RP CLT Practice Test

Revolution Prep CLT Practice Test 1: Verbal Reasoning Section Instructions: Read each passage carefully and answer the corresponding questions.

The final two questions for each passage are analogy-based. Use your understanding of the passage and the relationships demonstrated within it to arrive at your answers.

Answers are based on the evidence given in a passage; no outside knowledge is required.

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1. Literature (Jane Austen - Pride and Prejudice) [1] Elizabeth Bennet had been obliged, by the scarcity of gentlemen, to sit down for two dances; and during part of that time, Mr. Darcy had been standing near enough for her to overhear a conversation between him and Mr. Bingley, who came from the dance for a few minutes, to press his friend to join it.

[2] “Come, Darcy,” said he, “I must have you dance. I hate to see you standing about by yourself in this stupid manner. You had much better dance.”

[3] “I certainly shall not. You know how I detest it, unless I am particularly acquainted with my partner. At such an assembly as this, it would be insupportable. Your sisters are engaged, and there is not another woman in the room whom it would not be a punishment to me to stand up with.”

[4] “I would not be so fastidious as you are,” cried Mr. Bingley, “for a kingdom! Upon my honour, I never met with so many pleasant girls in my life as I have this evening; and there are several of them you see uncommonly pretty.”

[5] “You are dancing with the only handsome girl in the room,” said Mr. Darcy, looking at the eldest Miss Bennet.

[6] “Oh! She is the most beautiful creature I ever beheld! But there is one of her sisters sitting down just behind you, who is very pretty, and I dare say very agreeable. Do let me ask my partner to introduce you.”

[7] “Which do you mean?” and turning round, he looked for a moment at Elizabeth, till catching her eye, he withdrew his own and coldly said, “She is tolerable, but not handsome enough to tempt me; and I am in no humour at present to give consequence to young ladies who are slighted by other men.”

[8] Elizabeth remained with no very cordial feelings toward him. She told the story, however, with great spirit among her friends; for she had a lively, playful disposition, which delighted in anything ridiculous.”

Questions: 1. Why does Mr. Darcy refuse to dance?

A. He dislikes dancing generally.

B. He is uncomfortable in crowded places.

C. He doesn’t know anyone well enough.

D. He dislikes Mr. Bingley’s sisters.

2. How does Elizabeth respond to overhearing Darcy’s remark?

A. She confronts him immediately.

B. She laughs and shares the story with friends.

C. She decides to leave the party.

D. She feels deeply hurt and ashamed.

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3. What does Mr. Bingley’s attitude towards dancing reveal about his character?

A. That he is cautious.

B. That he is indifferent.

C. That he is cheerful and sociable.

D. That he dislikes social interaction.

4. Darcy’s comment about Elizabeth indicates that he is primarily influenced by what?

A. Personal taste B. Elizabeth’s social status C. Peer opinions D. Elizabeth’s personality 5. Elizabeth’s reaction to Darcy’s insult suggests she feels: A. Angry and resentful B. Embarrassed and withdrawn C. Amused and indifferent D. Hurt and disappointed 6. The passage primarily explores which theme?

A. Wealth and poverty B. Appearance and reality C. Pride and prejudice D. Tradition and change 7. What does Elizabeth’s sharing of the story imply about her?

A. She is shy and reserved.

B. She values humor over sensitivity.

C. She seeks revenge.

D. She feels inferior.

8. The passage suggests Darcy’s initial opinion of Elizabeth is based primarily on: A. Her family background B. Her beauty C. His first impression D. Her manner of speaking 3

9. Darcy : reserved :: Bingley : ?

A. sociable B. arrogant C. thoughtful D. serious 10. Elizabeth : spirited :: Darcy : ?

A. playful B. friendly C. aloof D. talkative

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2. Science (Albert Einstein - Relativity: The Special and General Theory ) [1] The concept of relativity fundamentally changes our understanding of space and time.

According to Newtonian physics, space and time are absolute, unaffected by external influences.

[2] Einstein introduced a revolutionary view where both space and time are interwoven into a single continuum known as spacetime. Events are no longer independent; their measurements differ depending on the observer’s frame of reference.

[3] The Special Theory of Relativity, formulated in 1905, particularly addresses the physics of objects in uniform motion. It establishes that the speed of light remains constant for all observers, regardless of their own velocity.

[4] One consequence of special relativity is time dilation, where time appears to pass at different rates in different inertial frames of reference, especially noticeable at speeds approaching the speed of light.

