Sample | ACT Mastery Complete, 2017-18 by MasteryPrep

ACT Mastery Sample ®

2017–18

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10 9 8 7 6 5 4 3 2 1 ISBN-13: 978-1548255879 ISBN-10: 1548255874

About MasteryPrep MasteryPrep is the nationâ&#x20AC;&#x2122;s leading provider of ACTÂŽ test preparation for schools, serving over 500 schools and districts throughout the country. MasteryPrep specializes in improving student ACT test scores school- or district-wide.

About ACT Mastery Schools around the nation using the ACT Mastery program routinely see average gains of three points or more on student ACT scores. Unlike other test preparation programs that have their roots in retail markets serving highperforming students, ACT Mastery was designed to help first-generation college aspirants become successful. ACT Mastery is designed as a course or intervention to be used during the school day. After-school scheduling variants are also available. MasteryPrep trains your teachers to use the ACT Mastery program and provides all of the resources and curricula your teachers need to succeed.

Table of Contents MasteryPrep Catalog....................................................................................................................... 7 ACT Mastery English Sample....................................................................................................... 33

Table of Contents........................................................................................................................ 34

Student Workbook ..................................................................................................................... 37

Teacher Manual.......................................................................................................................... 51

ACT Mastery Math Sample........................................................................................................... 77

Table of Contents........................................................................................................................ 78

Student Workbook...................................................................................................................... 81

Teacher Manual.......................................................................................................................... 95

ACT Mastery Reading Sample.................................................................................................... 123

Table of Contents...................................................................................................................... 124

Student Workbook ................................................................................................................... 127

Teacher Manual........................................................................................................................ 149

ACT Mastery Science Sample.................................................................................................... 183

Table of Contents ..................................................................................................................... 184

Student Workbook ................................................................................................................... 187

Teacher Manual...................................................................................................................... 219

MasteryPrep Catalog 2017â&#x20AC;&#x201C;18

SCHOOL RESULTS ACT® Mastery’s eﬀectiveness is driven by MasteryPrep’s ﬁrm commitment to industry-leading research coupled with results-oriented product development. What follows are two reports that provide a small window into the results being obtained for students in over 500 schools and districts throughout the country.

An In-Class ACT Prep Initiative MasteryPrep partnered with several Louisiana school districts to provide in-person ACT preparation services to 404 students in remedial ranges at 10 school sites throughout the state during the fall 2014 semester.

State Background Information The state of Louisiana tested 100% of its high school graduates on the ACT in 2014. The average composite ACT score in Louisiana was 19.2, which was 47th in the nation.1 The state’s average subject scores are broken down as follows: English

18.9

Math

18.9

Reading

19.5

Science

19.1

Composite

19.2

The Louisiana Department of Education served 697,223 students in 2013 across 1,407 school sites.

Delivery Model MasteryPrep personnel delivered one to three ACT prep courses as half-credit electives on-site during the school day at each school. Most students participated in the MasteryPrep course for one semester (18 weeks). In schools that operate on a block schedule, which eﬀectively doubles class instruction time, students participated for nine weeks. MasteryPrep instructors coordinated closely with school oﬃcials and stakeholders throughout the length of the course.

Course Content Instructors used MasteryPrep’s ACT Mastery curriculum for course content. The course included practice tests, remedial lessons designed to improve student mastery of fundamental content, and a review of test-taking strategies.

Data Source

Students participating in this initiative were administered a full-length retired ACT test as a pretest. At the end of the course, students took a second, diﬀerent full-length retired ACT test as a post-test at the end of the course. Scores were calculated using the scaling rubrics for the tests released by ACT, Inc.

“Average Scores by State.” ACT Inc. Web. 13 Apr. 2015.

Summary of Results In this report, we highlight results from 10 school sites with a suﬃcient level of program implementation ﬁdelity from a cross-selection of score ranges, regions of the state, and demographics. The purpose of this analysis presents the possible results of using MasteryPrep’s ACT Mastery program as a semester course during the school day.

Pre-Test Summary

Post-Test Summary

At the 10 sites that are the focus of this report, the average ACT score of the 404 participating students ranged from 11.5 to 16.3, with a weighted mean ACT score of 14.3. According to pre-test data, the cohort of students at these 10 sites ranged in relative national performance from the 11th to the 21st percentile.

The average post-test scores of the 404 participating students at these sites ranged from 14.8 to 19.8, with a weighted average of 16.9. According to post-test data, this cohort of students ranged in relative national performance from the 16th to the 48th percentile. The weighted mean change in student performance was +2.6.

Southeast Louisiana In Southeast Louisiana, we look at the results of a total of 174 students at four sites: John Ehret High School and Bonnabel Magnet Academy High School in Jeﬀerson Parish, and McKinley Senior High School and Mentorship Academy in Baton Rouge. The weighted mean composite score at these sites was 13.5 on the pretest and 15.8 on the posttest, with an increase of 2.3.

John Ehret High School

Bonnabel Magnet Academy High School

John Ehret High School serves approximately 1,718 students in Marrero. Of these students, 73% are eligible for free or reduced lunch. The school oﬀered two ACT Mastery courses, and 36 students participated, with an average teacher-to-student ratio of 1:18.

This school serves approximately 1,474 students in Kenner. Of these students, 64% are eligible for free or reduced lunch. The school oﬀered two ACT Mastery courses, and 41 students participated, with an average teacher-to-student ratio of 1:21.

Pre-Test Composite Score: 14.3 Post-Test Composite Score: 17.3

+3.0

Pre-Test Composite Score: 11.5 Post-Test Composite Score: 15.3

+3.8

McKinley Senior High School McKinley Senior High School serves approximately 1,289 students in Baton Rouge. Of these students, 69% are eligible for free or reduced lunch. The school oﬀered two ACT Mastery courses, and 59 students participated, with an average teacher-to-student ratio of 1:30. Pre-Test Composite Score: 14.8 Post-Test Composite Score: 15.9

+1.1

Mentorship Academy Mentorship Academy serves approximately 444 students in Baton Rouge. Of these students, 88% are eligible for free or reduced lunch. The school oﬀered two ACT Mastery courses, and 38 students participated, with an average teacher-to-student ratio of 1:19. Pre-Test Composite Score: 13.1 Post-Test Composite Score: 14.8

+1.7

Southwest Louisiana In Southwest Louisiana, we look at the results of a total of 121 students at four sites: Breaux Bridge High School, Jeanerette Senior High School, Sam Houston High School, and Westlake High School. The weighted mean composite score at these sites was 14.3 on the pre-test and 17.0 on the post-test, reﬂecting an increase of 2.7.

Breaux Bridge High School

Jeanerette Senior High School

Breaux Bridge High School serves approximately 872 students in Breaux Bridge. Of these students, 62% are eligible for free or reduced lunch. The school oﬀered two ACT Mastery courses, and 42 students participated, with an average teacher-to-student ratio of 1:21.

Jeanerette Senior High School serves approximately 418 students in Jeanerette. Of these students, 88% are eligible for free or reduced lunch. The school oﬀered one ACT Mastery course, and 27 students participated, with an average teacher-to-student ratio of 1:27.

Pre-Test Composite Score: 12.5 Post-Test Composite Score: 15.8

+3.3

Sam Houston High School Sam Houston High School serves approximately 1,190 students in Lake Charles. Of these students, 80% are eligible for free or reduced lunch. The school oﬀered one ACT Mastery course, and 26 students participated, with an average teacher-to-student ratio of 1:26. Pre-Test Composite Score: 16.3 Post-Test Composite Score: 18.5

+2.2

Pre-Test Composite Score: 14.0 Post-Test Composite Score: 16.4

+2.4

Westlake High School Westlake High School serves approximately 521 students in Westlake. Of these students, 47% are eligible for free or reduced lunch. The school oﬀered one ACT Mastery course, and 26 students participated, with a teacher-to-student ratio of 1:26. Pre-Test Composite Score: 15.4 Post-Test Composite Score: 17.9

+2.5

North Louisiana In North Louisiana, we look at the results of a total of 109 students at two sites: Ouachita Parish High School and West Ouachita High School. The weighted mean composite score at these sites was 15.6 on the pre-test and 18.6 on the post-test, reﬂecting an increase of 3.0.

Ouachita Parish High School

West Ouachita Parish High School

Ouachita Parish High School serves approximately 1,225 students in Monroe. Of these students, 27% are eligible for free or reduced lunch. The school oﬀered three ACT Mastery courses, and 75 students participated, with a teacher-to-student ratio of 1:25.

West Ouachita High School serves approximately 1,067 students in West Monroe. Of these students, 16% are eligible for free or reduced lunch. The school oﬀered two ACT Mastery courses, and 34 students participated, with a teacher-to-student ratio of 1:17.

Pre-Test Composite Score: 15.3 Post-Test Composite Score: 18.0

+2.7

Pre-test Composite Score: 16.3 Post-Test Composite Score: 19.8

+3.5

Summary and Conclusion In-school semester-long courses led by MasteryPrep instructors using MasteryPrep’s ACT Mastery curriculum can increase the mean composite ACT scores of participating students by one to four points. Among the 10 schools analyzed in this report, the weighted mean change in student composite ACT outcomes was +2.6. Despite the remedial score ranges of many of the 404 students examined in this report, and despite the wide geographical and demographic diﬀerences between the 10 school sites, all sites showed consistent progress.

Mean Pre-Test and Post-Test Scores, by School

Fall 2014

20.0

19.0

18.0

17.0

16.0

15.0

14.0

13.0

12.0

11.0

10.0

Bonnabel

John Ehret

McKinley Mentorship Breaux Jeanerette Sam Bridge Houston Pre-Test

Post-Test

West Lake

Ouachita West Parish Ouachita

A School-Based ACT Prep Initiative MasteryPrep partnered with Dayton Public Schools to provide in-person ACT preparation services to 118 students at four high schools sites during the spring 2015 semester.

Dayton Public Schools Background Information Dayton Public Schools is an urban district serving approximately 14,000 students at its 27 schools. The district’s graduation rate is 72%. The percent of families certiﬁed to receive free and reduced price meals qualiﬁes the district to provide free breakfast and lunch to all students.

Course Content

Delivery Model MasteryPrep personnel delivered six 2½-hour after-school ACT prep classes and one 6-hour in-school ACT Boot Camp class at four Dayton Public School high schools. Nearly all of the participating students were juniors. To encourage after-school participation students were provided food and bus tokens for transportation. Students who participated received a voucher provided by the district to take the ACT administered on April 18, 2015, or June 13, 2015, for free. MasteryPrep instructors coordinated closely with school oﬃcials and stakeholders throughout the course.

Instructors used MasteryPrep’s ACT Mastery curriculum for course content. The course included practice tests, remedial lessons designed to improve student mastery of fundamental content, and a review of test-taking strategies.

Data Source Students participating in this initiative were administered a full-length retired ACT test as a pre-test. This was followed by an actual full-length ACT administration as a posttest at the end of the course.

Summary of Results In this report, we highlight results from four school sites with a suﬃcient level of program implementation ﬁdelity from a cross-selection of score ranges and demographics. The purpose of this analysis is to determine the possible results of using MasteryPrep’s ACT Mastery course in an after-school setting.

Pre-Test Summary

Post-Test Summary

At the four sites that are the focus of this report, the average ACT score of the 118 participating students ranged from 13.3 to 18.0, with a weighted mean ACT score of 15.3. According to pre-test data, the cohort of students at the four sites ranged in relative national performance from the 7th to the 36th percentile.

The average post-test scores of the 118 participating students at these sites ranged from 16.2 to 21.7, with a weighted average of 18.4. According to post-test data, the cohort of students ranged in relative national performance from the 23rd to the 62nd percentile. The weighted mean change in student performance was +3.1.

Dunbar High School

Stivers School for the Arts

Dunbar High School serves approximately 481 students in Dayton. Of these students, 100% are considered economically disadvantaged. The school oﬀered the ACT Mastery program, and 40 students participated, with an average teacher-to-student ratio of 1:20.

Stivers School for the Arts serves approximately 881 students in Dayton. Of these students, 100% are considered economically disadvantaged. The school oﬀered the ACT Mastery program, and 37 students participated, with an average teacher-to-student ratio of 1:19.

Pre-Test Composite Score: 13.9 Post-Test Composite Score: 16.2

+2.3

Pre-Test Composite Score: 18.0 Post-Test Composite Score: 21.7

+3.7

Meadowville High School

Thurgood Marshall High School

Meadowdale High School serves approximately 614 students in Dayton. Of these students, 100% are considered economically disadvantaged. The school oﬀered the ACT Mastery program, and 17 students participated, with an average teacher-to-student ratio of 1:9.

Thurgood Marshall High School serves approximately 653 students in Dayton. Of these students, 100% are considered economically disadvantaged. The school oﬀered the ACT Mastery program, and 24 students participated, with an average teacher-to-student ratio of 1:12.

Pre-Test Composite Score: 15.5 Post-Test Composite Score: 18.1

+2.6

Pre-Test Composite Score: 13.3 Post-Test Composite Score: 17.1

+3.8

Summary of Results MasteryPrep’s ACT Mastery curriculum led by MasteryPrep instructors can increase the mean composite ACT scores of participating students by one to four points. Among the 4 schools analyzed in this report, the weighted mean change in student composite ACT outcomes was +3.1. Despite the remedial score ranges of many of the 118 students examined in this report and the short format of the program, all 4 school sites demonstrated consistent progress.

Mean Pre-Test and Post-Test Scores, by School

Fall 2014

25.0

21.7

20.0

18.4

18.0 17.1

16.2 15.3 15.0

13.9 13.3

10.0

5.0

0.0

Dunbar

Meadowdale Spring 2015 Test

Stivers Post-Test

Thurgood

Professional Development ACT Professional Development: Decoding the ACT

•

Motivation: The unwritten ﬁrst question on every standardized test is, “Do you give a ﬂip?” We show you how to ensure that your students are motivated and care enough to perform well on the ACT.

•

Time Management: MasteryPrep has helped over 100,000 students develop their time management skills on the ACT test. We share what works, and what doesn’t, in getting students on-pace.

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Process of Elimination: By developing this one skill, you can turn a poor test-taker into a fantastic test taker. In Decoding the ACT, we show you how.

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Guessing Strategies: Every standardized test is susceptible to guessing strategies, and the ACT is no exception. We share the most eﬀective techniques and how to present them to your students.

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Test-Taking Skills: Students will be taking tests for the rest of their lives. We break down what it means to develop test-taking skills that will help your students master standardized tests.

•

Subject Mastery: Every PD session is designed speciﬁcally for a subject area (English, Math, Reading, and Science) and is packed with subject-speciﬁc tips and strategies. Content is key on the ACT, and we share strategies for content mastery, Common Core standard correlations, and a detailed analysis of what content the ACT treats as most important.

Every PD attendee receives the Decoding the ACT book to help their students succeed on the ACT.

1-DAY SESSIONS

½-DAY SESSIONS

½-DAY WORKSHOPS

English Math Reading Science

English & Reading Math & Science

Product Training

Half-Day, On-Site Program This program is designed for teachers who will be using the ACT Mastery program in the classroom. In this half-day training program, a MasteryPrep trainer orients teachers to the ACT Mastery program and shows them how to use all of the tools the program provides in order to improve student outcomes. Furthermore, our trainer reviews essential test-taking strategies and content that teachers should particularly emphasize. Training on using MasteryPrep Online to access digital presentations and practice questions, as well as training on our TruScore practice test reports are included.

ACT Boot Camp

The ACT Boot Camp is a highly engaging & helpful one-day workshop.

•

Students learn exactly what they need to boost their scores on the ACT, and receive live instruction by our expert ACT test advisors.

•

ACT Boot Camp is the most helpful one-day ACT prep program, available during the school day or on the weekend.

Sample Agenda ACT Test-Taking Strategies

• • •

A million reasons to improve your ACT score How many correct answers do you need to get the score you want? Learn to guess twice as eﬀectively in ﬁve minutes

English

• •

The diﬀerence between the right answer and the best answer What punctuation mark makes up 20% of your English score?

Math

• •

What to do when you draw a blank during the math test How to turn a word problem into something you can actually solve

Reading

• •

What question type determines over a third of your score? How to stop over-thinking?

Science

• •

The scientiﬁc method in 5 minutes How to spot contradictions

Elements Student Workbooks With ACT Elements, students can achieve better ACT scores in just ﬁve minutes a day. ACT Elements is a classroom warm-up program for middle school and high school designed to provide students with grade-level appropriate exercises that reinforce essential ACT College Readiness Standards. Each week features a series of exercises related to one ACT College Readiness Standard, culminating in student proﬁciency. Our approach to the introducing and cultivating mastery in each standard reduces the amount of classroom time dedicated to explanations and increases student retention. Our program includes English, math, reading, and science workbooks for middle and high school levels. We provide physical books and online access to a digital platform so that teachers can display questions on SMART BoardsTM or projectors

Teacher Manuals The ACT Elements teacher manuals include answers and explanations for all questions and best practices for running warm-up exercises (also known as “do nows” or “bell ringers”). It also explains how teachers can turn bell ringers into engaging games for your students.

Key Features

•

Each week emphasizes a separate ACT College Readiness Standard todevelop student proﬁciency.

•

Gradually increasing diﬃculty builds student conﬁdence and improves engagement level.

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Hundreds of practice questions allow students to attain mastery of each skill.

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Answer explanations are provided at the end of each exercise.

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Simpliﬁed layout eliminates distractions and prevents students from feeling overwhelmed.

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Powerful test-taking strategies are integrated in the lessons and practice questions.

•

A highly eﬀective, content-centric approach to ACT prep.

ACT Essentials In as little as 4-6 weeks, ACT Essentials covers important skills and strategies students need to master in order to make significant gains on the ACT. Lesson topics focus on the questions that are most often and most heavily tested on the ACT. Students learn how the ACT is structured so that they can effectively manage their time in each subject. Practice questions exactly match the format and rigor of real ACT test questions, and each lesson includes five times more practice questions than traditional test prep books. Test-taking strategies give students the confidence to work through intimidating questions and guess twice as effectively as before. Also included are subject-specific tips and strategies, ensuring that students can make substantial gains in each section.

Each Workbook Includes:

• ACT practice items in the same format and with the same rigor as the ACT

• Time management strategies • Constructed response practice • Test-taking strategies

ACT Practice Testing and Scoring TruScore ACT Practice Testing and Scoring

Actionable data your teachers can use in the classroom When teachers are asked to improve their students’ ACT scores, what should they focus on first? The answer to that question is different for each class–and for each student. MasteryPrep provides all necessary test documents for a no-hassle practice test administration. Answer sheets are scored and action-oriented reports are generated, giving insight into each student’s strengths and weaknesses. TruScore provides industry-leading data assessments and is the most comprehensive and user-friendly ACT practice test system on the market. TruScore can generate reports that break down information by district, school, class, and student. Professional development workshops present the data in such a way that allows can focus their curriculum on the most important skills for student success on the ACT. With MasteryPrep’s TruScore, the guessing game is over. Teachers can take effective action and get results.

Data Analysis Professional Development In this one-day professional development program, a MasteryPrep consultant will go on-site and provide a series of one-hour subject-speciﬁc sessions designed to help your instructors maximize the value of the TruScore ACT practice test data. In each session, the MasteryPrep consultant will call out important trends and helps your team develop an action plan that will result in improved student outcomes.

WorkKeys Our MasteryKeys WorkKeys program is the most comprehensive WorkKeys test prep curriculum available and the only program speciﬁcally designed to help students earn their Silver National Career Readiness Certiﬁcate. The MasteryKeys program consists of three workbooks, each geared to one of the three WorkKeys tests that count towards the NCRC: Applied Mathematics, Locating Information, and Reading for Information. Our program includes detailed lessons, thousands of practice questions, and full-length practice tests. Also available as an online course.

MasteryKeys: Applied Mathematics The MasteryKeys: Applied Mathematics unit focuses on the student’s ability to solve problems, think critically, and calculate workplace mathematics. Lessons and practice questions involve setting up and solving a variety of problems as well as performing the types of calculations that occur in an actual workplace. Students will expand their knowledge and learn more about employing mathematical operations to solve word problems; converting numbers between fractions, decimals, and percentages; solving problems that deal with negative numbers, money, and time; learning how to apply operations by calculating averages, rates, ratios, and conversions; and essential test-taking tips.

MasteryKeys: Locating Information In MasteryKeys: Locating Information, students will learn to decipher and analyze a variety of visual depictions that are likely to arise in a real-life work settings. Hundreds of practice questions improve student ability in understanding and explaining a wide range of real-world ﬁgures and graphics. Students will learn how to read and ﬁll out complicated forms; practice reading maps, plans, tables, graphs, and diagrams; improve their ability to locate and use information; and experience a wide variety of information presentation styles.

MasteryKeys: Reading for Information MasteryKeys: Reading for Information will improve student ability in reading and understanding written text from actual work situations. Lessons and practice questions emphasize comprehending letters, emails, instructions, memos, notices, policies, and regulations. Students will learn to pay attention to important details, how to follow step-by-step instructions, the importance of persistence and good “detective work,” how to identify situations and then apply appropriate rules, how to ﬁlter a problem when dealing with too much information, and a variety of ways to decipher unfamiliar words.

ACT Mastery ACT Mastery Student Workbooks The ACT Mastery program is the only ACT prep program designed specifically for students who score below College Readiness Benchmarks. ACT Mastery has been adopted by hundreds of schools throughout the United States because it produces profitable results with underperforming students. The program is a radically simplified approach to ACT preparation. Each workbook guides students to a thorough comprehension of the fundamental skills they need to succeed on the ACT.

ACT Mastery Key Features:

• Entrance Tickets engage students from the moment they

sit down and allow teachers to assess student ability levels.

• Self-Assessment

allows students to assess their conﬁdence level about the upcoming lesson and re-evaluate their conﬁdence after the lesson is completed.

• Lesson Content gradually increases in diﬃculty, building student conﬁdence, and improving engagement level.

• Lesson Summaries review key content and deﬁnitions that students should master by the end of the lesson.

• Test-Taking

Strategies give students an advantage by orientating them to the fast-paced ACT testing environment.

• Practice Questions (15 per lesson) bring students to a level of mastery in each skill.

• Exit Tickets at the end of each lessonimmediately review lesson content and hold students to be held accountable for what they've learned.

Teacher Manuals and Online Content ACT Mastery Teacher Manuals MasteryPrep follows a teacher-ďŹ rst design methodology, which means that in our courses, teacher manuals are written ďŹ rst. ACT Mastery Teacher Manuals are the most extensive teacher guides in the test prep industry. In addition to providing a step-by-step walk-through of the lesson, we also call out essential test-taking strategies, provide detailed explanations for every practice question, and give practical advice for coaching students through common errors. Teacher manuals provide extensive tools and tips derived from thousands of hours of research that will give your students major advantages on test day.

MasteryPrep Online Every lesson in the ACT Mastery course is accompanied by a digital presentation, which helps teachers bring the program to life. Through MasteryPrep Online, teachers can access these presentations, and all of the practice questions provided in the ACT Mastery program. Additionally, a student edition of MasteryPrep Online is available as a digital workbook replacement option. Students can access the student edition of MasteryPrep Online for both classwork, and homework, in lieu of the school purchasing student workbooks.

WHAT MAKES ACT® MASTERY UNIQUE Teacher-First Design MasteryPrep uses a teacher-first design methodology, which means that our product development team’s foremost efforts concentrate on making ACT Mastery engage with students in a classroom setting. This design method is in contrast to the industry standard, where retail workbooks are developed with classroom implementation as an afterthought. The ACT Mastery curriculum supports teachers every step of the way with the most comprehensive teacher manuals in the industry.

Industry-Leading Research Comprehensive research is the foundation of the ACT Mastery program’s ability to help students succeed on the ACT. MasteryPrep’s research team has analyzed over 10,000 actual ACT test items and over three million student data points. Unlike other programs, MasteryPrep has used statistical analysis to ensure that the skills taught are the ones most heavily weighted on the ACT.

Perfect Practice Students need practice to ensure that they know how to decode ACT questions and avoid being intimidated by the test. Unless students are practicing with items that perfectly emulate the ACT rigor and approach, their time will be wasted. MasteryPrep has taken an enormous amount of care to ensure that every item that appears in the ACT Mastery program meets our highest-quality standards.

Content is Key Our research shows that it is more effective to help students master essential content rather than cram test prep strategies. Most students don’t need a review; they need remediation, instruction, and practice to achieve mastery. ACT Mastery’s content-centric approach (with embedded test-taking strategies) effectively helps students retain what they need for success on test day.

Better Scores for All Students The effective range of the ACT Mastery program is much broader than other test prep programs. Due to the comprehensive nature of the curriculum, students with scores as low as 12 routinely make improvements, while students in the upper performance quartile stand to benefit from our ACT Mastery Advanced program.

ACTÂŽ MASTERY PROGRAM OVERVIEW The ACT Mastery program is comprised of the following essential elements: Practice Tests Students enrolled in the ACT Mastery program will participate in two to three full-length practice tests. The initial test provides a baseline pre-assessment, which is useful in gauging student progress. Students will experience a simulated test environment. All practice tests are analyzed on a rapid turnaround by MasteryPrep personnel using our groundbreaking TruScore testing and analysis system, which provides each student and each teacher with immediately actionable advice for improving outcomes. Students can review the questions they missed, and MasteryPrep provides teachers with a video explanation of each test item to support the review process.

Student Workbook Each student receives four workbooks that guide them through the ACT Mastery course: ACT Mastery English, ACT Mastery Math, ACT Mastery Reading, and ACT Mastery Science. Each workbook addresses one subject area tested by the ACT. These workbooks support classroom instruction and drive student engagement while providing over one thousand practice questions to help students master essential content.

Entrance Tickets Each lesson in the student workbook begins with an Entrance Ticket that students work on as soon as the bell rings. These Entrance Tickets help teachers manage the classroom and give students a preview of the upcoming lesson. Furthermore, teachers can use Entrance Tickets to assess student ability levels and begin differentiating instruction.

Learning Objectives and Self-Assessment After completing the Entrance Ticket activity, teachers introduce the learning objectives for the lesson (aligned to the ACT College Readiness Standards and correlated to your stateâ&#x20AC;&#x2122;s standards), and students assess their confidence levels. Students also have the opportunity to self-assess at the end of the lesson and gain perspective on their progress. Teachers can use this information to identify those students who need additional support.

Lesson Content All ACT Mastery lessons follow an engaging, inquiry-based, teacher-led design. The workbook content integrates seamlessly with teacher instruction and is designed in such a way that students stay on task and are unable to get ahead of the instructor. Each lesson helps students master the topic at hand, quickly scaffolding students up to ACT rigor. We donâ&#x20AC;&#x2122;t just review or tell students about the content. Through the lesson activities, students gain mastery.

Test-Taking Strategies While it is true that content is key on the ACTÂŽ, there are test-taking strategies that will give students an advantage. Our research shows that students must be exposed to test-taking strategies multiple times in order to change their testing habits, so the ACT Mastery student workbooks call out key strategies and reinforce them again and again throughout the course.

Practice Questions The key to higher ACT scores is practice. Once students have gained proficiency in the skills they will be tested on, they must practice answering questions until they have achieved mastery. Each ACT Mastery lesson in the student workbook includes 15 practice questions, which review that particular topic and ensure that students wonâ&#x20AC;&#x2122;t miss that type of question on the ACT. Since our research shows that there are many different ways the ACT might ask a question, we include all known variants of the question in each section. As a result, students experience fewer surprises and higher scores on test day.

Supplemental Materials Teachers are also provided with supplemental materials that make the administration of the ACT Mastery course a seamless process.

Teacher Manuals The ACT Mastery teacher manuals provide teachers with detailed instructions, tips, answer explanations, and supplementary content for each ACT subject: English, math, reading, and science. Teacher manuals include instructions for each workbook page, digital presentation, and practice question. Our teacher resources are the most comprehensive of any test prep program and are designed to minimize planning time and maximize the effectiveness of instruction. Teacher manuals also include detailed instructions on administering and analyzing tests, best practices for class grades, tips on bringing test-taking strategies to life, and much more.

Slide Decks Each lesson is accompanied by a digital presentation that teachers can access through MasteryPrep Online. Each presentation seamlessly integrates with the student workbook and lesson content and makes it easy to call studentsâ&#x20AC;&#x2122; attention to important points. The animations and art included in the presentations help bring the content to life.

Lesson Summaries Each lesson ends with a summary reviewing key content and definitions that students should master by the end of the lesson. Students can refer to these summaries for review.

