[PDF] Official SAT Practice Test 2004 (old format).pdf | Plain Text

Taking the SAT Reasoning Test™ Practice Test Sections The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 4,500 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. For further information, visit www.collegeboard.com. Copyright © 2004 by College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Entrance Examination Board. CollegeEd, College Success, SAT Preparation Booklet, SAT Preparation Center, SAT Professional Development, SAT Reasoning Test, ScoreWrite, and The Official SAT Online Course are trademarks owned by the College Entrance Examination Board. PSAT/NMSQT is a registered trademark of the College Entrance Examination Board and National Merit Scholarship Corporation. The materials in these files are intended for individual use by students getting ready to take an SAT Program test; permission for any other use must be sought from the SAT Program. Schools (state-approved and/or accredited diploma-granting secondary schools) may reproduce them, in whole or in part, in limited quantities, for face-to-face guidance/teaching purposes but may not mass distribute the materials, electronically or otherwise. These materials and any copies of them may not be sold, and the copyright notices must be retained as they appear here. This permission does not apply to any third-party copyrights contained herein.

About the Practice Test Take the practice test, which starts on page 35, to rein- force your test-taking skills and to be more comfortable when you take the SAT. This practice test will give you a good idea of what to expect on the actual test. However, the test you eventually take will differ in some ways. It may, for example, contain a different number of reading passages, and its sections may be in a different order. Although some editions of the SAT may be slightly easier or harder than others, statistical adjustments are made to ensure that each score indicates the same level of performance. Also, this practice SAT includes only six of the seven sections that the actual test contains. Section 4 has been omitted on this test because it contains questions that may be used in future editions of the SAT and because it does not count toward the scores. The practice test will help you most if you take it under conditions as close as possible to those of the actual test. FINDING YOUR SC ORES Your raw test scores are placed on the College Board scale of 200 to 800. Use the table on page 63 to find the scaled scores that correspond to your raw scores on this edition of the SAT. REVIEWING YOUR PERFORMANCE After you score your practice test, analyze your performance. Asking yourself these questions and following the sugges- tions can help you improve your scores: ❚ Did you run out of time before you finished a section? Try to pace yourself so you will have time to answer all the questions you can. Don’t spend too much time on any one question. ❚ Did you hurry and make careless mistakes? You may have misread the question, neglected to notice the word “except” or “best,” solved for the wrong value, or reversed column A and column B in your mind. ❚We re there questions you omitted that you might have gotten right if you had guessed? Did you lose points because of random guessing? Read page 4 again to determine when guessing might be helpful. ❚Did you spend too much time reading directions? Yo u should be familiar with the test directions so you don’t have to spend as much time reading them when you take the actual test. M ORE ABOUT SC ORING Your SAT answer sheet is scanned by machine and the oval you filled in for each question is recorded on a com- puter tape. Next, the computer compares the oval filled in for each question with the correct response. 30 T aking the SAT Reasoning Test 1. Set aside 2 1/2 hours of uninterrupted time. That way you can complete the entire test at one sitting. 2. Sit at a desk or table cleared of any other papers or books. Y ou won’t be able to take a dictionary, books, or notes into the test room. 3. Allow yourself the specified amount of time for each sec- tion. Have a timer or clock in front of you for pacing yourself on the sections. 4. Have a calcu- lator at hand when y ou take the math sections. This will help you determine how much to use a calculator the day of the test. 5. Read the instructions on page 35. They are reprinted from the back cover of the test book. On test day, you will be asked to read them before you begin answer- ing questions. 6. After you f inish, read page 63. Practice Test Tips Practice Test SAT Reasoning Test

Taking the SAT Reasoning Test 31 21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30 B C D E F G H I J A L M N O P Q RS T K V W X YZ U B C D E F G H I J A L M N O P Q RS T K V W X YZ U B C D E F G H I J A L M N O P Q RS T K V W X YZ U B C D E F G H I J A L M N O P Q RS T K V W X YZ U B C D E F G H I J A L M N O P Q RS T K V W X YZ U B C D E F G H I J A L M N O P Q RS T K V W X YZ U 0 1 2 3 1. Your Name Last Name (First 4 Letters) First init. Mid. init. 3. Date of Birth Month Day Year J an. Feb. Mar. Apr. May J une July A ug. Sept. Oct. Nov. Dec. 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 B C D E F G H I J A L M N O P Q RS T K V W X Y Z U B C D E F G H I J A L M N O P Q R S T K V W X Y Z U 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 8. Form Code(Copy and grid as on back of test book.) 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 6. Registration Number (Copy from Admission Ticket.) 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 4. Social Security Number 9. Test Form (Copy from back of test book.) (Copy from front of test book.) Female Male 5. Sex 7. Test Book Serial Number Use a No. 2 pencil only. Be sure each mark is dark and completely fills the intended oval. Completely erase any errors or stray marks. ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE ABCDE ABC DE ABCDE ABCDE IMPORTANT: Fill in items 8 and 9 exactly as shown on the back of test book. FOR ETS USE ONLY 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces b lank. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20 31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40 SECTION 1 1 SECTION 2 2 2.Y our Name:(Print) Signature: Home Address: (Print) Center: Last First M.I. Date: Number and Street City State Zip Code Center Number (Print) City State I agree to the conditions on the back of the SAT test book. 0 1 2 3 4 5 6 7 8 9 SAT Reasoning Test 725217

32 Taking the SAT Reasoning Test ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE DO NOT WRITE IN THIS AREA. SECTION 3 3 Use a No. 2 pencil only. Be sure each mark is dark and completely fills the intended oval. Completely erase any errors or stray marks. Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces b lank. 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 31 32 33 34 35 36 37 38 39 40 ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ONLY ANSWERS ENTERED IN THE OVALS IN EACH GRID AREA WILL BE SCORED. Y OU WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE OVALS. 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 21 22 23 24 16 17 18 19 20 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 25 ERASE ANY ERRORS OR STRAY MARKS COMPLETELY. PLEASE PRINT YOUR INITIALS First Middle Last P age 2 SAT Reasoning Test If section 3 is a math section that does not contain multiple-choice, continue to item 16 below. Otherwise, continue to item 16 ab ove.

Taking the SAT Reasoning Test 33 ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE DO NOT WRITE IN THIS AREA. SECTION 4 4 Use a No. 2 pencil only. Be sure each mark is dark and completely fills the intended oval. Completely erase any errors or stray marks. Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces b lank. 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 31 32 33 34 35 36 37 38 39 40 ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ONLY ANSWERS ENTERED IN THE OVALS IN EACH GRID AREA WILL BE SCORED. Y OU WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE OVALS. 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 21 22 23 24 16 17 18 19 20 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 25 ERASE ANY ERRORS OR STRAY MARKS COMPLETELY. PLEASE PRINT YOUR INITIALS First Middle Last P age 3 SAT Reasoning Test If section 4 is a math section that does not contain multiple-choice, continue to item 16 below. Otherwise, continue to item 16 ab ove. Section 4, the equating section of this practice test, has been omitted.

34 Taking the SAT Reasoning Test ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE SECTION 5 5 P age 4 Use a No. 2 pencil only. Be sure each mark is dark and completely fills the intended oval. Completely erase any errors or stray marks. Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces b lank. 21 22 23 24 25 26 27 28 29 1 2 3 4 5 6 7 8 9 10 11 12 13 14 16 17 18 19 20 31 32 33 34 35 36 37 38 39 40 ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE SECTION 6 6 SECTION 7 7 15 30 ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE 6 7 8 9 10 1 2 3 4 5 11 12 13 14 1516 17 18 19 20 ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE ABCDE 6 7 8 9 10 1 2 3 4 5 11 12 13 14 1516 17 18 19 20 CERTIFICATION STATEMENT Copy the statement below (do not print) and sign your name as you would an official document. Signature: Date: I hereby agree to the conditions set forth online at www.collegeboard.com and/or in the Registration Bulletin and certify that I am the person whose name and address appear on this answer sheet. Special Questions 1 2 3 ABCDE ABCDE ABCDE SAT Reasoning Test Q2987/06-09/1 11030 • 09132 • TF64M800e 1234 MH04126 Copyright © 2004 by College Entrance Examination Board. All rights reserved. College Board and the acorn logo are registered t rademarks of the College Entrance Examination Board. SAT Reasoning Test is a trademark owned by the College Entrance Examination Board.