[5] Einstein expanded these ideas in the General Theory of Relativity, addressing gravitational fields and their effects on spacetime. According to this theory, mass and energy warp spacetime, which manifests as gravity.

[6] Experimental evidence, such as the bending of starlight around massive objects, has confirmed predictions of general relativity, dramatically reshaping our understanding of the universe.

Questions: 11. What fundamental idea does relativity change about physics?

A. Gravity is a weaker force than previously thought.

B. Space and time are absolute and unchanging.

C. Space and time are interconnected.

D. Mass has no effect on space.

12. What does Einstein’s concept of spacetime imply?

A. Events are universally constant.

B. Observers can measure events differently.

C. Speed of events depends on observers’ emotions.

D. Gravity has no measurable effect.

13. According to special relativity, the speed of light is: A. Dependent on the observer’s motion.

B. Variable under certain conditions.

C. Constant regardless of observer’s motion.

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D. Faster than previously thought.

14. Time dilation is most noticeable when: A. Moving at speeds close to the speed of light.

B. Measuring everyday activities.

C. Observing stationary objects.

D. Observing celestial events from Earth.

15. The General Theory of Relativity explains gravity as: A. A force independent of mass.

B. An effect of mass and energy warping spacetime.

C. An illusion created by motion.

D. A result of electromagnetic fields.

16. Einstein’s theory predicts that massive objects: A. Have no impact on spacetime.

B. Accelerate time.

C. Bend light due to spacetime curvature.

D. Repel smaller objects.

17. Experimental confirmation of Einstein’s theory includes: A. Measuring gravity on Earth.

B. Observing gravitational effects on spacetime.

C. Monitoring particle speeds.

D. Bending light around objects.

18. What does the bending of starlight demonstrate?

A. Light can only travel straight.

B. Mass affects spacetime curvature.

C. Stars emit variable light intensity.

D. Earth’s atmosphere refracts starlight.

19. Space : time :: Mass : ?

A. Energy B. Gravity C. Light 6

D. Speed 20. Newtonian physics : absolute space :: Einsteinian physics : ?

A. Static energy B. Variable spacetime C. Absolute gravity D. Constant mass

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3. Philosophy/Religion (Søren Kierkegaard – The Sickness Unto Death) Passage: [1] A human being is spirit. But what is spirit? Spirit is the self. But what is the self? The self is a relation which relates itself to itself, or is the relation’s relating itself to itself in the relation. The self is not the relation but is the relation’s relating itself to itself. A human being is a synthesis of the infinite and the finite, of the temporal and the eternal, of freedom and necessity, in short, a synthesis. A synthesis is a relation between two. Considered in this way, a human being is still not a self.

[2] In the relation between the two, the self is not yet present. Only when the relation relates itself to itself, and in relating itself to itself relates itself to the other element of the synthesis, does the self emerge. Despair is the misrelation in this relation; it is the sickness unto death.

[3] Despair is the sickness, the torment of not being able to die. It is to die and not die.

It is a sickness of the spirit, of the self, and it is deeper than any bodily sickness. Those in despair may not even be aware of their despair. They may live outwardly content, but inwardly, they are estranged from their own self.

[4] There is a despair that does not wish to be itself. This is weakness. There is also a despair that wishes to be itself, defiantly. This is defiance. The self in despair, whether in weakness or defiance, is not transparently grounded in the power that established it.

[5] The self must be grounded transparently in God. Faith is not passivity. Faith is the paradox that the self rests transparently in the power that established it. Only then is the self whole. Only then is it truly itself. Without this, the self is misrelated, distorted, and in despair, even if it does not know it.

Questions: 21. According to Kierkegaard, what defines a ”self”?

A. The presence of rational thought B. A synthesis that relates to itself C. The separation of body and soul D. The absence of despair 22. What does Kierkegaard say about the relationship between opposites like the finite and infinite?

A. One must eliminate the finite to embrace eternity B. The infinite is superior to the temporal C. They must be held in tension as part of the self

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D. They are irrelevant to the true self 23. Which of the following best supports the answer to the previous question?

A. “A human being is a synthesis of the infinite and the finite...” (Paragraph 1) B. “Despair is the misrelation in the relation...” (Paragraph 2) C. “Faith is not passivity, but paradox...” (Paragraph 5) D. “The self is the relation’s relating itself to itself...” (Paragraph 1) 24. Why might a person in despair appear outwardly content?

