilometers per
second. Why this particular speed and not some-
:
50 can know exactly the position and momentum
of, for example, a billiard ball at rest. But this is
thing else? Or, to put it another way, where does precisely what the Uncertainty Principle denies.
5 the speed of light come from?
Electromagnetic theory gave a first crucial
According to Heisenberg, we can't accurately
know both at the same time. It's as if the ball
insight 150 years ago. The Scottish physicist quivered or jittered slightly relative to the fixed
James Clerk Maxwell showed that when electric :
55 values we think it has. These fluctuations are too
small to make much difference at the human
and magnetic fields change in time, they interact
10 t o produce a n electromagnetic wave. Maxwell
calculated the speed of the wave from his equa-
scale; but in a quantum vacuum, they produce
tiny bursts of energy or (equivalently) matter, in
: the form of elementary particles that rapidly pop
tions and found it to be exactly the known speed
:
of light. This suggested that light was an electro- 60 in and out of existence.
magnetic wave-as was soon confirmed. These short-lived phenomena might seem
15 A further breakthrough came in 1905, when to be a ghostly form of reality. But they do have
c
Albert Einstein showed that is the universal
speed limit. According to his Special Theory of
measurable effects, including electromagnetic
ones. That's because these fleeting excitations of
Relativity, nothing can move faster. So, thanks to 65 the quantum vacuum appear as pairs of par-
: tides and antiparticles with equal and opposite
Maxwell and Einstein, we know that the speed
20 of l ight is connected with a number of other p h e- :
electric charge, such as electrons and positrons.
nomena in surprising ways. An electric field applied to the vacuum distorts
But neither theory fully explains what these pairs to produce an electric response, and a
determines that speed. What might? According 70 magnetic field affects them to create a magnetic
calcu-
25 c
to new research, the secret of can be found in
the nature of empty space. Until quantum theory
: response. This behavior gives us a way to
late,not just measure, the electromagnetic prop-
came along, electromagnetism was the complete erties of the quantum vacuum and, from them, to
theory of light. It remains tremendously impor- derive the value of c.
tant and useful, but it raises a question. To calcu- 75 c G
Whether the "constants" like and (the
constant that dictates the behavior of gravity)
late the speed of light in a vacuum, Maxwell used
:
30 empirically measured values for two constants, are really constant throughout the universe is
called £0 and µ0, that define the electric and mag- an ancient philosophical controversy. Aristotle
netic properties of empty space. believed that the Earth was differently consti-
The thing is, in a vacuum, it's not clear that :
:
80 tuted from the heavens. Copernicus held that our
local piece of the universe is just like any other
these numbers should mean anything. After all, :

35 electricity and magnetism actually arise from the

behavior of charged elementary particles such as :
part of it. Today, science follows the modern
Copernican view, assuming that the laws of phys-
electrons. But if we're talking about empty space, ics are the same everywhere in space-time. But
there shouldn't be any particles in there, should 85 G c,
this assumption needs to be tested, especially for
and to make sure we are not misinterpreting
there? This is where quantum physics enters.
40 In the advanced version called quantum field what we observe in the distant universe.
:
:
:
:

CO N T I N U E
112 McGraw-Hill Education: 6 SAT Practice Tests

Nobel Laureate Paul Dirac raised the pos­ 95 varies in space. Similarly, there seems to be no

90
G
sibility that might vary over time. In 1937, cos-
mological considerations led him to suggest that
credible evidence that c varies in space or time.
Determining these values to such astonish­
it decreases by about one part in 10 billion per ing accuracy is tremendously useful to scientists,
year. Was he right? Probably not. Observations of but their apparent arbitrariness drives physicists
astronomical bodies under gravity do not show 1 00 mad. Why these numbers? Couldn't they have
this decrease, and so far there is no sign that G been different?

(
History of Experimental Estimates of the Speed of Light
1 862: Leon Foucault

\ti
�
tl
J.OOO
1 879, Alb<rt Miohd•oo

l� i 2 �9

2.998
\
1-4--•·'--'.-
T __
M"gl o of orrM

�.,___,_,.,__-=--..,.,...�-----
·�
2.9979245 8
� ��--�--�--��-

2. 2.997
1 860 1 8 80 1 900 1 920 1 940 1 960 1 980 2000
Source: C. F. B lack and College Hill Coaching.