Taking the SAT Reasoning Test 35

36 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. SECTION 1 Time — 30 minutes 25 Questions Directions: In this section solve each problem, using any available space on the page for scratchwork. Then decide which is the best of the choices given and fill in the corresponding oval on the answer sheet. Notes: 1.The use of a calculator is permitted. All numbers used are real numbers. 2.Figures that accompany problems in this test are intended to provide information useful in solving the problems. They are drawn as accurately as possible EXCEPT when it is stated in a specific problem that the figure is not drawn to scale. All figures lie in a plane unless otherwise indicated. h r r h b A = πr 2 C = 2πr A = 1 bh V = wh V = πr 2h The number of degrees of arc in a circle is 360. The measure in degrees of a straight angle is 180. The sum of the measures in degrees of the angles of a triangle is 180. b ac c2 = a 2 + b 2 Special Right Triangles 3 2x x 60 30 s2 s45 45 A = w w wh Reference Information 2 xs 1.If 3 93 2 = + x, what is the value of x ? (A) −5 9 (B) 7 3 (C) 3 (D) 7 (E) 25 3 x x x x x AB PC D 2.In the figure above, point P is on line . What is the value of x ? (A) 15 (B) 26 (C) 30 (D) 35 (E) 36 √ √

Taking the SAT Reasoning Test 37 Unauthorized copying or reuse of any part of this page is illegal. SID’S CHECKING ACCOUNT DaysChange in Account Balance (in dollars) Monday +20 Tuesday −13 Wednesday −16 Thursday +9 Friday −12 3.The chart above shows the dollar amounts that were added to or subtracted from Sid’s checking account on each of 5 days. According to the chart, the total change in Sid’s account balance for all five days is equal to the change in the account balance for which single day? (A) Monday (B) Tuesday (C)Wednesday (D) Thursday (E) Friday 4.In the xy-coordinate plane, the coordinates of three vertices of a rectangle are (, ),15 (, ),52 and (, ).55 What are the coordinates of the fourth vertex of the rectangle? (A) (, )12 (B) (, )17 (C) (, )21 (D) (, )25 (E) (, )57 5.Francis bought a stereo for x dollars and sold it at a 3 percent pr ofit. Which of the following gives the amount of Francis’ profit? (A) $0.03x (B) $0.07x (C) $0.30x (D) $0.70x (E) $0.97x 48 3 K m = 6.In the equation above, K is a digit in the three-digit number 4K8, and m is a positive integer. Which of the following could be the digit K ? (A) 1 (B) 3 (C) 4 (D) 5 (E) 7 7.If wxz and wyz, which of the following statements must be true? I. wz < II. xy< III. yz< (A) I only (B) II only (C) III only (D)I and III only (E) I, II, and III 6213,,, 8.If k is a number so that the sum of k and any number in the set above is also in the set, what is the value of k ? (A) 5 (B) 4 (C) 1 (D) 0 (E) 1 {}

38 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. 9.The figure above shows a ramp that extends from level ground to the bed of a truck. What is the slope of the ramp? (A) 1 4 (B) 1 3 (C) 4 3 (D) 3 (E) 4 80, 80, 84, 85, 88, 92, 97, 98 10.The average (arithmetic mean) of the 8 numbers listed above is 88. Of the following, which pair of numbers could be removed from the list without changing the average? (A) 80 and 97 (B) 80 and 98 (C) 84 and 92 (D) 84 and 97 (E) 85 and 92 11.If nk=64 and n and k are integers, which of the following could NOT be a value of n ? (A) 16 (B) 8 (C) 4 (D) 2 (E) −2 12.Three percent of 4,200 is equal to 6 percent of what number? (A) 8,400 (B) 2,100 (C) 1,260 (D) 252 (E) 126 13.Four lines are drawn through the center of the rectangle shown above. What fraction of the area of the rectangle is shaded? (A) 3 8 (B) 1 4 (C) 1 8 (D) 1 10 (E) 1 16 14.If 7x is 24 more than x, then x2 is how much more than x? (A) 49 7− (B) 24 (C) 14 (D) 26 (E) 6 Note: Figure not drawn to scale.

Taking the SAT Reasoning Test 39 Unauthorized copying or reuse of any part of this page is illegal. 15.The pie chart above shows the three sources for Lana’s college tuition. If 1 4 of the total amount was from scholarships and 1 3 was from student loans, what is the value of x ? (A) 120 (B) 130 (C) 140 (D) 150 (E) 160 16.If a is greater than 4, then, of the following, which will always have the least value? (A) 4 1 a − (B) 4 a (C) 4 1 a+ (D) a 4 (E) a+1 4 17.A circle of radius 4 and a circle of radius 5 have exactly one point in common. If P is a point on one circle and Q is a point on the other circle, what is the maximum possible length of segment PQ ? (A) 9 (B) 10 (C) 13 (D) 14 (E) 1818.The sum of five consecutive whole numbers is less than 25. One of the numbers is 6. Which of the following is the greatest of the consecutive numbers? (A) 6 (B) 7 (C) 8 (D) 9 (E) 10 19.If xx xx n + ()() =+()22 24 2 for all values of x, what is the value of n ? (A) 1 (B) 2 (C) 3 (D) 4 (E)It cannot be determined from the information given. 20.The coordinates of three points are given in the figure above. Which of the following must be true? I. bc= II. fe> III. ad+=0 (A) None (B) I only (C)I and II only (D) II and III only (E) I, II, and III
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40 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. 21.Emerson School has s students equally divided among c classes. The school wants to order enough health textbooks so that each student will have a book and each class will have 2 extra books. How many health textbooks does the school need to order? (A) s c+2 (B) s+2 (C) sc+2 (D) cs+2 (E) cs+ () 2 22.When a coin is tossed in an experiment, the result is either a head or a tail. A head is given a point value of 1 and a tail is given a point value of 1. If the sum of the point values after 50 tosses is 14, how many of the tosses must have resulted in heads? (A) 14 (B) 18 (C) 32 (D) 36 (E) 39 23.If a triangle has exactly one of its vertices on a circle, which of the following CANNOT be the number of points that the triangle and the circle have in common? (A) Two (B) Three (C) Four (D) Five (E) SixList I List II 23 45 76 24.One number is to be selected at random from each of the lists above. What is the probability that both of the numbers selected will be less than 5 ? (A) 1 9 (B) 2 9 (C) 1 3 (D) 4 9 (E) 5 9 25.How many positive integers less than 1,001 are divisible by either 2 or 5 or both? (A) 400 (B) 500 (C) 540 (D) 600 (E) 700 STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test. −

Taking the SAT Reasoning Test 41 Unauthorized copying or reuse of any part of this page is illegal. SECTION 2 Time — 30 minutes 35 Questions Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding oval on the answer sheet. Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole. Example: Medieval kingdoms did not become constitutional republics overnight; on the contrary, the change was -------. (A) unpopular (B) unexpected (C) advantageous (D) sufficient (E) gradual A B C D E 1.The critics reacted to the new book with enthusiasm: not one of their reviews was -------. (A) derogatory (B) professional (C) episodic (D) didactic (E) unsolicited 2.Marie Curie’s more ------- achievements often ------- the contributions of her daughter, Irène Joliet-Curie, even though each woman won a Nobel Prize for Chemistry. (A) perplexing . . clarify (B) famous . . overshadow (C) pioneering . . duplicate (D) neglected . . invalidate (E) inspiring . . complement 3.Oddly, a mere stranger managed to ------- Joanna’s disappointment, while even her closest friends remained oblivious. (A) arouse (B) perceive (C) warrant (D) discredit (E) misrepresent 4.Although they never referred to it -------, the two actors had a ------- agreement never to mention the film that had almost ended their careers. (A) vaguely . . clandestine (B) systematically . . presumptuous (C) longingly . . haphazard (D)obliquely . . verbose (E) directly . . tacit5.Company employees were quite pleased with their efficient new work area because it provided an ideal climate ------- increased productivity. (A) inimical to (B) conducive to (C) shadowed by (D) stifled by (E) precipitated by 6.Crumbling masonry is ------- of the ------- that long exposure to the elements causes to architecture. (A) refutation . . damage (B) reflective . . uniformity (C) indicative . . amelioration (D) denial . . weathering (E) evidence . . havoc 7.At bedtime the security blanket served the child as ------- with seemingly magical powers to ward off frightening phantasms. (A) an arsenal (B) an incentive (C) a talisman (D) a trademark (E) a harbinger 8.Military victories brought tributes to the Aztec empire and, concomitantly, made it -------, for Aztecs increas- ingly lived off the vanquished. (A) indecisive (B) pragmatic (C) parasitic (D) beneficent (E) hospitable 9.Unlike sedentary people, ------- often feel a sense of rootlessness instigated by the very traveling that defines them. (A) athletes (B) lobbyists (C) itinerants (D) dilettantes (E) idealists 10.The researchers were ------- in recording stories of the town’s African American community during the Depression, preserving even the smallest details. (A) obstreperous (B) apprehensive (C) compensatory (D) radicalized (E) painstaking