A. Despair causes delusions of happiness B. Society rewards those who hide their flaws C. The sickness of despair is inward and often hidden D. Kierkegaard believes most people are dishonest 25. What distinguishes the despair of defiance from the despair of weakness?

A. Weakness denies God; defiance acknowledges and rejects God B. Defiance is unconscious; weakness is deliberate C. A weak self wishes to be united with itself, while a defiant self wishes to be estranged.

D. A defiant self wishes to be united with itself, while a weak self wishes to be estranged.

26. According to the passage, what is required to become a whole self?

A. Mastery of the body and soul B. Successful societal relationships C. Faith that rests transparently in what creates it D. Introspection and philosophical study 27. What does Kierkegaard mean when he says “faith is not passivity, but paradox”?

A. That faith is built on contradictions and confusion B. That one must reject reason to believe C. That the self finds strength in surrender D. That two seemingly disconnected things must be united 28. Why is despair so dangerous, according to the passage?

A. It prevents success in society B. It leads to moral corruption 9

C. It is a spiritual sickness that fractures the self D. It causes conflict between individuals 29. Despair : Misrelation :: Faith : ?

A. Defiance B. Union C. Freedom D. Limitation 30. Self : Synthesis :: Faith : ?

A. Certainty B. Belief C. Emotion D. Restoration

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4. Historical/Founding Documents Passage Author: James Madison – Federalist No. 10 [1] Among the numerous advantages promised by a well-constructed Union, none deserves to be more accurately developed than its tendency to break and control the violence of faction.

[2] By a faction, I understand a number of citizens, whether a majority or a minority, who are united and motivated by some common impulse of passion or interest, adverse to the rights of other citizens or to the permanent interests of the community.

[3] There are two methods of curing the mischiefs of faction: the one, by removing its causes; the other, by controlling its effects.

[4] The causes of faction cannot be removed without destroying liberty, which is essential to its existence. Liberty is to faction what air is to fire—an element without which it instantly expires. But it would be folly to abolish liberty, which is essential to political life, because it nourishes faction.

[5] The latent causes of faction are thus sown in the nature of man. These manifest in various ways: different opinions concerning religion and government, loyalty to different leaders, or sympathy for different fortunes. These differences have, in turn, divided mankind into parties and inflamed them with mutual animosity.

[6] The inference to which we are brought is that the causes of faction cannot be removed and that relief is only to be sought in controlling its effects.

Questions: 31. What is Madison’s main concern in this passage?

A. The weaknesses of democracy B. The influence of foreign powers C. The dangers of political factions D. The inefficiency of local governments 32. How does Madison define a faction?

A. A religious organization B. A political minority with no power C. A group united by a passion or interest D. A branch of the federal government 33. What comparison does Madison use to illustrate the danger of removing liberty?

A. Liberty is like water to fish B. Liberty is like food to humans C. Liberty is like air to fire

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D. Liberty is like light to darkness 34. According to Madison, why can’t the causes of faction be eliminated?

A. They are rooted in the structure of government B. They require too much money to control C. They are part of human nature and liberty D. They are supported by religious institutions 35. What does Madison suggest about liberty?

A. It should be limited to control factions B. It must be preserved even though it allows factions to form C. It is unrelated to factional conflict D. It is only appropriate in monarchies 36. What does Madison suggest is the solution to factionalism?

A. Allowing all voices equal representation B. Removing dissenters from government C. Controlling the effects of factions D. Establishing a single political party 37. What is implied about the role of a well-constructed Union?

A. It will prevent the formation of factions entirely B. It will help manage the negative effects of faction C. It will replace liberty with order D. It will give rise to new factions 38. According to Madison, factions arise from: A. Manipulative propaganda B. The influence of aristocrats C. Inherent differences among people D. Legal and economic systems 39. Faction : Union :: Fire : ?

A. Oxygen B. Water C. Light 12

D. Smoke 40. Liberty : Faction :: Speech : ?

A. Law B. Silence C. Protest D. Reason

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CLT Practice Test - Grammar Section

Instructions: Read each passage carefully. Some of the underlined portions may contain errors in grammar, usage, or punctuation. Choose the answer that most clearly and correctly expresses the meaning of the sentence. If no change is necessary, select “No change.”