CONTIN U E
SECTION I I I PRACTICE SAT 2 113

•
The primary purpose of the passage is to The graph shows historical variations in the esti­
mated values for the speed of light. The author
A) describe the development of a scientific theory.
would most likely attribute these variations to
B) investigate some unresolved scientific
conundrums. A) quantum fluctuations in a vacuum.

C) explore the implications of a fruitful scientific B) changes in the speed of light over time.
discovery. C) increased experimental precision over time.
D) recount a history of ever more accurate D) the wave-like behavior of light.
scientific measurements.

•
Ill Which choice provides the best evidence for the
As used in line 1, "fixed" most nearly means answer to the previous question?
A) repaired. A) Lines 13-14 ("This . . . confirmed")
B) focused. B) Lines 45-48 ("Heisenberg's . . . measurements")
C) established. C) Lines 75-78 ("Whether . . . controversy")
D) prepared . D) Lines 95-96 ("Similarly . . . time")

•
According to the passage, Maxwell's calculations Which choice provides the best translation of the
were problematic primarily because they question "where does the speed oflight come from?"
in lines 4-5?
A) included dubious numbers.
B) were based on an impractical theory. A) How have scientists been able to derive an
accurate estimate of the speed of light from
C). did not match experimental evidence. known equations?
D) suggested that light acts as a wave. B) What theoretical and technical advances have
enabled scientists to measure the speed of light
so precisely?
Ill C) What fundamental properties of the physical
Which choice provides the best evidence for the universe can be used to determine the speed of
answer to the previous question? light?
A) Lines 13-14 ("This . . . confirmed") D) What accounts for such a strange physical
B) Lines 33-34 ("The thing . . . anything") constant in an otherwise orderly universe?

C) Lines 45-48 ("Heisenberg's . . . measurements")

D) Lines 75-78 ("Whether . . . controversy")

CONTIN U E
1 14 McGraw-Hill Education: 6 SAT Practice Tests

Ill
The passage discusses quantum fluctuations pri­ According to the graph, which choice is the most
marily to make the point that accurate statement about Leon Foucault's and
Albert Michelson's estimates of the speed of light?
A) light behaves in a surprisingly unpredictable
manner. A) Michelson's estimate was more accurate and
B) the physical properties of space itself can more precise.
explain the speed of light. B) Michelson's estimate was less accurate and
C) there are upper limits to the accuracy of any more precise.
measurement of the speed of light. C) Michelson's estimate was more accurate and
D) Maxwell's method for calculating the speed of less precise.
light was fundamentally flawed. D) Michelson's estimate was less accurate and
less precise.

As used in line 82, "follows" most nearly means

A) comes sequentially after.
B) pays close attention to.
C) acts in accordance with.
D) serves as a logical consequence of.

Ill
The author mentions Aristotle in order to make the
point that
A) questions about the speed of light are ancient.
B) careful scientists do not assume the
universality of physical laws.
C) ancient thinkers would likely be baffled by
modern quantum theory.
D) pre-Copernican theories of the universe have
been thoroughly disproven.

STOP
If you finish before time is called, you may c heck your work on this section only.
Do not turn to any other section of the test.
SECTION I I I PRACTICE SAT 2 115

Writing a nd La nguage Test

3 5 MI N U T E S , 4 4 Q U E S T I O N S

Turn to Section 2 of your answer sheet to answer the questions i n this section.

DI RECTIONS

Each passage below is accompanied by a number of questions. For some questions, you will
consider how the passage might be revised to improve the expression of ideas. For other ques­
tions, you will consider how the passage might be edited to correct errors in sentence structure,
usage, or punctuation. A passage or a question may be accompanied by one or more graphics
(such as a table or g raph) that you will consider as you make revising and ed iti ng decisions.
Some questions will direct you to an underlined portion of a passage. Other questions will direct
you to a location in a passage or ask you to think about the passage as a whole.
After reading each passage, choose the answer to each question that most effectively improves
the quality of writing in the passage or that makes the passage conform to the conventions of
standard written English. Many questions include a "NO C HANGE" option . Choose that option
if you think the best choice is to leave the relevant portion of the passage as it is.

CONT I N U E