42 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. Each question below consists of a related pair of words or phrases, followed by five pairs of words or phrases labeled A through E. Select the pair that best expresses a relationship similar to that expressed in the original pair. Example: CRUMB : BREAD :: (A) ounce : unit (B) splinter : wood (C) water : bucket (D) twine : rope (E) cream : butter A C D E 11.WOOD : ROTTEN :: (A) soil : sandy (B) water : frozen (C) paper : crumpled (D) bread : moldy (E) glass : broken 12.RIDDLE : SOLUTION :: (A) legend : key (B) puzzle : skill (C) question : answer (D) joke : amusement (E) problem : dilemma 13.CUFF : WRIST :: (A) cast : arm (B) collar : neck (C) belt : trousers (D) mask : face (E) zipper : jacket 14.FREIGHTER : CARGO :: (A) suitcase : clothing (B)elevator : building (C) theater : audience (D) ship : anchor (E) supermarket : groceries 15.SYMPHONY : INSTRUMENTALISTS :: (A)jingle : rhymes (B) illusion : viewers (C) palace : rooms (D) poem : verses (E)play : actors 16.INTERSECTION : STREETS :: (A) collision : automobiles (B) crosswalk : lights (C)corner : blocks (D) traffic : roads (E)junction : highways17.REPUGNANCE : DISTASTE :: (A) confidence : insecurity (B) horror : fear (C) anger : forgiveness (D) misfortune : pity (E) trauma : recovery 18.MOLT : SKIN :: (A) shear : wool (B)shed : hair (C)stimulate : nerve (D)fracture : bone (E) prune : tree 19.COURSE : SWERVE :: (A) ritual : observe (B) consensus : agree (C)topic : digress (D) arrival : depart (E)signature : endorse 20.TABLE : DATA :: (A) ledger : transactions (B)microscope : specimens (C)flask : liquids (D)chart : presentations (E)experiment : facts 21.GLUTTON : VORACIOUS :: (A) stickler : fussy (B)snob : congenial (C) host : kindly (D)defector : national (E) tourist : residential 22.IMMATERIAL : RELEVANCE :: (A) unnatural : norm (B) superficial : profundity (C) improbable : skepticism (D) polished : refinement (E) questionable : rebuttal 23.DRONE : INFLECTION :: (A)shriek : screaming (B)thunder : subtlety (C) hush : encouragement (D) carp : castigation (E) sip : thirst

Taking the SAT Reasoning Test 43 Unauthorized copying or reuse of any part of this page is illegal. The two passages below are followed by questions based on their content and on the relationship between the two passages. Answer the questions on the basis of what is stated or implied in the passages and in any introductory material that may be provided. Questions 24-35 are based on the following passages. The two passages below discuss the detective story. Passage 1 was written by Dorothy Sayers (1893-1957), a British literary critic and writer of detective stories. Passage 2 was written by Raymond Chandler (1888-1959), an American writer of detective stories. Passage 1 As the detective ceases to be impenetrable and infallible and becomes a person touched with feeling for our infirmi- ties, so the rigid technique of the art necessarily expands a little. In its severest form, the detective story is a pure and analytical exercise and, as such, may be a highly finished 5 work of art, within its highly artificial limits. There is one respect, at least, in which the detective story has an advan- tage over every other kind of novel. It possesses an Aristo- telian perfection of beginning, middle, and end. A definite and single problem is set, worked out, and solved; its 10 conclusion is not arbitrarily conditioned by marriage or death. It has the rounded (though limited) perfection of a triolet. 1 The farther it escapes from pure analysis, the more difficulty it has in achieving artistic unity. It does not, and by hypothesis never can, attain the loft- 15 iest level of literary achievement. Though it deals with the most desperate effects of rage, jealousy, and revenge, it rarely touches the heights and depths of human passion. It presents us only with a fait accompli, 2 and looks upon death with a dispassionate eye. It does not show us the 20 inner workings of the murderer’s mind — it must not, for the identity of the criminal is hidden until the end of the book. The victim is shown as a subject for analysis rather than as a husband and father. A too-violent emotion flung into the glittering mechanism of the detective story jars the 25 movement by disturbing its delicate balance. The most successful writers are those who contrive to keep the story running from beginning to end upon the same emotional level, and it is better to err in the direction of too little feeling than too much. 30 Passage 2 In her introduction to the first Omnibus of Crime, Dorothy Sayers wrote that the detective story “does not, and by hypothesis never can, attain the loftiest level of literary achievement.” And she suggested somewhere else that this is because it is a “literature of escape” and not “a 35 literature of expression.” I do not know what the loftiest level of literary achievement is; neither did Aeschylus or Shakespeare; neither did Miss Sayers. Other things being equal, which they never are, books with a more powerful theme will provoke a more powerful performance. Yet 40 some very dull books have been written about God, and some very fine ones about how to make a living and stayfairly honest. It is always a matter of who writes the stuff, and what the individual has to write it with. As for litera- ture of expression and literature of escape, this is critics’ 45 jargon, a use of abstract words as if they had absolute meanings. Everything written with vitality expresses that vitality; there are no dull subjects, only dull minds. All people who read escape from something else into what lies behind the printed page; the quality of the dream may be 50 argued, but its release has become a functional necessity. All people must escape at times from the deadly rhythm of their private thoughts. It is part of the process of life among thinking beings. It is one of the things that distinguish them from the three-toed sloth. I hold no particular brief for the 55 detective story as the ideal escape. I merely say that all reading for pleasure is escape, whether it be Greek or The Diary of the Forgotten Man. To say otherwise is to be an intellectual snob, and a juvenile at the art of living. I think that what was really gnawing at Dorothy Sayers’ 60 mind was the realization that her kind of detective story was an arid formula that could not even satisfy its ow n implications. It was second-rate literature because it was not about the things that could make first-rate literature. If it started out to be about real people (and she could 65 write about them — her minor characters show that), they must very soon do unreal things in order to conform to the artificial pattern required by the plot. When they did unreal things, they ceased to be real themselves. They became puppets and cardboard lovers and papier-mâché 70 villains and detectives of exquisite and impossible ge ntility. The only kind of writer who could be happy with these properties was the one who did not know what reality was. Dorothy Sayers’ own stories show that she was annoyed by this triteness: the weakest element in them is the part that 75 makes them detective stories, the strongest the part that could be removed without touching the “problem of logic and deduction.” Yet she could not or would not give her characters their heads and let them make their own mystery. 1A poetic stanza form2Accomplished fact 24.In Passage 1, a necessary limitation that Sayers finds in the detective story is its (A) exclusive concern with the criminal (B) use of illogical plot developments (C)emphasis on violent behavior (D) careless use of language (E)failure to explore emotions and motivations Line