Exit Tickets Each lesson in the ACT Mastery program contains a corresponding Exit Ticket, which students complete at the end of each class. Exit Tickets hold students accountable for learning each day and provide valuable insight into student progress. Students who did not grasp the lesson can be identified and given additional support.

Unit Tests With each semester of the ACT Mastery program eight unit tests are included, which assess student progress and growth as well as facilitate classroom grading.

Training We recommend that your instructors undergo a minimum of a half-day training program on the correct implementation of the ACT Mastery program. Training sessions are available upon request. More extensive professional development programs that result in MasteryPrep certification are also available.

ACTÂŽ MASTERY IMPLEMENTATION OPTIONS The ACT Mastery program is adaptive to fit your needs. One Semester The ACT Mastery program is available as a one-semester course during the school day. The teacher guide provides pacing guides on adapting the program to all major school scheduling variants, including block and seven- or eight-period schedules. This program is recommended for classes with average ACT scores lower than 21.

One Semester: Advanced In the ACT Mastery Advanced variant of our program, students prepare for the questions most likely to stump high-performing students. As in our more basic program, all major schedule variants are provided in our teacher manuals. This program is recommended for classes with average ACT scores higher than 21.

Full-Year Course In the full-year ACT Mastery course, students experience the full spectrum of lesson content, from heavily weighted foundational skills to tough questions that challenge even the best test takers. This program is recommended for classes with ACT score averages between 18 and 22.

Year-Long Intervention In this implementation, the content of our basic one-semester ACT Mastery course is provided by teachers as interventions during scheduled times throughout the school year. This implementation model is recommended for schools with large populations of students in remedial ranges who would not be able to access the course due to scheduling constraints.

After School The ACT Mastery program is available in 18-, 30-, and 60-hour variants for use in after-school programs. Students receive their ACT Mastery workbooks and are able to practice on their own any content that was not covered in the abridged after-school variant of the course.

Bell Ringer / “Do Now” Schools seeking to implement the ACT® Mastery program by having core teachers present their students with a little content each day should refer to our ACT Elements program. ACT Elements is designed to provide core teachers with daily warm-up exercises that build the skills for success on the ACT.

Embedded in Core Classes With this scheduling option, core teachers introduce the ACT Mastery program to their students one day each week throughout the year. This implementation is most popular with schools that have scheduling constraints or that would like to move an entire class through the ACT Mastery program.

Online with Instructor A digital version of the ACT Mastery program is available for use in classrooms with a one-to-one device ratio. The instructor/facilitator conducts the class as usual, with students referring to their devices instead of workbooks.

Online Self-Paced or with Facilitator A self-paced, adaptive version of the ACT Mastery program is available on MasteryPrep Online.

ABOUT THIS SAMPLE This booklet represents a sample selection of the ACT ÂŽ Mastery curriculum for English, math, reading, and science. It provides a helpful glimpse into what our program offers. The full version of the ACT Mastery student workbooks and teacher manuals, accompanied by our digital presentations, practice tests, and supplemental materials, provide everything you need to deliver the ACT Mastery course in your school. In this sample, which includes pages from the student workbooks and teacher manuals, youâ&#x20AC;&#x2122;ll see many of the exciting features that put the ACT Mastery program on the cutting edge of effective ACT prep curricula. The tables of contents represent actual contents for two configurations of the student workbooks: our basic, foundational configuration as well as a more advanced and challenging configuration for high-performing students. To request a full demonstration of how the ACT Mastery student workbook and teacher manual perform in concert with the digital presentations, practice tests, and supplemental materials, please contact: 855-9-ACT-PREP info@masteryprep.com masteryprep.com

2017-2018

ACT MASTERY Â®

2017-18 Edition

English

Table of Contents (ACT Mastery English) Lesson 1: Using Commas.................................................................................................................. 7 Lesson 2: Pronoun Clarity............................................................................................................... 21 Lesson 3: Apostrophes.................................................................................................................... 37 Lesson 4: Confusing Pairs............................................................................................................... 53 Lesson 5: Subjectâ&#x20AC;&#x201C;Verb Agreement................................................................................................. 65 Lesson 6: Identify Purpose.............................................................................................................. 79 Lesson 7: Redundancy.................................................................................................................. 103 Lesson 8: Transition Words.............................................................................................................117 Lesson 9: Parenthetical Elements................................................................................................. 129 Lesson 10: English Strategy.......................................................................................................... 143 Lesson 11: Pronoun Agreement..................................................................................................... 159 Lesson 12: Verb Tense................................................................................................................... 175 Lesson 13: Authorâ&#x20AC;&#x2122;s Purpose......................................................................................................... 189 Lesson 14: Conciseness................................................................................................................ 205 Lesson 15: Adjectives and Adverbs............................................................................................... 221 Lesson 16: Word Choice................................................................................................................ 233 Lesson 17: Coordinating Conjunctions.......................................................................................... 249 Lesson 18: Prepositions................................................................................................................. 263 Lesson 19: Run-Ons and Fragments............................................................................................. 277 Lesson 20: English Pacing............................................................................................................ 293 English Glossary........................................................................................................................... 316

Table of Contents (ACT Mastery Advanced English) Lesson 1: Deleting Commas.............................................................................................................. 7 Lesson 2: Apostrophes.................................................................................................................... 19 Lesson 3: Relevance....................................................................................................................... 35 Lesson 4: Style and Tone................................................................................................................ 53 Lesson 5: Parallelism....................................................................................................................... 65 Lesson 6: Text Addition and Deletion............................................................................................... 79 Lesson 7: Run-Ons and Fragments............................................................................................... 101 Lesson 8: Redundancy...................................................................................................................117 Lesson 9: Identify Necessary Transitions...................................................................................... 131 Lesson 10: English Strategy.......................................................................................................... 145 Lesson 11: Parenthetical Elements................................................................................................ 161 Lesson 12: Adjectives, Adverbs, and Superlatives......................................................................... 175 Lesson 13: Verb Tense................................................................................................................... 189 Lesson 14: Accomplish Purpose.................................................................................................... 203 Lesson 15: Conciseness................................................................................................................ 217 Lesson 16: Subordinating Conjunctions........................................................................................ 233 Lesson 17: Clarity and Meaning.................................................................................................... 247 Lesson 18: Misplaced Modifiers..................................................................................................... 265 Lesson 19: Writerâ&#x20AC;&#x2122;s Goal................................................................................................................ 279 Lesson 20: English Pacing............................................................................................................ 299 English Glossary........................................................................................................................... 322

Lesson 1

Using Commas

Itâ&#x20AC;&#x2122;s raining, cats and dogs!

ACT Mastery English ®

Entrance Ticket How does the location of the comma affect the sentence’s meaning? Write a short paragraph explaining the image. Use complete sentences.

It’s raining, cats and dogs!

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

Lesson 1 â&#x20AC;&#x201C; Using Commas

Learning Targets 1. 2.

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

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

ACT Mastery English ®

FANBOYS 1.

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

2. My music teacher from high school was at the restaurant and I ran over to say hello as soon as I saw him. 3. We started the music and immediately the baby started to dance!

Comma Rule 1:

I prefer the color purple but Kevin likes red better.

2. My grandmother came to America hoping to escape the terrors of war in her native country and I’m glad she did because it was here she met my grandfather! 3. My friend Bella and I recently took a ballet class so one night we went to the Bass Performance Hall to see a show by the ballerina Kristina Haronoff. 4. The man paid me twenty dollars for the book and he said he would have paid twice as much if it had been a first edition. 5. The very idea of spiders and even just the word spiders terrify us and both tend to give us chills. 6. The two types of cats are short-haired and long-haired and each has different grooming requirements.

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

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

Lesson 1 â&#x20AC;&#x201C; Using Commas

Lists and Series 1.

Kim ordered a large coffee pancakes eggs and hashbrowns for breakfast.

2. Brandon had homework in geometry world history Spanish and even PE! 3. Azalea lived at home with her parents her grandma one brother one sister and a dog.

Comma Rule 2:

Old McDonald raises various livestock poultry and some domestic animals on his farm.

2. Miriam decided to try out for the softball swimming and cross country teams at her school. 3. He stopped by the grocery store to pick up fruit and crackers to bring to the party. 4. The Himalayan teapots are quite rare exceedingly lovely and richly intricate. 5. Mike snuck into the kitchen scarfed down some cookies swept away the crumbs that might give him away and was out in a flash.

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

ACT Mastery English ÂŽ

Lists and Series 1.

Jamie snuck into the kitchen and scarfed down some cookies.

2. Her trip abroad was both incredibly enlightening and overwhelmingly exhausting. 3. After the speech, congressman and presidential candidate Ford Peterson took some time to answer questions from reporters in the audience.

Comma Rule 3:

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Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

Lesson 1 – Using Commas

Introductory Words and Phrases 1.

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

2. Growling and barking the dog warned the mailman not to come any closer. 3. As if being grounded weren’t enough her mom also took away her cell phone.

Comma Rule 4:

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

2. While I didn’t practice piano much in middle school I’ve come to love it now that I’m in high school. 3. Running late for school Marcus didn’t brush his teeth this morning. 4. One sweltering Texas day in 1956 a Dallas gym teacher pondered how to handle a difficult problem. 5. It was early morning when my parents and I arrived at the museum a huge building in the middle of town. 6. When singer Ally King Scott sings everyone listens.

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

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

ACT Mastery English ÂŽ

Set One

1. A. B. C. D.

We ordered in French, so it took the waiter a few minutes to understand and bring out our drinks.

NO CHANGE take the order, take the order; understand them

2. F. NO CHANGE G. clear is that, H. clear is, that J. clear is that

Whatâ&#x20AC;&#x2122;s already clear, is that the image of coal miners as rough men fails to take into account the great diversity within the profession.

3. A. NO CHANGE B. stripes, hung it, C. stripes hung it, D. stripes, hung it;

Ms. Barnes, the librarian, then decorated a banner with red, white, and blue stripes; hung it; and began pouring soda for the class.

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

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Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

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Lesson 1 â&#x20AC;&#x201C; Using Commas

Set Two

4. F. NO CHANGE G. water and, they decided H. water, and they decided J. water and, they decided,

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

5. A. NO CHANGE B. in years; she still remembered C. in years she, still remembered D. in years, she still remembered

Even though she hadnâ&#x20AC;&#x2122;t practiced the piano in years she still remembered how to play the piece almost perfectly.

6. F. NO CHANGE G. then, drove around, the block H. then drove around the block, J. then drove around the block

Once she started the car, she pulled out of the driveway and then, drove around the block and went to the store.

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

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

ACT Mastery English ÂŽ

Set Three

7. A. B. C. D.

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

NO CHANGE the beach so we the beach so, we the beach; so we

8. F. NO CHANGE G. up in Florida in the 1990s H. up, in Florida in the 1990s J. up in Florida in the 1990s,

Growing up, in Florida, in the 1990s Sara developed a deep appreciation for video games.

9. A. NO CHANGE B. too hot, too dangerous, or too secluded C. too hot, too dangerous, or too secluded, D. too hot, too dangerous, or to secluded

In desert sands and sweltering canyons once thought too hot, too dangerous or too secluded to support a community, there exist small villages determined to fight for survival.

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

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

Lesson 1 – Using Commas

Set Four

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

10. F. NO CHANGE G. Next my sister and I, H. Next my sister, and I J. Next, my sister and I

Every winter, thousands of tourists, come

11. A. NO CHANGE B. thousands, of tourists C. thousands of tourists D. thousands of tourists’

hair.

to Colorado. They enjoy the snowy mountains and scenic views.

12. F. NO CHANGE G. sweat dripping, from his forehead H. sweat, dripping from his, forehead J. sweat dripping from his forehead

I can see him now, standing in the hallway, sweat dripping from his forehead, hands worn from the day’s work.

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

Entrance Ticket

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FANBOYS

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Introductory Words and Phrases

ACT Practice

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ACT Mastery English ÂŽ

Set Five

13. A. NO CHANGE B. over, the children had returned home, C. over the children had returned home, D. over the children had returned home;

The school day was over, the children had returned home; and everyone was sitting in the kitchen waiting for dinner.

14. F. NO CHANGE G. mythology of the ancient tribes, of Ireland H. mythology, of the ancient tribes, of Ireland J. mythology of the ancient tribes of Ireland,

In the mythology, of the ancient tribes of Ireland, selkies live as seals in the sea and become human on land.

15. A. B. C. D.

The heart-shaped, dark-brown chocolates sat waiting for my valentine on his desk.

NO CHANGE heart-shaped, dark-brown, chocolates heart-shaped, dark-brown chocolates, heart-shaped dark-brown chocolates,

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

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

Lesson 1 â&#x20AC;&#x201C; Using Commas

Sum It Up Using Commas Clause A phrase with a subject and predicate

Independent Clause A clause that can stand on its own as a complete sentence

Dependent Clause A clause that is not a complete idea and so cannot stand on its own as a complete sentence

Conjunction A word used to connect words, phrases, clauses, or sentences

Tips and Techniques Sounds Right: Remember to eliminate any commas that create awkward-sounding pauses or otherwise seem misplaced.

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

ACT Practice

Sum It Up

2017-2018

ACT MASTERY Â®

English

2017-18 Edition Part 1 Teacher Manual

Lesson 1 â&#x20AC;&#x201C; Using Commas

Using Commas This lesson covers comma errors that frequently show up on the ACT English test. The errors covered include those that create basic sense problems, errors in series, and errors that create ambiguity. Students will learn when it is appropriate to delete or insert commas to best express the meaning of the sentence. ACT Standards: PUN 201. Delete commas that create basic sense problems (e.g., between verb and direct object) PUN 302. Use appropriate punctuation in straightforward situations (e.g., simple items in a series) PUN 403. Use commas to avoid obvious ambiguity (e.g., to set off a long introductory element from the rest of the sentence when a misreading is possible) PUN 501. Delete commas in long or involved sentences when an incorrect understanding of the sentence suggests a pause that should be punctuated (e.g., between the elements of a compound subject or compound verb joined by and) PUN 601. Use commas to avoid ambiguity when the syntax or language is sophisticated (e.g., to set off a complex series of items)

Lesson 1

Using Commas

Itâ&#x20AC;&#x2122;s raining, cats and dogs!

Using Commas

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Introductory Words Distinguishing Homonyms ACT Practice FANBOYSLists Using and Series Commas ACT Practice ACT Practice Learning Learning Targets Learning TargetsTargets Quick Check Quick CheckQuickFANBOYS Check and Phrases

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Student Page 7

ACT Mastery English Teacher Manual ®

Entrance Ticket Next Page

Next Slide

>> Have students answer the question in a paragraph: How does the location of the comma affect the sentence’s meaning? Write a short paragraph (at least five sentences) explaining the image. Use complete sentences.

>> Answers will vary. Call on students to share their answers. The position of the comma shows that the little boy is speaking to the cats and dogs, not referring to the rain as cats and dogs.

ACT Mastery English ®

Entrance Ticket How does the location of the comma affect the sentence’s meaning? Write a short paragraph explaining the image. Use complete sentences.

It’s raining, cats and dogs!

Entrance Ticket How does the location of the comma affect the sentence’s meaning? Write a short paragraph explaining the image. Use complete sentences.

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Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

Student Page 8

ACT Practice

Sum It Up

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Lesson 1 – Using Commas

Learning Targets Next Page

Next Slide

>> Review learning objectives with your students. Have the students write the learning targets in their workbooks. >> After reviewing the learning objectives, ask students to assess their knowledge and confidence level on these

objectives. They should rate themselves on a scale of 1 to 4, with 1 being not confident or uncertain, and 4 being completely confident or certain. They should circle this number in the designated section of their workbooks.

Lesson 1 – Using Commas

Learning Targets 1.

Learning Targets



Identify several different strategies to use in comma usage conflicts



Use commas for different purposes in several types of sentences

Self-Assessment

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

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

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

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Introductory Words and Phrases

ACT Practice

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Sum It Up

Student Page 9

ACT Mastery English Teacher Manual ®

Quick Check You will review the basics of clauses, conjunctions, and commas as a prerequisite to the lesson content.

Quick Check 

What’s the definition of a clause?



Independent clause





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A phrase with a subject and verb



A clause that can stand on its own as a complete sentence



Example: I walked my dog. I ran after my dog.

Next Slide

>> Before giving the students the definitions or answers, be sure to see if they

Dependent clause 

A clause that is not a complete idea, so it’s not a complete sentence



Example: While I was running… Unless I ran…

can come up with possible answers themselves.

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>> Teacher Dialogue:

What’s the definition of a clause?

Clause: a phrase with a subject and verb

>> Teacher Dialogue:

Define an independent clause and give examples.

Independent Clause: a clause that can stand on its own as a complete sentence Examples: •

I walked my dog.

•

I ran after my dog.

>> Teacher Dialogue:

Define a dependent clause and give examples.

Dependent Clause: a clause that is not a complete idea, so it’s not a complete sentence. It’s dependent on another clause that is in the sentence. Emphasize to students that it is still a clause because it has a subject and a verb. Examples: •

While I was running

•

Unless I ran

>> Teacher Dialogue:

What makes the previous examples dependent clauses?

They include some sort of subordinating conjunction such as while, even though, unless.

Lesson 1 – Using Commas

Quick Check Next Slide

>> Teacher Dialogue:

Quick Check 

Define a conjunction.

Conjunction 

A word used to connect words, phrases, clauses, or sentences



Examples:

Conjunction: a word used to connect words, phrases, clauses, or sentences



Coordinating Conjunctions: FANBOYS (for, and, nor, but, or , yet, so)



Subordinating Conjunctions: Although, since, because, while

Examples: •

Coordinating conjunctions: FANBOYS (for, and, nor, but, or, yet, so)

•

Subordinating conjunctions: although, since, because, while

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Next Slide

>> Teacher Dialogue:

Quick Check

When do you use a colon?



Colons and Semicolons 

Colons: used before a list or explanation and after an independent clause

Colons come before a list or explanation and after an independent clause. 

Incorrect: “She bought: milk, eggs, and honey.”



How can you fix it? 



>> Teacher Dialogue:

How would you use a colon to fix the following sentence? Why?

She bought: milk, eggs, and honey.

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“She bought groceries: milk, eggs, and honey.”

Semicolons are similar to periods. They join two independent clauses without a conjunction. If you can use a period, you can use a semicolon.

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Answer: A colon is needed after the independent clause, before the list. A correct answer is “She bought groceries: milk, eggs, and honey.”

>> Teacher Dialogue:

When can you use a semicolon?

Semicolons: are just like periods; they join two independent clauses without a conjunction. They show a tighter connection between the two clauses than periods do. If you can use a period, you can use a semicolon!

ACT Mastery English Teacher Manual ®

FANBOYS Next Page

Next Slide

>> Students punctuate the three sentences at the top of the page. Call on students for the answers. >> Correct answers: 1. The five-foot gorilla lives at the zoo, but it is originally from Africa. 2. My music teacher from high school was at the restaurant, and I ran over to say hello as soon as I saw him. 3. We started the music, and immediately the baby started to dance!

>> Teacher Dialogue:

What’s the rule for using commas in these sentences?

Collaborate with the students to create a rule that applies to all of these sentences. The rule should match up with this main point: Commas are used with coordinating conjunctions to connect two independent clauses.

>> When the students agree on how the rule should be stated, write it on the board, and have students write the rule in their workbooks.

ACT Mastery English ®

FANBOYS 1.

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

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

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

FANBOYS Comma Rule 1:

I prefer the color purple but Kevin likes red better.

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

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

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

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

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



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



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



We started the music, and immediately the baby started to dance!

Commas are used with coordinating conjunctions to connect two independent clauses.

Entrance Ticket

Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

Student Page 10

ACT Practice

Sum It Up

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Lesson 1 – Using Commas

FANBOYS Next Slide

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

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

• Each group takes a different sentence and writes it onto their whiteboards, broken into phrases (ex.: I prefer // the color purple // but Kevin // likes red // better). •

FANBOYS 1. I prefer the color purple but Kevin likes red better. 2. My grandmother came to America hoping to escape the terrors of war in her native country and I’m glad she did because it was here she met my grandfather! 3. My friend Bella and I recently took a ballet class so one night we went to the Bass Performance Hall to see a show by the ballerina Kristina Haronoff. 4. The man paid me twenty dollars for the book and he said he’d pay twice as much if it had been a first edition. 5. The very idea of spiders terrifies us and both tend to give us chills. 6. The two types of cats are short-haired and long-haired and each has different grooming requirements.

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One group lines up in order.

• The other four groups pick a representative who has a comma on their whiteboard. When teacher says “Go,” representatives race to put themselves in the right place between two independent clauses. • The right team gets a point, and the next group comes up with their sentence. The original “display” team can now compete in the other rounds.

>> Correct answers: 1. I prefer the color purple, but Kevin likes red better. 2. My grandmother came to America hoping to escape the terrors of war in her native country, and I’m glad she did because it was here she met my grandfather! 3. My friend Bella and I recently took a ballet class, so one night we went to the Bass Performance Hall to see a show by the ballerina Kristina Haronoff. 4. The man paid me twenty dollars for the book, and he said he would have paid twice as much if it had been a first edition. 5. The very idea of spiders, terrifies us, and both tend to give us chills. 6. The two types of cats are short-haired and long-haired, and each has different grooming requirements. Sounds Right: If a comma causes you to pause your reading at an awkward location, it’s almost always wrong. Try the “Secret Agent Move” to sound out comma pauses and determine if the comma is misplaced. Place a finger over one ear and whisper the answers. Using this technique, you will hear your whispers loud and clear without disrupting the others testing around you.

ACT Mastery English Teacher Manual ®

Lists and Series Next Page

Next Slide

>> Students punctuate the three sentences at the top of the page. Call on students for the answers. >> Correct answers: 1. Kim ordered a large coffee, pancakes, eggs, and hashbrowns for breakfast. 2. Brandon had homework in geometry, world history, Spanish, and even PE! 3. Azalea lived at home with her parents, her grandma, one brother, one sister, and a dog.

>> Teacher Dialogue:

What’s the rule for using commas in these sentences?

Collaborate with the students to create a rule that applies to all of these sentences. The rule should match up with this main point: Commas are used to separate items in a list or series. Make sure students are aware there’s also a comma between the second-to-last item and the conjunction.

>> When the students agree on how the rule should be stated, add it to the list on the board, and have the students copy the rule in their workbooks.

Lesson 1 – Using Commas

Lists and Series 1.

Kim ordered a large coffee pancakes eggs and hashbrowns for breakfast.

Brandon had homework in geometry world history Spanish and even PE!

Azalea lived at home with her parents her grandma one brother one sister and a dog.

Lists and Series Comma Rule 2:

Old McDonald raises various livestock poultry and some domestic animals on his farm.

Miriam decided to try out for the softball swimming and cross country teams at her school.

He stopped by the grocery store to pick up fruit and crackers to bring to the party.

The Himalayan teapots are quite rare exceedingly lovely and richly intricate.

Mike snuck into the kitchen scarfed down some cookies swept away the crumbs that might give him away and was out in a flash.

Kim ordered a large coffee, pancakes, eggs, and hashbrowns for breakfast.

Brandon had homework in geometry, world history, Spanish, and even PE!

Azalea lived at home with her parents, her grandma, one brother, one sister, and a dog.

Commas are used to separate items in a list or series.

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Learning Targets

FANBOYS

Lists and Series

Introductory Words and Phrases

Student Page 11

ACT Practice

Sum It Up

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Lesson 1 – Using Commas

Lists and Series Next Slide

> Students practice a few on their own:

Lists and Series

Complete the activity in your workbook.

1. Old McDonald raises various livestock, poultry, and some domestic animals on his farm. 2. Miriam decided to try out for the softball, swimming, and cross country teams at her school. 3. He stopped by the grocery store to pick up fruit and crackers to bring to the party.

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No commas needed for #3 because there are only two items picked up at the grocery store. Students may be tempted to put a comma after fruit.

>> Teacher Dialogue:

This rule doesn’t just apply to items on a grocery list. These series can be more complex and may not always look like a list. These usually involve compound predicates or multiple modifiers.

>> Work questions 4 and 5 with the students, calling on several students to

identify the items in the “list” or series and correctly punctuating them. Students follow along by placing the commas correctly in their workbooks. 4. The Himalayan teapots are quite rare, exceedingly lovely, and richly intricate. 5. Mike snuck into the kitchen, scarfed down some cookies, swept away the crumbs that might give him away, and was out in a flash.

ACT Mastery English Teacher Manual ®

Lists and Series Next Page

ACT Mastery English ®

Lists and Series

Next Slide

>> Students decide whether or not to use commas in these examples. They

Jamie snuck into the kitchen and scarfed down some cookies.

Her trip abroad was both incredibly enlightening and overwhelmingly exhausting.

After the speech, congressman and presidential candidate Ford Peterson took some time to answer questions from reporters in the audience.

Comma Rule 3:

should rely on what they’ve learned about comma + conjunction and comma + list: 1. Jamie snuck into the kitchen and scarfed down some cookies. No commas. Jamie—one subject—is completing two actions—compound predicate. Students may be tempted to put a comma after kitchen, thinking that they have two independent clauses. But if they try to identify two subjects, they’ll only find one. Scarfed down some cookies is not a complete thought, so it can’t stand alone.

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2. Her trip abroad was both incredibly enlightening and overwhelmingly exhausting.

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No comma needed because there are only two items describing her trip. Students may be tempted to put a comma after enlightening. 3. After the speech, congressman and presidential candidate Ford Peterson took some time to answer questions from reporters in the audience.

Lists and Series ►

There is a time we put commas between only two items. It looks like this:

►

Compare the above sentence with this one:

►

We enjoyed eating Carla’s sweet, delicious cupcakes.

►

We enjoyed eating Carla’s sweet and delicious cupcakes.

►

The selfish, arrogant dictator terrorized the people.

►

The selfish and arrogant dictator terrorized the people.

►

The water supply was rapidly, dangerously decreasing.

►

The water supply was rapidly and dangerously decreasing.

No additional commas are needed. Students may be tempted to put a comma somewhere in the phrase. Break it down so the students see it as two adjectives describing the man. It’s just like saying the quaint and lovely house, where congressman and presidential candidate describe Ford Peterson the same way quaint and lovely describe the house. You wouldn’t put a comma between quaint and lovely or between lovely and house because there are only two items in the series, and you don’t put a comma between an adjective and a noun. These rules also apply for this more seemingly complex version.

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>> Teacher Dialogue:

There is a time you should put commas between only two items. It looks like this:

We enjoyed eating Carla’s sweet, delicious cupcakes.

>> Teacher Dialogue:

Compare the above sentence with this one:

We enjoyed eating Carla’s sweet and delicious cupcakes.

>> Teacher Dialogue:

Look at these examples:

The selfish, arrogant dictator terrorized the people. The selfish and arrogant dictator terrorized the people. The water supply was rapidly, dangerously decreasing. The water supply was rapidly and dangerously decreasing.

>> Based on these pairs of sentences, create a rule with the students that can be added to the list on the board and in their workbooks.

A comma should come between two adjectives when it replaces a conjunction. If the answer choices have the same words and commas in different locations, you’re dealing with a comma question. Remember the list you made in class to check it against the answer choices.

Lesson 1 – Using Commas

Introductory Words or Phrases Next Page

Next Slide

>> Students punctuate the three sentences at the top of the page. Call on students for the answers. >> Correct answers: 1. Even though I don’t like pickles, I ate a spoonful of relish when my friend dared me. 2. Growling and barking, the dog warned the mailman not to come any closer. 3. As if being grounded weren’t enough, her mom also took away her cell phone.

>> Teacher Dialogue:

What’s the rule for using commas in these sentences?

Collaborate with the students to create a rule that applies to all of these sentences. The rule should match up with this main point: Commas come after introductory words, phrases, or prepositional phrases longer than five words. The students may not come up with this exact rule, but if what they agree on aligns with this content, put it up on the board, and students will write in their notebooks. Underneath this rule, you can add a few examples (introductory words, introductory phrases, prepositional phrases longer than five words.) Look for giveaway words, such as when, while, even though, and although. These words create dependent clauses. If the dependent clause comes first in the sentence, you will need to use a comma to separate the dependent clause from the independent clause.

Lesson 1 – Using Commas

Introductory Words and Phrases 1.

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

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

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

Introductory Words or Phrases Comma Rule 4:

1. Even though I don’t like pickles, I ate a spoonful of relish when my friend dared me. 2. Growling and barking, the dog warned the mailman not to come any closer. 3. As if being grounded weren’t enough, her mom also took away her cell phone.

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

While I didn’t practice piano much in middle school I’ve come to love it now that I’m in high school.