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Passage 1 The Enlightenment, a pivotal movement in European intellectual history, championed the use of reason, scientific inquiry, and individual liberty. Thinkers such as Voltaire, Locke, and Rousseau [1] had promoted the idea that rationality and progress were intertwined, suggesting that education and free thought could lift society to new heights. These ideals [2] was influential in shaping modern democracies, inspiring revolutions and new forms of government. However, critics argued that blind faith in reason [3] ignored the complexities of human nature. The Romantic movement, in response, emphasized emotion, intuition, and the mysteries of existence. Romantics believed that the Enlightenment’s rational ideals [4] were too mechanical and dehumanizing, neglecting the soul and imagination.

In literature, the Romantic era introduced characters that were driven by emotion and personal conflict rather than logic. Mary Shelley’s “Frankenstein,” for example, illustrates the danger of scientific ambition [5] that is unchecked by ethical responsibility. Romanticism’s emphasis on nature and individuality [6] stands in contrast with the Enlightenment’s emphasis on order and universality. While some saw the Enlightenment as liberating, others saw it as confining. This ongoing debate [7] illustrates how every intellectual movement provoke both admiration and resistance. As modern thinkers continue to grapple with reason and emotion, the legacy of both Enlightenment and Romanticism [8] remains to have an impact.

Ultimately, intellectual history shows that progress is rarely linear; rather, it evolves through critique, revision, and rediscovery. These movements [9] continue to shape education, politics, and art to this day. In order to understand today’s ideologies, it is crucial to recognize the legacy of [10] this opposing traditions.

Questions: 1. A. No change B. promoted the idea that rationality and progress are intertwined, C. promotes the idea that rationality and progress were intertwined, D. had promoted the idea of rationality and progress being intertwined, 2. A. No change B. was influential in shaping modern democracy, C. were influential in shaping modern democracies, D. are influential in shaping modern democracy, 3. A. No change B. ignore the complexity of human nature.

C. ignores the complexity of human nature.

D. ignored the complex nature of humans.

4. A. No change B. were too mechanical and dehumanize, C. was too mechanical and dehumanizing, D. were too mechanical or dehumanizing,

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5. A. No change B. unchecked by ethical responsibility.

C. that are unchecked by ethical responsibility.

D. that is not being checked by ethics.

6. A. No change B. stood in contrast with C. stands in contrast to D. has stood contrasting with 7. A. No change B. illustrates how every intellectual movement provokes C. illustrate how every intellectual movement provoked D. illustrates how all intellectual movement provoke 8. A. No change B. continues to impact C. is still having impact D. still remains impactful 9. A. No change B. continues shaping education, politics, and art C. continues to shape education, politics, and the arts D. continue shaping education and politics and art 10. A. No change B. these opposing traditions C. this opposition of tradition D. the opposite traditions

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Passage 2 As industrialization transformed societies in the 19th century, cities expanded rapidly, and rural populations [11] was drawn to urban centers in search of opportunity. The concentration of labor led to new jobs, but also to overcrowded housing and unsafe working conditions.

Reformers, such as Jane Addams and Jacob Riis, [12] advocated for better living standards, child labor restrictions, and access to education.

One significant impact of industrialization was the creation of the middle class, [13] whose values included thrift, hard work, and upward mobility. However, others critiqued [14] the system’s inequality, noting that the gap between rich and poor [15] were growing at an alarming rate. As unions organized and strikes erupted, governments [16] was forced to respond with legislation and public works projects.

Despite the many challenges of this [17] period; innovation and reform continued. Figures like Booker T. Washington and Ida B. Wells [18] helped lead efforts toward civil [19] rights, while inventors like Edison and Bell revolutionized communication. The legacy of this time [20] still influence debates today about capitalism, labor, and equality.

Questions: 11. A. No change B. were drawn to urban centers C. has drawn to urban centers D. being drawn to urban centers 12. A. No change B. advocated about better living C. advocated better living standards D. had advocating for better living 13. A. No change B. who’s values included thrift C. whose values had included D. which values include 14. A. No change B. the systems’ inequality C. the systems inequalities D. the system inequality 15. A. No change B. was growing at an alarming rate C. had grown at an alarming rate D. were being grown at an alarming rate 16. A. No change B. were forced to respond

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C. had forced responses D. was having to respond 17. A. No change B. period, innovation C. period. innovation D. period innovation 18. A. No change B. helped in leading C. has helped leading D. helped to leading 19. A. No change B. rights; while C. rights while D. rights. While 20. A. No change B. still influences debates today C. is still influencing debate today D. has still influence debates

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Passage 3 During the American Civil War, photography emerged as a new medium for documenting the human cost of battle. Photographers like Mathew Brady and Alexander Gardner, who braved battlefields and aftermaths, [21] was instrumental in capturing the harsh realities of war. These images, reproduced in newspapers and exhibitions, [22] helped to bring the violence of the frontlines into public consciousness.