44 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. 25.In the first paragraph of Passage 1, Sayers praises the detective story for (A) the suspense it provides (B) its adherence to a well-defined pattern (C) its lack of artificiality (D) the complexity of its situations and characters (E) its uniquely straightforward style 26.Sayers says that “it is better to err in the direction of too little feeling than too much” (lines 29-30) because she believes that (A)the story should focus on the solution of a problem (B) real emotions appear contrived in a detective story (C) a complex plot can provide enough emotional satisfaction to readers (D) the expression of too much emotion implies that the feelings are false (E) violent passion is not really the cause of most crimes 27.According to Sayers, as the characters in a detective story are made more real, the story becomes (A)more obviously factual (B) more likely to meet with critical approval (C) more open to varying interpretations (D) less emotionally satisfying (E) less viable as a detective story 28.In the first paragraph of Passage 2, Chandler regards the distinction between “literature of escape” and “literature of expression” as (A)more useful for beginning writers than for experienced ones (B) helpful in establishing the true place of the detective story within the realm of literature (C)a concept that is less appropriate for critics than for creative writers (D) an example of literary criticism that means less than it appears to (E)an example of the separation of a story’s structure from its content 29.Chandler indicates that the detective story is like othe r types of literature in that it (A) offers an alternative to the reader’s own inner world (B) evokes a feeling of excitement in the reader (C) is meant to be instructive as well as entertaining (D) permits the reader to understand the motives of fictional characters (E) accurately reflects a writer’s deepest personal concerns30.In context, “properties” (line 73) most nearly means (A)special capabilities (B) pieces of real estate (C) articles used on stage (D) characteristics (E) titles 31.The primary implication of Chandler’s final sentence (lines 78-79) is that (A) Sayers’ characters are far more interesting than Sayers herself (B)the mystery in Sayers’ novels owes too much to her concern with character development (C) too little prior planning went into the writing of Sayers’ novels (D) authors who are themselves mysterious are able to write good detective stories (E) plot evolves from character in a well-written detective story 32.What positive element in a good detective story does each passage emphasize? (A)Passage 1 emphasizes artistic unity; Passage 2 emphasizes a concern for realism. (B)Passage 1 emphasizes tragic potential; Passage 2 emphasizes literary greatness. (C)Passage 1 emphasizes emotional impact; Passage 2 emphasizes formal precision. (D)Passage 1 emphasizes originality of plot; Passage 2 emphasizes ornate style. (E)Passage 1 emphasizes character development; Passage 2 emphasizes escape from reality. 33.Passage 2 suggests that Chandler would most likely view the writers described by Sayers in lines 26-30 with (A) awe (B) envy (C) disapproval (D) amusement (E) tolerance

Taking the SAT Reasoning Test 45 Unauthorized copying or reuse of any part of this page is illegal. 34.Which of the following is a primary difference between the two passages? (A) Sayers is writing about escapist literature, whereas Chandler is writing about serious literature. (B) Sayers assumes an obligation to the reader, whereas Chandler does not. (C) Sayers offers an analysis of a form, whereas Chandler criticizes a particular writer. (D) Sayers regards the detective story more highly than does Chandler. (E) Sayers criticizes a literary form that Chandler defends.35.The two passages differ in that the tone of Passage 1 is (A) explanatory, whereas the tone of Passage 2 is confrontational (B) reflective, whereas the tone of Passage 2 is defensive (C) tentative, whereas the tone of Passage 2 is assertive (D) scholarly, whereas the tone of Passage 2 is amusing (E) apologetic, whereas the tone of Passage 2 is detached STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.

46 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. SECTION 3 Time — 30 minutes 25 Questions Directions: This section contains two types of questions. You have 30 minutes to complete both types. You may use any available space for scratchwork. Notes: 1.The use of a calculator is permitted. All numbers used are real numbers. 2.Figures that accompany problems in this test are intended to provide information useful in solving the problems. They are drawn as accurately as possible EXCEPT when it is stated in a specific problem that the figure is not drawn to scale. All figures lie in a plane unless otherwise indicated. h r r h b A = πr 2 C = 2πr A = 1 – bh V = wh V =πr 2h The number of degrees of arc in a circle is 360. The measure in degrees of a straight angle is 180. The sum of the measures in degrees of the angles of a triangle is 180. b ac c2 = a 2 + b 2 Special Right Triangles √3 2x x 60° 30° s2 s45° 45° A = w w wh Reference Information 2 xs EXAMPLES Column A Column B Answers 52 20 E1 x30 E2 r + 1s − 1 E3r and s are integers. x° 150° A B C D E A B C D E A B C D E Directions for Quantitative Comparison Questions Questions 1-15 each consist of two quantities in boxes, one in Column A and one in Column B. You are to compare the two quantities and on the answer sheet fill in oval 1. In some questions, information is given about one or both of the quantities to be compared. In such cases, the given information is centered above the two columns and is not boxed. 2. In a given question, a symbol that appears in both columns represents the same thing in Column A as it does in Column B. 3. Letters such as x, n, and k stand for real numbers. A if the quantity in Column A is greater; B if the quantity in Column B is greater; C if the two quantities are equal; D if the relationship cannot be determined from the information given. AN E RESPONSE WILL NOT BE SCORED. Notes: √

Taking the SAT Reasoning Test 47 Unauthorized copying or reuse of any part of this page is illegal. Column A Column B Column A Column B x is 4 greater than y. 1. x y+3 BC= 8 2. The length of segment AD32 A stadium contains 40,000 seats. At a certain event, 20 percent of the seats remained empty. 3. The number of empty seats800 4. The number of different two-letter pairs that can be formed using the letters C, A, and TThe number of different two-letter pairs that can be formed using the letters D, O, and G x is a positive even integer less than 10. 5. 3 +x 8 6. x wy+ 01

48 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. Column A Column B Column A Column B x> 0 9. x+ () 1 2 xx2 2 + Lines , m, and n lie in plane P. 10. The number of points that lie on more than one of the three lines2 11. n+1n1 xy =1 12. 23x y − 23yx Sarah either drives her car to work or walks to work. Sarah never drives her car to work on a sunny day. It takes Sarah 20 minutes to walk to work and 5 minutes to drive to work. 13. The time that it takes Sarah to get to work on a rainy day15 minutes 01

Taking the SAT Reasoning Test 49 Unauthorized copying or reuse of any part of this page is illegal. Directions for Student-Produced Response Questions Each of the remaining 10 questions requires you to solve the problem and enter your answer by marking the ovals in the special grid, as shown in the examples below. Decimal Accuracy: If you obtain a decimal answer, enter the most accurate value the grid will accommodate. For example, if you obtain an answer such as 0.6666 . . . , you should record the result as .666 or .667. Less accurate values such as .66 or .67 are not acceptable. Acceptable ways to grid = .6666 . . . 2 3 Note: You may start your answers in any column, space permitting. Columns not needed should be left blank. Mark no more than one oval in any column. Because the answer sheet will be machine- scored, you will receive credit only if the ovals are filled in correctly. Although not required, it is suggested that you write your answer in the boxes at the top of the columns to help you fill in the ovals accurately. Some problems may have more than one correct answer. In such cases, grid only one answer. No question has a negative answer. Mixed numbers such as 2 must be gridded as 2.5 or 5 2. (If is gridded, it will be interpreted as , not . )1 2 21 2 • • • • • • 1 2 3 4 5 6• 0 1 2 3 4 5 6• 0 1 2 3 4 5 6• 0 1 2 3 4 5 6• 1 2 3 4 5 6• 0 1 2 3 4 5• 0 1 2 3 4 5• 0 1 2 3 4 5• 1 2 3 4 5 6• 0 1 2 3 4 5• 0 1 2 3 4 5• 0 1 2 3 4 5 6• Answer: 2.5 Fraction line Decimal point Write answer in boxes. Grid in result. Answer: 201 Either position is correct. 7 12 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 91 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 90 1 2 3 4 5 6 7 8 91 2 3 40 1 2 3 40 1 2 3 40 1 2 3 40 1 2 3 40 1 2 30 1 2 3 1 2 3 •••• •••• •••• •••• or 7 12 Answer: 1 2 2 • 16.If 218x+=, what is the value of 4 1 x+ ?17.If the ratio of x to 900 is equal to the ratio of 2 to 3, and if the ratio of 900 to g is equal to the ratio of 3 to 5, what is the value of xg+ ?

50 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. 18.For positive integers a, b, c, and d, is defined as the greater number in the top row minus the lesser number in the bottom row. What is the value of ? 19.The lengths of two sides of an isosceles triangle are 3 and 4. What is one possible length of the third side?APARTMENT FEATURES Fireplace Yes NoTotals Yes 3 Built-in Bookcases No 5 Totals 19 30 20.The partially completed chart above refers to 30 apartments, 19 of which have fireplaces. How many of the 30 apartments have built-in bookcases? 21.If x and y are positive, yx3, and xy = 54, what is the value of y x? = −

Taking the SAT Reasoning Test 51 Unauthorized copying or reuse of any part of this page is illegal. 22.The average (arithmetic mean) of a set of 10 different numbers is 100. If the numbers 90 and 70 are removed from the set, what is the average of the remaining numbers? 23.A rectangle measuring 9 centimeters by 12 centimeters is completely divide d into t nonoverlapping triangles, each with sides of length 3 centimeters, 4 centimeters, and 5 centimeters. What is the value of t ? A PB 24.In the figure above, the seven small circles, which have equal radii, and the large circle share only those points on the circles that are marked. Point P is the center of the large circle and PA and PB are radii. The area of the shaded portion is how many times the area of one of the small circles? 25.Diana ran a race of 700 meters in two laps of equal distance. Her average speeds for the first and second laps were 7 meters per second and 5 meters per second, respectively. What was her average speed for the entire race, in meters per second? STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.