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

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

It was early morning when my parents and I arrived at the museum a huge building in the middle of town.

When singer Ally King Scott sings everyone listens.

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

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

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ACT Mastery English Teacher Manual ®

Introductory Words or Phrases Next Slide

>> Students should practice not only placing the comma where it goes, but also explaining what is present (or absent) that keeps the introductory phrase from being a complete thought.

>> Students can practice as a class, writing the where and why for each comma on their whiteboards and showing the teacher, or in small groups in which each group takes one sentence and explains to the rest of the class the where and why for each comma. 1. After we won regionals, the entire basketball team went out for pizza. 2. While I didn’t practice piano much in middle school, I’ve come to love it now that I’m in high school. 3. Running late for school, Marcus didn’t brush his teeth this morning. 4. One sweltering day in 1956, a Dallas gym teacher pondered how to handle a difficult problem. 5. It was early morning when my parents and I arrived at the museum, a huge building in the middle of town. 6. When singer Ally King Scott sings, everyone listens.

Introductory Words or Phrases 1. After we won regionals the entire basketball team went out for pizza. 2. While I didn’t practice piano much in middle school I’ve come to love it now that I’m in high school. 3. Running late for school Marcus didn’t brush his teeth this morning. 4. One sweltering Texas day in 1956 a Dallas gym teacher pondered how to handle a difficult problem. 5. It was early morning when my parents and I arrived at the museum a huge building in the middle of town. 6. When singer Ally King Scott sings everyone listens.

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Lesson 1 â&#x20AC;&#x201C; Using Commas

ACT Practice Next Slide

>> Have students work on questions from the ACT practice sets here. Pacing should be 2 minutes per practice set or

40 seconds per question. The questions can also be assigned as homework if time does not permit them all being completed during class.

ACT Practice Work through some of the ACT practice sets in your workbook to get a better sense of an actual ACT test.

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ACT Mastery English Teacher Manual ÂŽ

Set One We ordered in French, so it took the waiter a few minutes to understand and bring out our drinks.

1. A. B. C. D.

NO CHANGE take the order, take the order; understand them

1. The correct answer is A. The verbs understand and bring out are part of a compound predicate and do not require any punctuation between them. For that reason, choice B is incorrect. The phrase and bring out our drinks is not an independent clause, so a semicolon should not be used before it, meaning choice C is incorrect. Choice D is incorrect because it adds the unnecessary and ambiguous them.

Whatâ&#x20AC;&#x2122;s already clear, is that the image of coal miners as rough men fails to take into account the great diversity within the profession.

2. F. NO CHANGE G. clear is that, H. clear is, that J. clear is that

2. The correct answer is J. No comma is required inside the phrase whatâ&#x20AC;&#x2122;s already clear is that. Choices F and H are incorrect because they insert unnecessary commas into this phrase, while choice G is incorrect because it unnecessarily and awkwardly separates the conjunction that from the clause it begins.

Ms. Barnes, the librarian, then decorated a banner with red, white, and blue stripes; hung it; and began pouring soda for the class.

3. A. NO CHANGE B. stripes, hung it, C. stripes hung it, D. stripes, hung it;

3. The correct answer is B. Decorated, hung, and began pouring are all verbs in a series and should be separated by serial commas. Choices A and D are incorrect because they use semicolons, inappropriate in this context. Choice C is incorrect because it misses the comma needed after stripes.

Student Page 14

Lesson 1 â&#x20AC;&#x201C; Using Commas

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

4. F. NO CHANGE G. water and, they decided H. water, and they decided J. water and, they decided,

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

Even though she hadnâ&#x20AC;&#x2122;t practiced the piano in years she still remembered how to play the piece almost perfectly.

5. A. NO CHANGE B. in years; she still remembered C. in years she, still remembered D. in years, she still remembered

5. The correct answer is D. Even though she hadnâ&#x20AC;&#x2122;t practiced the piano in years is a dependent clause and requires a comma after it. Choice A is incorrect because it is missing necessary punctuation, while choice B is incorrect because it uses a semicolon instead of a comma. Choice C is incorrect because it does not accurately separate the dependent clause from the independent clause (she should be grouped after the comma with the independent clause that follows).

Once she started the car, she pulled out of the driveway and then, drove around the block and went to the store.

6. F. NO CHANGE G. then, drove around, the block H. then drove around the block, J. then drove around the block

6. The correct answer is J. The verbs in this sentence share one subject: she. The repeated use of the coordinate conjunction and prevents a comma from being used. Then drove around the block and went to the store are not independent clauses, so a comma cannot be used. Choices F, G, and H are all incorrect because they add unnecessary commas to the sentence.

Student Page 15

ACT Mastery English Teacher Manual ÂŽ

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

7. A. B. C. D.

NO CHANGE the beach so we the beach so, we the beach; so we

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

Growing up, in Florida, in the 1990s Sara developed a deep appreciation for video games.

8. F. NO CHANGE G. up in Florida in the 1990s H. up, in Florida in the 1990s J. up in Florida in the 1990s,

8. The correct answer is J. Growing up in Florida in the 1990s modifies Sara and requires a comma after it, but no interrupting punctuation. Choices F and H are incorrect because commas are incorrectly placed within the phrase, while choice G is incorrect because it is missing punctuation altogether and creates a run-on sentence.

In desert sands and sweltering canyons once thought too hot, too dangerous or too secluded to support a community, there exist small villages

9. A. NO CHANGE B. too hot, too dangerous, or too secluded C. too hot, too dangerous, or too secluded, D. too hot, too dangerous, or to secluded

determined to fight for survival. 9. The correct answer is B. Too hot, too cold, and too secluded are items in a series and should be separated by commas. Choice A is incorrect because it is missing a comma after the second item in the list, too dangerous. Choice C is incorrect because it adds an unnecessary comma after too secluded, while choice D is incorrect because it changes the final too to the incorrect form to.

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Lesson 1 – Using Commas

Set Four 10. F. NO CHANGE G. Next my sister and I, H. Next my sister, and I J. Next, my sister and I

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

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

Every winter, thousands of tourists, come to Colorado. They enjoy the snowy mountains and scenic views.

11. A. NO CHANGE B. thousands, of tourists C. thousands of tourists D. thousands of tourists’

11. The correct answer is C. The phrase thousands of tourists come to Colorado is a complete independent clause and requires no punctuation to interrupt it, only a comma after the introductory Every winter to set the phrase off from the rest of the sentence. Choices A and B are incorrect because they add unnecessary commas to the independent clause, while choice D is incorrect because it makes tourists possessive, and removes the main subject.

I can see him now, standing in the hallway, sweat dripping from his forehead, hands worn from the day’s work.

12. F. NO CHANGE G. sweat dripping, from his forehead H. sweat, dripping from his, forehead J. sweat dripping from his forehead

12. The correct answer is F. The three phrases standing in the hallway, sweat dripping from his forehead, and hands worn from the day’s work are all items in a series and require commas to separate them. Choices G and H are incorrect because they add commas at the wrong points and do not accurately separate the three items in the series. Choice J is incorrect because it does not have any commas separating the items.

Student Page 17

ACT Mastery English Teacher Manual ÂŽ

Set Five The school day was over, the children had returned home; and everyone was sitting in the kitchen waiting for dinner.

13. A. NO CHANGE B. over, the children had returned home, C. over the children had returned home, D. over the children had returned home;

13. The correct answer is B. The three independent clauses in the sentence are given in a series and should be separated by commas and a final conjunction before the last list item. Choices A and D are incorrect because they use semicolons in place of commas inconsistently. Choice C is incorrect because it is missing the comma after the word over.

In the mythology, of the ancient tribes of Ireland, selkies live as seals in the sea and become human on land.

14. F. NO CHANGE G. mythology of the ancient tribes, of Ireland H. mythology, of the ancient tribes, of Ireland J. mythology of the ancient tribes of Ireland,

14. The correct answer is J. The phrase in the mythology of the ancient tribes of Ireland is a complete phrase and should have no commas interrupting it. Choices F, G, and H are thus all incorrect because they add unnecessary commas breaking up this phrase.

The heart-shaped, dark-brown chocolates sat waiting for my valentine on his desk.

15. A. B. C. D.

NO CHANGE heart-shaped, dark-brown, chocolates heart-shaped, dark-brown chocolates, heart-shaped dark-brown chocolates,

15. The correct answer is A. Heart-shaped and dark-brown are both adjectives describing the chocolates and should be separated by a comma. Choice B is incorrect because it adds an unnecessary comma after the second adjective, while choice C is incorrect because a comma separates the subject chocolates from its verb sat. Choice D is incorrect because it removes the comma separating the adjectives and wrongly places it after chocolates, where it is not needed.

Student Page 18

Lesson 1 â&#x20AC;&#x201C; Using Commas

Sum It Up Using Commas Clause A phrase with a subject and predicate

Independent Clause A clause that can stand on its own as a complete sentence

Dependent Clause A clause that is not a complete idea and so cannot stand on its own as a complete sentence

Conjunction A word used to connect words, phrases, clauses, or sentences

Tips and Techniques Sounds Right: Remember to eliminate any commas that create awkward-sounding pauses or otherwise seem misplaced.

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ACT Mastery English Teacher Manual ÂŽ

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

>> After all three question are completed, students exchange papers and grade using their red pens. Solve the three exit items step by step on the board. Students then return papers to their classmates.

Lesson 1 â&#x20AC;&#x201C; Using Commas

Name

Date

Exit Ticket

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

A. B. C. D.

NO CHANGE sculptures; profits sculptures profits sculptures it also profits

Exit Ticket

once kept in closed vaults.

Solve the questions on your exit ticket.

With technology in the hands of so many

F. G. H. J.

NO CHANGE people, we people, we, people we

A. B. C. D.

NO CHANGE worm, curving and bending worm curving and bending, worm, curving and bending,

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

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

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Lesson 1 â&#x20AC;&#x201C; Using Commas

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

Exit Ticket Review 1. Visual storage at the Louvre and other museums protects the sculptures, profits the community culture, and gives public access to art once kept in closed vaults. A. B. C. D.

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NO CHANGE sculptures; profits sculptures profits sculptures it also profits

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ACT Mastery English Teacher Manual ÂŽ

Exit Ticket Review Next Slide

>> Students work the second question. 2. The correct answer is G. With technology in the hands of so many people is an introductory prepositional phrase and requires a comma to set it off from the independent clause that follows. Choice F is incorrect because a semicolon only separates two independent clauses. Choice J is incorrect because itâ&#x20AC;&#x2122;s missing all punctuation. Choice H is incorrect because it adds an additional unnecessary comma to the independent clause that follows, separating we from the rest of its clause.

Exit Ticket Review 2. With technology in the hands of so many people; we tend to forget that personal computers in the home were once rare. F. G. H. J.

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NO CHANGE people, we people, we, people we

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Lesson 1 â&#x20AC;&#x201C; Using Commas

Exit Ticket Review Next Slide

>> Students work the third question. 3. The correct answer is B. Curving and bending near the sidewalk is a complete phrase that should be set off by a comma from the independent clause that precedes it. Choices A, C, and D are all incorrect because they add unnecessary commas, breaking up this phrase.

>> After all three questions are completed, students exchange papers. Solve the three exit items step by step on the board. Students grade using their red pens and then return papers to their classmates.

>> After solving the three exit items, revisit the learning targets slide. Students again assess their knowledge and

confidence on the same 1 to 4 scale that they used at the beginning of the lesson. Students write this number in the designated area at the start of the lesson in their workbooks, along with any comments or questions they might have.

>> Finally, to close the lesson, have students return to the cover page of the lesson and write a caption for the picture

there. The caption should be a one-sentence summary of the lesson, a main rule or tip they want to remember, or an explanation of how the picture relates to the topic. If there is additional time, students can share and compare their captions with the class.

Exit Ticket Review 3. It meanders through the grass like a worm curving, and bending near the sidewalk. A. B. C. D.

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NO CHANGE worm, curving and bending worm curving and bending, worm, curving and bending,

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2017-2018

ACT MASTERY Â®

Math

Table of Contents (ACT Mastery Math) Lesson 1: Fractions........................................................................................................................... 7 Lesson 2: Ratios and Proportions.................................................................................................... 25 Lesson 3: Percentages.................................................................................................................... 41 Lesson 4: Percent Change.............................................................................................................. 55 Lesson 5: Inequalities...................................................................................................................... 71 Lesson 6: Operations: Word Problems............................................................................................. 85 Lesson 7: Substitution................................................................................................................... 103 Lesson 8: Linear Equations............................................................................................................115 Lesson 9: Systems of Equations.................................................................................................... 127 Lesson 10: Solving Equations: Word Problems.............................................................................. 143 Lesson 11: Math Strategy.............................................................................................................. 157 Lesson 12: Perimeter and Line Segments..................................................................................... 177 Lesson 13: Polygon Area............................................................................................................... 191 Lesson 14: Circle Area and Circumference.................................................................................... 203 Lesson 15: Volume........................................................................................................................ 217 Lesson 16: Slope........................................................................................................................... 237 Lesson 17: Angle Properties.......................................................................................................... 255 Lesson 18: Pythagorean Theorem................................................................................................. 273 Lesson 19: Averages, Median, Mode, and Range......................................................................... 293 Lesson 20: Exponents and Roots.................................................................................................. 307 Lesson 21: Number Concepts and Properties............................................................................... 325 Lesson 22: Math Pacing................................................................................................................ 337 Math Glossary............................................................................................................................... 366

Table of Contents (ACT Mastery Advanced Math) Lesson 1: System of Equations......................................................................................................... 7 Lesson 2: Quadratic Equations........................................................................................................ 23 Lesson 3: Inequalities and Absolute Value...................................................................................... 41 Lesson 4: Solving Equations: Word Problems................................................................................. 55 Lesson 5: Circle Area and Circumference....................................................................................... 69 Lesson 6: Arcs and Chords.............................................................................................................. 83 Lesson 7: Coordinate Circles and Parabolas................................................................................. 105 Lesson 8: Function Graphs: Coordinate Plane.............................................................................. 123 Lesson 9: Factors.......................................................................................................................... 147 Lesson 10: Exponents and Rational Numbers............................................................................... 161 Lesson 11: Math Strategy.............................................................................................................. 177 Lesson 12: Trigonometry............................................................................................................... 197 Lesson 13: Similar Triangles.......................................................................................................... 217 Lesson 14: Angles and Parallel Lines............................................................................................ 231 Lesson 15: Measurement Relationships........................................................................................ 251 Lesson 16: Probability.................................................................................................................... 265 Lesson 17: Patterns and Sequences............................................................................................. 281 Lesson 18: Counting...................................................................................................................... 299 Lesson 19: Critical Thinking........................................................................................................... 313 Lesson 20: Translation, Rotation, and Reflection........................................................................... 333 Lesson 21: Trigonometry Laws and Identities................................................................................ 355 Lesson 22: Math Pacing................................................................................................................ 381 Math Glossary............................................................................................................................... 410

Lesson 14

Circle Area and Circumference

ACT Mastery Math ÂŽ

Entrance Ticket Read the question below, solve, and briefly explain in a paragraph how you arrived at your solution.

A number of children are standing in a circle. They are evenly spaced, and the 7th child is directly opposite the 18th child. How many children are there altogether?

Show Your Work

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Write an Explanation

Circumference

Area

ACT Practice

Sum It Up

Lesson 14 â&#x20AC;&#x201C; Circle Area and Circumference

Learning Targets 1. 2.

Before Lesson

After Lesson

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Learning Targets

Circumference

Area

ACT Practice

Sum It Up

ACT Mastery Math ÂŽ

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

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Circumference

Area

ACT Practice

Sum It Up

Lesson 14 â&#x20AC;&#x201C; Circle Area and Circumference

Circumference 1.

What is the circumference of Circle A?

2. What is the circumference of Circle B?

3. What is the radius of Circle C?

Math Tip Math Mirror: Items on both sides of the equal sign are part of the formula. This means that in the formula area = Ď&#x20AC;r2, area is part of the formula. It is one of the variables. If you are given the area but not the radius or diameter, you can plug the area into the formula and solve for the unknown.

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Circumference

Area

ACT Practice

Sum It Up

ACT Mastery Math ÂŽ

Area The Circonians leave behind cryptic messages in the form of crop circles all over the fields of this planet called Earth. Solve for the area of each circle to decipher the message that explains what the aliens demand from the citizens of Earth.

1. 2.

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Circumference

100

Area

ACT Practice

Sum It Up

Lesson 14 â&#x20AC;&#x201C; Circle Area and Circumference

Area

Code Key

What do the Circonians demand from the humans?

Circle 1

Circle 2

Circle 3

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Circle 4

Learning Targets

Circle 5

Circumference

101

Circle 6

Area

ACT Practice

A 19 B 31 C 6 D 113 E 2 F 44 G 201 H 378 I 21 J 1 K 47 L 92 M 9

Sum It Up

N 50 O 28 P 99 Q 314 R 8 S 79 T 1,256 U 707 V 100 W 15 X 0 Y 571 Z 10

ACT Mastery Math ®

Set One DO YOUR FIGURING HERE.

1. What is the circumference, in inches, of a circle with a radius of 8 inches? A. 4π B. 8π C. 12π D. 16π E. 64π

2. The circle shown below has a diameter of 14 inches. What is the circumference of the circle, in inches?

14 in

F. 7π G. 14π H. 28π J. 49π K. 196π

3. The perimeter of a circular field is 500 feet. Which of the following is closest to the radius of the field, in feet? (Note: π ≈ 3.14) A. 10 B. 50 C. 80 D. 160 E. 250

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

Circumference

102

Area

ACT Practice

Sum It Up

Lesson 14 – Circle Area and Circumference

Set Two DO YOUR FIGURING HERE.

4. Circles A, B, and C have radii with measures of x centimeters, 3x centimeters, and 6x centimeters, respectively. What is the ratio of the radius of Circle B to the diameter of Circle C ? F. 1:2 G. 1:4 H. 1:12 J. 2:1 K. 4:1

5. The circle shown in the figure below has a diameter of 12 meters. What is the area of the circle, in square meters?

12 m A. B. C. D. E.

6π 12π 24π 36π 144π

GO ON TO THE NEXT PAGE

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Circumference

103

Area

ACT Practice

Sum It Up

ACT Mastery Math ®

2 DO YOUR FIGURING HERE.

6. The figure below shows a small circle with a diameter AC and a large circle with a diameter AB that is 32 inches long. Point C is the center of the large circle. What is the area, in square inches, of the small circle?

F. 8π G. 16π H. 32π J. 40π K. 64π

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

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Learning Targets

Circumference

104

Area

ACT Practice

Sum It Up

Lesson 14 – Circle Area and Circumference

Set Three DO YOUR FIGURING HERE.

6 π centimeters, 5 how long is its radius, in centimeters? 3 A. 5

7. If a circle has a circumference of

5 6

6 5

5 3

6 5

8. A circle that lies on the standard (x,y) coordinate plane has its center at (8,–6) and passes through the origin. What is the area of this circle, in square coordinate units? F. 14π G. 20π H. 36π J. 64π K. 100π

9. Richard brought his dog to the park and tied his leash to a flagpole while he had a picnic. The dog could reach 12 feet from the flagpole in any direction. What is the approximate area of the ground, in square feet, that the dog could reach from the flagpole? (Note: π ≈ 3.14) A. 19 B. 38 C. 75 D. 113 E. 452

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Set Four DO YOUR FIGURING HERE.

10. The figure below shows four congruent semicircles that touch only at the corners of a square. The path from point X, along the diameters of the semicircles, back to point X is 96 inches long. How long is the path from point X, along the arcs of the semicircles, back to point X, in inches?

F. G. H. J. K.

24π 48π 96π 144π 288π

11. If a how A. B. C. D. E.

circle has a circumference of 108π inches, many inches long is its radius? 108 27 54 108 216

12. The square in the figure below has a perimeter of 40 inches. The circle is inscribed in the square and is tangent to the square at the midpoints of its sides. What is the area of the circle, in square inches?

F. G. H. J. K.

4π 10π 16π 25π 100π

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Lesson 14 – Circle Area and Circumference

Set Five DO YOUR FIGURING HERE.

13. The figure below shows a circular well that has a diameter of 7 feet. What is the circumference of the well, in feet?

7 ft

7 π 2

B. 7π C.

49 π 4

D. 14π E. 49π 14. Rectangle ABCD, shown below, has side lengths of 8 inches and 10 inches. What is the area, in square inches, of the largest circle that can fit within rectangle ABCD ? A

8 in

10 in

F. 8π G. 16π H. 20π J. 64π K. 100π 15. If the diameter of a circle is doubled, the area of the resulting circle is how many times the area of the original circle? A. 2 B. 4 C. 6 D. 8 E. 10

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Sum It Up Circle Area and Circumference Circumference of a Circle = 2πr Remember this formula by saying “Circle circumference is 2-pi-rimeter.”

Area of a Circle = πr2 Remember this formula by saying “Circle area is pi-are-sq’area.”

Tips and Techniques Draw It Out: It does not have to be pretty. On the ACT, everyone is an artist.

Drawn to Scale: It is usually safe to assume that figures in ACT math problems are drawn to scale. If it looks like a midpoint, it probably is! If two angles look the same size, they probably are!

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

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2017-2018

ACT MASTERY Â®

Math

Teacher Manual Part 1

Lesson 14 â&#x20AC;&#x201C; Circle Area and Circumference

Circle Area and Circumference This lesson will cover calculations for finding area and circumference of circles. Students will learn to find these values when basic details are given but also when problems are more complex, requiring them to work backward or to take extra steps to figure out information needed that is not explicitly given. ACT Standards: G 507. Compute the area and circumference of circles after identifying necessary information

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Entrance Ticket arrived at your solution.

Write a paragraph (at least five sentences) answering the following riddle:

A number of children are standing in a circle. They are evenly spaced, and the 7th child is directly opposite the 18th child. How many children are there altogether?

Show Your Work

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>> Have students do the following:

Read the question below, solve, and briefly explain in a paragraph how you

A number of children are standing in a circle. They are evenly spaced, and the 7th child is directly opposite the 18th child. How many children are there altogether?

Write an Explanation

>> There are 22 children standing in a circle. Ask a few students to share their answers and their explanations. Entrance Ticket

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>> Teacher Dialogue:

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How many people solved it by drawing it out? Did anyone use an equation or math operations?

Students can solve this by drawing it out. 1. Draw a circle with a mark at one spot on the circle labeled 7 and a mark directly across from it labeled 18.

Entrance Ticket A number of children are standing in a circle. They are evenly spaced, and the 7th child is directly opposite the 18th child. How many children are there altogether? There are 22 children standing in a circle.

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Make tallies from 7 to 18. Label them with the consecutive numbers 8, 9, 10, 11, etc. They will find that between the 7 and 18 there are 10 marks/numbers representing students. Since the children are evenly spaced, you know there are also 10 students between the 7th and 18th student on the other side of the circle.

3. Make 10 marks on the other side of the circle between 18 and 7. Label the marks with numbers. 4. Youcan go backward from 7 all the way to 1, then forward from 18 until you run out of marks. The number 22 will be your last mark before 1. Students can also solve this using math operations. The difference between 7 and 18 is 11. The difference on the other side of the circle will need to be the same. 18 + 11 = 29. You know that 7 of the 29 are already the first of the standing children, so 29 â&#x20AC;&#x201C; 7 will give us the total number of children, 22. Students could also subtract 18 from 7 to give the number of students on each side of the circle (11). Since there are two sides of the circle, students multiply 11 by 2 to get the solution.

>> Teacher Dialogue:

Which method is easier? Which makes more sense to you? Why? How did drawing it out help you solve the problem?

>> Teacher Dialogue:

What aspect of the circle is being measured?

circumference

>> Teacher Dialogue: children 112

What unit is it being measured in?

Lesson 14 – Circle Area and Circumference

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

Lesson 14 – Circle Area and Circumference

Learning Targets 1.

Learning Targets



Calculate circumference and area of circles



Work backwards to find dimensions of circles

Self-Assessment

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>> Teacher Dialogue:

What is a ratio?

Ratio: The relationship between two different values or amounts

>> Remind students that using ratios is a way to compare two things. It is an expression of the number of desired outcomes versus the number of other outcomes. It can be written with a colon or as a fraction (1:4 or to four).

>> Teacher Dialogue:

What is the ratio of boys to girls in the classroom?

>> Teacher Dialogue:

What if you include the teacher?

1 , read as one 4

Answers will vary based on classroom demographic.

Quick Check 

What is a ratio? Ratio: the relationship between two different values or amounts

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What is the ratio of boys to girls is in the classroom?



What if you include the teacher?

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Quick Check Next Slide Quick Check

>> Make sure the students are comfortable and familiar with the following

What is a radius?

Radius



Diameter



Circumference



Inscribe



Circumscribe

The length of a line segment from a circle’s center to its perimeter

definitions. See if students can give a definition before you provide it for them. After each definition is reviewed, have a student draw each concept on the board for the class.

>> Teacher Dialogue:



Any straight line segment that passes through the center of a circle and whose endpoints lie on the circle The measurement of the distance around a circle To draw a figure within another so that their boundaries touch but do not intersect To draw a figure outside of another so that their boundaries touch but do not intersect

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Radius: The length of a line segment from a circle’s center to its perimeter

>> Teacher Dialogue:

What is a diameter?

Diameter: Any straight line segment that passes through the center of a circle and whose endpoints lie on the circle

>> Teacher Dialogue:

How do you find the diameter if you are given the radius? Double the radius.

>> Teacher Dialogue:

How do you find the radius if given the diameter?

Divide the diameter by two.

>> Teacher Dialogue:

What is the circumference of a circle?

Circumference: The measurement of the distance around a circle

>> Teacher Dialogue:

What is the perimeter of a circle? What is the circumference of a circle? Is there a difference? No, circumference is the name for the perimeter of a circle.

>> Teacher Dialogue:

What does it mean when a figure in math is inscribed?

Inscribe: To draw a figure within another so that their boundaries touch but do not intersect

>> Teacher Dialogue:

What is the difference between inscribing a shape and circumscribing a shape?

Circumscribe: To draw a figure outside of another so that their boundaries touch but do not intersect

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>> Teacher Dialogue:

Quick Check

What is the formula for the circumference/perimeter of a circle?



What is the formula for the circumference/perimeter of a circle?



What is the formula for the area of a circle?

2πr πr2

2πr. Tell students they can remember this with the phrase “two-pie-rrrimeter.” Remember, circumference is the perimeter of a circle.

>> Teacher Dialogue:

What is the formula for the area of a circle?

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πr2. Tell students they can remember this with the phrase “pie are squ-area.”

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Next Slide

>> Teachers read this story aloud for the students.

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

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

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Circonian Space Travels

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The Circonian Martians travel the outermost ring of Saturn three times before realizing they are going in circles!



How far out of their way have they traveled before they get back on the route toward their destination?



They traveled approximately 151,000,000 miles. Good thing their spaceship travels fast!

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

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

The Circonian martians travel the outermost ring of Saturn three times before realizing they are going in circles! How far out of their way have they traveled before they get back on the right route toward their destination? Ask the students what the answer is. If they can’t answer it, ask them what they need to do to find the answer. What other information do you need to know? What formula do you need to know? What is the formula for circumference? If the students say radius, ask them: If I gave you the radius of just the planet Saturn, would that be enough? (Answer: No, they need the radius of the ring.)

>> Generate some discussion on what combinations of information they could

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

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Circumference >> Give the students a few minutes to answer the question. Students should do their calculations in the space provided in their workbooks. Have students share their answers. Give the correct answer and work the problem in its entirety on the board, asking different students to walk you through each step.

Draw a circle representing the ring. The ring’s radius is the radius of Saturn plus the distance of the ring from the planet. 36,184 + 8,000,000 = 8,036,184. Plug this value for r into the formula 2πr. 2 (3.14) (8,036,184) = 50,467,236.52. This is the circumference of the ring. Because the martians have traveled the ring three times, multiply this value by three to find the answer. 50,467,236.52 x 3 = 151,401,706.6 which rounds to about 151,000,000 miles! It’s a good thing spaceships travel fast! outermost ring

Saturn

36,184 8,000,000

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Lesson 14 – Circle Area and Circumference

Circumference 1.

What is the circumference of Circle A?

What is the circumference of Circle B?

What is the radius of Circle C?

Next Slide

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

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

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

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

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

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What is the circumference of Circle A?

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

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

Circle A The circumference of Circle A is about 31.42.

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Circumference = 2π(5) = 10π, or about 31.42 What is the circumference of Circle B?