Some critics at the time [23] argued that such photographs were too graphic and risked sensationalism, while others believed that the brutal honesty of the medium served a moral purpose. The images [24] revealed both the dignity of [25] sacrifice and the devastation of conflict, challenging romanticized portrayals of war in art and literature. [26] Through a lens, Americans had to confront war’s costs directly.

[27] As a result, public perception of the Civil War began to [28] shift, while it remained a deeply divisive conflict, the photographs [29] provided a visual narrative that transcended rhetoric. The legacy of Civil War photography [30] endures in modern journalism, documentary filmmaking, and war reporting.

Questions: 21. A. No change B. were instrumental in capturing C. was instrumental for capturing D. were instrumentally capturing 22. A. No change B. helped in bringing C. helps bring D. brought 23. A. No change B. argued such photographs were too graphic, risking sensationalism C. argues these photographs were too graphic and risked sensationalism D. argued that these photographs were too graphic, and risked being sensational 24. A. No change B. reveal both the dignity C. revealed both dignity D. reveals the dignity 25. A. No change B. sacrifice, and C. sacrifice, but D. sacrifice but 26. A. No change B. Americans had to confront war directly through a lens.

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C. through the lens, Americans confronted.

D. Americans confronted the war’s costs through a lens.

27. A. No change B. As a result public C. As a result; public D. As a result: public 28. A. No change B. shift. While C. shift while D. shifting, all the while 29. A. No change B. provided visual narratives transcending C. was providing a visual narrative D. had provided narratives that transcends 30. A. No change B. is enduring C. has endured D. endures even still

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Passage 4 In ancient Athens, citizenship was limited to free adult males born of Athenian parents, [31] which was only a small portion of the city’s population. Political participation was both a right and a duty, [32] with citizens expected to vote, debate, and hold public office. This level of engagement [33] contrasts with many modern democracies, where voting turnout is often low.

The Athenian democracy functioned through a system called direct democracy, [34] in which all citizens participated in legislative decision-making rather than electing representatives.

While this model has its admirers, critics argue it [35] is being impractical for large or diverse societies.

Despite these limitations, Athenian democracy [36] laid important groundwork for modern civic ideals. Concepts such as trial by jury, civic duty, and rule of law [37] were established in Athens and are reflected in later governments. Nevertheless, the exclusion of women, slaves, and foreigners [38] highlights the tensions between democratic ideals and social realities.

Today, scholars [39] continue debating whether Athens should be praised for its innovation or criticized for its exclusions. [40] However, the system remains foundational in political theory and democratic thought.

Questions: 31. A. No change B. being only a small portion C. which only represented a small portion D. a small portion which was only part 32. A. No change B. where citizens are expected C. with citizens expecting D. citizens were expected 33. A. No change B. contrasted with many modern democracies C. contrast with most modern democracies D. has contrasted many democracies 34. A. No change B. in which all citizens would participate C. where all citizens did participate D. where all citizens participate 35. A. No change B. being impractical C. was being impractical D. is impractical

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36. A. No change B. has laid the groundwork C. laid the important groundworks D. was laying important groundwork 37. A. No change B. was being established in Athens C. is reflected in governments later D. were reflected into later governments 38. A. No change B. highlight the tension C. are highlighting the tension D. highlighted tensions 39. A. No change B. still debate C. continues to be debated D. debated 40. A. No change B. However, the system remaining foundational C. However, the system remains foundation D. However, it remains foundational

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CLT Practice Test – Mathematics Section Instructions: Solve each problem and choose the best answer from the options provided.

1. What is the value of 3x − 7 when x = 5?

A. 8 B. 10 C. 12 D. 13 2. If f (x) = 2x2 − 3x + 1, what is f (4)?

A. 17 B. 21 C. 25 D. 29 3. Solve for x: 2x + 5 = 17 A. 5 B. 6 C. 7 D. 8 4. What is the slope of the line passing through the points (2, 3) and (6, 11)?

A. 2 B. 52 C. 72 D. 3 5. Which of the following is equivalent to (x + 3)(x − 4)?

A. x2 − x − 12 B. x2 − x + 12 C. x2 − 7x + 12 D. x2 + 7x − 12 6. If the perimeter of a square is 36, what is the area?

A. 81

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B. 100 C. 216 D. 324 7. A line has the equation y = −3x + 5. What is the y-intercept?

