Using the process of elimination 9 pdf

Answers
For detail questions, you don’t necessarily have to work
through all the steps. Here are some tips on how you
might have answered the questions.
10. Because you are being asked to look up each
answer in the passage to see whether it is there,
this is really four questions in one. If you
decide to take the time to answer this question
at all, you should leave it until you have
answered the other questions about this pas-
sage. By then, you will have discovered how the
passage is arranged, and you may have even
noticed some of the facts in the passage.
Choice a is found in the last sentence. Choices
b and d are also contained in the paragraph.
You can find all the answers but c in the pas-
sage. The passage states that producing alu-
minum (not plastic) from recycled materials
lowers air pollution by over 90% (not 70%).
The answer is c.
11. The answer is d. The other choices all contain
one or more items that are not discussed in the
passage.
12. Use the process of elimination for this ques-
tion. Choices a and d are in direct opposition to
the other ideas expressed in the passage. Choice
c is not related to the overall message of the
passage and is contrary to the writer’s purpose.
The answer is b. Even though the author doesn’t
directly say this, it can be inferred from the first
sentence of the passage: “Recycling goods gives

communities the opportunity to lower their
waste output, reduce disposal costs, and most
importantly, combat global environmental
problems.” Another hint is the phrase “it also
saves trees.”
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Words in Context
Another type of question on the THEA has to do with
words in context. You will have to look for clues to
answer these kinds of questions. Questions on words in
context have stems like these:
■
What is the best synonym for ________ as it is
used in the passage?
■
Which of the following is the best meaning of
________ as it is used in the second sentence?
How to Find Words-in-Context
Answers
Answers to words-in-context questions are found in the
sentences immediately preceding, including, and fol-
lowing the word. Usually there is some explanation
nearby—some synonym for the word or paraphrase of
its meaning.
Practice Passage and Question
In his famous study of myth, The Hero With a Thou-
sand Faces, Joseph Campbell writes about the arche-
typal hero who has ventured outside the boundaries
of the village and, after many trials and adventures,
has returned with the boon that will save or

enlighten his fellows. Like Carl Jung, Campell
believes that the story of the hero is part of the col-
lective unconscious of all human kind. He likens
the returning hero to the sacred or tabooed person-
age described by James Frazier in The Golden Bough.
Such an individual must, in many instances of myth,
be insulated from the rest of society, “not merely for
his own sake but for the sake of others; for since the
virtue of holiness is, so to say, a powerful explosive
which the smallest touch can detonate, it is necessary
in the interest of the general safety to keep it within
narrow bounds.”
There is much similarity between the arche-
typal hero who has journeyed into the wilderness
and the poet who has journeyed into the realm of
imagination. Both places are dangerous and full of
wonders, and both, at their deepest level, are jour-
neys that take place into the kingdom of the uncon-
scious mind, a place that, in Campbell’s words, “goes
down into unsuspected Aladdin caves. There not
only jewels but dangerous jinn abide . . .”
– THEA READING REVIEW–
80
13. Which of the following is the most accurate
definition of the word boon as it is used in the
passage?
a. present
b. blessing
c. charm
d. curse

Answer
Even if you don’t know the definition of the word boon,
you can determine its meaning from the context of the
passage. You can determine that boon is a positive term
because the passage states that the hero’s boon will
save or enlighten his fellows. Therefore, you can elim-
inate choice d, curse, which is negative. You can also
guess from the context of the passage that a boon is
likely to be intangible and not a concrete present or
charm,(choicesa and c). Choice b offers the most
accurate definition of boon, which is a timely benefit,
favor, or blessing.
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Inferences and
Fill in the Blanks
Inference and fill-in-the-blank questions are both
challenging. However, many test takers claim that
inference questions are one of the most difficult on the
exam. Inference questions are sometimes confused
with detail questions. The same answer that might be
correct for a detail question, however, will be wrong
for an inference question. Knowing how inference
questions are likely to be phrased will help you distin-
guish them from detail questions. Inference question
stems usually include words like those highlighted
below:
■
The author implies that . . .
■
The author suggests that . . .

■
It can be concluded from this passage that . . .
■
The passage implies that . . .
■
The narrator hints that . . .
■
It can be inferred from the passage that . . .
■
Which of the following is closest to the author’s
outlook on ?
■
The feature that ________ and ________ have in
common is . . .
How to Find Inference Answers
Inferences are not directly stated in the passage. If an
answer choice can be found in the passage, it is not the
right answer. Look, however, for items, people, events,
or ideas in the passage that might relate to other items,
people, events, or ideas in the passage.
81
Six Steps for Words-in-Context Questions
1. Locate the word and read at least five lines above the word to catch the context. Notice any context
clues—words or phrases that explain the meaning of the word.
2. Eliminate all answers that have nothing to do with the passage or the context.
3. If you are lucky, you may encounter an answer choice that is a different part of speech from the word or
phrase in question. Think for a minute to make sure this answer choice doesn’t have an alternate mean-
ing that is the same part of speech, and if it doesn’t, eliminate it.
4. Place the remaining words in the blank and read to see which one fits best.
5. If you think you know the word, make sure the passage uses the word in the same way. Many of the

answers will be different possible meanings of the word in question.
6. Look for clues in root words, prefixes, and suffixes.
Practice Passage and Question
Many educational reformers have focused their
efforts over the last decade on instructional practices
such as cooperative learning that emphasize problem
solving and decision making over solitary reliance on
memorization of facts and theories. Furthermore,
pro
grams that emphasize problem solving and deci-
sion making directly address the national education
goal of helping prepare students “for responsible citi-
zenship, further learning, and productive employ-
ment
in our modern economy.” Several programs
offer strategies for addressing problem solving and
decision making, ranging from in-
class discussions
and the use of board games to designing and con-
ducting community service activities. For example,
tutors at Raising Academic
Achievement focus on
problem-solving skills and are
trained to help stu-
dents “think, explore, solve, and
look back” when
working on mathematics problems.
14. Which of the following can be inferred from the
information in the passage?
a. Tutors at Raising Academic Achievement help