Next Slide

>> Teacher Dialogue:

Circle B

That radius is half the diameter. 20 ÷ 2 = 10. Plug 10 in for r in the circumference formula. Circumference = 2π(10) = 20π or about 62.83.

The circumference of Circle B is about 62.83.

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Next Slide

What is the radius of Circle C?

>> Teacher Dialogue:

Circumference = 30π

Circle C The radius of Circle C is 15.

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

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

Students work backward using the same formula. Remember in the formula circumference = 2πr, the circumference on the left of the equal sign is part of the formula. You can plug a value in there if you know it. 30π = 2πr. Dive both sides by 2π, and you’re left with r = 15. Working Backward: Remind students that items on both sides of the equal sign are part of the formula. This means that in the formula perimeter = 2πr, perimeter is part of the formula. It’s one of the variables. Remind them that if they are given the perimeter but not a radius or diameter, they plug it into the formula the same way and solve for the unknown. (Examples of this will come up during the ACT practice section.)

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>> Continue the story of the Circonian martians. >> Teacher Dialogue:

The Circonian martians finally arrive in the atmosphere of the mysterious new planet. They discover that its gangly inhabitants call themselves Earthlings. The Circonians are suspicious of the Earthlings. Rather than making a grand entrance and an attempt at diplomacy, the Circonians leave behind cryptic messages in the form of crop circles all over the fields of this planet called Earth. They leave quickly, fully expecting the Earthlings to heed their stern demands!

1. 2.

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>> Before showing students the slide, present the students with this problem.

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Refer them to the picture in their workbook and the six circles in the crop circle design. Next Page

>> Teacher Dialogue:

Lesson 14 – Circle Area and Circumference

Area

The crop circles left behind by the martians are a code. They tell the Earthlings what the Circonians demand from them. The area of each circle in the design corresponds to a letter. What information do you need to know to break the code?

Code Key

What do the Circonians demand from the humans?

Circle 1

Circle 2

Circle 3

Circle 4

Circle 5

Circle 6

A B C D E F G H I J K L M

19 31 6 113 2 44 201 378 21 1 47 92 9

N O P Q R S T U V W X Y Z

50 28 99 314 8 79 1,256 707 100 15 0 571 10

Students will need diameter or radius of each circle in the design. They will also need to know the formula for the area of a circle (πr2). Have students use 3.14 for π and round to the nearest whole number.

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>> Now show them the slide. The slide reveals various diameters or radii of the circles the students will need for calculation.

>> Walk the students through finding the area of the first circle and the corresponding letter for that area. Have them solve for the remaining circles on their own to break the code.

The first circle has an area of π62 = 113, which corresponds to the letter D.

>> Let students work on the calculations for the other circles and break the code. Walk around the room monitoring students to make sure they are on task or help them with any questions they may have.

The second circle has a diameter of 6, meaning its radius is 3. Its area is π32 = 28, which corresponds to the letter O. The third circle has a diameter of 8, meaning its radius is 4. Its area is π42 = 50, which corresponds to the letter N. The fourth circle has an area of π152 = 707, which corresponds to the letter U. The fifth circle has an area of π202 = 1256, which corresponds to the letter T. The sixth circle has a diameter of 10, meaning its radius is 5. Its area is π52 = 79, which corresponds to the letter S.

>> After students have finished their calculations, click to reveal the answer on the slide. You can have the students announce the answer together as a class for the big reveal. DONUTS

>> Teacher Dialogue:

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The aliens only eat circle foods and don’t have this delicious treat on their planet! In order to maintain peace in the universe, the Earthlings must share their donuts!

Lesson 14 – Circle Area and Circumference

Circonian Crop Circles

A = 19 B = 31 C= 6 D = 113 E=2 F = 44 G = 201 H = 378 I = 21 Entrance Ticket

J=1 K = 47 L = 92 M=9 N = 50 O = 28 P = 99 Q = 314 R=8 Learning Targets

S = 79 T = 1256 U = 707 V = 100 W = 15 X=0 Y = 571 Z = 10

Quick Check

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

The Circonians leave behind cryptic messages in the form of crop circles all over the fields of this planet called Earth. Solve for the area of each circle to decipher the message that explains what the aliens demand from the citizens of Earth.



The aliens demand donuts!

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>> Have students work on questions from the ACT practice sets here. Pacing should be 3 minutes per practice set or 60 seconds per question. The questions can also be assigned if you have extra class time or can be assigned as homework.

ACT Practice Work through some of the ACT practice sets in your workbook to get a better sense of an actual ACT test.

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Set One 1. What is the circumference, in inches, of a circle with a radius of 8 inches? A. 4π B. 8π C. 12π D. 16π E. 64π

1. The correct answer is D. To solve this problem, use the formula for the circumference of a circle, which is 2πr. Plug in the given value for the radius into the formula.

2. The circle shown below has a diameter of 14 inches. What is the circumference of the circle, in inches?

2. The correct answer is G. To solve this problem, first find the value for the radius, then plug that into the formula for the circumference of a circle, which is 2πr. You know that the radius is half of the diameter. The diameter of this circle is 14, so the radius is 7. Plug 7 into the formula for the circumference of a circle as the radius.

14 in

Circumference = 2π(8)

Circumference = 16π

Circumference = 2π(7)

Circumference = 14π

F. 7π G. 14π H. 28π J. 49π K. 196π

3. The perimeter of a circular field is 500 feet. Which of the following is closest to the radius of the field, in feet? (Note: π ≈ 3.14) A. 10 B. 50 C. 80 D. 160 E. 250

3. The correct answer is C. In this problem, you are given the circumference of the circle, which is 500 feet, and asked to find the radius. Plug this information into the formula for the circumference of a circle and solve for the radius. Make sure you change π to 3.14 when solving.

Circumference = 2πr

500 = 2(3.14)r

500 = 6.28r

r = 79.6, which rounds up to 80 feet.

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Set Two 4. Circles A, B, and C have radii with measures of x centimeters, 3x centimeters, and 6x centimeters, respectively. What is the ratio of the radius of Circle B to the diameter of Circle C ? F. 1:2 G. 1:4 H. 1:12 J. 2:1 K. 4:1

5. The circle shown in the figure below has a diameter of 12 meters. What is the area of the circle, in square meters?

4. The correct answer is G. You already know that the radius of Circle B is 3x. To find the diameter of Circle C, multiply its radius by 2. The diameter of Circle C is 6x ∙ 2 = 12x. Now you can find the ratio between these two values. Remember to simplify your answer.

3x:12x

3:12

1:4

5. The correct answer is D. To solve this problem, first find the value for the radius, and then plug that into the formula for the area of a circle, which is πr2. You know that the radius is half of the diameter. The diameter of this circle is 12 meters, so the radius is 6 meters. Plug 6 into the formula for the area of a circle as the radius.

Area = πr2

Area = π(6)2

Area = 36π

12 m A. B. C. D. E.

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6π 12π 24π 36π 144π

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6. The correct answer is K. Since AC is the diameter of the small circle and C is the center of the large circle, you know that the diameter of the small circle is equal to the radius of the large circle. Therefore, the diameter of the small circle is half the diameter of the large circle. AC is half of 32, which is 16. To find the area of this circle, you first need to find the radius. The radius is half of 16, which is 8. Now you can plug this value into the formula for the area of a circle.

Area = πr2

Area = π(8)2

Area = 64π

F. 8π G. 16π H. 32π J. 40π K. 64π

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Set Three 6 π centimeters, 5 how long is its radius, in centimeters?

7. If a circle has a circumference of

3 5

5 6

6 5

5 3

6 5

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7. The correct answer is A. In this problem, you are 6 given the circumference of the circle, which is π 5 centimeters, and you are asked to find the radius. Plug this information into the formula for the circumference of a circle and solve for the radius.

Circumference = 2πr 6 π = 2πr 5 6 = 2r 5 6 1 6 3 ∙ =r= , which can be reduced to 5 2 10 5

8. The correct answer is K. In this problem, you need to find the distance from the center to the origin because you know that the origin is a point on the circle. This distance is the radius of the circle. Find this distance by creating a right triangle with its hypotenuse being the distance from the center to the origin and its legs, measuring 8 and 6. Use the Pythagorean Theorem to find the radius.

62 + 82 = r2

36 + 64 = r2

100 = r2

10 = r

Finish this problem by plugging the value that you found for the radius into the formula for the area of a circle, which is πr2.

Area = πr2

Area = (π)(10)2

Area = 100π

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9. The correct answer is E. In this problem, the flagpole acts as the center of the circle, and the dog’s leash acts as the radius. Knowing this, you can solve for the area of the circle by plugging in 12 feet for the radius in the formula for the area of a circle. Make sure you change π to 3.14 when solving.

Area = πr2

Area = (3.14)(12)2

Area = (3.14)(144) = 452.16 which can be rounded down to 452.

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Set Four 10. The figure below shows four congruent semicircles that touch only at the corners of a square. The path from point X, along the diameters of the semicircles, back to point X is 96 inches long. How long is the path from point X, along the arcs of the semicircles, back to point X, in inches?

F. G. H. J. K.

10. The correct answer is G. To solve this problem, you have to recognize that since the path along the 4 diameters is 96 inches long, each diameter is 96 ÷ 4 = 24 inches long. This means that the radii of the semicircles are 24 ÷ 2 = 12 inches long. To find the length of the path along the four congruent semicircles, you need to use the circumference formula. Since there are four semicircles, that means there are 2 full circles. Use the formula twice and add your results together to find the path along the perimeter of the semicircles.

Path along the arcs = 2πr + 2πr

Path along the arcs = 2π(12) + 2π(12)

Path along the arcs = 24π + 24π = 48π

24π 48π 96π 144π 288π

11. If a how A. B. C. D. E.

circle has a circumference of 108π inches, many inches long is its radius? 108 27 54 108 216

11. The correct answer is C. In this problem, you are given the circumference of the circle, which is 108π inches, and you are asked to find the radius. Plug this information into the formula for the circumference of a circle and solve for the radius.

Circumference = 2πr

108π = 2πr

108 = 2r

r = 54 feet

F. G. H. J. K.

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12. The correct answer is J. To solve this problem, you need to find the length of one of the sides of the square. This length will be equal to the length of the diameter of the circle. The perimeter of the square is 40, which means that each of its 4 sides is 10 inches long. Now divide the diameter by 2 to find the radius.

10 ÷ 2 = 5 inches. Use the formula for the area of a circle to find the area.

Area = πr2

Area = (π)(5)2

Area = 25π

4π 10π 16π 25π 100π

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Lesson 14 – Circle Area and Circumference

Set Five 13. The figure below shows a circular well that has a diameter of 7 feet. What is the circumference of the well, in feet?

13. The correct answer is B. To solve this problem, you need to find the value for the radius and plug that into the formula for the circumference of a circle, which is 2πr. You know that the radius is half of the diameter. 7 The diameter of this circle is 7, so the radius is . Plug 2 7 into the formula for the circumference of a circle as 2 the radius.

7 ft

7 π 2

B. 7π C.

49 π 4

Circumference = 2π(

Circumference = 7π

7 ) 2

D. 14π E. 49π

14. Rectangle ABCD, shown below, has side lengths of 8 inches and 10 inches. What is the area, in square inches, of the largest circle that can fit within rectangle ABCD ? A

10 in

14. The correct answer is G. Since the smallest side of the rectangle is 8 inches, the largest the circle’s diameter can be is 8 inches. Since the diameter is 8 inches, the radius is 8 ÷ 2 = 4 inches. Use the formula for the area of a circle to find the area.

Area = πr2

Area = (π)(4)2

Area = 16π

F. 8π G. 16π H. 20π J. 64π K. 100π

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15. If the diameter of a circle is doubled, the area of the resulting circle is how many times the area of the original circle? A. 2 B. 4 C. 6 D. 8 E. 10

15. The correct answer is B. If the diameter of the circle is doubled, the radius is also doubled. If the radius is doubled, the area of the new circle is 4 times the size of the old one. Look at two circles, one with a radius of 5, and one with a radius of 10, which is 5 doubled.

Area = πr2

Area = (π)(5)2

Area = 25π

Area = πr2

Area = (π)(10)2

Area = 100π

100π is four times the size of 25π. Here’s another way to look at it, in which you square 5 and multiply it separately:

Area = πr2

Area = (π)(5 ∙ 2)2

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Area = (π)(25 ∙ 4) Area = 100π

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Lesson 14 – Circle Area and Circumference

ACT Mastery Math ®

Sum It Up Circle Area and Circumference Circumference of a Circle = 2πr Remember this formula by saying “Circle circumference is 2-pi-rimeter.”

Area of a Circle = πr2 Remember this formula by saying “Circle area is pi-are-sq’area.”

Tips and Techniques Draw It Out: It does not have to be pretty. On the ACT, everyone is an artist.

Drawn to Scale: It is usually safe to assume that figures in ACT math problems are drawn to scale. If it looks like a midpoint, it probably is! If two angles look the same size, they probably are!

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Area

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Exit Ticket Next Page

Next Slide

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

Lesson 5 – Circle Area and Circumference

Name

Date

Exit Ticket 1.

DO YOUR FIGURING HERE.

Lauren is putting in a circular window in her living room ceiling. The window will have a radius of 3 feet. Using 3.14 for π, what is the approximate perimeter, in feet, of the window? Round your answer to the nearest foot. A. 6 B. 9 C. 18 D. 19 E. 28

Exit Ticket Solve the questions on your exit ticket.

What is the area, in square inches, of the largest circle that can fit within a rectangle with side lengths 4 and 18? F. 4π G. 16π H. 18π J. 22π K. 324π

The ratio of the radii of two circles is 3:7. What is the ratio of their circumferences? A. 1:1 B. 3:7 C. 3:14π D. 6π:7 E. 9:49

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Quick Check

Circumference

Area

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Lesson 14 – Circle Area and Circumference

Exit Ticket Review Next Slide

>> Students work the first question. 1. The correct answer is D. To solve this problem, use the formula for the circumference of a circle, which is 2πr. Remember that the circumference of a circle is the same as its perimeter. Plug in the given value for the radius into the formula. Make sure you change π to 3.14 when solving. Circumference = 2π(3) Circumference = 6π Circumference = 6(3.14) = 18.84, which you can round to 19 feet.

Exit Ticket Review 1.

Lauren is putting a circular window in her living room ceiling. The window will have a radius of 3 feet. Using 3.14 for π, what is the approximate perimeter, in feet, of the window? Round your answer to the nearest foot. A.

C. 18 D. 19 E. 28

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Circumference

Area

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Exit Ticket Review Next Slide

>> Students work the second question. 2. The correct answer is F. Since the smallest side of the rectangle is 4 inches, the largest the circle’s diameter can be is 4 inches. Since the diameter is 4 inches, the radius is 4 ÷ 2 = 2 inches. Use the formula for the area of a circle to find the area. Area = πr2 Area = (π)(2)2 Area = 4π

Exit Ticket Review 2.

What is the area, in square inches, of the largest circle that can fit within a rectangle with side lengths 4 and 18? F.

4π

16π

18π

22π

K. 324π

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Quick Check

Circumference

Area

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Exit Ticket

Lesson 14 – Circle Area and Circumference

Exit Ticket Review Next Slide Exit Ticket Review

>> Students work the third question. 3.

The correct answer is B. Since a circumference is the radius multiplied by 2π, the ratio of the radii of two circles will be equal to the ratio of the circumferences of those two circles. Look at some math to help explain this. Find the ratio of the circumferences of two circles with radii of 3 units and 7 units.

Circumference of Circle 1: 2π(3) = 6π

Circumference of Circle 2: 2π(7) = 14π

The ratio of the radii of two circles is 3:7. What is the ratio of their circumferences? A. 1:1 B. 3:7 C. 3:14π D. 6π:7 E. 9:49

Entrance Ticket

Learning Targets

Quick Check

Circumference

Area

ACT Practice

Exit Ticket

Now you can find the ratio of the circumference of the circle with radius 3 to the circumference of the circle with radius 7. Make sure you reduce your ratio

6π:14π = 6:14 = 3:7

>> After all three questions are completed, students exchange papers. Solve

the three exit items step by step on the board. Students grade using their red pens and then return papers to their classmates.

>> After solving the three exit items, revisit the learning targets slide on the

slide. Students again assess their knowledge and confidence on the same 1 to 4 scale that they used at the beginning of the lesson. Students write this number in the designated area at the start of the lesson in their workbooks, along with any comments or questions they might have.

>> Finally, to close the lesson, have students return to the cover page of the

lesson and write a caption for the picture there. The caption should be a onesentence summary of the lesson, a main rule or tip they want to remember, or an explanation of how the picture relates to the topic. If there is additional time, students can share and compare their captions with the class.

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Reading

Table of Contents (ACT Mastery Reading) Lesson 1: Finding Details.................................................................................................................. 7 Lesson 2: Drawing Conclusions...................................................................................................... 33 Lesson 3: Interpret Words and Phrases.......................................................................................... 45 Lesson 4: Relate to Passage as a Whole........................................................................................ 61 Lesson 5: Analyze Word and Phrase Choice................................................................................... 77 Lesson 6: Summarize Key Ideas and Details.................................................................................. 95 Lesson 7: Reading Strategy.......................................................................................................... 121 Lesson 8: Supporting Details......................................................................................................... 143 Lesson 9: Making Inferences......................................................................................................... 161 Lesson 10: Supporting Claims....................................................................................................... 179 Lesson 11: Intent and Purpose...................................................................................................... 195 Lesson 12: Identifying Question Topics......................................................................................... 217 Lesson 13: Comparative Relationships.......................................................................................... 235 Lesson 14: Reading Pacing........................................................................................................... 251 Reading Glossary.......................................................................................................................... 268

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Table of Contents (ACT Mastery Advanced Reading) Lesson 1: Finding Details.................................................................................................................. 7 Lesson 2: Drawing Conclusions...................................................................................................... 33 Lesson 3: Literal and Figurative Language...................................................................................... 45 Lesson 4: Relate to Passage as a Whole........................................................................................ 63 Lesson 5: Passage Maps................................................................................................................ 79 Lesson 6: Paraphrase...................................................................................................................... 99 Lesson 7: Reading Strategy...........................................................................................................111 Lesson 8: Making Inferences......................................................................................................... 133 Lesson 9: Point of View.................................................................................................................. 151 Lesson 10: Supporting Claims....................................................................................................... 165 Lesson 11: Intent and Purpose...................................................................................................... 181 Lesson 12: Analyze Words and Phrases in Context....................................................................... 203 Lesson 13: Comparative Relationships.......................................................................................... 221 Lesson 14: Reading Pacing........................................................................................................... 237 Reading Glossary.......................................................................................................................... 254

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Intent and Purpose

ACT Mastery Reading ®

Entrance Ticket Read the passage and answer the following questions.

It is universally accepted that Steve Reich and Phillip Glass are the composers responsible for giving a distinct narrative voice to the minimalist music of the 20th century. They both drew from their own heritages and experiences in ways that had never been heard before. However, many musical historians agree that La Monte Young, with his unique approach to minimalism, deserves his place alongside Glass and Reich. Although his contemporaries were more popular, La Monte Young was a pioneer in the development of drone music and performance art. He differed from others in that he used elements of proto-fluxus compositions to create something more akin to performance art pieces. His work would later come with directions, such as “draw a straight line and follow it,” or instruct listeners to build a fire, among other unusual requests. But the question that critics and audiences posed was where to draw the line between music and performance art. Or did La Monte Young stumble across a new way to merge the two? Young was a native of Bern, Idaho, but eventually moved to Los Angeles, and it was there that Young would immerse himself in the jazz world. Young would go on to study composition under notable pioneers of electronic music. The genesis of his distinctive style came through his discovery of the works of John Cage. This inspiration would find Young situated as a polarizing figure in the avant-garde scene of 1960s New York.

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Purpose and Main Idea

142

His original influence, though, came from his early days in Bern. His earliest memory of sound, he recalled, was the sound of the wind blowing around his family’s log cabin. Young himself considers The Well-Tuned Piano his masterpiece. This proved to be a catalyst in his merging of performance art and music, with the audience being surrounded by what they described as “pure and intense color sensations” generated by magenta lights installed in the performance space. Young’s mixture of tuning and intonation within the mechanics of the piece, as well as the performance space it occupied, created a unique experience for the audience. Narrative in music has always existed— whether it’s Reich commenting on his Jewish heritage, the motion picture soundtracks of Glass, or the memories conjured up by Young that manifest themselves in stories told completely through sound. The introduction of narrative is evident in Young’s work, as it is in the works of Reich and Glass. The difference is that in Young’s work, the audience finds itself with one collective foot in reality and the other in something completely different. The installations that Young creates not only derive from a personal narrative within himself but also leave enough of a void for the audience members to fill with their own experiences and emotions. Whatever space they may be occupying at that moment in time is completely dissolved by sound and light, and this cross-pollination of music and performance art gives way to something that is otherworldly.

Modes of Writing

ACT Practice

Sum It Up

Lesson 11 – Intent and Purpose

Entrance Ticket

3. The passage’s author most likely mentions the performances of The Well-Tuned Piano to: A. provide an anecdote about a performance gone bad in an otherwise dry and technical passage. B. suggest that Young’s combination of music and performance art was able to transport audiences. C. point out Young’s ability to drastically change his style from one performance to the next. D. encourage the readers to listen to famous minimalist compositions of the 20th century.

The main purpose of the passage is to: A. explore the relationship between narrative and performance space in the works of three minimalist composers. B. examine the influence of minimalism on the New York music scene, using one composer as an example. C. discuss how one minimalist composer deserves more recognition for his contributions to his genre. D. rate the various levels of importance of three 20th century minimalist composers.

2. In the context of the passage, the main purpose of the first paragraph is to: F. introduce the reader to Young’s style before elaborating on the influences that shaped it. G. relate Young’s professional aspirations to his rivalries with other minimalist composers in New York. H. provide specific details of Young’s professional success before comparing him to other composers. J. describe Young’s relationship to his audience in order to understand why he strived for success in performance art.

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Modes of Writing

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ACT Mastery Reading ÂŽ

Learning Targets 1. 2.

Before Lesson

After Lesson

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Lesson 11 – Intent and Purpose

Purpose and Main Idea Purpose:

Main Idea:

Example 1: A scientist has written an article about the health hazards and environmental damage caused by a new pesticide. Identify which of the following could be the scientist’s main idea and which could be the scientist’s purpose in this piece: A. B.

A new pesticide is dangerous to the ecosystem. Raising awareness of the new pesticide could trigger stronger regulations.

Example 2: A doctor writes about her experience suffering from a chronic illness. Identify which of the following could be the doctor’s main idea and which could be the doctor’s purpose in this piece: A. B.

Sharing experiences of her disease will help other patients feel less lonely. Though at first difficult, lifelong management of this disease is possible.

Example 3: A town resident petitions the local government to build a new park in his neighborhood. Identify which of the following could be the resident’s main idea and which could be the resident’s purpose in this piece: A. B.

The resident hopes to secure a new park in town. A new park would be beneficial to the community in a variety of ways.

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Purpose and Main Idea

145

Modes of Writing

ACT Practice

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ACT Mastery Reading ®

Narrating her story will help inspire younger generations to strive for their dreams. Hard work, perseverance, and luck are essential to achieving one’s goals in life.

Example 5: A historian writes a chapter for a new textbook on the history of the Roman Empire. Identify which of the following could be the historian’s main idea and which could be the historian’s purpose in this piece: A. B.

The Roman Empire fell for primarily economic reasons. The historian wishes to present a controversial alternative theory for the fall of the Roman Empire.

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146

Modes of Writing

ACT Practice

Sum It Up

Lesson 11 – Intent and Purpose

Purpose and Main Idea Are the world’s rarest creatures being killed off by illegal wildlife trade? Many people are familiar with the threat to the elephant population resulting from the skyrocketing black market dollar value of its ivory tusks. But the spotlight has recently been placed on the existence of one of the world’s rarest reptiles—a semiaquatic, nocturnal lizard native to northern Borneo. The earless monitor lizard (Lanthanotus borneensis) was first documented in 1877, rediscovered in 1963, and eventually disappeared from sight. That is until a group of biologists in Borneo spotted the odd, secretive reptile and snapped its picture in 2008. Intending to spark the interest of the scientific community, the biologists posted the images on social media—along with general information about its location and habitat—and within a year earless monitor lizards were for sale online. Summary:

Hashtag:

Decades ago, Indonesia, Malaysia, and Brunei enforced laws that fiercely protected earless monitor lizards. Those found guilty of poaching the lizard faced a fine of up to $8,600 and five years in prison. Unfortunately that has not been enough. Vincent Nijman, a conservation ecologist at Oxford Brookes University, estimates that at least one hundred lizards have been smuggled from the wild so far. The wildlife trade monitoring network, TRAFFIC, has documented illegal sales of the reptile in Japan, Ukraine, Germany, France, and the Czech Republic. Summary:

Hashtag:

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Learning Targets

Purpose and Main Idea

147

Modes of Writing

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Sum It Up

ACT Mastery Reading ®

Purpose and Main Idea Because of the lack of legal enforcement within the wildlife trade, most in the industry carry out their transactions openly or utilize simple code words. To complicate matters, some unsuspecting buyers are unaware that they are a part of a covert operation. “When we started investigating this, we began to expose this really dark underbelly of online markets,” says Crawford Allen of TRAFFIC. “Some of the rarest species on Earth are being traded on Facebook.” Nijman is lobbying for the addition of the earless monitor lizard to international wildlife protection lists so that there will be no doubt about the trade’s illegality. Summary:

Hashtag:

Experts can only estimate how many earless monitor lizards remain in the wild, but they recognize that the species is in danger. In addition to the influence of collectors who are eager to make a profit from the rare lizard’s trade, much of the reptile’s native habitat in Borneo has recently been destroyed by forest fires and deforestation. Without formal intervention, the earless monitor lizards could be headed toward extinction. Summary:

Hashtag:

Reading Tip Hashtags: As you read a passage, create a hashtag for each paragraph. You can even write it down if you have time. This will help you navigate the passage when you need to find details to answer questions.

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Learning Targets

Purpose and Main Idea

148

Modes of Writing

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Sum It Up

Lesson 11 â&#x20AC;&#x201C; Intent and Purpose

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Purpose and Main Idea

Merchant and navy ships alike were constantly anchored in my town’s harbor, but there was a particular vessel that still stands out in my memory—the glorious Madonna. Incredible! I pointed at her sitting out there in the water, and I knew that one day such a vessel would be my home. I began breathing heavily, a condition I’d had since I was an infant—a condition that quelled any urge inside me to jump into the ocean and glide as confidently and seamlessly as those ships did. When I got into bed and my eyes began to feel heavy, I dozed off to the sounds of more ships announcing their arrival.

During the usual morning chores, I sang a few bars of a song I’d heard sailors raucously singing at the café. A sailor’s song is used for a multitude of reasons: sometimes in moments of boredom on duty and other times just for fun in the cafés of port towns. I’d only ever heard them sung joyously in my town, but I knew the songs could be used for much more serious purposes at sea. As I finished setting the table and cooking breakfast, my mind wandered back to the size and grandeur of that ship.

Walking over to the balcony, my mind immediately retreated to stories of the high seas. As I playfully leaped from one side of the balcony to the other, I suddenly began to gasp for air. The need for air immediately took over any imaginary mission my mind had made up. I focused on the harbor, and soon the image of the ship sitting out there began to steady me. When I felt better, it occurred to me that whatever attachment I had to this vessel gave me an inner calmness and a yearning to reach out and touch the unknown. On race day I arrived at the dock to sign in, and the noise of the crowd deafened my ears.