52 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. SECTION 5 Time — 30 minutes 30 Questions Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding oval on the answer sheet. Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole. Example: Medieval kingdoms did not become constitutional republics overnight; on the contrary, the change was -------. (A) unpopular (B) unexpected (C) advantageous (D) sufficient (E) gradual A B C D E 1.With scant rainfall and a history of -------, the country is one of the world’s most arid. (A) monsoons (B) farming (C) drought (D) manufacturing (E) conservation 2.The three designers ------- the new project, ------- their individual talents and many years of experience. (A) boycotted . . brandishing (B) commended . . belittling (C) agonized over . . compensating (D) quarreled over . . combining (E)collaborated on . . pooling 3.Scratching, though a useful self-remedy for an occasional itch, can ------- a problem by damaging the skin if performed too -------. (A) exacerbate . . vigorously (B) cure . . carefully (C) worsen . . refreshingly (D) clarify . . abrasively (E)exonerate . . violently 4.Climate models do not yield ------- forecasts of what the future will bring; such models serve only as a clouded crystal ball in which a range of ------- possibilities can be glimpsed. (A) meteorological . . discarded (B) definitive . . plausible (C) practical . . impeccable (D) temporal . . scientific (E) conventional . . forgotten5.To her great relief, Jennifer found that wearing sunglasses in bright sunlight helped to ------- her headaches. (A) ascertain (B) dislocate (C) mitigate (D) extend (E) propagate 6.The cellist Yo-Yo Ma performs both classical and contemporary works; he is honored both as an active ------- of the new and as ------- interpreter of the old. (A)excluder . . a disciplined (B) reviler . . an unparalleled (C) disparager . . a pathetic (D)champion . . an inadequate (E) proponent . . an incomparable 7.The ------- of the program charged with developing a revolutionary reactor based on nuclear fusion confi- dently predicted that there would soon be proof of the reactor’s ------- . (A)directors . . redundancy (B)adversaries . . profitability (C) originators . . futility (D) critics . . efficiency (E) advocates . . feasibility 8.Despite his freque nt shifting of allegiance, Johnson is not a flagrant -------, but he is nonetheless a striking specimen of moral -------. (A) novice . . excellence (B) malefactor . . earnestness (C) idealist . . ignorance (D) opportunist . . equivocation (E) paragon . . immaturity 9.Through a series of -------, Professor Juárez presented a dramatic narrative that portrayed life in the ancient Mayan city. (A) conundrums (B) vignettes (C) dynamics (D) factors (E) tangents

Taking the SAT Reasoning Test 53 Unauthorized copying or reuse of any part of this page is illegal. Each question below consists of a related pair of words or phrases, followed by five pairs of words or phrases labeled A through E. Select the pair that best expresses a relationship similar to that expressed in the original pair. Example: CRUMB : BREAD :: (A) ounce : unit (B) splinter : wood (C) water : bucket (D) twine : rope (E) cream : butter A C D E 10.BATON : CONDUCTOR :: (A) brush : painter (B) rhythm : dancer (C) desk : clerk (D) book : author (E) costume : actor 11.SCENT : SKUNK :: (A) tail : ferret (B) mane : horse (C) lungs : dolphin (D)plumage : cardinal (E)quills : porcupine 12.PRECINCT : CITY :: (A) area : perimeter (B) department : company (C) cubbyhole : belongings (D) neighborhood : residents (E) library : repository 13.SOMNOLENT : WAKEFUL :: (A) envious : fortunate (B) benevolent : kind (C) adamant : rigid (D) graceful : clumsy (E) defiant : autocratic 14.SYMMETRY : EYE :: (A)melody : voice (B)choreography : feet (C) applause : hands (D) pungency : tongue (E) harmony : ear 15.QUACK : DOCTOR :: (A) charlatan : impostor (B) pretender : monarch (C)defendant : prosecutor (D) arbitrator : judge (E) professional : amateurEach passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or implied in each passage and in any introductory material that may be provided. Questions 16-24 are based on the following passage. In this excerpt from a 1994 article, a biologist discusses his research expedition to Indonesia. Over the course of millions of years, humans throughout the world have built up a knowledge of their local natural environment so extensive that not even professional biol- ogists can hope to capture more than a small fraction of it, and other members of urban and industrialized societies can 5 scarcely imagine it. At the end of the twenty-four days that I spent with the Ketengban people of New Guinea, I felt like a narrow-minded boor because I had so often nudged the subject back to birds when they began to talk of anything else. Even for very rare bird species, such as New Guinea’s 10 leaden honey-eater and garnet robin, the Ketengbans rattled off the altitudes at which the birds lived, the other species with which they associated, the height above the ground at which they foraged, their diet, adult call, juvenile call, sea- sonal movements, and so on. Only by cutting short the 15 Ketengbans’ attempts to share with me their equally detailed knowledge of local plant, rat, and frog species could I record even fragments of their knowledge of birds in twenty-four days. Traditionally, the Ketengbans acquired this knowledge 20 by spending much of their time in the forest, from child- hood on. When I asked my guide, Robert Uropka, how, lacking binoculars and the sight of one eye, he had come to know so much about a tiny, dull-plumed warbler species that lives in the treetops, he told me that as children he and 25 his playmates used to climb trees, build blinds * in the can- opy, and observe and hunt up there. But all that is changing, he explained, as he pointed to his eight-year-old son. Child- ren go to school now, and only at vacation times can they live in the forest. The results, as I have seen elsewhere in 30 New Guinea, are adult New Guineans who know scarcely more about birds than do most American city dwellers. Compounding this problem, education throughout Indonesian New Guinea is in the Indonesian national language, not in Ketengban and the 300 other indigenous 35 languages. Radio, TV, newspapers, commerce, and govern- ment also use the Indonesian national language. While the reasoning behind such decisions is, of course, understand- able, the outcome is that all but 200 of the modern world’s 6,000 languages are likely to be extinct or moribund by the 40 end of the next century. As humanity’s linguistic heritage disintegrates, much of our traditional, mostly unrecorded knowledge base vanishes with it. The analogy that occurs to me is the final destruction, in 391 A.D., of the largest library of the ancient world, at 45 Alexandria. The library housed all the literature of Greece, plus much literature of other cultures, most of which, as a result of that library’s burning, was lost to later generations. Line

54 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. The ongoing loss today that draws most public attention is the loss of biodiversity; that is, the loss of variety in nature. In that loss, nature is viewed as the victim, humans as the villains. But there is also a parallel loss in which humans are both victims and unwitting villains. Not only are species 50 going extinct, but so is much of our information about those species that survive. In the future, no children will grow up in the forest, where they could receive or redis- cover that knowledge. Certainly, professional biologists don’t have the necessary time — I count myself lucky if I 55 can spend one month every year or two in New Guinea. It is as if we are burning most of our books, while the lan- guages of those books that remain become as lost to us as the texts written 3,000 years ago in ancient Crete in what is the still-undecipherable ancient Greek script. 60 * A blind is an enclosure for observing wildlife. 16.In line 4, “capture” most nearly means (A)control (B) grab (C) acquire (D) win (E) attract 17.The author mentions “New Guinea’s leaden honey-eater and garnet robin” (lines 10-11) primarily in order to illustrate (A) critical information affecting the Ketengbans’ daily lives (B) the number of bird species now in danger of becoming extinct (C) the difficulty biologists encounter in finding and observing rare bird species (D) the Ketengbans’ ability to observe and recollect details about their environment (E) the Ketengbans’ exclusive interest in rare species of birds 18.In recounting his conversation with Robert Uropka (lines 22-32), the author suggests that (A) the Ketengbans lead simple lives far from civilization (B) the Ketengbans’ natural environment is rapidly being destroyed (C) only through sustained intimacy with nature can one really know it (D) children are usually more interested in nature than are adults because they study biology in school (E) New Guineans without formal education will remain oblivious to issues of biodiversity 19.In line 33, “Compounding” most nearly means (A) adjusting to (B) adding to (C) combining (D) computing (E) comprising20.The analogy mentioned in lines 44-48 primarily sup- ports the author’s argument by (A)linking the glory of past cultures with the achieve- ments of modern technology (B) contrasting the effect of a catastrophic event with the deliberate destruction of large forests (C)connecting two historical movements that serve as dramatic illustrations (D)comparing the scale of an ancient disaster to the projected impact of a current trend (E)presenting two contradictory views of an eternal human impulse 21.According to the author, as indigenous languages dis- appear, which of the following is most likely to occur? (A) Natural environments will be less effectively managed. (B) The popularity of electronic and print media will increase. (C) Linguists and biologists will begin to share their findings. (D) Human beings will become estranged from their natural environment. (E) Libraries will become repositories for the litera- ture of extinct languages. 22.The “unwitting villains” (line 53) will eventually cause the (A) neglect of plant and animal life (B)restriction of free speec h in certain societies (C) shift from intuition to hard science (D)eradication of crucial oral traditions (E)destruction of texts pr oduced by indige nous cultures 23.According to the author, which of the following would best advance the kind of work he has done with the Ketengbans? (A) Increasing the literacy rate among indige nous peoples (B) Improving the economic conditions of rural Indonesians (C)Overcoming the Ketengbans’ suspicions about the motives of researchers (D) Achieving greater access to the Ketengbans in their natural habitat (E) Extending the time that researchers spend inter- viewing indigenous peoples