A. -3 B. 3 C. 5 D. -5 8. What is the solution to the inequality 4x − 7 < 9?

A. x < 4 B. x > 4 C. x < 2 D. x > 2 9. A circle has a radius of 6. What is its area? (Use π ≈ 3.14) A. 36 B. 75.36 C. 113.04 D. 144 2

10. Simplify: 2x 2−8 A. x2 − 4 B. x2 + 4 C. 2x − 4 D. x2 − 2 11. Solve for x: 3x − 4 = 11 A. 3 B. 5 C. 7 D. 9 12. What is the greatest common factor of 24 and 60?

A. 6 24

B. 12 C. 24 D. 30 13. Which of the following is the graph of the inequality y > 2x − 1?

A. A dashed line with shading above B. A solid line with shading above C. A dashed line with shading below D. A solid line with shading below 14. If f (x) = x2 − 2x, what is f (3)?

A. 3 B. 6 C. 9 D. 15 15. The sum of the angles in a triangle is: A. 90° B. 180° C. 270° D. 360° 16. What is the volume of a cube with side length 5?

A. 25 B. 50 C. 75 D. 125 17. What is the median of the set {3, 7, 9, 11, 12}?

A. 7 B. 9 C. 11 D. 12 18. Factor: x2 − 9 A. (x − 3)2 25

B. (x + 3)2 C. (x − 9)(x + 1) D. (x − 3)(x + 3) 19. What is the solution to x2 = 49?

A. 7 B. -7 C. ±7 D. 0 20. If the circumference of a circle is 10π, what is the diameter?

A. 5 B. 10 C. 20 D. 100 21. Which value of x satisfies 2(x − 1) = x + 5?

A. -3 B. 3 C. 5 D. 7 2

3x y 22. Simplify: 6xy 2 1 A. 2y x B. 2y

C. x2 2

D. x2y 23. A right triangle has legs of 6 and 8. What is the length of the hypotenuse?

A. 9 B. 10 C. 12 D. 14 24. Solve: 21 x + 4 = 10 A. 8 26

B. 10 C. 12 D. 16 25. Which of the following is an irrational number? √ A. 16 B. 0.75 √ C. 2 D. 2 26. What is the area of a triangle with base 10 and height 5?

A. 25 B. 30 C. 50 D. 100 27. Simplify: (2x + 3)(x − 4) A. 2x2 − 8x + 3 B. 2x2 − 5x − 12 C. 2x2 + 11x − 12 D. 2x2 − 5x + 12 28. Solve for x: |x − 2| = 5 A. x = 3 B. x = 7 C. x = −3 D. x = −3 or 7 29. What is the value of 32 + 43 ?

11 A. 12

B. 13 12 C. 17 12 D. 57 30. What is the solution to the system:

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x+y=5 x-y=1 A. x = 2, y = 3 B. x = 3, y = 2 C. x = 1, y = 4 D. x = 4, y = 1 2

−9 31. A function is defined as f (x) = xx−3 for x ̸= 3. What is the simplified form of f (x)?

A. x + 3 B. x − 3 C. x2 + 3 D. x2 − 3 32. Solve for x: log2 (x) + log2 (x − 2) = 3 A. 2 B. 4 C. 6 D. 8 33. A polynomial p(x) = x3 + 2x2 − 5x − 6 is divisible by x + 1. What is one of the other factors?

A. x2 + x − 6 B. x2 + x + 6 C. x2 + x − 2 D. x2 + 2x + 3 34. The arithmetic mean of 5 consecutive odd integers is 21. What is the smallest of the five numbers?

A. 14 B. 17 C. 19 D. 49 35. A right triangle has one leg of length 5 and hypotenuse of length 13. What is the length of the other leg?

A. 8

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B. 12 √ C. 119 D. 14 36. What is the remainder when 3x3 + 5x2 − x + 7 is divided by x − 2?

A. 19 B. 25 C. 42 D. 49 37. Which of the following is the solution set of |2x − 5| > 9?

A. x > 7 B. x < −2 or x > 7 C. x < −2 or x > 2 D. x < 2 or x > 7 38. The sum of the infinite geometric series 6 + 3 + 32 + . . . is: A. 12 B. 14 C. 15 D. 18 1 39. What is the solution to x1 + x+2 = 34 ?

A. x = 2 B. x = 4 C. x = 6 D. x = 8 40. Let a and b be such that a + b = 7 and ab = 10. What is a2 + b2 ?

A. 29 B. 39 C. 49 D. 59

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