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Purpose and Main Idea

150

Our mayor had been asked to preside over the send-off speech. He praised the visiting sailors and pronounced his honest admiration for the contestants. As I hustled over to sign up, I realized that I was the very last in line, and slowly my nerves began to take over. The clock struck high noon, and the contestants climbed into their skiffs. Each contestant was wearing his own elegant sailing jacket with his name embroidered on the back. My clothes were handed down from my father, who had been a navy sailor during the war before he was killed in battle. His clothes felt loose on me, but nothing could have made me feel prouder than sporting my father’s name. It didn’t matter that we didn’t share the same last name since our first names were the same—Lorenzo. I stepped back and took a moment to think about who my father was at my age and wondered if he had had the same dreams as me. Somehow I knew my fate wouldn’t be the same as his. I saw this race as a stepping stone toward a bright future aboard larger vessels dominating the high seas. The mayor raised the pistol and fired the starting shot. The band picked up the tempo as I began breathing heavily. I turned my head quickly to face the outer harbor and focused on the towering vessel that served as my safeguard, and I regained my composure. My skiff was older than the others, but it glided beautifully. With every stroke, I felt confident that I was starting to catch up to the more experienced sailors. I hadn’t had enough experience in competitive racing to prepare myself to maintain my stamina, especially my breathing, so I quickly began to tire. It was getting to be late afternoon, and the heat from the sun was beginning to

Modes of Writing

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Lesson 11 â&#x20AC;&#x201C; Intent and Purpose

Purpose and Main Idea

recede. The clouds moved in and covered up the sun, but the stress of the race itself was starting to affect me. My muscles ached more than they ever had in practice runs. By this time I still had to lap around the bay once more and gain headway to make it to the finish line first. I had three more skiffs to pass. Seconds felt like hours, and my bed was calling me, promising a safe retreat from the soreness in my bones. As my eyes began to close, I was suddenly taken over by a second wind; I could see the finish line not ten meters away. But just near the horizon, I caught sight of that magnificent vessel weighing anchor, and my heart was overwhelmed. The outcome of the race suddenly became unimportant compared to the feeling of knowing where I belongedâ&#x20AC;&#x201D;floating on the water with just a wooden vessel between me and the sea I loved. I hummed a sailor song to myself and watched the Madonna sail off into the unknown.

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151

Modes of Writing

ACT Practice

Sum It Up

ACT Mastery Reading ®

Purpose and Main Idea 1.

Why did the author include that detail?

Why did the author make that point in the paragraph?

Why did the author include that point in the passage?

When approaching a question about the author’s intent or purpose: 1. 2. 3.

Reading Tip Embrace Your Inner Five-Year-Old: Ask “Why?” as in “Why was this detail included? What purpose does this detail/sentence/paragraph serve?”

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152

Modes of Writing

ACT Practice

Sum It Up

Lesson 11 â&#x20AC;&#x201C; Intent and Purpose

Modes of Writing Theme of your radio show:

One-paragraph bit:

Mode of writing used:

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153

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Sum It Up

ACT Mastery Reading ®

Modes of Writing Example: The main purpose of the passage is to: A. B. C. D.

propose that research be continued to confirm which hibernation patterns are common to both the American and fire-bellied toad. persuade the reader that the fire-bellied toad is superior to the American toad in its adaptation to freezing temperatures. speculate on the reasons why the two toads have developed distinct specialized hibernation traits over thousands of years. describe the two toads’ adaptations to their changing environments, including specialized hibernation patterns and physical attributes.

Reading Tip Purpose: When a question asks about the purpose of a passage, consider the author’s purpose for writing. Is he/she trying to entertain, convince, or inform/educate? If you can figure out the style of writing, you can eliminate a few answers right away.

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Set One

Daniel Dennett’s eternal search for answers began after his father was killed in an unexplained plane crash. Dennett’s early life and move from Beirut to Massachusetts was cast in the long shadow of a mythical, unknown father figure. Dennett had come from a family of remarkable brilliance—his father was a counterintelligence officer in the Office of Strategic Services, a predecessor of the CIA. Dennett attended Harvard University where he received a doctorate in philosophy. Dennett was awarded the prestigious Erasmus prize for his exceptional contribution to society, showcasing how his work was not only important to himself but was also significant within a worldwide community.

During Dennett’s first year at Winchester High School, he put all his effort into a term paper on Plato and included a picture of Rodin’s The Thinker on the cover. He humorously recalled that at the time, he hadn’t really understood a word of what he had written, but writing this paper caused him to discover that he wanted to become a teacher. This realization led to his first question: What would he teach? At age seventeen he had begun pursuing a mathematics degree at Wesleyan University and found himself drowning in his studies. Studying in the library late one evening, he chanced upon the text From a Logical Point of View, which had been written at Harvard University by Willard Van Orman Quine. He was utterly transfixed, and by the next morning he had made up his mind to transfer to Harvard.

Learning Targets

New influences were beginning to inspire Dennett. He began to form a relationship with science, and he found that philosophers were given more flexibility in time and error, while scientists were dealt more pressure for first-time success. Although scientists had a reputation for dismissing philosophers, he found that both parties were after essentially the same answers. Dennett carries on today asking these poignant questions.

1. The main purpose of the last paragraph is to: A. acknowledge the double standard between two fields asking similar questions. B. reveal that Dennett came to resent Ryle for his unyielding skepticism of science. C. describe a typical mentor-to-student relationship in the world of philosophical academia. D. catalogue the differences between scientists and philosophers when presenting research.

At the end of his college career, Dennett had begun developing his own thoughts and contradicting the opinions of philosophers who came before him. By 1962 he was twenty and married and could no longer relate to the idyllic days of his youth. He was experiencing for the first time a voracious drive to refute Quine’s work. His youthful misguidance had now been given purpose, and he realized that he was doing exactly what he had always wanted to do. The pursuit of a valuable quarry through daunting complexities was the path he had chosen to follow, and regardless of the ambiguity of right and wrong, he was coming up with His Own Answers. Now that there was no turning back, he was the one calling the shots. He defended his thesis well and had so convinced others of his points that an established professor defended a point of contention he was arguing against Quine. He saw this as a remarkable achievement—an ally in an intellectual fight of epic proportions—and this affirmation inspired self-confidence.

Entrance Ticket

A bit later in his academic career, there would come a mentor who would set thoughts in motion for Dennett. This mentor was Gilbert Ryle, who was a major force in Oxford philosophy at the time, as well as detached from the trite and bland cliques that seemed to govern the world of academia. He taught Dennett the importance of standing against the typical Oxford philosophers whose arguments consisted only of clever phrases and shallow bravado. Ryle taught Dennett to think for himself without marginalizing the opinions of others.

2. The main purpose of the passage is to: F. propose that by following the steps taken by Dennett, others can become philosophers as well. G. persuade the reader that Dennett was only able to ask questions no one could answer. H. speculate on how philosophers employ different methods to approach an argument. J. describe how Dennett developed from an inexperienced student into an established philosopher.

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3. The main purpose of the third paragraph is to: A. describe a specific text written by Dennett’s rival, Quine. B. present the process students undertake to defend their philosophical theses. C. provide an account of Dennett’s transformation from youth to maturity. D. list several ways Dennett contradicted the teachings of his mentors.

4. The details describing Dennett’s father in lines 6–8 are most likely included to: F. explain that Dennett felt an urge to follow in his father’s footsteps. G. demonstrate the legacy of intelligence Dennett was born into. H. suggest that Dennett’s father’s military career was similar to that of Dennett’s in academia. J. show that few philosophers relate to growing up in a military household.

5. The author capitalizes the words in line 40 most likely to signify that: A. B. C. D.

Dennett believed that only his opinions were valid. these are Quine’s words, not Dennett’s. Dennett had begun to form theories of his own. Dennett and Quine no longer respected one another.

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

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ACT Mastery Reading ®

Set Two

The encyclopedia, ancient Greek for general learning, is a word that brings to mind a comprehensive collection of information from many branches of knowledge. The encyclopedia is a relatively old creation, and historians trace the existence of encyclopedias for more than 2,000 years.

In 1646 an English nobleman, Sir Thomas Browne, used the word itself to define one of his major works— Pseudodoxia Epidemica—which he published in the midst of a scientific revolution. Johannes Aventinus used the term encyclopaedia as the title of his book in 1517, the first such title to appear in a major work. Printing became so readily available during the Renaissance that word of the encyclopedia’s conception had spread. These books were not only accessible to the wealthy church and clergy but also to the general public. These early encyclopedias became worldwide phenomena, with revised editions in continuous print until 1672. The general-purpose encyclopedia was becoming more commonly used as a point of reference and was widely distributed.

Browne’s Pseudodoxia Epidemica was a milestone for the scientific revolution of the Renaissance. Browne used his encyclopedia as a vehicle to dispute the false assumptions and superstitions that people had taken as fact in the Middle Ages. Browne implemented scientific criteria to decide what he would include as factual references in his work—such as the authority of previous authors or the soundness of theoretical and empirical evidence. Today his volume would be unrecognizable as an encyclopedia, but at the time it was extremely progressive—even rebellious.

It wasn’t until the 18th and 19th centuries that the modern form of the encyclopedia took shape. The template for the encyclopedia we use today is traced back to volumes such as Chambers’ Cyclopedia, Universal Dictionary of Arts and Sciences, or the Encyclopaedia Britannica.

During the Enlightenment, Denis Diderot remarked how vastly important it was for scholars to document knowledge for the betterment of society. He looked at it as the passing down of knowledge so that future generations could be better prepared to face an uncertain future. Diderot cited duty as a reason for collecting and standardizing the transmission of information “so that the work of preceding centuries will not become useless to the centuries to come, and so that our offspring, becoming better instructed, will at the same time become more virtuous and happy.” Diderot understood that the work of his own generation and those who would succeed him had to act as a reference to the next, and so on. Knowledge could not be exclusive; anyone anywhere needed to be able to open an encyclopedia and find the answers they sought. This message resonated with many people, and Diderot’s call to arms was heeded. By the early 1920s many versions of popular encyclopedias were widely distributed. The 1950s and ’60s saw the United States commercializing popular encyclopedias in installment plans that sold encyclopedia sets in volumes, lettered A through Z. Toward the end of the 20th century, encyclopedias were becoming more specialized, particularly with the explosion of the Internet and its prevalence in people’s homes. Online encyclopedias were suddenly available to everyone, and now online encyclopedias, such as Wikipedia, allow anyone to provide information on subjects while others can contradict, correct, and edit those claims. People worldwide are learning about other cultures and sharing their own experiences, while contributing to creative dialogues as a result of these compilations of knowledge. The role of the encyclopedia is still evolving, but more people than ever before can enjoy knowledge right at their fingertips or with the click of a button.

Before Browne’s encyclopedia, there was virtually no way to mass produce and distribute books. The invention of the printing press derailed the old system of scribes copying books by hand and launched the future of literacy. As popular as his Pseudodoxia Epidemica was, many critics professed that his work was too closely tied to mysticism. Nevertheless, this was a well-executed compendium of knowledge made available to the masses for their education and for exposing false science.

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3 6. The main purpose of the passage is to:

9. The passage quotes Diderot in lines 53–57 primarily to:

F. identify the fallacious elements of Medieval knowledge that Sir Thomas Browne refuted in his work. G. list, in chronological order, each of the significant works that brought about the modern encyclopedia. H. discuss the evolution of the encyclopedia and the importance of widespread accessibility to knowledge. J. show how playwrights and poets were harmed by the conception of a uniform collection of knowledge.

A. point out that Diderot deserves credit for the overall success of the encyclopedia. B. explain the value of recording and sharing knowledge to ensure a successful future. C. claim that Diderot believed that the intelligence of future generations would be scarce. D. document Diderot’s role in influencing where encyclopedias would be distributed.

10. The author’s two references to the scientific revolution in lines 10 and 22 primarily serve to describe the:

7. The main purpose of the third paragraph is to:

F. expanding acceptance of progressive ideas in science and knowledge. G. continuing desire for exploration and appreciation of literature. H. ongoing need to emphasize the importance of revolutions in overthrowing regimes. J. growing eagerness to glorify the Italian Renaissance above other movements.

A. explain that playwrights had no use for a widely distributed encyclopedia. B. describe how Browne’s encyclopedia used science to disprove misconceptions. C. illustrate the ways Browne used his publication to make a living. D. discuss the importance of mass production in the distribution of knowledge.

8. The main purpose of the final paragraph is to: F. provide a brief summary of the progress of the encyclopedia in the 20th century. G. describe how the contributors to original encyclopedias made the form what it is today. H. question the inaccuracies of the encyclopedia and suggest what changes could be made. J. examine the ways in which Diderot criticizes how people obtain information.

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

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Set Three

Guernica, an oil painting by the Spanish artist Pablo Picasso (1881-1973), was, for a period, on display in New York’s Museum of Modern Art. It has such a powerful effect on people that it continues to capture imaginations. Embedded with symbols ranging from people, animals, and buildings under siege, it stands at roughly eleven feet tall and twenty-six feet wide and serves as a reminder about the devastation and brutality of war. It fuses the surreal with the reality of war and delivers Picasso’s universal message that war permeates everything. Guernica is perhaps one of Picasso’s most famous works because it not only functions as a vehicle for a political message, but it also acts as a reminder of how art can liberate people through personal expression. At its completion the painting excited the curiosity of poets and critics, who found a sort of disconcerting foreshadowing in its bleak message.

While initially commissioned by the Spanish government to paint a large mural for the World’s Fair in Paris, Picasso abandoned that idea once he heard of George Steer’s firsthand report of the bombing of Guernica in The New York Times. Picasso’s outrage at the situation prompted him to create a stark vision of animal and man being torn apart by the mechanization of war. Guernica had much to do not only with the Spanish Civil War but also with Europe’s preoccupation with its involvement in the Second World War. The painting had been a centerpiece of the MoMA, and it did not find its way back to Spain until much later. Picasso would not allow it to be displayed in Spain until the people had a republic. This highlighted how much political discourse was attached to the work. Picasso’s piece not only reflected the attachments he had with his cultural homeland, but it was also a vanguard in political art for the 20th century.

In the years during and following World War II, none of Picasso’s work spoke with quite the political force that Guernica had. Picasso had stayed in Nazi-occupied France during the war, where he produced some exceptional works, such as Still Life with Guitar (1942). During those years in France, Picasso’s work was becoming increasingly internalized and personal. He had fewer exhibitions of his art during this period, since his work did not conform to the standards of the Nazis occupying the French government. Picasso continued to experiment with bronze, even when bronze casting was prohibited, and he began to focus his attention on literature. He wrote numerous poems as well as two plays—Desire Caught by the Tail (1941) and The Four Little Girls (1949). These nonlinear works of literature drew on many of Picasso’s

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other interests, and for a brief period this was his main mode of expression. Throughout his life Picasso had remained generally neutral in conflicts, with no desire to become involved, and his age had played a deciding factor in how much he could offer physically; by the onset of the Spanish Civil War, Picasso was already nearing old age, so he could not participate. Left to his art, his style was evolving into what some scholars argue was more of a conscious detachment from the brutality of the war happening around him. He was not only an artist who displayed his inner passions but also one who understood the dreams and fears of the masses. The 1940s saw Picasso join the French Communist Party, and this added tension to his already strained relationship with artists such as Salvador Dali and Henri Matisse. In describing how politics fit with his art, Picasso stated, “I am a Communist, and my painting is Communist painting ... But if I were a shoemaker—Royalist, or Communist, or anything else—I would not necessarily hammer my shoes in a special way to show my politics.” His work was still somewhat controversial, given the state of the world post-World War II, but he was able to transcend those issues and engage the expressionistic style that was unique to his talents. While living out the remainder of his years in France, Picasso further transformed his style once again. He moved toward a more colorful, vivacious, adventurous mode that was unlike anything he had previously produced. Toward the end of his life, he drained his energy in an attempt to amass as much work as he possibly could. This drew judgment from critics who asserted he was past his prime. But Picasso’s enduring legacy and unfaltering worldwide popularity seem to imply he was simply ahead of everyone else.

11. The main purpose of the passage is to: A. compare and contrast Picasso’s life experiences in France during World War II to life in Spain. B. depict the influence Picasso had in the popularization of the expressionist movement in France. C. offer an explanation for Picasso’s absence from military involvement during World War II. D. discuss how Picasso’s work was influenced by a world in the midst of war.

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12. The main purpose of the fourth paragraph (lines 52–62) is to describe the:

15. One main purpose of the second paragraph (lines 18–34) is to:

F. transition Picasso underwent after producing Guernica compared to his previous work. G. method of painting Picasso found himself employing at the time. H. complexity of the political regime existing in Nazi-occupied France. J. reluctance Picasso had toward becoming involved in military conflicts.

A. compare Picasso’s work with that of other painters and sculptors of the 20th century. B. indicate that Guernica explored the hopelessness and brutality Picasso associated with war. C. describe the typical artist and political pieces that were produced in the 20th century. D. speculate about Picasso’s internal reflections and the conditions that caused the bombing of Guernica.

13. The primary purpose of the words in quotations marks in lines 67–70 is to: A. indicate that the focus of Picasso’s later art was exclusively anti-Spanish Civil War. B. provide examples of reasons Picasso’s work wasn’t solely reliant on his belief system. C. prove that Picasso’s political work was inspired by Salvador Dali and Henri Matisse. D. suggest that Picasso’s Guernica was too political for the French Communist Party.

14. The author mentions Picasso’s experimentation with bronze and writing literature during World War II primarily to suggest that his: F. interest in varying art forms remained present until France was occupied in World War II. G. time spent working with bronze and writing literature should have been spent painting. H. fascination with other art forms gave focus to his life while in Nazi-occupied France. J. commitment to selling art influenced him to cultivate a variety of talents for profit.

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

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Sum It Up Intent and Purpose Author The writer of a piece of content, whether fiction, nonfiction, memoir, etc.

Narrator The person who recounts the events in a story, whether a fictional character or the author of the piece

Purpose The author’s intention and reason for writing; what the author hopes the work will accomplish

Main Idea The central idea of a text, around which all events and information are focused

Tips and Techniques Hashtags: As you read a passage, create a hashtag for each paragraph. You can even write it down if you have time. This will help you navigate the passage when you need to find details to answer questions.

Embrace Your Inner Five-Year-Old: Ask yourself “Why?” to help determine the purpose of a specific detail in the context of the larger passage and to help investigate the structure and purpose of the entire passage.

Purpose: When a question asks about the purpose of a passage, consider the author’s purpose for writing. Is the author trying to entertain, convince, or inform/educate? If you can figure out the style of writing, you can eliminate a few answers right away.

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2017-2018

ACT MASTERY Â®

Reading

Teacher Manual Part 1

Lesson 11 â&#x20AC;&#x201C; Intent and Purpose

Intent and Purpose This lesson will cover identifying the purpose of sentences, paragraphs, and passages that appear on the ACT reading test. Students will learn how to focus on main ideas as well as how modes of writing relate to the authorâ&#x20AC;&#x2122;s purpose on the ACT. ACT Standards: PPV 201. Recognize a clear intent of an author or narrator in somewhat challenging literary narratives PPV 301. Recognize a clear intent of an author or narrator in somewhat challenging passages PPV 401. Identify a clear purpose of somewhat challenging passages and how that purpose shapes content and style PPV 501. Infer a purpose in somewhat challenging passages and how that purpose shapes content and style PPV 502. Identify a clear purpose of more challenging passages and how that purpose shapes content and style PPV 601. Infer a purpose in more challenging passages and how that purpose shapes content and style PPV 701. Identify or infer a purpose in complex passages and how that purpose shapes content and style

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Young was a native of Bern, Idaho, but eventually moved to Los Angeles, and it was there that Young would immerse himself in the jazz world. Young would go on to study composition under notable pioneers of electronic music. The genesis of his distinctive style came through his discovery of the works of John Cage. This inspiration would find Young situated as a polarizing figure in the avant-garde scene of 1960s New York.

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Narrative in music has always existed— whether it’s Reich commenting on his Jewish heritage, the motion picture soundtracks of Glass, or the memories conjured up by Young that manifest themselves in stories told completely through sound. The introduction of narrative is evident in Young’s work, as it is in the works of Reich and Glass. The difference is that in Young’s work, the audience finds itself with one collective foot in reality and the other in something completely different. The installations that Young creates not only derive from a personal narrative within himself but also leave enough of a void for the audience members to fill with their own experiences and emotions. Whatever space they may be occupying at that moment in time is completely dissolved by sound and light, and this cross-pollination of music and performance art gives way to something that is otherworldly.

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1. The correct answer is C. Choices A and D are incorrect because the passage focuses primarily on one composer, La Monte Young. Choice B is incorrect because the passage focuses on the life of La Monte Young, not minimalism in music in New York generally. Choice C is correct because the passage examines La Monte Young, specifically how he deserves his place alongside Glass and Reich, as mentioned in the first paragraph.

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In the context of the passage, the main purpose of the first paragraph is to: F. introduce the reader to Young’s style before elaborating on the influences that shaped it. G. relate Young’s professional aspirations to his rivalries with other minimalist composers in New York. H. provide specific details of Young’s professional success before comparing him to other composers. J. describe Young’s relationship to his audience in order to understand why he strived for success in performance art.

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The passage’s author most likely mentions the performances of The Well-Tuned Piano to: A. provide an anecdote about a performance gone bad in an otherwise dry and technical passage. B. suggest that Young’s combination of music and performance art was able to transport audiences. C. point out Young’s ability to drastically change his style from one performance to the next. D. encourage the readers to listen to famous minimalist compositions of the 20th century.

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Entrance Ticket 1. The main purpose of the passage is to: A. explore the relationship between narrative and performance space in the works of three minimalist composers. B. examine the influence of minimalism on the New York music scene, using one composer as an example. C. discuss how one minimalist composer deserves more recognition for his contributions to his genre. D. rate the various levels of importance of three 20th century minimalist composers.

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

Purpose and Main Idea

>> Have students try the following three ACT practice questions. Students

Read the passage and answer the following questions.

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Lesson 11 – Intent and Purpose

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2. The correct answer is F. Choice G is incorrect because the first paragraph does not discuss Young’s rivalries with other minimalist composers. Choice H is incorrect because while the paragraph does discuss elements of Young’s work, it does not describe his successes. Choice J is incorrect because while the passage does discuss some interactions between Young and his audience, it does not primarily focus that relationship. Choice F is correct because the first paragraph is mostly about Young’s style and serves as a precursor to the discussion of his influences in later paragraphs.

Entrance Ticket 2. In the context of the passage, the main purpose of the first paragraph is to: F. introduce the reader to Young’s style before elaborating on the influences that shaped it. G. relate Young’s professional aspirations to his rivalries with other minimalist composers in New York. H. provide specific details of Young’s professional success before comparing him to other composers. J. describe Young’s relationship to his audience in order to understand why he strived for success in performance art.

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3. The correct answer is B. Choice A is incorrect because The Well-Tuned Piano is described as a masterpiece in the third paragraph. Choice C is incorrect because the passage does not discuss how Young’s style changed from one performance to the next. Choice D is incorrect because the passage focuses primarily on Young, not on minimal composition in general. Choice B is correct because the third paragraph described The Well-Tuned Piano as the catalyst in his merging of performance art and music and a unique experience for the audience.

Entrance Ticket 3. The passage’s author most likely mentions the performances of The Well-Tuned Piano to: A. provide an anecdote about a performance gone bad in an otherwise dry and technical passage. B. suggest that Young’s combination of music and performance art was able to transport audiences. C. point out Young’s ability to drastically change his style from one performance to the next. D. encourage the readers to listen to famous minimalist compositions of the 20th century.

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ACT Mastery Reading ®

Learning Targets 1.

Learning Targets

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Identify the purpose of details and paragraphs in challenging passages and how that purpose shapes content and style

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Identify the author’s intent and purpose in entire passages as whole

Self-Assessment

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

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Quick Check Next Slide Quick Check 

Bilbo Baggins — J.R.R. Tolkien



Holden Caulfield — J.D. Salinger

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Scout Finch — Harper Lee

>> Show students pairs of names on the slide. Bilbo Baggins — J.R.R. Tolkien Holden Caulfield — J.D. Salinger Scout Finch — Harper Lee

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>> Teacher Dialogue:

What is the relationship between each pair of names?

Students might discuss how the names in the first column are characters, while the names in the second columns are authors. They should further come to the conclusion that the names in the first row are all narrators, not just characters.

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>> Teacher Dialogue:

Authors vs. Narrators Author



►

The writer of a piece of content, whether fiction, nonfiction, memoir, etc.

Author: The writer of a piece of content, whether fiction, nonfiction, memoir, etc.

Narrator



►

The person who recounts the events in a story, whether a fictional character or the author of the piece

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Define author.

Define narrator.

Narrator: The person who recounts the events in a story, whether a fictional character or the author of the piece

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>> Have students brainstorm differences between narrators and characters and between narrators and authors.

>> Teacher Dialogue:

Can the author and narrator ever be the same person? What are some examples?

Autobiographies, for instance In some fiction, such as Lord of the Rings or Harry Potter, the story is told in the third-person point of view, so the narrator is not a character, but a detached observer.

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>> Teacher Dialogue:

Main Ideas vs. Purpose 

Purpose ►



The author’s intention and reason for writing; what the author hopes the work will accomplish

Main Idea ►

Main Idea: The central idea of a text, around which all events are focused

The central idea of a text, around which all events are focused

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In writing, what is the main idea?

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What is the purpose of a piece of writing?

Purpose: The author’s intention and reason for writing; what they hope to accomplish through their work

>> Have the students consider how purpose relates to the main idea. Is there a difference? Have them brainstorm some ideas.

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Next Slide

>> Show the students the following examples, and ask them to identify which is the purpose and which is the main idea in each set. Have them write their answers on their white board and hold them up for you to check understanding.

Lesson 11 – Intent and Purpose

Purpose and Main Idea Purpose:

Main Idea:

Example 1: Choice A is the main idea, while choice B is the purpose.

A new pesticide is dangerous to the ecosystem. Raising awareness of the new pesticide could trigger stronger regulations.

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Sharing experiences of her disease will help other patients feel less lonely. Though at first difficult, lifelong management of this disease is possible.

Example 2: Choice A is the purpose, while choice B is the main idea.

A. B.

The resident hopes to secure a new park in town. A new park would be beneficial to the community in a variety of ways.

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Example 3: Choice A is the purpose, while choice B is the main idea. Purpose and Main Idea Example 1: A scientist has written an article about the health hazards and environmental damage caused by a new pesticide. Identify which of the following could be the scientist’s main idea and which could be the scientist’s purpose in this piece: A: A new pesticide is dangerous to the ecosystem. B: Raising awareness of the new pesticide could trigger stronger regulations.

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Purpose and Main Idea Example 2: A doctor writes about her experience suffering from a chronic illness. Identify which of the following could be the doctor’s main idea and which could be the doctor’s purpose in this piece: A: Sharing experiences of her disease will help other patients feel less lonely. B: Though at first difficult, lifelong management of this disease is possible.

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Purpose and Main Idea Example 3: A town resident petitions the local government to build a new park in his neighborhood. Identify which of the following could be the resident’s main idea and which could be the resident’s purpose in this piece: A: The resident hopes to secure a new park in town. B: A new park would be beneficial to the community in a variety of ways.

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Purpose and Main Idea

Example 4: Choice A is the purpose, while choice B is the main idea.

Example 4: A gymnast writes a memoir about her experience in her first Olympics. Identify which of the following could be the gymnast’s main idea and which could be the gymnast’s purpose in this piece: A. B.

Narrating her story will help inspire younger generations to strive for their dreams. Hard work, perseverance, and luck are essential to achieving one’s goals in life.

Example 5:

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A historian writes a chapter for a new textbook on the history of the Roman Empire. Identify which of the following could be the historian’s main idea and which could be the historian’s purpose in this piece: A. B.

The Roman Empire fell for primarily economic reasons. The historian wishes to present a controversial alternative theory for the fall of the Roman Empire.

Example 5: Choice A is the main idea, while choice B is the purpose.

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Purpose and Main Idea Example 4: A gymnast writes a memoir about her experience in her first Olympics. Identify which of the following could be the gymnast’s main idea and which could be the gymnast’s purpose in this piece: A: Narrating her story will help inspire younger generations to strive for their dreams. B: Hard work, perseverance, and luck are essential to achieving one’s goals in life.

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Purpose and Main Idea Example 5: A historian writes a chapter for a new textbook on the history of the Roman Empire. Identify which of the following could be the historian’s main idea and which could be the historian’s purpose in this piece: A: The Roman Empire fell for primarily economic reasons. B: The historian wishes to present a controversial alternative theory for the fall of the Roman Empire.

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>> Teacher Dialogue:

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Purpose and Main Idea

Why do we use hashtags, and what happens when you search hashtags on Twitter or Instagram?

Students should come up with answers like the following: To label and sort information, including things, ideas, pictures, commentary, information, etc. To summarize themes or content in a tweet, picture, etc. To connect posts to broader trends and categories

Are the world’s rarest creatures being killed off by illegal wildlife trade? Many people are familiar with the threat to the elephant population resulting from the skyrocketing black market dollar value of its ivory tusks. But the spotlight has recently been placed on the existence of one of the world’s rarest reptiles—a semiaquatic, nocturnal lizard native to northern Borneo. The earless monitor lizard (Lanthanotus borneensis) was first documented in 1877, rediscovered in 1963, and eventually disappeared from sight. That is until a group of biologists in Borneo spotted the odd, secretive reptile and snapped its picture in 2008. Intending to spark the interest of the scientific community, the biologists posted the images on social media—along with general information about its location and habitat—and within a year earless monitor lizards were for sale online. Summary:

Hashtag:

>> Tell students that a hashtag can function as a summary. Show students the

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paragraph on the slide.