Taking the SAT Reasoning Test 55 Unauthorized copying or reuse of any part of this page is illegal. 24.The primary purpose of the passage is to (A)warn readers about the consequences of urban living (B) convey the sense of adventure associated with research (C) reveal how certain detailed knowledge may disappear (D) elicit sympathy for the Ketengban children (E)credit its author for his appreciation of Kete ngban culture Questions 25-30 are based on the following passage. In 1927 Charles Lindbergh, a pilot from the United States, became the first person to fly solo across the Atlantic Ocean. When he landed in France, he was hailed as a hero of the age. In this passage, a historian considers the reaction to Lindbergh’s achievement. Was Lindbergh in any sense a creation of the press? The press was at its apogee in the 1920’s. Never before or since have there been as many newspapers or as many readers of the printed word. The press was the source of news, infor- mation, and entertainment. Every European capital had 5 dozens of newspapers. Many editors, moreover, did judge the Lindbergh flight to be the biggest news story since the First World War. But though it played an important role in informing the world of Lindbergh’s feat and the acclaim it met, the 10 press can scarcely be charged with creating the American’s renown. At most one can say that the printed word and the paucity of pictorial evidence encouraged some people to venture forth to the airfield and into the streets to try to catch a glimpse of the modern hero. On the whole, the press 15 followed the excitement rather than created it. In fact, before Lindbergh’s departure from New York there was scant mention in the European press of the impending venture. The sensational story blossomed in people’s minds before it reached the front pages, while Lindbergh was over the 20 Atlantic. The acclaim, then, has to be put into a broader context if its dimensions are to be appreciated. Lindbergh, through his achievements and character, seemed to satisfy the needs of many Europeans who believed that their world was in the 25 throes of decline. Since the end of the war, eight and a half years earlier, Europe had slumped into a monumental mel- ancholy. What was being lost, many felt, was the prewar world of values, of decorum, of positive accomplishment, of grace. It was a world that had room and ready recogni- 30 tion for individual achievement based on effort, preparation, courage, staying power. It was a world in which people used the machine and technology to conquer nature, inwhich means were subordinate to ends. It was a world revolving ar ound family, religion, and the good and 35 moral life. For those who remembered this world, what a hero Lindbergh was! He was homespun to the core. He was solicitous about mothers, children, animals. He did not drink or smoke or even dance. He rejected all the mone- 40 tary and material rewards and temptations that were dan- gled before him: not only free clothes and meals, but houses and enormous sums of money offered for appear- ances in film, on stage, on radio, or in advertisements. Lindbergh was interpreted as a model for the old order in 45 meeting and overcoming the challenges of the modern age. Europeans adored him for his restraint, and they adopted this heroic individual from small-town, midwestern America as one of their own. 25.The author’s primary purpose in the passage is to (A)suggest why Lindbergh’s feat appealed to Europeans (B) suggest that Lindbergh’s fame was not deserved (C)suggest that the press created Lindbergh’s celebrity (D)question other historians’ accounts of Lindbergh’s flight (E)question Lindbergh’s motivation for making the flight 26.Which answer best summarizes the author’s response to the opening question in line 1 ? (A) Yes, because the press publicized Lindbergh’s activities in Europe (B)Yes, because Lindbergh would never have attempted the flight without the support of the press (C)No, because Lindbergh’s fame was due to film appearances rather than press coverage (D)No, because Lindbergh’s fame developed among the people of Europe before extensive press coverage began (E)No, because Lindbergh’s fame lasted long after the press ceased reporting about him Line

56 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. 27.The author characterizes the European press of the 1920’s as (A) a sensationalistic institution unconcerned with objectivity and truth (B)an inconsequential institution that too often published articles devoid of social commentary (C) a respectable institution that rarely went beyond covering political and business news (D) a powerful institution that made huge profits for its owners (E) a thriving institution that fulfilled public needs 28.Lines 22-36 suggest that the author would most likely agree with which of the following statements? (A) Historical events should be assessed from an objective rather than a subjective standpoint. (B) Historical events should be studied in relation to the social context of the times. (C) Historical interpretations are best understood when personal accounts augment quantitative data. (D) Biographical accounts are usually more expansive than autobiographical ones. (E) Biographical accounts should be written by scholars with a broad knowledge of the subject’s early years.29.The author provides the information in lines 38-44 in order to show that Lindbergh was a (A) hero with idiosyncratic habits (B) typical American of the 1920’s (C) man who enjoyed notoriety (D) man with strongly held principles (E) natural-born actor 30.The author believes that the response in Europe to Lindbergh’s flight was chiefly a result of (A) the flight’s implications for economic progress (B) a fascination with the technological achievement (C) the public’s need for a positive role model (D) the public’s awareness of Lindbergh through press coverage (E) the public’s high regard for a military hero from the First World War STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.

Taking the SAT Reasoning Test 57 Unauthorized copying or reuse of any part of this page is illegal. SECTION 6 Time — 15 minutes 10 Questions Directions: In this section solve each problem, using any available space on the page for scratchwork. Then decide which is the best of the choices given and fill in the corresponding oval on the answer sheet. Notes: 1.The use of a calculator is permitted. All numbers used are real numbers. 2.Figures that accompany problems in this test are intended to provide information useful in solving the problems. They are drawn as accurately as possible EXCEPT when it is stated in a specific problem that the figure is not drawn to scale. All figures lie in a plane unless otherwise indicated. h r r h b A = πr 2 C = 2πr A = 1 – bh V = wh The number of degrees of arc in a circle is 360. The measure in degrees of a straight angle is 180. The sum of the measures in degrees of the angles of a triangle is 180. b ac Special Right Triangles √3 2x x 60° 30° s√2 s45° 45° A = w w wh Reference Information 2 xs 1.A car rental agency charges $15 a day plus $0.12 per mile for its rental cars. If these charges include tax, what is the total cost of traveling 400 miles in 3 days in a car rented from this agency? (A) $45 (B) $48 (C) $93 (D) $144 (E) $189 2.In the figure above, what is the value of x ? (A) 35 (B) 40 (C) 50 (D) 65 (E) 130 55° 75° x° V = πr 2h c 2 = a 2 + b 2

58 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. 3.The ratio of toggle-bolt prices in year X to toggle-bolt prices in year Y was 4 to 3. If the ratio of pric es in year Y to prices in year Z was 3 to 2, what was the ratio of prices in year X to prices in year Z ? (A) 3 to 1 (B) 2 to 1 (C) 3 to 2 (D) 4 to 3 (E) 7 to 5 4.A group of 110 people is divided into 4 committees. If each committee contains at least 2 people, which of the following statements must be true? (A) Each committee has at least 4 people. (B) No 2 committees have the same number of people. (C) No committee has more than 100 people. (D)At least 1 committee has more than 25 people. (E) The largest committee has 3 more people than the smallest committee.5.In the cube above, AB=4. What is the perimeter of rectangle ABCD ? (A) 24 (B) 16 2 (approximately 22.63) (C) 16 4 2+ (approximately 21.66) (D) 882+ (approximately 19.31) (E) 482+ (approximately 15.31) n= ... 1234567891011 787980 6.The integer n is formed by writing the positive integers in a row, starting with 1 and ending with 80, as shown above. Counting from the left, what is the 90th digit of n ? (A) 1 (B) 2 (C) 3 (D) 4 (E) 5 A BC D