ensure that students will be productively
employed when they become adults.
b. Cooperative learning emphasizes problem-
solving techniques.
c. Playing board games increases problem-
solving skills.
d. Responsible citizenship should be taught in
school.
Answer
Go through the steps.
1. The passage is short and the question offers no
topic or location clues.
2. It looks as though d is off the topic since the
paragraph is not about teaching responsible citi-
zenship; it is only mentioned in passing.
3. Choice b is mentioned in the first sentence.
Choice c is mentioned further on. These two
answers can be eliminated. That leaves choice a.
The passage does not explicitly state that the
tutors will help future employment, but it does
say tutors help with problem-solving skills and
that problem-solving skills will help with future
employment. Choice a is one step removed from
the facts of the passage, so it is the right answer.
(You didn’t need to use steps 4–6.)
Graphs
Graphs are found in both the reading and the math sec-
tions of the THEA. For more information on graphs,
please see Chapter 5.
Now that you have reviewed your reading skills,

turn to Chapter 5 for a math review.
82
Six Steps for Inference Questions
1. Skim the passage to see how it is organized. Find the main ideas.
2. Eliminate any answers that are off the topic.
3. Look for an answer choice that says the same thing in an opposite way.
4. Eliminate any answers that are unreasonable or that cannot be drawn from the facts in the passage.
5. Eliminate any answers that can be concluded from the statements in the passage, but do not answer the
question.
6. Choose the answer that is most clearly concluded from the statements in the passage.
T
he THEA Mathematics section measures those mathematical skills and concepts that an edu-
cated adult might need. Many of the problems require the integration of multiple skills to
achieve a solution. It is composed of between 40 and 50 multiple-choice questions.
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Arithmetic
This section covers the basics of mathematical operations and their sequence. It also reviews variables, inte-
gers, fractions, decimals, and square roots.
Numbers and Symbols
NUMBERS AND THE NUMBER LINE
■
Counting numbers (or natural numbers): 1, 2, 3,
■
Whole numbers include the counting numbers and zero: 0, 1, 2, 3, 4, 5, 6,
CHAPTER
THEA Math
Review
CHAPTER SUMMARY
This review covers the math skills you need to know for the THEA Math-
ematics test. You will learn about arithmetic, measurement, algebra,

geometry, and data analysis.
5
83
■
Integers include the whole numbers and their opposites. Remember, the opposite of zero is
zero: –3,–2,–1,0,1,2,3,
■
Rational numbers are all numbers that can be written as fractions, where the numerator and denomina-
tor are both integers, but the denominator is not zero. For example,
ᎏ
2
3
ᎏ
is a rational number, as is
ᎏ
Ϫ
5
6
ᎏ
.The
decimal form of these numbers is either a terminating (ending) decimal, such as the decimal form of
ᎏ
3
4
ᎏ
which is 0.75; or a repeating decimal, such as the decimal form of
ᎏ
1
3
ᎏ

which is 0.3333333 . . .
■
Irrational numbers are numbers that cannot be expressed as terminating or repeating decimals (i.e. non-
repeating, non-terminating decimals such as π, ͙2
ෆ
, ͙12
ෆ
).
The number line is a graphical representation of the order of numbers. As you move to the right, the value
increases. As you move to the left, the value decreases.
If we need a number line to reflect certain rational or irrational numbers, we can estimate where they
should be.
COMPARISON SYMBOLS
The following table will illustrate some comparison symbols:
= is equal to 5 = 5
≠ is not equal to 4 ≠ 3
> is greater than 5 > 3
≥ is greater than or equal to x ≥ 5
(x can be 5 or any number > 5)
< is less than 4 < 6
≤ is less than or equal to x ≤ 3
(x can be 3 or any number < 3)
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
Greater Than
Less Than
– THEA MATH REVIEW–
84
–
ᎏ

3
4
ᎏ
͙2
ෆ
␲
SYMBOLS OF ADDITION
In addition, the numbers being added are called addends. The result is called a sum. The symbol for addition is
called a plus sign. In the following example, 4 and 5 are addends and 9 is the sum:
4 + 5 = 9
SYMBOLS OF SUBTRACTION
In subtraction, the number being subtracted is called the subtrahend. The number being subtracted FROM is called
the minuend. The answer to a subtraction problem is called a difference. The symbol for subtraction is called a
minus sign. In the following example, 15 is the minuend, 4 is the subtrahend, and 11 is the difference:
15 – 4 = 11
SYMBOLS OF MULTIPLICATION
When two or more numbers are being multiplied, they are called factors. The answer that results is called the prod-
uct. In the following example, 5 and 6 are factors and 30 is their product:
5 ϫ 6 = 30
There are several ways to represent multiplication in the above mathematical statement.
■
A dot between factors indicates multiplication:
5 • 6 = 30
■
Parentheses around any one or more factors indicate multiplication:
(5)6 = 30, 5(6) = 30, and (5)(6) = 30.
■
Multiplication is also indicated when a number is placed next to a variable: 5a = 30. In this equation,
5 is being multiplied by a.
S

YMBOLS OF DIVISION
In division, the number being divided BY is called the divisor. The number being divided INTO is called the div-
idend. The answer to a division problem is called the quotient.
There are a few different ways to represent division with symbols. In each of the following equivalent
expressions, 3 is the divisor and 8 is the dividend:
8 ÷ 3, 8/3,
ᎏ
8
3
ᎏ
,3ͤ8
ෆ
– THEA MATH REVIEW–
85