They may come up with something like this: The paragraph is about the potential extinction of the earless monitor lizard. Scientists trying to generate interest in the lizard accidently helped people to hunt it by posting on social media.

>> Then, have the third student come up with a creative hashtag for the

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>> For the next activity, go around the classroom, with each student taking a

turn. Have one student read the paragraph out loud. Have the next student summarize what the paragraph is about in a few sentences of his or her own.

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Purpose and Main Idea Are the world’s rarest creatures being killed off by illegal wildlife trade? Many people are familiar with the threat to the elephant population resulting from the skyrocketing black market dollar value of its ivory tusks. But the spotlight has recently been placed on the existence of one of the world’s rarest reptiles—a semi-aquatic, nocturnal lizard native to northern Borneo. The earless monitor lizard (Lanthanotus borneensis) was first documented in 1877, rediscovered in 1963, and eventually disappeared from sight. That is until a group of biologists in Borneo spotted the odd, secretive reptile and snapped its picture in 2008. Intending to spark the interest of the scientific community, the biologists posted the images on social media—along with general information about its location and habitat—and within a year earless monitor lizards were for sale online.

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information. Have the entire class tap their fingers in the hashtag symbol before the student announces the hashtag. More than one hashtag can be generated per paragraph. Try calling on two or three more students in random order, so that all students are engaged, paying attention, and ready to answer. Ask these students to name another hashtag, again having the class tap their fingers in the hashtag symbol before their answer. The goal here is to help students zoom in on the main ideas of the paragraph, with each step becoming more and more concise. Students may come up with the following hashtags: #earlessmonitorlizards (or #monitorlizards, #lizards, or even #lanthanotusborneensis) #thepowerofsocialmedia #lizardsforsale #rarereptiles It is OK if the hashtags get silly. If a student suggests something off the cuff like #thestruggleisreal, just make sure to have them clarify why that applies (because if you’re one of these lizards, you’re dying out!). Reaffirm with students that these hashtags help them summarize the content of the paragraph and figure out the author’s main ideas.

>> Move through this process with the rest of the paragraphs in the article.

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Purpose and Main Idea Next Slide Purpose and Main Idea Decades ago, Indonesia, Malaysia, and Brunei enforced laws that fiercely protected earless monitor lizards. Those found guilty of poaching the lizard faced a fine of up to $8,600 and five years in prison. Unfortunately that has not been enough. Vincent Nijman, a conservation ecologist at Oxford Brookes University, estimates that at least one hundred lizards have been smuggled from the wild so far. The wildlife trade monitoring network, TRAFFIC, has documented illegal sales of the reptile in Japan, Ukraine, Germany, France, and the Czech Republic.

>> Show students the next paragraph. Have one student read the paragraph out loud. Have the next student summarize what the paragraph is about in a few sentences of his or her own. They may come up with something like the following:

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The paragraph is about how national laws protecting earless monitor lizards have not done enough to protect these animals, as they have been found on sale in various places. These sellers likely have taken the lizards from the wild.

>> Then, have the third student come up with a creative hashtag for the

information. Have the entire class tap their fingers in the hashtag symbol before the student announces his or her hashtag. Call on two or three more students to generate hashtags. Students may come up with hashtags such as the following: #poaching #illegaltrade #protectionlaws #blackmarket

ACT Mastery Reading ®

Purpose and Main Idea

>> Repeat the process with the next paragraph. Have one student read the

Because of the lack of legal enforcement within the wildlife trade, most in the industry carry out their transactions openly or utilize simple code words. To complicate matters, some unsuspecting buyers are unaware that they are a part of a covert operation. “When we started investigating this, we began to expose this really dark underbelly of online markets,” says Crawford Allen of TRAFFIC. “Some of the rarest species on Earth are being traded on Facebook.” Nijman is lobbying for the addition of the earless monitor lizard to international wildlife protection lists so that there will be no doubt about the trade’s illegality.

paragraph out loud. Have the next student summarize the paragraph in a few sentences of his or her own.

Summary:

Hashtag:

They may come up with something like the following:

This paragraph is about how the lizards are sold, either openly or secretly, through channels such as Facebook and how Nijman is trying to find internal protection for the earless monitor lizard.

Summary:

Hashtag:

>> Then, have the third student come up with a creative hashtag for the

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information. Have the entire class tap their fingers in the hashtag symbol before the student announces his or her hashtag. Call on two or three more students to generate hashtags.

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Students may come up with hashtags such as the following: #Facebook

Purpose and Main Idea

#nolaws

#internationalprotection #secretnotsosecret #TRAFFIC

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Purpose and Main Idea Next Slide

>> Finally, repeat this process one more time with the final paragraph. Have one student read the paragraph out loud. Have the next student summarize what the paragraph is about in a few sentences of his or her own.

Purpose and Main Idea Experts can only estimate how many earless monitor lizards remain in the wild, but they recognize that the species is in danger. In addition to the influence of collectors who are eager to make a profit from the rare lizard’s trade, much of the reptile’s native habitat in Borneo has recently been destroyed by forest fires and deforestation. Without formal intervention, the earless monitor lizards could be headed toward extinction.

They may come up with something like the following: This paragraph is about the danger the earless monitor lizard faces from habitat destruction and that formal intervention is necessary or else the species will go extinct.

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>> Then, have the third student come up with a creative hashtag for the

Hashtag Summary: As students read a passage, they should create a hashtag for each paragraph. They can write it down if they have the time.

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Purpose and Main Idea Next Page

ACT Mastery Reading ®

Purpose and Main Idea Merchant and navy ships alike were constantly anchored in my town’s harbor, but there was a particular vessel that still stands out in my memory—the glorious Madonna. Incredible! I pointed at her sitting out there in the water, and I knew that one day such a vessel would be my home. I began breathing heavily, a condition I’d had since I was an infant—a condition that quelled any urge inside me to jump into the ocean and glide as confidently and seamlessly as those ships did. When I got into bed and my eyes began to feel heavy, I dozed off to the sounds of more ships announcing their arrival.

On race day I arrived at the dock to sign in, and the noise of the crowd deafened my ears.

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>> Have students embrace their inner five-year-old. Remind them of the

“annoying kid” who asks a question and then says, “But why?” after every explanation. Have students take part in the following activity to build their skills in determining the author’s purpose.

The clock struck high noon, and the contestants climbed into their skiffs. Each contestant was wearing his own elegant sailing jacket with his name embroidered on the back. My clothes were handed down from my father, who had been a navy sailor during the war before he was killed in battle. His clothes felt loose on me, but nothing could have made me feel prouder than sporting my father’s name. It didn’t matter that we didn’t share the same last name since our first names were the same—Lorenzo. I stepped back and took a moment to think about who my father was at my age and wondered if he had had the same dreams as me. Somehow I knew my fate wouldn’t be the same as his. I saw this race as a stepping stone toward a bright future aboard larger vessels dominating the high seas.

>> Students will work in a reverse process—starting with the detail and building up to the paragraph and then the passage as a whole. First, have students read the passage in silence.

The mayor raised the pistol and fired the starting shot. The band picked up the tempo as I began breathing heavily. I turned my head quickly to face the outer harbor and focused on the towering vessel that served as my safeguard, and I regained my composure. My skiff was older than the others, but it glided beautifully. With every stroke, I felt confident that I was starting to catch up to the more experienced sailors. I hadn’t had enough experience in competitive racing to prepare myself to maintain my stamina, especially my breathing, so I quickly began to tire. It was getting to be late afternoon, and the heat from the sun was beginning to

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space provided in the workbook.

From lines 51–53: “His clothes felt loose on me, but nothing could have made me feel prouder than sporting my father’s name.”

Lesson 11 – Intent and Purpose

Purpose and Main Idea

Next Slide

>> Display the first detail on the slide. Student should write their answers in the

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recede. The clouds moved in and covered up the sun, but the stress of the race itself was starting to affect me. My muscles ached more than they ever had in practice runs. By this time I still had to lap around the bay once more and gain headway to make it to the finish line first. I had three more skiffs to pass. Seconds felt like hours, and my bed was calling me, promising a safe retreat from the soreness in my bones. As my eyes began to close, I was suddenly taken over by a second wind; I could see the finish line not ten meters away. But just near the horizon, I caught sight of that magnificent vessel weighing anchor, and my heart was overwhelmed. The outcome of the race suddenly became unimportant compared to the feeling of knowing where I belonged—floating on the water with just a wooden vessel between me and the sea I loved. I hummed a sailor song to myself and watched the Madonna sail off into the unknown.

>> Teacher Dialogue:

Why did the author include that detail?

They might come up with something like the following: The author wanted to show how the narrator was participating in sailing race. The author wanted to draw attention to the clothing that the narrator and the other contestants were wearing.

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But why did the author make that point in the paragraph?

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They might come up with something like the following:

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The author wanted to provide more background about the narrator’s life. The author wanted to contrast the narrator with the rest of the contestants.

ACT Mastery Reading ®

Purpose and Main Idea 1.

Why did the author include that detail?

Why did the author make that point in the paragraph?

Why did the author include that point in the passage?

>> Teacher Dialogue:

But why did the author include that point in the passage? They should come up with something that resembles the purpose of the passage, such as the following:

When approaching a question about the author’s intent or purpose: 1.

The author is providing a glimpse of the narrator’s life.

Test-Taking Technique: Students should ask “Why was this detail included? What purpose does this detail/sentence/paragraph serve?”

Reading Tip Embrace Your Inner Five-Year-Old: Ask “Why?” as in “Why was this detail included? What purpose does this detail/sentence/paragraph serve?”

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Purpose and Main Idea His clothes felt a little bit loose on me, but nothing could have made me feel prouder than sporting my father’s name.

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Why did the author include that detail?

►

Why did the author make that point in the paragraph?

►

Why did the author include that point in the passage?

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Purpose and Main Idea Next Slide

>> Give students a simple plan of attack to help them figure out what a question on the ACT is asking. Have students write down the following plan in their workbooks.

When approaching a question about the author’s intent or purpose: Consider the main point or idea of the passage. Identify the focus of the paragraphs. For example, you could tell students that in the passage about the extinction of the earless monitor lizards, it would be too broad to say the passage is about “the extinction of animals,” and it would be too narrow to say that the passage is about “the live-animal collectors poaching earless monitor lizards in Borneo.” Find the author’s purpose in writing the passage. What are they aiming to accomplish? What is their attitude towards the topic? Are they trying to tell a story, argue a point, inform their audience, or something else?

Purpose and Main Idea When approaching a question about the author’s intent or purpose:

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Consider the main point or idea of the passage.

Identify the focus of the paragraphs.

Find the author’s purpose for writing the passage.

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Modes of Writing Next Slide

>> Talk to students about a strange and ancient time: the time before television. During this time, everything you currently see on television was conveyed through different media. People could either listen to it (radio) or read it (books, newspapers, etc.).

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>> Ask students to list the reasons why they watch TV. Have one student write the answers on the board as you call on students to provide their answers. Entertainment News and information Education Etc.

Next Slide Modes of Writing ►

News programs

►

Persuasive/argumentative writing

►

Commercials

►

Narratives

►

Documentaries

►

Informative/explanatory writing

►

Comedies and drama

►

Creative writing or fiction

►

Reality television

>> Show students some types of television on the slide and ask them to identify the purpose of each, calling on students randomly: News programs

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Informing viewers of what is happening in the world

Commercials Convincing people to buy things, take certain actions, go to various places, etc. Documentaries

Explaining and analyzing various topics and educating viewers

Comedies and drama

Entertaining viewers

Reality Television

Entertaining viewers and learning about other people’s lives

>> Now, see if students can match some different writing styles to their TV

equivalent. Show them the following types of writing styles on the same slide and call on students randomly to identify the TV equivalent: Persuasive/argumentative writing Commercials Narratives

Reality TV, dramas

Informative/explanatory writing

News, documentaries

Creative writing or fiction

Comedies, dramas

Some of the categories are fluid and can overlap or repeat. The point is to have students notice that different types of shows have specific purposes, just like different types of writing.

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Next Slide

Lesson 11 – Intent and Purpose

Modes of Writing

>> Inform students that they will now write a radio show. Divide students into

Theme of your radio show:

groups of four. Together, they will put together a short before-TV-times radio show. Show students the instructions on the slide. One-paragraph bit:

Each group should pick a theme for their show. Make up a name, appoint a DJ, feature commercials, etc. Get creative! Have every member in your group write a one-paragraph bit to contribute to the show within the chosen theme. A bit is a small segment of the show. All radio shows should include each of the following four genres: persuasive/ argumentative, narrative, informative/explanatory, and fiction. Appoint one genre to each member of your group.

Mode of writing used:

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Allow students to come up with ideas for the various bits on their own. You will go over specific examples of other types of bits later on in the lesson.

>> After each “show,” have the class guess which mode of writing each part of

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Practice your bits if you have extra time.

to the radio.” Have each group take a turn performing their show, making sure that each student reads the paragraph they wrote.

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Work together so that the various bits flow naturally.

>> Give students ten minutes to come up with their show. Next, it is time to “listen

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Modes of Writing – Radio Show 1.

Each group should pick a theme for their show. Make up a name, appoint a DJ, feature commercials, etc. Get creative!

Have every member in your group write a one-paragraph bit to contribute to the show within the chosen theme. A bit is a small segment of the show.

All radio shows should include each of the following four genres: ►

Persuasive/argumentative

►

Narrative

►

Informative/explanatory

►

Fiction

Work together so that the various bits flow naturally.

Practice your bits if you have extra time.

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the radio show was an example of. Persuasive/argumentative Narrative Informative/explanatory Fiction

Some of these categories can overlap. Part of the radio show could be a narrative and fiction, for example.

>> For one or two radio shows, where appropriate, push students a little further. Have them revisit the “embrace your inner 5-year-old” part of the lesson by asking about the purpose of this particular detail in the radio show. Guide students through their answers, asking how the detail contributes to the bit, to the show as a whole, and to the show’s theme and purpose. Call on the students in the audience first to answer, and only then allow the team members for the radio show to chime in.

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Modes of Writing Next Slide Modes of Writing – The Media ►

If a radio show featured a news clip about a recent natural disaster, what mode of writing would that be?

►

If a radio show featured a segment on the biography of President Andrew Jackson, what mode of writing would that be?

►

News clip

Biography

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If a radio show featured a documentary on an expedition to Antarctica, what mode of writing would that be?

►

If a radio show featured an infomercial about a self-cleaning vacuum, what mode of writing would that be?

►

Documentary

Infomercial

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>> Next, review the types of bits that were not included in any of the radio

shows. For each of the following examples that were not presented in any of the radio shows, ask students the associated question and see if they can come up with the answer.

>> Teacher Dialogue:

If a radio show featured a news clip about a recent natural disaster, what mode of writing would that be?

Informative/explanatory

>> Teacher Dialogue:

If a radio show featured a segment on the biography of President Andrew Jackson, what mode of writing would that be?

Narrative

>> Teacher Dialogue:

If a radio show featured a documentary on an expedition to Antarctica, what mode of writing would that be?

Informative/explanatory, narrative

>> Teacher Dialogue:

If a radio show featured an infomercial about a vacuum cleaning robot, what mode of writing would that be?

Persuasive/argumentative

Next Slide Modes of Writing – The Media ►

If a radio show featured a portion of a funny family sitcom, what mode of writing would that be?

►

If a radio show featured a quick announcement to vote for a certain local senator, what mode of writing would that be?

►

If a radio show featured a segment of a reality TV show about the wives of famous bobsledders, what mode of writing would that be?

►

If a radio show featured a portion of a drama about a crime-solving cardiac surgeon, what mode of writing would that be?

►

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Sitcom

>> Teacher Dialogue:

Political campaign commercial

Fiction

Reality TV

Drama

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If a radio show featured a portion of a funny family sitcom, what mode of writing would that be?

>> Teacher Dialogue:

If a radio show featured a quick announcement to vote for a certain local senator, what mode of writing would that be?

Persuasive/argumentative

>> Teacher Dialogue:

If a radio show featured a segment of a reality TV show about the wives of famous bobsledders, what mode of writing would that be?

Narrative

>> Teacher Dialogue:

Fiction

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If a radio show featured a portion of a drama about a crime-solving cardiac surgeon, what mode of writing would that be?

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Next Slide

>> Check for understanding. Show the students the question on the slide, also in their workbooks. >> Teacher Dialogue:

Which answer would you choose if you had just read an argumentative/persuasive passage?

Choice B because the author is persuading the reader. Or perhaps choice A, if the author is trying to convince the reader of his proposed research idea. Either way, you can narrow down your possible answers by using the process of elimination.

>> Teacher Dialogue:

Which answer would you choose if you had just read an informative passage?

Choice D because it says the author is describing something. When a question asks about the “purpose” of a passage, students should consider the author’s purpose for writing. Is the author trying to entertain, convince, or inform/educate? If students can figure out the style of writing, they can eliminate a few answers right off the bat.

ACT Mastery Reading ®

Modes of Writing Example: The main purpose of the passage is to: A. B. C. D.

Modes of Writing Example: The main purpose of the passage is to: A. propose that research be continued to confirm which hibernation patterns are common in both the American and fire-bellied toad. B. persuade the reader that the fire-bellied toad is superior to the American toad in their adaptation to freezing temperatures. C. speculate on the reasons why the two toads have developed distinct specialized hibernation traits over thousands of years. D. describe the two toads’ adaptations to their changing environments, including specialized hibernation patterns and physical attributes.

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ACT Practice Next Slide

>> Have students work on questions from the ACT practice sets here. Pacing should be 6 minutes per practice set or 3 minutes to read the passage and 3 minutes to answer the questions. Any remaining questions can be assigned as homework.

ACT Practice Work through some of the ACT practice sets in your workbook to get a better sense of an actual ACT test.

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ACT Mastery Reading ®

Set One

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5. The author capitalizes the words in line 40 most likely to signify that: A. B. C. D.

Dennett believed that only his opinions were valid. these are Quine’s words, not Dennett’s. Dennett had begun to form theories of his own. Dennett and Quine no longer respected one another.

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

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Set One Answer Explanations 1. The correct answer is A. Choice B is incorrect because the last paragraph does not discuss Ryle. Choice C is incorrect because the last paragraph does not discuss mentor-to-student relationships. Choice D is incorrect because while the last paragraph does discuss differences between scientists and philosophers, it does not discuss the differences in presenting research. Choice A is correct because the last paragraph indicates that while scientists and philosophers differ in some respects, they are after essentially the same answers. 2. The correct answer is J. Choice F is incorrect because the passage does not discuss how others can become philosophers as well. Choice G is incorrect because the passage never indicates that Dennett was the only person able to ask difficult philosophical questions. Choice H is incorrect because the while the passage does talk about the different approaches of philosophers and scientists, it only briefly covers this and does not focus on it as a main point of the passage. Choice J is correct because the passage begins by examining Dennett’s early years in school and concludes with Dennett having established himself in the academic world as a respected philosopher. 3. The correct answer is C. Choice A is incorrect because the third paragraph does not focus on a specific text by Quine. Choice B is incorrect because while the passage does mention that Dennett defended his thesis, it does not detail the process. Choice D is incorrect because while the paragraph does state that Dennett contradicted Quine and other philosophers, it does not indicate that any were his mentors. Choice C is correct because the paragraph begins with Dennett graduating college and ends with him developing a strong sense of self-confidence. 4. The correct answer is G. Choice F is incorrect because the passage never indicates Dennett felt an urge to follow in his father’s footsteps. Choice H is incorrect because the passage does not compare Dennett’s career to that of his father’s. Choice J is incorrect because the passage does not indicate the number of philosophers who grew up in a military household. Choice G is correct because the passage states in lines 5—6 that Dennett came from a family of remarkable brilliance. 5. The correct answer is C. Choice A is incorrect because there is indication that Dennett thought his opinions were the only valid ones. Choice B is incorrect because while the passage discusses Quine, there is no evidence this phrase belonged to him. Choice D is incorrect because while the passage does indicate that Dennett wished to disprove Quine, it does not imply they disrespected each other. Choice C is correct because the passage states in lines 38—39 that Dennett had a path that he had chosen to follow and in line 41 that he was the one calling the shots, implying Dennett was forming his own theories.

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Set Two

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3 6. The main purpose of the passage is to:

9. The passage quotes Diderot in lines 53–57 primarily to:

10. The author’s two references to the scientific revolution in lines 10 and 22 primarily serve to describe the:

7. The main purpose of the third paragraph is to:

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

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Set Two Answer Explanations 6. The correct answer is H. Choice F is incorrect because the passage only briefly mentions the fallacious elements of Medieval knowledge. Choice G is incorrect because while the passage does mention several works significant to the development of the modern encyclopedia, there is no reason to believe that each significant work is reviewed. Choice J is incorrect because the passage focuses primarily on the positive aspects of the history of the encyclopedia. Choice H is correct because the passage reviews the development of the encyclopedia through history. 7. The correct answer is B. Choice A is incorrect because the third paragraph does not discuss how playwrights viewed Browne’s encyclopedia. Choice C is incorrect because the third paragraph does not describe how Browne made money from his encyclopedia. Choice D is incorrect because the third paragraph does not discuss mass production. Choice B is correct because the third paragraph specifically states in lines 23—25 that Browne used his encyclopedia to dispute the false assumptions and superstitions that people had taken as fact. 8. The correct answer is F. Choice G is incorrect because the final paragraph does not focus on the contributors to original encyclopedias. Choice H is incorrect because the last paragraph never questions the accuracy of the encyclopedia nor does it suggest any changes. Choice J is incorrect because while the last paragraph does discuss Diderot, it does not review Diderot’s beliefs about how people gain knowledge. Choice F is correct because the last paragraph primarily focuses on encyclopedias of the 20th century. 9. The correct answer is B. Choice A is incorrect because the success of the encyclopedias was a cumulative effort. Choice C is incorrect because while Diderot does discuss future generations, there is no reason to infer that he thinks intelligence would be scarce. Choice D is incorrect because the passage does not discuss distribution locations. Choice B is correct because the paragraph states that Diderot considered the encyclopedia as the passing down of knowledge so that future generations could be better prepared to face an uncertain future. 10. The correct answer is F. Choice G is incorrect because the passage does not discuss exploration or literature in connection to the scientific revolution. Choice H is incorrect because the passage does not discuss overthrowing regimes. Choice J is incorrect because the passage does not indicate that the Italian Renaissance was superior to other movements. Choice F is correct because the passage discusses the progression of both science and knowledge of science throughout the passage.

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12. The main purpose of the fourth paragraph (lines 52–62) is to describe the:

15. One main purpose of the second paragraph (lines 18–34) is to:

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

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Set Three Answer Explanations 11. The correct answer is D. Choice A is incorrect because the passage primarily focuses on how the concurrent wars affected Picasso’s art. Choice B is incorrect because the passage does not focus on Picasso’s influence on expressionism. Choice C is incorrect because while the passage does explain Picasso’s absence during World War II, it is not the main purpose of the passage. Choice D is correct because the passage discusses Picasso’s art as it was influenced by both World War II and the Spanish Civil War. 12. The correct answer is J. Choice F is incorrect because Picasso’s artistic transformation is not mentioned in the fourth paragraph. Choice G is incorrect because the fourth paragraph does not discuss Picasso’s then current method of painting. Choice H is incorrect because the fourth paragraph does not discuss the political regimes. Choice J is correct because the fourth paragraph states that Picasso had remained generally neutral in conflicts, with no desire to become involved. 13. The correct answer is B. Choice A is incorrect because the passage does not suggest that Picasso’s later art was exclusively anti-Spanish Civil War. Choice C is incorrect because the passage indicates that Picasso opposed the political beliefs of Salvador Dali and Henri Matisse in the fifth paragraph, as his political actions added tension to his already strained relationship with those artists. Choice D is incorrect because the passage never indicates that the French Communist Party opposed Picasso’s work. Choice B is correct because Picasso claims that he would not let politics affect him in another profession, which implies that he did not let his politics affect him in his current profession as an artist. 14. The correct answer is H. Choice F is incorrect because the third paragraph states that Picasso did not conform to the standards of the Nazis occupying the French government, which implies that he continued to work with a wide variety of art during the occupation. Choice G is incorrect because the passage does not suggest that Picasso should have been painting instead of working in bronze or writing literature. Choice J is incorrect because the passage does not talk about Picasso’s commitment to selling art. Choice H is correct because the passage states that Picasso’s work became increasingly internalized and personal, which suggest that suggests that writing and bronze work gave him focus. 15. The correct answer is B. Choice A is incorrect because the second paragraph does not discuss other painters or sculptors. Choice C is incorrect because the second paragraph does not describe the typical artist. Choice D is incorrect because while the second paragraph does discuss Picasso’s reaction to Guernica, it does not mention Picasso’s internal reflections and the conditions that caused the bombing. Choice B is correct because the second paragraph describes Guernica as a stark vision of animal and man being torn apart by the mechanization of war.

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Sum It Up Intent and Purpose Author The writer of a piece of content, whether fiction, nonfiction, memoir, etc.

Narrator The person who recounts the events in a story, whether a fictional character or the author of the piece

Purpose The author’s intention and reason for writing; what the author hopes the work will accomplish

Main Idea The central idea of a text, around which all events and information are focused

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Lesson 11 – Intent and Purpose

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>> Students complete the three questions on their exit ticket. Students are timed 4 minutes per practice set or 2 minutes to read the passage and 2 minutes to answer the questions. There is no break between questions.

Lesson 11 – Intent and Purpose

Name

Date

Exit Ticket

Within the study of meaning-making, there exists a philosophical theory created to examine signs and symbols in everyday life. How do scholars go about classifying these signs and symbols? How should one classify certain signs or symbols conveyed by different media? The human need for adapting to daily life plays a huge role in interpreting meaning and making the appropriate and corresponding decisions. Nonverbal communication with an ape, for example, could potentially help us discover and unlock the patterns of signs and symbols in our own lives. The very basis of this is the concept of codes, such as the specific sounds humans use to form words or the movements we make to express specific emotions. Even our sense of fashion is part of these codes. Codes require us to play the role of the receiver of data or the source of it, and they are benchmarks for societal values. Semiotics—the philosophical theory of signs and symbols—is an incredibly important part of our existence. As humans it is important that we distinguish between mediums and modalities. Modality is the encoding of information in a presentation that humans can understand. Medium is how information is delivered to the senses. We use natural language as our primary modality because it is through spoken language that we convey and deliver meaning to one another. Handwriting is an excellent example of interpretation in modality. Everything from how neat the writing is to how nervous or angry the writer appears to be translates from the page to some meaning interpreted

1. The primary purpose of the passage is to:

by the brain. Even factors as seemingly trivial as the type of stationary or writing utensil used can help us come closer to understanding the significance of what is written on the page. Oftentimes medium and modality can overlap, as in the case of images. In other cases— such as Braille—human beings utilize a more tactile medium of modality. Semiotics is a study that overlaps with a great number of other fields because it influences everything from using a tool to build a table to interpreting meaning through speech during a job interview. Semiotics helps us understand the social and political content being delivered via media outlets. It affects large corporations in terms of branding and how well people respond to certain marketing campaigns. Mistranslation of culturally specific codes can result in disastrous outcomes that do not benefit manufacturers or consumers. Semiotics is unique in that its study draws people in from all arenas—from sculptors to neurosurgeons—who are looking to unlock the very foundation of communication. It is not surprising that the study of semiotics has been so widely studied by people—such as Aristotle and Plato—who appreciate that humans have an inherent desire to understand and be understood.

Exit Ticket Read the passage on your exit ticket and answer the three questions.

3. In the context of the passage, lines 46-48 primarily serve to:

A. examine the hierarchical classification of nonverbal communication. B. delineate between forms of communication that occur naturally and those that are learned. C. examine the similarities and differences between verbal and non-verbal forms of communication. D. describe the concept of semiotics and meaningmaking as well as the benefits of its study.

A. compare the function of semiotics in marketing to the philosophical nature of Plato’s and Aristotle’s work. B. contradict early assumptions of philosophers about the benefits of studying semiotics. C. support the point that semiotics is mostly used as a marketing tool for corporations. D. illustrate how understanding meaning across cultures is important to successful marketing.

2. The main purpose of the second paragraph (lines 1837) is to describe: F. the process of interpreting the significance of something that is handwritten. G. efforts by scholars to explore the ways through which information is presented and transmitted. H. the tactile characteristics of Braille as a type of modality within the study of semiotics. J. semiotic scholars’ need for capital to fund their research on verbal and non-verbal forms of communication.