Taking the SAT Reasoning Test 59 Unauthorized copying or reuse of any part of this page is illegal. 7.What are all possible values of x for which xxxxx x ++++ = 25 2? (A) All real numbers except 0 (B) 0 only (C) 1 only (D) 5 2 only (E) No real numbers 8.If 231xy+=, what is xy 23+ in terms of y? (A) y 5 (B) 13 2 −y (C) 13 4y (D) 34 15 y+ (E) 35 12y 9.The figure above shows six right triangles. What is the value of xy22+? (A) 21 (B) 27 (C) 33 (D) 593 (approximately 24.35) (E) 611 (approximately 24.72) 10.For positive integers x, let the symbol x rep- resent the sum of the digits of x. For example, 74 7 4 11=+=. If n is a positive integer and n=+33 17, which of the following could be the value of n ? (A) 14 (B) 34 (C) 51 (D) 65 (E) 86 STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test. − − √3 √3 √10 √6 √7 x y 2

60 Taking the SAT Reasoning Test Unauthorized copying or reuse of any part of this page is illegal. SECTION 7 Time — 15 minutes 13 Questions Directions:For each question in this section, select the best answer from among the choices given and fill in the corresponding oval on the answer sheet. The passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or implied in the passage and in any introductory material that may be provided. Questions 1-13 are based on the following passage. This passage comes from the autobiography of a Black woman who grew up in Florida at the end of the nineteenth century. Grown people know that they do not always know the why of things, and even if they think they know, they do not know where and how they got the proof. Hence the irritation they show when children keep on demanding to know if a thing is so and how the grown folks got the proof of it. It is 5 so troublesome because it is disturbing to the pigeonhole way of life. It is upsetting because until the elders are pushed for an answer, they have never looked to see if it was so, nor how they came by what passes for proof to their acceptances of certain things as true. So, if telling their questioning 10 young to run off and play does not suffice for an answer, a good swat on the child’s bottom is held to be proof positive for anything from spelling “Constantinople” to why the sea is salt. It was told to the old folks and that had been enough for them, or to put it in Black idiom, nobody didn’t tell 15 ‘em, but they heard. So there must be something wrong with a child that questions the gods of the pigeonhole. I was always asking and making myself a crow in a pigeon’s nest. It was hard on my family and surroundings, and they in turn were hard on me. I did not know then, as 20 I know now, that people are prone to build a statue of the kind of person that it pleases them to be. And few people want to be forced to ask themselves, “What if there is no me like my statue?” The thing to do is to grab the broom of anger and drive off the beast of fear. 25 I was full of curiosity like many other children, and like them I was as unconscious of the sanctity of statuary as a flock of pigeons around a palace. I got few answers from other people, but I kept on asking, because I couldn’t do anything else with my feelings. 30 Naturally, I felt like other children in that death, destruction, and other agonies were never meant to touch me. Things like that happened to other people, and no wonder. They were not like me and mine. Naturally, the world and the firmaments careened to one side a little so as 35 not to inconvenience me. In fact, the universe went further than that — it was happy to break a few rules just to show me preferences. For instance, for a long time I gloated over the happy secret that when I played outdoors in the moonlight the 40 moon followed me, whichever way I ran. The moon was so happy when I came out to play that it ran shining and shouting after me like a pretty puppy dog. The other chil- dren didn’t count.But, I was rudely shaken out of this when I confided 45 my happy secret to Carrie Roberts, my chum. It was cruel. She not only scorned my claim, she said that the moon was paying me no mind at all. The moon, my own happy private- playing moon, was out in its play yard to race and play with her. 50 We disputed the matter with hot jealousy, and nothing would do but we must run a race to prove which one the moon was loving. First, we both ran a race side by side, but that proved nothing because we both contended that the moon was going that way on account of us. I just knew that 55 the moon was there to be with me, but Carrie kept on saying that it was herself that the moon preferred. So then it came to me that we ought to run in opposite directions so that Carrie could come to her senses and realize the moon was mine. So we both stood with our backs to our gate, counted 60 three, and tore out in opposite directions. “Look! Look, Carrie!” I cried exultantly. “You see the moon is following me!” “Ah, youse a tale-teller! You know it’s chasing me.” So Carrie and I parted company, mad as we could be 65 with each other. When the other children found out what the quarrel was about, they laughed it off. They told me the moon always followed them. The unfaithfulness of the moon hurt me deeply. My moon followed Carrie Roberts. My moon followed Matilda Clark and Julia Mosley, and 70 Oscar and Teedy Miller. But after a while, I ceased to ache over the moon’s many loves. I found comfort in the fact that though I was not the moon’s exclusive friend, I was still among those who showed the moon which way to go. That was my earliest conscious hint that the world didn’t 75 tilt under my footfalls, nor careen over one-sided just to make me glad. But no matter whether my probings made me happier or sadder, I kept on probing to know. 1.In lines 1-17, the narrator’s tone in discussing “grown people” is best described as (A)embarrassed and contrite (B) tentative and reasonable (C) amused and childlike (D)playfully disapproving (E) defiantly resentful Line

Taking the SAT Reasoning Test 61Unauthorized copying or reuse of any part of this page is illegal.2.In context, the phrase “pigeonhole way of life” (lines 6-7) refers to a (A) frustrated longing for more specialized knowledge (B)complacency about a particular way of thinking (C) compulsive desire to maintain family unity (D) recurrent tendency to ask petty questions (E) general tendency to avoid unpleasant truths 3.According to the narrator, adults often respond to children’s difficult questions by (A) rebuffing and punishing the children (B) changing the topic to more familiar subjects (C) referring the children to traditional oral tales (D) pretending to be too busy to answer (E)challenging the children to discover their own answers 4.The discussion of statues in lines 20-25 expresses th e narrator’s view that most people (A) look forward to improving their lives (B) fear new experiences in the world (C)wish to challenge social mores (D) doubt their childhood fantasies (E) cling to self-promoting illusions 5.The phrase “a flock of pigeons” (lines 27-28) refers to (A) adults who ignore the aesthetic beauty of their environment (B) adults who think and act alike when among their friends (C)children who often ignore parental directions (D) children who unwittingly disturb what is sacred to adults (E) children who are unable to focus on a single idea for an extended period of time 6.In lines 31-38, the narrator portrays children as (A) convinced adults do not understand them (B) unconscious of their own vulnerability (C)constantly seeking the meaning of life (D) impatient with adults’ simplistic answers (E) frightened of the world around them 7.In line 32, “touch” most nearly means (A) affect (B) rival (C) transfer (D) press (E) tap8.The description of “the world and the firmaments” in lines 34-35 serves to emphasize the (A)sense of gra ndeur some adults enjoy (B) child’s perception of an adult understanding (C) erroneous explanations put forth by adults (D) subjects the author worried about as a child (E) author’s self-centered confidence as a child 9.The “rules” mentioned in line 37 are (A) parental expectations (B)social customs (C) adult delusions (D) childhood rituals (E) natural laws 10.The phrase “happy to break a few rules” (line 37) helps to develop the narrator’s (A) childhood view of the world (B) childlike trust in her family and her society (C) view of the world’s random unpredictability (D) hope for an adult life happier than that of her childhood (E)strong identification with other children 11.In line 51, “hot” most nearly means (A) lucky (B) spicy (C) ardent (D) extremely warm (E) electrically charged 12.The statement in lines 75-77 (“That was . . . glad”) suggests that the narrator (A)had yet to learn to determine her own definition of “truth” (B) now understood that her actions would have a vast impact on her surroundings (C) realized that her responsibilities were greater than she had initially believed (D)had revised her perception of her place in the world (E) would probably not accept a more balanced view of her role in her family 13.The statement in the last paragraph (lines 78-79) reinforces the narrator’s earlier discussion about (A) adult idealism (B) childhood friendships (C) her persistent curiosity (D) her strong ego (E) her disillusionment with lifeSTOPIf you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.