Entrance Ticket

Learning Targets

Quick Check

Purpose and Main Idea

Modes of Writing

ACT Practice

Exit Ticket

Answered Correctly

193

ACT Mastery Reading Teacher Manual ÂŽ

Exit Ticket Review Next Slide

>> Students work the first question. 1. The correct answer is D. Choice A is incorrect because the passage does not focus on the hierarchy of nonverbal communication. Choice B is incorrect because the passage does not focus on learned versus natural communication. Choice C is incorrect because the passage only briefly mentions non-verbal communication. Choice D is the correct answer because the passage repeatedly mentions semiotics and meaning-making as well as their study.

Exit Ticket Review 1. The primary purpose of the passage is to: A. examine the hierarchical classification of non-verbal communication. B. delineate between forms of communication that are naturally-occurring and those that are learned. C. examine the similarities and differences between verbal and non-verbal forms of communication. D. describe the concept of semiotics and meaning-making, as well as the benefits of its study.

Entrance Ticket

194

Learning Targets

Quick Check

Purpose and Main Idea

Modes of Writing

ACT Practice

Exit Ticket

Lesson 11 â&#x20AC;&#x201C; Intent and Purpose

Exit Ticket Review Next Slide

>> Students work the second question. 2. The correct answer is G. Choice F is incorrect because while the second paragraph does mention handwriting, it focuses on semiotics more generally. Choice H is incorrect because the second paragraph only briefly mentions Braille. Choice J is incorrect because the second paragraph does not mention the need for funds to support scholarly research. Choice G is correct because the second paragraph focuses on modality, which is described as a presentation, and medium, which is described as how information is delivered.

Exit Ticket Review 2. The main purpose of the second paragraph (lines 18-37) is to describe: F. the process of interpreting the significance of something that is handwritten. G. efforts by scholars to explore the ways through which information is presented and transmitted. H. the tactile characteristics of Braille as a type of modality within the study of semiotics. J. semiotic scholarsâ&#x20AC;&#x2122; need for capital to fund their research on verbal and non-verbal forms of communication.

Entrance Ticket

Learning Targets

Quick Check

Purpose and Main Idea

Modes of Writing

ACT Practice

Exit Ticket

195

ACT Mastery Reading Teacher Manual ®

Exit Ticket Review Next Slide

>> Students work the third question. 3. The correct answer is D. Choice A is incorrect because while the passage does mention marketing, Plato, and Aristotle, it does not compare them in relation to the function of semiotics. Choice B is incorrect because the passage does not contradict anyone. Choice C is incorrect because while the passage does discuss semiotics as it can be used in marketing, it never indicates that semiotics is mostly used as a marketing tool. Choice D is correct because the last paragraph states that semiotics affects large corporations in terms of branding and how well people respond to certain marketing campaigns.

>> After solving the three exit items, revisit the learning targets slide. Students again assess their knowledge and

>> Finally, to close the lesson, have students return to the cover page of the lesson and write a caption for the picture

Exit Ticket Review 3. In the context of the passage, lines 46-48 primarily serve to: A. compare the function of semiotics in marketing to the philosophical nature of Plato’s and Aristotle’s work. B. contradict early assumptions of philosophers about the benefits of studying semiotics. C. support the point that semiotics is mostly used as a marketing tool for corporations. D. illustrate how important understanding meaning across cultures is to successful marketing.

Entrance Ticket

196

Learning Targets

Quick Check

Purpose and Main Idea

Modes of Writing

ACT Practice

Exit Ticket

2017-2018

ACT MASTERY Â®

Science

Table of Contents (ACT Mastery Science) Lesson 1: Reading Charts and Graphs............................................................................................. 7 Lesson 2: Trends and Extrapolations............................................................................................... 31 Lesson 3: Variables and Mathematical Relationships...................................................................... 49 Lesson 4: Support or Contradiction of Hypotheses and Conclusions.............................................. 69 Lesson 5: Controls........................................................................................................................... 89 Lesson 6: Science Strategy........................................................................................................... 107 Lesson 7: Reasoning with Charts and Graphs.............................................................................. 131 Lesson 8: New Data and Predictions............................................................................................. 165 Lesson 9: Creating Figures............................................................................................................ 183 Lesson 10: Supporting or Weakening of Models........................................................................... 215 Lesson 11: Terminology................................................................................................................. 231 Lesson 12: Science Pacing............................................................................................................ 253 Science Glossary.......................................................................................................................... 270

198

Table of Contents (ACT Mastery Advanced Science) Lesson 1: Reasoning with Charts and Graphs.................................................................................. 7 Lesson 2: New Data and Predictions............................................................................................... 41 Lesson 3: Comparing Models.......................................................................................................... 59 Lesson 4: Creating Figures.............................................................................................................. 75 Lesson 5: Terminology................................................................................................................... 107 Lesson 6: Science Strategy........................................................................................................... 129 Lesson 7: Text and Representations.............................................................................................. 153 Lesson 8: Understanding Design................................................................................................... 171 Lesson 9: Identifying Supporting Data........................................................................................... 191 Lesson 10: Text and Experiments.................................................................................................. 209 Lesson 11: New Information.......................................................................................................... 231 Lesson 12: Science Pacing............................................................................................................ 247 Science Glossary.......................................................................................................................... 264

199

Lesson 9

Creating Figures

ACT Mastery Science ÂŽ

Entrance Ticket Think about the last four years and recall the number of books you have read each year. Create a table, a bar graph, and a line graph depicting the number of books you read each year.

Entrance Ticket

Learning Targets

Creating Figures

202

Flower Picking

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Learning Targets 1. 2. 3.

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

Creating Figures

203

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science Â®

Creating Figures Round 1 A Time 1 2 3 4 5 6 7 8 9 10 11 12

Speed (mph) 10 10 10 10 10 0 0 15 15 15 15 15

Entrance Ticket

Time 1 2 3 4 5 6 7 8 9 10 11 12

Speed (mph) 10 10 15 15 15 10 5 5 10 10 15 15

Learning Targets

Time 1 2 3 4 5 6 7 8 9 10 11 12

Creating Figures

204

Speed (mph) 20 20 20 20 15 15 15 10 10 10 5 5

Flower Picking

ACT Practice

Time 1 2 3 4 5 6 7 8 9 10 11 12

Sum It Up

Speed (mph) 0 0 0 0 5 5 10 10 15 15 10 5

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Creating Figures Round 2 A Time 1 5 10 15 20

B pH 2 3 5 7 8

Entrance Ticket

Time 1 5 10 15 20

Learning Targets

C pH 8 3 7 4 5

Time 1 5 10 15 20

Creating Figures

205

Flower Picking

D pH 7 6 5 4 3

ACT Practice

Time 1 5 10 15 20

Sum It Up

pH 8 3 1 4 5

ACT Mastery Science ®

Creating Figures Round 3 A Temp (°C) 50 100 150 200 250 300

Pressure (atm) 300 350 350 400 400 500

Entrance Ticket

Temp (°C) 50 100 150 200 250 300

Pressure (atm) 300 350 400 450 500 550

Learning Targets

Temp (°C) 50 100 150 200 250 300

Creating Figures

206

Pressure (atm) 300 350 400 500 350 400

Flower Picking

ACT Practice

Temp (°C) 50 100 150 200 250 300

Sum It Up

Pressure (atm) 450 400 350 300 200 100

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Creating Figures Round 4 A Cargo (kg) 10,000 15,000 20,000 25,000

Fuel efficiency (mpg) 15 12 10 10

Entrance Ticket

Cargo (kg) 10,000 15,000 20,000 25,000

Fuel efficiency (mpg) 15 12 10 8

Learning Targets

Cargo (kg) 10,000 15,000 20,000 25,000

Creating Figures

207

Fuel efficiency (mpg) 15 12 8 10

Flower Picking

ACT Practice

Cargo (kg) 10,000 15,000 20,000 25,000

Sum It Up

Fuel efficiency (mpg) 8 10 12 15

ACT Mastery Science ÂŽ

Creating Figures Round 5 A

Current Voltage (A) (V) 1 1 2 2 3 4 4 8

Current Voltage (A) (V) 1 1 2 2 3 4 4 16

Current Voltage (A) (V) 1 1 2 2 3 3 4 4

Current Voltage (A) (V) 1 1 2 1 3 1 4 1

Entrance Ticket

Learning Targets

Creating Figures

208

Flower Picking

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Creating Figures Round 6 A Site A B C

B NaOH (%) 8 10 6

Entrance Ticket

Site A B C

Learning Targets

C NaOH (%) 6 8 10

Site A B C

Creating Figures

209

Flower Picking

D NaOH (%) 10 6 8

ACT Practice

Site A B C

Sum It Up

NaOH (%) 8 6 10

ACT Mastery Science ÂŽ

Creating Figures Round 7 A Color red blue green

No. of favorites 12 8 5

Entrance Ticket

Color red blue green

Learning Targets

No. of favorites 8 5 12

Color red blue green

Creating Figures

210

No. of favorites 5 12 8

Flower Picking

ACT Practice

Color red blue green

Sum It Up

No. of favorites 12 5 10

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Creating Figures Round 8 A

Year

ppm

Year

ppm

Year

ppm

Year

ppm

2010 2011 2012 2013

250 275 280 300

2010 2011 2012 2013

250 280 275 295

2010 2011 2012 2013

260 250 260 280

2010 2011 2012 2013

260 260 280 300

Entrance Ticket

Learning Targets

Creating Figures

211

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ÂŽ

Creating Figures Round 9 A Grade A B C D F

No. of students 1 3 3 5 10

Entrance Ticket

Grade A B C D F

No. of students 5 3 3 10 1

Learning Targets

Grade A B C D F

Creating Figures

212

No. of students 3 5 10 3 1

Flower Picking

ACT Practice

Grade A B C D F

Sum It Up

No. of students 10 3 5 1 3

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Creating Figures Round 10 A Animal dog cat fish bird

No. of favorites 5 10 3 6

Entrance Ticket

Animal dog cat fish bird

C No. of favorites 5 10 3 2

Learning Targets

Animal dog cat fish bird

Creating Figures

213

D No. of favorites 10 5 3 10

Flower Picking

ACT Practice

Animal dog cat fish bird

Sum It Up

No. of favorites 7 5 6 2

ACT Mastery Science ÂŽ

Creating Figures Round 11

In an isotonic solution, there is little to no osmosis, or movement of water, between the cell and the solution. The cell remains stable.

In a hypertonic solution, there is a higher concentration of solute outside the cell than inside, which causes water to move out of the cell and can result in a shriveled appearance.

In a hypotonic solution, the concentration of solute is higher inside the cell than outside, which causes water to move into the cell and can cause the cell to burst.

Entrance Ticket

Learning Targets

Creating Figures

214

Flower Picking

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Creating Figures Round 12

At the center of the spinning disk, a protostar forms and continues to collect hydrogen from material surrounding it.

Star formation begins when a low mass star is formed when hydrogen from a dusty cloud collapses into a spinning disk.

Afterward, if the protostar collects enough mass, gravitational heating can increase the temperature enough to cause hydrogen to fuse and become helium; the resulting shining star is powered by hydrogen fusion.

Entrance Ticket

Learning Targets

Creating Figures

215

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ÂŽ

Creating Figures Round 13

Students soaked seeds overnight and placed them in a glass beaker with a damp paper towel covering them. They then left the beaker open to the air.

In Trial 2, the students soaked the seeds overnight and placed them in a glass beaker with a damp paper towel beneath the seedlings, leaving them visible. They then left the beaker open to the air.

In Trial 3, the students soaked the seeds overnight and placed them in a glass beaker with a damp paper towel beneath the seedlings, leaving them visible. They then covered the beaker with a plastic bag.

Entrance Ticket

Learning Targets

Creating Figures

216

Flower Picking

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Creating Figures Round 14

normal neuron normal movement

dopamine

A functioning neural synapse will produce an appropriate amount of dopamine resulting in normal signal movement between neurons.

receptors A

Schizophrenia is a disorder in which an individual interprets reality abnormally. It is theorized that an overabundance of dopamine is associated with its occurrence.

Parkinsonâ&#x20AC;&#x2122;s disease is a disorder in which the dopamine producing neurons in the brain are attacked by acetylcholine. This results in neurons which are not able to produce the required dopamine.

Entrance Ticket

Learning Targets

Creating Figures

217

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ÂŽ

Which of the following figures best represents the average snowfall level for each of the cities in 2000? A. average snowfall

yearly snowfall (in)

yearly precipitation (in)

Flower Picking

0 1990

1995

2000 2005 Key Oklahoma City precipitation Oklahoma City snowfall

Portland

1.5

0.5

Salt Lake City

Oklahoma City

Portland

Salt Lake City

Oklahoma City

Portland

Salt Lake City

Oklahoma City

Portland

average snowfall

100

1995

2000 2005 Key Portland precipitation Portland snowfall

average snowfall

1990

Figure 2 100 80

D. average snowfall

yearly snowfall (in)

yearly precipitation (in)

Oklahoma City

B. yearly snowfall (in)

yearly precipitation (in)

Figure 1

Salt Lake City

0 1990

1995

2000 2005 Key Salt Lake City precipitation Salt Lake City snowfall

Figure 3 Entrance Ticket

Learning Targets

Creating Figures

218

Flower Picking

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Flower Picking 2. Which of the following graphs best represents the information in Figures 1-3 for average precipitation during the year 1995?

average precipitation

C. average precipitation

Salt Lake City

Oklahoma City

Portland

Oklahoma City

Portland

Salt Lake City

Oklahoma City

Portland

average precipitation

D. average precipitation

Salt Lake City

Oklahoma City

Entrance Ticket

Portland

Learning Targets

Creating Figures

219

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ÂŽ

Set One

Humans have 23 pairs of chromosomes. These chromosomes can be visualized by genetic testing such as G-banding, staining that can produce a visible karyotype of all 23 chromosomes simultaneously. Figure 1 shows a normal karyotype of a human male as visualized by G-banding.

Trisomy 18 (Edwards syndrome), is a genetic condition caused by the presence of an additional 18th chromosome. Trisomies also commonly occur with the 21st chromosome (Down syndrome) and the 13th chromosome (Patau syndrome). In some cases, chromosomes may be missing information. This is called deletion. Chromosomes with deletions are shorter than normal chromosomes. Conversely, chromosomal duplications have an excess of genetic information and are longer than normal chromosomes. Table 1 shows the incidence rates and fatality rates of the three most common trisomies. Table 1 Syndrome

Incidence rate

T13 (Patau) T18 (Edwards) T21 (Down)

1 in 6,500 live births 1 in 10,000 live births 1 in 800 live births

Figure 1 The banding on each chromosome can be used to rule out various conditions and identify common chromosomal issues such as deletions, duplications, and trisomies. Figure 2 shows an example of Trisomy 18 as visualized by G-banding.

Figure 2

Entrance Ticket

Learning Targets

Creating Figures

220

Flower Picking

ACT Practice

Sum It Up

Survival rate 5-10% 1% 70-75%

Lesson 9 â&#x20AC;&#x201C; Creating Figures

1. Based on the information from the passage, which of the following illustrations best represents an example of a chromosomal deletion?

2. Which of the following graphs represent the incidence rates of trisomies 13, 18, and 21? F.

T21

T18

T13 incidence rate

G. T21

B. T18

T13 incidence rate

C. H. T21

T18

T13 incidence rate

J. T21

T18

T13 incidence rate

Entrance Ticket

Learning Targets

Creating Figures

221

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ÂŽ

3. Based on the information in Table 1, which of the following graphs best represents the relationship between incidence rate and survival rate?

4. According to the information from the passage, which of the following pictures best represents an example of a chromosomal duplication? F.

survival rate

0 0 incidence rate

B. survival rate

0 0 incidence rate

survival rate

0 0 incidence rate

survival rate

0 0 incidence rate

Entrance Ticket

Learning Targets

Creating Figures

222

Flower Picking

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

5. According to Table 1, which of the following graphs best shows the survival rates of each of the three trisomies listed in Table 1? 75

survival rate (%)

0 T13

T18

T21

T13

T18

T21

T13

T18

T21

T13

T18

T21

survival rate (%)

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

Entrance Ticket

Learning Targets

Creating Figures

223

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ÂŽ

Set Two Site 1 Site 2

Elevation (meters above sea level)

2000

Site 3

A 1900

B C 1800

E F

1700

J1 1600

Key Igneous rocks

Sedimentary rocks

basalt

sandstone

diorite

Metamorphic rocks schist

dolostone

gneiss

conglomerate

marble

Other symbols contact metamorphism

Table 1

Table 3

Igneous rocks

Metamorphic Rocks

Elevation range (m above sea level)

diorite

basalt

Lower limit Upper limit

1,600 1,710

1,930 1,960

Sedimentary rocks Elevation range (m above sea level) sandstone dolostone conglomerate 1,900 1,970

Entrance Ticket

1,850 1,900

Learning Targets

schist

gneiss

marble

Lower limit Upper limit

1,720 1,800

1,640 1,730

1,680 1,780

Scientists evaluated the composition of a cliff face by identifying the rock formations at three different sites. They recorded the thickness of each unique cross-sectional layer at all three sites from core samples (Figure 1). They then reported the range of elevations above sea level for 2-3 types of rocks from the main three categories of rocks: igneous, sedimentary, and metamorphic, in Tables 1-3.

Table 2

Lower limit Upper limit

Elevation range (m above sea level)

1,800 1,850

Creating Figures

224

Flower Picking

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

6. According to Figure 1, which of the graphs best represents the elevations (in meters above sea level) of the bottom of the schist layer at each of the three sites?

7. According to the information in Figure 1, which illustration best represents the most likely rock configuration from a site with similar geologic history? A. Stack sandstone on top of marble B. Stack diorite on top of sandstone C. Stack schist on top of marble D. Stack conglomerate on top of gneiss

2,000

1,950 1,900 elevation (m)

1,850 1,800 1,750 1,700 1,650 1,600 Site 1

Site 2

Site 3

Site 1

Site 2

Site 3

Site 1

Site 2

Site 3

Site 1

Site 2

Site 3

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

Entrance Ticket

Learning Targets

Creating Figures

225

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ÂŽ

8. The relationship between the upper limit and lower limit of elevation measurements in Table 2 is best represented by which of the following graphs?

9. Based on Figure 1 and Table 3, which of the following illustrations best represents the elevation range for the marble layer between Sites 2 and 3?

F. upper limit (m)

1800

1700

lower limit (m)

B. upper limit (m)

1800

1700

lower limit (m)

C. upper limit (m)

1800

1700

lower limit (m)

D. upper limit (m)

1800

1700

lower limit (m)

Entrance Ticket

Learning Targets

Creating Figures

226

Flower Picking

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

10. Which of the following graphs best represents the information from Tables 1-3 for the upper limit of elevation for igneous, sedimentary, and metamorphic rocks? 2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600 I

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650

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

1,600

Entrance Ticket

Learning Targets

Creating Figures

227

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ®

Set Three

A rainforest is a biome, or ecosystem, that can be found in many regions on Earth, especially along the Equator. Rainforests have four distinct layers: emergent, canopy, understory, and shrub. An example illustrating these layers is shown in Figure 1.

emergents

canopy

understory

shrub layer

Table 1 Highest Average high vegetation temperature Example of (ft) Humidity (°F) plant life

emergent

200

low

canopy

130

mid

very high

high

understory shrub

12 3

Entrance Ticket

Learning Targets

Each layer has unique features contributing to the water and nutrient cycle that allow rainforests to thrive. The dark, humid shrub layer allows fallen leaves and debris to decompose much more quickly than they do in other environments. This quick decomposition results in rapid absorption of nutrients across all layers of the rainforest. The canopy levels collect much of the rainwater; this prevents flooding in the shrub level which would disrupt decomposition. The rain collection at the canopy level also aids the convectional rainfall cycle. The canopy provides a source of water for evaporation to be the source of the next day’s rain event as the humidity and heat begin to rise in the understory and shrub layers. Shallow roots absorb water from the shrub level and transport it to the upper emergent layers.

Figure 1

Rain forest layer

evergreen broad leaf trees liana very little vegetation

Creating Figures

228

Sunlight exposure full partial shaded minimal

Flower Picking

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

11. Which of the following graphs best represents plant growth in the four rainforest levels? 1

100

200

emergent canopy

understory

shrub layer

100

200

Learning Targets

Creating Figures

229

understory

shrub layer

emergent canopy

understory

shrub layer

100

Entrance Ticket

emergent canopy

100

height (ft)

height (ft) height (ft)

shrub layer

understory

height (ft)

emergent canopy

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ÂŽ

12. According to Table 1, which of the following graphs best shows the changes in humidity across the four rainforest levels?

13. It is common for lianas (woody tree vines) to climb from the shrub layer into the understory layer to obtain more sunlight. Which of the following diagrams best illustrates the location of the growth of the lianas plant? A.

humidity

emergent canopy

understory

shrub layer

humidity

emergent canopy

understory

shrub layer

emergent canopy

understory

shrub layer

emergent canopy

understory

shrub layer

humidity

Entrance Ticket

Learning Targets

Creating Figures

230

Flower Picking

ACT Practice

Sum It Up

Lesson 9 – Creating Figures

14. Which of the following graphs represents the top tree height for the emergent, canopy, and understory rainforest layers?

15. According to the information in Table 1, the high temperature at each layer is best represented by which graph?

250

height (ft)

200 150 100 50 0 emergent

canopy

temperature (°C)

understory

250

height (ft)

200 150 100 50 0 emergent

canopy

temperature (°C)

understory

250

height (ft)

200 150 100 50 0 emergent

canopy

temperature (°C)

understory

250

height (ft)

200 150 100 50 0 emergent

canopy

Entrance Ticket

temperature (°C)

understory

Learning Targets

Creating Figures

231

Flower Picking

ACT Practice

Sum It Up

ACT Mastery Science ÂŽ

Sum It Up Creating Figures Bar graph A graphical representation of data that uses either vertical or horizontal bars to display data in discrete intervals

Line graph A graphical representation of data in which each data point is connected to the rest of the data points with a line that runs from point to point.

Tips and Techniques Data Is Key: Most questions on the ACT science test do not require you to read the passage. Any time you see a question with graphs or tables in the answer choices, try answering it without reading the passage. Just focus on the data.

Entrance Ticket

Learning Targets

Creating Figures

232

Flower Picking

ACT Practice

Sum It Up

2017-2018

ACT MASTERY Â®

Science

Teacher Manual Part 1

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Creating Figures This lesson will cover understanding figures and diagrams presented in ACT passages as well as identifying illustrations that reflect changes in those figures. ACT Standard: IOD 403. Translate information into a table, graph, or diagram

Lesson 9

Creating Figures

Entrance Ticket

Learning Learning TargetsTargets

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

Student Page 183

235

ACT Mastery Science Teacher Manual ÂŽ

Entrance Ticket Next Page

Next Slide

>> Students answer the writing prompt using complete sentences. Ask for student volunteers to share their answers with the class.

Student volunteers come to the front of the class and draw their tables and graphs on the board. As a class, review the figures and analyze how the data is presented in the graphs. Some example data is provided below:

Year

Books Read

2011 2012 2013 2014

7 0 4 5

ACT Mastery Science ÂŽ

Entrance Ticket Think about the last four years and recall the number of books you have read each year. Create a table, a bar graph, and a line graph depicting the number of books you read each year.

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

ACT Practice

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Student Page 184

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Sum It Up

Learning Learning TargetsTargets

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Creating Figures

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Lesson 9 – Creating Figures

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Next Slide

Lesson 9 – Creating Figures

Learning Targets 1.

Learning Targets 3.



Create graphs and figures from scientific descriptions



Create graphs and figures from tables of data



Combine select information from multiple graphs into a single graph

Self-Assessment

Before Lesson

After Lesson

Entrance Ticket

Learning Targets

Creating Figures

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Student Page 185

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ACT Mastery Science Teacher Manual ®

Quick Check Next Slide Quick Check 

>> Teacher Dialogue:

Bar graph 

A graphical representation of data that uses either vertical or horizontal bars to display data in discrete intervals

Define bar graph.

Bar graph: A graphical representation of data that uses either vertical or horizontal bars to display data in discrete intervals They can be used to compare things or show how things change over time.

Entrance Ticket

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Creating Figures

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>> Teacher Dialogue:

Define line graph.

Line graph: A graphical representation of data in which each data point is connected to the rest of the data points with a line that runs from point to point Line graphs can be used to depict data over discrete intervals (such as individual years, as in the entrance ticket) or continuous intervals (such as mathematical functions).

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Lesson 9 – Creating Figures

Creating Figures Next Page

>> Begin the class activity. Students pair up. One student will be the artist and the other will be the guesser. Ask the question related to the first round. Before each round, write the correct answer choice on a small slip of paper and hide it in your hand so that you will be able to show the artist which answer choice he or she should draw without revealing it to the guessing student.

ACT Mastery Science ®

Creating Figures Round 1 A Time 1 2 3 4 5 6 7 8 9 10 11 12

Speed (mph) 10 10 10 10 10 0 0 15 15 15 15 15

Time 1 2 3 4 5 6 7 8 9 10 11 12

Speed (mph) 10 10 15 15 15 10 5 5 10 10 15 15

Time 1 2 3 4 5 6 7 8 9 10 11 12

Speed (mph) 20 20 20 20 15 15 15 10 10 10 5 5

Speed (mph) 0 0 0 0 5 5 10 10 15 15 10 5

Time 1 2 3 4 5 6 7 8 9 10 11 12

The artist draws the data in the assigned answer selection, and the guesser chooses the correct answer for the question based on the figure the artist drew. Groups that answer correctly get one point. Make every third round a lightning round worth 3 points. Only the first group to answer correctly earns points.

Entrance Ticket

Learning Targets

Creating Figures

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Student Page 186

It is important not to make every round a lightning round, as this keeps the slower students from getting as much practice as they need. This activity can be repeated for several iterations by assigning students to draw sets of data differently from those delineated in these instructions. Do not use the correct answer displays on the slides if you use different data sets. Students can also switch after a certain number of rounds, so that the artist now guesses, and the guesser becomes the artist.

>> Students will draw line graphs for the first five rounds. Round 1

Next Slide

>> Round 1 >> Teacher Dialogue:

Draw a line graph that models a car’s speed versus time.

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Creating Figures

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Exit Ticket

Artists draw a line graph depicting data A.

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

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ACT Mastery Science Teacher Manual ®

Creating Figures Next Page

Lesson 9 – Creating Figures

Creating Figures B

A Time 1 5 10 15 20

pH 2 3 5 7 8

Time 1 5 10 15 20

C pH 8 3 7 4 5

Time 1 5 10 15 20

pH 7 6 5 4 3

Time 1 5 10 15 20

Next Slide

>> Round 2

Round 2

pH 8 3 1 4 5

>> Teacher Dialogue:

Draw a line graph that shows how pH changes with time. Artists draw a line graph depicting data D.

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

Entrance Ticket

Learning Targets

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Next Slide

>> Round 3

Student Page 187

>> Teacher Dialogue:

Round 2

Draw a line graph that shows how the pressure of an ideal gas varies with temperature.

Artists draw a line graph depicting data B.

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

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ACT Mastery Science ®

Creating Figures Round 3 A Temp (°C) 50 100 150 200 250 300

Pressure (atm) 300 350 350 400 400 500

Entrance Ticket

Temp (°C) 50 100 150 200 250 300

Pressure (atm) 300 350 400 450 500 550

Learning Targets

Temp (°C) 50 100 150 200 250 300

Creating Figures

Pressure (atm) 300 350 400 500 350 400

Flower Picking

ACT Practice

Temp (°C) 50 100 150 200 250 300

Pressure (atm) 450 400 350 300 200 100

Sum It Up

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Student Page 188

Round 3

Entrance Ticket

Learning Learning TargetsTargets

240

Quick Check

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Flower Picking

ACT Practice

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Lesson 9 – Creating Figures

Creating Figures Next Page

Next Slide

Lesson 9 – Creating Figures

Creating Figures

>> Round 4

Round 4 A

>> Teacher Dialogue:

Draw a line graph that shows the fuel efficiency of a cargo ship as it relates to the amount of cargo the ship is carrying.

Fuel efficiency (mpg) 15 12 10 10

Cargo (kg) 10,000 15,000 20,000 25,000

Fuel efficiency (mpg) 15 12 10 8

Cargo (kg) 10,000 15,000 20,000 25,000

Fuel efficiency (mpg) 15 12 8 10

Fuel efficiency (mpg) 8 10 12 15

Cargo (kg) 10,000 15,000 20,000 25,000

Artists draw a line graph depicting data B.