Taking the SAT Reasoning Test™ Scoring and Answers Sections The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 4,500 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. For further information, visit www.collegeboard.com. Copyright © 2004 by College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Entrance Examination Board. CollegeEd, College Success, SAT Preparation Booklet, SAT Preparation Center, SAT Professional Development, SAT Reasoning Test, ScoreWrite, and The Official SAT Online Course are trademarks owned by the College Entrance Examination Board. PSAT/NMSQT is a registered trademark of the College Entrance Examination Board and National Merit Scholarship Corporation. The materials in these files are intended for individual use by students getting ready to take an SAT Program test; permission for any other use must be sought from the SAT Program. Schools (state-approved and/or accredited diploma-granting secondary schools) may reproduce them, in whole or in part, in limited quantities, for face-to-face guidance/teaching purposes but may not mass distribute the materials, electronically or otherwise. These materials and any copies of them may not be sold, and the copyright notices must be retained as they appear here. This permission does not apply to any third-party copyrights contained herein.

62 Taking the SAT Reasoning TestSection 2 Five-choice QuestionsCorrect Difficulty Answer Level1. A 1 2. B 2 3. B 2 4. E 2 5. B 3 6. E 3 7. C 4 8. C 5 9. C 4 10. E 5 11. D 1 12. C 1 13. B 2 14. A 3 15. E 1 16. E 3 17. B 3 18. B 3 19. C 3 20. A 4 21. A 4 22. B 5 23. B 5 24. E 3 25. B 3 26. A 5 27. E 4 28. D 4 29. A 3 30. D 2 31. E 4 32. A 4 33. C 3 34. C 4 35. A 3number correctnumber incorrectNOTE:Difficulty levels are estimates of question difficulty for a reference group of college-bound seniors. Difficulty levels range from 1 (easiest) to 5 (hardest).Correct Answers and Difficulty Levels for the SAT Practice TestVERBAL MATHEMATICALSection 3 Student-Produced Response QuestionsCorrect Difficulty Answer Level16. 15 1 17. 2100 3 18. 4 3 19. 3 or 4 2 20. 9 3 21. 2/3, .666 or .667 3 22. 105 3 23. 18 4 24. 7/6, 1.16 or 1.17 4 25. 35/6 or 5.83 5number correct (16-25)Section 6 Five-choice QuestionsCorrect Difficulty Answer Level1. C 1 2. C 1 3. B 2 4. D 3 5. D 3 6. E 4 7. A 4 8. E 5 9. A 5 10. E 5number correctnumber incorrectSection 3 Four-choice QuestionsCorrect Difficulty Answer Level1. A 2 2. B 1 3. A 1 4. C 1 5. D 2 6. C 2 7. B 2 8. A 2 9. A 3 10. D 3 11. D 4 12. A 3 13. D 5 14. A 3 15. C 5number correctnumber incorrectSection 1 Five-choice QuestionsCorrect Difficulty Answer Level1. D 1 2. E 1 3. E 1 4. A 2 5. A 1 6. B 1 7. D 2 8. D 2 9. A 2 10. C 2 11. A 3 12. B 2 13. B 3 14. C 3 15. D 3 16. C 3 17. E 3 18. A 3 19. B 4 20. C 5 21. C 3 22. C 3 23. E 4 24. B 4 25. D 5number correctnumber incorrectSection 7 Five-choice QuestionsCorrect Difficulty Answer Level1. D 5 2. B 4 3. A 3 4. E 3 5. D 3 6. B 3 7. A 1 8. E 4 9. E 3 10. A 3 11. C 2 12. D 3 13. C 2number correctnumber incorrectSection 5 Five-choice QuestionsCorrect Difficulty Answer Level1. C 1 2. E 2 3. A 2 4. B 3 5. C 3 6. E 3 7. E 4 8. D 5 9. B 4 10. A 1 11. E 2 12. B 3 13. D 4 14. E 3 15. B 5 16. C 1 17. D 3 18. C 3 19. B 2 20. D 3 21. D 3 22. D 5 23. E 4 24. C 2 25. A 3 26. D 3 27. E 3 28. B 3 29. D 2 30. C 3number correctnumber incorrect

Taking the SAT Reasoning Test 63Score Conversion Table for the SAT Practice TestVerbal Math Verbal Math Raw Scaled Scaled Raw Scaled Scaled Score Score Score Score Score Score 78 800 36 500 560 77 800 35 500 550 76 800 34 490 550 75 790 33 490 540 74 770 32 480 530 73 760 31 480 520 72 740 30 470 520 71 730 29 470 510 70 720 28 460 500 69 710 27 450 490 68 700 26 450 490 67 690 25 440 480 66 680 24 440 470 65 680 23 430 460 64 670 22 420 460 63 660 21 420 450 62 650 20 410 440 61 650 19 410 430 60 640 800 18 400 430 59 630 790 17 390 420 58 630 770 16 390 410 57 620 750 15 380 410 56 620 730 14 370 400 55 610 720 13 360 390 54 600 710 12 360 380 53 600 700 11 350 380 52 590 690 10 340 370 51 590 680 9 330 360 50 580 670 8 320 350 49 570 660 7 310 340 48 570 650 6 300 330 47 560 650 5 290 320 46 560 640 4 280 310 45 550 630 3 270 300 44 550 620 2 250 280 43 540 610 1 240 270 42 540 610 0 220 250 41 530 600 –1 210 230 40 530 590 –2 200 210 39 520 580 –3 200 200 38 520 580 and 37 510 570 belowScoring the SAT Practice TestCheck your responses with the correct answers on page 62. Fill in the blanks below and do the calculations to get your verbal raw score and your math raw score. Use the table to find your verbal scaled score and your math scaled score.Get your Verbal Score.How many verbal questions did you get RIGHT? Section 2: Questions 1-35 _______________ Section 5: Questions 1-30 + _______________ Section 7: Questions 1-13 + _______________ Total = _______________ (A) How many verbal questions did you get WRONG? Don’t count questions you omitted. Section 2: Questions 1-35 _______________ Section 5: Questions 1-30 + _______________ Section 7: Questions 1-13 + _______________ Total = _______________ x 0.25 = _______________ (B) A – B=_______________ Verbal Raw Score Round Verbal Raw Score to the nearest whole number. __________ Use the table to find your Verbal Scaled Score. _________________Get your Math Score.How many math questions did you get RIGHT? Section 1: Questions 1-25 _______________ Section 3: Questions 1-15 + _______________ Section 3: Questions 16-25 + _______________ Section 6: Questions 1-10 + _______________ Total = _______________ (C) How many 5-choice math questions did you get WRONG? Don’t count questions you omitted. Section 1: Questions 1-25 _______________ Section 6: Questions 1-10 + _______________ Total = _______________ x 0.25 = _______________ (D) How many 4-choice math questions did you get WRONG? Don’t count questions you omitted. Section 3: Questions 1-15 _______________ x 0.33 = _______________ (E) D + E=_______________ (F) C – F=_______________ Math Raw Score Round Math Raw Score to the nearest whole number. __________ Use the table to find your Math Scaled Score. _______ This table is for use only with the test in this booklet.

724283SAT Program Test Calendar 2004-2005 Sunday test dates immediately follow each Saturday test date. Deadlines are the same for all methods of registration (mail must be POSTMARKED). Register early and avoid the last- minute rush. Late registration is available to students in the U.S., Puerto Rico, and U.S. territories only. You can take either the SAT OR up to three Subject Tests during a given test administration. When you register, indicate each Subject Test you intend to take. Register separately for each test administration. You MUST register by the regular registration deadline if you want to take a Language Test with Listening, including the ELPT. Listening tests are offered only in November. You may take ONLY ONE listening test at that time. ELPT is also offered in January in test centers.Scores are available by phone and at www.collegeboard.com about 2 weeks after the test. Most score reports are mailed about 3 weeks after the test. Sometimes scores may take longer to report. The Question-and-Answer Service is only available for the October 9, January 22, and March 12 test dates. The Student Answer Service is available for all other test dates.         Test Dates OCT 9 NOV 6 DEC 4 JAN 22 MAR 12 MAY 7 JUN 4Registration Deadlines New SAT New SAT New SAT Early (International) N/A SEP 7 OCT 6 NOV 24 N/A MAR 9 APR 6 Regular SEP 7 OCT 1 OCT 29 DEC 20 FEB 7 MAR 25 APR 29 Late (U.S. only) SEP 15 OCT 13 NOV 10 DEC 29 FEB 16 APR 6 MAY 11Scores AvailableOnline/Phone OCT 22 NOV 19 DEC 17 FEB 4 MAR 28 MAY 23 JUNE 20 Mailed OCT 30 DEC 1 DEC 30 FEB 12 APR 8 JUNE 3 JULY 111016-00944 • F64E4000 • Printed in U.S.A.