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

Entrance Ticket

Learning Targets

Creating Figures

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ACT Practice

Sum It Up

189

Next Slide

Student Page 189

>> Round 5 >> Teacher Dialogue:

Draw a line graph that shows how current varies with voltage.

Round 4

Artists draw a line graph depicting data C.

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

Learning Learning TargetsTargets

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ACT Mastery Science ®

Creating Figures Round 5 A

Current Voltage (A) (V) 1 1 2 2 3 4 4 8

Current Voltage (A) (V) 1 1 2 2 3 4 4 16

Current Voltage (A) (V) 1 1 2 2 3 3 4 4

Current Voltage (A) (V) 1 1 2 1 3 1 4 1

Entrance Ticket

Learning Targets

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Student Page 190

Round 5

Entrance Ticket

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ACT Mastery Science Teacher Manual ®

Creating Figures Next Page

Lesson 9 – Creating Figures

Creating Figures A

B NaOH (%) 8 10 6

Site A B C

C NaOH (%) 6 8 10

Site A B C

D NaOH (%) 10 6 8

Site A B C

Next Slide

>> Students will draw bar graphs for the next five rounds.

Round 6

NaOH (%) 8 6 10

>> Round 6 >> Teacher Dialogue:

Draw a bar graph that represents the percentage of NaOH at three different testing sites.

Artists draw a bar graph depicting data C.

>> After the round, click to reveal the answer on the slide, as well as an example Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

ACT Practice

of what the artist’s graph should look like.

Sum It Up

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Student Page 191 Next Page

Next Slide

>> Round 7

Round 6

>> Teacher Dialogue:

Draw a bar graph that represents the popularity of the colors red, blue, and green.

Artists draw a bar graph depicting data B. Entrance Ticket

Learning Learning TargetsTargets

Creating Figures

Quick Check

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ACT Mastery Science ®

Creating Figures Round 7 A Color red blue green

No. of favorites 12 8 5

Entrance Ticket

Color red blue green

No. of favorites 8 5 12

Learning Targets

Color red blue green

Creating Figures

No. of favorites 5 12 8

Flower Picking

ACT Practice

Color red blue green

No. of favorites 12 5 10

Sum It Up

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Student Page 192

Round 7

Entrance Ticket

Learning Learning TargetsTargets

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Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

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

Lesson 9 – Creating Figures

Creating Figures Next Page

Next Slide

Lesson 9 – Creating Figures

Creating Figures

>> Round 8

Round 8 A

>> Teacher Dialogue:

Draw a bar graph that represents how the atmospheric CO2 level changes yearly from 2010 to 2013.

Year

ppm

Year

ppm

Year

ppm

Year

ppm

2010 2011 2012 2013

250 275 280 300

2010 2011 2012 2013

250 280 275 295

2010 2011 2012 2013

260 250 260 280

2010 2011 2012 2013

260 260 280 300

Artists draw a bar graph depicting data A.

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

Entrance Ticket

Creating Figures

>> Teacher Dialogue:

Flower Picking

ACT Practice

Sum It Up

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>> Round 9

Learning Targets

Next Slide

Student Page 193

Draw a bar graph that represents students’ grades in a geometry class.

Round 8

Artists draw a bar graph depicting data C.

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

Entrance Ticket

Learning Learning TargetsTargets

Creating Figures

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ACT Mastery Science ®

Creating Figures Round 9 A Grade A B C D F

No. of students 1 3 3 5 10

Entrance Ticket

Grade A B C D F

No. of students 5 3 3 10 1

Learning Targets

Grade A B C D F

Creating Figures

No. of students 3 5 10 3 1

Flower Picking

ACT Practice

Grade A B C D F

No. of students 10 3 5 1 3

Sum It Up

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Student Page 194

Round 9

Entrance Ticket

Learning Learning TargetsTargets

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Creating Figures

Flower Picking

ACT Practice

Exit Ticket

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ACT Mastery Science Teacher Manual ®

Creating Figures Next Page

Next Slide

>> Round 10 >> Teacher Dialogue:

Draw a bar graph that represents the number people who prefer each type of pet.

Artists draw a bar graph depicting data D.

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

Lesson 9 – Creating Figures

Creating Figures Round 10 A Animal dog cat fish bird

No. of favorites 5 10 3 6

Animal dog cat fish bird

C No. of favorites 5 10 3 2

Animal dog cat fish bird

D No. of favorites 10 5 3 10

Animal dog cat fish bird

No. of favorites 7 5 6 2

Round 10

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

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Student Page 195

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ACT Practice

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Learning Learning TargetsTargets

Quick Check

Creating Figures

Flower Picking

ACT Practice

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Lesson 9 – Creating Figures

Creating Figures Next Page

Next Slide

ACT Mastery Science ®

>> The next four rounds will involve ACT-level scientific figures.

Creating Figures Round 11

In an isotonic solution, there is little to no osmosis, or movement of water, between the cell and the solution. The cell remains stable.

Students will be given a figure with a description, as well as descriptions of two possible changes to the figure. Tell the artist which change to illustrate, using the given figure as a starting point. The guesser chooses which description is being illustrated.

In a hypertonic solution, there is a higher concentration of solute outside the cell than inside, which causes water to move out of the cell and can result in a shriveled appearance.

In a hypotonic solution, the concentration of solute is higher inside the cell than outside, which causes water to move into the cell and can cause the cell to burst.

>> Round 11 >> Teacher Dialogue:

Create an illustration that depicts the cell condition.

Artists draw an image of description B.

Entrance Ticket

Learning Targets

Creating Figures

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ACT Practice

Sum It Up

196

>> After the round, click to reveal the answer on the slide, as well as an example

Student Page 196

of what the artist’s graph should look like.

Round 11

Next Slide

>> Round 12 >> Teacher Dialogue:

Create an illustration that depicts the protostar condition.

Learning Learning TargetsTargets

Entrance Ticket

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

Artists draw an image of description B.

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

Lesson 9 – Creating Figures

Creating Figures Round 12

At the center of the spinning disk, a protostar forms and continues to collect hydrogen from material surrounding it.

Star formation begins when a low mass star is formed when hydrogen from a dusty cloud collapses into a spinning disk.

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

ACT Practice

Sum It Up

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Student Page 197

Round 12

Entrance Ticket

Learning Learning TargetsTargets

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ACT Mastery Science Teacher Manual ®

Creating Figures Next Page

ACT Mastery Science ®

Creating Figures

Next Slide

>> Round 13

Round 13

Students soaked seeds overnight and placed them in a glass beaker with a damp paper towel covering them. They then left the beaker open to the air.

>> Teacher Dialogue:

In Trial 2, the students soaked the seeds overnight and placed them in a glass beaker with a damp paper towel beneath the seedlings, leaving them visible. They then left the beaker open to the air.

Create an illustration that depicts the seed condition.

Artists draw an image of description A.

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

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

ACT Practice

Sum It Up

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Next Slide

>> Round 14

Student Page 198

>> Teacher Dialogue:

Create an illustration that depicts the dopamine condition.

Round 13

Artists draw an image of description A.

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

Learning Learning TargetsTargets

Entrance Ticket

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

The ACT will refer to variables as “changing” with each other or “varying” with each other. This just means a table or chart should show two different measurements and illustrate how the two compare with each other. Students should look at the data and determine what is increasing and what is decreasing, then choose an answer based on the information.

Lesson 9 – Creating Figures

Creating Figures Round 14

Normal Neuron

A functioning neural synapse will produce an appropriate amount of dopamine resulting in normal signal movement between neurons.

Normal Movement

dopamine receptors A

Schizophrenia is a disorder in which an individual interprets reality abnormally. It is theorized that an overabundance of dopamine is associated with its occurrence.

Parkinson’s disease is a disorder in which the dopamine producing neurons in the brain are attacked by acetylcholine. This results in neurons which are not able to produce the required dopamine.

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

ACT Practice

Sum It Up

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Student Page 199

Round 14

Entrance Ticket

Learning Learning TargetsTargets

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Quick Check

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ACT Practice

Exit Ticket

Lesson 9 – Creating Figures

Flower Picking Next Slide

>> Show the students pictures of three very different bouquets of flowers, all of which contain a single rose, and tell

them that we are interested in learning about the height of roses. Ask the students what we can do to investigate the height of the roses in the three flower arrangements shown. They should say that the roses need to be removed from the rest of the bouquet and compared.

Next Slide

>> Teacher Dialogue:

For many questions in the science section of the ACT, you will be expected to pull information from multiple graphs or a combination of graphs and tables and create a new graph based on this information. In these types of questions, the “bouquets” are each of the different graphs presented in the passage, and the “rose” is the information you are expected to pull from each graph and then combine.

>> Students work the two examples in their workbooks. Challenge them to identify which aspects are the “bouquets” and which are the “roses” they are supposed to pull from the information given.

Flower Picking

Entrance Ticket

Learning Learning TargetsTargets

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

Flower Picking

Entrance Ticket

Learning Learning TargetsTargets

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ACT Mastery Science Teacher Manual ®

Flower Picking

ACT Mastery Science ®

Which of the following figures best represents the average snowfall level for each of the cities in 2000? A.

1990

1995 2000 2005 Key Oklahoma City precipitation Oklahoma City snowfall

Salt Lake City

Oklahoma City

Portland

1.5

0.5

Salt Lake City

Oklahoma City

Portland

Salt Lake City

Oklahoma City

Portland

Salt Lake City

Oklahoma City

Portland

average snowfall

1995

2000 2005 Key Portland precipitation Portland snowfall

average snowfall

1990

Figure 2 100

yearly snowfall (in)

0 1990

1995 2000 2005 Key Salt Lake City precipitation Salt Lake City snowfall

Figure 3 Entrance Ticket

Learning Targets

Creating Figures

ACT Practice

Flower Picking

Next Slide

Instruct students to pay close attention: the y-axis does not have the same increments on each line graph, and the cities on the bar graph are not listed in the same order as the line graphs appear. Students also must read the right side y-axis, not the left side, for the corresponding snowfall values.

D. average snowfall

Next Slide

1. The correct answer is B. For this question, the “rose” is snowfall for the year 2000, so students should consult the graphs provided (these are the “bouquets”), pull all information related to the dotted line at 2000 and combine them into a new bar graph. Salt Lake City had around 30 inches, Oklahoma City had around 8 inches, and Portland had 0 inches.

100

yearly snowfall (in)

yearly precipitation (in)

Figure 1

yearly precipitation (in)

average snowfall

yearly snowfall (in)

yearly precipitation (in)

Flower Picking

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Student Page 200 Next Page

2. The correct answer is B. For this question, the “rose” is rainfall for the year 1995, and the “bouquets” are the graphs of rainfall and snowfall in each city. To answer the question, students should pull all information related to the solid line at 1995 and combine them into a new bar graph. Salt Lake City had around 17 inches, Oklahoma City had around 36 inches, and Portland had around 77 inches.

Flower Picking

Learning Learning TargetsTargets

Entrance Ticket

Next Slide

Creating Figures

Quick Check

Flower Picking

ACT Practice

Exit Ticket

Flower Picking 1. Which of the following figures best represents the average snowfall level for each of the cities in 2000?

Entrance Ticket

Learning Learning TargetsTargets

Creating Figures

Quick Check

Flower Picking

ACT Practice

Most questions on the ACT science test do not require students to read the passage. Any time you see a question with graphs or tables in the answer choices, try to answer it without reading the passage. Only focus on the data.

Exit Ticket

Lesson 9 – Creating Figures

Flower Picking 2.

Which of the following graphs best represents the information in Figures 1-3 for average precipitation during the year 1995?

average precipitation

C. average precipitation

Salt Lake City

Oklahoma City

Portland

Salt Lake City

Oklahoma City

Portland

Salt Lake City

Oklahoma City

Portland

average precipitation

D. average precipitation

Salt Lake City

Oklahoma City

Entrance Ticket

Portland

Learning Targets

Creating Figures

Flower Picking

ACT Practice

Sum It Up

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Student Page 201

Flower Picking 2. Which of the following graphs best represents the information in Figures 1-3 for average precipitation during the year 1995?

Entrance Ticket

Learning Learning TargetsTargets

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Quick Check

Creating Figures

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ACT Practice

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Lesson 9 â&#x20AC;&#x201C; Creating Figures

ACT Practice Next Slide

>> Have students work on questions from the ACT practice sets here. Pacing should be 5 minutes per practice set. Any remaining questions can be assigned as homework.

ACT Practice Work through some of the ACT practice sets in your workbook to get a better sense of an actual ACT test.

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ACT Mastery Science Teacher Manual ÂŽ

ACT Mastery Science ÂŽ

Set One

Incidence rate

Survival rate

T13 (Patau) T18 (Edwards) T21 (Down)

1 in 6,500 live births 1 in 10,000 live births 1 in 800 live births

5-10% 1% 70-75%

Figure 2

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

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Student Page 202

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ACT Practice

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Lesson 9 â&#x20AC;&#x201C; Creating Figures

2. Which of the following graphs represent the incidence rates of trisomies 13, 18, and 21?

1. Based on the information from the passage, which of the following illustrations best represents an example of a chromosomal deletion?

T21

T18

T13 incidence rate

G. T21

B. T18

T13 incidence rate

C. H. T21

T18

T13 incidence rate

J. T21

T18

T13 incidence rate

Entrance Ticket

Learning Targets

Creating Figures

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ACT Practice

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Student Page 203

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ACT Mastery Science Teacher Manual ÂŽ

ACT Mastery Science ÂŽ

4. According to the information from the passage, which of the following pictures best represents an example of a chromosomal duplication?

3. Based on the information in Table 1, which of the following graphs best represents the relationship between incidence rate and survival rate?

F. survival rate

0 0 incidence rate

B. survival rate

0 0 incidence rate

survival rate

0 0 incidence rate

survival rate

0 0 incidence rate

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

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Student Page 204

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ACT Practice

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Lesson 9 – Creating Figures

5. According to Table 1, which of the following graphs best shows the survival rates of each of the three trisomies listed in Table 1? 75

survival rate (%)

0 T13

T18

T21

T13

T18

T21

T13

T18

T21

T13

T18

T21

survival rate (%)

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

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

ACT Practice

Sum It Up

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Student Page 205

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ACT Mastery Science Teacher Manual ÂŽ

Set One Answer Explanations 1. The correct answer is B. The passage states that chromosomes with deletions are shorter than normal chromosomes. Only choice B shows a normal chromosome with a shorter chromosome beside it. 2. The correct answer is F. Based on Table 1, the incidence rate of trisomy 21 is the highest and the incidence rate of trisomy 18 is the lowest, which is represented in choice F. 3. The correct answer is A. Trisomy 21 has the highest incidence rate and the highest survival rate, and trisomy 18 has the lowest incidence rate and the lowest survival rate. Thus, the graph should show a positive slope, increasing in both survival rate and incidence rate. 4. The correct answer is F. The passage states that chromosomal duplications have an excess of genetic information and are longer than normal chromosomes. Only choice F shows a normal chromosome and a longer chromosome beside it. 5. The correct answer is D. Based on the table, the survival rate of trisomy 18 is the lowest, the survival rate of trisomy 21 is the highest, and the survival rate of trisomy 13 is in the middle. This is represented by choice D, which also shows the correct values for each survival rate as listed in the table.

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ACT Mastery Science ÂŽ

Set Two Site 1

2000

Site 2

Site 3

A Elevation (meters above sea level)

1900

B C 1800

D E F

1700

J1 1600

Key Igneous rocks

Sedimentary rocks

basalt

sandstone

schist

diorite

dolostone

gneiss

conglomerate

marble

Metamorphic rocks

Other symbols Contact metamorphism

Table 1

Table 3

Igneous rocks

Metamorphic Rocks

Elevation range (m above sea level)

diorite

basalt

Lower limit Upper limit

1,600 1,710

1,930 1,960

Sedimentary rocks Elevation range (m above sea level) sandstone dolostone conglomerate 1,900 1,970

Entrance Ticket

1,850 1,900

Learning Targets

schist

gneiss

marble

Lower limit Upper limit

1,720 1,800

1,640 1,730

1,680 1,780

Table 2

Lower limit Upper limit

Elevation range (m above sea level)

1,800 1,850

Creating Figures

Flower Picking

ACT Practice

Sum It Up

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Student Page 206

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Lesson 9 â&#x20AC;&#x201C; Creating Figures

6. According to Figure 1, which of the graphs best represents the elevations (in meters above sea level) of the bottom of the schist layer at each of the three sites?

2,000

1,950 1,900 elevation (m)

1,850 1,800 1,750 1,700 1,650 1,600 Site 1

Site 2

Site 3

Site 1

Site 2

Site 3

Site 1

Site 2

Site 3

Site 1

Site 2

Site 3

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

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Student Page 207

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ACT Practice

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Lesson 9 â&#x20AC;&#x201C; Creating Figures

ACT Mastery Science ÂŽ

9. Based on Figure 1 and Table 3, which of the following illustrations best represents the elevation range for the marble layer between Sites 2 and 3?

8. The relationship between the upper limit and lower limit of elevation measurements in Table 2 is best represented by which of the following graphs? F. upper limit (m)

1800

1700

lower limit (m)

B. upper limit (m)

1800

1700

lower limit (m)

C. upper limit (m)

1800

1700

lower limit (m)

D. upper limit (m)

1800

1700

lower limit (m)

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

ACT Practice

Sum It Up

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Student Page 208

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Lesson 9 – Creating Figures

10. Which of the following graphs best represents the information from Tables 1-3 for the upper limit of elevation for igneous, sedimentary, and metamorphic rocks? 2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600 I

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650 1,600

2,000

1,950 elevation (m)

1,900 1,850 1,800 1,750 1,700 1,650

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

1,600

Entrance Ticket

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Creating Figures

Flower Picking

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Student Page 209

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ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Set Two Answer Explanations 6. The correct answer is G. According to Figure 1, the schist layer is represented by diagonal dashes. The bottom of this layer for Sites 1, 2, and 3 is approximately 1,770, 1,790, and 1,710, respectively. The best representation of this data is in choice G. 7. The correct answer is C. In Figure 1, sandstone and marble are separated by numerous other layers, so choice A can be eliminated. Siorite and sandstone are also separated by many layers, which eliminates choice B. Choice D is also incorrect because conglomerate and gneiss are not stacked on top of each other. Schist is stacked on top of marble, so choice C is correct. 8. The correct answer is F. In Table 2, as the lower limit decreases, so does the upper limit. This is a direct correlation. Choices G and J can be eliminated because they do not have a positive slope. Since the lower and upper limits decline at about the same rate, choice C is not the best representation. Choice F is correct because it best represents the relationship between the lower and upper limits decreasing and increasing. 9. The correct answer is D. Table 3 shows the limits of the marble layer are between 1,680 and 1,780 m. Figure 1 represents marble with jagged connected lines. Only choice D shows this marble representation extending below 1,700 m, so it is correct. 10. The correct answer is G. According to Table 1, the upper limit of igneous rocks is 1,960. In Table 2, the upper limit of sedimentary rocks is 1,970, and in Table 3, the upper limit of metamorphic rock is 1,800. These numbers correspond to the graph shown in choice G.

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Set Three

emergents

canopy

understory

shrub layer

Table 1 Highest Average high vegetation temperature Example of (ft) Humidity (°F) plant life

emergent

200

canopy

130

understory shrub

12 3

low

mid

very high

high

Entrance Ticket

Learning Targets

evergreen broad leaf trees liana very little vegetation

Creating Figures

Sunlight exposure full partial shaded minimal

Flower Picking

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Student Page 210

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Figure 1

Rain forest layer

ACT Practice

Sum It Up

Lesson 9 â&#x20AC;&#x201C; Creating Figures

11. Which of the following graphs best represents plant growth in the four rainforest levels? 1

100

200

emergent canopy

understory

shrub layer

100

200

Learning Targets

Creating Figures

understory

shrub layer

emergent canopy

understory

shrub layer

100

Entrance Ticket

emergent canopy

100

height (ft)

height (ft) height (ft)

shrub layer

understory

height (ft)

emergent canopy

Flower Picking

ACT Practice

Sum It Up

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12. According to Table 1, which of the following graphs best shows the changes in humidity across the four rainforest levels?

humidity

emergent canopy

understory

shrub layer

humidity

emergent canopy

understory

shrub layer

emergent canopy

understory

shrub layer

emergent canopy

understory

shrub layer

humidity

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Learning Targets

Creating Figures

Flower Picking

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ACT Practice

Sum It Up

Lesson 9 – Creating Figures

14. Which of the following graphs represents the top tree height for the emergent, canopy, and understory rainforest layers?

15. According to the information in Table 1, the high temperature at each layer is best represented by which graph?

250

height (ft)

200 150 100 50 0 emergent

canopy

temperature (°C)

understory

250

height (ft)

200 150 100 50 0 emergent

canopy

temperature (°C)

understory

250

height (ft)

200 150 100 50 0 emergent

canopy

temperature (°C)

understory

250

height (ft)

200 150 100 50 0 emergent

canopy

Entrance Ticket

temperature (°C)

understory

Learning Targets

Creating Figures

Flower Picking

ACT Practice

Sum It Up

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Set Three Answer Explanations 11. The correct answer is A. The question asks for plant growth, which can be found in Table 1, in the highest vegetation column. The emergent layer has the highest vegetation, at 200 ft, so choices B and D can be eliminated (in this bar graph the dark bars represent values). The understory layer has 12 ft of vegetation. Choice C can be eliminated because understory is placed closer to 100 ft than 10 ft. Choice A is correct because the graph best represents the data in Table 1. 12. The correct answer is F. The best way to solve these types of questions is look for the highest or lowest value and eliminate any answer choice that contradicts this information. Understory is the only layer with very high humidity. Choices G and J do not reflect this and can be eliminated. Emergent is the lowest, with low humidity, which contradicts answer choice H. Only the line graph in choice F accurately represents the data in Table 1. 13. The correct answer is C. According to Figure 1, the shrub layer is the lowest layer of the rainforest, and the understory is the next lowest layer. Only choice C correctly marks this area of the rainforest diagram where the liana plant would grow. 14. The correct answer is J. According to Table 1, the top tree height for the emergent layer is 200 feet, 130 feet for the canopy layer, and 12 feet for the understory layer. This is shown by the graph in choice J. 15. The correct answer is D. Based on Table 1, as layer height goes down, average temperature goes down. Thus, the two are positively correlated, and the associated graph should have a constant positive slope, eliminating choices A and B. Although the difference in height is dramatic, the increase in temperature is more incremental, which eliminates choice B. Between the remaining two graphs, choice D best represents the sudden jump in height among the rainforest layers.

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ACT Mastery Science ÂŽ

Sum It Up Creating Figures Bar graph A graphical representation of data that uses either vertical or horizontal bars to display data in discrete intervals

Line graph A graphical representation of data in which each data point is connected to the rest of the data points with a line that runs from point to point.

Entrance Ticket

Learning Targets

Creating Figures

Flower Picking

ACT Practice

Sum It Up

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Exit Ticket Next Page

Lesson 9 – Creating Figures

Name

>> Students complete the three questions on their exit ticket.

Passage II The number of breaths a person takes per minute is known as the respiration rate. This measurement is a good indication of overall health because it tends to increase with illness or when lung capacity is compromised. To measure respiration rate, medical professionals count the number of inhalations and exhalations, either by visually observing the rising and falling of the chest, or by using a stethoscope to listen to inhalations and exhalations.

Students are timed 3 minutes for the three questions. There is no break between questions.

Table 2 Gender

Rest

Active

12 12

17 16

Adult Male Adult Female

exhalation

volume

inhalation

Table 3

automatic pause

12 breaths/min

time

Age

Rest

Active

65+ 80+

12 10

28 30

Figure 1 Figure 1 shows a diagram of healthy breathing and normal respiration rate. It shows a wave-like pattern between inhalation, exhalation, and the pause between individual breaths. In the very elderly, the crests of these waves become further apart as respiration rate at rest decreases and breathing slows as a part of normal aging. In ill individuals, these waves become closer together as respiration rate increases. If a person is very ill, the waves become very close together with little to no pause in between breaths. Respiration rate also varies between children and adults as well as between being at rest and engaging in activity. Tables 1-3 show the average respiration rates, in breaths/min, within these populations.

Table 1 Age

Rest

Active

Under 1 year 1-3 years 3-6 years

30 24 22

60 40 34

Lesson 9 – Creating Figures

Name

Date

Exit Ticket 1.

Which of the following illustrations best represents the breathing patterns of a healthy two-year old? A.

Which of the following graphs best represents the resting respiration rate for children under 1, 1-3, and 3-6? F.

40 35

volume

30 25 20 15

6 breaths/min

time

5 0

under 1 year 1-3 years

3-6 years

under 1 year 1-3 years

3-6 years

under 1 year 1-3 years

3-6 years

under 1 year 1-3 years

3-6 years

40 35

volume

30 25 20 15

12 breaths/min

time

5 0

40 35

volume

30 25 20 15

18 breaths/min

time

5 0

40 35

volume

30 25 20 15

30 breaths/min

time

5 0

Lesson 9 – Creating Figures

Name

Date

Exit Ticket 3.

According to Figure 1 and Tables 2 and 3, which of the following best illustrates the change in respiration rate compared to age? A.

13 12 11 10 9 8 7 6 5

Answered Correctly

Exit Ticket Solve the questions on your exit ticket.

Entrance Ticket

Next Slide

Date

Exit Ticket

Learning Learning TargetsTargets

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Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Exit Ticket Review

The number of breaths a person takes per minute is known as the respiration rate. This measurement is a good indication of overall health because it tends to increase with illness or when lung capacity is compromised. To measure respiration rate, medical professionals count the number of inhalations and exhalations, either by visually observing the rising and falling of the chest or by using a stethoscope to listen to inhalations and exhalations.

Entrance Ticket

Learning Learning TargetsTargets

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

Exit Ticket Review

Figure 1 shows a diagram of healthy breathing and normal respiration rate. It shows a wave-like pattern between inhalation, exhalation, and the pause between individual breaths. In the very elderly, the crests of these waves become further apart as respiration rate at rest decreases and breathing slows as a part of normal aging. In ill individuals, these waves become closer together as respiration rate increases. If a person is very ill, the waves become very close together with little to no pause in between breaths. Respiration rate also varies between children and adults as well as between being at rest and engaging in activity. Tables 1-3 show the average respiration rates within these populations.

Entrance Ticket

Learning Learning TargetsTargets

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

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Exit Ticket Review Next Slide

>> Students work the first question. 1. The correct answer is D. According to Table 1, the respiration rate of a 2-year-old child is 24 breaths/minute at rest and 40 breaths/minute when active. Choices A, B, and C are too low; only choice D falls within this range at 30 breaths/minute.

Exit Ticket Review

Entrance Ticket

Learning Learning TargetsTargets

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

Exit Ticket Review 1. Which of the following illustrations best represents the breathing patterns of a healthy two-year old?

Entrance Ticket

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Learning Learning TargetsTargets

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

Lesson 9 â&#x20AC;&#x201C; Creating Figures

Exit Ticket Review Next Slide

>> Students work the second question. 2. The correct answer is H. Based on Table 1, the resting respiration rate decreases as children age. Choices G and J can be eliminated because the graphs show the opposite pattern. Children under one year have a respiration rate of 30 breaths/minute, which is contradicted by the graph in Choice F. Only choice H accurately represents the values in Table 1, so it is the correct answer.

Exit Ticket Review 2. Which of the following graphs best represents the resting respiration rate for children under 1, 1-3, and 3-6?

Entrance Ticket

Learning Learning TargetsTargets

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket

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Exit Ticket Review Next Slide

>> Students work the third question. 3. The correct answer is B. The y-axis in the answer choices ranges from 5-13, so it is best to look at the resting respiration rates in Tables 2 and 3. Table 2 shows the adult rate for resting respiration is 12 breaths/minute. Table 3 shows a resting respiration rate of 12 breaths/minute for those at or over 65 years old and 10 breaths/minute for those at or over 80 years old. This data is best shown in choice B.

>> After solving the three exit items, revisit the learning targets slide.Â Students again assess their knowledge and

>> Finally, to close the lesson, have students return to the cover page of the lesson and write a caption for the picture

Exit Ticket Review 3. According to Figure 1 and Tables 2 and 3, which of the following best illustrates the change in respiration rate compared to age?

Entrance Ticket

270

Learning Learning TargetsTargets

Quick Check

Creating Figures

Flower Picking

ACT Practice

Exit Ticket